Work experience “Speech development of preschool children in the context of the implementation of the Federal State Educational Standard for Education”

CHILDHOOD GUIDE

In accordance with the Federal State Educational Standard for preschool education , today the first priority is the task of development , which will make the process of learning and upbringing more effective. mindset is a modern strategy for teaching the native language to preschool children.

Objectives of the educational field “Speech Development”: - mastery of speech as a means of communication and culture; — enrichment of the active dictionary; development of coherent, grammatically correct dialogical and monologue speech; — development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; — acquaintance with book culture, children’s literature, listening comprehension of texts of various genres of children’s literature; — formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.

In addition to traditional speech tasks (formation of sound culture of speech, vocabulary work, development of grammatical structure and coherent speech), special attention should be paid to the tasks of: - development of dialogic speech of preschoolers; — development of speech creativity ; — formation of listening comprehension of texts of various genres of children's literature.

Such priorities are not set by chance.

1. Speech is considered as a means of communication . To interact constructively with adults and peers, a child must be fluent in dialogic communication and use all verbal and nonverbal means of this communication. 2. The standard is aimed at developing the creative potential of each child, the formation of creative activity and independence. The task of developing speech creativity in preschool children is to form the position of an active participant in speech interaction. 3. Understanding by ear texts of various genres of children's literature means the perception of these texts . In the process of perceiving a work, the child perceives artistic images in his own way, enriches them with his own imagination, and relates them to his personal experience. The perception of works of art is considered as one of the methods for the formation of a creative personality , which corresponds to the target guidelines of the Federal State Educational Standard for preschool education.

In the section “Speech development” you will find more detailed information in this area.

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.
Educational areas according to Federal State Educational Standards of Education (FSES DO): social and communicative development Technologies for implementing the educational field “Speech Development” Activities of a teacher in the educational field “Speech Development” >

Means for implementing a speech development program in kindergarten

The speech development program is implemented in one or another activity of children (educational, play, work, everyday life).

Since education in the broad sense (and the formation of speech included in this concept) is carried out by adults through some kind of activity, these types of activities can be conditionally called means. Thus, we can consider learning, play, work, household or everyday activities, perception of works of art as means of speech development, that is, any activity if it is led and directed by an adult.

In everyday life, children use speech independently. But if they are left without the guidance of an adult, negative qualities of speech can become entrenched: slang, abusive expressions, rude intonations, primitive vocabulary, grammatical errors, etc. At the same time, poorly organized activities that occur in silence or while passively listening to the instructions of the teacher, will also not have a noticeable effect on children’s speech.

In the context of public education, the leading means of shaping a child’s speech is teaching.

Teaching a native language is a systematic, purposeful process of developing children’s cognitive abilities, their assimilation of a system of basic knowledge about the environment and the corresponding vocabulary, and the formation of speech skills.

The main form of preschool education is classes.

According to didactic goals, the following types of classes in the native language can be distinguished: classes on communicating new material; consolidation of knowledge, skills and abilities; generalization and systematization of knowledge; final or accounting and verification (control); combined (mixed, combined).

In kindergarten, the concept of “new material” for speech development is sometimes relative, since children are faced with those linguistic phenomena that they use every day in their speech (sounds, intonation, grammatical forms, words). And yet we can speak with confidence about presenting new things to children. This is an interpretation, an explanation of familiar facts, the accumulation of new ideas, the formation of new skills. A.P. Usova noted that the ideas that practice introduces into the consciousness and behavior of children seem to be completely familiar to them, but are scattered, random, and interpreted from a child’s point of view. Classes should teach children what to see, how to see, and how to act.

TOPIC 2. TOOLS FOR SPEECH DEVELOPMENT

TOPIC 1. GOAL 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.

In the domestic methodology, one of the main goals of speech development was considered to be the development of the gift of speech, i.e. the ability to express precise, rich content in oral and written speech (Konstantin Dmitrievich Ushinsky).

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.” Correct speech was considered as: a) correct pronunciation of sounds and words; b) correct use of words; c) the ability to correctly change words according to the grammar of the Russian language

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 (Grigory Osipovich Vinokur, Boris Nikolaevich Golovin, Vitaly Grigorievich Kostomarov, Alexey Alekseevich Leontyev). Correct speech is considered necessary, but a lower level, and communicative and expedient speech is considered the highest level of mastery of a literary language. The first is characterized by the fact that the speaker uses linguistic units in accordance with the norms of the language, for example, without socks (and not without socks), putting on a coat (and not wearing them), etc. 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. This refers to the selection of the most appropriate and varied ways of expressing a certain meaning. School methodologists, in relation to school practice of speech development, called this second, highest level good speech.

