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Features of the development of figurative speech of children in senior preschool age

Work theme:

The development of speech in older preschool children in an organized pedagogical process

Conclusion

Bibliography

Application

Introduction

The relevance of research:

A child's speech is influenced by the speech of adults and depends to a great extent on sufficient speech practice, a normal speech environment and on education and training, which begins from the first days of his life. Speech is not an innate ability, but develops in the process of ontogenesis - the individual development of the organism from the moment of its inception to the end of life.) In parallel with the physical and mental development of the child and serves as an indicator of his general development. A child's assimilation of his native language takes place with a strict regularity and is characterized by a number of features common to all children. In order to understand the pathology of speech, it is necessary to clearly imagine the entire path of consistent speech development of children in the norm, to know the patterns of this process and the conditions on which its successful course depends.

Russian pedagogy has long-standing traditions of upbringing and teaching in the native language. The ideas about the need to teach the native language in the first years of life are contained in the works of many famous teachers, writers, philosophers.

The works of Efim Aronovich Arkin (1873 - 1948) were widely known. He considered the verbal communication of children with adults as a source of knowledge of the world around a small child. In the monograph "Child from one to four years" (1931), as well as in a number of articles, Arkin traces changes in the vocabulary and grammatical forms of children's speech; based on the works of I.P. Pavlova, V.M. Ankylosing spondylitis, explains the psychophysiological mechanisms of speech, the nature of the first vocal reactions, shows the relationship between the development of speech and intelligence, rhythmic fluctuations in the development of speech.

The activities of Elizaveta Ivanovna Tikheeva (1867 - 1944), a well-known public figure in the field of preschool education, had a great influence on the content and methods of work on the development of speech.

She identified the main tasks (sections) of work on the development of the speech of children in kindergarten:

development of the speech apparatus in children, its flexibility, clarity, development of speech hearing;

accumulation of speech content;

work on the form of speech, its structure.

E.I. Tikheeva showed the ways of solving these problems. A harmonious system of work on the word is presented in her writings.

Preschool age is one of the main stages in the development of speech.

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

One of the principles of enriching the vocabulary of preschoolers is the connection between the content of vocabulary work and the gradually developing possibilities of the child's cognition of the world around him. Thus, the content of vocabulary work becomes more complex from one age group to another.

In order for the development and enrichment of the children's vocabulary to proceed successfully, they use a variety of methods and techniques of work. So, adults, reading small stories and fairy tales to a child, provide him with new information.

As a result, speech reflects not only what the child already knows from his own experience, but also reveals what he does not yet know, introduces him into a wide range of facts and events that are new to him. He himself begins to tell, sometimes fantasizing and very often distracted from the real situation.

Object of study: speech of older preschool children.

Subject of study: organization of work on the development of speech in older preschool children in the pedagogical process.

Purpose of the study: consider the features of the study and development of speech in older preschool children in the pedagogical process.

Research objectives:

Describe the features of speech. To characterize the speech development of older preschool children.

To reveal the tasks of speech development in the senior group of the kindergarten.

Describe the conditions for the development of speech in older preschool children.

Conduct a study of the level of vocabulary development in older preschool children.

Draw conclusions.

1. Research of the problem of speech development of a senior preschool child

1.1 Speech. Characteristics of speech development in older preschool children

The work of such researchers as M.S. Soloveichik, A.A. Leontiev, M.R. Lvov, T.A. Ladyzhenskaya, Zhinkin N.I., S.L. Rubinstein and others.

S.L. Rubinstein says that speech is the activity of communication - expression, impact, communication - through language, speech is language in action. Speech, both one with language and different from it, is the unity of a certain activity - communication - and a certain content, which denotes and, denoting, reflects being. More precisely, speech is a form of existence of consciousness (thoughts, feelings, experiences) for another, serving as a means of communication with him, and a form of generalized reflection of reality, or a form of the existence of thinking.

On the basis of communicative relations between people, the cognitive function turns into a specific designating function.

Speech as a means of expression is included in the totality of expressive movements - along with gesture, facial expressions, etc.

Two main functions of speech - communicative and significative, thanks to which speech is a means of communication and a form of existence of thought, consciousness, are formed one through the other and function one in the other. Social character speech as a means of communication and its designating character are inextricably linked. In speech, in unity and internal interpenetration, the social nature of man and his inherent consciousness are presented.

There are different types of speech: gesture speech and speech speech, written and oral speech, external speech and internal speech.

Modern speech is predominantly sound speech, but gesture plays a certain role in predominantly sound speech of a modern person. In the form, for example, of a pointing gesture, he often supplements with a reference to a situation that which is not stated or is not unambiguously defined in the context of sound speech; in the form of an expressive gesture, he can give a special expression to a word or even add a new shade to the semantic content of sound speech.

Thus, in sound speech there is a certain interconnection and complementarity of sound and gesture, the semantic context of sound speech and a more or less visual and expressive situation into which the gesture introduces us; the word and the situation in it usually complement each other, forming, as it were, a single whole.

However, at present, the language of gestures (facial expressions and pantomime) is only, as it were, an accompaniment to the main text of sound speech: a gesture in our speech has only an auxiliary, secondary meaning.

The development of thinking in humans is significantly associated with the development of articulate sound speech. Since the relationship of the word and the signified in sound speech is more abstract than the relationship of a gesture to what it depicts or to what it indicates, sound speech presupposes a higher development of thinking; on the other hand, more generalized and abstract thinking, in turn, needs sound speech for its expression. Thus, they are interconnected and in the process of historical development were interdependent.

Oral speech (as spoken language, speech-conversation in conditions of direct contact with the interlocutor) and written speech are also significantly different from each other.

Written and spoken speech is usually performed different functions... Oral speech for the most part functions as spoken speech in a conversation situation, written speech as business, scientific, more impersonal speech, intended not for the directly present interlocutor. At the same time, written speech is aimed primarily at conveying more abstract content, while oral, colloquial speech for the most part is born from direct experience. Hence, there are a number of differences in the structure of written and oral speech and in the means that each of them uses.

Neither spoken nor written speech is a homogeneous whole.

There are different types of both oral and written speech. Oral speech can be, on the one hand, colloquial speech, speech-conversation, on the other - speech, oratorical presentation, report, lecture. There are also different types of written speech: the letter will be in nature, in style, differ significantly from the speech of a scientific treatise; epistolary style is a special style; it is much closer to the style and general character of oral speech. On the other hand, speech, public speaking, lecture, report by their nature in some respects are much closer to written speech.

Significantly different from each other, and moreover also in their relation to thinking, are external, loud oral speech and internal speech, which we mainly use when, thinking to ourselves, we cast our thoughts into verbal formulations.

Internal speech differs from external not only in that outward sign that it is not accompanied by loud sounds, that it is "speech minus sound." Internal speech is different from external and in its function. Performing a function different from that of external speech, it also differs from it in some respects in its structure; proceeding under different conditions, it as a whole undergoes some transformation.

Inner speech is also social in its content. The statement that inner speech is speech with oneself is not entirely accurate. And inner speech is mostly addressed to the interlocutor. Sometimes it is a specific, individual interlocutor. “I catch myself on the fact, - I read in one letter, - that I have been conducting an endless internal conversation with you for hours on end”; inner speech can be inner conversation.

S.L. Rubinstein says that it would be wrong to fully intellectualize inner speech. Internal speech-conversation (with an imaginary interlocutor) is often emotionally saturated. But there is no doubt that thinking is especially closely connected with inner speech. Therefore, thinking and inner speech were repeatedly identified. It is precisely in connection with inner speech, because of this, the question of the relationship between speech and thinking in its general, principled form arises with particular urgency.

Preschool stage

This period is characterized by the most intensive speech development of children. Quite often there is a qualitative leap in the expansion of vocabulary. The child begins to actively use all parts of speech, word formation skills are gradually formed.

The process of mastering the language proceeds so dynamically that after three years, children with a good level of speech development communicate freely not only with the help of grammatically correct simple sentences, but also with many types of complex sentences, using conjunctions and union words(so that because, if, that ... which, etc.):

- I will paint Tamusya with brilliant green, because she gets sick all the time.

- Near the ears, my hairs will be long, since these are my enticements.

- We will all turn into icicles if an angry and angry wind blows.

At this time, the active vocabulary of children reaches 3-4 words, a more differentiated use of words is formed in accordance with their meanings, the processes of inflection are improved.

At the age of five to six years, the statements of children are quite lengthy, a certain logic of presentation is caught. Often, elements of fantasy appear in their stories, a desire to come up with episodes that did not exist in reality.

In the preschool period, there is a fairly active formation of the phonetic side of speech, the ability to reproduce with a layer of different syllable structure and sound filling. If any of the children have mistakes, they relate to the most difficult, little used and most often unfamiliar words.

At the same time, it is enough to correct the child, give a sample answer and "teach" him to pronounce this word correctly, and he will quickly introduce this new word into independent speech.

Developing listening skills help you control your own pronunciation and hear mistakes in the speech of others. During this period, a linguistic flair is formed, which ensures the confident use of all grammatical categories in independent statements. If at this age the child admits persistent agrammatism (I play batik - I play with my brother; my mother was in a store - we were in the store with my mother; the ball fell and toy - the ball fell off the table, etc.), reduction and rearrangement of syllables and sounds, assimilation syllables, their substitutions and omission - this is an important and convincing symptom, indicating a pronounced underdevelopment of speech function. Such children need systematic speech therapy classes before they enter school.

Thus, by the end of the preschool period, children should master a detailed phrasal speech, phonetically, lexically and grammatically correct.

State of the art phonemic hearing allows them to master the skills of sound analysis and synthesis, which is a necessary condition for mastering literacy during the school period. As noted by A.N. Gvozdev, by the age of seven, the child masters speech as a full-fledged means of communication (provided that the speech apparatus is preserved, if there are no deviations in mental and intellectual development, if the child is brought up in a normal speech and social environment).

Consider what are features of speech development in older preschoolers.

A.G. Arushanova says that a vivid characteristic of the speech of an older preschooler is his active mastery of the construction of different types of texts. The child masters the form of a monologue. Speech becomes contextual, independent of the visually presented communication situation. The improvement of the grammatical structure occurs in connection with the development of coherent speech.

In the sixth year, the mastery of the language system is basically completed, but many individual traditional forms are still not mastered. The word-creation process is still actively proceeding, the number of innovations is even growing in comparison with the previous age group - there are grammatical brute-force, "groping" the shape: eyebrow, eyebrow, eyebrow; numerous cases of incorrect emphasis. Innovations indicate that the child does not reproduce the finished form, but actively independently forms it.

Formation of sentence structure

In the process of mastering coherent speech and storytelling, children begin to actively use formal compositional communication. (For example: Then one time, they ran up ... And under a log, and everyone slipped and fell.) The proportion of simple common sentences, complex and complex, is increasing. Direct speech is widely used. Sentences are connected using words and, here, then, through synonymous substitution, lexical repetition.

In connection with the expansion of the sphere of communication, the content of cognitive activity, in connection with the increasing contextual nature of speech, syntax errors begin to prevail over other errors. They account for up to 70% of the total number of grammatical errors in coherent speech. To improve the structure of utterances, the teaching of coherent speech and storytelling, which can have a playful form, plays an important role.

In the sixth year of life, as before, the assimilation of the series is actively proceeding morphological agents(plural forms of nominative and genitive nouns, imperative mood of verbs, degrees of comparison of adjectives and adverbs). The child masters new areas of reality, a new vocabulary and, accordingly, the forms of grammatical changes in new words.

A.G. Arushanova says that in the sixth year of life, as before, the assimilation of a number of morphological means (the plural forms of the nominative and genitive cases of nouns, the imperative mood of verbs, the degrees of comparison of adjectives and adverbs) is actively taking place.

The child masters new areas of reality, a new vocabulary and, accordingly, the forms of grammatical changes in new words.

In the sixth year of life, the development of word formation methods is very active. This is manifested in the mastery of a large number of derived words, in the intensity of word creation. Innovations cover the main parts of speech: noun (weasel, swallowtail, stork, baby stork, skvoryatki, skvorchatka, skvorenki), adjective (koshennaya, diligent, angry, offended, lunch, long-eared), verb (gag, rolled, stuck).

At this age, word creation is observed in almost all children. This is the heyday of word creation. It now takes the form of a language game, which is manifested in the child's special emotional attitude to experiments with words.

The fifth year of life is marked by the formation of arbitrary speech, the formation of phonemic perception, the awareness of the simplest linguistic patterns, which manifests itself, in particular, in the abundance of language games with grammatical content (word creation, "grammatical search").

The sixth and seventh years of life are the stage of mastering the methods of grammatically correct construction of detailed coherent utterances, active development of complex syntax with an arbitrary construction of a monologue, the stage of forming grammatically and phonetically correct speech, mastering the methods of isolating sentences, words, sound from speech (awareness). In senior preschool age there is also the formation of a coordinated dialogue with peers, the development of subjectivity and initiative in dialogue with an adult.

Thus, the following can be distinguished as general patterns of the development of a child's speech in senior preschool age:

The emergence of a word as a component of a situation, adjacent to its other properties. Here one cannot yet speak of the formation of a semiotic function;

Separation of a word from a situation, the beginning of its functioning according to the laws inherent in sign-symbolic systems. Objective emergence and development of semiotic function while maintaining orientation to the objective content of the word (symbolic function);

The emergence of reflection on the division of plans, which further extends to all other components of the sign situation that make up the semiotic function.

1.2 Tasks of speech development in the senior group of kindergarten

In the program of education and training in kindergarten, edited by A.M. Vasilyeva speaks about the following tasks of speech development of children in the senior group of kindergarten.

Developing speech environment

Continue to develop speech as a means of communication. Expand children's ideas about the diversity of the world around them. Offer for viewing items of folk crafts, mini-collections (postcards, stamps, coins, sets of toys made from a certain material), illustrated books (including familiar fairy tales with drawings of various bad things) Kniks), postcards, photographs with the sights of the native land, Moscow, reproductions of paintings (including from the life of pre-revolutionary Russia).

Encourage the child's attempts to share a variety of impressions with the teacher and other children, to clarify the source of the information received (TV broadcast, the story of a loved one, visiting an exhibition, children's play, etc.).

V Everyday life, in games, suggest to children forms of expression of politeness (ask for forgiveness, apologize, thank, make a compliment). Teach children to resolve controversial issues and resolve conflicts through speech: persuade, prove, explain.

Formation of the dictionary

Enrich the speech of children with nouns denoting objects of everyday life; adjectives characterizing the properties and qualities of objects; adverbs denoting the relationship of people, their attitude to work.

Exercise children in the selection of nouns for an adjective (white - snow, sa.har, chalk), words with a similar meaning (mischievous - mischievous - nokaznik), with the opposite meaning (weak - strong, gloomy - sunny).

Help children use words in exact accordance with the meaning.

Sound culture of speech

Reinforce the correct, distinct pronunciation of sounds. To learn to distinguish by ear and clearly pronounce consonant sounds similar in articulation and sound: s-s, s-c, w-z, h-gu, s-w, zh-3, l-r.

Continue to develop phonemic hearing. Learn to determine the place of sound in a word (beginning, middle, end).

Practice intonational expressiveness of speech.

