In modern speech therapy, the term “ontogenesis of speech development” is understood as the patterns of mastery of all its components, the peculiarities of the formation of the language system in humans. The beginning is the appearance of the first words, but some experts also include the manifestation of speech reactions (humming, babbling). Understanding these features is important for drawing up correctional speech therapy work and identifying dysontogenesis in a child.
There are several classifications proposed by famous speech therapists and linguists. The most popular periodization was compiled by A. N. Gvozdev, who described in detail the child’s acquisition of parts of speech. They also often refer to the patterns identified by A. N. Leontyev. Based on knowledge of normal speech ontogenesis, speech therapists can determine its impairment in children.
Basic approaches to periodization of a child’s language development
The function of language plays an important role in the mental development of a child, during which cognitive activity and conceptual thinking skills are formed. Full language communication is a necessary condition for normal social human contact, and this, in turn, expands the child’s understanding of life in his environment. A child’s mastery of language to a certain extent regulates his behavior and helps plan appropriate participation in various forms of collective activities. Therefore, pronounced deviations in the development of a child’s speech have the most negative consequences:
- The child’s mental development lags behind;
- The formation of higher cognitive activity slows down;
- There are disturbances in the emotional-volitional sphere, which leads to the formation of special personal characteristics (withdrawal, emotional instability, feelings of inferiority, indecisiveness, etc.);
- There are difficulties in learning to write and read, which reduces the child’s academic performance and often leads to repetition of classes.
Children's language is a special stage in the acquisition of language and speech, the language of children of preschool and primary school age (up to 8-9 years). Attention to the study of children's speech is due to its originality, which reveals the characteristics of the initial stages of the formation and development of language ability, when it is carried out according to special (“non-adult”) rules.
Language acquisition is a long, multi-stage process of development of language ability, during which the child, as a result of processing and organizing language experience, develops several temporary sequential language systems that correspond to the stage of his cognitive development and ensure the realization of his communicative needs. These temporary language systems together constitute some of the stages of language acquisition. In the literature there are descriptions of the stages of language ontogenesis, which are distinguished from different positions. Thus, with any periodization, the problem arises of determining the time boundaries of the stages, since these boundaries are unclear, individual variations are significant, therefore all data on age are approximate. In addition, although the connection of one or another stage with age is important, for example, for determining the boundaries of normality and pathology in the development of a child’s language, even more important is determining the sequence of stages, the order of appearance of certain features of a child’s language.
The most common is to distinguish two age stages in the ontogenesis of speech, which differ significantly in the means of communication used by the child. At the pre-speech stage (in the first year of life) these are vocal reactions (vocalizations) and gestures, and later, after the appearance of the first words and the development of grammar, these are the actual means of speech (N.I. Lepskaya, T.N. Ushakova).
Some researchers consider the first stage of language development to be preparatory and include in it not only the stage of prelinguistic reactions, but also the stage of the appearance of the first words, which differ sharply from the child’s subsequent language; in this case, the preparatory period ends at one and a half or even two years, then the stage of language formation begins (M.I. Lysina, G.L. Rosengart - Pupko).
A.N. Gvozdev identifies the stages of formation of the grammatical structure of the Russian language in a child: 1) the period of sentences consisting of amorphous root words that are always used unchanged (1.3-1.10); 2) the period of mastering the grammatical structure of a sentence, which is associated with the formation of grammatical categories and their external expression (1.10-3); 3) the period of mastering the morphological system of the Russian language, which is characterized by the assimilation of methods of declension and conjugation (3-7).
Patterns of normal speech development according to A. N. Gvozdev
The proposed scheme is based on the peculiarities of the appearance of parts of speech and grammatical categories in children. A. N. Gvozdev distinguishes two stages:
- use of amorphous words;
- mastery of grammatical categories.
When constructing correctional work, speech therapists rely on these patterns of ontogenetic speech development.
Amorphous root words
A. N. Gvozdev begins to consider the acquisition of the native language system from one year and 8 months, when the baby already has his first words. This stage is divided into two sub-periods, each of which has its own characteristics.
- One-word - the baby uses only individual words that act as sentences. Some of them serve to express his desires and feelings. At this time, he actively uses facial expressions and gestures. The first words do not have a clear grammatical form: he uses them in one sound image in different contexts (“bi” - car, driving, etc.).
Most of them are nouns, onomatopoeic complexes and babble. In total, the child’s dictionary during this period contains about 29 such amorphous words. He clearly pronounces vowels, labiolabials, front-lingual, back-lingual, Сь, Ль. The syllabic structure consists of one stressed syllable or two identical ones.
- The second sub-period is characterized by combining words into one phrase, but it is ungrammatical. Indeclinable nouns and verbs appear in the form of the imperative mood (“drink”, “give”, etc.). The syllable structure becomes more complex: the baby learns the pronunciation of two-syllable words. Хь, Ц, И appears, sometimes he may omit a sound at the beginning or end of a word. The baby also masters the pronunciation of consonant clusters that appear in the middle of some words.
During this age period, the prerequisites for the child’s successful mastery of the components of the language system are formed. He begins to use the simplest forms of parts of speech and sounds with simple articulation patterns.
