Development of vocabulary in older preschoolers with general speech underdevelopment (level III). Formation of predicative vocabulary in preschool children with general speech underdevelopment

Kulish Nadezhda Nikolaevna – teacher-speech therapist MBDOU "DS No. 365, Chelyabinsk"

At one time, a German cultural historian, the creator of a historical understanding of art, who considered it his task “consider everything from the point of view of the spirit of its time” , critic, poet of the second half of the 18th century Herder, Johann Gottfried said: “If a person’s language is sluggish, heavy, confused, powerless, vague, uneducated, then this is probably the mind of this person, for he thinks only through the medium of language.” .

This quote has not lost its significance in the modern educational system.

Speech is the main means of human communication, with the help of which a huge amount of information can be received and transmitted. Speech has a certain meaning, which is expressed in personal thoughts, associations, images, feelings and thus characterizes a person’s personality.

One of the main tasks of remedial education and upbringing of children with general speech underdevelopment is the practical acquisition of lexical means of the language.

The problem of the development of vocabulary in children with speech pathology has been repeatedly studied in the scientific literature. (T. A. Altukhova, O. E. Gribova, R. E. Levina, G. V. Chirkina, etc.)

Research has revealed quantitative and qualitative uniqueness of the vocabulary of children with speech disorders (N.S. Zhukova, R.E. Levina, T.B. Filicheva, G.V. Chirkina, etc.). The main directions for the formation of vocabulary in children with speech disorders are proposed.

IN modern research the problem of studying the lexical system in children with speech pathology is solved from a psycholinguistic perspective (Zh.V. Antipova, V.A. Goncharova, T.V. Tumanova, etc.).

Despite being created theoretical basis studying the lexical side of speech of children with speech disorders, the problem of developing emotional vocabulary has not yet been solved. Its specific features have not been fully explored. There are no methods and techniques for correctional work aimed at enriching it.

Emotional vocabulary expresses feelings and moods. Human experiences are characterized by ambiguity in understanding the place and role of the emotional component in the meaning of the word, which predetermines the diversity of classification of this vocabulary. Traditionally, the sphere of emotional vocabulary includes:

• words that name feelings experienced by the speaker himself or by another person
• words-evaluations that qualify a thing, object, phenomenon from a positive or negative side with its entire composition, i.e. lexically
• words in which the emotional attitude towards what is called is expressed grammatically, i.e. special suffixes (E. M. Galkina-Fedoruk, K. V. Gorshkova, N. M. Shansky).

Emotions encourage a person to specific activity, and this indicates that they activate and organize human activity, having a direct impact on cognitive sphere, which is discussed in modern science as one of the main factors influencing speech development.

Feature Research speech development children with general speech underdevelopment of senior preschool age show significant deviations from normally developing peers in both quantitative and qualitative characteristics of vocabulary (N.S. Zhukova, E.M. Mastyukova, T.B. Filicheva, G.V. Chirkina, etc.).

When studying the lexical side of speech of children in this category, ignorance or incorrect use of words, inability to change and form lexemes were revealed.

It should also be noted that, on the one hand, in children of senior preschool age with general speech underdevelopment (third level) there are no gross violations of the affective sphere, and on the other hand, preschoolers cannot express in words their emotional states, internal experiences. They have difficulty assessing events emotional situations, sensory experiences of other people, as well as heroes of poems, fairy tales, and stories.

In addition, children with general speech underdevelopment are characterized by low level development of attention and memory, some specific features of their thinking are observed. Subsequently, all speech deficiencies in children have a negative impact on mastering the processes of reading and writing.

In children with general speech underdevelopment (third level) the development of emotional vocabulary does not occur spontaneously, and therefore, great importance has correctional and developmental speech therapy work aimed at forming the emotional layer of vocabulary.

Based on a systematic psychological and pedagogical approach to the analysis and correction of speech disorders, as well as on the principles of development of the sense of language, the connection of speech disorders with other aspects of mental development, developmental training, consistency, correction and compensation, a system of correctional influence is proposed.

Working on the formation of communication skills and abilities in children with ODD-level 3, when children must master communication skills: actively enter into dialogue, listen and understand speech, build communication taking into account the situation, easily make contact, we were faced with the fact that when defining and Children have significant difficulty naming emotional states

Emotional vocabulary expresses feelings, mood, and experiences of a person, being an integral part of the lexicon, it is necessary for introducing children to the diverse world of emotions, it contributes to a more accurate understanding and description of the emotional experiences of both one’s own and other people, a better assessment of current events, as well as the solution of communicative problems. tasks.

Correctional training for the development of emotional vocabulary conditionally consists of three stages: preparatory, main and final.

The purpose of the preparatory stage is to prepare children for the correct and accurate perception of emotional states accessible to age, for the subsequent integration of this knowledge in the formation of lexical skills in the field of emotional vocabulary. The preparatory stage is aimed at studying and clarifying emotional states (joy, sadness, anger, fear, surprise), as well as the ability to distinguish between them. To develop paralinguistic means of communication, facial and pantomimic means are used, and the ability to distinguish emotional states is developed using examples of schematic images (pictograms). At this stage, children are introduced to "The theater of moods" (emotions)» . "Theater of Moods" is a set of pictograms depicting certain emotions and a series of plot pictures, to which pictograms are selected depending on the situation.

The main stage ensures the gradual assimilation, consolidation and introduction of emotional vocabulary into coherent speech. Goal: the formation of emotional vocabulary consisting of words naming feelings experienced by the speaker himself or another person. The set goal determines the implementation of the following tasks: expansion of vocabulary; formation of synonymous and antonymic relationships; development of independent coherent statements based on emotional, sensory images. Synonyms are words of the same part of speech that have completely or partially identical meanings. A game "Say otherwise" always causes difficulties for children with ODD. A benefit was provided to help children “Dictionary of synonymous words for the formation of emotional vocabulary” . The manual presents synonymous words for working with children aged 5-7 years. The words are accompanied by small poems and illustrations that explain the meaning of the words and give them a certain emotional meaning. "coloring" . There are also pictograms indicating certain emotional states, which children select on their own. (Theater of Emotions).

For example: word "aroma" , which has synonyms of similar meaning "smell" , "fragrance" . A poem was chosen for this word “Christmas tree, Christmas tree - a forest scent, she really needs a beautiful outfit.....” , for the same poem, children select pictograms of joy, surprise, admiration

The goal of the final stage is to activate emotional vocabulary in the process of communication of children with general speech underdevelopment of senior preschool age.

During the process of correctional education, conducting conversations about books read, cartoons watched, using dramatization games, as well as composing descriptive stories, creative stories, organizing a variety of role-playing games, including various situations from life - all this has a beneficial effect on the development of children's feelings of empathy (a feeling of understanding and empathy for the psychological state of another person), activation of a wide range of verbal means. Also all of the above methods educational work significantly activate emotional vocabulary. Children's speech is gradually characterized by consistency in the presentation of thoughts, intonation expressiveness; in independent statements, preschoolers correctly use various paralinguistic means of expression: facial expressions, pantomime.

As a result of correctional training with the actualization of the formation of emotional vocabulary, children with ODD (3 levels) select words denoting emotions and introduce them into expressive speech, expanding the range of emotional vocabulary through nuanced lexemes.

Bibliography.

1. Antipova Zh.V. Formation of vocabulary in preschool children with general speech underdevelopment: abstract. dis... cand. ped. Sciences/ Zh.V. Antipova - M.. 1998
2. Borodich A.M. Methods of speech development for preschool children / A.M. Borodich. – M.: Education, 1981.
3. Vygotsky L.S. Thinking and speech / L.S. Vygotsky. – M. Labyrinth, 1999
4. Galkina-Fedoruk E.M. Modern Russian language. /E. M. Galkina-fedoruk, K.V. Gorshkova, N.M. Shansky. – M.: Uchpedgiz. 1957
5. Goncharova V.A. General and specific features of vocabulary formation in preschoolers with various speech disorders: abstract of thesis. dis. ...cand. ped. Sciences / V.A. Goncharova. – St. Petersburg, 2002
6. Kondratenko I.Yu. Formation of emotional vocabulary in preschool children with general speech underdevelopment: Monograph. – St. Petersburg: KARO, 2006.
7. Levina R.E. Education of correct speech in children. / R.E. Levina. – M.: APN RSFSR, 1958.
8. Tumanova T.V. Features of the formation of word-formation operations in preschool children with general speech underdevelopment: abstract of thesis. dis. ...cand. ped. Sciences / T.V. Tumanova. – M.. 1997
9. Filicheva T.B. Speech underdevelopment in preschool children and ways to overcome it: abstract. dis. ...cand. ped. Sciences / T.B. Filicheva. – M., 174g.
10. Filicheva T.B. Correctional training and education of 5-year-old children with general speech underdevelopment / T.B. Filicheva, G.V. Chirkina. – M., 1991
11. Filicheva T.B. Psychological and pedagogical foundations for the correction of OHP in preschool children // Defectology / T.B. Filicheva, G.V. Chirkina. – 1985. - No. 4.

The concept of vocabulary and its development in ontogenesis. Characteristics of the lexical aspect of preschool children with general speech underdevelopment. Identification of vocabulary in such children. Development of vocabulary in gaming activities. Analysis of the results of the training experiment.

FORMATIONVOCABULARY

PRESCHOOL CHILDREN WITH GENERAL SPEECH IMPORTANCE

Graduate work

INTRODUCTION

CHAPTER 1. REVIEW OF SCIENTIFIC LITERATURE ON THE TOPIC

1.1 The concept of vocabulary and its development in ontogenesis

1.2 Modern ideas of Russian speech therapy about the development of vocabulary in children

1.3 Characteristics of the lexical side of preschool children with general speech underdevelopment

1.4 Speech therapy work on the development of vocabulary in preschoolers with general speech underdevelopment

CHAPTER 2. STUDY OF THE STATE OF THE DICTIONARY OF CHILDREN WITH GENERAL SPEECH UNDERDEVELOPMENT

2.1 Identification of the vocabulary of children with general speech underdevelopment

2.2 Analysis of the results of the ascertaining experiment

CHAPTER 3. CORRECTIONAL WORK ON FORMING THE VOCABULARY OF PRESCHOOL CHILDREN WITH GENERAL SPEECH UNDERDEVELOPMENT

3.1 Development of vocabulary in gaming activities

3.2 Results of the training experiment

CONCLUSION

BIBLIOGRAPHY

INTRODUCTION

The requirements of modern reality require children to have competent, communicative speech.

To master such speech, it is necessary to develop an active vocabulary. Active vocabulary is understanding the meaning of words and using them in speech.

R.E. worked on this problem. Levina, T.B. Filicheva, N.A. Cheveleva, G.V. Chirkina R.I. Lalaeva and others. Examination methods were developed by L.F. Spirova, A.V. Yastrebova, G.R. Shashkina, T.B. Filicheva, G.V. Chirkina. The works of modern teachers and psychologists reveal the features of the psychophysical development of children with special needs.

The goals of special training are ensured by a clearly thought-out solution to a number of tasks:

Mastering basic theoretical information on phonetics, morphology, syntax, spelling, graphics and punctuation, preparing for the study of a systematic high school language course;

Enriching children's speech practice, developing skills in the conscious use of knowledge of phonetics, grammar and spelling;

Mastery of modeling methods on this basis.

The sequence of appearance of word-forming forms in children's speech is determined by their semantics and function in the structure of the language.

Therefore, semantically simple, visually perceptible, well-differentiated word-formations appear first. So, for example, first of all, the child masters the diminutive endearing forms nouns Much later in speech, names of people’s professions, differentiation of verbs with prefixes, and other more semantically complex forms appear.

Thus, mastery of word formation is carried out on the basis mental operations analysis, comparison, synthesis, generalization and assumes a fairly high level of intellectual and speech development.