Grammatical structure of speech

Improve the ability to coordinate words in sentences: nouns with numerals (nyat pears, three children) and adjectives with nouns (frog-green belly). Help children notice the wrong stress in a word, an error in the alternation of consonants, provide an opportunity to correct it on their own.

To acquaint with different ways of forming words (sugar bowl, bread box; butter dish, salt shaker; educator, teacher, builder).

Exercise in the formation of single-root words (bear-bear-bear cub, bear), including verbs with prefixes (ran - ran out - ran). Help children use plural nouns correctly in the nominative and accusative cases; imperative verbs; comparative adjectives and adverbs; non-declining nouns.

Learn how to model simple and complex sentences. Improve the ability to use direct and indirect speech.

Coherent speech

Develop the ability to maintain a conversation.

Improve the dialogical form of speech. Encourage attempts to express your point of view, agreement or disagreement with a friend's answer.

Develop a monologue form of speech.

To teach coherently, consistently and expressively retelling small fairy tales, stories.

To teach (according to the plan and model) to talk about the subject, the content of the plot picture, to compose a story based on pictures with a consistently developing action. Develop the ability to compose stories about events from personal experience, come up with your own endings to fairy tales.

To form the ability to compose short stories of a tior nature on a topic proposed by the teacher.

By the end of the year, children should be able to

Participate in the conversation.

Arguably and benevolently evaluate the answer, the statement of a peer.

To compose stories based on a plot picture, according to a set of pictures; to retell small literary works consistently, without significant omissions.

Determine the place of sound in a word.

Select several adjectives for nouns; replace a word with another word with a similar meaning.

1.3 Conditions for the development of speech in older preschool children

Speech is the most important creative mental function of a person, the area of manifestation of the inherent ability of all people for knowledge, self-organization, self-development, for building their personality, their inner world through dialogue with other personalities, other worlds, other cultures.

Dialogue, creativity, cognition, self-development - these are the fundamental components that are involved in the sphere of attention of the teacher when he turns to the problem of speech development of a preschooler. These are the foundations on which modern preschool didactics in general is built and which constitute the foundation of the basic program for the development of a preschool child.

Education of clear speech in preschool children is a big task public interest, and both parents and teachers should be aware of its seriousness.

Communicative competence is considered as a basic characteristic of a preschooler's personality, as the most important prerequisite for well-being in social and intellectual development, in the development of specifically children's activities - collective games, construction, children's artistic creativity, etc.

In order for the process of speech development of children to proceed in a timely manner and correctly, certain conditions are necessary. So, the child must: be mentally and somatically healthy; have normal mental capacity; have normal hearing and vision; have sufficient mental activity; have the need for verbal communication; have a full-fledged speech environment.

The normal (timely and correct) speech development of the child allows him to constantly assimilate new concepts, expand the stock of knowledge and ideas about the environment.

Thus, speech and its development are closely related to the development of thinking.

The methods of psychological development of speech in preschool children are: communication with adults; communication with peers; didactic games and exercises; staging games; observation lessons; nature; material culture; pedagogically grounded didactic setting; excursions; social environment; play and work.

So, we will consider all the psychological methods for the development of speech in older preschool children.

An indispensable condition for the all-round development of a child is his communication with adults. Adults are the keepers of the experience accumulated by humanity, knowledge, skills, and culture. This experience can be transmitted only with the help of language. Language is "the most important means of human communication."

Among the many important tasks of upbringing and teaching preschool children in kindergarten, teaching the native language, the development of speech, verbal communication is one of the main ones. This general task consists of a number of special, particular tasks: education sound culture speech, enrichment, consolidation and activation of the vocabulary, improving the grammatical correctness of speech, the formation of colloquial (dialogical) speech, the development of coherent speech, fostering interest in the artistic word, preparation for teaching literacy.

In kindergarten, preschoolers, mastering their native language, master the most important form of verbal communication - oral speech. Speech communication in its full form - understanding of speech and active speech - develops gradually.

A child's speech communication with an adult is preceded by emotional communication. It is the core, the main content of the relationship between an adult and a child in the preparatory period of speech development - in the first year of life.

The child responds with a smile to the smile of an adult, makes sounds in response to an affectionate conversation with him. He seems to be infected by the emotional state of an adult, his smile, laughter, gentle tone of voice. This is precisely emotional communication, not verbal communication, but it lays the foundations for future speech, future communication with the help of meaningfully pronounced and understandable words.

In the general system of speech work in kindergarten, vocabulary enrichment, its consolidation and: activation take a very large place. And this is natural. The word is the basic unit of language, and the improvement of verbal communication is impossible without expanding the child's vocabulary. At the same time, cognitive development, the development of conceptual thinking is impossible without the assimilation of new words that express the concepts assimilated by the child, reinforcing the new knowledge and ideas he receives. Therefore, vocabulary work in kindergarten is closely related to cognitive development.

The "kindergarten upbringing program" includes a new special task, the solution of which ensures the preparation of children for learning to read and write: "In the preparatory group, speech for the first time becomes a subject of study for children. The teacher develops their attitude to oral speech as a linguistic reality; he brings them to the sound analysis of words." It provides for teaching children to compose sentences of 2-4 words, dividing sentences of such a composition into words, as well as dividing words into syllables and composing them from syllables.

"WITH psychological point vision, - writes OI Solovyova, - the initial period of learning to read and write is the formation of a new attitude to speech. The subject of consciousness becomes speech itself, its external sound side, while earlier children's cognition was directed to objects designated in speech. ”Further OI Solovieva notes that the subject of consciousness, along with the sound side of the word, becomes the verbal composition of speech; children practically get to know with a sentence, a word, a part of a word - a syllable, with a sound.

In the development of children's speech, the leading role belongs to adults: the educator - in kindergarten, parents and loved ones - in the family. From the culture of speech of adults, from how they speak with the child, how much attention they pay to verbal communication with him, the success of the preschooler in mastering the language largely depends.

It is necessary that the teacher's speech conforms to the standards of the literary language, literary colloquial speech and in relation to the sound side (pronunciation of sounds and words, diction, tempo, etc.), and in relation to the richness of the vocabulary, accuracy of word use, grammatical correctness, coherence.

Special attention should be paid to the sound side of speech, since its shortcomings are overcome by the speaker himself worse than, for example, the shortcomings of word usage.

In older preschool age, one of the critical periods human life (and, perhaps, the most important), his first "university". But unlike a student of a real university, the child is engaged in all faculties at once. He comprehends (of course, within the limits accessible to him) the secrets of living nature and inanimate nature, learns the basics of mathematics. He also undergoes an elementary course in oratory, learning to express his thoughts logically and expressively. He also joins the philological sciences, acquiring the ability not only to emotionally perceive a work of fiction, to empathize with its heroes, but also to feel and understand the simplest forms of linguistic means of artistic expression. He also becomes a little linguist, because he acquires the ability not only to correctly pronounce words and build sentences, but also to realize what sounds a word consists of, what words a sentence consists of. All this is necessary for successful learning at school, for the all-round development of the child's personality6.

Classes with older preschoolers also widely use didactic games and exercises, are based on communicative and play motivation, have elements of entertainment, and include plastic exercises (physical exercises). But they clearly apply teaching techniques, especially when mastering the means and methods of constructing a coherent statement.

At the same time, the teacher's communication with children is democratic. Lesson is an effective form of teaching the mother tongue in senior preschool age. The effectiveness of training depends not so much on the form as on the content, methods used and the style of communication between the teacher and the children. Systematic classes teach children to work with linguistic information, foster interest in solving problem speech problems, a linguistic attitude to the word.

In the fifth year of life, special attention is paid to the promotion of word formation, word creation; in the sixth year - an elementary analysis of the structure of the sentence, the formation of grammatical correctness (in inflection); in the seventh year - an elementary awareness of grammatical connections between derived words, speech creativity, arbitrary construction of complex syntactic structures.

Individual and group work with children, as a rule, is organized on the same program content as compulsory collective classes, and has the goal of consolidating what has been learned, taking into account individual characteristics. At the same time, sometimes games and exercises should be carried out on material that will only be included in the collective lesson. In such cases, two goals can be pursued: to prepare individual children for the upcoming work, so that they feel more confident in class, and to gradually lead pupils to new forms of work for them.

In order for preschoolers to gain experience of speech creativity, games should include such material that, being familiar to children, has not yet entered their active vocabulary.

Staging games based on fairy tales and literary works contribute to the improvement of the syntactic side of speech. Older preschoolers willingly play fairy tales "The Fox, the Hare and the Rooster," "The Cat, the Rooster and the Fox", "Fly-tsokotukha", "Geese-Swans". They also like children's fairy tales: "The Wolf and the Seven Little Goats", "The Turnip", "Kolobok". Children borrow figurative expressions, apt words, turns of speech from a fairy tale. Guessing and guessing riddles, interpretation of proverbs and sayings, folk games "Geese-swans", "Turnip", "Paints", "Where we were, we will not tell", etc. adjoin this cycle of means.

The enrichment of speech with complex syntactic constructions, the overcoming of the formal compositional connection is facilitated by the situation of "written speech", in which the child dictates his composition, and the adult writes it down. Such dictation can be used in the manufacture of children's books, an album of children's creativity, and for correspondence.

The methodology puts forward the so-called observation lessons as the basis for the development of children's speech in connection with the development of the world of their ideas. Their basic principle is as follows: each newly assimilated idea must be directly attached to the corresponding word, enriching its active vocabulary. Word and giving are indivisible: they must never be parted.

Observation lessons, understood in the sense of systematically conducted techniques tending to the development of children's observation and speech, should take place already in the first years of their life, when their speech begins to form. External world invades the inner world of the child mainly through the organs of sight and hearing. It largely depends on the mother, on adults, so that the ideas that this world evokes are formed in that sequence, in that qualitative and quantitative selection that favors the clarity and assimilation of the image,

corresponds to the age, interests and psyche of the child.

The material environment, as the richest source of educational material, should, in turn, be used by the teacher from three sides:

1) nature,

2) material culture and

3) pedagogically grounded didactic setting.

Nature is the most natural and powerful environment in its educational influence. It hardens the health and strength of the child, heals, refines the organs of perception, develops conditions for perfect visibility, enriches ideas and knowledge, provides everything necessary for the manifestation of creative collective activity of children in play and work, that is, it develops all conditions for both children and the teacher. that are conducive to the enrichment and development of the language of children.

Raising a child in close proximity to nature is the best way to develop his feelings, strengths and abilities. Children should be brought closer to nature, if possible include it in accordance with the interests of one or another age, and nature should be brought closer to children. Objects of living nature should not be concentrated in one corner of nature, but should be scattered throughout the institution, be presented in every room. Simplified conditions are required for observing children. It is often difficult to create them in a complex environment of open nature, but indoors it is always possible.

The work of children in the air, in the garden and in the garden, the gradual acquaintance with the world of animals, plants, insects, with all types of industries and human labor, excursions and everything that they put forward should serve the same way to expand the world of children's perception, increase their stock of knowledge and systematizing the latter, as well as developing and enriching their language.

Finally, a deliberately created pedagogical and didactic environment is distinguished by the fact that it is entirely the product of the teacher himself, subordinated to his pedagogical goals and the requirements of the pedagogical process.

Educators should take care to replenish the rooms in which children live with pedagogically sound material content. First of all, we will introduce objects of living nature into them. Children most of all love everything living, moving. We will do our best to create corners of nature in the immediate vicinity of the children's home, within the walls of the latter. Children need toys, without which the joy of childhood fades; they need a wide variety of manuals, materials, tools for games and work. We need special didactic material. Children must not only be supplied with objects, but also to arrange objects so that the use of the latter is easy, convenient and expedient.

The environment also offers ample opportunities for a culture of observation of children and the development of their speech. material culture... A city in all the variety of material values presented in it, a village, any corner of the earth, where the creative hand of a person creates these values, generously provides the necessary educational material.

Social environment as the development of speech of a preschooler

Articulate speech is the main attribute social essence person and develops exclusively in a social environment. Its development depends on what this environment is like and to what extent it contributes to this development.

We have already talked about the influence that the speech of others has on the formation of the language of children. Children are great masters in imitation, and the manifestations and features of adult speech quickly become features of children's speech. This should not be forgotten by teachers and educators. Often they do not understand that, before embarking on the responsible business of developing the speech of their pupils, they should take care of the development and ordering of their own speech.

Excursions as a method of developing children's speech

How to develop in children the precious ability to observe, teach them to use their senses, their motor apparatus for consistent accumulation practical experience and the images, ideas and speech skills conditioned by them? There is only one way for this - the organized acquaintance of children with the concrete reality around them and the provision of systematic assistance to them in using it in the interests of their development. The external world, presented consciously, rationally and systematically in front of children, is the arena on which the building of their perception is erected. Facilitating the slender growth of this building is the primary goal of observation classes and excursions.

The second, no less important goal of them should be the reflection of this world of perceptions in speech. The presentation must precede the word, but the word must follow the presentation. A representation that is not embodied in a clear, meaningful word loses a significant part of its value. The things and phenomena we cognize have the color of human speech, human concepts expressed by the word. A person who is alone with himself clarifies his thoughts with a word.

Observation exercises should be conducted in such a way that the word accompanies and reinforces what is being observed. This is one of the types of training. We know what a huge role self-education plays in the development of a child in the early period of his life. The self-education of the infant already needs the help of an adult. As the child progresses through the age levels, the role of the adult guiding his learning becomes more and more significant.

There are two ways to methodically use the content of the environment in the interests of the development of children: the subject included in pedagogical work as educational material approaches the children and is presented to them. But this is not always possible. There are objects and phenomena that cannot be brought closer to children. In this case, the second path is inevitable - bringing children closer to the object, to the phenomenon. This second path is transformed into a method known as excursions. Excursions with children are conducted outside the institution. But even in the institution itself, you can conduct a kind of sightseeing tour, because in any apartment, even a room, there may be objects that cannot be brought closer to the children, but to which the children themselves must be close.

Play and work as the development of children's speech

Language and thinking were and continue to be inextricably linked with labor processes, with human activities.

The community in the life of a child is the collective of children in which he lives and develops. His main activity is play.

The child accumulates significant experience in the game. From his play experience, the child draws representations that he associates with the word. Play and work are the strongest stimuli for the manifestation of children's initiative in the field of language; they should be primarily used in the interests of children's speech development.

With the objects presented in the game, the child comes into frequent repeated communication, as a result of which they are easily perceived, imprinted in memory. Each object has its own name, each action has its own verb.

The word is part of reality for the child. From this it follows how important it is in the interests of stimulating the activity of children and the development of their language to thoughtfully organize their play environment, to provide them in an appropriate selection with objects, toys, tools that will feed this activity and, on the basis of it, an enriched stock of specific ideas, to develop their language.

We know what a great role adults play in the development of the language of children. The participation of the teacher in the free games of children cannot be limited to the organization of the environment, the selection of play material. She should show interest in the very process of the game, give children new, with new situations related words and expressions; talking to them about the essence of their games, influence the enrichment of their language. By guiding the observations of children when acquainting them with the environment, the teacher should help ensure that the life observed by the children stimulates them to reproduce in the game, and therefore in the language, their positive, best sides.

Today it is customary to distinguish four main tasks:

1. Enrichment of the dictionary with new words, the assimilation of previously unknown words by children, as well as new meanings of a number of words already available in their vocabulary. The enrichment of the vocabulary occurs, first of all, due to the common vocabulary.