Mastering the grammatical structure of sentences
This long period begins at 1 year 8 months. and lasts up to 6 years. The child masters all grammatical skills; The syllable structure and sound pronunciation are fully formed by the age of 5-6 years. Children are actively engaged in word creation. This phenomenon is caused by attempts to master the norms of the native language without knowing the grammatical rules.
First period
First forms of words (1 year 8 months – 2 years). The baby combines 3-4 words into a sentence. He masters the skill of agreeing a noun in the nominative case with a verb, and the initial signs of adjective subordination appear. Phrase speech itself is characterized by ungrammaticality.
Begins to decline words according to cases (nominative, accusative, prepositional); adds diminutive suffixes; new inflections of verbs appear; often omits prefixes.
During this period, the first adjectives appear, but the child uses them without agreement with the noun. Adverbs and pronouns appear (he speaks about himself in the 3rd person); particles. In three-syllable words the child omits the pre-stressed syllable, but in four-syllable words the syllable structure is most often preserved.
Articulatory structures N, T, D appear. Most of the consonant clusters are replaced by a single phoneme.
Second period
From 2 years to 2 years 6 months. endings are learned and conjunctions are added to sentences. A common mistake is replacing endings and using them within the same meaning. Suffixes, dative and instrumental cases appear. Begins to inflect verbs according to persons and tenses, but can mix gender.
The number of adjectives increases, but when using them, the child violates the norms of agreement. The plural form is used only in the nominative case. Personal pronouns are being learned; adverbs that are used for comparison. More prepositions and complex conjunctions appear.
In complex words, omission of pre-stressed syllables and prefixes is most common. The child often mixes similar phonemes in speech. The sequence of consonants remains unlearned, but he pronounces some groups correctly.
Third period
From 2.6 months By the age of 3 years, the child masters the functional parts of speech. The structure of the sentence becomes more complex, and the skill of subordinating words appears. But the child has not yet mastered the category of gender. Almost all the main case endings have been mastered, but the influence of O is more common in them. Suffixes denoting increase are being mastered.
The child freely uses all forms of reflexive verbs and prefixes. But sometimes he can mix them up. Begins to use coordination skills when constructing sentences. Forms of short participles appear. The child confuses possessive pronouns. Uses prepositions and most conjunctions correctly.
Distortion of syllable structure is rare, most often in unfamiliar words. Articulatory patterns of hissing sounds are formed; the pronunciation of consonant sequences is learned.
The fourth period
At 3-4 years old, agrammatic sentences become less and less common in children’s speech. The child is actively engaged in word creation. The ending -OV continues to influence the declination. Difficulties arise in agreeing neuter adjectives. The comparative degree of adjectives and adverbs, the particle BY, appears. The pronunciation side is fully formed.
Fifth period
The period from 4 to 6 years is characterized by the acquisition of almost all grammatical forms of parts of speech. The child has difficulty making sentences with the word “which”.
The boundaries of all the listed stages are approximate; everything depends on the individual characteristics of the child, on the conditions of the speech environment in which he grows. Thanks to knowledge of the stages of ontogenetic development of speech, it is possible to determine how the process of assimilation of language components proceeds. Taking into account ontogenetic and mental characteristics, speech therapists carry out correctional work.
Stages of language development in a child
A.N. Leontyev notes 4 stages in the formation of a child’s language:
- 1st - preparatory (from birth to 1 year);
- 2nd - preschool (from 1 to 3 years);
- 3rd - preschool (from 3 to 7 years);
- 4th - school (from 7 to 17 years old).
A.A. Leontyev points out that the periods of the following periods or “stages” he allocated are extremely variable (especially up to 3 years of age).
Preparatory stage. When a child is born, he makes a cry. A cry is a child's first vocal reaction. The period of grumbling occurs in all children. Already at 1.5 months, and then at 2-3 months, the child shows his vocal reactions, making sounds such as a-a-b-m-bm, bl, oo-gu, boo, etc. Then they become the basis for the formation of articulate speech. At 4 months - more complex sound combinations: new ones appear, such as rn-agn, la-la-la, rn, etc. The child repeats the same sound several times during the "buzz" as he plays with his articulatory apparatus, having fun. A child gurgles when he is dry, sleepy, well-fed and healthy. When one of the family members is nearby and begins to “talk” to the baby, the child hears the sounds with pleasure and practically “breaks” them. Against the background of positive emotional contact, the baby begins to imitate the adult and tries to diversify his voice with expressive intonations.
To develop “walking” skills, the mother also recommends so-called “visual communication”, in which the child carefully looks at the adult’s facial expressions and tries to reproduce it. O.I. Tikheyeva compares a child during the period of “humming” with a musician tuning his instrument.
With normal development, humming gradually turns into babbling. At 7-8.5 months, children pronounce syllables such as ba-ba, dyad-dya, grandpa, etc., referring them to specific people in their environment. Babbling is not a mechanical transmission of combinations of syllables, but their association with specific persons, objects, and actions. “Ma-ma” (mom) says the child, and this refers specifically to the mother. When communicating with adults, the child gradually tries to imitate intonation, tempo, rhythm, melody, and also reproduce the sound elements of the spoken speech of others. At 8.5-9 months, babbling is modulated by a variety of intonations. At 9-10 months, the volume of babbling words increases as the child tries to repeat after adults.
