Characteristics of speech development tasks in preschool children.

The purpose and objectives of children's speech development

The purpose and objectives of children's speech development

The main goal of work on speech development and teaching children their native language is the formation of oral speech and verbal communication skills with others based on mastering the literary language of their people.

For a long time, when characterizing the goal of speech development, such a requirement for a child’s speech as its correctness was especially emphasized. The task was “to teach children to speak their native language clearly and correctly, i.e. freely use the correct Russian language in communicating with each other and adults in various activities typical of preschool age.” (Solovyova O.I. Methods of speech development and teaching the native language in kindergarten. - M., 1960. - P. 19–20.)

This understanding is explained by the then generally accepted approach in linguistics to the culture of speech as its correctness. At the end of the 60s. In the concept of “speech culture,” two sides began to be distinguished: correctness and communicative expediency. But correct speech can be poor, with a limited vocabulary, with monotonous syntactic structures. The second is characterized as the optimal use of language in specific communication conditions. Signs of good speech are lexical richness, accuracy, and expressiveness.

Experimental studies and work experience indicate that by older preschool age children can master not only correct, but also good speech.

Consequently, in modern methods, the goal of the speech development of preschool children is the formation of not only correct, but also good oral speech, of course, taking into account their age characteristics and capabilities.

The general task of speech development consists of a number of private, special tasks. The basis for their identification is the analysis of forms of speech communication, the structure of language and its units, as well as the level of speech awareness. Research into speech development problems in recent years, conducted under the leadership of F. A. Sokhin, has made it possible to theoretically substantiate and formulate three aspects of the characteristics of speech development problems: structural (formation of different structural levels of the language system - phonetic, lexical, grammatical); functional, or communicative (formation of language skills in its communicative function, development of coherent speech, two forms of verbal communication - dialogue and monologue); cognitive, cognitive (formation of the ability to basic awareness of the phenomena of language and speech).

Let us visualize the identification of the tasks of children’s speech development.

Table

Let us briefly look at the characteristics of each task.

1. Vocabulary development.

Mastering vocabulary is the basis of children's speech development, since the word is the most important unit of language. The dictionary reflects the content of speech. Words denote objects and phenomena, their signs, qualities, properties and actions with them. Children learn the words necessary for their life and communication with others.

The main thing in the development of a child's vocabulary is mastering the meanings of words and their appropriate use in accordance with the context of the statement, with the situation in which communication takes place.

Vocabulary work in kindergarten is carried out on the basis of familiarization with the surrounding life.

2. Nurturing sound culture. It involves: the development of speech hearing, on the basis of which the perception and discrimination of phonological means of language occurs; teaching correct sound pronunciation; education of orthoepic correctness of speech; mastering the means of sound expressiveness of speech (tone of speech, timbre of voice, tempo, stress, voice strength, intonation); developing clear diction.

3. The formation of the grammatical structure of speech involves the formation of the morphological side of speech (changing words by gender, number, cases), methods of word formation and syntax (mastering different types of phrases and sentences). Without mastering grammar, verbal communication is impossible.

4. The development of coherent speech includes the development of dialogic and monologue speech.

a) Development of dialogic (conversational) speech. Dialogue speech is the main form of communication among preschool children. It is important to teach a child to conduct a dialogue, develop the ability to listen and understand speech addressed to him, enter into a conversation and support it, answer questions and ask himself, explain, use a variety of language means, and behave taking into account the communication situation.

b) The development of coherent monologue speech involves the formation of the skills to listen and understand coherent texts, retell, and construct independent statements of different types. These skills are formed on the basis of basic knowledge about the structure of the text and the types of connections within it.

5. The formation of an elementary awareness of the phenomena of language and speech ensures the preparation of children for learning to read and write.

“In the pre-school group, speech for the first time becomes a subject of study for children. The teacher develops in them an attitude towards oral speech as a linguistic reality; he leads them to the sound analysis of words.” Children are also taught to perform syllabic analysis of words and analysis of the verbal composition of sentences.

In accordance with the traditions of Russian methodology, another task is included in the range of tasks for speech development - familiarization with fiction, which is not speech in the proper sense of the word. Rather, it can be considered as a means of accomplishing all the tasks of developing a child’s speech and mastering language in its aesthetic function. The literary word has a huge impact on the education of the individual and is a source and means of enriching children’s speech. In the process of introducing children to fiction, the vocabulary is enriched, figurative speech, poetic ear, creative speech activity, aesthetic and moral concepts are developed. Therefore, the most important task of a kindergarten is to cultivate in children an interest and love for the artistic word.

The teacher’s knowledge of the content of the tasks is of great methodological importance, since the correct organization of work on speech development and teaching the native language depends on it.

2. Methodological principles of speech development

In relation to preschoolers, based on an analysis of research on the problems of speech development of children and the experience of kindergartens, we will highlight the following methodological principles of speech development and teaching their native language.

The principle of the relationship between sensory, mental and speech development of children. It is based on the understanding of speech as a verbal and mental activity, the formation and development of which is closely related to knowledge of the surrounding world. Speech is based on sensory representations, which form the basis of thinking, and develops in unity with thinking. Therefore, work on speech development cannot be separated from work aimed at developing sensory and mental processes. It is necessary to enrich the consciousness of children with ideas and concepts about the world around them; it is necessary to develop their speech on the basis of the development of the content side of thinking.

The principle of a communicative activity approach to speech development. This principle is based on the understanding of speech as an activity involving the use of language for communication. It follows from the goal of developing the speech of children in kindergarten - the development of speech as a means of communication and cognition - and indicates the practical orientation of the process of teaching their native language.