2. Consolidation and refinement of the dictionary.

This task is due to the fact that in children the word is not always associated with the idea of the object. They often do not know the exact names of the items. Therefore, it is necessary to deepen the understanding of already known words, filling them with specific content, on the basis of accurate correlation with objects of the real world, further mastering the generalization that is expressed in them, the development of the ability to use commonly used words.

3. Dictionary activation.

Words learned by children are divided into two categories: passive vocabulary and active vocabulary. When working with children, it is important that the new word be included in the active vocabulary. This happens if it is fixed and reproduced by them in speech.

Elimination of non-literary words from the speech of children. This is especially necessary when children are in a dysfunctional language environment.

First of all, children learn:

household dictionary: names of body parts, face; names of toys, dishes, furniture, clothes, toilet items, food, premises;

natural history dictionary: names of phenomena of inanimate nature, plants, animals;

social science dictionary: words denoting phenomena public life;

emotional and evaluative vocabulary: words denoting emotions, experiences, feelings;

vocabulary denoting time, space, quantity.

Throughout preschool childhood, in different age groups, the content of vocabulary work becomes more complicated in several directions. IN AND. Loginova identified three such areas:

expansion of the vocabulary based on familiarization with the constantly growing range of subject and phenomena;

mastering the word on the basis of deepening knowledge about objects and phenomena of the surrounding world;

the introduction of words denoting elementary concepts on the basis of distinguishing and generalizing objects according to essential characteristics.

MM. Alekseeva identifies the following methods of vocabulary work

I. Introduction of new words into the dictionary

1. Direct acquaintance with the environment and enrichment of the vocabulary.

2. Examination and examination of objects.

3. Observation of animals, plants; for the activities of adults.

These three methods are used in all age groups.

4. Inspections of the kindergarten premises, targeted walks.

5. Excursions (social environment, nature).

The last two methods are used starting with the middle group.

II. Mediated acquaintance with others and enrichment of the vocabulary

1. Display of paintings with unfamiliar (unfamiliar) content.

This method is mainly used in older groups.

2. Reading and telling literary works.

3. Display of dia-, film and video films, viewing of television programs.

The last two methods are used in all age groups.

III. Fixing and activating the dictionary.

1. Examination of toys.

2. Examining pictures of familiar content.

3. Didactic games with toys, objects and pictures.

These methods are used in all age groups.

4. Word games are used in middle and senior groups

5. Lexical (vocabulary) exercises are used in all age groups, more often in older ones.

6. Guessing and guessing riddles is used in all age groups.

7. Telling children (different types of coherent statements on different materials) is used mainly in middle and senior groups

In older preschool age, the task of the educator is to fill the words that children have with concrete content, clarify their meaning, and activate them in speech. Children are taught to use antonyms for size, color (big - small, long - short, light - dark); continue to develop understanding and skills in the use of words expressing species and role concepts, form the ability to use generalizing words (vegetables, dishes, furniture, toys, clothes). In the senior preschool age, vocabulary enrichment, the acquisition of new words is on a practical level. Of course, if there was no such speech experience, it would be impossible to talk about the further speech development of children at a higher level. But for the successful further education of the child at school, it is necessary that the child timely switches to "theoretical" positions regarding speech reality, so that the system of the native language, its elements act as an object of his conscious activity... Awareness of linguistic phenomena provides the ability to translate speech skills and abilities into an arbitrary plan.

Methods for enriching the vocabulary of children in special classes are practical. Most often, when conducting lexical exercises, the method of didactic play is used, in particular, playing with "didactic" (that is, specially equipped) puppets. A didactic game is also used, known as "The Miracle Bag" (children put their hands in a bag filled with small objects, and they recognize and name them by touch). But, of course, with the help of only dolls and other toys, children cannot "absorb" the poetic essence of their native word. Children should be introduced to those around them and the lexical meaning of words should be explained simply by pointing to a real object, action, sign. Thus, the work of an educator on the development of speech in preschool children should be based on several stages: studying children, clearly identifying a violation, drawing up a work plan, using individual and group forms of work. In this case, the work on the development of the speech of children will be successful.

2. Study of the level of vocabulary development in older preschool children

2.1 Description of the process of studying the development of speech in older preschool children

Purpose of the ascertaining experiment: examination of the vocabulary of older preschool children.

Objectives of the ascertaining experiment:

Define two groups of children (control and experimental)

Choose methods for examining the vocabulary of older preschool children.

Determine the criteria for the development of the vocabulary of older preschool children.

Conduct a survey of the vocabulary of older preschool children.

In total, 10 children of senior preschool age (from 5 to 6 years old) took part in the study. The children were divided into two groups: an experimental group and a control group.

Experimental group:

V. Liza (5.5 y.)

S. Slava (5.8 g.)

R. Cyril (5.6 g.)

M. Anya (5.7 g.)

L. Olya (6.2 g.)

Control group:

Z. Vanya (6, 3 y.)

G. Vova (5, 5)

K. Lena (5, 10)

S. Julia (5.9 g.)

D. Oleg (6.1 g.)

To determine the level of development of the vocabulary of older preschool children in children of the experimental and control groups, three methods were proposed.

When checking the level of vocabulary development, the main attention is paid to the quantitative and qualitative composition of the vocabulary, the understanding of the meaning of a word, the degree of its generalization, the ability to use the expressive means of the language and use them in coherent speech.

In the first technique of F.G. Daskalova, there were the following tasks:

Children were offered tasks to determine - "What is ...?" and "What does the word mean?"

In the second technique, V.I. Yashina "Diagnostics of lexical development" children were offered three tasks:

For the convenience of calculations, points are transferred as follows:

1 point - low level vocabulary development;

2 points - average level of vocabulary development;

3 points - a high level of vocabulary development.

In the third technique N.I. Gutkina "Checking vocabulary (at the level of words)" children were asked to remember all kinds of clothing.

For the convenience of calculations, points are transferred as follows:

1 point - low level of vocabulary development;

2 points - average level of vocabulary development;

3 points - a high level of vocabulary development.

Appendix 1 presents diagnostic material with the help of which the dictionary of older preschool children was examined according to the methods of F.G. Daskalova, V.I. Yashina and N.I. Gutkina.

2.2 Analysis of the results of the study of speech development in older preschool children

In the process of examining the vocabulary of children in the ascertaining experiment, all the criteria were taken into account, according to which the levels of development of the vocabulary of children in the experimental and control groups were subsequently assessed.

Table 1 shows the results of a survey of the vocabulary of children in the experimental group.

Table 1 The results of the examination of the experimental group on the ascertaining experiment

Age

1st method

2nd method

3rd method

Total score by methods

Vocabulary level

Lisa

2 b.

6 b.

Average

Glory

3 b.

2 b.

3 b.

8 b.

High

Kirill

1 b.

2 b.

5 B.

Average

Anya

1 b.

3 b.

Short

Olya

1 b.

2 b.

4 b.

Short

Table 2 presents the results of a survey of the vocabulary of children in the control group.

Table 2 The results of the examination of the control group on the ascertaining experiment

Age

1st method

2nd method

3rd method

Total score by methods

Vocabulary level

Vania

1 b.

3 b.

Short

Vova

3 b.

9 b.

High

Lena

5,10

1 b.

2 b.

5 B.

Average

Julia

2 b.

1 b.

5 B.

Average

Oleg

1 b.

2 b.

4 b.

Short

Diagnostic examination of children in the experimental and control groups showed that preschoolers have problems in vocabulary.

When working according to the first method, many children found it difficult to define such concepts as: heart, work, freedom, driving, death, satisfaction, love, hunger.

That is, they had problems naming abstract nouns.

When working on the second methodology, the first task (classification of concepts) and the second task (selection of synonyms) caused the greatest difficulty.

When classifying concepts, children could not always correctly give a detailed definition of concepts and select the appropriate pictures.

And when choosing synonyms, problems arose with the words: gloomy, cowardly, laugh, old.

The objectives of the formative experiment:

Write class notes.

Define lessons on theatrical activities with an experimental group to enrich the vocabulary of older preschool children.

The types of work related to theatrical activities were selected for the development of the vocabulary of older preschool children. For this, a calendar-thematic plan for four weeks was drawn up.

The thematic work plan for the development of the vocabulary of older children in the process of theatrical activity is given in Table 3.

Table 3 Thematic plan

№ classes

Lesson name

Purpose of the lesson

Lesson number 1.

"Learning to portray"

Development of dialogical and monologue speech. Enriching the vocabulary of children.

Lesson number 2.

"Transformations and theatrical play"

Development of imagination. Development and enrichment of the vocabulary of children.

Lesson number 3.

"In the world of fairy tales"

Development of creative activity. Enrichment of the vocabulary of children.

Lesson number 4.

"We play the theater"

Development of emotions. Enrichment of the vocabulary of children.

Lesson number 5.

"Learning to portray animals"

To induce a joyful emotional mood in children; develop basic skills of facial expressions and gestures;

Lesson number 6.

"Let's imagine"

To ensure the further development of versatile ideas about theatrical activities; develop and enrich the vocabulary of children.

Lesson number 7.

"In the world of magic"

Continue teaching children to improvise to music; develop and enrich the vocabulary of children.

Lesson number 8.

"Playing with imaginary objects"

To form the child's ability to work with an imaginary object; develop and enrich the vocabulary of children.

The work was planned taking into account the study of the vocabulary of children, carried out in the ascertaining experiment.

The following objectives of the lessons were formulated:

Lesson number 1. "Learning to portray"

Lesson objectives:

Development of dialogical and monologue speech.

Enriching the vocabulary of children.

Lesson number 2. "Transformations and theatrical play"

Lesson objectives:

Development of imagination.

Development and enrichment of the vocabulary of children.

Lesson number 3. "In the world of fairy tales"

Lesson objectives:

Development of creative activity.

Enrichment of the vocabulary of children.

Lesson number 4. "Playing the theater"

Lesson objectives:

Development of emotions.

Enrichment of the vocabulary of children.

Lesson number 5. Learning to portray animals "

Lesson objectives:

Encourage children to feel joyful and emotional.

Develop basic skills in facial expressions and gestures.

Develop and enrich the vocabulary of children.

Lesson number 6. "Let's imagine"

Lesson objectives:

To ensure the further development of versatile ideas about theatrical performance.

Develop and enrich the vocabulary of children.

Lesson number 7. "In the world of magic"

Lesson objectives:

Continue teaching children to improvise to music.

Develop and enrich the vocabulary of children.

Lesson number 8. "Playing with imaginary objects"

Lesson objectives:

To form the child's ability to work with an imaginary object.

Develop and enrich the vocabulary of children.

Output:

According to the results of the ascertaining experiment, it was concluded that the vocabulary of M. Ani and L. Olya is least developed, and there are also gaps in the vocabulary of V. Liza, R. Kirill.

Thus, there should be an enrichment and development of the vocabulary of the children of the experimental group in the process of their participation in theatrical activities.

Each new type of work is explained to the children and repeated until the children acquire the necessary words and their meanings. This is facilitated by such types of work as "Compose a story", playing the study "School of Animals", exercise "Path of fairy tales"; theatrical play "Kolobok", staging various sketches and fairy tales under the guidance of a teacher.

Data and similar activities on theatrical activities are used to enrich the vocabulary of older children.

Speech function plays an important role in mental development a child, in the process of which the formation of cognitive activity, the ability to conceptual thinking occurs. Full-fledged verbal communication is a prerequisite for the implementation of normal social human contacts, and this, in turn, expands the child's ideas about the life around him. A child's mastery of speech to a certain extent regulates his behavior, helps to plan adequate participation in various forms of collective activity.

Conclusion

The following conclusions can be drawn from the work.

There are the following principles of vocabulary work in kindergarten.

The unity of vocabulary development with the development of cognitive processes (perception, representation, thinking).

Purposeful organization of speech and cognitive activity of children during the lesson.

The presence of visibility as the basis for the organization of speech and cognitive activity.

The unity of the implementation of all tasks of vocabulary work in each lesson.

Vocabulary work in the classroom relies on the isolation of the qualities and properties of objects, so the teacher must be able to organize their thorough sensory examination. The methods of examination are formed in children in the process of learning in the same classes.

The formation of examination methods requires precise instructions from the educator for the use of an examination action adequate to the isolated quality (for example, press - to highlight hardness, smooth - to highlight smoothness, surface roughness, doubt - to highlight softness, etc.).

Visual material is provided for active survey actions for each child, in order to ensure the mastery of words denoting the qualities and properties of objects, based on their selection and perception.

We call qualities those features of an object that are perceived by the sense organs without violating the integrity of the object, for example: hard, soft, smooth, cold, flexible, etc.

The isolation of each quality and property, its separation from the accompanying ones is most effectively achieved by comparing it with the opposite. For example, such a quality as hard is given in comparison with soft, heavy - with light, transparent - with opaque, etc. .d.

In order for the qualities and properties of objects to be recognized by children and mastered, it is necessary to make them meaningful, that is, to include them in an effective, meaningful activity, the success of which depends on taking this quality into account. This requires the child to isolate the desired quality or property and take it into account in order to achieve results.

The success of solving vocabulary problems in classes of this kind also depends on the selection of visual material. It is important to choose for the lesson such objects in which the isolated qualities would be vividly represented, and the distracting qualities (bright coloring, the presence of moving parts, playfulness, etc.) would be as few as possible.

Selection of items for comparison. They must have a sufficient number of comparable characteristics: both signs of difference and commonality (color, shape, size, parts, details, purpose, material, etc.); and instructions from the educator helping children: a) build consistently

Planned comparison. The teacher guides, consistently leads the children from comparing objects as a whole (by purpose, color, shape, size) to isolating and comparing parts, details, first in terms of difference, and then similarity. The comparison ends with a generalization, where the distinctive features of each subject are highlighted;

Selection of teaching methods. The main teaching methods in such classes are questions

a) comparison;

b) see those features that children themselves do not notice;

c) most accurately formulate the answer and choose the right word;

The ratio of the speech activity of the educator and the children.

The lesson is based on visual material. Sets of objects should include objects of the same type, differing in insignificant characteristics, and objects of similar types, for example: cups, different in color, shape, size, as well as a glass, glass, etc., from which children should distinguish cups.

The child is faced with the need to choose an object from a group of similar ones. He must motivate his decision by highlighting the feature underlying the choice.

The need for choice should be clear to the child. In this regard, the task of choice is included in an activity that is interesting for the child, most often in play.

Timely vocabulary development is one of the important factors in preparing for schooling. Children who do not have a sufficient vocabulary have great learning difficulties, not finding suitable words to express their thoughts. Teachers note that students with a rich vocabulary better solve arithmetic problems, master reading skills, grammar more easily, and are more active in mental work in the classroom.

Conducting vocabulary work, we simultaneously solve the problems of moral and aesthetic education... Morality and behavioral skills are formed through the word. In the domestic method of teaching the Russian language, work on the word is considered not only in a narrow, pragmatic aspect (the formation of speech skills). In her tradition, the lessons of the native language are lessons in the education of morality and citizenship (KD Ushinsky, VA Sukhomlinsky and others). The educational potential of vocabulary, which helps to develop moral guidelines, is of great importance.

The peculiarity of vocabulary work in preschool consists in the fact that it is associated with all educational work with children. Enrichment of vocabulary occurs in the process of familiarization with the surrounding world, in all types of children's activities, everyday life, communication. Working on the word clarifies the child's ideas, deepens his feelings, organizes social experience. It all has special meaning in preschool age, since it is here that the foundations for the development of thinking and speech are laid, social contacts are formed, and a personality is formed.