Thus, in infancy, the child does not yet use the appropriate linguistic means to express his feelings and needs, and the first words appear only at the end of the first year of life, therefore this stage of the child’s speech development is called pre-verbal or pre-verbal. However, the importance of this period in the development of a child’s language is very great. In infancy, the first vocal reactions appear, which at first are non-verbal in nature, but gradually become more articulate and begin to express increasingly diverse and complex semantic content. In infancy (and even in the prenatal period), the ability to specifically respond to human speech also appears, and the child develops an understanding of the speech of adults addressed to him. Therefore, this stage in a child’s development can only conditionally be called prelinguistic.
During the toddler stage, the range of sound words used by the child expands. This stage is characterized by the child’s increased attention to the speech of others and increased speech activity. The words used by the child are polysemic: with the same sound combination the child simultaneously denotes several concepts: “bang” - fell, lies, stumbles; “give” - give, bring, give; “bibi” - walks, lies, rolls, car, plane, bicycle. After one and a half years, the growth of children’s active vocabulary is observed; the first sentences appear, consisting of amorphous base words:
Papa, di (Papa, go). Ma, yes kkh (mom, give me a kitten).
As research shows, children do not immediately master correct speech: some speech phenomena are mastered earlier, others later. This is due to the fact that the simpler the sound and structure of words, the easier it is for children to remember them. During this period, a combination of the following factors plays a particularly important role:
- The mechanism of imitating the words of other people;
- A complex system of functional connections that ensures the implementation of the language;
- Favorable conditions in which the child grows up.
Introduction
child speech mental
The professional purpose of speech therapy work is never limited to eliminating speech deficiencies (impairments); The main task of speech therapy practice is the formation of language (speech) ability - the ability to carry out speech activity.
The formation of speech (as an active, purposeful, conscious speech-thinking activity) is the main subject of the professional activity of a speech therapist. Working professionally on the formation of the language ability of each pupil, the speech therapist significantly expands the scope of speech therapy influence, in practice implementing an integrated approach to speech formation.
One of the most important principles of speech therapy work, formulated by R.E. Levina, is the ontogenetic principle - the principle of relying on the development of speech in ontogenesis.
The features of speech formation in ontogenesis have been studied by many researchers - psychologists, linguists, teachers, defectologists, physiologists, and representatives of other sciences, within which speech activity is studied from various positions. Among the works of domestic scientists, one should first of all mention the studies of L.S. Vygotsky, D.B. Elkonina, S.L. Rubinshteina, F.A. Sokhina, G.L. Rosengard-Pupko, PM Boskis, etc. In studies of specialists in linguistics of children's speech, the main sequence of its formation has been determined: from the babbling stage to seven to nine years (A.N. Gvozdev, N.I. Lepskaya, S.N. Tseitlin, A. M. Shakhnarovich).
The purpose of this work: to study the stages of formation of speech activity in ontogenesis.
To achieve this goal, the following tasks have been set:
determine the role of speech function in the mental development of the child;
characterize the main stages of normal speech development of a child.
.
The role of speech function in the mental development of a child
Ontogenesis is the process of individual development throughout a person’s life path. In a narrow sense, ontogenesis is understood as a period of intensive mental development of a child.
The development of children's speech is also subject to certain patterns that must be taken into account when communicating with children, and especially when correcting their “speech errors.” It is known that children do not immediately or suddenly master correct speech, that some phenomena of the native language (types of sentences, length of words, speech sounds, etc.) are acquired by the child earlier, others much later. The natural sequence of acquisition of linguistic elements is directed by various factors. The simpler a word is in sound and structure, the faster and easier it is remembered by children.
The emergence of the gift of speech is preceded by the formation of a certain level of auditory and visual attention, memory, and the accumulation of a passive vocabulary. In the early stages of speech development, the child’s desire to imitate words is of great importance. In addition to the mechanism of imitation, imitation or reproduction by children of the words of others, there is the action of a hidden, unusually complex system of functional nervous connections that ensure the implementation of speech.
The speech function plays an important role in the mental development of the child, during which the development of cognitive activity and the ability to conceptual thinking occurs. Full speech communication is a necessary condition for the implementation of normal social human contacts, and this, in turn, expands the child’s understanding of the life around him. A child’s mastery of speech to a certain extent regulates his behavior and helps to plan adequate participation in various forms of collective activities. Therefore, pronounced deviations in the child’s speech development have the most negative consequences:
the child’s mental development is lagging behind;
the formation of higher levels of cognitive activity slows down;
disturbances in the emotional-volitional sphere appear, which leads to the formation of special personal qualities (withdrawal, emotional instability, feelings of inferiority, indecisiveness, etc.);
Difficulties arise in mastering writing and reading, which reduces the child’s academic performance and often leads to repetition.
Table 1 provides a comparative description of the main stages of speech development in children with normal speech ontogenesis and in cases of dysontogenesis (A.N. Gvozdev, R.E. Levina), as well as their comparison with the periodization of speech development in children accepted in linguistics.
