"Speech development of children of senior preschool age". Psychological features of the development of coherent speech in children of senior preschool age
preschooler pedagogical speech consciousness
The most important condition for full-fledged mental development is the timely correct mastery of speech by the child.
In a preschool institution, the development of children's speech is carried out by teachers in various activities: in direct educational activities, as well as exercises are carried out, the purpose of which is to develop the sound side of speech and enrich the vocabulary of children; games and exercises are conducted to develop the grammatical structure of speech and coherent speech.
Educators use the opportunity to correctly and clearly name an object, parts of an object, characterize its features, qualities in different types of activities (on a walk, in a group, during various regime processes, in a game). At the same time, educators clearly form the task, accurately pose questions. This allows you to maintain the relationship of understanding and using words, which in turn improves the ability of children to accurately and fully express thoughts, increases the effectiveness of verbal communication.
In order to maximize the speech of children, teachers conduct games, the purpose of which is to involve children in a conversation on a certain topic and allow them to express their views on a number of questions that an adult raises. In games, children take on some roles, but do not play them, but pronounce them. Teachers achieve the realization of such qualities of speech as accuracy, correctness, coherence, expressiveness. They pay special attention to the development of speech understanding in children, exercising in the implementation of verbal instructions. Children show great interest in how they say: “... the child is not alien to curiosity and in relation to the physiology of pronunciation. He wonders which organs are involved in pronunciation, and is even ready to experiment in this direction ”(Gvozdev A.N.).
Teachers are active participants and organizers of verbal communication between older children. They offer the child to tell other children about their news, draw the attention of children to the questions and statements of other children, encouraging them to answer and speak out.
In a conversation with a child, educators pay attention to the content and form of the message, delicately correct grammatical errors. In their free time, teachers individually work with the child, developing that side of speech development that causes difficulties for the child. Educators provide children with the opportunity to talk about what they saw on a walk, on the way to kindergarten, using questions of motivation, observation, they actively respond to the manifestation of word creation, the child’s game with the word, because. this allows the development of figurative speech.
Teachers try to give children examples of correct literary speech, they try to make the speech clear, clear, colorful, complete, grammatically correct, expressive, concise. Include in the speech a variety of samples of speech etiquette. “Speak to children slowly, in an accessible, understandable language, avoiding difficult, incomprehensible expressions, but in an impeccably correct and literary language, by no means faking a sweet, but always incorrect manner of children's speech” (E.I. Tikheeva).
Using, with the help of adults, proverbs and sayings in their speech, children of senior preschool age learn to express their thoughts and feelings clearly, concisely, expressively, coloring their speech intonation, develop the ability to creatively use the word, the ability to figuratively describe an object, give it a vivid description.
Guessing and inventing riddles also has an impact on the versatile development of the speech of an older preschooler. The use of various means of expression to create a metaphorical image in a riddle (method of personification, the use of polysemy of a word, definitions, epithets, comparisons, a special rhythmic organization) contribute to the formation of imagery of speech of an older preschooler.
Riddles enrich the vocabulary of children due to the ambiguity of words, help to see the secondary meanings of words, form ideas about the figurative meaning of the word. They help to assimilate the sound and grammatical structure of Russian speech, forcing them to focus on the linguistic form and analyze it, which is confirmed in the studies of F.A. Sokhin.
A riddle is one of the small forms of oral folk art, in which the most vivid, characteristic signs of objects or phenomena are given in an extremely compressed, figurative form. Solving riddles develops the ability to analyze, generalize, forms the ability to independently draw conclusions, conclusions, the ability to clearly identify the most characteristic, expressive features of an object or phenomenon, the ability to vividly and concisely convey images of objects, develops a poetic view of reality in children.
The use of riddles in working with children contributes to the development of their speech skills - evidence and speech - description. To be able to prove is not only to be able to think correctly, logically, but also to correctly express one's thought, wrapping it in an accurate verbal form. Speech - proof requires special, different from the description and narration of speech turns, grammatical structures, a special composition. Usually preschoolers do not use this in their speech, but it is necessary to create conditions for their understanding and development.
In order for preschoolers to quickly master the descriptive form of speech, it is recommended to pay their attention to the linguistic features of the riddle, to teach them to notice the beauty and originality of the artistic image, to understand how speech means it is created, to develop a taste for the exact and figurative word.
So, through a riddle, preschoolers develop sensitivity to language, they learn to use various means, select the right words and gradually master the figurative system of the language.
Lullabies also develop the speech of the older preschooler, enrich their speech due to the fact that they contain a wide range of information about the world around them, primarily about those objects that are close to people's experience and attract with their appearance. The grammatical variety of lullabies contributes to the development of the grammatical structure of speech, forms phonetic perception. Lullabies allow you to memorize words and forms of words, phrases, master the lexical side of speech.
Folk songs, nursery rhymes, pestles are also excellent speech material that can be used in speech development classes. With their help, you can develop phonemic awareness.