Signs of good speech are lexical richness, accuracy, and expressiveness.

This approach, to a certain extent, can be used in relation to preschool age; moreover, it is revealed when analyzing modern kindergarten programs and methodological literature on the problems of speech development of children. Speech development is considered as the formation of skills and abilities of precise, expressive speech, free and appropriate use of language units, and adherence to the rules of speech etiquette. 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 on the problems of speech development in recent years, conducted under the leadership of Felix Alekseevich Sokhin , 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.

Let us briefly look at the characteristics of each task. Their content is determined by linguistic concepts and psychological characteristics of language acquisition.

1. Dictionary 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. Its tasks and content are determined taking into account the cognitive capabilities of children and involve mastering the meanings of words at the level of elementary concepts. In addition, it is important that children master the compatibility of a word, its associative connections (semantic field) with other words, and features of use in speech. In modern methods, great importance is attached to the development of the ability to choose the most appropriate words for a statement, to use polysemantic words in accordance with the context, as well as to work on lexical means of expression (antonyms, synonyms, metaphors). Vocabulary work is closely related to the development of dialogic and monologue speech.

2. Nurturing the sound culture of speech is a multifaceted task, which includes more specific microtasks related to the development of perception of the sounds of native speech and pronunciation (speaking, speech pronunciation).

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. Much attention is paid to the culture of speech behavior. The teacher teaches children to use means of sound expressiveness, taking into account the tasks and conditions of communication.

Preschool childhood is the most favorable period for developing the sound culture of speech. Mastery of clear and correct pronunciation should be completed in kindergarten (by age five).

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.

Mastering grammatical structure is very difficult for children, since grammatical categories are characterized by abstractness and abstraction. In addition, the grammatical structure of the Russian language is distinguished by the presence of a large number of unproductive forms and exceptions to grammatical norms and rules.

Children learn grammatical structure practically, by imitating the speech of adults and linguistic generalizations. In a preschool institution, conditions are created for mastering difficult grammatical forms, developing grammatical skills and abilities, and preventing grammatical errors. Attention is paid to the development of all parts of speech, the development of different methods of word formation, and various syntactic structures. It is important to ensure that children freely use grammatical skills and abilities in verbal communication, in coherent speech.

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. For a long time, the methodology has been discussing the question of whether it is necessary to teach children dialogic speech if they master it spontaneously in the process of communicating with others. Practice and special research show that preschoolers need to develop, first of all, those communicative and speech skills that are not formed without the influence of an adult. 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.

It is equally important that in dialogic speech the skills necessary for a more complex form of communication – monologue – are developed. A monologue arises in the depths of a dialogue (Felix Alekseevich Sokhin).

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. All this contributes to the formation of a new attitude towards speech. Speech becomes the subject of children's awareness.

But speech awareness is not only associated with preparation for literacy. Felix Alekseevich Sokhin noted that work aimed at basic awareness of the sounds of speech and words begins long before the preparatory group for school. When learning correct sound pronunciation and developing phonemic hearing, children are given tasks to listen to the sound of words, find the most frequently repeated sounds in several words, determine the location of a sound in a word, and remember words with a given sound. In the process of vocabulary work, children perform tasks to select antonyms (words with the opposite meaning), synonyms (words that are similar in meaning), and look for definitions and comparisons in the texts of works of art. Moreover, an important point is the use of the terms “word” and “sound” in the formulation of tasks. This allows children to form their first ideas about the distinction between words and sounds. In the future, in preparation for learning to read and write, “these ideas deepen, since the child isolates the word and sound precisely as units of speech, and has the opportunity to “hear” their separateness as part of the whole (sentences, words).

Awareness of the phenomena of language and speech deepens children’s observations of language, creates conditions for self-development of speech, and increases the level of control over speech. With appropriate guidance from adults, it helps to foster interest in discussing linguistic phenomena and love for the native language.

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 identification of speech development tasks is conditional; when working with children, they are closely related to each other. These relationships are determined by objectively existing connections between different units of language. By enriching, for example, the dictionary, we simultaneously make sure that the child pronounces words correctly and clearly, learns their different forms, and uses words in phrases, sentences, and in coherent speech. The interrelation of different speech tasks based on an integrated approach to their solution creates the prerequisites for the most effective development of speech skills and abilities.