Table 1 - Main stages of development of children's speech in normal conditions and with dysontogenesis
Periodization of speech developmentNormal speech ontogenesisSpeech dysontogenesisS.N. Tseitlin A.N. Gvozdev R.E. Levina I. Pre-speech stage Pre-verbal stage (up to the first words independently produced by the child) Regular observations began after one year Information about early speech development is fragmentary and unsystematic II. Stage of primary language acquisition Stage of one-word utterances (before the first two-component utterances) One-word sentence. 1 year 3 months - 1 year 8 monthsI. The first level of speech development (abnormal): there is an absence of commonly used means of communication at 5-6 years of age. Stage of initial two-component utterances (up to the first three-component ones) Sentence of two root words. 1 year 8 monthsII. The second level of speech development: the beginnings of phrasal speech III. The stage of mastering basic grammatical rules in the language system of the native language. The stage of elementary complex sentences. The period of early speech development is over: 3 years Mastering the grammatical structure of sentences 1 year 10 months - 3 years. The sound side of speech has been mastered III. The third level of speech development: everyday phrasal speech with problems of lexical, grammatical and phonetic structure IV. Stage of assimilation of morphological phonetic norms and development of coherent speech. Transitional stage from knowledge of the language system to knowledge of the norm, children's innovations. Child's assimilation of the morphological system of language. 3 years - 6 years
In the next chapter we will dwell on the main stages of the development of children's speech.
2. Periodization of speech development
.1 Basic approaches to periodization of a child’s speech development
Children's speech is a special stage in the acquisition of language and speech, the speech of children of preschool and primary school age (up to 8-9 years). Attention to the study of children's speech is due to its originality, which reveals the characteristics of the initial stages of the formation and development of language ability, when it is carried out according to special (“non-adult”) rules.
Language acquisition is a long, multi-stage process of development of language ability, when, as a result of processing and organizing speech experience, a child develops several successively replacing temporary language systems that correspond to the level of his cognitive development and ensure the realization of his communicative needs. These temporary language systems collectively form some stages of language acquisition. In the literature there are descriptions of the stages of speech ontogenesis, identified from different positions. At the same time, in any periodization there is a problem of determining the time boundaries of the stages, since these boundaries are blurred, individual fluctuations are significant, therefore all indications of age are approximate. In addition, although linking a certain stage to age is important, for example, for determining the boundaries of normality and pathology in a child’s speech development, it is more significant to determine the sequence of stages, the order in which certain characteristics of child speech appear.
The most common is the identification of two age stages in speech ontogenesis, which differ sharply in the means of communication used by the child. At the pre-verbal stage (the first year of life) these are vocal reactions (vocalizations) and gestures; later, after the appearance of the first words and the development of grammar, these are the actual linguistic means (N.I. Lepskaya, T.N. Ushakova).
Some researchers consider the first stage in the development of speech as preparatory and include in it not only the stage of pre-speech reactions, but also the stage of the appearance of the first words, which differ sharply from the child’s subsequent speech; in this case, the preparatory period ends by one and a half or even two years, then the stage of speech formation begins (M.I. Lisina, G.L. Rosengart - Pupko).
A.N. Gvozdev identifies the stages of formation of the grammatical structure of the Russian language in a child: 1) the period of sentences consisting of amorphous words - roots, which are always used unchanged (1.3-1.10); 2) the period of mastering the grammatical structure of a sentence, associated with the formation of grammatical categories and their external expression (1.10-3); 3) the period of assimilation of the morphological system of the Russian language, characterized by the assimilation of types of declensions and conjugations (3-7).
MM. Koltsova presents the following sequence in the development of a child’s language:
9.5 months - 1 year 6 months Words: ma-ma, pa-pa, ba-ba, uncle-da, te-cha, am-am (there is), etc. Onomatopoeic words: aw-aw (dog), tick-tock (clock), mu-mu (cow), etc. All nouns are used in the nominative case, singular 1 year 6 months - 1 year 8 months Attempts to connect two words into a phrase (mother, give). The imperative mood of verbs (go, go; give-give; etc.) is learned, since it expresses the child’s desire and is important for him. 1 year 8 months - 1 year 10 months Plural forms are replenished (since the difference between one subject and several very visual) 1 year 10 months - 2 years The dictionary reaches 300 words. Nouns make up approximately 63%, verbs 23%, other parts of speech 14%. There are no unions. Those grammatical forms appear that help the child navigate in relation to objects and space (cases), in time (verb tenses). The accusative case appears first, then the genitive, dative, instrumental and prepositional. However, complete mastery of case forms occurs much later than the 3rd year. Multi-word phrases and subordinate clauses appear; by the end of the year - connecting conjunctions and pronouns 4-5 years Conditional form of subordinate clauses. Long phrases, monologues. The final phase in language development. The second period of questions “Why?”
I.N. Gorelov, considering the relationship between the intellectual and speech development of a child, identifies six speech stages in the development of a preschool child: 1) babbling and the first reactions to one’s own name and the mother’s name (5-7 months); 2) the first words are sentences (9-12 months); 3) first proposals (by two years); 4) the first opportunities to understand someone else’s speech and use one’s own speech outside the situation (by the age of three); 5) fluent speech, word creation (by the age of four); 6) a conscious attitude to the rules of language, correction of errors in the speech of others, a qualitative leap in the field of word polysemy (by the age of seven). The fundamental factor in distinguishing these stages is the appearance of certain new formations in the child’s speech.