In speech therapy classes, children learn to talk sequentially about reproducible actions, to compose simple stories following a series of exercises performed. In the process of teaching various types of stories, descriptions, exercises are carried out in comparing objects.

Practical learning grammatical categories combined with the ability to compose common sentences, compare, match words according to their semantic meaning And grammatical features(gender, number, case).

It is necessary to teach children to daily use acquired speech skills in independent coherent statements. Turn on special exercises aimed at developing speech expressiveness.

The relevance of this topic is that children with ODD have an insufficiently developed active vocabulary.

These tasks can be solved only in the conditions of a special organization of the work of a speech therapist.

Thus, the problem of this work is:

Features and techniques of correctional work to enrich vocabulary in preschoolers with ODD.

Solving this problem is the goal of the study.

The object of the study is the state of the vocabulary of children 5-6 years old with ODD.

The subject of the study is to identify the characteristics of vocabulary acquisition and techniques for enriching the vocabulary of children with special needs development disorders.

To achieve the goals of the experimental study, the following tasks need to be solved:

1. Study special literature on the research problem;

2. To develop, organize and conduct an experimental study of the characteristics of vocabulary in older preschoolers with SLD.

3. Analyze the data of the experimental study:

Literature analysis;

Observations;

Pedagogical experiment;

Statistical data (quantitative analysis of the experiment).

The work consists of an introduction, three chapters, a conclusion and an appendix.

CHAPTER 1. REVIEW OF SCIENTIFIC LITERATURE ON THE TOPIC

1.1 The concept of vocabulary and its development in ontogenesis

A dictionary is words (basic units of speech) denoting objects, phenomena, actions and signs of the surrounding reality.

There are active and passive dictionaries. Under passive dictionary understand the ability to understand words; active means their use in speech. The level of vocabulary development is determined by quantitative and qualitative indicators. The development of a child’s vocabulary is closely connected, on the one hand, with the development of thinking and other mental processes, and on the other hand, with the development of all components of speech: phonetic-phonemic and grammatical structure of speech.

With the help of speech and words, the child means only what is understandable to him. In this regard, words of a specific meaning appear early in the child’s dictionary, and words of a generalized nature appear later.

In speech therapy, the term ontogenesis of speech is usually used to designate the entire period of human speech formation, from his first speech acts to that perfect state in which the native language becomes a full-fledged instrument of communication and thinking.

To trace and understand how children with speech development disorders master the language system with all the characterizing diversity of lexico-grammatical and phonetic phenomena; in what sequence they assimilate lexical and grammatical units, their generalized and particular forms, and operations with them is possible only if they rely on knowledge of the general laws of normal child speech development.

A.N. Gvozdev, in his unique study “Issues of studying children's speech,” highlighted the ways in which children acquire their native language.

Analysis of the first individual words with normal speech development, it shows that the first 3-5 words of a child are very close in sound composition to the words of an adult: dad, mom, give.

The facts of the child’s first verbal manifestations show that a babbling child initially “selects” from the adult’s speech addressed to him those words that are accessible to his articulation.

Researchers of normal child speech have long noticed that a child who begins to speak does not accept difficult words, that when children learn new words, such words as “am-am”, “bi-bi” are more easily grasped, that instead of a difficult word, a child inserts an easy, “cliche” one. .

The first words of children in ontogenesis are characterized by polysemanticism: the same sound combination in different cases serves as an expression of different meanings, and they become understandable only thanks to the situation and intonation. .

The first word combinations. The first step in the development of children's speech is that the child combines two and then three words in one statement.

These first phrases are either borrowed entirely from the speech of others, or are the child’s creativity, as indicated by their original nature. The design of these sentences and the vocabulary used by the children indicate that they were “composed” independently, since they have no analogues in the speech of others, for example: “what a bibiku, I’ll get in there” (open the car, I’ll get in there).

The words used by children in the initial verbal combinations are used by them in the form in which they were extracted from the speech of others, without restructuring them into the desired grammatical form in connection with the construction of their own utterance.

The use of word forms in the form in which they were extracted from the speech of others, and the combination of these words with other similar words in one’s vocabulary is the main pattern of this stage of development.

It is noteworthy that normally the phenomenon of using words in a form that is not divided into lexical and grammatical elements lasts so short in time (no more than 2 - 2.5 months) that it goes unnoticed by most researchers of children's speech.

The first morphologically distinct forms of words. The first cases of inflection appear in speech.

Thus, nouns have different case endings: to designate the object of actions through the ending - y; to indicate the place of action through the ending - e (-i); to designate the person to whom the movement or action is directed, through the endings - e, -i; to denote a variety of objects through the ending - ы; to designate a part of the whole through the ending - and some others.

Verbs begin to use endings of the 3rd person indicative mood (- it, - et), and nouns begin to use diminutive and endearing suffixes.

Thus, at a certain stage of development, the child begins to distinguish, isolate and designate with a grammatical sign one or two of them from a global designation by a word of many situations that he had not previously differentiated.

With normal speech development, the process of the child isolating morphological elements in what he perceives linguistic material has the character of a sharp jump. According to A.N. Gvozdev, the identification of morphological elements of words is carried out at the age of 1 year 10 months - 2 years simultaneously for many categories of words. At the same time, the general vocabulary is not large: in the category of nouns there are just over 100 words, in the category of verbs - 50, and in the category of adjectives no more than 25 words.

The development of vocabulary in ontogenesis is also determined by the development of the child’s ideas about the surrounding reality. As the child becomes acquainted with new objects, phenomena, signs of objects and actions, his vocabulary is enriched (3, p. 340).

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

Currently, the psychological and psycholinguistic literature emphasizes that the prerequisites for speech development are determined by two processes. One is the nonverbal, objective activity of the child himself. The second most important factor in the development of speech, including the enrichment of vocabulary, is the speech activity of adults and their communication with the child.

Dedicated to the issue of vocabulary development a large number of studies in which this process is covered in various aspects: psychophysiological, psychological, linguistic, psycholinguistic.

The early stage of speech formation, including word acquisition, is considered in many ways in the works of such authors as N.I. Zhinkin, M.M. Koltsova, E.N. Vinarskaya, D.B. Elkonin and others.

At the end of the first and beginning of the second year of a child’s life, the verbal stimulus begins to acquire increasing power. Moreover, during this period of development, according to the observation of M.M. Koltsova, words are not differentiated from each other, the child reacts to the entire complex of words with the entire objective situation.

At the initial stage, the reaction to a verbal stimulus manifests itself in the form of an orienting reflex (turning the head, fixing the gaze). Next, a second-order reflex to a verbal stimulus is formed. The child develops imitation, repeated repetition of a new word, so-called babbling words consisting of stressed syllables (dog - “baka”, milk - “moko”).

Most researchers call this stage of child speech development the “word-sentence” stage. The word does not yet have a grammatical meaning.

Words - sentences at this stage express either a command (na, give), or an instruction (there), or name an object (lala, kitty).

Subsequently, at the age of 1.5 - 2 years, the child's complexes are divided into parts, which enter into various combinations with each other (Katya bai, Katya lala). The child’s vocabulary quickly begins to expand and by the end of the second year of life it is about 300 words various parts speech.

Analyzing the development of the meaning of a word in ontogenesis, L.S. Vygotsky wrote: “Speech and the meaning of words developed naturally, and the history of how the meaning of a word developed psychologically helps to illuminate to a certain extent how the development of signs occurs, how the first sign naturally appears in a child, how the mechanism is mastered on the basis of a conditioned reflex.” designations" (Vygotsky. L.S. Development oral speech// Children's speech. 1996. Part 1.S. 51).

The first stage of development of children's words proceeds according to the type of conditioned reflexes. Perceiving a new word (conditioned stimulus), the child associates it with the object, and subsequently reproduces it.

At the age of 1.5-2 years, a child moves from passively acquiring words from people around him to actively expanding his vocabulary during the period of using questions like “what is this?”, “What is this called?”.

Thus, first the child receives signs from the people around him, and then becomes aware of them, discovering the functions of the signs.

In the process of vocabulary formation, the meaning of the word is also clarified.

At first, the meaning of the word is amorphous, vague, and can have several meanings. The same word can denote an object, a sign, and an action with an object. For example, the word kykh can mean in the speech of a child and a cat and everything fluffy (collar, fur hat), and an action with an object (I want to pet the cat). The word is accompanied by a certain intonation and gestures that clarify its meaning.

It is known that the word has a complex meaning in its structure. On the one hand, a word is a designation for a specific object and correlates with a specific image of the object. On the other hand, a word generalizes a set of objects, signs, and actions. The meaning of the word is also influenced by its connection with other words: sad time, cheerful time, short time.

The word takes on different meanings depending on the intonation. The word can perfectly denote the highest degree of praise, irony, sarcasm, mockery.

The following components of the meaning of words are distinguished as the main ones (according to A.L. Leontyev, N.Ya. Ufimtseva, S.D. Katsnelson):

Denotative component, i.e. reflection in the meaning of a word of the features of denotation (a table is a specific object);

Conceptual or conceptual component, reflecting the formation of concepts, reflection of the connections of words according to semantics;

The connotative component is a reflection of the speaker’s emotional attitude to the word;

The contextual component of the meaning of the word (cold day, cold water in the kettle in winter).

Research shows that a child first masters the denotative component of the meaning of a word, that is, establishes a connection between a specific object and its designation.

The conceptual vocabulary is acquired by the child later as the operations of analysis, synthesis, comparison, and generalization develop.

Gradually, the child masters the contextual meaning of the word. Thus, a preschool child has great difficulty mastering the figurative meaning of words and aphorisms.

According to L.S. Vygodsky, the development of the meaning of a word represents the development of concepts. The process of concept formation begins in early childhood, from the moment of acquaintance with the word. Moreover, only in adolescence do the mental prerequisites that create the basis for the formation of concepts mature. L.S. Vygodsky identified several stages in the development of conceptual generalization in a child. The formation of the structure of concepts begins with “syncretic” images, amorphous and approximate, and then the stage of potential concepts (pseudo-concepts) occurs. The meaning of the word, i.e. develops from the concrete to the abstract, generalized.

Enriching a child’s life experience, increasing the complexity of his activities and developing communication with people around him lead to a gradual quantitative growth of vocabulary. In the literature, there are significant discrepancies regarding the volume of the dictionary and its growth, since significant individual characteristics development of vocabulary in children depending on living conditions and upbringing.

According to E.A. Arkin, the growth of the dictionary is characterized by the following quantitative features:

1 year - 9 words,

1 year 6 months - 39 words,

2 years - 300 words,

3 years 6 months - 1100 words,

4 years - 1926 words.

According to A. Stern,

by 1.5 years there are about 100 words,

by 2 years - 200 - 400 words,

by 3 years - 1000 -1100 words,

by 4 years - 1600 words,

by 5 years - 2200 words.

According to A.P. Gvozdev in the dictionary of a 4-year-old child there are 50.2% of nouns, 27.4% of verbs, 11.8% of adjectives, 5.8% of adverbs, 1.9% of numerals, 1.2% of conjunctions, 0.9% of prepositions and 0.9% interjections and particles.

As the child’s thinking and speech develop, vocabulary is not only enriched, but also systematized. Words seem to be grouped into semantic fields. A semantic field is a functional formation, a grouping of words based on common semantic features.

The organization of lexical systematicity in young children and adults occurs differently. In young children, words are combined into groups mainly on the basis of a thematic feature (for example, dog - kennel, tomato - garden bed). Adults more often combine words related to the same concept (dog - cat, tomato - vegetable).

A.I. Lavrentiev, observing the formation of the lexical-semantic system in children from 1 year. 4 months Up to 4 years, identifies 4 stages of development of the systematic organization of children's vocabulary.