Thus, the role of the word as the most important unit of language and speech, its significance in the mental development of the child determine the place of vocabulary work in the general system of work on the development of children's speech in kindergarten.

Bibliography

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Application

1. Methodology of FG Daskalova.

To test the concepts of the meaning of the word, children are offered tasks to determine - "What is ...?" and "What does the word mean?" When diagnosing, a special test dictionary is used, consisting of four subtests for children of three, four, five and six years old. It includes nouns of two types - concrete and abstract. The number of abstract words increases in tests designed for older children. Lists of words are compiled on the basis of data on 1000 words most often used in active speech by preschool children, and 1000 nouns from the Semantic Atlas of C. Osgood.

List of words included in the test dictionary

Father

Dream

Fairy tale

A fish

The game

Stone

Dye

Horse

Fishing rod

Cloud

Cat

A meeting

Fire

Heart

Bread

Hair

Lake

Painting

Work

freedom

Riding

Doctor

Snake

Fruits

Girl

Language

Chair

Ear

Tooth

Comrade

Death

Money

Satisfaction

Soup

Love

Peace

Laughter

Pain

Heat

hunger

The correct answer to each question is conventionally estimated at 1 point. The maximum number of points for 3-year-olds is 20, 4-year-olds - 40, 5-year-olds - 60, 6-year-olds - 80. If necessary, you can calculate the score using the ratio between the number of points and the number of all given words. If the estimated coefficient approaches 1, this indicates both the richness of the vocabulary and the success of mastering the conceptual meaning of words.

For the convenience of calculations, points are transferred as follows:

1 point - low level of vocabulary development;

2 points - average level of vocabulary development;

3 points - a high level of vocabulary development.

2. Diagnostics of lexical development.

Task number 1. Classification of concepts

Material: 30 pictures depicting animals, clothes, fruits, vegetables, vehicles, toys. The teacher names a concept that denotes a group of pictures, asks the subject to give a detailed definition of the concept, and then select the appropriate pictures, for example, with the image of animals. Each task counts the number of correct choices pictures, each correct choice is evaluated by one point. The highest mark is 30 points.

Task number 2. Selection of synonyms

It is carried out in the form of a game "Say it differently". The child is invited to play with words and find a word close in meaning to the named word. A total of 10 words are presented (gloomy, funny, old, big, cowardly; walk, run, talk, laugh, cry).

The highest mark is 10 points.

1 point - if the selected word is synonymous with the named one;

0 points - if the selected word does not correspond to the semantic field of the given one.

Task number 3. Selection of definitions

It is carried out in the form of a word game. It is proposed to come up with as many definitions as possible for the named word. 5 words are presented: dress, birch, girl, apple, fox ("Dress. What is it? How can you say about it? What can it be?").

The highest mark is 10 points.

2 points - if more than 3 words are invented.

1 point - if less than 3 words are invented.

0 points - if the answer is absent or does not correspond to the semantic field of the presented word.

After completing all three tasks, the total score is calculated.

The highest mark - 50 points - corresponds to a high level.

32-49 points - to the eldest.

Less than 32 points - a low level of lexical development of children.

For the convenience of calculations, points are transferred as follows:

1 point - low level of vocabulary development;

2 points - average level of vocabulary development;

3 points - a high level of vocabulary development.

3. Vocabulary check (at the word level)

Instructions to the subject: "We will now remember all kinds of clothing. Let's think about what we can wear. Think carefully. Name what men, women and children can wear - in summer and winter - day and night - from the head to the feet."

The first part of the instruction is pronounced normally, and starting with the words "name what they can wear ..." the articulation becomes very clear. The experimenter speaks slowly, emphasizes the selected words with a voice (dashes correspond to short pauses). When pronouncing the last words, the adult makes a movement with his hand, pointing first to the head, then to the body and legs.

If the child does not begin to speak, then you can repeat the request: "Name what they can wear ..." When the subject makes a longer pause when listing items of clothing, because he does not know more words, the experimenter helps him with the question: "What else are they wearing? " What else is especially good at motivating a child. You can also repeat the words: men, women and children, and after a while, in summer and winter, etc. If necessary, the task can be repeated again after 1.5-3 minutes.

The subject is given 3 minutes to list the words. The experimenter records everything the child says. All items of clothing named by the child are taken into account in the assessment. Words repeated and not related to the topic "Clothes" (wardrobe, tablecloth, etc.) are not taken into account when calculating the total number of the named words. But they indicate the peculiarities of development: frequent repetitions may indicate insufficient concentration; inadequate words that are not related to the topic indicate that the child cannot concentrate in order to build an associative array (logic is broken).

If a child first calls the word hat, and then a hat with earflaps, then this is considered two different words. How one word is assessed if the child says a red hat, a blue hat. In some cases, the child speaks top and bottom clothes and then is silent. Then the experimenter asks: "What applies to outerwear and underwear?" Some children cannot name a single item of clothing, but begin to tell, for example, the following: "Mom bought me shoes, and then we went to eat ice cream" or: "I have short pants and long blue ones and also brown ones." In this case, the experimenter stops the child and in a friendly manner addresses him with the words: "Tell me quickly everything that you can put on." Sometimes, when listing items of clothing, a child names completely inappropriate items, such as a car. And in this case, the adult repeats to the child that he should only name the items of clothing.

Vocabulary is assessed as follows. For kids senior group kindergarten, the result is considered unsatisfactory if 8 or fewer words are named. For first graders, an unsatisfactory result with 11 or less words.

When assessing, it is necessary to take into account the different ages of children within the same group. So, if in the senior group of kindergarten a child at the age of 5 years 4 months names 10 items of clothing, then this result is assessed higher than the same result in a child of the same group, but at the age of 6 years 1 month.

For the convenience of calculations, points are transferred as follows:

1 point - low level of vocabulary development;

2 points - average level of vocabulary development;

3 points - a high level of vocabulary development.

In the course of its development, the speech of children is closely related to the nature of their activities and communication. The development of speech goes in several directions: its practical use in communication with other people is being improved, at the same time, speech becomes the basis for restructuring mental processes, a tool of thinking.

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

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

Z.M. Istomina believes that the situational speech of older preschoolers is noticeably reduced. This is expressed, on the one hand, in a decrease in the number of indicating particles and adverbs of place that replaced other parts of speech, on the other hand, in a decrease in the role of pictorial gestures in narration. The verbal pattern has a decisive influence on the formation of coherent forms of speech and on the elimination of situational moments in it. But reliance on a visual model strengthens the situational moments in the speech of children, reduces the elements of coherence and increases the moments of expressiveness.

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

An equally important condition for the formation of coherent speech of a preschooler is mastering the language as a means of communication. According to D.B. Elkonin, communication in preschool age is spontaneous. 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. In older preschool age, the child has a need to explain to his 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 the actual linguistic means. Thus, explanatory speech begins to develop.

A.M. Leushina believes that the development of coherent speech plays a leading role in the process of speech development of preschoolers. In the course of the child's development, the forms of coherent speech are rearranged. The transition to contextual speech is closely related to the mastery of the vocabulary and grammatical structure of the language.

In older preschool children, coherent speech reaches a fairly high level. The child answers the questions with sufficiently 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 the topic proposed to him. However, children are still more likely to need a prior parenting model. The ability to convey in the story their emotional attitude to the described objects or phenomena is not sufficiently developed for them.

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

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

- Consolidation and development of verbal communication skills in children, verbal communication;
- Formation of skills for building coherent monologic statements;
- Development of skills of control and self-control over the construction of coherent statements;
- Purposeful impact on the activation of a number of mental processes (perception, memory, imagination, mental operations), closely related to the formation of oral speech communication.

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

- Assimilation of the norms for constructing such a statement (adherence to the sequence in
- Transfer of events, logical connection between parts-fragments of the story, completeness of each fragment, its correspondence to the topic of the message, etc.);
- Formation of planning skills for detailed statements; teaching children to highlight the main semantic links of the story;
- Teaching the lexical and grammatical design of coherent statements in accordance with the norms of the native language.

The work on the formation of a coherent grammatically correct speech is based on general principles speech therapy impact, developed in the domestic special pedagogy.

The leading ones are:

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

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

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

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

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

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

The tasks of the preparatory stage of training include:

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

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

The implementation of these tasks is carried out in speech therapy classes in the course of exercises for making statements on the demonstrated actions. Situational and plot pictures and preparatory exercises for the description of objects.

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

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

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

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

When teaching how to draw up sentences from pictures, the technique of posing the appropriate questions to pictures and a sample answer are used. Such techniques as the joint preparation of sentences by two or three children can be used (one of them is the beginning of the phrase, the others continue).

During preparatory work attention is paid to the formation and consolidation of practical skills in children in composing answers to questions in the form of detailed phrases. Children learn a certain type of phrase-answer, which includes the "pivotal" meaningful elements of the teacher's question. Initially, the children practice making answer-statements, starting with repetition last word(or phrases) from the teacher's question. Special attention is paid to the formation and consolidation of the skills of composing questions.

Consolidation and development of verbal communication skills in children presupposes the formation of the skills to make contact, to conduct a dialogue on a given topic, to play an active role in the dialogue, etc. Attention is paid to the formation of skills for participation in a collective conversation, the ability to perceive the topic of conversation, the ability to engage in dialogue as directed teacher.

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

Parent-teacher meeting

Features and problems of speech development in older preschool children

Purpose: to draw the attention of parents to the problem of speech development of children in modern conditions.

Meeting progress

Educator. Good evening, dear parents! We are glad to see you all today at our parent meeting. It is dedicated to the development of the speech of our children.

Why did we decide to talk to you about the problem of speech development in children?

One of the main conditions for the normal development of a preschool child is the timely and complete formation of speech. Understanding the speech of others, expressing one's own desires, thoughts, communicating with adults and peers - all this actively introduces the child into life, contributes to intellectual development and the formation of a harmoniously developed personality. Any violation and any delay in the development of a child's speech affects his behavior and his activities.

There is very little time left before our children enter school. And it is important that future schoolchildren know how to reason, explain, prove, build sentences correctly, and have a rich vocabulary.

Figurative speech rich in synonyms, additions and descriptions in children is a very rare phenomenon. Children learn their native language by imitating the speech of others. Unfortunately, many parents nowadays often forget about this and let the process of developing speech take its course.

Think back to the time when your child was very young (about 1 year old). How did we worry about speaking? Have you been waiting for the first word? When he starts to speak actively, how quickly will his vocabulary be replenished? Yes?

And now, how often do we think about how the child's speech is developed? How smoothly, logically he expresses his thoughts, reasoning. Does it bother us now? If yes, then we are glad that you are concerned about this issue. If "no", it is a pity, because the issue of the development of children's speech needs to be given close attention.

Educator. How would you like to see your child speak by the time they enter school? Let's find the characteristics that fit, I'll write them down on the board.

Speech should be: Speech of our children:

Literate

Understandable

Expressive

Meaningful

This is the ideal. And what actually happens?

In our modern time, our children spend little time in the company of their parents (more and more at the computer, watching the TV or with their toys) and rarely listen to stories and fairy tales from the lips of mom or dad, and only at home developing speech lessons- this is generally a rarity.

So it turns out that a lot of problems arise with the child's speech by the time he enters school. Consider what problems we may face in front of the school:

Monosyllabic speech is one of simple sentences.

Illiterate speech - grammatical errors in the coordination of words, the formation of new words.

Incoherent speech - the inability to build a retelling, a story on a proposed topic, describe an object, a picture.

Non-expressive speech is the inability to use intonation.

Fuzzy speech is the mispronunciation of the sounds of the native language. (These problems are recorded on the chalkboard in the second column).

Look, we have a contradiction: we strive and want the child's speech to be ... (words from the 1st column are read, and it often happens (words from the 2nd column are read).

Educator. The next question arises: “What is to be done? »The answer is unambiguous, to engage in speech development of children not only in kindergarten, but also at home.

What do we do in kindergarten so that our children's speech develops normally? Work on the development of speech in the senior group provides for the solution of the following tasks:

Formation of the dictionary:

Carry out vocabulary work, expanding and clarifying the knowledge of children about the environment;

Enrich speech with nouns denoting objects from the everyday environment, profession, plants, animals, birds; adjectives characterizing the properties and qualities of objects, emotions, feelings, experiences; adverbs denoting the relationship of people, their attitude to work, characterizing the mood of a person, his rest;

Exercise children in the selection of nouns for an adjective, words with a similar meaning, with an opposite meaning;

Help children use words actively, correctly, in exact accordance with the meaning.

Grammatical structure of speech:

Continue to improve the ability to coordinate words in sentences: nouns with numerals and adjectives with nouns;

Help to notice the incorrect setting of stress in a word, an error in the alternation of consonants, provide an opportunity to correct it yourself;

Introduce different ways of forming words;

Exercise in the formation of single-root words, including verbs with prefixes (ran in - ran out - ran across);

Learn to use plural nouns correctly in the nominative and accusative cases; imperative verbs; comparative adjectives and adverbs; non-declining nouns;

Exercise in the use of simple, complex and complex sentences.

In the preparatory group, a special place is occupied by the development of phonemic hearing (to learn to distinguish by ear and clearly pronounce consonants similar in articulation and sound, to determine the place of sound in a word) and further improvement of coherent speech - to improve the dialogical form of speech, to develop the ability to retell coherently, consistently and expressively small fairy tales, talk about the subject, about the content of the plot picture, compose a story based on pictures with a consistently developing action. To form the ability to compose small stories of a creative nature on a topic suggested by the teacher.

What can you do?

First of all, talk to children, and while talking, constantly pay attention to your own speech: it should be calm, clear and intelligible. Do not forget that the child first of all learns to speak from you, so watch your speech and its correctness.

Secondly, if you notice that a child has problems with speech, do not be afraid to contact a specialist (speech therapist, neuropathologist).

Read to your child more often. Reading at night plays an important role in the development of a child's speech, he learns new words, turns, develops hearing. Be sure to discuss what you read.

To memorize poetry with children (trains not only the expressiveness of speech, but also memory, train in the pronunciation of tongue twisters and phrases (improves pronunciation).

Children love to guess and guess riddles - this lesson teaches children to draw conclusions, analyze, and develop thinking. It is imperative to ask the child “how did you guess? ", "why? "

And finally, we want to tell you: love your children, help them.

Think about how often you tell your child these phrases:

You're the most loved one!

You can do a lot!

What would we do without you!

Come to me!

Sit with us!

I will help you.

I am glad for your success.

Tell me what's wrong with you.

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The development of coherent speech in older preschool children

Teaching coherent speech is one of the most difficult methodological tasks of preschool education and development.

The development of coherent speech of preschoolers is carried out in various types of activities of children: in the classroom to familiarize themselves with the environment, in the classroom to familiarize themselves with fiction, for teaching literacy. However, teaching the native language in special classes is the main task.

The need to create a program and conduct special teaching in the native language is dictated by the fact that primary school teachers emphasize the speech deficiencies with which children come to school (extremely small vocabulary, incorrect pronunciation of hissing and sonorous sounds, inability to build a statement in a logical sequence, lack of a culture of communication, and hence the low speech culture). In this regard, only specially speech work, purposeful speech education can lead to a high level of speech mastery.

