The speech activity of children depends on how the environment of his life is structured. What illustrative material, what toys, what equipment and what aids does it consist of? It also depends on what the developmental potential is in games, how they are located, and whether they are accessible so that the child can carry out independent activities.
Equipment in groups should be placed in such a way that the teacher can easily approach all children during classes and games.
Formative speech environment
The formative speech environment provides great opportunities for speech development.
Children can be encouraged to look at pictures, toys, books on their own, and tell them about these objects, as well as about various events. Using assignments, you can give children the opportunity to communicate with peers and adults. In order to develop initiative speech, it is necessary to provide children with the opportunity to independently talk about objects from their immediate environment. You also need to give children examples of how to address adults.
We will also discuss games and game exercises.
Consultation for teachers “Development of speech activity in children of senior preschool age”
Tatiana Cherkashina
Consultation for teachers “Development of speech activity in children of senior preschool age”
Preschool age , as is known, is a period of intensive development of the child , and timely acquisition of correct speech, including its active use , is one of the main conditions for the normal psychophysical development of the child , the formation of a full-fledged personality, and preparation for school.
“To learn to speak, you must speak”
M. R. Lvov.
Speech is the most important creative mental function of a person, the area of manifestation of the inherent ability of all people for cognition, self-organization, self-development and construction of one’s personality, one’s world through dialogue with other individuals.
In order for a child to master oral speech in a timely and high-quality manner, it is necessary that he use it as often as possible, coming into contact with peers and adults, i.e., have a certain speech activity . With the normal development of speech, this process occurs unnoticed, by itself, and the pedagogically correct organization of children’s makes it possible to accelerate the formation of speech activity .
The comprehensive development of a child is carried out on the basis of assimilating the centuries-old experience of mankind. This experience comes to children from adults; it is transmitted through language.
development - This is teaching the native language, correct speech, developing verbal communication , expanding the vocabulary, learning retelling. The components of speech activity are the speed of speech reactions both in dialogue and in other situations, the choice of games and gaming hobbies related to speech, speech imagination , and mastery of the language system at a certain level.
Mastering coherent speech is not only the ability to correctly construct a sentence, namely a chain of words united by one verb.
The subject-developmental environment of the group should contribute to the development of children's speech : book, theater, speech corners , story games to familiarize children with social reality.
We must strive to ensure that children independently name objects, their characteristics, actions, and are able to classify them. To do this, you can design a speech box , where various subject and subject pictures are placed. Children will be able to independently compose riddles, descriptions, and stories based on pictures.
You should use finger games and games with origami elements more often in your work (Children make cups for their fingers and then play the game): “We have five assistants in reserve every time,
They shave, glue and wash, knead, iron, clean.
I will cover you with hats, my fingers are all my friends.
Increasing the level of communication skills, expanding vocabulary, developing the grammatical structure of speech, improving sound culture, including sound pronunciation and general speech skills , practical awareness by children of the elements of language, development of coherent speech (monologue and dialogic)
occurs in classes with games of the following content:
“Find (invent)
words with sound..."
(let's collect the words in a basket,
“Catch the words if you hear the sound in them...”
or Firecracker
“Help me find a place for sound in a word”
, (sound tracks,
“Who will win - vowels or consonants in a word....? Count which sounds are more?”
“How many sounds do you hear in the word...?”
, “Determine the sequence of sounds in a word”
,
“Come up with a word based on the sound (syllable...”).
“Let’s divide the words into parts and count how many we got!”
(cones, cubes, claps, steps, buttons on Slogovichka,
"Magic Transformations"
or rhymes
(exercises on word formation and inflection)
.
Quiet, quiet, like in a dream,
Falls to the ground... (Snow.)
Fuzzes keep sliding from the sky - Silver...
(Snowflakes.)
To the villages, onto the meadow Everything is falling...
(Snowball.)
Here's fun for the guys - More and more...
(Snowfall.)
Everyone is running in a race, Everyone wants to play...
(Snowballs.)
Like Dressed up in a white down jacket...
(Snowman.)
Nearby there is a snow figure - It's a girl -
(Snow Maiden.)
In the snow, look - With a red breast...
(Bullfinches.)
As if in a fairy tale, as in a dream, Decorated the whole Earth...
(Snow. ) “Choose a related word”
: Dragonfly - dragonflies, dragonfly;
Winter – winter, wintering, winter quarters; Summer – summer, annual, perennial; Leaf – leaves, leaf fall, deciduous; Table – tables, table top, dining room; House – homely, brownie, homely; Ant - ants, anthill, ant; Day – days, daytime, noon; Hour - clock, sentry, hour; Head – head, heads, tadpole. “Come up with a sentence using a given word or using pictures”
,
"Finish the sentence"
: It became dry outside because...