Based on a study of schoolchildren’s written speech by M.R. Lvov defined the periodization of the process of formation of the grammatical structure of speech of secondary school students; it distinguishes three stages. The first stage begins in preschool childhood and ends around the age of 12; it is characterized by the appearance of all basic grammatical units in speech and their regular use. The second stage (12-13 years old) is distinguished by the leveling of the use of comparable grammatical forms, their diversity; during this period, stabilization and consolidation of the learned grammatical forms occurs. At the third stage (15-17 years old), unification tendencies become leading: in situations in which schoolchildren previously used different forms, they use the same one, which leads to its excessively frequent use. This periodization reveals the main trends in the choice of language means when generating a written statement, characteristic of schoolchildren of a particular age group.
Thus, there are many criteria on the basis of which it is possible to distinguish stages and stages of speech ontogenesis; the process of mastering one or another aspect of speech is divided into stages. A comprehensive examination of various aspects of mastering the native language (its phonetics, vocabulary, grammar) is usually carried out in accordance with the conditional average periods of child development. In the next chapter, we will consider the process of formation of speech activity in ontogenesis in the concept of “speech ontogenesis” by A.A. Leontyev.
.2 Stages of child speech development
A.N. Leontyev establishes 4 stages in the development of children’s speech:
th - preparatory (from the moment of birth - up to 1 year);
y - pre-preschool (from 1 year to 3 years);
y - preschool (from 3 to 7 years);
y - school (from 7 to 17 years old).
A.A. Leontyev points out that the time frame of successive periods or “stages” he identified is extremely variable (especially by 3 years).
Preparatory stage.
The child is born, and he marks his appearance with a cry. A cry is a child's first vocal reaction. The “humbling” period is observed in all children. Already at 1.5 months, and then at 2-3 months, the child exhibits vocal reactions in the reproduction of sounds such as a-a-bm-bm, bly, u-gu, boo, etc. It is they who will then become the basis for the development of articulate speech. At 4 months, sound combinations become more complex: new ones appear, such as gn-agn, la-ala, rn, etc. In the process of “walking,” the child seems to be playing with his articulatory apparatus, repeating the same sound several times, while enjoying it. A child gurgles when he is dry, well-rested, fed and healthy. If one of the relatives is nearby and begins to “talk” to the baby, he listens to the sounds with pleasure and seems to “pick up” them. Against the background of such positive emotional contact, the baby begins to imitate adults and tries to diversify his voice with expressive intonation.
To develop “walking” skills, the mother is also recommended to do the so-called “visual communication”, during which the child peers at the adult’s facial expressions and tries to reproduce them. O.I. Tikheyeva compares a child during the period of “humming” with a musician tuning his instrument.
With the normal development of a child, “booming” gradually turns into babbling. At 7-8.5 months, children pronounce syllables like ba-ba, dyad-dya, grandfather, etc., relating them to certain people around them. Babbling is not a mechanical reproduction of syllable combinations, but a correlation of them with certain persons, objects, and actions. “Ma-ma” (mom) says the child, and this refers specifically to the mother. In the process of communicating with adults, the child gradually tries to imitate intonation, tempo, rhythm, melody, and also reproduce the sound elements of the sounding speech of others. At 8.5-9 months, babbling is modulated with a variety of intonations. At 9-10 months, the volume of babbling words expands, which the child tries to repeat after adults.
Thus, in infancy, the child does not yet use proper linguistic means to express his states and needs, the first words appear only at the end of the first year of life, therefore this stage in the development of the child’s speech is usually called pre-verbal or pre-verbal. However, the significance of this period in the child’s speech development is very great. It is in infancy that the first vocal reactions appear, which at first are non-speech in nature, but gradually become more articulate and begin to express more and more diverse and complex semantic content. In infancy (and even in the prenatal period), the ability to specifically respond to human speech is manifested, and the child begins to understand the speech of adults addressed to him. Thus, this stage in a child’s development can be called pre-speech only conditionally.
In the pre-school stage
the volume of babbling words used by the child expands. This stage is characterized by the child’s increased attention to the speech of others, and his speech activity increases. The words used by the child are polysemantic: at the same time, with the same babbling combination, the child denotes several concepts: “bang” - fell, lies, stumbled; “give” - give, bring, give; “bibi” - walking, lying, riding, car, plane, bicycle. After one and a half years, the growth of children’s active vocabulary is observed; the first sentences appear, consisting of amorphous root words:
Papa, di (Papa, go). Ma, yes kh (Mom, give me some kitty).
As research shows, children do not immediately master correct speech: some language phenomena are acquired earlier, others later. This is explained by the fact that the simpler the words are in sound and structure, the easier they are for children to remember. During this period, a combination of the following factors plays a particularly important role:
a) a mechanism for imitating the words of others;
b) a complex system of functional connections that ensure speech;
c) favorable conditions in which the child is raised (a friendly environment, attentive attitude towards the child, a full-fledged speech environment, sufficient communication with adults).
Analyzing the quantitative indicators of the growth of the vocabulary of children at this age, the following data can be given: one and a half years - 10-15 words, by the end of the second year - 30 words, by three years - approximately 100 words. Thus, within a year and a half there is a quantitative leap in the expansion of children’s vocabulary. A characteristic indicator of the active speech development of children at this stage is the gradual formation of grammatical categories.
During this period, we can distinguish the stage of “physiological agrammatism,” when the child uses sentences in communication without appropriate grammatical design: “Mama, give Kuka” (Mom, give me a doll); “Vova no tina” (Vova doesn’t have a car). With normal speech development, this period lasts only a few months and by the age of 3 the child independently uses the simplest grammatical structures.