At the first stage, the dictionary is a set of individual words (20 - 50). In this case, the set of lexemes is unordered.

At the beginning of the second stage, vocabulary begins to increase rapidly. Questions about the names of surrounding objects and phenomena indicate that in the child’s mind a certain system of words relating to one situation is formed, and groups of them are formed. A.I. Lavrentieva defines this stage as situational, and groups of words as situational fields.

Subsequently, the child begins to realize the similarity of certain elements of the situation and combines lexemes into thematic groups. This phenomenon characterizes the third stage of the formation of the lexical system, which is defined as the thematic stage.

The organization of thematic groups of words causes the development lexical antonymy(big - small, good - bad).

The contrast “big - small” replaces at this stage all variants of parametric adjectives (long - small, thick - small), and the contrast “good - bad” replaces all variants of qualitative - evaluative adjectives (evil - good).

A feature of the fourth stage of development of the lexical system in ontogenesis is the overcoming of these substitutions, as well as the emergence of synonymy. At this stage, the systemic organization of the child’s vocabulary approaches in its structure the lexical-semantic system of adults.

The development of lexical systematicity and the organization of semantic fields is reflected in a change in the nature of associative reactions.

Based on an analysis of the nature of verbal associations in preschoolers aged 5 - 8 years, N.V. Serebryakova identified the following stages of organizing semantic fields.

The first stage is characterized by unformed semantic field. The child relies on sensory perception of the surrounding situation and the names of the objects surrounding the child (dog - ball) predominate as words-reactions. The lexical system has not been formed. The meaning of the word is included in the meaning of phrases (dog - barks).

The second stage - the semantic connections of words that differ significantly from each other in semantics, but have an inverse, situational connection, are acquired. This is manifested in the predominance of thematic associations that are based on certain images: house - roof. The semantic field is not yet structurally organized or formalized.

Third stage. Here the concept and classification processes are formed. There is a differentiation of the structure of the semantic field, the most characteristic relationships of which are groupings and oppositions.

Thus, normally, the development of children's speech is a complex and diverse process. Some language groups are acquired earlier, others much later. Therefore, at various stages of development of children's speech, some elements of the language have already been acquired, while others have not yet been acquired or are only partially acquired. Hence such a variety of violations of conversational norms by children, especially at an early age.

1.2 Modernrepresentationdomesticspeech therapyOdevelopmentspeecheschildrenWithgeneralunderdevelopmentspeeches

First scientific explanation general speech underdevelopment was given by R.E. Levina and a team of researchers from the Research Institute of Defectology of the Academy of Pedagogical Sciences of the USSR (G.I. Zharenkova, N.A. Nikashina, L.F. Spirova, G.A. Kashe, T.B. Filicheva) in the 50-60s. XX century

During this period, a pedagogical classification of speech development anomalies was developed, which primarily meets the goals of remedial education of children with different nature and structure of the defect.

The well-known clinical classification and psychological typology did not meet the requirements of special pedagogical practice. A new psychological and pedagogical solution to this problem was presented in the development of an original pedagogical classification, which makes it possible to theoretically substantiate and implement a unified form of frontal education for children with various speech impairments, who have normal hearing and primary intact intelligence.

General underdevelopment of speech in children with normal hearing and primary intact intelligence should be understood as a form of speech anomaly in which the formation of all components of the speech system, related to both the sound and semantic aspects of speech, is impaired.

With OHP, there is a late onset of speech, a poor vocabulary, defects in pronunciation and phoneme formation, and agrammatism. Speech underdevelopment is expressed in children in varying degrees: this can be babbling speech, absence of speech and extended speech with elements of phonetic-phonemic or lexical-grammatical underdevelopment.

According to the severity of the manifestation of the defect, four levels of general speech underdevelopment are conventionally distinguished. The first three levels are highlighted and described in detail by R.E. Levina, the fourth level is presented in the works of T.B. Filicheva.

At the first level of speech development in children of senior preschool age, speech is almost completely absent, because consists of onomatopoeia, amorphous words - roots. Children accompany their speech with facial expressions and gestures. However, it remains not entirely clear to others.

Some words that children use are inaccurate in sound and structural composition. Children use one name to designate various items, uniting them according to the similarity of individual characteristics, at the same time one and the same object in different situations they are called by different words, the names of actions are replaced by the names of objects.

There are no phrases at this level of speech development. Trying to talk about an event, children utter individual words, sometimes one or two distorted sentences.

A small vocabulary reflects objects and phenomena directly perceived through the senses. With deep underdevelopment, root words devoid of inflections predominate.

The passive vocabulary is wider than the active one; it seems that the children understand everything, but cannot say anything themselves.

Non-verbal children do not perceive grammatical changes in words. They do not distinguish between the forms of the singular and plural nouns, adjectives, past tense of verbs, masculine and feminine forms, do not understand the meaning of prepositions.

The sound composition of the same word is not constant, the articulation of sounds may change, and the ability to reproduce the syllabic elements of a word is impaired. At the level of babbling speech, sound analysis is not available; the task of isolating sounds is often incomprehensible in itself.

The second level of speech development is characterized by the fact that children’s speech capabilities increase significantly. The vocabulary becomes more diverse. Children use pronouns, simple prepositions and conjunctions. There is an opportunity to tell with the help simple sentences about familiar events.

Children use nouns in the nominative case, verbs in the infinitive, errors are observed in the use of number and gender of verbs. Adjectives are rarely found in speech and do not agree with other words in the sentence. Playback syllable structure words become more accessible, children repeat the syllabic contour of the word, but the sound composition remains inaccurate.

The third level of speech development is characterized by the fact that everyday speech becomes developed, and there are no more gross lexico-grammatical and phonetic deviations. Children use simple common sentences of three to four words. In independent statements there is no correct grammatical connection, the logic of events is not conveyed. The sound side of speech at this level is more developed; pronunciation defects most often concern sibilants and sonorants.

The fourth level of speech development is characterized by individual gaps in the development of vocabulary and grammatical structure. The educational material is poorly perceived, the degree of its assimilation is very low, the rules of grammar are not absorbed.

The etiology of general speech underdevelopment may be different. Often the cause of OHP is the weakness of acoustic-gnostic processes, i.e. with intact hearing, a reduced ability to perceive speech sounds is observed.

General speech underdevelopment often occurs as a result of disorders associated with organic lesions or underdevelopment of certain parts of the central nervous system. nervous system.

General speech underdevelopment can be caused by social reasons(multilingualism, tongue-tiedness, raising a child by deaf adults), as well as physical weakness of the child, prematurity, frequent illnesses. In these cases, speech development is delayed. In all other cases, ONR is a sign of organic damage to the central nervous system.

According to E.M. Mastyukova, children with general speech underdevelopment can be divided into three main groups:

with motor alalia;

with underdevelopment of speech of cerebral-organic origin;

with an uncomplicated variant of general speech underdevelopment.

All children with general speech underdevelopment are characterized by general motor awkwardness and disturbances in optical-spatial gnosis. Basic motor skills and abilities in children with ODD are not sufficiently formed, movements are not rhythmically organized, motor activity and attention are reduced.

General speech underdevelopment affects the formation of children's intellectual, sensory and volitional spheres.

Data from experimental studies by T.D. Barmenkova (1997) indicate that preschoolers with SEN in terms of level of development logical operations significantly lag behind their typically developing peers. The author distinguishes four groups of children with ODD according to the degree of development of logical operations.

Children included in the first group have a fairly high level of development of nonverbal and verbal logical operations, corresponding to the indicators of children with normal speech development, cognitive activity, interest in the task are high, the children’s purposeful activity is stable and planned.

In children included in the second subgroup, the level of development of logical operations is below the age norm. Speech activity is reduced, children demonstrate limited volume short term memory, inability to retain a series of words.

In children of the third group, goal-directed activity was impaired when performing both verbal and nonverbal tasks. They are characterized by insufficient concentration of attention and a low level of cognitive activity. At the same time, children have the potential to master abstract concepts if they receive help from a speech therapist.

Preschoolers included in the fourth group are characterized by underdevelopment of logical operations, low cognitive activity, and no control over the correctness of task completion.

In the work “Comparative psychological and pedagogical study of preschoolers with ODD and normally developed speech” L.I. Belyakova, Yu.F. Garkusha, O.N. Usanova, E.L. Figueredo (1991) presented the results of a study of mental functions.

When visually recognizing an object under complicated conditions, children with general underdevelopment perceived the image of the object with certain difficulties; they showed uncertainty and made mistakes in identification. When performing the task of “equating to a standard,” they used elementary forms of orientation. A study of visual perception allows us to conclude that in children with OHP it is not sufficiently formed.

The study of mnestic functions allows us to conclude that the memorization of verbal stimuli in children with SLD is significantly worse than in children without speech pathology.

Research on the functions of attention shows that children get tired quickly, find it difficult to choose productive tactics, and make mistakes throughout their work.

The presence of general underdevelopment in children leads to persistent disturbances in communication, while the process of interpersonal interaction between children is hampered, and serious problems are created in the path of their development and learning.

Children with OHP have insufficient coordination of movements in all types of motor skills - general, fine, articulatory and facial.

Thus, we can say that understanding the structure of general speech underdevelopment, the reasons underlying it, understanding the relationship between primary and secondary disorders is necessary when sending children to special institutions and choosing appropriate corrective measures. The clinical approach to the problem of general speech underdevelopment involves the need to make a medical diagnosis. A correct understanding of the structure of speech underdevelopment in each case is a necessary condition for the most effective speech therapy and medical care for children.

Data from psychological and pedagogical diagnostics in children with ODD make it possible to determine the most adequate system for organizing children in the learning process, and to find for each the most appropriate individual methods and correction techniques.

1.3 Characteristics of the lexical aspect of speech of preschool children with generalunderdevelopmentspeeches

Disturbances in the formation of vocabulary in children with general speech underdevelopment (GSD) are manifested in limited vocabulary, a sharp discrepancy between the volume of active and passive vocabulary, inaccurate use of words, unformed semantic fields, and difficulties in updating the vocabulary.

A characteristic feature for this group of children are significant individual differences, which are largely due to various pathogenesis (motor, sensory alalia, erased form of dysarthria, dysarthria, delayed speech development, etc.).

One of the pronounced features of the speech of children with ODD is a greater than normal discrepancy in the volume of passive and active vocabulary. Preschoolers with ODD understand the meaning of many words; the volume of their passive vocabulary is close to normal. At the same time, the use of words in expressive speech and updating the dictionary cause great difficulties.

The poverty of the vocabulary is manifested, for example, in the fact that preschoolers with special needs, even at the age of six, do not know many words:

names of berries (cranberry, blackberry, strawberry, lingonberry),

flowers (forget-me-not, violet, iris, aster),

wild animals (boar, leopard),

birds (stork, eagle owl),

tools (plane, chisel),

professions (painter, mason, welder, worker, weaver, seamstress),

body parts (thigh, foot, hand, elbow),

parts of the object (cuff, headlight, body), etc.

Many children find it difficult to actualize words such as:

sheep, elk, donkey, rook, heron, dragonfly, grasshopper, pepper, lightning, thunder, felt boots, seller, hairdresser.

Particularly large differences between children with normal and impaired speech development are observed when updating the predicative vocabulary (verbs, adjectives). Preschoolers with ODD have difficulties in naming many adjectives used in the speech of their normally developing peers (narrow, sour, fluffy, smooth, square, etc.).

The verbal dictionary of preschoolers with ODD is dominated by words denoting actions that the child performs or observes every day (sleeping, washing, bathing, dressing, walking, running, eating, drinking, cleaning, etc.).

It is much more difficult to assimilate words of generalized, abstract meaning, words denoting a state, assessment, qualities, signs, etc.