This program is based on an integrated approach, a methodology has been developed aimed at solving in one lesson different but interrelated tasks covering different aspects of speech development (phonetic, lexical, grammatical) and, on their basis, to solve the main task - the development of coherent speech of older children preschool age.

The main principle of the developed system is the relationship between the development of the mental abilities of children (the use of symbolic means to denote the character of a fairy tale and history, the compilation of a spatio-temporal model and its use in retelling) and different speech tasks, which on each age stage performs in various combinations. Hence the principle of continuity. The solution to each speech problem (education of the sound culture of speech, the formation of grammatical structure, vocabulary work, the development of coherent speech) is carried out, gradually becoming more complex from group to group, the compatibility of exercises, their change and interconnection vary. At the same time, with such a complication, the software core is retained at each stage of training. In the development of coherent speech, this is the linking of sentences into an utterance, in vocabulary work, this is work on the semantic side of the word, in grammar it is the formation of linguistic generalizations. The consistent implementation of continuity in teaching the native language allows not only relying on the past, but also focusing on the subsequent development of speech skills.

Classes are structured on a thematic basis. The subjects of the classes are varied: these are the seasons, the world of animals and plants, phenomena of social life, love of nature. Children get acquainted with many topics first in classes to expand their ideas about the life around them, to familiarize themselves with fiction, and then in classes on the development of speech they consolidate the knowledge gained. The program offers perspective plans and lecture notes for senior and preparatory groups for school. Classes are designed for children aged 5 to 7 years, the implementation period is 2 years. The work is carried out in subgroups of 8-10 people, lasting 20-30 minutes.

Purpose of the program: Develop coherent speech in older preschool children.

Tasks:

1. To develop the figurative speech of children. To acquaint children with the means of artistic expression (epithets, comparisons, phraseological units).

2. To activate the lexical and grammatical aspects of children's speech

3. To develop a coherent speech of children: retelling of works, creative storytelling (on a theme proposed by the teacher, collective creativity, on an independently chosen topic, compilation of descriptive stories (according to pictures, according to a series of plot pictures, stories - riddles: by toys, by objects, by pictures ).

4. To develop the expressive speech of children.

5. To develop the mental abilities of children (the ability to independently build and use spatial models in retelling, to compose creative stories based on the use of substitutes for objects and visual models of plans).

6. Develop imagination and creative thinking.

7. Foster interest in creative activities.

The intended result

By the end of the course, children should be able to:

Independently coordinate and form words, build complex sentence structures.

Quickly find, select the most accurate word, use generalizing words.

Independently, without the help of a teacher, retell the text, invent new episodes of fairy tales, compose their own, compose descriptive stories based on pictures.

Differentiate sounds, adjust the rate of speech and speech breathing,

possess the skill of rhyming and word creation.

Use drill actions (symbolic - symbolic modeling)

Listen carefully to the teacher in the classroom, act according to the proposed plan, independently perform the assigned mental task.

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Development of speech in older preschool children

Fairy tale in a new way "Three little pigs."

Once upon a time there were three little pigs: Naf-naf, Nif-nif and Nuf-nuf. They had fun playing and frolicking all summer and did not notice how autumn came. The piglets began to think about how they would winter. Naf-naf suggested building a house. Everyone agreed and began to argue about what their home would be like. Finally, they decided to build a stone house that would not be blown away by the wind and would not burn.

The pigs went to the forest to get materials for their house. They did not know that a gray wolf was watching them, which also did not have its own dwelling.

The wolf watched the piglets for a long time, but then decided to ask why they needed so much clay, sand and branches. At first the pigs were scared of the wolf, but then they told why they needed all this material. Then the wolf invited the pigs to build a house together. And so they set to work together. The wolf laid stones, and the pigs stirred a solution of sand and clay. Very quickly they built the walls, covered the roof, and the house was ready.

The wolf made furniture out of logs, and the pigs painted it with different colors. They have a very cozy and beautiful house. The piglets and the wolf decided to have a housewarming party. They called their friends and neighbors. All guests came with gifts and good mood. The animals celebrated their housewarming merrily. Then the guests went home, and the wolf and the three little pigs began to live together and never quarreled.

Fairy tale in a new way "Three Bears".

Grandfather and grandmother lived in one village. And they had a granddaughter Mashenka. The old people could not get enough of her, because the granddaughter helped them in everything and never contradicted.

And then one day Mashenka asks her grandfather and grandmother: "Let me go with my friends to the forest for mushrooms and berries." For a long time, the old people dissuaded their granddaughter, but still they let her go.

The joyful girl went with her friends to the forest. And in the forest, the girlfriends first decided to play hide and seek, but they played so hard that Mashenka got lost.

A girl walks through the woods, calls out, but no one responds to her. For a long time Mashenka wandered through the forest until she saw a hut. At first the girl was scared to go into the house, but the day was drawing to a close, and she thought: “I’ll be lost anyway, come what may”.

Mashenka entered the house and saw three chairs in a large room at a large table. The first chair was the largest, the second was the smallest, and the third was the smallest. The chairs were crooked. The girl first sat down, rested, and then arranged all the chairs beautifully. There were three plates on the table: large, medium, and small. The dishes were empty. Mashenka decided to cook porridge and meet the owners.

While the girl was cleaning up and preparing dinner, it became completely dark outside. Mashenka went into the bedroom and lay down on the smallest bed, and fell asleep.

And at this time the owners returned home - three bears. They saw that the house was cleaned and that there was dinner on the table, and they were surprised: “Who did all this? "

They went into the bedroom and saw a sleeping little girl. The bear came up to Mashenka and woke her up. The girl was frightened, but the bears calmed her down and promised to take Masha home in the morning.

As soon as dawn broke, the bears took the girl home, and on the way they picked up a whole basket of mushrooms for her. At the edge of the forest, the bears said goodbye to Mashenka and she happily went to her grandfather and grandmother.

Fairy tale in a new way "The Princess with Golden Hair".

Once upon a time there was a young and handsome prince. His parents died and he was left alone. The prince became bored to live alone, and one day he decided to go to seek his happiness, wherever his eyes look.

The prince walked for a long time and finally saw a beautiful castle in front of him. An equally beautiful princess lived in this castle. When the prince saw her, he could not even say a word, she was so good. His lips only whispered, "Marry me." The princess agreed, because she also really liked the fellow.

At the castle, preparations for the wedding have begun.

So the wedding day has come. There were a lot of guests in the castle, the tables were full of different foods and drinks. Suddenly there was a loud crash, and an evil sorceress appeared. She was very offended by the prince and the princess for not being invited to the wedding, and decided to take revenge on them. The sorceress said: "When your first child is born, I will take him and take him to my castle, otherwise you will all turn to stone." After these words, the evil old woman disappeared.

The young married and became king and queen.

Two years have passed since that time and everyone has long forgotten about the terrible words of the witch, and the king and queen had a very beautiful daughter with golden hair. Everyone was so happy that they did not notice how the evil sorceress appeared. She grabbed the girl and carried her to her castle.

The king was very sad, but there is nothing to do, he must go in search of an evil witch and his beautiful daughter.

The queen knew where the witch lived and gave the prince a ball that would show the way to her castle. The young people said goodbye, and the king set off on the road after the ball.

The ball rolled for a long time and rolled to the dark dense forest, which was guarded by an evil bear. Saw the bear king and growled loudly. Then the king says: "Do not be angry, bear, I will treat you with honey." The bear was surprised: “How many years have I served an old witch, and she never treated me to honey. I will not only let you into the forest, but I will also escort you to the hostess's castle. Only on the way you don’t look around, or you’ll turn into stone. ”

And they went to the castle. The bear walks in front, paves the way, and the king follows him on horseback. Day and night they made their way through the thickets, and by morning the castle appeared. Suddenly, from above, something rustled, wheezed and flew right at the prince. The king could not resist, looked away and immediately turned into stone. The bear roared with frustration so that the trees swayed. There is nothing to do, what happened cannot be returned. Misha decided to guard the stone until it was disenchanted.

Sixteen years have passed since then. The little princess grew up to be a beautiful girl with golden hair, whom everyone called Goldilocks. No matter how hard the witch tried to raise her to be an evil one, nothing came of it. The girl grew up kind and helped all the animals in the forest, and for this they taught the princess to understand their language.

Once a witch from another dense forest flew to visit the old woman, and the birds sitting on the window heard their mistress boasting to her friend that there was a stone near the castle, into which the king had turned. The birds quickly flew to Goldilocks and told her everything. The princess immediately knew that it was her father. Without hesitation, she went to look for the stone, while the sorceresses were busy with their nasty deeds. The animals told Goldilocks that there is a stone not far from the castle, which the bear guards. The princess asked them to show her this place.

When Goldilocks got to the stone, she saw a bear with very sad eyes near it. She felt sorry for the bear and she stroked him, and for this he told her how to disenchant her father. It turns out that the golden hair of the princess not only possessed beauty, but also had a magical power to turn everything inanimate into living.

The princess touched the stone with golden hair and he turned into a king. The bear told him that this was his daughter and they needed to quickly return to their kingdom before the evil sorceress missed the princess, and when the loss was discovered, he would detain the old woman.

The king put the princess on a horse and they rushed away from the dense forest. The father and daughter made it safely to their castle, where the queen and all the inhabitants of the kingdom were waiting for them. And the evil witch never showed up to them again, because the bear would not let her out of the forest anywhere.

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Develop a monologue form of speech.

To teach coherently, consistently and expressively retelling small fairy tales, stories.

To form the ability to compose small stories of a creative nature on a topic proposed by the teacher

Classes with older preschoolers, they also widely use didactic games and exercises, include plastic exercises (physical exercises).

They also like children's fairy tales: "The Wolf and the Seven Little Goats", "The Turnip", "Kolobok". Children borrow figurative expressions, apt words, turns of speech from a fairy tale. Guessing and guessing riddles, interpretation of proverbs and sayings, folk games "Geese-swans", "Turnip", "Paints", "Where we were, we will not tell", etc. adjoin this cycle of means.

Observations. Their basic principle is as follows: each newly assimilated idea must be directly attached to the corresponding word, enriching its active vocabulary.

The social environment as the development of the speech of a preschooler. Articulate speech is the main attribute of the social essence of a person and develops exclusively in a social environment. Its development depends on what this environment is and to what extent it contributes to this development. Children are great masters in imitation, and the manifestations and features of adult speech quickly become features of children's speech.

Excursions as a method of developing children's speech - we teach children to explain what they saw.

Play and work as the development of children's speech.

Language and thinking were and continue to be inextricably linked with labor processes, with human activities.

The community in the life of a child is the collective of children in which he lives and develops. His main activity is play.

vocabulary methods

I. Introduction of new words into the dictionary

1. Direct acquaintance with the environment and enrichment of the vocabulary.

2. Examination and examination of objects.

3. Observation of animals, plants; for the activities of adults.

These three methods are used in all age groups.

4. Inspections of the kindergarten premises, targeted walks.

5. Excursions (social environment, nature).

The last two methods are used starting with the middle group.

II. Mediated acquaintance with others and enrichment of the vocabulary

1. Display of paintings with unfamiliar (unfamiliar) content.

This method is mainly used in older groups.

2. Reading and telling literary works.

3. Display of dia-, film and video films, viewing of television programs.

The last two methods are used in all age groups.

III. Fixing and activating the dictionary.

1. Examination of toys.

2. Examining pictures of familiar content.

3. Didactic games with toys, objects and pictures.

These methods are used in all age groups.

4. Word games are used in middle and senior groups

5. Lexical (vocabulary) exercises are used in all age groups, more often in older ones.

6. Guessing and guessing riddles is used in all age groups.

7. Telling children (different types of coherent statements on different materials) is used mainly in the middle and senior groups.

Of course, if there was no such speech experience, it would be impossible to talk about the further speech development of children at a higher level. But for the successful further education of the child at school, it is necessary that the child promptly switches to "theoretical" positions regarding speech reality, so that the system of the native language, its elements act as an object of his conscious activity. Awareness of linguistic phenomena provides the ability to translate speech skills and abilities into an arbitrary plan.

By the end of the year, children should be able to

Participate in the conversation.

Arguably and benevolently evaluate the answer, the statement of a peer.

To compose stories based on a plot picture, according to a set of pictures; to retell small literary works consistently, without significant omissions.

Determine the place of sound in a word.

Select several adjectives for nouns; replace a word with another word with a similar meaning.

On this topic:

Material nsportal.ru

NDOU "Kindergarten No. 150 of JSC" Russian Railways "

Art. Troitsk

Technology of speech development in older preschool children in the process of cognitive and research activities

(from work experience)

A modern child needs not so much to know, but to think consistently and convincingly, to show mental stress. That is why, as an integral part of readiness for school, researchers distinguish intellectual readiness, which includes a sufficiently high level of development of cognitive activity and mental operations. It is no coincidence that in the "Concept of the content of continuous education (preschool and primary level)", much attention is paid to the development of children's thinking, the encouragement of the child's cognitive initiative, children's questions, reasoning, independent inferences, and respectful attitude towards them.

The urgency of the problem lies in the importance of the timely development of research activities in older preschool children.

The problem of speech development in cognitive research activity is complex and interesting, and little studied.

We have defined the task:

help preschoolers in the implementation of their cognitive activity, including children in meaningful activity, in the process of which they themselves could discover more and more new properties of objects and be able to talk about it.

The creation of technologies for the development of speech in the process of cognitive and research activities is built in blocks:

Research action training.
Expansion of ideas about the world around, the formation of categorical concepts.

In its most complete, detailed form, research teaching, indicated by speech, involves the following:

the child identifies and poses a problem that needs to be solved;
suggests possible solutions;
checks these possible solutions against the data;
draws conclusions in accordance with the results of the audit;
applies inferences to new data;
makes generalizations.

Training is built in stages.

At the first stage, the teacher poses a problem and outlines a method for solving it. The decision itself, the search for it, is up to the children to carry out on their own.

At the second stage, the teacher only poses a problem for the children, but the child is looking for a method of solving it on his own (here a group, collective search is possible).

At the third stage, the formulation of the problem, as well as the search for a method and the development of the solution itself, is carried out by the children independently.

Table 4

Using games

An effective method of developing dialogical speech is a didactic game.

In the methodology, many didactic games have been developed aimed at the complex development of speech. The tasks of teaching dialogical speech are solved in conjunction with the tasks of developing the vocabulary, grammatical and phonetic aspects of speech.

Games can be used during educational activities and in joint activities of the educator with children, as well as in the independent activities of children.

The game promotes the activation of dialogic interaction in children about the organization of the game and in the process of the game itself. Staging, directorial, didactic and outdoor games with ready-made dialogical texts, as well as games in the course of which these texts are created by the children themselves, can become effective methods of teaching preschoolers to dialogue.

The sequence of using games obeys the logic of the development of speech skills: from the perception and borrowing of speech forms to their independent use and transfer to new conditions of communication. This determines the stages of work with children.

There are several stages of working with children.

Preliminary stage:

The main task is to enrich the speech experience of children with various types of dialogical remarks. In this case, one should rely on the imitative abilities of children,

Sources of speech imitation include: the speech of people around, fiction, puppetry and play performances, films. Using artistic means, you need to draw the attention of children to the dialogues of the characters.

Borrowing ready-made dialogical remarks is the first stage in the use of games and play techniques in the process of developing dialogical speech in children.