At the age of 1-3 years, the child rearranges, omits, and replaces many sounds of his native language with simpler ones in articulation. This is explained by age-related imperfections of the articulatory apparatus and insufficient level of phoneme perception. But characteristic of this period is a fairly stable reproduction of the intonation-rhythmic, melodic contours of words, for example: kasyanav (cosmonaut), piyamida (pyramid), itaya (guitar), titayaska (Cheburashka), sinyuska (svinyushka).
An indicator of the development of children's speech is the timely development in the child of the ability to use his vocabulary in different sentence structures, and already at 2.5-3 years of age children use three to four word sentences using partial grammatical forms (go - goes - let's go - don't go; doll - doll - doll).
Thus, the most favorable and intensive period in the development of a child’s speech falls in the first 3 years of life. It is during this period that all functions of the central nervous system in the process of their natural formation are most easily amenable to training and education. If developmental conditions at this time are unfavorable, then the formation of the speech function is so distorted that in the future it is not always possible to fully form a full-fledged speech. By the end of the preschool period, children communicate with each other and others using the structure of a simple common sentence, while using the simplest grammatical categories of speech. At three years of age, the anatomical maturation of the speech areas of the brain practically ends. The child masters the main grammatical forms of his native language and accumulates a certain vocabulary. Therefore, if at 2.5-3 years old a child communicates only with the help of babbling words and snatches of babbling sentences, it is necessary to immediately consult a speech therapist, check his physiological hearing, and organize correctional classes.
Preschool stage
characterized by the most intensive speech development of children. There is a qualitative leap in the expansion of vocabulary. The child begins to actively use all parts of speech, and word formation skills are gradually formed. The process of language acquisition proceeds so dynamically that after 3 years of age, children with a good level of speech development communicate freely not only using grammatically correct simple sentences, but also many types of complex sentences, using conjunctions and allied words (so, because, if, that... which, etc.):
I will draw Tamusya with green paint, because she is always sick.
The hairs around my ears will be long, as these are my cute little ones.
We will all turn into icicles if an evil and angry wind blows.
At this time, a more differentiated use of words is formed in accordance with their meanings, and the processes of word change are improved. At the age of five or six years, children’s statements are quite extensive, and a certain logic of presentation is captured.
In preschool age, there is a gradual separation of speech from direct practical experience. The child is already capable of perceiving speech outside of the situation; now there is a need to share with an adult impressions received outside of contact with him, talk about what he saw or retell what he heard. In accordance with this need, the formation of monologue speech begins, although at first the preschooler’s coherent statements still retain situational features. Play activities also improve the dialogical speech of preschoolers, who with its help plan, coordinate their actions, and regulate their relationships during play. By the end of the preschool period, children show, in the simplest forms, an orientation towards the addressee of speech when choosing words and formulating thoughts. The use of speech in new functions requires its correct phonetic, lexical and grammatical design.
During this period, the process of mastering the articulation of sounds is completed: by the age of five, a normally developing child can pronounce all the sounds of his native language, reproduce words of different syllabic structure and sound composition. Pronunciation errors are usually found in words that are rarely used and unfamiliar to children (rabaratoriya - laboratory). Incorrect pronunciation of a word by a preschooler may be due not so much to deficiencies in phonemic perception or difficulty in pronunciation, but rather to the desire to comprehend the form of the word, to give motivation to the sound (dadelion - dandelion, spider - web).
The volume of a preschooler's active vocabulary grows rapidly and by the age of 6-7 reaches 3.5-4 thousand words. Individual differences can already be significant at this age, and individual children may have up to 12 thousand words in their vocabulary. Qualitative changes are observed in the vocabulary of children's speech: the proportion of words with a generalized meaning is increasing, words of all parts of speech are used, words are used more differentiated in accordance with their meanings, the stock of synonyms, antonyms, and ambiguous words is increasing. However, the process of development of verbal meanings at this age is not completed, so situations often arise when the child does not understand the word, especially if it is used in a figurative meaning, and incorrect word usage in the child’s speech.
Preschool children use various types of sentences in speech, including many types of complex ones, all grammatical forms. The assimilation of the system of inflection continues, and although at the beginning of this period errors in the formation of word forms persist, due to ignorance of normative variants (repov - rap, guns with an emphasis on the last syllable - guns, clean - clean, peel - peel, chick - chain, tins - tougher), gradually the child begins to focus on the norm.
The processes of mastering the word-formation system of the Russian language are most active in the speech of a preschool child. Until the age of three, only the assimilation of suffixes of subjective evaluation (diminutive, endearing, augmentative) was noted; the remaining word-formation means are acquired later, and this is clearly manifested in children’s independent formation of words according to productive word-formation models - word creation: Get off the cold; I don’t see where there is a tear on the blouse; Your kissing is prickly; Flexible birch; Splash tap; Do modern clowns also walk upside down?
Elementary linguistic generalizations are manifested not only in independent inflection and word formation, but also in the desire to understand and give a logical explanation of linguistic facts: is a deacon a wild person or something?; Having heard the name Lomonosov, he immediately says to himself: “Breaks noses.” A preschooler often asks questions: “Why is it called that (that’s what they say, etc.)?”