At the same time, the central, leading task is the development of coherent speech. This is explained by a number of circumstances. Firstly, in coherent speech the main function of language and speech is realized - communicative (communication). Communication with others is carried out precisely with the help of coherent speech. Secondly, in coherent speech the relationship between mental and speech development is most clearly evident. Thirdly, coherent speech reflects all other tasks of speech development: the formation of vocabulary, grammatical structure, and phonetic aspects. It shows all the child’s achievements in mastering his native language.

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.

TOPIC 2. TOOLS FOR SPEECH DEVELOPMENT

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 (Maya Ivanovna 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.).

In Russian psychology, communication is considered as a side of some other activity and as an independent communicative activity. The works of domestic psychologists convincingly show the role of communication with adults in the general mental development and development of the child’s verbal function.

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.

Isolation of an adult from the environment and attempts to “cooperate” with him begin very early in the child. The German psychologist and authoritative researcher of children's speech, William Lewis Stern , wrote back in the last century that “the beginning of speech is usually considered to be the moment when the child first utters sounds associated with the awareness of their meaning and the intention of the message. But this moment has a preliminary history that essentially begins from day one.” This hypothesis has been confirmed by research and experience in raising children. It turns out that a child can distinguish a human voice immediately after birth. He separates the adult's speech from the ticking of the clock and other sounds and reacts with movements in unison with it. This interest and attention to the adult is the initial component of the prehistory of communication.

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 (Maya Ivanovna Lisina).

First, direct emotional communication, and then business cooperation, determine the child’s need for communication. Emerging in communication, speech first appears as an activity divided between an adult and a child. Later, as a result of the child’s mental development, it becomes a form of his behavior. The development of speech is associated with the qualitative side of communication.

In studies conducted under the leadership of Maya Ivanovna Lisina , it was found that the nature of communication determines the content and level of speech development of children.

The characteristics of children's speech are associated with the form of communication they have achieved. The transition to more complex forms of communication is associated with: a) an increase in the proportion of extra-situational statements; b) with an increase in general speech activity; c) with an increase in the share of social statements. In the study by A.E. Reinstein revealed that with a situational-business form of communication, 16.4% of all communicative acts are carried out using non-verbal means, and with a non-situational-cognitive form - only 3.8%. With the transition to non-situational forms of communication, the vocabulary of speech and its grammatical structure are enriched, and the “attachment” of speech to a specific situation decreases. The speech of children of different ages, but at the same level of communication, is approximately the same in complexity, grammatical form and development of sentences. This indicates a connection between the development of speech and the development of communicative activity. It is important to conclude that for the development of speech it is not enough to offer the child a variety of speech material - it is necessary to set before him new communication tasks that require new means of communication. It is necessary that interaction with others enriches the content of the child’s need for communication.

Therefore, the organization of meaningful, productive communication between teachers and children is of paramount importance.

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.

In a creative role-playing game, communicative in nature, differentiation occurs between the functions and forms of speech. Dialogue speech is improved in it, and the need for coherent monologue speech arises. Role-playing contributes to the formation and development of the regulating and planning functions of speech. New needs for communication and leading gaming activities inevitably lead to intensive mastery of the language, its vocabulary and grammatical structure, as a result of which speech becomes more coherent ( Daniil Borisovich Elkonin ).

But not every game has a positive effect on children's speech. First of all, it must be a meaningful game. However, although role-playing game activates speech, it does not always contribute to mastering the meaning of a word and improving the grammatical form of speech. And in cases of relearning, it reinforces incorrect word usage and creates conditions for a return to old incorrect forms. This happens because the game reflects life situations that are familiar to children, in which incorrect speech stereotypes were previously formed. The behavior of children in play and the analysis of their statements allow us to draw important methodological conclusions: children’s speech improves only under the influence of an adult; in cases where “relearning” occurs, you must first develop a strong skill in using the correct designation and only then create conditions for including the word in children’s independent play.

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.

Communication between children of different ages is useful. Association with older children puts children in favorable conditions for the perception of speech and its activation: they actively imitate actions and speech, learn new words, master role-playing speech in games, the simplest types of stories based on pictures, and about toys. The participation of older children in games with younger children, telling fairy tales to children, showing dramatization, telling stories from their experience, inventing stories, acting out scenes with the help of toys contribute to the development of content, coherence, expressiveness of their speech, and creative speech abilities. It should, however, be emphasized that the positive impact of such a union of children of different ages on speech development is achieved only under the guidance of an adult. As the observations of children's speech researcher Lidia Aleksandrovna Penevskaya , if you leave it to chance, elders sometimes become too active, suppress the kids, begin to speak hastily, carelessly, and imitate their imperfect speech.