In a preschool institution, the development of diction is also an urgent task of speech development in senior preschool age. It is known that in children the organs of the speech-motor apparatus are not yet sufficiently coordinated and clearly working. Some children are characterized by excessive haste, fuzzy pronunciation of words, “swallowing endings”. Another extreme is also observed: an unnecessarily slow, stretched manner of pronouncing words. Special exercises help children overcome such difficulties by improving their diction.
For diction exercises, proverbs, sayings, songs, riddles, tongue twisters are indispensable material. Small forms of folklore are concise and clear in form, deep and rhythmic. With their help, children in preschool institutions learn clear and sonorous pronunciation, go through a school of artistic phonetics. According to the apt definition of K.D. Ushinsky, proverbs and sayings help to "break the child's language into the Russian way."
The purpose of diction exercises is diverse. They can be used to develop flexibility and mobility speech apparatus child, for the formation of the correct pronunciation of speech sounds, for mastering the pronunciation of difficult-to-combine sounds and words, for the child to master intonation riches and a different pace of speech. All this can be found in folk pedagogy. For example, with the help of small forms of folklore, children learn to express this or that intonation: chagrin, tenderness and affection, surprise, warning.
It is important that when performing diction exercises, there is a reality behind each spoken word. Only in this case the child's speech will sound natural and expressive.
Rhymes, tongue twisters, proverbs, sayings are the richest material for the development of sound culture of speech. By developing a sense of rhythm and rhyme, we prepare the child for further perception of poetic speech and form the intonational expressiveness of his speech.
According to A.P. Usova "verbal Russian folk art contains poetic values." Its influence on the development of children's speech is undeniable. With the help of small forms of folklore, it is possible to solve almost all the problems of the methodology for the development of speech, and along with the main methods and techniques of speech development of older preschoolers, this richest material of the verbal creativity of the people can and should be used. Therefore, preschool institutions in the system of work on the development of the speech of an older preschooler pay Special attention forms of small folklore.
Elvira Salikhova
The development of speech of children of senior preschool age.
Speech communication is one of the main needs and functions of a person. It is given to him by nature and distinguishes him from all representatives of the living world. Talking, child develops as a person, active personality, ready to learn the world, listen and understand the interlocutor, think aloud, convince you that you are right, express your point of view, manage your emotions in a conversation, make contact with adults and peers. In other words, to be constantly "zone of the nearest development» , overcoming certain difficulties for his age stage.
The relevance of cognitive-speech development of a preschooler is obvious.
In order for a child to master oral speech in a timely and high-quality manner, it is necessary that he use it as often as possible, coming into contact with peers and adults, i.e., have a certain speech activity. During normal development speeches this process proceeds imperceptibly, by itself, and the pedagogically correct organization of life and communication children allows you to accelerate the formation of speech activity.
It should be noted that practitioners are not always fully prepared to implement verbal communication with children in everyday life.
Communication is still formal, devoid of personal meaning.
Many statements of educators do not cause a response children, there are not enough situations conducive to development of explanatory speech, speech-evidence, reasoning.
The inability to organize meaningful ongoing communication that takes into account the needs and interests of the child leads to a decrease in cognitive activity, underdevelopment of speech.
Speech is the simplest and most complex way of self-affirmation, because using it is a serious science and no small art. Perceived in preschool age organized patterns of incorrect verbal behavior become so strong attitudes and stereotypes that it is often not possible to overcome them at school.
Therefore, in kindergarten it is necessary to do a lot of work on the formation of verbal communication. preschoolers.
One of the conditions development speech communication is the organization of the speech environment, the interaction of adults with each other, adults and children, children with each other. “A child will not speak in empty walls…”- E.I. Tikheeva noticed at the time. When saturating the group with material, it is necessary to provide for the children to satisfy their important vital needs: in cognition, in movement and in communication. Important components of the speech environment in the group are:
Various types of theaters
Literature, illustrations, paintings
Didactic games
Card file of artistic word
Game Library "Speak Right"
Homemade books
Albums, etc.
Another condition is a wide speech practice. Children should be able to communicate not only with their peers, but also with children younger and older than myself. This communication is facilitated by joint holidays, theatrical activities, exhibitions, visits, the exchange of gifts and surprises.
The main method of forming dialogic speeches in everyday communication is the conversation of the educator with the children (unprepared dialogue). This is the most common, accessible and universal form of verbal communication between a teacher and children in everyday life.
The conversation of the educator with the children only then affects them developmental influence when a benevolent atmosphere is created in the group, their emotional well-being is ensured, when the personality-oriented model of interaction between an adult and a child dominates. In this case, the main thing in communication is understanding, recognition and acceptance of the child's personality. A child willingly comes into contact with an adult if he feels the attention, interest and goodwill of adults, comfort, and his security.
It is important to remember that the educator occupies a special place in the life of the child. A. N. Leontiev ranked the educator in a small, intimate circle of communication of the child, drew attention to how peculiar the attitude children to the teacher how they need his attention and how often they resort to his mediation in their relations with each other. At trusting relationship with a teacher, children even more often than parents tell him about their experiences.
