Methodology for diagnosing the level of development of a child's speech. Diagnosis of the development of speech in children of senior preschool age. Low level of speech development

Why is it necessary to diagnose the speech development of preschool children? This special technique is used to assess and recognize the correct development of speech. Every child learns new sounds and words at different rates. In the early stages of speech development, children often have minor delays. In order for them not to negatively affect the formation of speech in a child, certain diagnostic methods will help to eliminate them in time.

Correct dynamics of speech development in children

A child's language skills continue to improve during adolescence. Children reach the main stages of development in speech up to 5-6 years.

Already from the birth of a child, parents should carefully monitor how the child develops speech. For classes with children, it is necessary to use developing educational material, with the help of which the child's speech will improve.

Communication in preschool children consists of imitation of sounds, expressiveness of language with gestures, understanding of words and their use in speech.

In accordance with age, the dynamics of speech development in children is divided into several stages. The table below shows a list of communication skills that fall at a certain childhood age.

Up to 1 year	1 to 3 years	3 to 5 years
In the first months of life, babies learn sounds. They recognize the voice of their mother, distinguish the rhythm of sounds and respond to them with cooing. By the first year of birth, babies know the voice of the rest of the family (dad, sisters, brothers). They can also say short words (for example, "mother", "woman", "grandfather"). Some children already know a few words a year, remember the sounds they hear and try to repeat them.	The child's language skills are improving rapidly. Every word has meaning for him. At this age, children can point to objects that arouse their interest. They also understand the meaning of phrases (fluffy cat, summer day). At 2 years old, a child knows about 50 words and understands the meaning of objects placed in the house or depicted in books. In addition, children understand short phrases: “mom has come”, “your dad”, “a good bear”, etc. Everyone who is over 2 years old knows by heart some parts of the body and tries to name objects based on the first letters of their name (“bun” - “beech”, “kitty - kiki”, “mouse” - “cape”)	At 3 years old, children use 100-150 words in their communication and understand the instructions of parents (for example, “put away toys”, “put the book on the table”, “wash your hands”). In the same years, children can pronounce letters that are difficult for them (“f”, “p”) and make sentences in different tenses of the verb and call words in the plural. At 4 years old, children communicate in long sentences, ask questions, describe past events, and retell stories. In general, by the age of 4 or 5, a child can maintain a dialogue with an adult. Moreover, at 5 years old, some children are able to learn the language and express words in writing.

These age limits will help parents control the correct development of speech in children.

Methods for diagnosing speech development in children

In what cases should parents avoid diagnosing a child's speech development? The reason for a visit to the doctor is a violation of the dynamics in the improvement of speech in children 3-4 years old. As a rule, at this age, the child's vocabulary is more than 200 words, and at the same time, it continues to grow rapidly. At 4-5 years old, children are able to pronounce letters that are difficult for them, such as “r”, “f”, “u”, etc. They give less preference to sign language and try to communicate as much as possible with peers and adults in verbal form.

A diagnostic method for detecting delays and defects in the development of speech will help the child to correct communication skills in a timely manner

Usually, a defectologist deals with the examination and treatment of speech disorders. Through diagnostics, this doctor finds the main causes that can interfere with the development of speech (for example, poor memory, hearing problems and some dysfunctions of the speech apparatus).

A defectologist diagnoses a speech and cognitive impairment in a child using several types of testing, such as listening, perception of the rhythm of speech, and the ability to reproduce sounds heard. This also includes tests for associative and logical types of thinking.

If the child does not lag behind in cognitive abilities and he has only minor speech defects (for example, not pronouncing the letters “l”, “f”), in this case, not a defectologist, but a speech therapist should deal with him.

Parents can also diagnose the development of speech in preschool children at home. One of these methods is the author's work, which was developed by F.G. Daskalova (speech pathologist-defectologist). Almost every organization, school and clinic, whose activities are aimed at the early development of the child, uses the material of F.G. Daskalova for diagnostic purposes.

Parents are only advised to use this method if their child does not have an intellectual or autistic disability. With such disorders, children need professional examination and serious treatment.

For everything you need to know about child development, watch the video below.

