Coherent speech is the main achievement in the speech development of preschool children

The coherent speech of a preschooler is a significant indicator of his speech and general development. If a child reveals the meaning well in a conversation, logically and consistently talking about something, then adults note that he speaks coherently and coherently. At the same time, do not forget to note the mental development of the baby.

It is gratifying that the ability to speak meaningfully and understandably is developed through training. This means that parents and educators can help a preschooler get comfortable using their native language.

What kind of speech of a preschooler is called coherent?

The coherence of statements is not a randomly occurring characteristic. This is the result of the development of cognitive processes, enrichment of vocabulary and mastery of grammatical fundamentals.

Inspiration

The speech of a preschooler acquires coherence if it is filled with semantic content. And meaning appears only when sentences are constructed using appropriate words and taking into account the rules of grammar.

The first sentence is followed by the second, third... All together they reveal the content of the speaker’s thoughts or intentions.

A simple chain for an adult. But the preschooler has yet to learn to put the need to speak into understandable verbal forms.

Connected speech is a form of oral speech consisting of successive logical statements that reveal the content and meaning of a certain thought.

The development of coherent speech in preschool children is a qualitatively new stage. By learning to express his thoughts logically and consistently, a preschooler acquires the main new development in speech development.

Consideration of the concept of coherent speech

A.V. Tekuchev defines coherent speech as any speech unit that consists of linguistic components, united and interacting with each other using grammatical laws and logic into a single whole.

If we perceive coherent speech this way, then even individual independent sentences also belong to its varieties.

Sokhin F.A. has his own point of view regarding how coherent speech should be defined. In his opinion, speech that simply contains sequential thoughts cannot be considered coherent, even if they are interconnected, the words are chosen correctly and these sentences have the correct structure.

A child’s coherent speech should be the result of investing his entire stock of words and understanding of the grammatical structure of the language into speech. Based on the child’s statements, one can judge how well his speech, as such, is developed.

Stages of formation of coherent speech in preschool age

The formation of speech - not only coherent, but also situational - in a child progresses in stages. Features of the speech development of preschool children are determined by the dominant type of thinking.

At 3-4 years old , a child develops visually effective thinking, and his speech practice is firmly tied to specific objects and situations. The younger preschooler already speaks, but in simple phrases using indefinite forms of pronouns and adverbs (that, there).

Read more about how speech development progresses in children 3-4 years old.

Coherent speech first appears in communication with adults and peers. An important condition for its formation is orientation towards the listener and the desire to speak in such a way that the listener understands.

No matter how small a preschooler is, he is faced with the task of acquiring the skills to clearly express the essence of what worries, interests, and worries him. Only in this way can the communicative function of speech be realized.

Signs of coherence appear due to the filling of the active vocabulary and the initial development of the grammatical structure of oral speech. Skills of free use of words are formed. Fragmentary statements are replaced by more detailed sentences.

There comes a period when we can distinguish two forms of coherent speech in preschoolers:

• contextual;
• explanatory.

By the age of 5, the child begins to compose complex sentences that sound like a set of simple ones. For example, five-year-old Katya enthusiastically describes what she just saw: “The duckling jumped into the water, then he swam, and the mother duck led all the ducklings to the shore.” In such statements, the grammatical structure of speech is already clearly manifested.

At this age, the preschooler describes visual situations well. He uses correct sentence structure and tries to present a complete picture of what he saw or heard about. In this case, the preschooler may “lose” the subject or predicate, but his speech is understandable in this context. Therefore, such speech is called coherent contextual.

A six-year-old child, in accordance with the norms of speech development, must actively use detailed statements and use linguistic means, such as comparisons and epithets. What most children cope with successfully. Their conversations are full of made-up stories.

Lenya says: “Look, I’m jumping like a bunny. It's my birthday, forest dwellers came to visit me and brought me a lot of delicious sweet carrots. And I will treat my guests to what they love.”

The coherent speech of children of senior preschool age is based on imaginative thinking. They imagine images and describe their characteristics, or remember events and give details. Older preschoolers use the most complex form of coherent speech - explanatory. Characteristic features are the logical unification of all parts of the message and the reflection of cause-and-effect relationships.

Features of coherent speech in older preschoolers

Older preschoolers already have a fairly good command of coherent speech.

In order to develop children's thinking abilities, we need to help them form ideas and develop general concepts. This way, children will quickly learn to generalize something, draw independent conclusions, and voice their own conclusions.

At this age, you can already answer the questions posed quite well. Children are able to compose not only short, but also quite detailed answers that are endowed with precise meaning. Children are also starting to formulate their own questions quite well. They can also complement or correct their peer during dialogic communication.

Dialogue and monologue in coherent speech of preschoolers

Language acquisition is realized through two main speech forms: dialogical and monologue.