Its implementation involves the development of speech in children as a means of communication both in the process of communication (communication) and in various types of activities.

The principle of development of linguistic flair (“sense of language”). Linguistic flair is an unconscious mastery of the laws of language. In the process of repeated perception of speech and the use of similar forms in his own statements, the child forms analogies at a subconscious level, and then he learns patterns. Children begin to use forms of language more and more freely in relation to new material, to combine elements of language in accordance with its laws, although they are not aware of them (See Zhuikov S.F. Psychology of mastering grammar in the primary grades. - M., 1968. - S. .284.)

Here the ability to remember how words and phrases are traditionally used is manifested. And not only remember, but also use them in constantly changing situations of verbal communication.

The principle of forming elementary awareness of language phenomena. This principle is based on the fact that the basis of speech acquisition is not only imitation, imitation of adults, but also an unconscious generalization of language phenomena. A kind of internal system of rules of speech behavior is formed, which allows the child not only to repeat, but also to create new statements.

The principle of interconnection of work on various aspects of speech, the development of speech as a holistic formation. The implementation of this principle consists in constructing work in such a way that all levels of the language are mastered in their close interrelation. Mastering vocabulary, forming a grammatical system, developing speech perception and pronunciation skills, dialogic and monologue speech are separate, isolated for didactic purposes, but interconnected parts of one whole - the process of mastering the language system.

The principle of enriching the motivation of speech activity. The quality of speech and, ultimately, the measure of learning success depend on the motive, as the most important component in the structure of speech activity. Therefore, enriching the motives of children’s speech activity in the learning process is of great importance. In everyday communication, motives are determined by the child’s natural needs for impressions, active activity, recognition and support. During classes, the naturalness of communication often disappears, the natural communicativeness of speech is removed: the teacher invites the child to answer a question, retell a fairy tale, or repeat something. At the same time, it is not always taken into account whether he has a need to do this. Psychologists note that positive speech motivation increases the effectiveness of classes. Important tasks are the teacher’s creation of positive motivation for every action of the child in the learning process, as well as the organization of situations that create the need for communication. In this case, it is necessary to take into account the age characteristics of children, use a variety of techniques that are interesting for the child, stimulating their speech activity and promoting the development of creative speech skills.

The principle of ensuring active speech practice. This principle finds its expression in the fact that language is acquired in the process of its use and speech practice. Speech activity is one of the main conditions for the timely speech development of a child. Repeated use of linguistic means in changing conditions allows you to develop strong and flexible speech skills and master generalizations. Speech activity is not only speaking, but also listening and perceiving speech. Therefore, it is important to accustom children to actively perceive and understand the teacher’s speech. During classes, various factors should be used to ensure the speech activity of all children: an emotionally positive background; subject-subject communication; individually targeted techniques: extensive use of visual material, gaming techniques; change of activities; tasks related to personal experience, etc.

Following this principle obliges us to create conditions for extensive speech practice for all children in the classroom and in various types of activities.

4. Speech development tools

In the methodology, it is customary to highlight the following means of children’s speech development:

· communication between adults and children;

· cultural language environment, teacher’s speech;

· teaching native speech and language in the classroom;

· fiction;

· various types of art (fine, music, theater).

Let's briefly consider the role of each tool.

The most important means of speech development is communication. Communication is the interaction of two (or more) people aimed at coordinating and combining their efforts in order to establish relationships and achieve a common result (M. I. Lisina). Communication is a complex and multifaceted phenomenon of human life, which simultaneously acts as: a process of interaction between people; information process (exchange of information, activities, results, experience); a means and condition for the transfer and assimilation of social experience; the attitude of people towards each other; the process of mutual influence of people on each other; empathy and mutual understanding of people (B.F. Parygin, V.N. Panferov, B.F. Bodalev, A.A. Leontyev, etc.).

Speech, being a means of communication, appears at a certain stage in the development of communication. The formation of speech activity is a complex process of interaction between a child and people around him, carried out using material and linguistic means. Speech does not arise from the very nature of the child, but is formed in the process of his existence in the social environment. Its emergence and development are caused by the needs of communication, the needs of the child’s life. Contradictions that arise in communication lead to the emergence and development of the child’s linguistic ability, to his mastery of ever new means of communication and forms of speech. This happens thanks to the cooperation of the child with the adult, which is built taking into account the age characteristics and capabilities of the baby.

Analysis of children's behavior shows that the presence of an adult stimulates the use of speech; they begin to speak only in a communication situation and only at the request of an adult. Therefore, the technique recommends talking to children as much and as often as possible.

In preschool childhood, several forms of communication between children and adults consistently appear and change: situational-personal (direct-emotional), situational-business (subject-based), extra-situational-cognitive and extra-situational-personal (M. I. Lisina).

Speech communication in preschool age is carried out in different types of activities: in play, work, household, educational activities and acts as one of the sides of each type. Therefore, it is very important to be able to use any activity to develop speech. First of all, speech development occurs in the context of leading activity. In relation to young children, the leading activity is objective activity. Consequently, the focus of teachers should be on organizing communication with children during activities with objects.

In preschool age, play is of great importance in the speech development of children. Its character determines speech functions, content and means of communication. All types of play activities are used for speech development.

The teacher’s participation in children’s games, discussion of the concept and course of the game, drawing their attention to the word, a sample of concise and precise speech, conversations about past and future games have a positive effect on children’s speech.