It's dark at night because...
It started to rain, so...
Rivers and lakes freeze at night because...
Children water carrots in order to...
We'll go for a walk if...
“So that the words are not lost”
(drawing up sentence diagrams,
"Locomotive"
(distribution of proposals,
“And that’s how it was!”
(compilation of stories based on a series of plot pictures)
.
"One day…." (compiling a story according to a given plan or plot picture) “Let’s color the words!” (selection of epithets)
Hedgehog, hedgehog, where were you walking?
Where did you lose the thorns? Run to us quickly, hedgehog. We will help you now! “Find something similar!”
(selection of synonyms,
"Stubborn Donkey"
(selection of antonyms,
“If a letter gets lost...”
(selection of paronyms)
, etc.
Telling riddles:
The sun rises early in the morning. It draws rays and gives us warmth.
Snow in summer! Just laughter! Snow is flying around the city, why doesn't it melt? (Poplar fluff)
This little one has legs. This one has crumbs. The eyes of a ladle And the ears as long as C the kitchen dish (baby elephant)
.
The story “What are hands for?”
E. Permyak Petya and his grandfather were great friends and loved to ask each other different questions. The grandfather once asked his grandson: “Why, Petenka, do people need hands?” “And to play with a ball,” answered Petya. - And for what else? - asked the grandfather - To hold a spoon - And also? - To pet the cat. - And what else? - To throw pebbles into the river. How would you answer Petya’s grandfather’s question?
A fairy tale is one of the most accessible genres of fiction children The language of the tale is simple and accessible. By retelling a fairy tale, the sound expressiveness of speech, diction, phonemic perception, and vocabulary are formed. Children love to show tabletop and finger theaters based on fairy tales. Also, it is easier for children to complete a math task with their favorite fairy-tale characters.
Memorizing poetry is a tedious process, so it is useful to use techniques such as: “tell it in pairs”
,
“draw a poem”
,
“sing”
.
Sketching poetry is an excellent assistant for solving many educational problems. For each word or small phrase, a picture is created. Looking at these diagrams - drawings, the child easily reproduces textual information.
K. D. Ushinsky wrote: “Teach a child some five words unknown to him - he will suffer for a long time and in vain, but connect twenty such words with pictures, and he will learn on the fly.”
Exercises for the development of speech creativity in children : 1. Compose a story based on observed actions. 2. Compose a story based on several plot pictures. 3. Compose a story based on the text and picture you listened to. 4. Compose a story based on one plot picture. 5. Compose a story from memory. 6. Compose a story using symbols. 7. Compose a story using diagrams. 8. Compose a story based on natural objects. 9. Compose a story using subject pictures. 10. Compose a story using the given words. 11. Compose a story with the replacement of any one detail or episode in the presented text. 12. Compose the end of the story started by the teacher 13. Compose a story on a given topic. 14. Writing fairy tales.
It is useful to play games with a globe and a geographical map. Here not only speech develops , but also horizons. The child becomes a traveler, he conquers seas and countries, remembers the names of cities, flora and fauna of other countries.
You can make interesting glasses of different geometric shapes. Having put them on, children find objects of the same shape and come up with different names for these objects.
Proverbs and sayings are genres of oral folk art. They reflect various aspects of people's lives and everyday life. They broaden children's and help them learn better about folk art. In Russia they believe that a saying is a flower, and a proverb is a berry. In your free time, you can play guessing proverbs, dramatizing them, or the “Finish the Proverb”
.
Many words in the Russian language have not one, but two or three, sometimes a dozen or more meanings. There is a pattern: the more often a word is used in speech, the more polysemantic it is. Polysemantic words form a semantic unity. The interpretation of their meanings necessarily reveals a certain similarity between the objects they designate and the phenomena of the surrounding world. The word "nose"
in great demand.
It was needed by people and animals, as well as by boats, ships and boats, which began to proudly plow the waters of the seas, oceans, lakes and rivers with their bows. The word "tail"
is useful to all animals, birds, as well as trains, planes, rockets and comets.
Working on the polysemy of words ensures speech development and contributes to the formation of the qualitative side of children’s vocabulary, the development of free speech , and the ability to consciously choose the most appropriate linguistic means for a given statement. Ultimately, this work serves to develop the level of general speech culture .
Of particular importance are literary and speech festivals dedicated to the work of children's writers. The main task of such holidays is to give joy from meeting with your favorite works, and at the same time, speech problems .
Memorizing poems, designing baby books, holding speech quizzes , competitions, and tournaments help develop children's thinking and teach them to reflect basic emotional states.