For conversations with children, the teacher uses all the moments of the life of the kindergarten. meeting children in the morning, the teacher can talk to each child, ask about something (who sewed the dress? where did you go on a day off with dad and mom? what did you see interesting).
The topics and content of conversations are determined by the tasks of education and depend on age characteristics of children. In the younger group, the circle of conversations is connected with what surrounds children that they directly watching: with toys, transport, street, family. In the middle and senior In groups, the topics of conversations expand due to new knowledge and experience that children receive from the surrounding life, books, and television. You can talk with a child about what he has not seen, but what he was read about in books, what he heard about. The topics of conversations are determined by interests and requests children.
The teacher must educate with his speech. “The word of the educator, not warmed by the warmth of his conviction, will have no power” (K. D. Ushinsky).
Petting, diminutive suffixes should not be abused, especially if the content of the speech does not correspond to the form ( “Yurochka, you are behaving badly, I am unhappy with you”). The child must understand the content speech and its tone. The educator should not allow inaccuracies and negligence in his speeches. It should be emotional, figurative, cultural. It should be appropriate to use the works of oral folk creativity: proverbs, sayings, nursery rhymes, riddles.
In the younger group, individual conversations predominate. It is very important to arrange the child to yourself, to interest him. Attractive toys, bright pictures, animals from a corner of nature should be used. The teacher involves the kids in the team, teaches them to listen to adults and each other, and gradually moves on to talking with subgroups children. In the process of communication, silent examination of objects, silent fulfillment of silent requests are unacceptable. children.
To behavior children during the conversation, there are no strict requirements yet. Collective answers are acceptable, the child can interrupt the interlocutor, end the conversation in mid-sentence. Gradually, the teacher teaches children listen without interrupting, speak louder or quieter, look at the interlocutor.
In middle and especially in senior groups begin to dominate the collective conversations. Children already know how to listen to the teacher and comrades without interrupting, to wait in line to speak; are able to listen to others for a longer time and speak themselves. Their conversations are longer, because the stock of knowledge is greater, and the interests are wider. If in the younger groups the teacher mainly encourages children to proactive statements, now he pays more attention to the content of the children's speeches, its correctness. You can talk with children about what they saw on the street, about the books they read. They recall the course of events, use figurative expressions, comparisons, beautiful descriptions. Increased demands on behavior children while talking: they cannot interrupt the conversation and leave; should speak calmly, clearly, slowly, alternately.
To form a dialogic speeches the reception of verbal instructions is used (ask the assistant teacher for a cloth for washing cubes, go to the next group for a book, etc.). The importance of this technique in the development of speech etiquette is especially great. First, the most sociable people are attracted to such assignments. children and gradually less active. The teacher gives a sample verbal request that the children can repeat. “Ira, please go to Anna Ivanovna and tell: “Anna Ivanovna, please change the water in the basin for us”. With the accumulation of communication experience, the need for a sample disappears, and the child himself chooses the appropriate formula.
For development of speech communication in senior preschool age great importance has a joint activity. In the process of it, the tasks of instructing, discussing, agreeing, evaluating actions arise. Contact is established and relationships are maintained, opinions and ideas are exchanged, mutual understanding arises, and activity is stimulated. At the same time, the main conditions are the initiative and activity of the child himself, which should be encouraged and encouraged in every possible way. It has been established that the impact of joint activities children for development The culture of communication is greatly enhanced if they are shown that its success depends on the ability to communicate and negotiate.
The true social practice of the child is play. For learning children ways of communication in the game, you can use conversations-discussions of game situations proposed by the educator; conversations on the content of works of art that reflect communication children; dramatization games and conversations on them, involvement in joint activities and discussion of its organization and results.
effective method development communication is didactic game. In younger groups, games with figurative toys are especially useful. The teacher plays a role play (with doll, bear, Dunno) and speaks on behalf of the character. Plots for scenarios are taken from children's lives, from works of art familiar to children.
Purposeful teaching of dialogue speeches occurs in specially organized speech situations. They are aimed at development the ability to negotiate during communication, question the interlocutor, enter into someone's conversation, follow the rules of speech etiquette, express sympathy, convince, prove one's point of view.
Communicative situations can reflect different tasks dialogue: enter into a conversation, agree in the course of communication about something, ask questions, receive the necessary information, use the formulas of speech etiquette.
It should be noted that individual speech skills (address speech to the interlocutor, draw his attention to himself, communicate in a friendly manner) are manifested only under the control of an adult. It is necessary to create conditions for the transfer of these skills into everyday life, to encourage positive communication children("It's always nice to talk to a polite person!")
Everything that a child masters at first necessarily goes through the stage of joint activity, inseparable from communication, and only after that can be appropriated to them individually. Communication and joint activities are the foundation on which all life is built. children. The cultivation of communication in kindergarten groups is one of the most important goals and at the same time the main means of education and training.