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. More than 50% of the teacher’s statements do not evoke a response from the children; there are not enough situations conducive to the development of explanatory speech, evidence-based speech, and reasoning. Mastering culture, a democratic style of communication, and the ability to provide so-called subject-subject communication, in which interlocutors interact as equal partners, is the professional responsibility of a kindergarten teacher.

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. Internal mechanisms of speech are formed in a child only under the influence of systematically organized speech of adults ( Nikolai Ivanovich Zhinkin ). 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. The corresponding well-aimed gesture helps to assimilate the meanings of words (round, big) associated with specific visual representations. Facial expressions and phonation help clarify the meaning of words (cheerful, sad, angry, affectionate.) associated with emotional perception; contribute to deepening emotional experiences, memorizing material (audible and visible); help bring the learning environment in the classroom closer to that of natural communication; are role models for children; Along with linguistic means, they perform an important social, educational role ( Ilya Naumovich Gorelov , Russian philologist).

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 role of education in a child’s mastery of his native language was emphasized by Konstantin Dmitrievich Ushinsky, Elizaveta Ivanovna Tikheyeva, Alexandra Platonovna Usova, Evgenia Alexandrovna Flerina and others. Elizaveta Ivanovna Tikheyeva , the first of the followers of K.D. Ushinsky, used the term “native language teaching” in relation to preschool children. She believed that “systematic teaching and methodical development of speech and language should form the basis of the entire system of education in kindergarten.”

From the very beginning of the formation of the methodology, teaching the native language is considered widely: as a pedagogical influence on children’s speech in everyday life and in the classroom (Elizaveta Ivanovna Tikheyeva , Evgenia Aleksandrovna Flerina , later Olga Ilyinichna Solovyova , Alexandra Platonovna Usova , Lidiya Aleksandrovna Penevskaya , Maria Mitrofanovna Konina ). As for everyday life, this refers to promoting the child’s speech development in the joint activities of the teacher with the children and in their independent activities.

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. The teacher purposefully selects the material that children have difficulty mastering and develops those skills and abilities that are difficult to develop in other types of activities. Alexandra Platonovna Usova believed that the learning process introduces qualities into the speech development of children that under normal conditions develop poorly. First of all, these are phonetic and lexico-grammatical generalizations, which form the core of a child’s linguistic abilities and play a primary role in language acquisition, sound and word pronunciation, construction of coherent statements, etc. Not all children spontaneously, without the targeted guidance of an adult, develop language generalizations, and this leads to a lag in their speech development. Some children master only elementary forms of spoken language, find it difficult to answer questions, and cannot tell a story. And on the contrary, in the learning process they acquire the ability to ask questions and tell stories. “Everything that previously belonged to the qualities of a “creative” personality, was attributed to special talent, during training becomes the property of all children” (Alexandra Platonovna Usova) . 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.

During classes, the child’s attention is purposefully fixed on certain linguistic phenomena, which gradually become the subject of his awareness. In everyday life, speech correction does not give the desired result. Children who are carried away by some other activity do not pay attention to speech patterns and do not follow them,

In kindergarten, compared to the family, there is a deficit in verbal communication with each child, which can lead to delays in the speech development of children. Classes, when organized methodically, help to a certain extent compensate for this deficiency.

In the classroom, in addition to the teacher’s influence on the children’s speech, the children’s speech interacts with each other.

Team training increases the overall level of their development.

The originality of classes in the native language . Classes on speech development and teaching the native language differ from others in that the main activity in them is speech. Speech activity is associated with mental activity, with mental activity. Children listen, think, answer questions, ask them themselves, compare, draw conclusions and generalizations. The child expresses his thoughts in words. The complexity of the classes lies in the fact that children are simultaneously engaged in different types of mental and speech activity: speech perception and independent speech operation. They think about the answer, select from their vocabulary the right word that is most suitable in a given situation, form it grammatically, and use it in a sentence and coherent statement.

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.

The effectiveness of classes in the native language is determined by how fully all the program tasks set by the teacher are implemented and ensures that children acquire knowledge and develop speech skills and abilities.