The speech development of an older preschooler is determined by the degree of formation of his knowledge, skills, cognitive and social motives, needs and interests, as well as other mental formations that form the basis of his personal culture. A high level of speech achievements gives him the opportunity to realize both social and intellectual activity among peers and adults. Expanding the content of communication needs directs the child’s attention to new aspects of reality: knowledge of the human world and relationships with others, the natural world, objective and practical and artistic reality. New communication needs determine the need for new means that should help realize new goals.
Conclusion: The development of creative abilities will awaken the hidden potential, reserves, originality and talent inherent in any child. However, the ability to create, including speech creative ability, will develop most successfully only if its development is promptly provided with appropriate incentives and optimal conditions of the environment in which the child is located.
Game as a means of speech activity
Play is the first step in the educational process. Play shapes language. Language organizes the game. The nature of the game determines speech functions, means of communication and content. The word for children is part of reality. It follows from the words how important it is to stimulate children’s activities and shape their language.
To do this, it is necessary to properly organize the play space, provide children with suitable toys and objects that will nourish the children’s activities, enrich the stock of certain ideas and form their language. Exercises and games give positive results only in cases where the teacher understands exactly what tasks are being solved in the process of conducting them and what are the features of organizing games in early childhood.
Features of the development of communication in young children.
author: Topychkanova Tatyana Nikolaevna
Teacher-speech therapist, defectologist, MADOU "Combined Kindergarten No. 50" Petropavlovsk-Kamchatka urban district
Features of the development of communication in young children.
Features of the development of communication in young children.
Teacher-speech therapist, defectologist Topychkanova T.N.
The first three years of life are an extremely important and responsible period in the development of a child. During this age period, fundamental personal formations are laid, such as general self-esteem, trust in people, interest in the world around us, etc. Underdevelopment or changes in these qualities at an early age are difficult to correct at an older age.
At an early age, control over development is necessary for early detection of deviations, planning of individual correction and prevention measures aimed at creating conditions for the full development of all aspects of the child’s psyche. Work at the stages of early ontogenesis is associated with exceptional significance for personality development. Due to the rapid pace of development during early childhood, unnoticed or seemingly minor deviations from the normal can lead to pronounced changes in later life. In addition, early age, due to the plasticity of the child’s psyche and sensitivity to influences aimed at optimizing the child’s mental development, has wider possibilities for correction.
Outstanding Russian psychologists L.S. Vygotsky, A.N. Leontyev, S.L. Rubinstein showed that the child’s psyche develops mainly through “social inheritance”, “appropriation” of social experience. An important role for a person is played by the socio-historical experience of previous generations of people, embodied in the products of material and spiritual culture. Since the historically formed content of human experience is generalized in verbal form, its transmission and assimilation presuppose the participation of speech in this process. Speech gives the child access to all the achievements of human culture. The development of speech in a child is associated with the formation of both the personality as a whole and all basic mental processes (perception, thinking, etc.) [3, 29].
Throughout childhood, the child internalizes this experience. In the process of such assimilation—learning in the broad sense of the word—the true development of his psyche occurs. The child not only acquires individual knowledge and skills, but also undergoes fundamental changes in various mental processes. Learning leads to development, said L. S. Vygotsky.
L. S. Vygotsky owns the very idea of developmental education. A child cannot independently discover and master not only a system of scientific concepts, but also any cultural tool. Therefore, the development of the child’s psyche is determined by interaction with an adult, who reveals to the child the rules for using various tools, reveals the meanings of signs and methods of movement in the system of scientific concepts. This is what ultimately leads to the highest achievements: awareness and arbitrariness of the psyche. This means that the role of an adult, according to L.S. Vygotsky, is not only to ensure his life, but also to guide children’s development [2,14].
Thus, the concept of communication was defined. 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.
According to M.I. Lisina, “communication has the most direct relation to the development of personality in children, since already in its most primitive, directly emotional form it leads to the establishment of connections between the child and the people around him and becomes the first component of that “ensemble” or “totality” ( term by A.N. Leontyev), social relationships, which constitute the essence of personality.” Proposed by M.I. Lisina’s approach to the study of personality formation in the context of communication is based on a general methodological concept developed in Russian psychology by B.G. Ananyev, A.N. Leontyev, V.N. Myasishchev, S.L. Rubinstein [7,7].