It is known that the influence of an adult on preschool children is very large. Preschool age - time when a child develops self-esteem, arbitrariness of behavior, assimilates the norms and rules of behavior. normal mental development child in this period determines development person throughout life. That is why the unprofessional actions of teachers working with preschoolers, can inflict developing irreparable damage to the individual.
A necessary condition testifying about the presence of real communication is the ability to identify, in other words, the ability to identify with a communication partner, the ability to take a different point of view. Educators are familiar with the fact that a child can listen and not hear, look and not see. At the same time, adults also do not know how to listen and hear children and therefore do not understand them.
The most common form of communication in children's institutions is communication between the teacher and the group. children. As a rule, such communication demonstrates the position of an adult "above". The teacher stands in front of the group children, in a loud voice giving them a task, explaining something, telling something. This position is good when you need to set the context for future action, or vice versa - to sum up the work done. However, children cannot stay in position for a long time. "from below" and get distracted "fall out" from a common action, therefore, for more effective work, it is necessary that the teacher use all other positions in communication with children.
Adult position "from below" necessary when the teacher wants to cause initiative actions children to help them better understand the material or to check their understanding of a topic. To do this, he can represent "dunno" or "inept" may ask children explain something to him, teach him something. Children are happy to join this game and consolidate their knowledge.
Position "equally" makes sense when discussion and execution of the task is required. This includes partnerships, when there is a constant change of position "above" - "from below"(asked for something - position "from below", suggested something - position "above", and the average is the position "equally".
Often, when working with a group, a position of demonstrative detachment is used. At the same time, an adult, being in the same room with children engaged in business, does not participate in it. His presence is important to children, they always feel that they can ask for help, that an adult is with them, sees everything and relates to what is happening in a certain way.
In the communication of a teacher with children, it is also possible "absence" position, which is the highest aerobatics in pedagogical communication, but, of course, without prejudice to educational work. This is admissible only in the presence of a highly organized group that is capable of remaining in the context of action without the help of an educator. This happens when all children and adults are passionate about one thing that is important for everyone, everything is clear to them in their work and there is no need to lead someone, teach someone, ask someone for help, obey someone, in other words, if the teacher and children cooperate, they are engaged in mutually interesting creative work.
Most often, a teacher is a person who can do everything, knows everything and can teach everything. Based on the allocation of the role of an adult in the organization of interaction, the following stages of pedagogical communication are determined.
Guardianship. It is characterized by the maximum role of adults in setting goals and helping the child, the lowest level of awareness of goals and the minimum role children in helping adults.
Mentorship. Differs in the decisive role of adults in the growing role of children in helping them.
Partnership. The role of adults is dominant, however, insufficient equality in the awareness of goals remains. The success of the activity is ensured with the relative equality of joint efforts.
Cooperation. Defines the role of adults as leading. Sufficient awareness of unity of purpose. Success is ensured by the equality of joint efforts, readiness to help each other.
The commonwealth is considered as the highest form of cooperation, when business, personal relations are merged together on the basis of co-creation.
Speech development a lot is given to kindergarten Attention: classes are held to expand the dictionary, the formation of phrasal speeches, teaching retelling, storytelling. All this gives positive results, but they concern mainly the quantitative side. speeches. In the lesson, the child, obeying an adult, pronounces and remembers individual words and phrases, however, as a rule, almost never uses them in active speeches. The effectiveness of classes is directly dependent on how the child will include the acquired skills in active speech.
M. R. Lvov draws attention to the conditions development of speech activity:
1. general activity, sociability, initiative, desire for leadership;
2. the ability to overcome stiffness, shyness;
3. the ability to move from a situational dialogue to a monologue, deliberate, planned speeches.
High level development speech abilities in preschool includes:
Possession of literary norms and rules of the native language, free use of vocabulary and grammar, when expressing one's thoughts and composing statements of any type;
Ability to communicate with adults and peers: listen ask answer object, explain; argue etc.
Knowledge of rules and regulations "speech etiquette" the ability to use them depending on the situation;
Basic proficiency in literacy and writing.
Consider the system of influences on the child, which are aimed at activating verbal communication.
First block. Revitalization children.
The main content of this block is game exercises and studies on the perception, experience and expression of emotional states in facial expressions and pantomime, on development behavioral activity, the formation of independence, emotional support for group members, to overcome isolation, social isolation through the formation of a sense of belonging to a group and adequate self-esteem.
Exercises, as well as etudes of this block, are carried out as a warm-up, a means of both inclusion in work and development. Organizing the work, the teacher, and this is very important, must create children the need to imitate the actions of an adult.
To this end, it is necessary to use incentives of the type "Show me how.", "Show me how.", "Repeat after me." etc.
Children it is necessary to teach the perception and expression of basic emotions. For this purpose, simple etudes are played out with commentary by an adult (he explains and shows what movements need to be performed to convey a particular state). In addition, children learn to show basic emotions on their own.
"Tasty candy". The teacher, together with the children, chooses one child. He is holding an imaginary candy bag. He hands it to the children one by one. They take one candy each, thank, chew, express pleasure with facial expressions, smile.