Impaired vocabulary formation in these children is expressed both in ignorance of many words, as well as in difficulties in finding a known word, and in impaired updating of the passive vocabulary.

A characteristic feature of the vocabulary of children with ODD is the inaccuracy in the use of words, which is expressed in verbal paraphasias. Manifestations of inaccuracy or incorrect use of words in the speech of children with special needs are diverse.

In some cases, children use words with an overly broad meaning, in others they have a too narrow understanding of the meaning of the word.

Thus, the understanding and use of a word is still situational in nature.

Among the numerous verbal paraphasias in these children, the most common are substitutions of words belonging to the same semantic field.

Among the replacements of nouns, replacements of words included in one generic concept predominate (elk - deer, tiger - lion, rook - magpie, magpie - jackdaw, swallow - seagull, wasp - bee, melon - pumpkin, lemon - orange, lily of the valley - tulip, etc. .).

Substitutions of adjectives indicate that children do not identify essential features and do not differentiate the qualities of objects. For example, the following replacements are common:

tall - long, low - small, narrow - small, fluffy - soft.

Substitutions of adjectives are carried out due to undifferentiated signs of size, height, width, thickness.

In the replacement of verbs, attention is drawn to the inability of children to differentiate certain actions, which in some cases leads to the use of verbs of a more general, undifferentiated meaning (crawls - walks, coos - sings).

Along with the mixing of words based on generic relations, substitutions of words based on other semantic features are also observed:

a) mixing of words in children with ODD is carried out on the basis of similarity based on functional purpose:

bowl - broom, plate - mug, teapot - glass, decanter - bottle.

b) replacing words denoting objects that are externally similar:

sundress - apron, fountain - shower, T-shirt - shirt;

c) replacing words denoting objects united by a common situation:

skating rink - ice, hanger - coat;

d) mixing words denoting part and whole:

the collar is a dress, the locomotive is a train, the body is a car.

e) replacing general concepts with words of specific meaning:

shoes - boots, dishes - plates, flowers - daisies;

f) the use of phrases in the word search process:

bed - for sleeping, brush - to clean teeth, spinning top - toy spins;

g) replacing words denoting actions or objects with noun words:

open - door, play - doll, or vice versa, replacing nouns with a verb:

medicine - to get sick, bed - to sleep, plane - to fly.

Cases of semantic substitutions are observed in children with ODD and at school age. Verb substitutions are especially persistent:

forges - threshes, irons - runs the iron, bathes - washes.

Some verb replacements reflect children’s inability to identify essential features of an action, on the one hand, and non-essential ones, on the other, as well as to highlight shades of meaning.

Characteristic of children with ODD is the variability of lexical substitutions, which indicates greater preservation of auditory control than pronunciation, kinesthetic images of words. Based on auditory images of words, the child tries to reproduce the correct sound of the word.

In children with normal speech development, the word search process occurs very quickly. In children with OHP, unlike the norm, this process is carried out very slowly, extensively, and insufficiently automated.

When implementing this process, associations of various nature (semantic, sound) have a distracting effect. Disturbances in the development of vocabulary in children with ODD also manifest themselves in the later formation of lexical systematicity, the organization of semantic fields, and the qualitative uniqueness of these processes.

The quantitative dynamics of random associations also speaks about the immaturity of the semantic field in children with speech impairments.

Even by 7–8 years of age, in children with speech pathology, random associations are very common and dominant, although their number decreases with age.

In children with normal speech development by the age of 7-8 years, random associations turn out to be isolated.

Children with ODD also have features in the dynamics of syntagmatic associations. In children with normal speech development, a sharp increase in syntagmatic reactions occurs by the age of 6 years.

By the age of 7 the same thing is observed a sharp decline their quantities. In children with speech impairments, a sharp increase in syntagmatic reactions is observed by the age of 7, which is likely due to a delay in the formation of the grammatical structure of speech.

So, in children aged 5 - 7 years with OHP, there is a parallel increase in syntagmatic and paradigmatic associations, while in children with normal speech development the opposite pattern is observed after 6 years: a sharp increase in paradigmatic and a significant decrease in syntagmatic associations.

Thus, children with ODD have a delay in the formation of semantic fields compared to the norm. The organization of semantic fields in children with SLD has specific features, the main of which are the following: associations in children with speech pathology, to a greater extent than in children with normal speech development, are unmotivated. The most difficult part of the formation of semantic fields in children with speech impairments is the identification of the center of the semantic field and its structural organization.

The formation of lexical systematicity and semantic fields is manifested not only in the nature of verbal associations, but also in the features of the classification of words based on semantic features.

Thus, when performing the task “find an extra word in a series of words” (for example, in a series of words apple, beetroot, pear, orange), children with normal speech development do not have any difficulties.

As for children with ODD, even completing tasks for grouping words that are semantically distant causes certain difficulties for some of them. So, for example, in the task “name an extra word from the series tiger, plate, cat,” Sveta M. (6 years old) calls the word tiger extra, since he is not in the house, but in the circus. Zhenya S. calls the word tiger unnecessary, “since all this is at home, but the tiger is in the forest.”

Even more difficulties arise for preschoolers with OHP when grouping semantically similar adjectives.

Thus, children with ODD often make mistakes when choosing an extra word from the series: short, long, small (short); tall, small, low (low); round, large, oval (oval); heavy, long, light (heavy). These examples indicate an inaccurate understanding of the meanings of the words short, long, high, low, and the difficulties of grouping based on an essential feature. This confirms the immaturity of semantic fields and the insufficient development of the ability to compare words by their meaning.

The biggest difficulties for children with ODD are the grouping of verbs. Children with OHP often choose the wrong extra word in such, for example, series of words: ran up, came out, approached (approached); stands, grows, sits (sits); goes, blooms, runs (walks or runs).

These data indicate that the structure of the meaning of verbs is unformed and that it is impossible to identify common features when grouping verbs.

The relations of antonymy and synonymy characterize the relations within the semantic field. In this regard, the study of antonymy and synonymy makes it possible to identify the peculiarities of the organization of the core of the semantic field and the accuracy of the meaning of the word.

Completing tasks for selecting antonyms and synonyms requires a sufficient volume of vocabulary, the formation of the semantic field in which a given word is included, the ability to identify the main differential semantic feature in the structure of the meaning of a word, and to compare words according to an essential semantic feature.

These tasks are successfully completed only if the process of searching for a word of opposite or identical meaning is active. The correct search for a word is carried out only when the child has formed and systematized a certain synonymous or antonymic series.

According to the definition of O.S. Akhmanova, “antonyms are words that have a qualitative attribute in their meaning and therefore can be opposed to each other as opposite in meaning.”

If children with normal speech development experience difficulties in selecting antonyms and synonyms only for individual words, then preschoolers with OSD show errors in selecting antonyms and synonyms for the vast majority of words.

In children with ODD, however, a varied pattern of errors is observed when selecting antonyms. Instead of antonyms, children with ODD choose:

a) words that are semantically close to the intended antonym of the same part of speech (day - evening, quickly - quietly);

b) words that are semantically close, including antonyms, to the intended antonym, but to a different part of speech (fast - slower, slow; grief - fun; high - low; far - closer);

c) words - stimuli with the particle not (take - don’t take, talk - don’t talk);

d) words that are situationally close to the original word (talk - sing, laugh, high - far);

e) forms of the word - stimulus (speak - speaks);

f) words connected by syntagmatic connections with words - stimuli (raise - higher);

g) synonyms (take - take away).

Thus, in preschoolers with OHP, the systemic relationships between lexical units of the language are not sufficiently formed. We can identify a whole range of difficulties that lead to incorrect completion of tasks:

Difficulties in identifying significant differential semantic features on the basis of which the meaning of words is contrasted;

Underdevelopment of mental operations of comparison and generalization;

Insufficient activity of the word search process;

The lack of formation of semantic fields within the lexical system of the language;

Instability of paradigmatic connections within the lexical system of a language;

The limited volume of the dictionary makes it difficult to choose the right word.

One of the complex problems of speech ontogenesis is the problem of the formation of synonymy. Synonyms (equivalent words), as defined by O.S. Akhmanova, are those members of the thematic group that belong to the same part of speech and coincide in meaning and use.

Six-year-old preschoolers, in most cases, correctly select synonyms for words they know well, making only isolated mistakes.

At the same time, all children with speech pathology of the same age make mistakes when selecting synonyms. In a large number of cases, children refuse to answer.

Preschoolers with normal speech development often update several synonyms for one word - stimulus (fighter - soldier, warrior, knight; street - avenue, alley), which indicates the beginning of mastering the polysemy of the word.

Children with OHP, as a rule, reproduce only one synonym per word - stimulus (fighter - soldier, street - avenue).

In this case, a varied nature of errors is observed. Instead of synonyms, children with OHP reproduce:

a) semantically similar words, often situationally similar (park - zoo, festive - spring, street - road);

b) words that are opposite in meaning, sometimes a repetition of the original word with the particle not (huge - small, true - not true);

c) words that sound similar (building - creation, park - desk);

d) words associated with the stimulus word by syntagmatic connections (street - beautiful);

e) forms of the original word or related words (fighter - fight, festive - holiday, joyful - joyfully).

In tasks for the selection of synonyms in children with speech pathology, the same difficulties are revealed as in the selection of antonyms: limited vocabulary, difficulties in updating the dictionary, inability to identify essential semantic features in the structure of the meaning of a word, and to compare the meanings of words on the basis of a single semantic feature.

Preschoolers explain the meaning of general nouns using the following methods:

Enumeration of words included in the semantic field. For example: “Vegetables are tomatoes, cucumbers.” This way of defining meaning is called instantiation;

Determining the meaning of a word through a description of the location of the denotation. For example: “Vegetables grow in the garden”;

Description of the external characteristics of the denotation: length, size, aroma, taste, indication of what it is made of. For example, furniture is made of wood;

Determining meaning through naming denotation functions. For example: “Dishes - you can eat from them; utensils - intended for cooking and eating”;

Explanation of meaning through subsuming a generalized, more global representation (without indicating differential features). For example: “Flowers are plants”;

A true explanation of the meaning of a word, indicating the semantic field and differential features of the word that distinguish it from other words of a given semantic field. For example: “A tree is a large plant with a trunk”;

description of the parts of the denotation. For example: “A tree is a trunk with leaves.”

Analysis of the methods of defining a word allows us to identify those semantic features that children include in the structure of the meaning of the word and which children primarily focus on when explaining the meaning of the word. These are the differential features on the basis of which the search for a word is carried out in the process of its use. Two groups of such signs can be distinguished.

Group I - denotative signs. This group can include situational signs of the denotation (its location), external signs directly characteristic of the denotation, and functional signs of the denotation.

Group II - lexical-semantic features determined by the connections of the word, the place of the word in the lexical system, the semantic field. This group may include correlating a word with a general concept without indicating differential features, as well as highlighting a semantic field indicating differential features, i.e. True definition.

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MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

MOSCOW STATE UNIVERSITY M.A?. SHOLOKHOV?

DEFECTOLOGICAL FA?CULTET

KA?PHAEDRA? Speech therapy

Diploma on the topic:

Formirova? learning vocabulary in preschoolers with general disabilities? development of speech

Moscow? 2013

Introduction

The relevance of research. God's and developed speech contributes to the full communication of people with each other. It is quite obvious that deviations in the development of speech cannot but affect? life and development of the child?. At present, the number of children with general speech underdevelopment, who have an insufficiently formed vocabulary memory, is constantly increasing, which, in turn, prevents the formation of coherent speech, hinders the development of written speech, interfering with full preparation for studying at school.