In the concept of M.I. Lisina considers communication as a special type of activity - communicative activity. Such activity will include the following specific structural components, such as need, object, motives and means. The subject of communication activity is another person —
communication partner. The need for communication is the desire to know and evaluate other people, and through them and with their help - to self-knowledge and self-esteem. The specific motives that motivate communicative activity are those qualities of the person himself and other people for the sake of which a person enters into communication. Means of communication are the operations through which communicative activities are carried out. These means can be expressive-facial, object-effective and speech [1,32].
A distinctive feature of this stage of development, according to D.B. Elkonin, is that now the child “... lives not with an adult, but through an adult, with his help. The adult does not do it instead of him, but together with him.” An adult becomes for a child not only a source of attention and goodwill, not only a “supplier” of the objects themselves, but also a model of human, specific objective actions.
Using such criteria as the social situation of development, leading activity (according to A.N. Leontiev) and the main new formations of D.B. Elkonin identified the following age periods of childhood that are relevant for our study:
- infancy (first year of life);
- early age (1-3 years) [6, 7].
Studying the behavior of children during infancy, it was revealed that in the first time after birth the child has no need to communicate with people around him. Later it occurs under certain conditions. There are two such conditions:
1) The baby’s objective need for care and concern from others. In the first days of life, a child can survive only thanks to the adults nearby. Since he himself cannot satisfy his organic needs, which is the need for communication. As you know, in the very first days after birth, a child learns to use adults to eliminate discomfort and get what he needs, with the help of a variety of screams, whimpers, grimaces, and amorphous movements that take over his entire body. During this period, the baby does not address his signals to a specific person; there is no communication yet.
2) The behavior of an adult addressed to a child. The adult talks to the baby and tirelessly looks for any response sign by which one can judge that the child has joined in communication.
Even in the first months of life, the baby is introduced into a situation of communication with adults. In the process of communication, the direction of one person towards another always appears. There is interaction between communication participants. An adult, addressing a child, assumes his response and internally counts on it.
When communicating emotionally with children aged two to four months, you can see how deeply delighted they are by the affectionate conversation of an adult who did not participate in their swaddling and feeding, but now bends down, smiles and gently strokes them.
Initially, the baby is drawn into the communication process by the mother; later the need for contact arises, and means are developed to include other people in communication. The most important means of communication in infancy are expressive actions (smiles, vocalizations, active motor reactions).
The need for communication is the basis for the emergence of imitation of the sounds of human speech. The child begins to calm down early and listen if an adult speaks to him. After three months, when the child is in a good mood, he constantly makes sounds and hums. Often the humming becomes more intense and varied if the adult leans over the crib. By making sounds, the baby listens to them himself. It happens that, having uttered a sound by accident, the baby begins to imitate himself, reproducing them for a long time. At the age of four months, a child can quite expressively imitate the rhythm of spoken sounds. For example, when they rock him to sleep and at the same time sing: “A-ah-ah! A-a-a!”, the baby reproduces the rhythm and not necessarily the sound itself (the sound can be different: “Y-y-y!” or “O-o-o!”).
It is interesting to note that every time the mother approaches the baby and communicates with him, she tells him sweet little things in a gentle, affectionate tone. The child begins to react very early to the emotional tone of the speech of adults. The emotional state helps to increase overall activity. In the second half of the first year of life, a normally developing healthy child babbles a lot and with pleasure: he pronounces various syllables for a long time, tries to imitate the syllables spoken by adults.
Through babbling, the baby expresses his readiness to communicate; by babbling, he learns to pronounce and distinguish new speech sounds. The repetition of these sounds is pleasant for the child, so his babbling sometimes continues throughout his entire wakefulness. The importance of babbling for the development of a baby’s speech cannot be overestimated. Babbling is accompanied by gradual improvement in the use of lips, tongue and breathing. With such preparation, the child can subsequently learn the sounds of any language.
From about the middle of the first year of life, adults use speech, trying to create special conditions for the development of understanding of speech, in contrast to the first months of life, when speech appeals are used to emotionally position the child. Visual perception reinforces a child's understanding of speech. Teaching children to understand speech usually occurs in a certain way. An adult asks a child: “Where is it?” The baby, focusing on the behavior of the adult, shows the named object. As a result of repeated repetitions, a connection is formed between the word and the object being pointed to. Under the age of one year, speech understanding is influenced by the intonation with which the question is asked [5, 104].
An adult not only satisfies the child’s growing needs and teaches him how to operate with objects. He evaluates the child’s behavior in a certain way, smiles or frowns, and wags his finger if the child does not act as he should. This facilitates the gradual learning and further use of positive habits and correct behavior in various situations.
The reaction to a word in communication that denotes an object depends on the development of the child’s capabilities: at first he only looks at the object, a little later he strives for it and, finally, gives the required object to an adult or points to the object from afar. At the end of the first year, children develop their first simple words in response to an adult’s word.