Second phase:

The task of teaching dialogical speech becomes more complicated. For this, games are used in which preschoolers operate not only with memorized (reproductive) replicas, but also independently constructed (productive) ones. Such types of theatrical games as retelling by roles, staging of prose literary works and director's games based on works are used to gradually transfer children from using ready-made lines to building their own.

At the third stage, games are used, which should encourage children to build on their own dialogical remarks. These are word games without ready-made texts, telephone improvisation games, creative types of games (theater and director games with invented plots). Word games play a special role, since they allow the teacher to direct the speech behavior of children to create certain replicas.

Games that are correctly selected for the development of dialogical speech are designed for:

1) the formation in children of the ability to use various types of initiative responses in dialogue (questions, messages, prompts) and the corresponding responses, as well as the ability to observe elementary rules of behavior in dialogue (rules of sequence and thematic unity of remarks);

2) reflection of the natural logic of the formation of speech skills: from the perception and borrowing of samples of dialogical replicas to their use in combination of reproductive and productive speech and the creative transfer of the learned samples into independent speech practice.

The use of games for the development of the dialogical speech of children does not exclude the teacher's conversations and conversations with them. Additional purposeful use of game techniques will help to increase the effectiveness of the process of forming dialogic skills in preschoolers.

In the 2014-2015 academic year, in our preschool institution, one of the annual tasks is as follows: "To develop the dialogic speech of children in the process of organized and independent activity." Taking into account new approaches to determining the content of the process of developing dialogical speech in preschoolers, I made an attempt to fill in the gaps in the method of developing dialogic speech, using didactic games, I relied on the technology of O. Bizikova. (Annex 1)

Before starting work, I monitored the subject-development environment in the group. (Appendix 2) After that, I began planning work on the development of dialogic speech in children in the process of organized activities, i.e. with the help of didactic games. In the course of the work, didactic games, literature and materials were produced and purchased, which will help to continue purposeful work aimed at the development of dialogical speech in children.

After 3 months, the subject development environment was monitored again and, in my opinion, there were noticeable improvements. (Appendix 2)

Work with parents was also carried out. (Appendix 3)

I pursued the following goals:

Create motivation for their participation in the development of a culture of dialogical communication in children (for example, to hold a parent meeting "Dialogue in the life of a preschooler")

To acquaint parents with the activities of preschool educational institutions for the development of dialogical communication in their children;

To acquaint with the game techniques of its development in a child at home (group and individual consultations, conversations with parents); (Appendix 4)

To assist parents in the development of the dialogical speech of children in play activities in the family (individual conversations and play exercises) .

Conclusion

The main goal of the work was to teach children to use dialogue as a form of communication.

The absence or deficiency of dialogical communication leads to various kinds of distortions of personal development, the growth of problems of interaction with people around. According to the monitoring results, it turned out that children do not know much dialogical speech do not know how to speak.

On the basis of this, a set of works on the development of dialogical speech was compiled, which includes: games, games - dramatizations. The purpose of the work was: to teach how to answer questions of an adult, but also to ask them himself, to speak proactively, to establish interaction.

Learning is playful communicative motivation. This training makes it possible to establish contacts between children, form a team, which leads to the development of dialogical communication.

After the work done, we can conclude that:

For the development of children's dialogical speech, it is necessary to enrich the content of speech education and improve the forms and methods of speech work.
The new content involves the stimulation of children's statements from personal experience; the organization of verbal collective creativity (co-creation); dialogue training: the ability to listen and hear a partner, maintain speech and play interaction, respond to the partner's statements, reason, reason statements.
New forms of organizing a dialogue between children and peers include: work with subgroups; organization of communication space; non-disciplinary forms

attracting and retaining attention; game and communicative motivation for classes.

Methods and techniques for developing dialogue are group conversations; cooperative activities (joint drawing, application, design. art work); theatrical games (dramatization games, staging); didactic games.
It is advisable to more often organize didactic games in pairs, observing the following game rules: observe the sequence of game and speech actions; listen to a partner; do not repeat what has been said; supplement the partner's statements: ask questions, politely express assumptions, wishes, disagreements; to reason, to justify their judgments.

Bibliography

1. Alekseeva MM, Yashina BI Methods for the development of speech and teaching the native language of preschoolers 3rd ed., - M .: Publishing Center "Academy", 2000. - 400 p.

2. Bizikova OA Development of dialogical speech of preschoolers in the game. - M .: "Scriptorium 2003", 2008. - 136 p.

3. Bolotina L. R. Preschool pedagogy. - M .: Academy, 1997 .-- 232p.

4. Borodich AM Methodology for the development of speech in children. - M .: Education, 1981 .-- 255s.

5. Classes on the development of speech in kindergarten / Ed. O.S. Ushakova. - M .: Modernity, 1999. - 363p.

6. Kozlova S. A., Kulikova T. A. Preschool pedagogy. - M .: Academy, 2000 .-- 416p.

Preview:

Didactic games for the development of children's dialogical speech

Didactic games with ready-made dialogue texts

Target. Strengthen the ability of children to listen carefully to the interlocutor.

The teacher, holding the ball, stands in a circle with the children and explains the rules of the game:

Now I will name a color and throw a ball to one of you. The one who catches the ball must name the object of this color, then he himself names any color and throws the ball to the next player.

Green, - says the teacher and throws the ball to one of the children.

Sheet, - the child answers and, saying "blue", throws the ball to the next one.

Does it happen or not?

("Fables")

Objectives: To teach children to respond kindly to unreal (false) messages and tactfully correct them; develop evidence-based speech; foster a culture of dialogue: do not interrupt each other, do not shout out from the place.

Children take turns telling stories. The player who notices the fable must prove why this does not happen.

At first, the teacher plays a few tales.

On a sunny summer day, we went out with the guys for a walk. We made a slide out of snow and began to ride from it.
Spring came, all the birds flew away, without them it became sad.
Viti has a birthday. He brought treats to kindergarten: sweet lemons, salty candies, bitter cookies.

Note. At the beginning, one fable is included in the stories; when the game is repeated, their number is increased.

Objectives. To develop attention to speech messages and the ability to tolerate erroneous judgments, to kindly correct them; consent to correct messages.

Educator: “I will inform you about something. If you notice a mistake in my reasoning, correct it and explain why you think so. And if you agree with my statement, then say this: "Yes, you are right, I. O." or "I agree with you, I.O."

Examples of judgments:

Carlson lived in a small house by the forest.
Friday comes after Wednesday.
Buratino is one of the inhabitants of the flower town.
Washing your hands is unhealthy.
If you listen to adults, then there will be nothing interesting.
If the trees have leaves, then it's summer.

Target. Strengthen the ability of children to use in speech different options expressions of request-permission.

The game is organized in the course of the regime processes. For example, the teacher invites the children to wash their hands (for a walk, in the bedroom, etc.). He gets up in the doorway and, smiling, says: “The door is locked. Whoever finds the key will open the door.

Remember the proverb: "Kind words open locks." Who kind words will say that the door will open for that. "

The children pronounce the request, and the teacher encourages them to use different versions of the request formulas: “This is what Masha said. Can you open the lock in another way? "

Approximate formulas for expressing a request-permission:

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1) preparatory: preparation of goals and objectives, selection of literature on oral folk art;

2) actually - research (main): implementation of the main activities provided for by the project;

3) final: generalization of the results of the work, their analysis, the formulation of conclusions.

PERFORMANCE:

Acquaintance of children with oral folk art and everyday use of it both in regime moments and in play activities develops the child's oral speech, his fantasy and imagination, affects spiritual development, teaches certain moral norms.

Children's folklore gives us the opportunity to introduce him to folk poetry at the early stages of a child's life.

With the help of small forms of folklore, it is possible to solve almost all problems of the speech development methodology, therefore, along with the basic techniques and means of speech development of preschoolers, I use this richest material of the verbal creativity of the people.

I begin to introduce children to lullabies at an early age, which allows children to memorize words and forms of words, phrases, to master the lexical and grammatical aspects of speech.

Nursery rhymes, rhymes, chants are the richest material for the development of the sound culture of speech. By developing a sense of rhythm and rhyme, we prepare the child for further perception of poetic speech and form his intonational expressiveness.

Riddles enrich the children's vocabulary due to the polysemy of words, help to see the secondary meanings of words, and form ideas about their figurative meaning. They help children learn the sound and grammatical structure of Russian speech, forcing them to focus on the linguistic form and analyze it. Solving riddles develops the ability of preschoolers to analyze and generalize.

To solve all the listed problems of speech development of children, I have selected and compiled a card index of games based on children's folklore.

Russian folk, round dance games attracted my attention not only as a huge potential for the physical development of a child, but also as a genre of oral folk art. The folklore material contained in the games contributes to the emotionally positive mastery of native speech. Children play outdoor games with great pleasure, desire and interest.

I noted that in the process of familiarizing children with outdoor and finger games, not only speech is formed, but also fine motor skills of the hands and fingers develop, which prepares the child's hand for writing, makes it possible to improvise, combine words with action. And most importantly, the level of development of children's speech is in direct proportion to the degree of formation of fine movements of the hands and fingers.

On the basis of folklore works, I compiled a complex of hardening gymnastics after an afternoon nap for older preschool children, which is used every day to strengthen and maintain the health of children, to maintain interest in physical exercises.

I consider various leisure and entertainment activities to be one of the most effective forms of working with children for speech development. In accordance with this, she has developed a cycle of entertainment of the artistic and aesthetic cycle.

Prepared consultations on this topic for parents and teachers, reflecting topical issues the development of the child's speech in the preschool educational institution and the family.

Together with the parents, the group has assembled a children's library of Russian folk tales.

I am sure that folklore effectively develops a child's oral speech, affects his spiritual, aesthetic and emotional development.

Thus, the introduction of a child to folk culture should begin from early childhood. Folklore is unique means for the transfer of folk wisdom and the upbringing of children at the initial stage of their development.

Children's creativity is based on imitation, which serves important factor development of the child, his speech. Gradually, children develop an internal readiness for a deeper perception of the works of Russian folk literature, their vocabulary is enriched and expanded, and the ability to master their native speech.

In my further work, I will effectively USE and implement all types and forms of children's folklore, Russian folk games, reading and telling fairy tales.

1. Anikin VP Russian folk proverbs, sayings, riddles, children's folklore. –M .: Uchpedgiz, 1957.

2. Borodich AM Methodology for the development of speech in children. -M .: Education, 1981.

3. Bukhvostova S. S. Formation of expressive speech in older preschool children. –Kursk: Academy Holding, 1976.

4. Dal V. I. Proverbs and sayings. Wayward // Russian folk poetry. Reader on folklore / Compiled by: Yu. G.

5. Zagrutdinova M., Gavrish N. Use of small folklore forms // Doshk. education.-1991.-№9

6. Illarionova Yu. G. Teach children to guess riddles. –M .: Enlightenment,

7. Kudryavtseva E. Using riddles in didactic game (senior preschool age) // Doshk. education.-1986.-№9

8. Matskevich A. Ya. Small forms of folklore - for preschoolers // Working with a book in kindergarten / Comp .: V. A. Boguslavskaya, V. D. Razova. –M .: Education, 1967

9. Melnikov MN Russian children's folklore. –M .: Education, 1987.

10. Orlova N. Using proverbs and sayings in working with children // Doshk. education.-1984.-№4

11. Journey through the Land of Mysteries / Compiled by: Shaidurova N.V. Barnaul: BSPU, 2000

12. Russian folk art and ritual holidays in kindergarten / Ed. A. V. Orlova. –Vladimir: Academy, 1995.

13. Tikheeva EI Speech development of children (early and preschool age). –M .: Education, 1981.

14. Usova A. P. Russian folk art in kindergarten. -M .: Education, 1972

15. Ushakova O., Strunina E. Methods for identifying the level of speech development in older preschool children // Doshk. education.-1998.-№9.

16. Elkonin DB Child psychology: development from birth to seven years. –M .: Education, 1960.

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Introduction

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

Native speech the child receives from loved ones, from parents, from the linguistic environment surrounding him, driven by the natural need for communication, and later - for 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, practically masters them, but as they grow up, these processes are more and more realized, subject to self-control, become purposeful, regulated acts.

Our invaluable wealth is a language created and constantly improved by thousands of generations. Linguistic ability, language make 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 combining them, but also to master the most complex system of speech production, perception of someone else's speech and its understanding. From the babbling of a child to the freely flowing, welded logic and figurative, convincing speech of the orator, a person goes a long way of learning.

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

The development of speech in the learning process leads to the enrichment of the vocabulary of children, the mastery of the norms of the Russian literary language. The process of development of speech is long and is carried out throughout 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, conclusively 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, being engaged in any activity, comment on it on their own initiative (they say what they are doing, note difficulties, are upset with failures, etc.). In pedagogical practice, we more and more often observe something different: older preschoolers do not so 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 urgency of this problem, we formulated the topic: "Features of speech development in older preschoolers."

Object of study - speech as a mental process.

Subject of study – the process of developing speech in older preschool children.

Purpose of the study - to study the peculiarities of speech development in older preschool children.

In accordance with the object, problem, goal, subject of research, it was assumed that 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 on the activities of older preschool children; diagnostic examination of the speech of older preschool children.

Chapter 1. Theoretical foundations of the problem.

1.1. Characterization of speech as a mental process.

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

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

According to V.A. Krutetsky, speech is "the process of using language to communicate between people."

Defining speech as the second signaling system of reality, I.P. Pavlov noted that only speech provides the possibility of abstraction from reality and communication, which is human higher thinking.

According to SI Ozhegov, speech is "the ability to speak, speaking." The authors of the Big Explanatory Psychological Dictionary interpret the concept of "speech" as "conversation, utterance."

M.N. Dyachenko defines speech as the handicap of their communication, historically formed in the process of people's 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, product speech activity

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

Let's take a closer look at each value.

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

activity, speech act. Mechanisms of speech - that's what they say about action

pronunciation organs. This is the meaning of the word.

definitions of speech given by psychologists:

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

information;

Speech Is a verbal, linguistic communication using 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 text is recorded speech. This understanding of the text is of an everyday nature. In the theory of speech, the text can be not only written, but also oral and even mental (when we mean inner speech).

· The third meaning of the term "speech" is speech as an oratorical genre or as a monologue in a work of fiction. 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, then 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, ontogenetic development of thinking

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

Linguistics also shows interest in thinking, it examines the relationship between words and concepts, sentences and judgments, the role of linguistic 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 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 inaccuracy of mutual understanding, to idle talk, to a distortion of understanding, which is often observed in life. Let's name some of the reasons for this phenomenon:

a) acoustic interference, imprecise 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 an object of art. Speech is called communication with the help of language - a sign system that has been polished for centuries and is 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. The language is enriched through speech, it includes new words, new shades of already known words, their meanings, new combinations, new phraseology.

Speech is communication itself, an expression of thought. Speech is verbal, linguistic, communication, self-expression. Language is an abstract system, but 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 endless: 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 linguistic means.

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

Communication function - speech spoken or recorded serves as a means of organizing joint work in a team, a means of communication in society, in a country, a means of communication between 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 one-sided act, in the absence of feedback: registration of all the knowledge that people have accumulated in the process of their conscious activity;

Information preservation function - preservation of accumulated knowledge;

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

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

Cognitive function - all human knowledge is contained in

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

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 the masterpieces of lyric poetry or vocal performance.