Outdoor games influence the enrichment of vocabulary and the development of sound culture. Dramatization games contribute to the development of speech activity, taste and interest in artistic expression, expressiveness of speech, artistic speech activity.

Didactic and printed board games are used to solve all speech development problems. They consolidate and clarify vocabulary, the skills of quickly choosing the most suitable word, changing and forming words, practice composing coherent statements, and develop explanatory speech.

Communication in everyday life helps children learn the everyday vocabulary necessary for their life, develops dialogical speech, and fosters a culture of speech behavior.

Communication in the process of labor (everyday, in nature, manual) helps to enrich the content of children's ideas and speech, replenishes the dictionary with the names of tools and objects of labor, labor actions, qualities, and results of labor.

Communication with peers has a great influence on children’s speech, especially from 4–5 years of age. When communicating with peers, children more actively use speech skills. The greater variety of communicative tasks that arise in children’s business contacts creates the need for more diverse speech means. In joint activities, children talk about their plan of action, offer and ask for help, involve each other in interaction, and then coordinate it.

Thus, communication is the leading means of speech development. Its content and forms determine the content and level of children's speech.

However, an analysis of practice shows that not all educators know how to organize and use communication in the interests of children’s speech development. An authoritarian style of communication is widespread, in which instructions and orders from the teacher predominate. Such communication is formal in nature and devoid of personal meaning.

The means of speech development in a broad sense is the cultural language environment. Imitating the speech of adults is one of the mechanisms for mastering the native language. It should be borne in mind that by imitating those around them, children adopt not only all the subtleties of pronunciation, word usage, and phrase construction, but also those imperfections and errors that occur in their speech. Therefore, high demands are placed on the teacher’s speech: content and at the same time accuracy, logic; appropriate for the age of the children; lexical, phonetic, grammatical, orthoepic correctness; imagery; expressiveness, emotional richness, richness of intonation, leisurelyness, sufficient volume; knowledge and compliance with the rules of speech etiquette; correspondence between the teacher’s words and his deeds.

In the process of verbal communication with children, the teacher also uses non-verbal means (gestures, facial expressions, pantomimic movements). They perform important functions: they help to emotionally explain and remember the meaning of words.

One of the main means of speech development is training. This is a purposeful, systematic and planned process in which, under the guidance of a teacher, children master a certain range of speech skills and abilities.

The most important form of organizing speech and language teaching in the methodology is considered to be special classes in which certain tasks of children’s speech development are set and purposefully solved.

The need for this form of training is determined by a number of circumstances.

Without special training sessions, it is impossible to ensure the speech development of children at the proper level. In-class training allows you to complete the tasks of all sections of the program. There is not a single section of the program where there is no need to organize the entire group.

Classes help to overcome spontaneity, solve problems of speech development systematically, in a certain system and sequence.

Classes help realize the possibilities of speech development in preschool childhood, the most favorable period for language acquisition.

Team training increases the overall level of their development.

The peculiarity of many classes in the native language is the internal activity of children: one child tells, the others listen, outwardly they are passive, internally active (they follow the sequence of the story, empathize with the hero, are ready to complement, ask, etc.). Such activity is difficult for preschool children, since it requires voluntary attention and inhibition of the desire to speak out.

Types of classes in the native language.

Classes in the native language can be classified as follows: depending on the leading task, the main program content of the lesson:

· classes on the formation of a dictionary (inspection of the premises, familiarization with the properties and qualities of objects);

· classes on the formation of the grammatical structure of speech (didactic game “Guess what is missing” - the formation of plural nouns of the gender case);

· classes on developing the sound culture of speech (teaching correct sound pronunciation);

· classes on teaching coherent speech (conversations, all types of storytelling),

· classes on developing the ability to analyze speech (preparation for learning to read and write),

· classes on familiarization with fiction.

Depending on the use of visual material:

· classes in which objects of real life are used, observations of phenomena of reality (examination of objects, observations of animals and plants, excursions);

· classes using visual aids: with toys (looking at, talking about toys), pictures (conversations, storytelling, didactic games);

· activities of a verbal nature, without relying on clarity (general conversations, artistic reading and storytelling, retelling, word games).

Close to this is the classification according to didactic purposes (based on the type of school lessons) proposed by A. M. Borodich:

· classes on communicating new material;

· classes to consolidate knowledge, skills and abilities;

· classes on generalization and systematization of knowledge;

· final, or accounting and verification, classes;

· combined classes (mixed, combined).

Complex classes have become widespread. An integrated approach to solving speech problems, an organic combination of different tasks for the development of speech and thinking in one lesson are an important factor in increasing the effectiveness of learning. Complex classes take into account the peculiarities of children’s mastery of language as a unified system of heterogeneous linguistic units. Only the interconnection and interaction of different tasks lead to correct speech education, to the child’s awareness of certain aspects of language.

Combining tasks in a complex lesson can be carried out in different ways: coherent speech, vocabulary work, sound culture of speech; coherent speech, vocabulary work, grammatical structure of speech; coherent speech, sound culture of speech, grammatically correct speech.

Complex solution of speech problems leads to significant changes in the speech development of children. The methodology used in such classes ensures a high and average level of speech development for the majority of students, regardless of their individual abilities.

Integrative classes, built on the principle of combining several types of children's activities and different means of speech development, received a positive assessment in practice. As a rule, they use different types of art, the child’s independent speech activity, and integrate them according to a thematic principle. For example: 1) reading a story about birds, 2) group drawing of birds and 3) telling children stories based on the drawings.