Is the child’s speech well developed? preschool age? is an important condition for successful schooling. One of the main tasks of teaching children with speech disorders is the practical acquisition of lexical means of the language. Emotional vocabulary? is part of the lexicon? and contributes to a more accurate awareness and description of a person’s moods, feelings, experiences, a better assessment of current events, eh? as well as solving communicative problems (N.D. A?rutyunova?, Ch.A?. Izmailov, D.M. Shmelev).

One of the most important problems in general and special psychology is the development of speech. Is this due to the fact that she? game?et huge role In human life?. Developing speech acts at the beginning as a means of communication, designation, and later becomes a tool of thinking and expression of thoughts, organizes human activity and behavior? (L.S. Vygotsky, 1983; A?.V.Za?Porozhets, 1980; A?.R.Luria, 1956; L.S. Tsvetkova?, 1972, etc.).

If a child normally learns to change words? and it is correct to use them in phrases and sentences in conditions of constant communication with others, then a child with speech pathology has limited opportunities to master grammatical categories and forms. based on direct imitation of the speech of others. To succeed? in their assimilation, he needs special learning conditions, where much attention is paid to the formation of the lexical side of speech.

Has the problem been repeatedly studied in the scientific literature? development of the lexical system in children with speech pathology (V.P. Glukhov, N.S. Zhukova, I.Yu. Kondra?tenko, R.I. La?la?eva?, L.V. Lopa ?tina?, E.M. Ma?styukova?, N.V. Serebryakova?, T.V. Tuma?nova?, T.B. Filicheva?, G.V. Chirkina?, etc.). The studies highlight the features of the development of vocabulary in children of this category. Methodological recommendations have been developed to promote the formation of vocabulary in children with speech disorders.

In the monograph by I.Yu. Kondra?tenko presents the main directions and methods? speech therapy work on the formation of vocabulary in children with general speech underdevelopment of older preschool age.

IN last years Is the problem attracting the attention of scientists? the use of visual models in the correctional and developmental education of children with speech disorders (V.M. A?kimenko, I.Yu. Kondra?tenko). Scientists claim that the use of models can improve the quality of teaching and education of children with speech pathology. Scientific research confirms that visual models are the form of highlighting and designating relationships that is available? children of preschool age? (L.A?. Wenger, L.M. Fridman?n, etc.).

Timely and systematic speech therapy help allows you to overcome general speech underdevelopment. That is why it is necessary to know the developmental features of children with general speech underdevelopment and how these features affect? development of children's speech, huh? It is also important to determine methods of correctional work that will improve the quality of speech, including vocabulary, in such children. Is the relevance of the work determined? the need to search? effective ways to form vocabulary in children with general speech impairment. The study of vocabulary is no less relevant at the present time, which is due to its significance for speech development in general, huh? and also for the process? communication and development of cognitive activity of children with special needs development.

Object of study: the process of vocabulary formation in preschoolers with SEN.

Subject of the study: features of the formation of the lexical aspect of speech in children with ODD.

On the? based on a?lisa? Was there any literature studied? determined? Objective.

Goal: To develop a system of games and activities that promote the formation of vocabulary in children of older preschool age? with general underdevelopment of speech.

Hypothesis?. The success of correctional and speech therapy work on the formation of vocabulary in children with ODD depends on the formation of the complex? correctional measures and assumes the formation in children of the ability to plan their own utterance, independently navigate in the conditions of the complexity of differentiating words and sounds, and independently determine the content of their statements.

Formation of the complex? Corrective measures occur under the influence of the inclusion of language ability in correctional and speech therapy work with children who have general speech underdevelopment.

In accordance with the purpose and subject of the study, the following tasks were formulated:

a?analysis of?scientific and methodological literature on the research problem;

study of medical-psychological-pedagogical documentation of children;

conducting observations and establishing experiments;

experimental study of research materials and interpretation of its results using methods of quantitative and qualitative analysis.

The theoretical basis of the study was the work of R.I. La?la?eva, Filicheva T.B., Chirkina G.V., Tum?nova T.V. on the study of children with general speech impediment.

The methodological basis of the study was the work of E.A. Zemskoy, V.N. Nemchenko on the development of children's speech; Z.N. Repina on the study and research of children's speech; methodological techniques developed by V.P. Glukhov, T.A?. Tkachenko, I.Yu. Kondra?tenko.

The organization of the research was carried out on? ba?ze on? base of the Kuzyaevsky kindergarten? No. 44.

The experiment involved 20 preschool children aged 5-6 years with level 3 ODD.

To solve the problems and test the hypothesis, the following research methods were used:

Studying literature on the research topic; empirical methods: analysis of medical and pedagogical documentation; conversation?, observation, stating, teaching and control experiments;

Quantitative and qualitative analysis of data from ascertaining and control experiments, statistical analysis of the results of experimental training.

Theoretical significance.

Theoretically justified, developed? and a?probirova?na? differentiated?nn?i technique? formation of vocabulary in children with ODD (level 3) taking into account the ontogenetic course? development, structure of the primary defect? and individual capabilities of children.

In the study yes?na? characteristic? state of the lexical aspect of speech of preschoolers with ODD (level 3). Doka?for?on? efficiency of application methodological system techniques using additional visual supports, implemented in speech therapy work with children with ODD (level 3) for the acquisition of correct lexical processes.

The practical significance of the work was? in obtaining data that is important for the development of methods of correctional influence when studying the characteristics of vocabulary in preschool children? with OHP level 3.

Gla? va? 1 . Historical- theoretical review literature? tours on the issue of formation? vocabulary learning in preschoolers with generalunderdevelopmentspeeches

1.1 Kra? clear historical reviewliterature

Mystery? human word? got up?la? before scientists since ancient times. Even the ancient Greeks posed the question of whether language is the fruit of an agreement between people or whether it reflects the natural similarity between a word and the thing it calls.

The first linguists to base the description of language? and linguistic elements of understanding systemic relations, were Baudouin de Courtenay Ivan Alexa Androvich and Ferdine nd de Saussure.

F. de Saussure (1857-1913) - Swiss linguist who laid the foundations of semiology - the science that studies the properties of? signs and sign systems (synth?xis, semantics? and pragmatics?) and structural linguistics - a linguistic discipline, the subject of which is the language studied from the point of view of its formal structure and organization ?bottom?tions of it in general, eh? also from the point of view of the formal structure of the components that form it, both in terms of expression and in terms of content. He proposed an approach that laid the foundation for a new direction - structuralism, which deeply penetrated various sciences: linguistics, literary studies, sociology. Works of Saussure? also had a strong influence on? psychology.

Baudouin de Courtenay (1845-1929) - Russian and Polish linguist, in his works he documented that the essence of language? - in speech activity, huh? This means that it is necessary to study living languages ​​and dialects - a type of language that is used as a means of communication between people connected to each other by the same territory.

Later, the French scientist Gustave Guillaume (1883 -1960) believed that language is both a legacy of the past and the result of its transformation by man in the process of cognitive work . The theory he developed is called psychosystematics - a science that studies not the relationship of language? and thinking, eh? certain and ready-made mechanisms that thinking has at its disposal to intercept? itself, the mechanisms to which language gives an accurate representation.

The next period in the development of the history of the nature of the phenomenon? language? and speech - psycholinguistic.

Psycholinguistics? is a scientific field that studies the nature and functioning of language? and speech, using data and approaches from two sciences - psychology and linguistics. Psychology studies the human, subjective dimension of the functioning of speech and language. Linguistics? to a greater extent on?directed? on the? description and characteristics of the actual linguistic properties. (Psychology. Textbook for humanities universities. 2nd ed. Edited by Druzhinin? V.N.)

In different countries of the world? A keen interest in this science arose, many psychologists and linguists began psycholinguistic research.
About 10 years later, a new era of psycholinguistics began, associated with the name of Noah? Chomsky (1928) - American linguist, political essayist, philosopher and theorist. In his work “Syntactic Structures,” Chomsky developed the idea that knowledge of one’s native language? - is this a system? usually called the grammar of language? He leaned?on? idea of ​​the surface and deep structure of sentences. Surface structure? - the one we hear is deep? I’m connected? with meaning.

One of the earliest fundamental developments carried out directly in the field of psychology of language? and speeches, did Zhinkin’s research become? Nikola?I Iva?novich? (1893 - 1979) - Soviet linguist? and a psychologist? He was engaged in research into the psychological and psychophysiological mechanisms of the generation of speech utterances, the processes of perception, understanding and generation of text? as a holistic psycholinguistic phenomenon, huh? He also laid the foundations of Russian psycholinguistics. Was it published in 1958? his widely known book? “Mechanisms of speech.”

It is worth noting the contribution of Russian scientists - linguists in the development of science:

Lomonosov Mikhail Vasilievich (1711 - 1765) - Russian genius

scientist, writer, teacher. A central place among his works on language is occupied by “Russian Grammar?” (1755) - the first scientific literature Russian language?, in which the scientist determined the speech norms of his time and laid the foundations of stylistics.

Vostokov A?lexa?ndr Khristoforovich (1781-1864) - an outstanding Russian linguist, poet and translator. One of Vostokov’s merits? is the creation of educational books on the Russian language: “Abbreviated Russian Grammar?” for use in lower educational institutions" (1831) and "Russian grammar... more fully expounded" (1831). These books were used to study the Russian language throughout almost the entire 19th century.

Usha?kov Dmitry Nikolaevich (1873 - 1942) remains in people's memory as a great scientist, and the author of many textbooks for schools on spelling, one of the compilers (his co-author and student - S. E. Kryuchkov) “Spelling words”. Ushakov is best known as one of the authors and chief editor of the “Explanatory Dictionary of the Russian Language?” in four volumes.

Yes, Vladimir Ivanovich (1801 - 1872) is a talented and hardworking person. A naval officer, a doctor, Da?l was not a linguist by training, he became one by vocation. In the history of Russian science about the Russian language, Da?l became famous as a collector of words and stable combinations of words, who compiled the four-volume “Explanatory Dictionary of the Living” Great Russian language?”, which was first printed in 1863 - 1866. In addition, Da?l left as a legacy to his descendants a remarkable dictionary: “Proverbs of the Russian people?”

A significant role in the study of speech development is played by such outstanding psychologists, educators and linguists as:

Konstantin Dmitrievich Ushinsky (1824 - 1870) - a famous Russian educator, the founder of Russian pedagogical science, which did not exist in Russia before him.

Rubinstein Sergei Leonidovich (1889-1960) - an outstanding Russian psychologist and philosopher, corresponding member of the Academy of Sciences of the USSR, discovered fundamentally new and very? promising paths in the development of psychological science and philosophy. In the 20th century, it was he who became the founder of the most deeply developed philosophical and psychological theory of activity.

Vygotsky Lev Semyonovich (1896 - 1934) - Soviet psychologist, founder of the cultural-historical school in psychology.

Luria A?lexa?ndr Roma?novich (1902-1977) - Professor, Doctor of Pedagogical Sciences, Doctor of Medical Sciences, full member of the Academy of Pedagogical Sciences of the RSFSR, full member of the Academy of Pedagogical Sciences of the RSFSR. PN USSR is one of the outstanding Soviet psychologists who are widely known for their scientific and pedagogical activities.

Elkonin Da?niil Borisovich (1904-1984) - Soviet psychologist, and the author of the original direction in child and pedagogical psychology.

Za?porozhets A?leksa?ndr Vladimirovich (1905 - 1981) - psychologist, full member of the Academy of Pedagogical Sciences of the USSR (1968), Doctor of Pedagogical Sciences.

Leontiev A?leksey A?lekseevich (1936 - 2004) - Russian psychologist and linguist, doctor of psychological and philological sciences.

Scientists from various fields have dealt with the issue of studying the development of vocabulary in children:

Chukovsky Korney Ivanovich (1882-1969) - Russian Soviet poet, publicist, literary critic, translator and literary critic, children's writer, journalist. The book From Two to Five talks about the amazing ability of children to create new words? and phrases, explaining in their own way the phenomena they understand.