Some children’s utterances reveal an awareness of the conventions of a linguistic sign, for example, addressed to no one and said for no reason: “There is no such thing as black bread. Black bread is brown. And they call it black.” A preschooler begins to consciously relate to the speech of others, he is able to notice irregularities in the speech of others: incorrect pronunciation (You know how Yura says - cheekbone instead of skin. And he is bigger than me, he is six years old; incorrect or unfortunate use of words (Hearing the expression “fat bridge”: Fat?! They say that about people - fat, but about the bridge they say wide; Olechka, do you know what the dictionary calls it? Primer. There is also self-correction: Zhenya Gvozdev, in a hurry, said: “Prodadui” (sell) and immediately: “Trade "
In the preschool period, there is a fairly active development of the phonetic side of speech, the ability to reproduce layers of different syllable structures and sound content. If any of the children make mistakes, they concern the most difficult, least used and most often unfamiliar words. In this case, it is enough to correct the child, give a sample answer and “teach” him a little how to pronounce this word correctly, and he will quickly introduce this new word into independent speech.
The developing skill of auditory perception helps you control your own pronunciation and hear errors in the speech of others. During this period, a linguistic sense is formed, which ensures the confident use of all grammatical categories in independent statements. If at this age the child allows persistent agrammatism (I play batik - I play with my brother; my mother was in the store - I was in the store with my mother; the ball fell and then - the ball fell from the table, etc.), contractions and rearrangements of syllables and sounds, assimilation syllables, their replacements and omissions - this is an important and convincing symptom, indicating a pronounced underdevelopment of speech function. Such children need systematic speech therapy sessions before they enter school.
Thus, by the end of the preschool period, the child practically masters his native language, detailed phrasal speech, its phonetics, vocabulary and grammar to the extent necessary and sufficient for oral communication on topics accessible to a preschooler. The level of development of phonemic hearing allows them to master the skills of sound analysis and synthesis, which is a necessary condition for mastering literacy during the school period.
During school period
Improvement of coherent speech continues. Children consciously learn the grammatical rules for the design of free statements and fully master sound analysis and synthesis. At this stage, written speech is formed.
At primary school age, educational activity becomes the leading activity that determines the nature of the child’s development. The transition to a new age level determines the significant changes that occur in the child’s speech development. During the learning process, all functions of speech are improved, but speech acquires special importance as a means of cognitive activity.
The speech of a primary school student differs from the situational speech of a preschooler in that it gradually moves into the volitional sphere and becomes arbitrarily regulated: the student needs to specifically think about, plan his statement, and try to understand the speech addressed to him. Primary school age is characterized by intensive development of monologue speech, which requires greater concentration of the speaker (writer), good preliminary preparation, and significant volitional effort. At school, for the first time in his life, a child encounters the concept of a language norm, begins to distinguish literary language from vernacular language, dialect, jargon, and thinks about the appropriateness of using certain means of language in certain situations.
In connection with the mastery of scientific concepts, the generalizing function of speech is intensively improved in a primary school student. This is also manifested in a qualitative change in the child’s vocabulary: the proportion of abstract words in it, which were practically absent in the speech of a preschooler, increases significantly. It is at primary school age that a child masters new types of speech activity - reading and writing, as well as book styles of speech, and above all the scientific (educational and scientific substyle). Under the influence of written speech, oral speech is enriched, its lexical and syntactic diversity is enriched, the morphological structure of words and the syntactic structure of sentences used by the child become more complex. There are also negative aspects in this process, in particular the appearance of spelling errors in students’ speech under the influence of the graphic form of the word. However, the development of written language in younger schoolchildren is just beginning. Research shows that their independent written statements often retain features characteristic of oral speech: situational nature, relatively low lexical variability, and non-attribution. With the start of school, the process of the child’s speech development becomes manageable. An important role in this process is played, on the one hand, by the child’s study of the theory of language, which creates the basis for the conscious and correct use of linguistic means in speech, and on the other hand, by the practice of speech, which ensures the activation of linguistic means, the speed, accuracy and flexibility of their choice in depending on the conditions of speech. M.R. Lvov identified the main trends in the development of students’ speech, which manifest themselves at primary school age: growth in volume and structural complexity of speech units, expressed in the increasingly frequent use of large syntactic constructions, in the increase in the internal complexity of these constructions, as well as in the expansion of the scope of use of words with complex morphological composition; an increase in the diversity of linguistic means used, an equalization of the ratios of comparable grammatical units.
So, the development of children's speech is a complex and diverse process. Children do not immediately master the lexical and grammatical structure, inflections, word formation, sound pronunciation and syllabic structure. Some language groups are acquired earlier, others much later. Therefore, at various stages of development of children's speech, some elements of the language are already acquired, while others are only partially acquired. The assimilation of phonetics is closely related to the general progressive progress of the formation of the lexical and grammatical structure of the Russian language.
Conclusion
Concluding the work, we draw the following conclusions:
) Speech is a historically established form of communication between people through linguistic structures created on the basis of certain rules.
) Properties of speech: content (the volume of thoughts expressed in speech; ensured by the preparedness of the speaker); understandability (the amount of knowledge of listeners; ensured by selective selection of material available to listeners); expressiveness (associated with emotional richness; ensured by intonation, accent); effectiveness (determined by the influence on thoughts, feelings, behavior; ensured by the individual (taking into account) characteristics of the listeners).