When diagnosing speech development in children of older preschool age, we relied on the following provisions:

Communicative and rhetorical skills in the preparatory group are associated with the ability to analyze and evaluate communication

And also with the ability to communicate, when the ability to navigate the situation is assessed.

When diagnosing the speech development of the speech of children in the preparatory group, the following assessment indicators were used:

The ability to navigate in different situations of communication, taking into account who is speaking, to whom the speaker is addressing, for what purpose, what - about what, how, etc .;

The ability to analyze and evaluate one's own speech behavior and the speech behavior of another, what the speaker said, what he wanted to say, what he said unintentionally, etc .;

Mastering the culture of listening, listening carefully to the interlocutor, adequately responding to the speaker's speech;

It is appropriate to use the rules of speech etiquette, conduct an etiquette dialogue; - correlate verbal and non-verbal means of communication, possession of non-verbal means (facial expressions, gestures, body movements).

To identify the level of speech development in older preschoolers, the diagnostics “Development of speech according to the program “Rainbow” was used.

Diagnosis of children in the preparatory group for the development of speech was carried out in the following areas.

1. To diagnose the sound culture of speech, it was found out whether the child had speech defects. Which?

The following tasks were offered:

a) The child was asked to name any words with the sound s.

“For example, I remembered now,” the teacher says, these are the words: pine ... aspen ... sowed .... It's your turn. Continue!"

b) A game was offered. A sheet of paper with a grid is given to determine the position of the sound in the word and a chip. The rules of the game are explained: “Repeat the word river after me. Do you hear the r sound in this word? Is it heard at the beginning of a word or in the middle of it? Put a chip in the first window, since in the word river the sound r is at the beginning of the word. Listen to another word - rhinos. Where is the r sound? Put a chip in the second window. Let's say the word fire together. And I put the chip in the third window. Am I right or wrong? Now work on your own. I will call the word, you say it after me and put the chip in the right box: cancer ... lilac ... cheese.

2. The following was proposed for the examination of speech understanding and the level of active vocabulary.

a) The teacher says: “A little puppy has a very sore ear. He whines. Needs your sympathy. What will you tell him? Start like this: "You are mine..."

b) The children were asked to look at the picture. The question was asked what happened to the chickens. I was asked to come up with a title for the story.

The teacher asks to take a closer look at the chicken, which saw not yellow, but black and grimy chickens; describe her condition. She is… . 3. Fiction.

a) The child is asked to read a favorite poem

b) They offer to name fairy tales that the child is ready to listen to more than once. If he cannot remember the name of the tale, let him start telling it, you can suggest the name.

c) The child is asked to remember the writers whose books were read in kindergarten and at home; artists who made beautiful drawings for children's books.

The evaluation of the performance of tasks was carried out as follows:

9-10 points (high level) - answers all tasks correctly, without prompting from adults, answers quickly and willingly.

5-8 points (intermediate level) - answers most of the questions correctly, but uses the prompt of an adult, answers slowly but willingly.

1-4 points (low level) - answers most of the questions incorrectly, even with a prompt from an adult, answers little and reluctantly.

The analysis of the data obtained was entered into the individual card of the child, where the data on the child were indicated. Below is a summary table of test subjects for all three types of tasks (see table 2).

table 2

	Sound culture of speech	Speech comprehension, active vocabulary	Fiction
1. Marina V.
2. Artem B.
3. Slava T.
4. Roman S.
5. Diana N.
6. Konstantin D.
8. Sveta V.
9. Daniel Zh.
10. Alina L.
11. Irina M.
12. Veronica S.
13. Yaroslav K.
14. Bogdan G.
15. Kirill A.
16. Lada D.
17. Sevastyan S.
19. Maria B.
20. Mark Z.

As a result of the analysis of the data obtained, the average score was obtained, the results are presented in table No. 3 and in the form of a diagram in figure No. 2.

Table No. 3 Diagnostic results to identify the level of speech development of children in the preparatory group

The data obtained is presented in the following diagram:

Rice. 2

Thus, in the process of diagnosing the speech development of older preschool children, it was found that 10 out of 20 children have a high level of speech development, 7 children have an average (satisfactory) level, and 3 children have a low level.