(examples of some exercises in the magazine « preschool education» No. 1 - 2007, p. 51 and in the book of Shipitsina L. M. "ABC of communication").
Second block. Activation of the components of speech activity.
The activation of speech activity in general is impossible without the activation of its main components, therefore, much attention should be paid to word games, the purpose of which is to enrich the vocabulary, the formation of grammatical correctness speeches, intonation expressiveness and, most importantly, development the ability to use existing means in speech activity. The value of such games lies in the fact that children not only receive linguistic information, but also operate with it, which stimulates their own speech activity.
"Tell me what". The teacher shows a picture, a toy or calls a word, and the children indicate as many features as possible that correspond to the proposed object, For example: table - wooden, kitchen, dining room, old, comfortable, etc. The one who has more features than others wins
That and ball games "Say the opposite", "Finish the sentence", "What does it look like?" etc.
Third block. Activation speeches in different types of activities.
One of the directions of this block is a change in the social position, which occurs due to the inclusion children in various activities and areas of communication. To do this, it is advisable to use the modeling of problematic and game situations that are created by using visualization, the performance of various roles by children. The performance of roles in the process of play and communication psychologically sets the child up for the speech actions expected of him in a certain situation.
When organizing games, an adult needs to address the child, stimulating his accompanying game speech, as if programming game development. Need to encourage children to independent issues: “Ask Katya, maybe she wants to go for a walk? Find out from Dima where he is leaving? Lenochka, ask your grandmother to bake a cake, guests are coming to us. Question-answer constructions have the greatest communicative activity, therefore it is recommended to include tasks involving the use of interrogative sentences.
For example, the teacher explains: Now the children will take turns asking each other questions and answering them. Sets the topic and starts dialog: “On Sunday I went to the zoo with my daughter. And you, Andrew, what did you do? Tell Dima about this and ask him the same question. The child first answers the question, and then he asks another child.
Then you can enter tasks in which children have to perform speech actions in the proposed circumstances. They are set by verbal description of the conditions and participants in communication, as well as setting speech task. Such situations vary in degree of complexity, so it is necessary to follow a certain sequence in their presentation. For example, in the game "Guests" children distribute among themselves roles: house owners (mom, dad, child) and guests. The teacher invites the children to invite their friends to visit, meet them, introduce them to "mom, dad". "Child" shows guests his room, talks about toys. "Parents" invited to the table, treated with tea, sweets, talk about their work. The guests are grateful. Then the players change roles.
Activation work speeches in the game and communication involves the use of more complex dramatization games, dramatizations, creative role-playing games, improvisational games with rules aimed at development the ability to correctly determine the attitude of others towards oneself, to act in accordance with the proposed or chosen role, to show creativity and initiative. The goal of the game is to eliminate obstacles in interpersonal relationships, to increase social status. active speech children in the game stimulates the opportunity to transform with the help of costumes, the use of scenery, surprise moments, etc.
Visual activity can also act as a specific means of activating the mental and speech child development. For example, you can "forget" put a sheet of paper, pencils, paints so that the children are forced to ask for them, that is, to show speech initiative. Such situations contribute development of speech etiquette(appeal and attraction of attention, request, gratitude, apology, refusal).
So, the organization of joint activities stimulates active speech, since such activities are interesting and significant for children, and its success is largely achieved through speech actions. As a result, each child has a desire to build speech statements. Purposeful work to enhance speech activity children provides not only intensive verbal communication, but also mutual acceptance children to each other, increasing self-esteem, the manifestation of their own activity by each child.
The effectiveness of the educational process for speech development to a greater extent depends on the coordination of efforts and the unity of requirements for the children of the family and the preschool educational institution.
Teachers need to work closely with parents of students. Parents take part in various activities with children, have the opportunity to attend classes, holidays and other events. Important to use various means information for parents: thematic exhibitions, information stands, memos, booklets.
At present, complexity development of speech culture in children of senior preschool age insufficiently developed in theoretical and practical studies for preschool education . Missing guidelines on the organization of work with children in preschool educational institutions in this direction; planning and construction of classes, methodology for conducting them, monitoring the level development of speech culture of preschoolers, development of educational and methodical complex.
Literature
Kryukova S.V., Slobodkyak N.P. I am surprised, angry, afraid, boasting and rejoicing. Emotional development of preschool children and junior school age: A practical guide. M., 1999.
Kryazheva H.JI. Development emotional world children: A popular guide for parents and educators. Yaroslavl, 1997.
Lista M.I. Development cognitive activity children in the course of communication with adults and peers // Questions of psychology. 1982. No. 4.
Lvov M. R. Fundamentals of theory speeches. M., 2000.
Maksakov A.I., Tumakova G.A. Learn by playing. M., 1983.
Smirnova E. O. Features of communication with preschoolers. M., 2000.
Chistyakova M. I. Psycho-gymnastics / Ed. M. I. Buyanova. M., 1990.