Vinogradov Viktor Vladimirovich (1894 - 1969) - Russian literary scholar and linguist-Russianist, academician of the Academy of Sciences of the USSR (1946), Doctor of Philology, founder of the largest scientific school in Russian linguistics ?NII.

Ma?slov Yuri Sergeevich (1914-1990) - Russian linguist, Doctor of Philology, Professor.

Tseytlin Stella? Na?umovna? (1938-) - Russian linguist. The founder of the scientific school of domestic ontolinguistics - a section of linguistics that studies the ontogenesis of speech and children's speech: the formation of a child's speech ability, the emergence and further development of an individual language? and further age-related changes in the individual’s language. Most often it is interpreted as one of the main branches of psycholinguistics. The object of ontolinguistics is the speech activity of the child, and? subject - the process of children learning their native language?.

Glukhov Vadim Petrovich - Associate Professor of the Department of Speech Therapy, Candidate of Pedagogical Sciences.

Usha?kova? Tatiana? Nikolaevna? - Russian psychologist, Doctor of Psychological Sciences, Corresponding Member of the Russian Academy of Sciences, Professor, Head of Department. la?bora?toriya Institute? psychology RA?N. The leading direction of scientific interests is the understanding of the psychophysiological and psychological mechanisms of linguistic and speech processes and their structure.

A huge contribution to the study of general speech impairment as a systemic disorder, huh? The following also revealed the characteristics of coherent speech in children with ODD:

Levina? Rose? Evgenievna? (1908-1989) - Soviet pedagogue, psychologist.

Chirkin? Gal?lina? Vasilevna? - Doctor of Pedagogical Sciences, professor, highly qualified specialist in the field of pathology of child speech.

Efimenkova? Lyudmila? Nikolaevna?.

Tka?chenko Ta?tyana? Alexandrovna? - speech therapist, Honored Teacher of the Russian Federation, excellent student in public education, has the highest qualification category. Tkachenko is the author of more than 70 books and educational aids for children, which present innovative, most effective pedagogical technologies.

La?la?eva? Ra?isa? Ivanovna? - Doctor of Pedagogical Sciences, professor. Did you receive it in 1998? title La?urea?ta? Government Awards? Russian Federation in the field of education for? participation in the creation of the kit? textbooks and teaching aids on speech therapy.

Sha?hovskaya?ya Svetla?na? Nikolaevna? - candidate of pedagogical sciences, professor. In 1964 she defended? candidate's dissertation "Speech therapy work on the formation of the grammatical structure of the speech of children with motor speech disorder." Since 1960? works for? Department of Speech Therapy, Moscow State Pedagogical Institute named after V.I. Lenin?. Laureate of the Government Prize? Russian Federation in the field of education.

Seliverstov Vladimir Ilyich - candidate of pedagogical sciences, professor, head of the department of preschool correctional pedagogy and psychology (preschool defectology) MPGU. V. I. Lenina?, Deputy Dean? for scientific work, scientific director of the student scientific society? Faculty?.

Filicheva? Tatiana? Borisovna? - Professor, Doctor of Pedagogical Sciences, and author of more than 40 scientific works.

Tuma?nova? Tatiana? Volodya?Rovna? - Professor of the Department of Speech Therapy, Doctor of Pedagogical Sciences.

Shcherba? Lev Vladimirovich (1880 - 1944) - an outstanding Russian linguist and teacher. Shcherba? called for observations on the living facts of language? and speeches, to reflect on them. Shcherba expressed many valuable ideas. on issues of phonetics and orthoepy, describing the norms of exemplary Russian pronunciation. Shcherba? is one of the authors of school textbooks on the Russian language, which were used to study in the 30s and 40s of the 20th century.

Figuratively speaking, L.V. Shcherby, vocabulary? - is this the living mother of language? She? serves for the objective content of thought, i.e. for naming. But another definition of vocabulary is better known. Vocabulary? - a set of words and associations similar to them in function, forming a certain system. The consistency of the vocabulary is manifested in the fact that all its units are Based on their properties, they are included in certain lexical associations (semantic fields, groups, synonymous and paronymic chains, and tononymic contrasts, word-forming nests?).

It should be said that teaching vocabulary means teaching words. “The word is a “brick” in the construction of a building, where the building is the language, huh? construction - study." (Ka?to Lomb, 1993). From the above, it should be concluded that when we teach vocabulary, we teach language. A? language teaching is the main thing? Methods of teaching the Russian language.

1.2 General yes? data about ra? development of vocabulary in ontogenesis

A large number of studies have been devoted to the issue of vocabulary development, in which this process is examined in various aspects, such as: psychophysiology, psychology, linguistics? and psycholinguistics?.

Is it the first time a new word appears in a child? what is the direct connection between a specific word and an object.

The first stage of the development of children's words proceeds according to the type of conditioned reflexes, when? a new word - a conditioned stimulus, the child associates with the object, huh? in the future and reproduces it.

At the age of 1.5 to 2 years, the child moves from passive to active expansion of his vocabulary during the period of using questions like? “What is this?”, “What is it called?”.

At the end of the first and at the beginning of the second year? life of a child? Imitation and repeated repetition of a new word develop. During this period of development in the child’s speech? the first words appear, so-called babbling words, which are a fragment of a word heard by the child, consisting mainly of stressed syllables. L.S. Vygotsky emphasized that in the process of child development? the word changes its semantic structure, becomes enriched with a system of connections and becomes a generalization of a higher type. According to data from A?.N. Gvozdev?, in the words of a four-year-old child? approximately 50.2% of nouns, 27.4% of verbs, 11.8% of adjectives, 5.8% of adverbs, 1.9% of numerals, 1.2% of conjunctions are observed. 0.9% prepositions and 0.9% interjections and particles.

The development of vocabulary in ontogenesis is determined by the development of the child’s ideas? about the surrounding reality, when? exploration of the surrounding world? a child occurs in the process of non-speech and speech activity through communication with adults.

On the? a child’s mastery of his native language, according to S.N. Tseitlin, it is not only the speech environment that influences, but also the social environment in which the child is raised. Age norms for vocabulary children of the same age? vary significantly depending on the socio-cultural level of the family, since vocabulary is learned by the child in the process of communication.

According to Smirnova E.O., the development of a child’s vocabulary? closely connected, on the one hand, with the development of thinking and other mental processes, eh? on the other hand, with the development of all components of speech: phonetic-phonemic and grammatical structure of speech.

It is worth noting that the formation of different aspects of language? (phonetics, vocabulary, grammar) proceeds unevenly - on? different types of this?development? the foreground moves forward? or the other side? A?rusha?nova? Huh?.G. believes that on? How can we wait for this child's life? formation of the grammatical structure of language? child? acquires specific trends and new relationships with the development of aspects of the language.

If we compare the ways in which children acquire vocabulary with normal speech and the ways in which children’s speech develops when its development is impaired, then we can note certain similarities: what form would it be? There was no pathology of speech (with intact intelligence)? inherent? a child, he will not pass through the three main periods in his development, which were identified by Gvozdev A?.N. in his study “Issues in the study of children's speech.”

The first period is (from 1 year 3 months to 1 year 10 months). The period of sentences consisting of amorphous root words that are used in one unchanged form in all cases when? they are used.

Second period - (from 1 year 10 months to 3 years). The period of mastering the grammatical structure of a sentence, associated with the formation of grammatical categories and their external expression.

The third period is (from 3 to 7 years) the period of assimilation of the morphological system of the Russian language, characterized by the assimilation of types of declensions and conjugations. On the? In the third year of life, the active use of involuntary utterances, consisting of one or two simple sentences, occurs. On the? In the fourth year of life, word formation appears in close connection with the expansion of vocabulary. The formation of statements - short stories - begins. Sound pronunciation is actively mastered, mainly through games with sound imitations.

The fifth year of life is the formation of spontaneous speech, the formation of phonemic perception, and awareness of the simplest linguistic patterns.

The sixth and seventh years of life are the stage of mastering the methods of grammatically correct construction of detailed coherent statements, and the active development of complex syntax. during the arbitrary construction of a monologue?, this is the formation of a grammatically and phonetically correct speech, mastering the methods of isolating from speech (awareness) a sentence, a word, a sound?. In older preschool age, the same formation of coordinated dialogue occurs. with peers, development of subjectivity and initiative in dialogue with adults.

In the process of vocabulary formation, the meaning of the word is clarified. It is worth noting that the meaning of the word? polysemous, vague. The same word can mean an object, a sign, and an action. In parallel with this, the structure of the meaning of the word develops. The word acquires different meaning depending on the intonation.

What are the main components of the meaning of a word? Leontiev A?.A?. highlights the following:

1. denotative component, i.e. reflection in the meaning of the word? features of the denote?ta?;

2. conceptual, or conceptual, or lexical-semantic, component, reflecting the formation of concepts, reflecting the connections of words according to semantics;

3. connotative component - a reflection of the speaker’s emotional attitude to the word;

4. contextual component of the meaning of a word.

Vygotsky L.S. emphasized what the meaning of the word is? develops in two aspects:

semantic, when? in the process of child development? does the attribution of the word change? to the subject in which the given subject is included.

systemic, related to the fact that the system is changing? mental processes which? I stand for? in a word.

Enrichment of life experience? child?, communication with the people around him lead to a gradual increase in growth? words?

A?rkhipova? E.F. shows how the qualitative composition of the vocabulary changes. in the preschool period:

4th year of life - the vocabulary is replenished with names of actions and objects that children encounter in everyday life: body parts? in animals and humans?, household items?, some colors?, shapes, physical qualities?, properties? actions. The ability to designate a group of objects with a certain word appears. Children know certain materials, their qualities? and properties?, are able to designate landmarks in time and space.

5th year of life - active use of the names of objects included in thematic cycles: food, household items, vegetables, fruits, various materials.

6th year of life - qualities differentiated by degree of expression? and properties?, knowledge expands, specific and generic concepts are formed.

7th year of life - selection of antonyms and synonyms for phrases, mastering the polysemy of words, independent education difficult words, selection of related words.

In the literature, there are some discrepancies regarding the absolute composition? words and its growth?.

William Stern gives the following average figures for the vocabulary of children aged 1.6 to 6 years: to one and a half? year old for the child? There are about 100 words, by 2 years - 300-400, by 3 years - 1000-1100, by 4 years - 1600, by 5 years - 2200 words.

Charlotte? Bühler, comparing data on vocabulary learning for 30 children aged 1 year and older? up to 4 years old, indicates for each age? minimum and maximum words and show the individual differences existing in this regard: 1 year - minimum words - 3 words, maximum words? ry - 58 words, one and a half? of the year? - 44 and 383 words respectively, 2 years? - 45 and 1227 words, 2 years? 6 months - 171 and 1509 words

Loginova? IN AND. Noted that at 1 year old a child actively knows 10-12 words, huh? by the age of 6, his active vocabulary increases to 3-3.5 thousand words.

A?rkin E.A?. gives the following data about the growth of words: 1 year 9 words, one and a half? of the year? - 39 words, 2 years? - 300 words, 3 years? 6 months - 1110 words, 4 years? - 1926 words. According to data from E.A. A?rkin?, the vocabulary of a four-year-old child? distributed among various grammatical categories as follows: nouns (including 9 pronominal nouns) - 968 (50.2%), verbs - 528 (27.4%), adjectives (including 20th place nominal adjectives) - 227 (11.8%), adverbs - 112 (5.8%), numerals - 37 (1.9%), conjunctions - 22 (1.2%), prepositions -15 (0.8%), interjections and particles 217 (0.9%). Names in the word? nouns in their content were distributed as follows: housing (furnishings, utensils, premises) 15.2%, food? - 9.6%, clothes? - 8.8%, animals - 8.8%, plants - 6.6%, city - 5.5%, body parts? - 4.3%, abstract words? - 0.7%, profession - 4%, inanimate nature? - 3.4%, time - 3.3%, social phenomena - 3.3%, generic concepts - 1.6%, medicine? - 1%, geometric shapes - 0.9%, swear words? - 0.9%.