Based on the number of participants, we can distinguish frontal classes, with the whole group (subgroup) and individual ones.

The structure of the lesson should be clear. It usually has three parts - introductory, main and final. In the introductory part, connections are established with past experience, the purpose of the lesson is communicated, and appropriate motives for upcoming activities are created, taking into account age. In the main part, the main objectives of the lesson are solved, various teaching techniques are used, and conditions are created for active speech activity of children. The final part should be short and emotional. Its goal is to consolidate and generalize the knowledge gained in the lesson. Artistic expression, listening to music, singing songs, round dancing and outdoor games, etc. are used here.

Fiction is the most important source and means of developing all aspects of children's speech and a unique means of education. It helps to feel the beauty of the native language and develops figurative speech. The development of speech in the process of familiarization with fiction occupies a large place in the general system of working with children. On the other hand, the impact of fiction on a child is determined not only by the content and form of the work, but also by the level of his speech development.

Fine arts, music, theater are also used for the benefit of children's speech development. The emotional impact of works of art stimulates language acquisition and creates a desire to share impressions. Methodological studies show the possibilities of the influence of music and fine arts on the development of speech. The importance of verbal interpretation of works and verbal explanations to children for the development of imagery and expressiveness of children's speech is emphasized.

Thus, various means are used to develop speech. The effectiveness of influencing children's speech depends on the correct choice of means of speech development and their relationship. In this case, a decisive role is played by taking into account the level of development of children’s speech skills and abilities, as well as the nature of the language material, its content and the degree of proximity to children’s experience.

5. Methods and techniques for speech development

The method of speech development is defined as a way of activity of the teacher and children, ensuring the formation of speech skills and abilities.

Methods and techniques can be characterized from different points of view (depending on the means used, the nature of the cognitive and speech activity of children, the section of speech work).

Generally accepted in the methodology (as in preschool didactics in general) is the classification of methods according to the means used: visualization, speech or practical action. There are three groups of methods - visual, verbal and practical. This division is very arbitrary, since there is no sharp boundary between them. Visual methods are accompanied by words, and verbal methods use visual techniques. Practical methods are also associated with both words and visual material. The classification of some methods and techniques as visual, others as verbal or practical depends on the predominance of visibility, words or actions as the source and basis of the statement.

Visual methods are used more often in kindergarten. Both direct and indirect methods are used. The direct method includes the observation method and its varieties: excursions, inspections of the premises, examination of natural objects.

Indirect methods are based on the use of visual clarity. This is looking at toys, paintings, photographs, describing paintings and toys, telling stories about toys and paintings. They are used to consolidate knowledge, vocabulary, develop the generalizing function of words, and teach coherent speech. Indirect methods can also be used to get acquainted with objects and phenomena that cannot be encountered directly.

Verbal methods are used less frequently in kindergarten: reading and storytelling of works of art, memorization, retelling, general conversation, storytelling without relying on visual material. All verbal methods use visual techniques: showing objects, toys, paintings, looking at illustrations, since the age characteristics of young children and the nature of the word itself require visualization.

Practical methods are aimed at using speech skills and abilities and improving them. Practical methods include various didactic games, dramatization games, dramatizations, didactic exercises, plastic sketches, and round dance games. They are used to solve all speech problems.

Depending on the nature of children’s speech activity, reproductive and productive methods can be roughly distinguished.

Reproductive methods are based on reproducing speech material and ready-made samples. In kindergarten, they are used mainly in vocabulary work, in the work of educating the sound culture of speech, and less in the formation of grammatical skills and coherent speech. Reproductive methods can conditionally include methods of observation and its varieties, looking at pictures, reading fiction, retelling, memorizing, games-dramatization of the content of literary works, many didactic games, i.e. all those methods in which children master words and the laws of their combination, phraseological phrases, some grammatical phenomena, for example, the management of many words, master by imitation of sound pronunciation, retell close to the text, copy the teacher’s story.

Productive methods involve children constructing their own coherent utterances, when the child does not simply reproduce the language units known to him, but selects and combines them in a new way each time, adapting to the communication situation. This is the creative nature of speech activity. From this it is obvious that productive methods are used in teaching coherent speech. These include generalizing conversation, storytelling, retelling with text restructuring, didactic games for the development of coherent speech, modeling method, creative tasks.

Depending on the task of speech development, methods of vocabulary work, methods of educating the sound culture of speech, etc. are distinguished.

Methodological techniques for developing speech are traditionally divided into three main groups: verbal, visual and playful.

Verbal techniques are widely used. These include speech pattern, repeated speaking, explanation, instructions, assessment of children's speech, question.

A speech model is a teacher’s correct, pre-thought-out speech activity, intended for children to imitate and guide them. The sample must be accessible in content and form. It is pronounced clearly, loudly and slowly. Since the model is given for imitation, it is presented before the children begin their speech activity. But sometimes, especially in older groups, a model can be used after children’s speech, but it will not serve for imitation, but for comparison and correction.

Repeated pronunciation is the deliberate, repeated repetition of the same speech element (sound, word, phrase) with the aim of memorizing it. In practice, different repetition options are used: behind the teacher, behind other children, joint repetition of the teacher and children, choral repetition. It is important that repetition is not forced, mechanical, but is offered to children in the context of activities that are interesting to them.

Explanation - revealing the essence of certain phenomena or methods of action. Widely used to reveal the meanings of words, to explain the rules and actions in didactic games, as well as in the process of observing and examining objects.