The work on determining the features of the development of speech in older preschoolers showed that children of this age make few mistakes in word usage, in the construction of not only a simple, but also a complex sentence; use a variety of ways to connect sentences in the text. Older preschoolers try not to break the sequence of presentation of thoughts, often in their stories there are elements of narrative and description. But sometimes children turn to the help of an adult, as they cannot always cope with the task on their own.

The results obtained testify to the effectiveness of conducting complex classes for 3-4 years, starting from the second junior group and up to and including the preparatory one. This confirms the need for such training in order to assimilate an active vocabulary, form a sound culture of speech, develop the skills to transfer knowledge in fiction, build a coherent monologue statement in the process of conducting complex classes.

Ebbinghaus method.

The technique is used to identify the level of development of speech, the productivity of associations.
Instruction:"Fill in the missing words."

Instruction: "Dot it".

Analysis of results: The speed of finding and the productivity of associations are fixed.

A technique for studying the possibility of comprehending a situation based on auditory or visual perception (understanding the explicit and hidden meaning, linking details into a single whole).

This technique is used to determine the level of development of understanding of grammatical structures.

Exercise 1.

1. "Listen to what I will read to you and tell."
2. "Read and retell."

Jackdaw and dove.

The jackdaw heard that the pigeons were well fed, turned white and flew into the dovecote.
The pigeons accepted her as their own, fed her, but the jackdaw could not resist and croaked like a tick. Then the pigeons chased her away. She returned to the jackdaws, but they also did not accept her.

Ant and dove.

The ant wanted to get drunk and went down to the stream. A wave swept over him, and he began to sink. A dove flying past noticed this and threw a branch into the stream. An ant climbed this branch and escaped.
The next day, the ant saw that the hunter wanted to go and catch the dove in a net. It crawled up to him and bit him on the leg. The hunter screamed in pain, dropped the net. The dove fluttered and flew away.

Smart jackdaw.

The jackdaw wanted to drink. There was a jug of water in the yard, and the jug only had water at the bottom. Jackdaw could not be reached. She began to throw pebbles into the jug and threw in so many that it became possible to drink.

Most beautiful.

The owl flew. Other birds flew towards her. The owl asked:
- Have you seen my chicks?
- And what are they?
- Most beautiful!

Analysis of results: understanding of the sequence of events, general and hidden meaning is taken into account.

Task 2.

Turning to the child, the teacher says: "Listen carefully. I will name several words. Make several sentences from each set (one sentence). If necessary, change these words or add one or more words to the set."

Word sets:

1. Girl, album, drawing.
2. Child, cup, milk.
3. From, cells, siskin.
4. Sasha, skiing, riding, on.

Evaluation scale.

"Listen to a series of words and make sentences out of them."

1. In, sing, choir, girls.
2. Passengers, trams, exit.

Task 3.

Two cards with drawings are laid out in front of the child on the table:

The teacher says: "The boy in the white shirt is called Petya, and the boy in the checkered shirt is called Vanya." Then, under these pictures, the teacher lays out eight separate cards with sentences of different syntactic complexity printed on them. These sentences are a description of situations in which the subject of the action is either Petya or Vanya (active and passive constructions): Vanya drew Petya. Vanya was drawn by Petya. Petya was drawn by Vanya. Vanya is drawn by Petya. Petya drew Vanya. Vanya is drawn by Petya. Petya is drawn by Vanya. Petya is drawn by Vanya.

Note: If the child is not reading, deictic gestures are used. The sentences are read by the teacher. The child shows with his finger who drew: Petya or Vanya.

Task for in-depth diagnostics.

"Show me where in the picture: - a circle under a square; - a square above a circle; - a circle on a square; - a circle above a square."

Phoneme discrimination and selection test.

The sound discrimination test consists of 8 main tasks and 6 tasks for in-depth diagnostics.
The first and second of the main tasks are aimed at assessing phonemic perception, the third and fourth - at the state of phonemic representations, the fifth, sixth and seventh - phonemic analysis and the eighth - phonemic synthesis.

To assess the state of phonemic perception, the complex includes tasks aimed at recognizing, distinguishing and comparing: individual sounds in a series of sounds (task 1) and paronymic words (task 2). Particular attention in the tasks is paid to the distinction between whistling and hissing, voiceless and voiced affricates, hard and soft phonemes. If necessary, additional tasks can be used for this purpose.