Dialogical speech is primary in the development of a child. The children's vocabulary consists of a small number of words, and sentences have a simple structure. A preschooler learns to express a request to someone with whom he is working together, learns to answer questions, ask them and perceive the answers.

At first, for many children, even simple treatment seems overwhelming. The adult shows the child an example of how to make a request to a peer, and then encourages him to repeat it. To involve a preschooler in a dialogue, an adult asks him questions, asks him to talk about everyday events (where he was, what he saw, etc.). Thanks to the interlocutor's remarks, the little storyteller develops a coherent description.

Fascinating dialogue

As the child grows up, dialogues become longer and logically connected. When talking with a preschooler, an adult asks him about his impressions, about the qualities of objects or phenomena, trains the ability to give detailed answers, and observe the sequence of remarks. Older preschoolers use a similar practice in communicating with peers.

Monologue speech is a more voluminous and lengthy statement than a dialogue line. A monologue is subject to logic and expresses in detail the thought or opinion of one person. It can take the form of a story about some events. Can describe phenomena or objects. Often sounds like reasoning or persuasion.

The importance of monologue speech for a preschooler lies in the fact that the child learns to adhere to the chosen topic and logically structure his statement. In a monologue there is a “coherence of thoughts”, which ensures the coherence of speech.

Preschoolers begin to use monologue as soon as they become interested in the game. Girls like to talk edifyingly to their dolls, imagining educational moments. Boys can play with a car for a long time and at the same time voice their actions, talk with imaginary fellow travelers, traffic inspectors, etc. Such simple monologues contribute to the formation of coherent speech.

How to determine the level of speech coherence in a child?

To understand how successfully the work on developing coherent speech has been completed, you should check the level of speech coherence. This approach allows you to determine which children need additional classes, and which ones can have more difficult tasks. In general, children’s coherent speech is divided into 3 levels:

1. High level - the child’s vocabulary is quite extensive, he can easily construct sentences that are correct in terms of grammar and logic. A child with high development of coherent speech copes with stories, descriptions and comparisons of objects. His speech is consistent, and the content of his stories is interesting and meaningful.
2. Children with an average level can construct interesting sentences and have high literacy. However, when it comes to stories based on a given plot, problems may arise: a child may make mistakes, and he cannot do without the help of an elder.
3. It is too difficult for children with a low level of speech coherence to construct stories based on plots. Their speech is devoid of logic and consistency; it contains grammatical errors and shortcomings in the semantic aspect.

In order for the formation of coherent speech to occur properly, the learning process must be continuous, and not only teachers, but also parents and loved ones must participate in it. In such classes, you can use different methods, but if they are conducted in a playful way, the information will be absorbed and remembered better. The result of continuous work will be the child’s beautiful, correct and competent speech. And this is one of the most important rewards for parents.

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Techniques for developing coherent speech in preschoolers

A growing child develops internal motives to master their native language better and more deeply. The preschooler is interested in many things, and there is a desire to ask and tell more. There is a need to influence the interlocutor, express your opinion, argue.

This means that the relevance of the development of coherent speech in preschoolers is supported by favorable conditions - an adult offers to help the child learn to speak logically and clearly, to which he receives a lively response.

There are proven methods and techniques that stimulate the speech development of preschool children. These include:

• retelling;
• stories based on pictures;
• writing fairy tales and stories.

Teaching preschoolers retelling

It would seem that retelling is the simplest speech training. You don’t need to invent anything, just remember what the text says and convey it in your own words. But a preschooler doesn’t have that many words in stock!

We read, we retell...

Children's literature is written in accessible language, but necessarily covers the child's vocabulary. Therefore, in order to convey content, children, along with known words, need to use new concepts.

It is even more difficult to adhere to the course of events presented in the plot. A preschooler is required to be able to comprehend what and how is happening to the main characters in order to tell everything coherently.

It is convenient to solve the problem of how to teach a child to retell a text in the following sequence:

• Read an interesting story or fairy tale.
• Clarify the child’s impressions (whether he liked it or not, what characters or events interested him).
• Pay attention to new concepts and talk about them together.
• Invite the preschooler to tell this fairy tale, story (present in a playful way, and not as a retelling task).
• “Do you remember how it all began?” - read the first lines. Typically, the little listener will soon interrupt and begin to convey the content.
• The adult constantly supports the narrator, encourages him to continue with hints: “What happened next?”, “Where did they go?”, “What was it like at that time?”, etc.
• Having completed the retelling, praise the child and pay attention to the moral that is necessarily contained in children's stories: whether this or that hero did well.

The proposed procedure for teaching retelling should be applied when the formation of coherent speech in preschool children is just beginning. Older preschoolers can master independent retellings if they first make a plan of what the story will be about. To tell a story according to plan, it is necessary to highlight several key events in the overall storyline.