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 surrounding language environment, driven by natural need communication, and later - and 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 generation, perception of someone else's speech and its understanding. From the babble of a child to the freely flowing, soldered logic and figurative, persuasive 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 the enrichment of the vocabulary of 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, proceeding to the presentation of the modern theory of 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 of language means in conveying 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 cognition, education, it enriches a person spiritually, serves as a subject of art. Speech refers to communication through language. sign system, centuries from polished 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: the formalization 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;
Emotive function - human speech behavior: expression of involuntary exclamation to masterpieces lyric 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 the experiences of characters in a particular setting.
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 lively, 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 there are many incomplete sentences in it. The syntax of the dialogue is simple.
In oral speech in general, and in dialogue especially, 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 a dialogue, a monologue is more arbitrary, requires an effort of will, and sometimes considerable 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 life human 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 activities: in the classroom for familiarization with fiction, with the phenomena of the surrounding reality, teaching 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. The speech of children is mainly situational in nature, it is still not 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, in the speech of the child appear collective nouns, adjectives 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 differentiates collective nouns more subtly, for example, not only calls the word animal, but can also indicate that a fox, a bear, a wolf are wild animals, and a cow, a horse, a cat are pets. 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 to nouns (What kind of rain can it be? - Cold, strong, mushroom, small, short-term) adverbs to 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 similar 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, the child makes mistakes in coordinating words, in case endings 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 form plural 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. He can, without the help of an adult, convey the content little 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 watched movie, read a fairy tale, 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, “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 them into speech.
So, by the end of the sixth year, the child in speech development reaches quite 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 carried out through 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. When observing, children learn to learn about the world around them, everything that a child may 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 modern socio-cultural situation, the value of personality development in the education system is becoming increasingly important. For those who try to see not only the external side of the good and bad deeds of children, but also to understand the reasons for their appearance, it is clear that if one confines oneself 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. Therefore, it is so important to use a whole range of techniques when conducting diagnostics, which will allow you 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 in the 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 state 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 technique.
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. Special “stimulus material” is required for working with different methods; 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 lies, the success of which largely depends on correct diagnosis. The examination of the child begins with the analysis of his appearance and reactions to the survey situation. 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 by 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 relations underlying grammatical categories (subject-action-object; singularity-plurality, etc.), in the form of practical actions, 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.
Subject 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 (substitute) 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 the 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 Russian 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. The child acquires the grammatical structure of the 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 the 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 building a coherent statement in a variety of 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.
Speech is used to judge the degree of language proficiency, as well as intellectual development 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 preschool education program provides for the development of all aspects of the child's speech, therefore common goal: 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 making a diagnosis speech examination children of senior preschool age T.S. Komarova and O.A. Solomennikova identify the following specific tasks:
· Teach 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 right word which 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.
In the encyclopedic dictionary, criteria is understood as ... a sign on the basis of which something is evaluated, defined or classified; 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 , its 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 good 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 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, the following conclusion can be drawn: 26% of children senior 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, 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 total number given words and correct answers. 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 lexical and grammatical categories are 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.
Episode 2
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 general underdevelopment 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. Different pace of activity, hereditary traits and type characteristics nervous activity, character traits and much more imposes 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 the 3rd group (low level), corrective and developmental exercises should be introduced. For groups 1 and 2 of children whose speech development corresponds to the age norm, it is necessary to intensify work using various methods: games - dramatizations, dramatizations, creative and plot-role-playing games, dialogue. 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.
Bibliography
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27. Troyan A.N. Diagnosis of children's readiness to study at school C; 1999
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Ministry of Education and Science Russian Federation
Magnitogorsk State University
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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
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Child's answers |
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Date ____________________age_________group____________
| Reception designation |
List of submitted material |
Child's answers |
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Full name __________________________________________________________________
Full name __________________________________________________________________
Date____________________age________________group__________________
In the course of its development, children's speech is closely related to the nature of their activities and communication. The development of speech goes in several directions:
its practical use in communication with other people, 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.
Z.M. Istomina believes that the situational nature of speech in older preschoolers is noticeably reduced. The verbal pattern has a decisive influence on the formation of coherent forms of speech and on the elimination of situational moments in it.
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 into account this or that situation.
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.
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.
In children of senior preschool age, the development of speech reaches a high level. A significant vocabulary is accumulated, the proportion of simple common and complex sentences increases. Children develop a critical attitude towards grammatical errors the ability to control one's speech.
K.I. Chukovsky emphasizes that in the period from two to five years the child has an extraordinary sense of language and that it is this and the child's mental work on language associated with this that creates the basis for such an intensive process. There is an active process of mastering the native language.
Thus, at preschool age, the child reaches such a level of language acquisition, when the language becomes a full-fledged means of communication and cognition.
Psychologists distinguish the following features of the development of speech of older preschoolers:
- 1. Sound culture of speech.
- - Children of this age are able to clearly pronounce difficult sounds: hissing, whistling, sonorous. Differentiating them in speech, they fix them in pronunciation.