Directions – explaining to children the method of action to achieve a certain result. There are instructional, organizational and disciplinary instructions.

Assessment of child speech is a motivated judgment about a child’s speech utterance, characterizing the quality of speech activity. The assessment should not only be of a stating nature, but also educational. The assessment is given so that all children can focus on it in their statements. Assessment has a great emotional impact on children.

A question is a verbal address that requires an answer. Questions are divided into main and auxiliary. The main ones can be ascertaining (reproductive) - “who? What? Which? which? Where? How? Where?" and search, requiring the establishment of connections and relationships between phenomena - “why? For what? how are they similar? Auxiliary questions can be leading and suggestive.

Visual techniques - showing illustrative material, showing the position of the organs of articulation when teaching correct sound pronunciation.

Game techniques can be verbal and visual. They arouse the child’s interest in activities, enrich the motives of speech, create a positive emotional background of the learning process and thereby increase children’s speech activity and the effectiveness of classes. Gaming techniques meet the age characteristics of children and therefore occupy an important place in native language classes in kindergarten.

In preschool pedagogy, there are other classifications of teaching methods. Thus, depending on their role in the learning process, direct and indirect methods are distinguished. All of the above verbal techniques can be called direct, and a reminder, remark, remark, hint, advice - indirect.

In the real pedagogical process, techniques are used comprehensively. So, in a generalizing conversation, various types of questions, showing objects, toys, paintings, playing techniques, artistic expression, evaluation, and instructions can be used. The teacher uses different techniques depending on the task, the content of the lesson, the level of preparedness of the children, their age and individual characteristics.

Questions

1. How did the methodology change the understanding of the goals and objectives of children’s speech development?

2. On what basis are the tasks of children’s speech development identified?

3. What are the features of the tasks of familiarization with fiction and preparation for literacy training? How are they related to the tasks of children’s speech development?

4. What tasks of speech development are leading in different age groups?

5. What are the teaching principles? How are they related to general didactic principles? How do teaching principles determine the content, means and methods of speech development? Give examples.

6. Define the speech development program.

7. What is the scientific basis of the speech development program for preschoolers?

8. Why is communication the main means of children’s speech development?

9. Under what conditions does communication become a means of developing children’s speech?

10. What role does a child’s communication with peers and children of other ages play in the development of speech compared to communication with adults?

11. Why is speech training necessary in special classes in a preschool?

12. What are the uniqueness and features of speech development classes in different age groups?

13. How is the relationship between various means of speech development manifested in the holistic pedagogical process?

14. Why is it necessary to characterize methods of speech development from the point of view of the nature of children’s speech activity? Why are productive methods needed?

CHILDHOOD GUIDE

Quite often, when writing a plan or outline of a GCD, teachers experience difficulties in formulating tasks.

What to consider?

When formulating the objectives of educational activities in accordance with the Federal State Educational Standard for Preschool Education, it is necessary to remember that one of the basic principles of preschool education is the personal developmental and humanistic nature of the interaction between the teacher and children. This means that the child is recognized as a full participant in educational relations and an active subject in choosing the content of his education.

The main form of organization of the modern educational process is the joint activity of the teacher and the child.

Thus, if in joint activities the teacher and the child act as equal participants in the educational process, then tasks must be formulated based on the position of the partner . Therefore, the verb “teach” should be excluded from the formulations, and it would be more appropriate to use the verbs “promote”, “form”, “enrich”, “develop”, “activate” and others.

Below are examples of modern formulations of tasks in the educational field “Speech development” and for each age period of preschoolers - junior, middle, senior (5-7 years).

Objectives of the educational field “Speech development”

1. Objective according to the Federal State Educational Standard for Additional Education: Proficiency in speech as a means of communication and culture

Subtasks:

Junior preschool age:

- develop the ability to ask, answer, request, make a remark;

— introduce images of addressing adults and peers;

— promote friendly communication with peers;

— develop the need to share your impressions with adults and peers.

Middle preschool age:

— discuss with children information about objects, phenomena, events that go beyond the boundaries of their familiar immediate environment;

— develop the ability to take initiative in communication;

— to develop the ability of preschool children to establish contacts with each other through verbal interaction.

Senior preschool age:

— develop the motivational-need sphere in communication;

— form communicatively appropriate speech;

— develop the ability to communicate in pairs, groups, and teams;

— create conditions for the child’s independence and activity in speech activity.

1. Task according to the Federal State Educational Standard for Preschool Education: Enrichment of the active vocabulary

Subtasks:

Junior preschool age:

— encourage you to name an object, thing, toy, their qualities, properties, possible actions;

— develop an understanding of the meanings of generalizing words and the ability to use them in speech (toys, vegetables, furniture, etc.);

— enrich children's vocabulary by deepening their understanding of the surrounding reality.

Middle preschool age:

— to develop the ability to understand polysemantic words, the compatibility of different words (“it’s coming” - about a person, a train, a film, rain);

— clarify general concepts (toys, vegetables, furniture, etc.);

— expand your understanding of synonyms and antonyms;

- promote mastery of different methods of word formation;

- promote the use of the most common adjectives, verbs, adverbs, and prepositions in speech.

Senior preschool age:

— intensify the use of antonyms, synonyms, homonyms in speech;

— continue to introduce the meanings of polysemantic words;

— activate children's vocabulary with adjectives characterizing the properties and qualities of objects, adverbs denoting relationships between people;

- to develop the ability to use words in speech in strict accordance with the meaning.

1. Objective according to the Federal State Educational Standard for Preschool Education: Development of coherent, grammatically correct dialogical and monologue speech.