Some scientists also distinguish such functions of speech as influencing, or voluntative (impact on a person: request, order, demand), contact-establishing, or phatic ("communication for communication"), metalanguage (description of the language itself), aesthetic (influence on feelings by means of speech forms).

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

Speech has the following properties:

Comprehensibility;

Expressiveness;

Impact .

Understanding of speech is achieved by syntactically correct construction of sentences, using pauses in the appropriate places or highlighting words using logical stress.

The expressiveness of speech is associated with its emotional saturation; it can be bright, energetic, or, conversely, sluggish, 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, monologic and dialogical. According to the mechanisms, methods of coding, oral speech is divided into:

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

Hearing (listening), 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 over written speech:

1. She can easily fit into the situation, into the flow of life. It is directly related to 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, only picks up emotional intonations. With the help of intonation, a person can express their feelings, sensations. Intonation can be caught in communication, i.e. oral speech.

Written speech does not have adequate means of expression, only to a small extent compensates for this deficiency with font emphasis, punctuation marks, as well as a description of experiences actors in a given 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 the speakers can interfere: any extraneous noise, defects in the speaker's individual pronunciation, hearing defects in the person who perceives 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 does not perform well the historical function - the connection between generations.

Let's note the advantages 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, serves the cause of preserving cultural values.

Spoken language is presumed to have originated naturally at dawn human mind to satisfy the need for live, direct communication of our distant ancestors.

Written speech has many codes: ideographic writing, hieroglyphic, sound-alphanumeric (phonemic) is known. The rules for naming 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 defined as spoken written speech.

External, sounding speech is dialogical and monologic.

A dialogue is a conversation between two or more persons. Each individual statement depends on the replies of other interlocutors, on the situation. The dialogue does not need extended sentences, so there are many incomplete sentences in it. The dialogue syntax is simple.

In oral speech in general, and in dialogue, speech aids are especially used, transmitting what is difficult to express in words: facial expressions, gestures, intonation. All speech aids are included in the range of tasks of the methodology of speech development for children.

In kindergarten, an artificial form of dialogue is used - conversation. Usually this is a dialogue between the caregiver and the child. In contrast to the "spontaneous" dialogue, here, as a rule, full sentences are used. In the course of the 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. one person's speech - a story, a message, a retelling, a speech, an essay.

Unlike dialogue, a monologue is more arbitrary, requires volitional effort, and sometimes considerable preparatory work. So, the story of observations (message) is prepared by the child sometimes over 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 its plan (orally or in writing), speaks individual fragments, and uses certain linguistic means.

Unlike dialogue, a 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 recognized only by the subject himself and lends itself only to his control;

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, does not lend itself to the perception of other people.

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

remembering is the same.

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

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

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

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

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

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

Speech does not arise by itself. It is an integral part of communication, which is combined with some other activity: practical, playful, cognitive, creative, etc. motive of speech.

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;

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

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

Ability to control speech.

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

1.2. Features of speech development in older preschool children.

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

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

1. Infancy- up to one year.

The child has a reaction to the voices of loved ones. Smiles, laughter, babbling, gestures. The initial manifestations of the expressive function of speech. The entire period is associated with the need for communication - emotional and meaningful; striving to achieve a goal. Verbal speech is rare, by the end of the period - the first manifestations of the nominative function of speech, the naming of an object.

2. Early age- 1 - 3 years.

A generalizing function of the word develops: the child names things, at the same time expands the vocabulary, develops thinking. There is a unity of communication and generalization. The syllable composition of the word is acquired before the sound one. Speech is associated with the child's practical activity - play, cognition of surrounding objects, mastering the ways of using them.

3. Younger preschool age

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

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

Children use complex and complex sentences, 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 not yet sufficiently accurate in the vocabulary and perfect in grammatical respect, it is not completely pure 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 small poem by heart. The initiative in communication is increasingly coming from the child.

4. Middle preschool age

By the age of five, children show a sharp improvement in the pronunciation side of speech, for most of them the process of mastering sounds ends. Speech as a whole becomes clearer, clearer. The speech activity of children increases. Children begin to master monologue, 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 form sentences of 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 research - 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.

Pronunciation is becoming cleaner, more detailed phrases, or rather statements. The child not only highlights essential features in objects and phenomena, but also begins to establish causal relationships between them, temporary 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.

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

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

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

By offering children such tasks, it is easy to make sure that their vocabulary is still not rich in adjectives, adverbs, verbs, and they can pick up words that are close in meaning in an insufficient number and not always successfully. Errors in the use of words and when always successful. When a child puts into a word incorrect value... In the stories of children, sometimes inaccuracies in the use of conjunctions, prepositions (for example, instead of a 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 structure and uses it quite freely.

Structurally speaking, speech is significantly complicated not only by simple common sentences, but also by complex ones; the volume of statements increases. Less and less often, the child makes mistakes in the coordination of words, in case endings nouns and adjectives; often correctly uses the genitive case of plural nouns ( windows, lamps, pencils)... He easily forms nouns and other parts of speech using suffixes (teaches children - teacher, reads books - reader, builds houses - builder), adjectives from nouns (key from iron - iron, glass jar - glass).

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

cases, incorrect formation of the genitive plural form of some nouns (“pears” instead of pears), change in cases of non-declining 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 pattern.

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

A six-year-old child is improving a coherent, monologic speech. He can, without the help of an adult, convey the content of a small 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, specifically repeating its individual parts. He is able to tell not only about the events of the coming days, but also about those long past (for example, in winter he talks about how he spent a summer vacation at the dacha, how he and his grandfather gathered mushrooms, caught fish, swam in a 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 drawing up a story from a picture, he often concentrates his attention mainly on the main details, and often omits minor, less important ones.

In older 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, some children at this age are just finishing the correct assimilation of hissing sounds, sounds l, r. With their assimilation, children begin to pronounce words of varying complexity clearly and distinctly.

When communicating with peers and adults, children use a moderate voice volume, but as needed they are able to speak louder and quieter, that is, they can measure the loudness 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, their speech is often slowed down due to long unreasonable delays and pauses. However, in moments of emotional uplift, being impressed by the watched film, the read fairy tale, the child, in the process of speaking, is often unable to control his

speech and speaks louder and faster than usual.

Guided by a sample, children are able to reproduce poetry in compliance intonation means expressiveness; they often use interrogative, narrative intonations correctly; can convey their feelings in relation to various objects and phenomena: joy, sadness, indignation, etc.

Exhalation becomes more prolonged. So, on one exhalation, children can pronounce the vowel sounds a, y, and for 4-8 s (with a free exhalation - for 4-6 s).

However, not all six-year-old children know the correct pronunciation of sounds: some may have delays in the assimilation of sounds, while others may have their incorrect formation: p - throat, one-hit, sounds w, w - lateral, s, h - interdental. Some children do not always clearly differentiate in words sibilant and hissing sounds, sounds l and p. Such a displacement of sounds is more often observed when pronouncing words and phrases that include both sounds simultaneously ("shushka" instead of drying), but there are almost no mistakes when pronouncing words in which there is 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 clear 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 insufficient mobility can be the cause wrong pronunciation sounds, fuzzy speech. Change of milk teeth in 5-6 liters. on constant is often reflected on the pronunciation side of speech: sound pronunciation, diction deteriorate.

Additional classes should be organized with children with pronunciation deficiencies, which, depending on the severity, number and nature of the violations, are conducted either by an educator or (with extensive tongue-tied language) 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, at setting sounds or fixing them, and introducing them into speech.

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

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 construction, harmonizes words in gender, number, case, as if conjugating frequently used Verbs; freely uses monologue speech: he is able to tell about the events he has 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 a child to successfully master the program material when entering school.

In preschool childhood, naturally, the process of mastering speech does not end for a child. And his speech as a whole, of course, is not always interesting, meaningful, grammatically correct. The enrichment of the vocabulary, 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 manner, 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 in older preschool age is that the child moves on to the conscious mastery of speech.

Speech development is carried out with the help of speech exercises. Developing these exercises, the teacher focuses on certain forms of the child's mental work: on analysis and synthesis, induction and deduction, on the selection of essential features, on generalization and concretization, on identifying cause-and-effect relationships between phenomena, on comparison, juxtaposition and opposition, on solving mental tasks.

1.3. Speech test of senior preschool children

age.

The most important source of children's speech is life itself, children's own experience. In the experience of preschoolers, its purposeful, organized part, observation, is especially valuable. During observation, children learn to learn about the world around them, everything that can arouse interest in the child. The desire and ability to see, hear, perceive the world around - this is the way that, providing the basis for the development of speech and thinking in unity, will provide material for speech exercises. But the child thinks figuratively, he does not understand many words. 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 are trying to see not only the outer side of the good and bad actions of children, but to understand the reasons for their appearance, it is clear that if you limit yourself to observations, even with great attention and love for the child, this is impossible to do. It is not just a diagnosis of the level of development of individual mental processes or a statement of deviations in the development of the child's personality that is important, the most important thing is to establish the relationship between individual features 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 carrying out diagnostics, which will allow us to examine the personality of the child from different angles and form 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 this way and in such an order that the child does not get tired, does not refuse to participate in the work. In order to properly develop and apply diagnostics, it is important to know what a diagnostics is.

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, changes in the state of participants in the pedagogical process, teaching activities, pedagogical interaction ". (1, 89) The most convenient for teachers - practitioners, is the diagnosis of levels of three levels: high, medium and low. These steps show the level of development of the desired quality. Correct 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 worst of all. Thus, based on the information received, a correction plan can be drawn up - from helping the child correct simple defects to compensating for complex defects.

According to T.S. Komarova, it is desirable 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. In case of rapid fatigue of the child, it is necessary to make a physical education pause, to move. The examination is carried out at a children's table with a children's chair, the teacher must sit on the same level with the child, i.e. on a child's chair. It is better not to sit the preschooler facing the window so that what is happening outside the window does not distract him. There should be nothing nearby that could distract attention (interesting toys, bright, unusual objects).

The main components are distinguished in the structure of psychological readiness:

1) Personal readiness.

2) Volitional readiness.

3) Intellectual readiness.

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

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

2. Strictly follow the instructions given in each method.

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

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

5. To work according to different methods, a special “stimulus material” is required; 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 mental state of the child.

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

the main task when examining a child - determine what needs to be investigated 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 combination individual attitude to a child with an integrated approach to him is the meaning of both diagnostic and corrective work, the success of which largely depends on the correct diagnosis. The examination of the child begins with an analysis of his appearance and reaction to the examination situation. In this case, one should pay attention to how much the child is open to contact, whether he is active, or he is disinhibited. It should also be noted the manifestation of lethargy, 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 speech of children both orally and in writing. As a result of learning, the child must correctly master speech - speaking, correctly perceive and interpret it.

Studies of domestic and foreign psychologists (N. Chomsky, J. Piaget, D. Slobin, J. Bruner, K. Kazden, A.N. Gvozdev, A.A. relations underlying grammatical categories (subject-action-object; singularity-plurality, etc.), in the form of practical actions, in the process of subject-manipulative activity. Elementary operations with toys teach him to distinguish schemes of grammatical relations: one object - different actions, one action - different objects.

Subject practice and the resulting cognitive and cognitive development (sensorimotor intelligence, understanding of real relationships), as well as the emergence of a symbolic (substitute) function in a primitive game, act for a child as a prerequisite for linguistic and grammatical development. In this case, the semantics (meaning) of the statement and its use (pragmatics) determine the grammatical structure. The thoughts, feelings, will of the child are expressed initially in communication with the help of non-verbal, non-verbal means of facial expressions, gestures, postures, eye contact, object-related actions (EI Isenina, MI Lisina).

According to D. Slobin, the order of mastering grammatical means by a child is determined by their semantics (comprehensibility) and structural "transparency". First of all, regular little-valued grammatical means are acquired. (13, 112) (These data were obtained when 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 an integral "gestalt" (A. N. Leont'ev), are borrowed from the speech of adults in the way they are heard. But in the future, the learned 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 "incorrectness". The mechanism of such experimentation is linguistic communication and generalization (transfer) of generalization to new situations. This mechanism was first investigated in domestic psychology by F.A. Sokhin, later T.N. Ushakova, A.M. Shakhnarovich, N.I. Lepskoy, S.M. Zeitlin. Consequently, "linguistic experiments" (R.O. Yakobson) 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 learns 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 the means and methods of constructing a coherent statement in a variety of play situations.

The developed methodology implements the position of 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 the success will depend on how much the adult manages to establish co-creation with the child, to interest him, to involve him in speech and verbal creativity. "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 methods of structuring a detailed coherent statement, active mastering of complex syntax with an arbitrary construction of a monologue, methods of comprehending a sentence, word, sound, the stage of forming correct speech - grammatical, phonemic, figurative. Successful mastering 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 appear in the level of speech of children. The speech of children of the same age can differ significantly in the richness of vocabulary, in the level of coherence and

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

Development of speech creativity, expressiveness of speech;

Development of individual abilities for speech activity;

Preparing 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. The development of speech-motor and speech-auditory analyzers is especially important for the formation of speech. All of this is highly dependent on the environment.

Conclusions for chapter 1.

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

Speech Is a historically established formula for people to communicate through language.

Speech is in close connection with thinking and serves as an integral part of labor, everyday life, cognitive and other types of human activity.

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

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

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

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

Human speech development goes through several stages, at each of which there is an enrichment of the language and the improvement of speech skills.

The development of speech is carried out at different stages of the lesson with the help of a variety of 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 section are:

· To determine the criteria for the formation of speech development;

· Select and describe methods for determining the level of speech development in older preschoolers.

Program preschool education provides for the development of all aspects of the child's speech, therefore, the 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 respect for the native word.

When carrying out diagnostics speech examination children of senior preschool age T.S. Komarova and O. A. Solomennikova identify the following specific tasks:

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

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

· To teach children to use vocabulary widely, to quickly find the right word that most accurately expresses the child's thought.

· Form the habit of speaking grammatically correctly.

· Teach children to pronounce correctly the sounds of their native language, 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 form in children the ability to speak slowly, loudly, without tension, expressively.

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

· Use the potential of preschoolers in improving oral speech.

· To acquaint with the most common oral speech genres.

Promote the development of speech creation 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 statement, hypothesis, theoretical construction - such a definition of the concept “we find a criterion in the philosophical dictionary.

V encyclopedic dictionary under the criteria is meant, ... a sign on the basis of which an assessment, definition or classification of something is made; measure of assessment ”What do we mean by a feature? The sign in the explanatory dictionary of SI Ozhegov is considered “... an indicator, a sign, signs by which one can recognize, define something. The indicator is “… that which can be judged about the development and course of something.

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

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

measurement, thought test, thought content, weighty and meaningful.

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

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

2 speech should have some values;

3 present your thought in such a way that it is clear to the listener.

The basic laws of logic must be observed:

1. The law of identity.

2. The law of sufficient reason

3. The law of contradiction.

4.the law of the excluded third.

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

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

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

Discourse is speech in the stream 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 the pronunciation organs is also a culture of speech.

Free speech, perfect articulation of sounds, mastery of speech movement and voice, free construction of syntactic structures -

the result of developed synthesis, the speed of speech reactions, i.e. quick response to the interlocutor's remark in the dialogue. This also includes the length of breathing, facial expressions, gestures, postures, wit.