- - Clear speech is becoming the norm for a five-year-old preschooler in everyday life, and not just during special classes with him.
- - In children, auditory perception improves and phonemic hearing develops. Children can distinguish between certain groups of sounds, select words from a group of words, phrases that have given sounds.
- - Children freely use the means of intonational expressiveness in their speech: they can read poems sadly, cheerfully, solemnly. In addition, children at this age already easily master narrative, interrogative and exclamatory intonations.
- - Older preschoolers are able to adjust the volume of their voices in various life situations: answering loudly in class, talking quietly in public places, friendly conversations, etc. They already know how to use the pace of speech: speak slowly, quickly and moderately under appropriate circumstances.
- - Five-year-old children have well-developed speech breathing: they can pronounce not only vowel sounds, but also some consonants (sonorous, hissing, whistling).
- - Children of five years old can compare the speech of their peers and their own with the speech of adults, detect inconsistencies: incorrect pronunciation of sounds, words, inaccurate use of stress in words.
- 2. The grammatical structure of speech.
- - The speech of five-year-old children is saturated with words denoting all parts of speech. At this age, they are actively engaged in word creation, inflection and word formation, creating a multitude of neologisms.
- - At the senior preschool age, children make their first attempts at arbitrary use of grammatical means and analysis of grammatical facts.
- - Five-year-old children begin to master the syntactic side of speech. True, this is difficult to come by, and therefore the adult, as it were, leads the child, helping him to establish causal and temporal relationships when examining objects.
- - Children of this age are able to independently form words, choosing the right suffix.
- - Five-year-old children develop a critical attitude towards grammatical errors, the ability to control their speech.
- - At this age, the proportion of simple common sentences, compound and complex sentences increases.
- 3. The lexical side of speech.
- - By the age of five, the method of comparing and comparing similar and different objects (in shape, color, size) is firmly established in the life of children and helps them to generalize the signs and highlight the essential ones from them. Children freely use generalizing words, group objects into categories according to their gender.
- - The semantic side of speech develops: generalizing words, synonyms, antonyms, shades of meanings of words appear, exact ones are chosen, suitable expressions, the use of words in different meanings, the use of adjectives, antonyms.
- 4. Coherent speech (is an indicator of the child's speech development).
- - Children understand what they read well, answer questions about the content and are able to retell a fairy tale, short stories.
Children are able to build a story based on a series of pictures, outlining the plot, climax and denouement. In addition, they can imagine the events that preceded the one depicted in the picture, as well as the subsequent ones, that is, go beyond its limits. In other words, children learn to compose a story on their own.
- -Children of five years old are already able not only to see the main and essential in the picture, but also to notice particulars, details, convey tone, landscape, weather conditions, etc.
- - Children can also give a description of the toy, make a plot story about one or more toys, show a story - a dramatization of a set of toys.
- - In dialogical speech, children use, depending on the context, a short or expanded form of the statement.
- - The most striking characteristic of the speech of children of the sixth year is the active development of different types of texts (description, narration, reasoning).
- - In the process of developing coherent speech, children begin to actively use various types connections of words within a sentence, between sentences and between parts of a statement, while respecting its structure.
Thus, we found out the features of the development of speech in children of older preschool age. They are characterized by a fairly high level of speech development.
Preschool age is a sensitive period, which is most favorable for the development of speech, the formation of a culture of speech communication.
Speech development closely associated with the knowledge of the surrounding world, the development of the personality as a whole.
The process of forming figurative speech is important for the development of coherent speech; successful literacy training and the development of children at preschool age depend on this (A.M. Borodich, N.V. Gavrish, V.V. Gerbova, E.M. Strunina, E. .V. Savushkina, O.S. Ushakova). The formation of figurative speech will be most successful at the senior preschool age, since it is during this period that children can deeply understand the content of a literary work and be aware of some features of the artistic form that expresses its content.
At the older preschool age, children are able to take an active part in the conversation, answer the questions quite fully and accurately, supplement and correct the answers of others, speak out on their own, formulate questions. Preschoolers are distinguished by emotional responsiveness to figurative speech addressed to them. It is important that children themselves use the figurative means of their native language available to them. The child's figurative speech is developed on the basis of its activation. figurative thinking, imagination. In the process of learning, children master the ability to use simple figurative descriptions, comparisons, epithets, as well as various intonation shades in monologue speech.
At older preschool age, children's speech reaches a relatively high level, the vocabulary is enriched, the use of simple common and complex sentences increases; children develop a critical attitude to grammatical errors, the ability to control their speech. Research by psychologists and educators shows that by the senior preschool age, children develop meaningful perception, which manifests itself in understanding the content and moral meaning of the work, in the ability to allocate and notice means artistic expressiveness, i.e. children develop an understanding of the figurative side of speech.
Research by M.M. Alekseeva, A.M. Borodich, N.V. Gavrish, A.N., Gvozdeva, L.S. Vygotsky, O.S. Ushakova, V.I. Yashina showed that it is still difficult for preschool children to understand all the features and subtleties artistic speech, but they can master the most elementary means of artistic expression.