By the time this test is applied, it is necessary to have data on the state of the child's physical hearing. This is due to the fact that even a slight hearing loss in early childhood makes it difficult to distinguish between speech sounds. At the same time, children with normal physical hearing often have specific difficulties in distinguishing subtle differential features of phonemes. These difficulties affect the course of development of the entire sound system.

Exercise 1.

Turning to the student, the teacher says: “Now I will name various sounds. Be careful: if among these sounds you hear the sound Sh, then raise your hand. Listen:

T, W, H, F, W, W".

After the student completes this part of the task, the teacher continues the instruction: "Now raise your hand when, among the sounds that I will pronounce, you will hear sound 3" (зъ). Listen:

S", C", 3", T", 3"".

And finally, the teacher says: "Now I will again name different sounds. Raise your hand only when you hear the sound Z. Listen:

S, H, T, C, C, C, SH.

Note: The sounds Ш, 3", Ц are found twice in the given rows of sounds. Therefore, the total number of correct answers is six. Based on this, the following assessment standards are proposed.

Task for in-depth diagnostics.

"Hearing the syllable TA among other syllables, raise your hand. Listen: YES, NA, TA." After the child gives an answer, the teacher continues: "Now raise your hand if you hear the syllable SYA. Listen:

ZYA, SIA, SA, SIA, TYA.

Task 2.

10 drawings are laid out in front of the child on the table (see below). Then the teacher says: “Look at all the pictures and say, do you know all the objects shown in the pictures? Do you know the names of all these objects? (Usually the child answers in the affirmative.) Now be especially careful. I will show these objects in pairs (according to two words), and you will show them in the drawings.

grass - firewood, duck - fishing rod, roof - rat, bear - mouse, barrels - kidneys.

Task 3.

The teacher lays out the pictures below on the table in front of the student (with the exception of two pictures with houses). The names of the objects that are shown in these pictures contain either sound D or sound T. Then the teacher asks: "Do you know all the subjects?" The child usually answers in the affirmative.

Then the teacher lays out two more pictures: the first shows a white house, the second - a black one. The teacher again addresses the student: "Put pictures of objects with the sound T in their names near the white house, and with the sound D" near the black house.

Task 4.

Turning to the student, the teacher says: "Remember and name as many words as possible that have a sound C. Remember that this sound can be at the beginning of a word, in the middle, at the end."

Task 5.

First, the teacher asks the child to write the word on a piece of paper

"frying pan".

As a rule, the student refuses to do this, referring to the inability to write well. The teacher reassures him, saying: "Well, then we will do otherwise. I will write down the words. To do this, you will dictate to me first the first sound in the word, then the second, third, and so on until the end of the word. But we will start with a short word, and then we will take words that are longer and more complex.

Then the teacher calls the words one by one:

nose, spider, school, tent, frying pan.

Task for in-depth diagnostics.

"Name the first and last sound in the word

ELEPHANT ".

Task 6.

Four cards are laid out in front of the child on the table (see below). The teacher clarifies whether the student knows the names of the objects depicted on them, asks to name them. Then, turning to the student, he says: "Choose from these four pictures the one in the name of which the first sound is the same as in the word" swallow ".

Task for in-depth diagnostics.

"Choose among the pictures the one that begins with the sound B".

Task 7.

The teacher lays out four letters on the table in front of the child:

H W C T

Clarifies whether the child knows what these letters are, asks to name them. Then the teacher says: "Now I will say one word - this is the word" cup ". And you select from these four letters (W, H, C, T) the one that corresponds to the first sound of this word."

Task for in-depth diagnostics.

"Choose from the four letters the one with which the word STORK begins."

O U A M

Task 8.

Turning to the student, the teacher says: "Now I will name each sound in the word separately, one by one. Listen carefully and say what word will come from these sounds." (Sounds are pronounced by the teacher at intervals of 4-5 seconds.)

Task for in-depth diagnostics.

"Tell me what word will come out of the sounds that I will pronounce." (Sounds are pronounced at intervals of 2-3 seconds.)

"Name the first sounds in the words that denote the names of the objects depicted in these drawings."