Subtasks:

Junior preschool age:

— to promote children’s ability to coordinate adjectives with nouns in gender, number, case, and to use nouns with prepositions;

— introduce verbal vocabulary;

— introduce simple declarative and interrogative sentences;

— to develop the ability to reproduce the text of a familiar fairy tale or short story, first according to questions from an adult, then together with him;

— promote the formation of dialogical communication;

— engage in conversation while looking at objects, paintings, illustrations, observing living objects, after watching plays and cartoons;

— lead children to compose stories from personal experience.

Middle preschool age:

— continue to develop the ability to coordinate words in a sentence, correctly use prepositions in speech, form the plural form of nouns denoting baby animals;

— promote the development of dialogical speech;

— introduce the basic rules of dialogue (the ability to listen and understand the interlocutor, formulate and ask questions, build an answer in accordance with what is heard);

— continue to develop skills in retelling and writing short stories;

— promote the inclusion of elements of reasoning in the formation of descriptive speech;

— continue to develop narrative speaking skills;

— introduce the composition of a coherent statement (beginning, middle, end).

Senior preschool age:

- promote the correct use of prepositions expressing spatial relationships (on, in, behind, from, under, between, in front, etc.); - help form nouns in the plural, genitive plural;

— develop the ability to use verbs in the imperative mood;

- to form an active dialogical position of preschoolers (initiative in questions, readiness to answer, ability to hear and understand the interlocutor); — create conditions for enhancing dialogical communication among preschoolers; - practice the ability to intonationally reflect the purpose of the statement;

— develop the ability to construct not only simple common, but also complex sentences of various types;

— develop the ability to construct different types of statements (description, narration, reasoning);

— improve the ability to use direct and indirect speech; - create a cultural speech environment in the child’s environment and promote the activation of children’s speech;

— help to master forms of speech etiquette.

1. Objective according to the Federal State Educational Standard for Additional Education: Development of speech creativity.

Subtasks:

Junior preschool age:

— enrich children's knowledge about the surrounding reality;

— enrich the experience of perception of small folklore forms;

— to form an emotional response to artistic images in literary and folklore works.

Middle preschool age:

- promote the development of artistic perception;

- to develop the ability to feel the artistic form, melody and rhythm of the native language;

- encourage word creation as one of the most important features of a child’s speech development;

- promote the writing of short fairy tales and stories on a given topic;

- continue to introduce different genres of literature and their specific features.

Senior preschool age:

- develop the ability to compose short stories of a creative nature on a topic proposed by the teacher; based on a nursery rhyme, riddle, song; come up with unusual endings to familiar fairy tales; connect plots of works of different genres;

- continue to improve the ability to select comparisons, epithets, synonyms, antonyms, rhymes for words and phrases;

— improve children’s understanding of the features of the genre of literary works;

— to intensify the inclusion of new actions in the dialogue of characters and the transmission of improvised dialogue with different intonations.

1. Objective according to the Federal State Educational Standard for Additional Education: Development of sound and intonation culture of speech, phonemic hearing.

Subtasks:

Junior preschool age:

— develop the ability to clearly pronounce vowels (a, u, i, o, e) and some consonant sounds in words: p – b; t – d; k - g; f - v; t - s - z - c;

— develop the correct speech rate and voice strength;

- develop intonation expressiveness;

- develop phonemic awareness.

Middle preschool age:

— reinforce correct pronunciation

vowels and consonants;

— practice the pronunciation of whistling, hissing and sonorant sounds;

— develop phonemic awareness: learn to distinguish by ear and name words that begin with a certain sound;

— develop intonation expressiveness of speech.

Senior preschool age:

— continue to consolidate clear pronunciation of sounds;

- to develop the ability to distinguish by ear and clearly pronounce consonant sounds similar in articulation and sound: s - z, s - c, sh - zh, ch - c, s - sh, zh - z, l - r.

- continue to develop phonemic awareness;

- develop the ability to determine location

sound in a word (beginning, middle, end);

- improve intonation expressiveness of speech.

1. Objective according to the Federal State Educational Standard for Preschool Education: Acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature

Subtasks:

Junior preschool age:

— to develop interest in fiction;

- develop emotional responsiveness to a work of art;

- introduce literary texts of various genres (fairy tale, poem, story).

Middle preschool age:

- develop the ability to perceive a literary work, the desire to respond emotionally to the events described;

- draw attention to the content of the work; to the auditory perception of the form of the work (poetry, prose), to some features of the literary language (comparisons, epithets);

- develop the ability to analyze a work of art using questions.

Senior preschool age:

— to develop the ability, based on an analysis of the characters’ actions, to express one’s emotional attitude towards them;

- develop the ability to determine the genre of a work (poem, story, fairy tale);

- promote the perception of the most striking examples of language figurativeness (definitions, comparisons, metaphors);

- enrich literary experience in order to understand the idea of ​​the work, the actions of the characters, the motives of their behavior;

- improve the holistic perception of literary works in the unity of their content and artistic form.

1. Task according to the Federal State Educational Standard for Preschool Education: Formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.

Subtasks:

Junior preschool age:

- lead to an understanding of the terms “sound”, “word”;

— develop the ability to listen to the sound of words;

- develop auditory perception.