Development of coherent speech based on pictures

The skill of coherent statements using visual material is successfully trained. These can be single pictures, as well as a series of images that reflect the development of the plot.

The preschooler is asked to tell:

• What is shown in the picture.
• What events happened before?
• How will the situation develop further?

When using pictures, it should be taken into account that older preschoolers enthusiastically fantasize and use detailed explanations based on images. But the presence of pictures increases the situational nature of speech in younger preschoolers - instead of describing, they can point to the details depicted.

Concept and types of coherent speech. Development of forms of coherent speech

1. Characteristics of the qualities of coherent speech.

2. Types of coherent speech (dialogue, monologue).

3. Age-related features of the development of forms of coherent speech in preschoolers. Features of situational and contextual speech.

1. The concept of “coherent speech” is used in the methodology of speech development in several meanings. Coherent speech, as a complex of speech skills and abilities necessary for communication and mutual understanding, is a semantic, detailed statement. Coherent speech is also called one of the complex qualities characterized by a number of features. Speech coherence criteria for preschoolers were developed by O.S. Ushakova. These include:

— meaningfulness (completeness of conveying the content of the text and thoughts);

- logical sequence (the ability to independently start and finish a presentation, move from one part to another without repetition);

— grammatical and phonetic correctness;

— accuracy (selection of words and phrases in accordance with the text or thoughts);

— expressiveness (richness of linguistic means).

The coherence of speech reflects the coherence of thoughts, it manifests the logic of thinking, the ability to understand the surrounding reality. The development of coherent speech is closely related to the improvement of mental processes: perception (the ability to observe, notice features of the surrounding world), memory (preservation of images), thinking (mental operations of comparison, generalization) and attention to the form and content of the statement. It is in the process of developing coherent speech that verbal-logical thinking begins to form in children of senior preschool age.

Coherent speech is the highest achievement of speech development in preschool children. This is the result of the development of all aspects of speech: vocabulary, grammatical structure, sound culture.

Familiarizing children with fiction also plays a major role in the development of coherent speech. A literary work is for preschoolers an example of a coherent statement, from which children first learn to retell and then independently compose texts.

Thus, all tasks of speech development in preschool children find their completion in the development of coherent speech, which is organized according to the laws of logic and grammar and represents a single whole, has completeness, independence and is divided into interconnected parts.

Senior preschool age is a sensitive period for the development of coherent speech, which contributes to the development of intellectual functions of speech (reasoning, explanation, thinking about the plan of expression, searching for ways to express thoughts, etc.). The development of storytelling skills is necessary to prepare for school, since oral, coherent speech is the basis for teaching children written speech.

2. The main types of coherent speech include dialogue and monologue.

Dialogue speech is considered by scientists as the primary form of linguistic communication, which is based on the exchange of statements. It is characterized by such forms as question, answer, comment, addition, explanation, distribution, objection, speech etiquette formulas.

Monologue speech is an extended type of speech, which is characterized by arbitrariness and organization. A monologue is a complete statement in the form of a text, united by a semantic and grammatical connection.

By comparing dialogue and monologue according to various features and characteristics, a number of differences can be identified:

The development of coherent speech in preschool children proceeds from dialogue to monologue. Dialogue is of paramount importance for a child in the sociologization of personality. With proper training in dialogical speech in early preschool age, the child develops the important ability to follow the logic of his narration; this is when the emergence and development of monologue speech occurs.

While exploring the problem of the ontogenesis of dialogue and monologue, Swiss psychologist Jean Piaget discovered and analyzed the phenomenon of egocentric speech . He described it as “speech to oneself” and called it a sign of the immaturity of a child’s thinking. Since the child accompanies his actions with such speech, Piaget concluded that the development of speech proceeds from monologue (ego) to dialogue (socialized speech). Piaget's opponent in the study of the ontogenesis of children's speech was L.S. Vygotsky. He proved in an experiment that a child’s egocentric speech is a temporary phenomenon.

Dialogical speech develops in children in the process of communication with adults and in a group of peers. Monologue speech presupposes the ability to selectively use the most appropriate linguistic means for a given statement and therefore requires special training.

3. When analyzing the age-related characteristics of coherent speech in preschool children, it is necessary to consider the relationship between situational and contextual speech. These two types of speech were identified by S.Ya. Rubinstein, depending on the nature of the connection with the external objective plane, the communication situation.

Situational speech is typical for young children. Its content is understandable to others only if they are familiar with the situation about which the child is speaking. Such speech is incoherent and lacks semantic integrity. At first, the child’s situational speech reflects the immediate reality, the situation in which the child finds himself. This colloquial speech is directed at the interlocutor and expresses a request, desire, question, that is, the situational form corresponds to the main content and purpose.