Reading 11 min.

Identification of the level of speech development occurs through a diagnostic examination of preschoolers.

Diagnosis of speech development of children 2-4 years old.

Formation of a dictionary.

To conduct a diagnostic examination of younger preschoolers and identify their level of speech development, illustrative material is needed: thematic subject and plot pictures. Children need to be interested, and therefore all tasks are offered in a playful way.

Preschoolers should be guided in the following lexical topics: “Seasons”, “Toys”, “Vegetables and fruits”, “Clothes and shoes”, “Dishes”, “Furniture”, “Personal hygiene items”, “Domestic and wild animals”, "Poultry", "Insects", "Man. Body parts".

To fix nouns, you can offer options for tasks.

• Option. 1. In the table, different subject pictures, an adult shows any image, and the child must say what it is.
• Option 2. The adult names the object, and the child must find its image.
• Option 3. An adult offers to select all the pictures on a given topic. For example, "Show toys." "Gather the vegetables." "Where are the pets?"

The use of verbs in speech can be checked by offering a preschooler of this age plot pictures depicting labor actions, modes of movement, and emotional states of people. The child, looking at the picture, must answer the proposed questions. For example, “How does a worm move? Butterfly?" etc.

Adjectives. An adult shows either an image or some object and asks to determine its color, size, what it tastes like. For example, lemon (yellow, sour).

For preschoolers 3-4 years old, offer the game "Say the other way around." The adult begins the phrase, and the child finishes:

• The elephant is big, and the mouse .... (small).
• Mom has long hair, and dad .... (short).
• The wolf is brave, and the hare ... (cowardly).

To check adverbs (high-low, far-close, warm-cold), you will also need plot pictures.

The grammatical structure of speech

To test the ability of children to put nouns in the plural form, he is invited to consider paired subject pictures (chair-chairs, plate-plates, etc.) and answer “What is shown in one picture? (one item) to another? (several items).

Checking the formation of skills to form diminutive forms of nouns occurs with the help of subject pictures. The child can be offered to name the depicted objects affectionately, for example, a doll - a doll, a table - a table, an apple - an apple, etc.

The ability to coordinate nouns and pronouns with verbs is better with the help of plot pictures or toys and leading questions. For example, the doll is sleeping, but the dolls? The ball lies, and the balls?

The use of verbs in different tenses can be reinforced with questions like, “What are you doing now? What did mom do yesterday? What are you doing tomorrow?"

The correct use of prepositions is also checked with the help of questions about plot pictures or the location of objects in space. For example, there is a box in front of the baby, there is a red cube in it, and a green one is on it, a doll sits in front of the box, behind it is a matryoshka. You can ask the child questions: “Where is the doll? Cubes? Green cube? Red? etc.

Sound culture of speech

This is a clear pronunciation of all sounds. An adult can hear mistakes in everyday speech of preschoolers. You can also ask the child to repeat the words after the parent to check for a specific sound, for example, the hard and soft sound “m” - mouse, ball, Masha, bear.

Connected speech

Preschoolers should be able to:

• clearly express your thoughts;
• tell a familiar fairy tale, an event from your life (How did you spend your weekend? What did you like about the circus? etc.;
• compose a short descriptive story about the toy using leading questions and using the plot picture “The doll is having lunch”, “The boy plays toys”.

The table shows the approximate requirements for telling a familiar fairy tale (for a high level of speech development of younger preschoolers).

Diagnosis of speech development of children 4 - 5 years old

Vocabulary formation

Preschoolers of this age should have elementary knowledge of lexical topics: “Seasons”, “Toys”, “Vegetables and fruits”, “Clothes and shoes”, “Dishes”, “Furniture”, “tools, household appliances”, “Personal items Hygiene”, “Trees and Shrubs”, “Berries”, “Flowers”, “Domestic and Wild Animals”, “Poultry”, “Wintering and Migratory Birds”, “Insects”, “Man. Parts of the body”, “Professions”. Games are used to fix them:

• “Find out by description”: an adult thinks of some object and names its characteristics, the child must guess what was conceived, for example, yellow, oval, sour (lemon), green, round, sweet, large (watermelon);
• "Who has who?" - there are two windows in the table, in one is an image of an adult animal, in the second - the child must put the image of a cub, who does the hare have? (hare), At the she-wolf? At the chicken, etc.
• “Call it affectionately” - a fox - a fox, a duck - a duck, a sparrow - sparrows, etc.
• “One-many” - one lemon - many lemons; one ball - many balls, one birch - many birches, etc.
• “Come on the ball, name the parts of the body” or “Throw the ball, name the furniture quickly.” The adult says a general concept and throws the ball to the child. He, returning the ball, must list the appropriate words. The game will be more interesting if several children take part.