Gvozdev A?.N. noted that in the vocabulary of a four-year-old child? observed 50.2% of nouns, 27.4% of verbs, 11.8% of adjectives, 5.8% of adverbs, 1.9% of numerals, 1.2% of conjunctions, 0 .9% prepositions, 0.9% interjections and particles.

Huh?.I. La?Vrentyeva? in children over one year old? up to four years, there are four eta?pa? development of a systemic organization of children's vocabulary. On the? first this?ne words?r child? is a set of individual words (from 20 to 50).

Vocabulary for?pa?s on? in the second, this?no longer begins to increase rapidly. In the mind of a child? is some system being formed? words related to one situation, groups of words are formed. Naming one word? from this group causes? calling others. La?Vrentyeva? This is determined by this situational situation, huh? groups of words are situational fields.

The third stage of the formation of a lexical system is defined as the thematic stage, when? the child begins to realize the similarity of certain elements of the situation and combines lexemes into thematic groups. Combining words into such thematic groups contributes to the development of lexical anonymy (big - small), (good - bad). Children often use the word “big” to replace all options for parameters of adjectives (long, thick, tall), etc.

On the? In the fourth phase of the development of the lexical system, the phenomenon of synonymy arises. Formation of vocabulary in a child? is closely connected with the processes of word formation, because child's words? enriched for? counting derivative words. According to the hypothesis of G.A.Cheremukhina and A.M.Shakhna?rovich, the mechanism of the word-formation level consists of the interaction of two levels: the word-formation itself and lexical, which are in dynamic interaction. The study showed that in children of the younger group the lexical level predominates, huh? This process of mastering the rules of word formation is only just beginning. IN middle group The word-formative level predominates (noted by the largest number of words - neologisms).

Based on the above, we can conclude that the meaning of the word? is the key point of the process? verbal communication, perception and receipt of information.

As the child develops? vocabulary? not only is it enriched, but also systematized. Words? as if grouped into a semantic field. A semantic field is a functional formation, a grouping? words on? based on the commonality of semantic features. Words? not only united, but also distributed within the semantic field.

In the process of vocabulary formation, the meaning of the word is clarified. The main condition for understanding speech is understanding its meaning? and meanings.

According to Leontyev's data? Eh?.N. The following types of word meaning can be distinguished:

grammatical meaning of the word? (belonging of a word to a certain class, features of its combination, changes);

lexical meaning of a word, which is determined by how the word is related? with the concept, and its place in the lexical system of the language?;

psychological meaning of the word? - a generalized reflection of activity, developed by humanity and recorded in the form of concepts, meanings or skills as a generalized image? actions.

Thus, as the child’s speech develops? language system? expands, becomes more complex and on? basis of assimilation more? rules and patterns of language, the formation of lexical and word-formation systems occurs.

1.3 Ra? development of speech in ontogenesis

Child's speech? is formed under the influence of the speech of adults and depends on the normal speech environment, education and training, which are established from the moment? his birth.

Does speech develop in the process of ontogenesis? in parallel with the physical and mental development of the child, being one of the main indicators of his overall development. M.F. Fomicheva? points?calls to? the fact that speech is not an innate human ability?, is it? is formed gradually, along with the development of the child.

For a high-quality diagnosis of speech disorders or underdevelopment of any components of the language system, complete knowledge about the patterns of speech development in ontogenesis is necessary.

Eh?.N. Leontiev understands the ontogenesis of children's speech as a complex interaction of the process? communication between adults and children?, process? poetically developing, becoming more complex, improving, and specialized functional systems, gradually formed and replacing each other? in the child's psyche? In ontogenesis, speech acts not only as a means of activity, knowledge of the surrounding world, but also as a result of the child’s active cognitive activity. and ultimately depends on the latter. The natural ontogenesis of speech motor skills consists of two phases.

First? I'm fa?za? - morphological maturation of the central nervous elements: myelination of the conductive pathways occurs, which ends mainly by 2 - 3 years.

Second?I phase?for? - this is the functional maturation and accumulation of the work of coordination levels. In this phase, the development of speech motor skills does not always occur? progressive - in some periods temporary lags and even regression may occur.

Speech? I activity of the child? is formed gradually and goes through several stages of its formation. Let's look at the steps proposed by A. N. Leontyev.

1st - preparatory - from the moment? birth of a child? up to one year?.

From the moment? birth of a child? Vocal reactions appear: screaming and crying, which contribute to the development of the respiratory, vocal, and articulatory apparatus. Around 2 months the humming appears, eh? to the beginning of the 3rd month? - babble. From 5 months, the child hears sounds and tries to imitate them, repeating them many times. From 6 months, the child pronounces individual syllables by imitation (ma?-ma?-ma?, ba?-ba?-ba?, cha-cha-cha, pa?-pa?-pa?, etc.) . Subsequently, imitating adults, the child gradually adopts all the elements of spoken speech - phonemes, tone, tempo, rhythm, melody and intonation.

By 6 months, the child perceives certain sound combinations, associating them with objects or actions, but reacting to? situation, intonation and words?.

At the age of 7-9 months, the child begins to repeat after? for adults, various combinations of sounds. From 10-11 months. do reactions appear to? the words themselves, regardless of the situation and intonation of the speaker.

During this period, the correct speech of others and imitation of adults is important, huh? by the end of the first year? the first words of life appear?

2nd - pre-preschool - this is the initial stage of language acquisition -
(from 1 year? to 3 years).

With the birth of a child? With the first words, this formation of active speech begins. Does the child repeat a lot and willingly? adults pronounce words themselves, while confusing sounds, rearranging their places, distorting or omitting them. The word has a polysemous, generalized semantic and situational character, denoting a request, a desire, and a feeling. Subsequently, gradually, the word acquires a generalized character.

By the beginning of the 3rd year? life of a child? The grammatical structure of speech begins to form. At first? the child expresses his desires, requests in one word, then - phrases without consent, eh? Then, elements of the agreement of words in the sentence gradually appear.

3rd - preschool - from 3 to 7 years.

For this period? what is the development of a child’s speech? in the process of generalizing linguistic facts. There are defects in the pronunciation of whistling, hissing, and sonorant sounds. The child has? auditory control skills are noticeably developing? own pronunciation and the ability to correct it in a number of cases - this is how phonemic perception is formed.

During this period, the rapid increase in vocabulary continues. How about a child's active words? by 4-6 years it reaches 3000-4000 words, but often words? are used incorrectly.

Starting from this age, the children’s statements resemble a short story. At the age of five, children, without additional questions, compose a retelling of a fairy tale or story. of 40-50 sentences, which indicates mastery of monologue speech.

Based on the above, we can conclude that by the age of 4, a child should normally differentiate all sounds; At this time, the formation of correct sound pronunciation ends.

On the? throughout the preschool period? Gradually, contextual speech is formed, which appears at first. when a child retells a fairy tale and a story, eh? then when describing any events from his personal experience, his own experiences and impressions.

4th - school - from 7 to 17 years.

This period is characterized by the child’s mastery of in writing and systematic language teaching at school.

During this period, children master sound analysis and learn grammatical rules. constructing statements, huh? The leading role belongs to a new type of speech - written speech.

1.4 General shortage? development of speech. Definition. Etiology

For the first time, a scientific explanation for the general underdevelopment of speech was given by R.E. Levina. and a team of researchers from the Research Institute of Defectology of the Academy of Medical Sciences of the USSR in the 50-60s. XX century Did I lead the psycho-pedagogical direction of the research? to the revision of classification concepts, eh? at the same time, to the construction of new principles of correctional education methods.

According to Levina R.E., the general underdevelopment of speech in children with normal hearing and primary intact intelligence should be understood as a form of speech abnormality in which the formation is impaired. all components of the speech system related to both the sound and the semantic side of speech.

It should be noted that the common features for such children are a later onset of speech development, a delay in the first words and phrases, the first coherent utterance, poor knowledge of words, grammar, defects in pronunciation and phonemic formation.

Speech underdevelopment in such children is expressed to varying degrees: lack of speech up to developed speech with elements of phonetic-phonemic or lexical-grammatical underdevelopment.

According to the severity of the defect? Conventionally, four levels of general speech impediment are distinguished. The first three levels are highlighted and described in detail in the works of Levina R.E., the fourth level is presented in the works of Filicheva T.B.

The etiology of general speech underdevelopment is diverse. This is facilitated by various unfavorable influences: in the prenatal period of development, during childbirth and in the first years of the child’s life.

In his research, Kornev A?.N. special attention is paid to perinatal encephalopathy, such as brain damage that arose under the influence of a combination of unfavorable factors, such as in the prenatal period of development, that? to and during childbirth.

According to many researchers, the most common causes of damage or underdevelopment of the brain are: infections or intoxication of the mother during pregnancy , toxicosis, birth trauma, sphyxia, incompatibility of the blood of mother and fetus? by Rh factor or blood group, eh? the same as diseases of the central nervous system and brain injury? in the first years of a child's life?

Often, OHP acts as one of the manifestations of disorders of the physical and neuropsychic development of a child, due to the use of alcohol, nicotine? and drugs by the mother during pregnancy.

What are the main reasons for the occurrence of Filichev’s OPD? T.B.,
Chirkin? G.V. highlight the unfavorable influence of the speech environment, unfavorable conditions of education, and? Also, a lack of communication is the so-called post-natal factors.

It is worth noting that, subject to the unfavorable influence of environmental factors, in combination with a mild organic deficiency of the central nervous system or a genetic predisposition, speech disorders? The developments acquire a more persistent character and manifest themselves in the form of a general underdevelopment of speech.

According to Levina R.E. A common cause of general speech underdevelopment is the weakness of austico-gnostic processes. In these cases, a reduced ability to perceive speech sounds with preserved hearing for all other acoustic stimuli is observed. The direct result of the primary impairment of auditory perception is insufficient discrimination of acoustic features characteristic of each phoneme; Secondarily, the pronunciation of sounds and the reproduction of word structure suffers.

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Features of vocabulary in preschoolers with level III ODD.

Article developed

Educator at GBOU high school №296

Structural unit

Department preschool education

Frunzensky district

Mikhailova Angelica Alekseevna

FEATURES OF VOCABULARY IN PRESCHOOL CHILDREN WITH LEVEL III SEN.

Formation disorders vocabulary of children with SEN level III manifest themselves in limited vocabulary, a sharp discrepancy between the volume of active and passive vocabulary, inaccurate use of words, numerous verbal paraphrases, unformed semantic fields, and difficulties in updating the dictionary.

The works of many authors emphasize that children with ODD of various origins have a limited vocabulary and are characterized by significant individual differences, which are largely due to different pathogenesis. Next feature In the speech of children with SLD, there is a more significant discrepancy in the volume of passive and active vocabulary than normal. Preschoolers with OHP understand the meaning of many words; the volume of their passive vocabulary is close to normal. However, the use of words in expressive speech and updating the dictionary causes great difficulties.

One of the expressed features speech of children with SLD is a discrepancy in the volume of passive and active dictionary: children understand the meaning of many words, the volume of their passive vocabulary is sufficient, but the use of words in speech is very difficult.