But as the content and function of speech changes, the child, in the process of learning, masters contextual speech , which can be understood in a certain context of communication. When a child develops contextual speech, it does not supplant situational speech. A child, like an adult, uses one or the other, depending on the content and nature of communication. They switch to contextual speech when a coherent presentation of a topic that goes beyond the boundaries of the situation is required.

There are four stages in the development of coherent speech in children.

Stage I – preparatory (first year of life). It is characterized by the maturation of the speech centers of the cerebral cortex, the improvement of the functions of the speech organs, the development of speech hearing and the articulatory apparatus.

Stage II – development of speech understanding (second year of life). First, the child correlates the word with an emotional experience, with an object, with an action, with the place where the object is located, and with the situation associated with it. Then the meaning of the word is differentiated and the connection between the sound and visual image is consolidated. By the age of two, communication between an adult and a child is based on understanding speech. The child understands speech addressed to him well at the everyday level, knows the names of many objects, follows simple and two-step instructions, and is active in verbal communication. Children often use facial expressions, gestures, movements and various onomatopoeias when communicating. The so-called autonomous speech is formed, which serves as a preparatory stage in the development of independent speech. Autonomous speech consists of onomatopoeic words, with which the child replaces literary words that are difficult to pronounce (bi-bi, lalya, kitty, tu-tu).

Stage III – development of phrasal speech. This is the stage at which the dialogue begins to develop. By the end of the second year of life, speech becomes the main means of communication. Dialogue with children is most often carried out in question-and-answer form. Children learn to answer simple questions: who is this? What? Which? Where? Where? What is he doing? First in one word, then in a phrase of 2-3 words. Dialogues with children are short in time, often situational, related to a specific object, toy. Gradually, the child learns to answer generalized questions when there is no direct indication of the subject: what do you want? What will you play? What book should I read? In the process of dialogue, children develop the function of expressing their thoughts and basic interaction with their interlocutor. Children also use phrasal speech in joint games, commenting on their play actions (feed a doll; garage for a car) or communicating with peers (let's build together).

Stage IV – transition to monologue speech. The first form of monologue that appears in children is message speech. It arises in the process of a detailed answer to any question in 2-3 phrases. At the same time, the child often uses demonstrative pronouns “this”, “there”, replacing nouns and adjectives with them, and there are errors in the sound and grammatical design of speech. According to O.S. Ushakova, the construction of sentences in 90% of cases follows the “subject - predicate” scheme. Children's first monologues are most often associated with a specific situation.

The development of monologue speech in older preschool age is a powerful reserve of their mental development. Teaching children to compose stories of various types is a leading area of ​​work on speech development and in the context of preparing children for school.

Children of the sixth year of life can retell a familiar literary text in accordance with the author’s words, and compose their own story based on a sample. The level of storytelling in many respects (content, verbal format, grammatical correctness and accuracy) increases noticeably. The types of connections between sentences, within sentences and between words become more diverse. Smoothness appears in children's stories, fewer stops, pauses, and hesitations. However, children do not always correctly convey the structure of stories. It is especially difficult for children to write stories with complex plots. In order to talk coherently about something, you need to clearly imagine the object of the story (subject, event), analyze, select basic facts, establish cause-and-effect and temporal relationships between objects and phenomena. Therefore, the content, logic, and consistency of monologue speech are closely related to the intellectual development of children.

Literature

1. Starzhinskaya, N.S. Teaching children to tell / N.S. Starzhinskaya, D.M. Dubinina, E.S. Belko. – Minsk: Adukatsiya i vyhavanne, 2003. – 144 p.

2. Ushakova, O.S. Speech development of preschoolers / O.S. Ushakova. – M.: Publishing House of the Institute of Psychotherapy, 2001. – 240 p.

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Forming coherent speech by writing stories

Essays develop imagery, logic, and expressiveness of statements. By writing stories we mean any stories told by a preschooler.

The more vocabulary a child has, the easier it is for him to express his impressions and fantasies. The finished story contains a number of supporting points, which preschoolers are guided by in the retelling, and in the stories they compose, they freely build all the plot twists.

Story-writing skills begin to develop when the child is asked to describe what he saw on a walk, in the park, or on the playground. Middle-aged and older preschoolers willingly tell episodes from their lives - where they visited, with whom and how they spent time.

The development of coherent speech in preschool children occurs not only in specially organized conditions, when the child is asked to retell, describe, or invent. Every day, in communication and play, children use contextual and explanatory speech, replenish their vocabulary, which increases their speech level.

Types of connected speech

There are two types of connected speech.

The first type is situational. This is speech that is produced based on the current situation. During situational speech, the speaker does not necessarily fully reflect what he thinks.

The second type is contextual. The situation is not taken into account, and the speaker relies only on linguistic means familiar to him.

A child’s coherent speech is a presentation that is conveyed consistently and in detail. There are two types of coherent speech: dialogical speech and monologue speech.