Middle preschool age:

- develop phonemic awareness: distinguishing by ear and naming words with a certain sound;

- consolidate the pronunciation of all sounds of the language;

- continue to introduce the terms “word”, “sound”;

- to form knowledge that words consist of sounds, sound different and similar, that the sounds in a word are pronounced in a certain sequence;

- to develop the ability to distinguish between hard and soft consonants by ear, to identify and pronounce the first sound in a word in isolation, to name words with a given sound;

- pay attention to the duration of the sounds of words (short and long).

Senior preschool age:

- continue to develop the ability to analyze words of different sound structures;

- promote the ability to highlight verbal stress and determine its place in the structure of the word;

— to activate the ability to qualitatively characterize the sounds being distinguished (vowels, hard consonant, soft consonant, stressed vowel, unstressed vowel sound);

— promote the correct use of relevant terms;

- develop the ability to divide two-syllable words into syllables, compose words from syllables, divide three-syllable words with open syllables into syllables.

- promote the understanding that speech consists of sentences, a sentence - of words, words - of syllables and sounds.

Dear teachers! If you have questions about the topic of the article or have difficulties in working in this area, then write in the comments . I'll definitely help.

Golovina Bela Gennadievna, site administrator, candidate of pedagogical sciences
Formation of communicatively expedient speech in preschoolers Speech development of preschoolers by age Modern types and methods of speech interaction when perceiving a picture Planning for the development of speech in preschoolers >

Work with preschoolers on speech development in a preschool educational organization

 The article is devoted to the forms and methods of work on the speech development of preschool children, which a teacher in a preschool educational organization can use in his work.

Key words: speech development, goals, objectives, conditions for speech development, subject-spatial environment, methods, techniques, forms, diagnostics, cooperation with parents, fine motor skills, origami, mnemonic tables, scoring cartoons, theater

Formation of a child’s correct speech is one of the main tasks of preschool education. However, a dynamic analysis of the practical situation over the past few years indicates an annual increase in the number of preschool children with speech disorders.

In this regard, the teachers of our preschool educational institution, and therefore me personally, were faced with the question of creating optimal psychological and pedagogical conditions for the full speech development of children in the group. In order to achieve a purposeful step-by-step solution to this problem, I annually include tasks for the speech development of preschoolers in my annual plan. Solving the assigned tasks is carried out through various activities with children, teachers and parents. There is only one goal: to find effective methods to improve the quality of children’s speech development. Consistency in the actions of the teacher, specialists and parents will help improve the quality and efficiency of work on the development of speech in preschoolers with maximum consideration of the individual characteristics of each child. For the full development of children’s speech, I try to create the following conditions in my group:

− developing subject-spatial environment (speech corner, fiction corner);

− I purposefully work on children’s speech development in all types of children’s activities;

− I am increasing my competence in matters of speech development of preschool children (I study literature on this issue, attend webinars);

− I monitor the state of children’s oral speech;

− I provide consultations for parents on speech education of children.

“A child will not speak in empty walls,” E. I. Tikheeva noted at one time. When saturating a group space, I take care, first of all, that children can satisfy their important life needs in cognition, movement and communication in a group. My group has visual, game and demonstration material that provides a higher level of cognitive development for children and provokes speech activity.

In order to create an effectively developing subject-spatial environment, a speech corner has been created in the group. A variety of practical material for organizing speech games and activities has been accumulated and systematized: manuals for articulation exercises, sets of finger games, toys for the development of correct speech exhalation, thematic albums, games for enriching vocabulary, the formation of grammatical structure, coherent speech, the development of phonemic hearing and fine motor skills.

In all classes I pay great attention to the development of vocabulary, I carry out vocabulary work to learn new words. Systematic work is carried out on the formation of coherent speech and the development of grammatical categories. We are constantly working on the sound culture of speech, both in classes and during routine moments. During music lessons, together with the music director, we work on intonation expressiveness, clear diction, and breathing. Daily articulation and finger exercises are reflected in my calendar plans.

I use a variety of methods and techniques, forms of work that stimulate children’s speech activity. This includes the creation of problematic situations in which the child would need to speak out (express his request, opinion, judgment, etc.), solving speech logical problems, mini-experiments on logical problems, dramatization games, composing riddles, pure jokes , the use of supporting diagrams and pictures in teaching storytelling, inventing stories, talking about personal impressions, conversations based on what they read, etc. In order to improve my own competence in matters of children’s speech development, I participate in activities:

− Teacher councils, master classes.

− I get acquainted with modern methods and technologies for the development of speech by V. V. Gerbov, O. S. Ushakova on the formation of coherent speech and fine motor skills of the hands; about age-related patterns of speech development; on the prevention of speech disorders in children of primary preschool age.

− I take part in competitions.

− Pedagogical projects.

To study the state of oral speech of preschool children, I conduct diagnostics of children’s speech development. In my work I use diagnostic material by Yu. V. Karpova “Pedagogical diagnostics of the individual development of a child 3–7 years old. Toolkit".

Work on speech development is not possible without cooperation with parents.

Organizing work with parents aimed at developing the correct speech education of a child in the family is a necessary condition for creating a unified speech space. I increase the pedagogical competence of parents in matters of the child’s speech development, encouraging them to take action on the general and speech development of the child in the family through:

− Design of an information stand for parents...

− Consultations: “The speech environment in the family and its influence on the development of the child’s speech”, “The role of parents in the development of children’s speech”, familiarization with the characteristics of the speech development of children of a certain age, “Playing with fingers”, “The influence of speech disorders on school learning, on formation of a child’s personality”, etc.

− Individual conversations with parents based on the results of an examination of children’s speech.

− Consulting parents of children with problems in speech development (recommendations for visiting specialists: speech therapist, child psychoneurologist, referral to primary medical care).