The poverty of the active vocabulary is manifested in the inaccurate pronunciation of many words - the names of berries, flowers, wild animals, birds, tools, professions, parts of the body and face. The verb dictionary is dominated by words denoting daily everyday actions. Words that have a generalized meaning and words denoting the assessment, condition, quality and attribute of an object are difficult to assimilate. Words are both understood and used inaccurately, their meaning is unduly expanded, or, on the contrary, it is understood too narrowly. There is a delay in the formation of semantic fields.

With OHP, the formation of grammatical structure occurs with greater difficulties than mastering the dictionary m: the meanings of grammatical forms are more abstract, the rules for grammatically changing words are diverse.

Mastering grammatical forms of inflection, ways of word formation, various types of sentences occur in children with OSD in the same sequence as with normal speech development; insufficiency of the grammatical structure is manifested in a slower pace of assimilation of the laws of grammar, in the disharmony of the development of the morphological and syntactic systems of the language.

In the works of N. S. Zhukova, L. F. Spirova, T. B. Filicheva, S. N. Shakhovskaya, the following violations of the morphological system of language in children with OHP were identified.

This is a misnomer:

Endings of nouns, pronouns, adjectives;

Case and generic endings of cardinal numerals;

Personal endings of verbs;

Verb endings in the past tense;

Prepositional case constructions.

Violation of the syntactic structure of a sentence is expressed in the omission of sentence members, incorrect word order, and the absence of complex constructions.

Especially large differences between children with normal and impaired speech development are observed when updating the predicative vocabulary. U preschoolers with OHP, difficulties are revealed in naming many adjectives used in the speech of their normally developing peers. In the verb dictionary preschoolers with OHP, words denoting actions that the child performs or observes every day predominate. It is difficult to assimilate words of general meaning, words denoting assessment, quality, characteristics, etc.

Violation of formation vocabulary in these children it is also expressed in difficulty finding a new word, in violation of the updating of the passive vocabulary.

Characteristic feature in the vocabulary of children with SLD is the inaccuracy of the use of words, which is expressed in verbal paraphrases. In some cases, children use words with an overly broad meaning, in others they develop a too narrow understanding of the meaning of the word. Sometimes children with ODD use a word only in a certain situation; the word is not introduced into context when describing other situations. Thus, the understanding and use of a word is still situational in nature. Among the numerous verbal paraphrases in these children, the most common are substitutions of words belonging to the same semantic field.

Substitutions of adjectives indicate that children do not identify essential features and do not differentiate the qualities of objects. Common ones are, for example, replacements: tall - long, low - small, narrow - thin, short - small, etc. substitutions of adjectives are carried out due to the undifferentiation of the characteristics of size, height, thickness, width.

Along with the mixing of words based on gender relations, substitutions of words based on other semantic features are observed.

Developmental disorders vocabulary in children with OHP it also manifests itself in later development lexical consistency, organization of semantic fields, qualitative originality of these processes.

As is normal, children aged 7-8 years also experience qualitative changes in the ratio of syntagmatic and paradigmatic reactions. If at 5-6 years the number of syntagmatic associations significantly exceeds the number of paradigmatic associations, then at 7 years paradigmatic associations predominate over syntagmatic ones. However, this predominance in children with OSD, according to R.I. Lalaeva, is not as significant as in children with normal speech development.

Children with ODD, compared to the norm, need systematic training much more.

Used Books:

1. Zhukova N. S., Mastyukova E. M., Filicheva T. B. Overcoming general speech underdevelopment in preschoolers. – M.: Education, 1990.

2. LalaevaR. I., Serebryakova N.V. Formation vocabulary and grammatical structure preschoolers with general speech underdevelopment. – St. Petersburg: Publishing house "UNION", 2001.

3. Filicheva T. B., Soboleva A. V. Speech development preschooler. – Ekaterinburg: Infra - M, 1996.

Development of vocabulary in older preschoolers with general speech underdevelopment (level III)

When studying the characteristics of vocabulary in children with speech pathology, the psycholinguistic approach, modern ideas about the process of vocabulary development, various aspects of its study, the development of vocabulary in ontogenesis, the structure of the meaning of a word, and semantic fields are promising and significant.

In the studies of R.I. Lalaeva, a number of features of the vocabulary of older preschoolers are noted. A limited vocabulary, a discrepancy between the volume of active and passive vocabulary, inaccurate use of words, verbal paraphasia, unformed semantic fields, and difficulties in updating the dictionary were revealed. Associations in children with speech pathology, to a greater extent than in children with normal speech development, are unmotivated. The most difficult part of the formation of semantic fields in children with speech impairments is the identification of the center (core) of the semantic field and its structural organization. A small volume of the semantic field has been revealed, which is manifested in a limited number of semantic connections. Thus, in paradigmatic associations in children with speech pathology, analogical relations predominate, while oppositional and generic relations are rare, which is not consistent with the norm. In children with normal speech development, opposition relations account for more than half of all paradigmatic associations by the age of 7; in addition, it has been noted that the latent period of the reaction to the stimulus word in children with speech disorders much longer than normal.

Based on an analysis of the nature of verbal associations in preschoolers aged 5-8 years, N.V. Serebryakova identified the following stages of organizing semantic fields:

First stage - unformed semantic fields. The child relies on sensory perception of the surrounding situation. The meaning of a word is included in the meaning of phrases. Syntagmatic associations (“the cat meows”) occupy a large place.

Second phase - learns the semantic connections of words that differ from each other in semantics, but have a situational, figurative connection (“house-roof”, “high-tower”). The semantic field has not yet been structurally formed.

Third stage - concepts, processes, classifications are formed. Connections are formed between words that are semantically close, which differ only in one differential semantic feature, which is manifested in the predominance of paradigmatic associations (“vegetable - tomato”, “high - low”).

N.V. Serebryakova identified the peculiarities of vocabulary: limited volume of vocabulary, especially predicative; a large number of replacements, especially on semantic grounds, indicating the immaturity of semantic fields, the insufficiency of identifying differential features of word meanings; ignorance or inaccurate use of many commonly used words denoting visually similar objects, parts of objects, parts of the body; replacing semantically similar words; replacement with word-forming neologisms; replacement with words of the same root and words similar in articulation; high degree unmotivated associations.

L.V. Lopatina noted the immaturity of most components of the functional speech system, many language processes: the poverty of the vocabulary and the difficulty of updating it in expressive speech; rarely used words are replaced by others; words of a general meaning are mistakenly used. Inadequate use of antonymic means of language is due to a lack of awareness of paradigmatic pairs, which are based on an element of negation.

The peculiarity of children with ODD is that the quality and volume of active vocabulary in children of this group does not correspond to the age norm. Some children replace words rarely encountered in speech practice with adjacent ones by association and cannot use generalizing words. Children find it difficult to combine prepositional pictures into groups; do not cope with the task of selecting words of antonyms and epithets for objects. Multiple errors occur when performing tasks to study the grammatical structure of speech. Even with the help of an adult, children make a significant number of errors when completing tasks to change nouns by numbers. Great difficulties are caused by tasks on agreeing adjectives with nouns and nouns with numerals in gender and number. Most children cannot complete a word formation task on their own: they need a visual example and the help of an adult (Appendix No. 1).

The works of T.B. Filicheva and G.V. Chirkina note the following lexical features with general speech underdevelopment (level III):

discrepancy in the volume of active and passive vocabulary. Not knowing the names of parts of objects, children replace them with the name of the object itself (“sleeve” - “shirt”), the name of actions is replaced with words that are similar in situation and external signs(“hems” - “sews”); the name of the object is replaced by the name of the action (“aunt sells apples” - instead of “seller”), replacement of specific concepts with generic ones and vice versa (“chamomile” - “rose”, “bell” - “flower”). Often, after correctly showing the named actions in pictures, they are mixed up in independent speech. From a number of proposed actions, children do not understand and cannot show how to darn, rip, pour, fly, jump, tumble. They do not know the names of the shades of colors: “orange”, “gray”, “blue”. They have difficulty distinguishing the shapes of objects: “round”, “oval”, “square”, “triangular”. There are few generalizing concepts in the children's dictionary, mainly toys, dishes, clothes, flowers. Antonyms are rarely used, there are practically no synonyms (they characterize the size of an object, they use only the concept: “big-small”, which replace the words: “long”, “short”, “high”, “low”, “thick”, “thin”, "wide narrow"). This causes frequent cases of violation of lexical compatibility. Insufficient orientation to the sound of words negatively affects the acquisition of the morphological system of the native language. Children find it difficult to form nouns using diminutive suffixes of some adjectives (“fur hat”, “clay jug”). Many mistakes are made when using prefixed verbs.

Limited vocabulary, repeated use of similar-sounding words with different meanings make children's speech poor and stereotypical. Persistent errors are identified when agreeing an adjective with a noun in gender and case; confusion of gender of nouns; errors in the agreement of the numeral with nouns of all three genders (“five hands” - five hands). Typical errors in the use of prepositions are: omission, replacement, omission.

Children with the third level of speech development use many words in an expanded and diffuse meaning. A pattern in the nature of substitutions is clearly visible: the substituting words are those that are most familiar in the speech practice of children.

T.V. Tumanova in her works points out that preschoolers with general speech underdevelopment, unlike their normally developing peers, experience significant difficulties in mastering primary word-formation operations. If in normally developing children the formation of skills and abilities occurs within the framework of preschool age, then in preschoolers with general speech underdevelopment they turn out to be virtually unformed due to the fact that spontaneous mastery of sign operations at the morpheme level does not occur.

Vocabulary disorders also manifest themselves in violations of the syllabic structure of a word: elision (truncation of a syllable, omission of a vowel sound or letter); word repetitions (perseverations); likening one syllable to another (anticipation); syllable rearrangements; adding a syllable, vowel sound or letter. When studying the lexical side of speech of children in this category, ignorance or incorrect use of words, inability to change and form lexemes are revealed.

Children with ODD (level III) are able to correctly pronounce sounds in isolation, but in independent speech they do not sound clearly enough or are replaced by others, resulting in words that are difficult to understand. It is also necessary to note the undifferentiated pronunciation of whistling, hissing sounds, affricates and sonorant sounds. Errors in the use of sounds, grammatical categories and vocabulary are most clearly manifested in the monologue speech of children (retelling, composing a story based on a series of pictures based on one picture, description of a story). Various errors in syllabic composition can be caused by both the state of phonemic processes and the child’s articulatory capabilities. Simple prepositions (of, in, with, on, under) are used to a sufficient extent in sentences, while the use of complex prepositions is complicated due to misunderstandings. They are either not used or are replaced by simpler ones.

An insufficient supply of vocabulary and ignorance of shades of meaning are characteristic of the speech of children with ODD (level III), as a result of which errors in inflection are noted, which entails a violation syntactic connection words in sentences. Errors can also include erroneous emphasis in words. The described deficiencies significantly impair the child’s speech. They make it incomprehensible, “faded”. The situation is more favorable with the use of pronouns of various categories, but adverbs are rarely used in children's speech, although many of them are familiar to them.

Thus, we can conclude that preschool age is a period of active assimilation by the child spoken language, formation of development of all aspects of speech: phonetic, lexical, grammatical. Full command of the native language in preschool childhood is a necessary condition for solving the problems of mental education of children in the most sensitive period of development.

The combination of the listed gaps in the lexical and grammatical structure of a child’s speech serves as a serious obstacle to his mastering the general kindergarten program, and subsequently the general education school program.

As studies by many authors (T.V. Tumanova, T.B. Filicheva, G.V. Chirkin, L.V. Lopatin, N.V. Serebryakova) have shown, the immaturity of word-formation operations leads, on the one hand, to defective speech communication, and on the other hand, it limits the cognitive abilities of children. Therefore, the relevance of the development of all aspects of speech, including lexical, into systems speech formation one of the main tasks in the preschool period. The sooner a corrective effect on a child’s deficient speech occurs, the more successful his further development will be.