So, older preschoolers skillfully use the means of intonational expressiveness in their speech: they can read poems sadly, cheerfully, solemnly. In addition, they easily master narrative, interrogative and exclamatory intonations. The speech of older preschoolers is enriched with words denoting all parts of speech. At this age, they are actively engaged in word formation, word creation and inflection, creating many neologisms.
At senior preschool age, children make their first attempts at arbitrary use of grammatical means and analysis of grammatical facts. The semantic side of speech develops: generalizing words, synonyms, antonyms, shades of meanings of words appear, exact, suitable expressions are chosen, words are used in different meanings, adjectives, antonyms are used.
S.L. Rubinstein believed that expressiveness is an important quality of speech. Its development goes a long and peculiar way. The speech of preschoolers often has vivid expressiveness, is saturated with all stylistic forms that express emotionality (inversions, violations of word order, iterations, repetitions).
In his works, S.L. Rubinstein showed that a preschooler is characterized by impulsive emotionality, expressed in speech, the absence of clear rules for coherent construction that would limit its expression. Expressive moments are chosen and used in order to make a certain emotional impression. At older preschool age, the impulsiveness of children's emotionality decreases, and children's speech becomes more stable, and its involuntary expressiveness decreases. However, older preschoolers, according to Rubinstein, are capable of conscious expressiveness. Conscious expressiveness is inherent in artistic speech. Therefore, in order to develop it in senior preschool age, it is important to use works of fiction.
S.L. Rubinstein believed that the development of imagery is an important condition for enriching children's speech with new speech means. The scientist wrote that the coherence of its construction is important for speech: “the problem of speech is not reduced to logical accuracy alone; it also includes the problem of figurativeness, since the image, expressing the generalized content, at the same time goes beyond its limits, introduces specific shades that are inexpressible in the abstract formulation of the generalized thought.
Research L.M. Gurovich, O.S. Ushakova, S.M. Chemortan showed that the possibilities of preschoolers in understanding and using the means of artistic expressiveness of speech are great, but the purposeful guidance of adults is important here.
All studies emphasize that the emotional and expressive side of the development of imagery of speech is of great importance for the development of its coherence. O.S. Ushakova says that the basis of the semantic content of speech is that it is indicated by the ability to construct a coherent statement and includes an understanding of expressive moments that reveal the inner meaning that the speaker puts into it.
As proved by A.M. Leushina and other researchers, the emotionality of the child creates the prerequisites and opportunities for the further development of his conscious forms of expressiveness of speech. However, in order to realize these possibilities, it is necessary to carry out special work and equip the child with ways of expressing a certain artistic content in the word.
Thus, in older preschool age, children have ideas about the means of expression, they understand the semantic richness of the word, the semantic proximity and differences of synonyms with the same root, they understand phrases in a figurative sense. Older preschoolers understand and are able to use polysemantic words in speech, various means of figurativeness (epithets, metaphors, comparisons). Children have a stock of grammatical means, are able to feel the structure and semantic place of the form of a word in a sentence; the ability to use a variety of grammatical means (inversion, appropriate use of prepositions).
E.I. Tikheeva speaks about the inexhaustible possibilities of enriching the language of children in connection with the diversity of their activities. Folk speech is distinguished by figurativeness. Imagery is a definition in the word of the most characteristic, essential features of an object, phenomenon. A brilliant example of the imagery of language is the language of fairy tales. Of course, fairy tales have their influence on the language of the child, and the more often he hears them, the more he absorbs the harmony of the word. However, the usual colloquial speech of the educator with the children (story, conversation) should be as figurative and expressive as possible. This is difficult, but it is quite feasible with careful work on your language.
Thus, the development of imagery of speech is possible and necessary in preschool childhood, provided that subjective and objective environmental conditions are created - a set of fairy tales is selected and a methodology for presenting them to children is created.
Bibliography:
- Lyamina, G.M., Alekseeva, M.M., Yashina, V.I. Peculiarities of speech development in preschool children / G.M. Lyamina, M.M. Alekseeva, V.I. Yashin. - M .: "Academy", 1999.
- Rubinshtein, S. L. Fundamentals of General Psychology / S.L. Rubenstein. - St. Petersburg: Publishing house "Piter", 2000 - 712 p.
- Tiheeva, E.I. The development of children's speech / E.I. Tikheev. – M.: Enlightenment, 1972. – 280 p.
- Ushakova, O.S. Theory and practice of the development of speech of a preschooler. - M .: TC Sphere, 2008. - 240s.
- Ushakova, O.S. Introducing the preschooler to fiction / O.S. Ushakova, N.V. Gavrish. -M.: TC "Sphere", 1998. - 224p.
FEATURES OF THE DEVELOPMENT OF FIGURATIVE SPEECH OF CHILDREN AT SENIOR PRESCHOOL AGE
Written by: Spasenova Tatyana Alekseevna