To identify the preschooler's understanding of the purpose of objects, the game “What is for what?” Is used:

• What is the artist drawing?
• What is used to sew on a button?
• What item do you need to play football?
• In what dishes are the first dishes prepared? Etc.

Diagnostics grammatical structure of speech is carried out using similar tasks as in the examination of preschoolers 3 years old.

To check the use of prepositions, you can offer such a task. In a table card, decompose geometric shapes according to the assignment, for example, a square above a triangle, a circle under a triangle, an oval into a square.

Sound culture of speech

At this age, preschoolers should pronounce all sounds clearly. In the sound table, vowels are marked in red, hard consonants in blue, and soft consonants in green.

To identify the development of the skills of children of this age to differentiate words that are similar in sound, it is proposed to name the images in the pictures or repeat after the adult: dot - daughter, goat - braid, heat - ball, duck - fishing rod, etc.

You can check the ability to hear a certain sound from the sound range as follows. The parent pronounces several sounds “t, p, a, l, i, d, and”, the child needs to clap when he hears, for example, the sound “i”.

With the help of the game "Echo" auditory attention is checked. An adult pronounces syllables and asks them to repeat: pee-bee; the date; zo-so; zha-sha.

Connected speech

For this age it is important to be able to:

• come up with simple sentences of 3-4 words;
• compose stories based on a picture, a series of pictures, from personal experience up to 5 sentences;
• retell texts of 3-5 sentences;
• read poetry expressively.

For productive speech development, it is useful to use visual aids developed independently. So that the child quickly memorizes verses, they can be presented in a table, for example:

Diagnosis of speech development of children 5–6 years old

Vocabulary formation

Lexical topics are supplemented by "Holidays", "Musical Instruments", "Animals of the North and South". Games are used, as in the examination of preschoolers 4-5 years old.

The child’s understanding of the semantic side of the word can be checked by asking the child to come up with the end of sentences:

• In autumn it often drizzles…
• In the spring, migratory birds return from the south ...
• The symbol of Russia is a white-barreled ...

The grammatical structure of speech

The development of auditory attention is checked using the following task. The adult calls the words, and the child needs to clap when he hears the sound “sh”, in the words house, spinning top, hat, bark, fox, bump, pen, car.

Sound culture of speech

The adult names the words, the child determines which syllable is stressed and how many syllables: fishing rod, car, ball, box, horse.

The game "Find the sound" - the child must determine the position of the given sound in the word, for example, the sound "s" - owl, dew, litter, lynx, braid.

The game "Hard-soft" - the child needs to determine in which position the given sound is located. A new sound is marked in the sound table with a color signal.

Determine the number of sounds and letters in a word.

Connected speech

Preschoolers of this age should be able to:

• make simple and complex sentences. For example, from the given words: from the mountains, spring, streams, came, ran.
• from the proposed phrases, form new ones: a dress made of wool - a woolen dress, wooden boxes - a box made of wood, an apple turned red - a reddened apple, etc.
• compose stories from a picture, a series of pictures, from personal experience (5-6 sentences);
• retell the text in the amount of up to 5 sentences;
• know and explain the meaning of proverbs and sayings;
• expressively read poems, riddles.

Diagnosis of speech development of children 6-7 years old

Vocabulary formation

Lexical themes are the same. Didactically, games are also used similar to those used in examining children of six years of age. You can use additional tasks:

“Part - whole” - the child needs to name the parts or details of the whole. For example, face (eyes, mouth, nose, forehead, cheeks, chin, eyebrows), kettle (spout, handle, bottom, lid), etc.

“Name it in one word”: a rook, a crane, a stork - this, a coat, a jacket, a raincoat - this, an armchair, a bed, a sofa - this, etc.