) The speech function plays an important role in the mental development of the child, during which the development of cognitive activity and the ability to conceptual thinking occurs. Therefore, pronounced deviations in the child’s speech development have the most negative consequences for his development.
) The development of language is the emergence of a new special form of reflecting reality and managing it. Leontiev divides the process of formation of speech activity into: 1st - preparatory (from birth to one year); 2nd - pre-preschool (from one to 3 years); 3rd - preschool (from 3 to 7 years); 4th - school (from 7 to 17 years old). At each stage, the child masters certain verbal communication skills.
Thus, full verbal communication is a necessary condition for the implementation of normal social human contacts, and this, in turn, expands the child’s understanding of the life around him.
The knowledge gained as a result of this work will help to identify deviations in the child’s speech development, and therefore, provide him with timely speech therapy assistance. They will also be useful for providing advisory assistance to parents and other teachers working with children.
Bibliography
1. Glukhov V.P. Fundamentals of psycholinguistics: textbook. allowance / V.P. Glukhov. - M.: ACT: Astrel, 2010. - 358 p.
2. Gromova O.E. Formation of initial children's vocabulary / O.E. Gromova // Speech therapist. — 2004 — No. 1. - With. 41-47.
Leontyev A.A. Fundamentals of psycholinguistics / A.A. Leontyev. - M.: Smysl, 2006. - 287 p.
.Plotnikova S.V. Development of a child’s vocabulary / S.V. Plotnikova M.: Flinta, 2011. - 224 p.
.Filicheva T.B. Elimination of general speech underdevelopment in preschool children / T.B. Filicheva, G.V. Chirkina. - M.: Iris-press, 2008. - 224 p.
.Frumkina Z.M. Psycholinguistics / Z.M. Frumkina. - M.: Academy, 2011. - 320 p.
.Chirkina G.V.
Fundamentals of speech therapy work with children: textbook / G.V. Chirkina. - M.: ARKTI, 2012. - 240 p. Tags: Ontogenesis of speech activity Abstract Pedagogy
Preschool stage
The preschool period is characterized by the most intensive language development of children. This is a qualitative leap in vocabulary expansion. The child begins to actively use all parts of speech, and the skills of constructing words are gradually formed. The process of language acquisition is so dynamic that children with a good level of language development from the age of 3 not only communicate fluently using grammatically correct simple sentences, but also use many types of complex sentences, conjunctions and related words:
- I'll draw it in green because she's always sick;
- I will have long hair around my ears because it is my temptation;
- We will all turn into icicles when the evil and angry wind blows.
At this time, a more complex use of words occurs in accordance with their meanings, and word formation processes are improved. At the age of five or six years, children's statements are quite long, and a certain logic of presentation is captured in them.
In preschool age, there is a gradual separation of language and direct practical experience. The child is already able to perceive language outside the situation; now there is a need to convey to an adult the impressions received outside of contact with him, to report what he saw or retell what he heard. In accordance with this need, monologue speech begins to develop, although the preschooler’s coherent statements initially still have situational characteristics. The dialogical speech of preschoolers is improved in play activities; they use it to plan, coordinate their actions, and regulate relationships during play. By the end of the preschool period, children master the simplest forms of address orientation in choosing words and formulating thoughts. Using language in new functions requires correct phonetic, lexical and grammatical formulation.
At this time, the process of mastering phonetic articulation is completed: A normally developed child at the age of five is able to pronounce all the sounds of his native language, reproduce words of different syllabic structure and sound composition. Pronunciation errors usually occur in words that are unusual and unfamiliar to children (Rabaratorium - laboratory). Incorrect pronunciation of a word by a preschooler may be associated not so much with deficiencies in phonemic perception or difficulties in pronunciation, but with the desire to understand the form of the word in order to motivate the sound (inflatable - dandelion, web - cobweb).
The volume of a preschooler's active vocabulary grows rapidly, reaching 3.5-4 thousand words at the age of 6-7 years. Individual differences can be significant even at this age, with some children having a vocabulary of up to 12,000 words. Qualitative changes are observed in the vocabulary of children's speech: the proportion of words with a generalized meaning is increasing, words of all types are used, words are used more differentiated in accordance with their meanings, the stock of synonyms, antonyms, and ambiguous words is increasing. However, the process of developing verbal meanings at this age is not yet complete, so situations often arise when a child misunderstands a word, especially when it is used in a figurative sense, as well as incorrect use of words in the child’s speech.
Preschool children use various types of sentences in speech, including many types of complex sentences, all grammatical forms. The assimilation of the word formation system continues, and although at the beginning of this period there are still errors in the formation of word forms due to ignorance of normative variants (turnip - turnip, gun with emphasis on the last syllable - gun, clean - clean, rim - tear off, chicken - chain, tin - hard), the child gradually begins to follow the norm.
The most active process in the language of a preschool child is the process of mastering the word-formation system of the Russian language. By the age of three, only proficiency in suffixes of subjective evaluation (diminutive, affectionate, augmentative) is established; the remaining word-formation means are mastered later, and this is clearly manifested in children’s independent formation of words according to productive word-formation models - word formation: downy stupa; I don’t see where the jacket is torn; Your kisses prick; birch bends; speckled rooster; Now clowns also walk upside down?