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

Language norm Is a set of stable

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

Expressiveness - this is imagery, the use of means 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 an educator to know the theory according to the methodology of speech development; it is also necessary to know the conditions for organizing one or another activity.

We have highlighted conditions that contribute to more effective development speech, the most important of which is need to speak , increase speech motivation , desire to express your thoughts, feelings.

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

"Pick up the pictures", "Put them in order", "Let's get to know each other", "We compose a fairy tale", "Find out which fairy tale, which hero."

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

High level

Average level

Low level

Each level has its own criteria.

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

older children based on program requirements.

High

Uses different parts of speech exactly according to the meaning. Uses synonyms, antonyms, nouns with a generalizing meaning in speech. Fluent in dialogical and monologic speech. It independently, expressively, without repetitions conveys the content of literary texts. Composes stories about an object, a painting, a series of plot pictures, short stories from personal experience, stories of a creative nature and small fairy tales.

Average (age norm)

He rarely uses synonyms in speech. Antonyms and generalizing words. He is fluent in dialogical speech, but uses monologue speech inactively. Composes stories with a little help from an adult about a subject, a picture, a series of plot pictures. Speech-making is poorly developed. In communication, he does not always show initiative. 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. Has difficulty composing stories, needs help from an adult. Rarely uses synonyms, antonyms and generalizing words in speech. Does not show speech activity in communication. He finds it difficult to independently compose stories about an object, a picture; he does not perceive a series of plot pictures as a single story. Errors in word formation. Poorly fluent in dialogical and monologic 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 only be if there is a sufficiently developed phonemic perception in the child 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 a group of words: for example: show a glass, a book, a pencil, a glass, a book. (19, 90)

To identify the 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.

The adult names 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, ambiguous words.

Appendix No. 1

Speech Comprehension Survey Results

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

Sentence Comprehension Survey

To understand sentences of varying complexity requires awareness of various grammatical relations and the ability to keep a series of words in speech - auditory memory (A.R. Luria).

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

The child is asked to perform a series of actions, first single, and then a series of them: for example, "open the door", "clap your hands", "show how to 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 children in the older group perfectly perceive the entire volume of information received, quickly and correctly cope with all tasks, and have reading skills.

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

In cases where, in the process of preliminary examination, it is revealed that the child, to one degree or another, owns lexical means language, it becomes necessary to determine the level of their formation and compliance with age standards.

Use a set of techniques for a special examination.

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

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

(pedagogical bank)

· Complete the row with the corresponding picture

· Name all the listed items in one word

· Make a sentence using pictures

Processing of examination results

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

Protocol diagram.

Protocols (see Appendix No. 3)

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

· A ratio of close 3/3 has 61% of children - the age norm

· A ratio of close 3/2 has 17% of children - just below the age norm

22% of children have a ratio close to 3/1 - these children did not master the vocabulary to the 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 basic lexical and grammatical categories are used in the child's active speech.

(see Appendix # 4)

Results of diagnostics of the volume of the active dictionary

Summarizing the research results, 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 description of the vocabulary of the language of children, it is important to analyze the erroneous answers recorded both when presented with pictures of specific objects, and when performing 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 has been widely studied by such researchers: as (R.E. Levina, 1961.1968; N.A.Nikashina, 1968; L.F.Spirova, 1959.1962) based on:

Sound proximity of words (bush - bunch of grapes)

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

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

· Designation instead of the subject of the entire situation. (shower - water is pouring 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)

Examination of coherent speech

In order to reveal the child's level of comprehension of the content of a particular situation, I invite the child to look at and explain a series of plot pictures and pictures - nonsense.

Methodology :

· Episode 1 "Tell me what's going on here"

· Episode 2 "Tell me what's funny here"

Evaluation of results :

Episode 1

3 points - makes coherent stories with elements of fantasy.

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

1 point - finds it difficult to compose a coherent story, names individual subjects

or the phenomena depicted 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 fable.

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

(slight smile) he calls the picture absurd, but he cannot explain

why it can be called that.

1 point - when analyzing absurdities, a child develops an inadequate emotional

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

and does not explain why it makes you laugh.

The results of the examination of coherent speech

Studying a child's speech

Considering any pictures - illustrations for fairy tales, I invite the child to 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 - invented and told a new fairy tale consistently, expressively and

interesting.

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

suggestions.

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

Results of a survey of children's speech production

Analysis of examination 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

the norm - 32%

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

In this subgroup of children, we single out a general underdevelopment of speech, in which, in one way or another, the normative assimilation of all the main components of the language system is impaired.

Conclusions on chapter 2

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 according to the methods we have chosen, we can conclude that the problem we 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 vocabulary work, speech warm-up, reading and retelling of text, describing pictures, objects, composing 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 characteristics of the type nervous activity, character traits and much more imposes certain difficulties in mastering speech skills to the full. It is necessary to systematically and comprehensively develop the speech sphere of each child, and for those children who fall into group 3 (low level), introduce correctional and developmental exercises. For groups 1 and 2 of children whose speech development corresponds to the age norm, it is necessary to intensify work using various techniques: games - dramatization, staging, creative and plot-based role-playing games, dialogue. Through dialogue, children learn to be equal, free, uninhibited. Dialogue with peers is an exciting new area of self-development education.

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 know the correct speech, therefore it is necessary to improve it at each lesson. But the speech of preschoolers should be both internal and external, so the teacher should use various exercises, for example, composing stories, retellings, detailed answers to questions, notes on observations, memorizing, 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 enter into verbal communication. One of the main criteria for the development of a 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 activity of children, theatricalization, I came to the conclusion that it is the theatrical activity that is the necessary bridge to the formation of the correct correct speech of the child.

The child's speech is formed in communication with the adults and peers around him. Mastering speech allows the child to perceive phenomena more consciously and voluntarily. The great Russian teacher KD 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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Primary school, - 2002 - No. 6 - p.47.

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: Education, - 1981 - p.381. 3. Belobrykina O. A. Speech and communication. -

Yaroslavl: "Development Academy", - 1998.

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11.Gvozdev A.N. Questions of the study of children's speech. C-P; 1998

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Publication of the bookseller - typographer M.O. Wolf, - 1882.

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Education, - 1985

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27. Troyan A.N. Diagnostics of children's readiness to study at school C; 1999

28. OV Uzorova Practical guide on the development of speech. M: "Aquarium", -

29. Flerova Zh.M. Speech therapy. Rostov - on - Don: 2001

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31. Yudina E.G. Pedagogical diagnostics in kindergarten B; 2003 r.

Ministry of Education and Science of the Russian Federation

Magnitogorsk State University

Faculty of Preschool Education

Department of Education Management

Features of speech development in older preschoolers

Coursework in Psychology

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

Chapter 1 Theoretical Foundations of the Problem

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

1.2. Features of speech development in older children

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

1.3. Examination of the speech of older preschool children ............ p. 24

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

Chapter 2 Experimental Study of the Problem

2.1. The 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

Application

Reception designation	Child's answers	Note

Full name __________________________________________________________________

Date ____________________ age ______________________ group ____________

Reception designation	List of submitted material	Child's answers	Note

Full name __________________________________________________________________

Date ____________________ age ________________ group __________________

Mastering the native language, the development of a child's speech in preschool age is considered in modern preschool education, as a general basis for the upbringing and education of children.

An older preschooler develops an interest in speech as a special object of cognition. He is interested in the sound and meaning of a word, sound form, combination and coordination of words in speech. We began to build work in the system for the development of lexical and grammatical forms in order to prepare children for school, teach them to build their statements coherently, and compose interesting stories.

A child of older preschool age actively owns a household vocabulary. Vocabulary work is carried out through familiarizing children with the environment. One of the main directions in the work of the educator is the exercise of children in the correct use of basic grammatical forms for the accurate expression of thoughts and acquaintance with them. difficult cases using Russian grammar.

Working in depth on the development of children's vocabulary preparatory group and the formation of the grammatical structure of speech, we solve the following tasks:

accurately and correctly use, denoting the names of objects of everyday life and nature; their properties and qualities, structure; deliberately use words denoting specific and generic generalizations; be able to compare objects, find essential signs, combine objects on their basis;
notice grammatical errors in speech and correct them; independently actively use various grammatical forms; use different types of sentences in accordance with the content of your statement;
independently carry out sound analysis of words; understand and use the term "sentence" in speech; make up a sentence of 3-4 words.

Based on the above tasks, we drew up a long-term plan, selected games and exercises for the development of lexical and grammatical forms. We pay great attention to the development of children's ability to compare, generalize, contrast. So, introducing into the children's dictionary words denoting the material from which the object is made (wood, glass, metal, plastic), we widely use riddles and descriptions of objects, their properties, qualities and actions. We are working on the semantic side of the word, expanding the stock of synonyms and antonyms, ambiguous words. We try to form in children the ability to use words that most closely match the situation.

By composing sentences with synonymous words denoting an increase in action (whispers, speaks, shouts), children become aware of the shades of the meanings of verbs. So in the game "Find a Buddy" we invite children to choose two words out of three words that are similar in meaning:

house, soldier, marshal
horse, dog, horse
cheerful, strong, durable

A very important place in the development of the dictionary is occupied by the work on antonyms. We teach children to compare objects and phenomena in temporal and spatial relationships (in size, color, weight, quality). In the game "Compare" children explain the quality of two objects:

Taste: mustard and honey
By age: young man and old man
By height: tree and flower, etc.

In the Finish Sentence game, children choose words that are antonyms.

The elephant is big, and the mosquito ...
The stone is heavy, and the fluff ...
It is light during the day, and at night ...

We are actively working with children to master the meaning of polysemous words of different parts of speech (lightning, crane, sheet; pour, swim; full, sharp, heavy).

So in the game “Who? What? " we invite children to determine in relation to which subjects words are used. For example:

handle - at the person, at the door, at the suitcase
tongue - for a person, for a shoe

In the game "Add a word" children add one common word to two words:

tree, flower - what are they doing? (growing)
Sits, stands - who? (man, dog, cat)

Ball, apple - which ones? (round)

From individual exercises on the selection of synonyms, antonyms, ambiguous words, we gradually bring children to the compilation of coherent statements, using all the characteristics of the object, the phenomenon of the character, their qualities and actions.

The work on the formation of the grammatical structure is aimed at enriching the speech of children with a variety of grammatical forms and constructions.

We are working on the harmonization of nouns and adjectives in gender, number and case. The tasks are gradually getting more difficult. Children are forced to find the correct shape themselves: “Ask the squirrel how many paws it has? Ask about ears, tail, eyes, mouth. "

We teach children how to use "difficult" verbs correctly (put on-put on). At the same time, we draw their attention to the words-antonyms (put on-undress, put on-take off)

Much work is being done on word formation. In the formation of new nouns, we draw the attention of children to how the word-formation pair is selected (clean floor, clean, rag), how, using the same suffix, words are formed that indicate a person (school-student, vegetable garden) or an object ( tea-kettle, starling-birdhouse).

Tasks on the formation of verbs with the help of prefixes and suffixes become more complicated. In the game "Name an Action", where a child manipulates with the help of a picture attached to a card - a car enters the garage, leaves the gate, drives up to the house. The child explains his actions.

We have created a card index. Word games and exercises (fruits, clothing, furniture, dishes, seasons, animals, birds, professions) are systematized and arranged by topic in it.

We include games and exercises to enrich the vocabulary and the formation of the grammatical structure of speech in classes on the development of speech, acquaintance with the natural and social world, we try to take into account the attitude of each child to the process of cognition and the degree of his activity in work.

In the classroom for teaching children to read and write, we pay special attention to playing techniques and didactic games, which are the specifics of teaching preschoolers. Our classes will be structured in such a way that one type of child's activity is replaced by another. This makes the work of children in the classroom dynamic, intense and less tiring. Due to frequent switching from one type of activity to another, the activity of children in the classroom increases; children become more proactive, attentive, cope with assigned tasks. Classes are held in a relaxed, lively manner. The individual approach in the classroom is very clearly defined. We outline in advance whom to ask, think over tasks in accordance with the strengths and capabilities of each, therefore, in the stories of children, their individuality and imagination are subsequently manifested.

Of course, special classes are not enough to solve all the problems of speech development, so a lot of work is done outside the classroom. The development of the speech of a preschooler child is a daily and painstaking work. When communicating with children in everyday life, in games, and independent activity, we certainly pay attention to the features of their speech development: imagery, expressiveness, skills of coherent speech, deficiencies in the pronunciation of certain sounds. We pay great attention to correcting mistakes in the speech of children, we help to find them.

Observations during a walk play an important role in the development of vocabulary and grammatical forms of speech. We try to develop in children the ability to see and feel the beauty of the nature around us, encourage them to speak out about what they saw. In the process of observation, the children's vocabulary is activated and replenished, the skill of building individual grammatical structures is improved. For example, while observing trees, we use the following vocabulary games and exercises:

"Name the parts of the tree";
“What tree is the leaf from? (From a birch), which means this is a leaf? (birch)";
"What birds flew to the site?" (Crow, sparrow). What crow? (Big, curious, hungry, brave). What is the crow doing? (Walks, croaks, jumps, looking for food)
"Name the sparrow's family" (Dad is a sparrow, mom is a sparrow, children are a sparrow, etc.);

In joint speech activity, we consolidate, expand the knowledge gained in the classroom through the organization of individual work, through developmental and didactic games, creative tasks and exercises.

We saw the results of this work when children compiled creative stories. Coming up with stories no longer turns into empty fantasy or enumeration. Children use common sentences with elements of evidence; descriptive adjectives; various forms of verbs.

The speech environment in the group is constantly changing and replenishing. Since most of the work is done in the literacy center, we try to enrich its content. We purchased and produced didactic games and manuals aimed at mastering by children all means of sound analysis of words, determining the main qualitative characteristics of sounds in a word. With the help of the game "Sound tree", children carry out sound analysis of the word using red and blue leaves.

The Cheerful Caterpillar helps children to spread and analyze words of different composition, make sentences of 3-4 words.

The didactic game "Pick pictures for the scheme" reinforces and improves the ability of children to produce sound-letter analysis of words.

To develop fine motor skills of hands in the practice of our work, we use the textbook "House of Letters".

At the center of literacy is natural material, with which children love to lay out letters and words.

This develops perseverance in children, fine motor skills of hands, fixes the graphic image of the letter. All presented games and manuals are distinguished by a wide variety of topics and game actions.

In the upbringing and education of children, the continuity of the kindergarten and the family is of great importance. Educational work with parents is built in different directions. This and holding parent meeting, and evenings - entertainment, and showing open classes with children on literacy, and dramatization of fairy tales, etc. Consultations for parents: "Techniques for the formation of the grammatical structure of speech" and "Enrichment of the child's vocabulary" gave a good result. Our work helped the parents organize speech games and exercises at home.

Parents realized that the successful development of speech in preschool age is crucial for the subsequent systematic study of the mother tongue. A correct understanding of the tasks set, as well as their timely solution, smoothly brings the preschooler to the next stage of childhood - school.

As a result of the common efforts of the kindergarten and family, educators and specialists:

Children have an increased interest in speech activity; they began to notice grammatical errors in the speech of their peers;
Children began to consolidate and improve their ability to perform sound analysis of words, understanding and use of the term "sentence" in speech;
Children have become inquisitive, active, show independence in various activities;
Strive for creative self-expression.