"Professions":

• Who is driving?
• Who delivers the mail?
• Who puts out the fire?
• Who heals people? Etc.

To identify the level of use of adjectives in children's speech, the following task options are offered:

The child is offered objects or subject pictures, he needs to name their signs: What ball? What pear? What chair? What flowers?

A preschooler of this age should form adjectives from nouns: what kind of wooden table? (wooden), What kind of glass is it? (glass), What kind of chicken cutlets? (chicken), What silk dress? (silk), etc.

The use of antonyms: clean - (dirty), kind - (evil), fat - (thin), cheerful - (sad), warm - (cold), far - (close), friend - (enemy), etc.

Verbs. "Who is moving?" bird - (flies), snake - (crawls), man - (walks, runs);

"Who's doing what?" cook - (cooks), doctor - (heals), artist - (draws).

The grammatical structure of speech

The formation of plural nouns in the nominative and genitive cases: doll - dolls - dolls, apple - apples - apples, etc.

“Call it affectionately”: sparrow - (sparrow), table - (table), sofa - (sofa), flower - (flower), etc.

The combination of nouns with numerals: pencil - (2 pencils, 7 pencils), apple - (2 apples, 5 apples), matryoshka - (2 nesting dolls, 6 nesting dolls), etc.

The formation of verbs with the help of prefixes: fly - (fly away, fly, fly off, fly up, fly in, fly), etc.

Table results

Diagnostics involves the final result, namely, the identification of the level of development: + high - all tasks are performed independently, correctly; - + medium - most of it is done correctly or all with hints; - low - most of it is not completed. The table can reflect all the components of speech at all levels of the age of preschoolers.

Sound culture of speech

A preschooler must clearly pronounce all sounds. The child either pronounces words to a given sound, or repeats sentences, for example, Sasha walked along the highway and sucked dry; Zina closed the lock; Roma is happy for Rita.

The child is offered tasks for the sound analysis of the word:

• highlight the stressed vowel: fishing rod, pack, game.
• name the first and last consonant: daughter, catfish, lump, lemon, table.
• choose pictures depicting objects that contain the sound "N": fish, knife, shovel, socks, glass, scarf.
• determine the number of syllables in a word: mosquito, snail, scoop, army, shirt.
• name the sound with which the word in the picture begins, in the table below. In an empty cell, the child must put the corresponding color card. (red - vowel, blue - hard consonant, green - soft consonant)

Connected speech

The tasks are similar to those for examining preschoolers of six years of age, only the stories being compiled should be up to 8 sentences long. In the table there are reference pictures with which the child composes the story "Winter".

DIAGNOSIS OF SPEECH DEVELOPMENT

PRESCHOOL CHILDREN

The problem of speech development of preschool children has now become very relevant. Teachers note an increase in the number of children with speech disorders. In order to provide timely assistance to a child with speech disorders, the teacher must clearly understand how the speech of a preschool child develops normally and what needs to be paid attention to in order to prevent and correct speech disorders in time. (see table)

What the teacher needs to pay attention to:

How often a child gets sick (somatically weakened children, as a rule, have underdevelopment not only of physical processes, but also mental, cognitive, speech underdevelopment);

Development of general and fine motor skills;

Speech development

IF:

• The child does not speak at all.

Lack of speech at 3 years is not just a delay - it is a signal of a gross speech violation!

• Delay at the naming stage. (after 3 years)

The child names objects in a specific situation (as a rule, only under the influence of an adult’s model), remains at the level of their designation for a long time, there are no sentences in speech. In real communication with people, instead of speech, there are gestures, movements, demanding exclamations, etc.

1. He talks like a little one.
2. When talking, the tongue is visible between the teeth.
3. Slurred speech.
4. Doesn't want to talk.
5. There were stutters in the speech.
6. there is a strong flow of saliva;

IT IS NECESSARY TO APPLY TO THE TEACHER-DEFECTOLOGIST URGENTLY

It is a mistake to hope for the spontaneous disappearance of pronunciation shortcomings as the child grows, because they can be firmly fixed and turn into a permanent violation.

Children with speech disorders include children with psychophysical deviations of varying severity, causing disorders in the communicative and generalizing (cognitive) functions of speech.