− Practical advice for parents - showing articulation exercises for pronouncing certain sounds, games and exercises to consolidate the material covered.

− Showing open classes on speech development.

− Conducting parent-teacher meetings with the invitation of a speech therapist.

− Joint acquisition and production of games and aids for speech development.

Often children with speech pathology are motorically awkward, their hand movements and fine finger movements are poorly developed, so in my work I pay great attention to the development of fine motor skills: I conduct origami classes, finger exercises, salt dough modeling, etc.

You can develop your child’s active speech by training fine motor skills. It has been established that the development of fine motor skills of the fingers has a positive effect on the functioning of the speech areas of the brain.

Origami is an art close and familiar to children. The ease of paper processing and the interesting, quick results attract children: fold it, iron it, and there it is, a finished toy. With its help you can come up with fairy tales and take part in adventures. During the design process, the child verbally accompanies his actions (explains folding techniques), so children learn to correctly indicate the directions of folding paper (toward, away from, fold opposite corners, find the upper right corner, etc.), consolidate information about the structure of geometric shapes (sides, vertices, diagonals, etc.). Folding the paper is accompanied by the child's comments, whether he is happy or upset. While doing work, children express their attitude towards the subject of the activity. They talk about what they have already done and what remains to be done. Origami develops in children the ability to work with their hands under the control of consciousness.

In the course of studying the art of origami, work on the development of speech occurs; children become familiar with concepts such as “basic shape”, etc., and mathematical terms (“diagonal”, “angle”, “triangle”, etc.). Origami affects the development of fine motor skills and mental processes such as memory, attention, thinking, imagination, and, consequently, the development of intelligence in general. Children not only activate their mental operations, develop memory, thinking, and imagination, but also deepen their knowledge of the world around them and safe behavior, develop motor skills, strengthen artistic skills, and activate the child’s vocabulary.

Folding figures of the living world is accompanied by a story about them. In the process of working on origami, the teacher leads an educational story of different directions, introducing children to the world of animals and plants, various objects and their purposes, provides information on environmental content, information on safe behavior in nature. If children put together an animal figurine, then the teacher teaches the children a caring, but also careful attitude. Tells about their habits and habitat. Having created a figurine, children must play out the game situation they have invented. Thus, the child develops coherent speech and develops imagination.

In my work I use an effective method - mnemonic tables in classes on the development of coherent speech, which allows children to more effectively perceive and process visual information. Mnemonics - translated from Greek - “the art of memorization.” This is a system of methods and techniques that ensure successful memorization, preservation and reproduction of information, knowledge about the characteristics of natural objects, the world around us, effective memorization of the structure of a story, and, of course, the development of speech.

The essence of mnemonic schemes is as follows: for each word or small phrase, a picture (image) is created; thus, the entire text is sketched schematically. Looking at these diagrams - drawings, the child easily reproduces textual information.

To help children master coherent speech and facilitate this process, I use mnemonics.

Mnemonic tables - diagrams serve as didactic material in the development of coherent speech in children. They are used: to enrich vocabulary, when learning to compose stories, when retelling fiction, when guessing and making riddles, when memorizing poetry.

Mnemonic tables are especially effective when learning poems: for each word or small phrase a picture (image) is created; Thus, the entire poem is sketched schematically. After this, the child reproduces the entire poem from memory, using a graphic image. At the initial stage, I offer a ready-made plan - a diagram, and as the child learns, he is also actively involved in the process of creating his own diagram.

If it is difficult for a child to remember the lines of a poem, then with figurative pictures drawn for it, the efficiency of memorization increases by an order of magnitude. Establishing a semantic connection between a word or sentence and a picture helps the child understand the meaning of the poem, remember key rhyming words, and maintain the sequence of actions and events.

In my work I use a gaming technique that does not leave any child indifferent: voicing cartoons. In the process of dubbing cartoons, communication skills are developed and the ability to interact with a partner is improved. The importance of theatrical play for speech development is great (improving dialogues and monologues, mastering the expressiveness of speech). Theatrical play is a means of self-expression and self-realization for a child. I use all types of theater: table theater, hand theater, flat theater, soft toys, puppet theater, finger theater. Together with the children we make figures for a finger theater. While making a figurine, the child comments on his actions, and having done so, he comes up with many fairy tales. The child's speech is developing.

Of course, these are just a few of the games and techniques that I use to develop children's speech. We teachers need to remember that the choice of forms of work is made by the teacher independently, should be based on age-appropriate forms of work with children and depends on the number of students, the equipment of the preschool organization, cultural and regional characteristics, the specifics of the preschool organization, and the experience and creative approach of the teacher.

Literature:

1. Eltsova O. M. Organization of full-fledged speech activity in kindergarten / O. M. Eltsova, N. N. Gorbachaya, A. N. Terekhova - St. Petersburg: DETSTVO-PRESS, 2011. - 192 p.
2. Karpova Yu. V., Pedagogical diagnostics of individual development of a child 3–7 years old. Methodological manual - Ventana-Graf, 2015.
3. Kuzevanova O. V. Forms of organization of communicative activities of preschool children / O. V. Kuzevanova, T. A. Koblova. // Kindergarten: theory and practice - 2012. - No. 6.
4. Omelchenko L. V. The use of mnemonic techniques in the development of coherent speech. // Speech therapist 2010, No. 4, p. 102–115.
5. Ushakova O. S. Theory and practice of speech development in preschoolers. – M.: Sfera, 2010. – 240 p.