The main manifestations of speech pathology are:

• delay in the rate of normal language acquisition (the first words appear at 2-3 years, phrases - by 3-4 years);
• the presence of varying degrees of severity of violations of language subsystems (lexical, syntactic, morphological, phonemic, phonetic);
• satisfactory understanding of addressed speech (in case of gross underdevelopment of speech, there may be difficulties in understanding complex structures, various grammatical forms, but at the same time understanding of everyday speech is preserved)
• violations of sound pronunciation (normally, by the age of 5, the child should correctly pronounce all the sounds of speech).
• Speech stuttering in speech (stuttering) or a pathologically accelerated rate of speech.

Children with severe speech disorders have deviations in the emotional-volitional sphere. Children are characterized by instability of interests, reduced observation, reduced motivation, negativism, self-doubt, increased irritability, aggressiveness, resentment, difficulties in communicating with others, in establishing contacts with their peers. Children with severe speech disorders have difficulties in the formation of self-regulation and self-control.

These features in the development of children with severe speech disorders are not spontaneously overcome. They require specially organized correctional work from teachers.

The educator needs to carefully monitor the speech of the children and correct their mistakes not only in the classroom, but throughout all regime moments. It is very important that the mistakes are corrected by the teacher correctly. You can not tease the child, make fun of him, as this can provoke a decrease in speech activity or speech negativism, isolation, and a negative attitude of the child towards the teacher.

In the classroom, the child's mistakes are fixed by the educator, all the children of the subgroup are involved in correcting inaccuracies. The teacher himself corrects grammatical errors if the children cannot do this. Errors in pronunciation are also corrected in the course of the answer, the child should be encouraged to pronounce the correct option.

Formation of the pronunciation side of speech(clarification and consolidation of the correct pronunciation of the sounds of the native language, their clear articulation in sound combinations and words, work on all elements of the sound culture of speech) is carried out by the educator at each lesson in combination with other speech tasks.

Age norms for the development of children's speech

Age period	Norm of sound production wearing	Lexico-grammatical development of speech	Connected speech
from 2 before 3 years old	All vowel sounds are pronounced. Yot vowels (i, u, ё, e) can be distorted, replacement s on the and. Clearly and firmly pronounced: b-p, m, n, s, t-d, Mr. Mixing of articulatory close sounds can be observed.	Vocabulary contains 30 adjectives. Use personal pronouns correctly. Prepositions appear (in, on, y, s), conjunctions (and, but, because, then, when). Often omitted, incorrectly used word prefixes.	Complex sentences appear in speech.
from 3 to 4 years	All vowels and consonants are clearly pronounced (th, s-z, c, l, l, v-f, g-k-x)	Use generalizing concepts (toy, family, dishes, furniture). Correlate unities. and plural. number exists. Use words denoting qualities, properties, size, color, objects. Prepositions are used in speech (for, before, instead of, after), conjunctions (what, where, how much). The syllabic structure of words is clearly pronounced.	Reproduces short stories and familiar little tales. Composes short stories (3-5 sentences) based on pictures, toys. Use suggestion. with homogeneous members; read by heart a little nursery rhymes and a poem
from 4 to 5 years	Pronounce sounds correctly w-sh-h-sh, r.	They understand and correctly use phrases that generalize words (clothes, birds, animals, fruits, vegetables, shoes, flowers, trees, etc.). They form antonyms to denote color, size. They use reduce-caressor and magnifier with noun-x suffixes.	They retell short fairy tales and stories, compose short stories according to the content of paintings, descriptions of objects. Compose a storyline. Creative storytelling based on ideas
from 5 to 6 years	Clearly and correctly pronounce all speech sounds	Clearly, correctly pronounce complex words. Choose synonyms and antonyms. Understand and use ambiguous words in speech. Understand figurative expressions in riddles. Form verbs with prefixes. Change words according to numbers and cases. All particular grammatical forms of words are assimilated.	Explain the meaning of the proverbs. Coherently and consistently convey the dialogue of the characters, the character of the characters. They compose a descriptor and a plot story based on a picture, a series of pictures. Divide sentences into words, words into syllables, syllables into sounds.