With the development of understanding of an adult’s speech and the use of the first words, the child himself turns to the adult, eliciting from him communication, the names of more and more new objects. Thus, by the end of infancy, the child actively masters speech, which is one of the important means of expanding the child’s communication capabilities with adults.
At an early age, through communication with mom, dad and grandmother, he gradually masters normative behavior. And this contributes to the formation of the child’s inner world. Through mastery of objective activities, under the influence of adults, the forms of communication with adults change, which is an important indicator in the development of the child. In objective activity, a basis is created for assimilating the meanings of words and associating them with images of objects and phenomena of the surrounding world. The child's growing interest in objects, their properties and actions with them prompts him to constantly turn to adults. The business qualities of an adult come to the fore for the child, which is why such communication is called situational business [5, 19]
During such communication, the child receives the attention of an adult and at the same time acts, and most importantly, masters new cultural ways of acting with objects. An adult explains to the child the purpose of various objects, shows how to use them, helps them master actions, evaluates the correctness of their implementation, and corrects them.
Thus, during situational business communication, an adult acquires the following functions:
— acts as a partner and assistant in joint activities;
- provides role models;
- acts as an “expert” in assessing the child’s skills and knowledge.
In this form of communication with adults, the child uses various expressive and facial means of communication: facial expressions (looks, smiles, expressions of dissatisfaction, etc.), gestures, vocalizations expressing attention, interest in another person, disposition towards him, or, conversely, dissatisfaction, reluctance to communicate.
Gradually, in joint activities with an adult, the child masters a new type of communication means - objective-effective means.
When using them, the child expresses readiness to interact and invites them to engage in joint activities. This method of communication is most common in the second year of a child’s life, when he still cannot speak. When involving an adult in a joint activity, the child increasingly uses pointing gestures at an object, hands it to the adult, and places toys in his hand. Sometimes by bringing all his toys to an adult, putting them nearby or placing them on his lap, the child thus expresses his sympathy.
Object-based means also include the child’s movements and postures, with the help of which he expresses his readiness to interact and shows what he wants to do with an adult. For example, a child depicts a “drawing” of an action that an adult had previously shown him (makes movements with his hand, as if winding up a spinning top, taking apart a nesting doll, etc.).
— As a result, throughout an early age, verbal means of communication appear: first it is babbling, then autonomous child speech, and then almost full-fledged active speech. Communication with adults has a decisive influence on speech development. In the process of situational business communication, the child develops an attitude towards the subject environment that requires designation in speech. The use of speech expands communication opportunities and influences other activities of the child.
Situational business communication is of great importance for the social and personal development of a child. At an early age, the child shows pronounced selectivity in communicating with people around him. With close adults, the baby easily enters into both emotional contacts and games with objects. Strangers, especially in a new situation, often cause stiffness, tightness, and sometimes fear in a child. A child’s cognitive activity and research activities are largely determined by his relationships with close adults. The lack of attachments to them inhibits the development of the child’s interest in the outside world and his cognitive activity. If a child has formed an attachment to loved ones, their presence stimulates cognitive interest and research activity even in a new situation that causes fear in the child. Next to his mother, the baby feels safe, tries to involve her in the game, and share his impressions with her [8, 22].
In early childhood, attachment to close adults is most pronounced. This becomes noticeable in the child’s reaction to separation from his mother. Arriving at the nursery, he does not let her go, he is afraid to be left alone even for a minute. However, as the child accumulates experience in communicating with different people, he becomes more and more independent and independent from close adults. Mastering the situational business form of communication helps the child to come into contact not only with close adults, but also with strangers.
Communication with adults is one of the decisive factors in the development of a child’s personality and self-awareness. As a result of interaction, children’s ideas about themselves and their capabilities expand, curiosity, a desire for independence, perseverance, and purposefulness in activity are formed. In joint activities, the child becomes an equal participant in the interaction as an individual. In early childhood, communication is a situation of joint activity. Such activity serves as the basis for the growth of the child’s verbal interaction with adults [4,16].
In the course of situational business communication, the prerequisites are laid for the emergence of a new form of communication—non-situational cognitive communication. This form of communication arises towards the end of the third year of life, when the child develops active speech and questions arise: “Where?” Where?”, begins to talk about what he saw in the pictures, about what he was read in books. The child has not only practical ways of knowing, but also the initiative of purely cognitive, “theoretical” communication, in which the adult is the source of new knowledge about objects and the world around him. The emergence of a new form of communication indicates important changes in the child’s inner world. The child has a need for respect from adults for his desire to study the world around him, that he has the right to ask questions and receive thorough answers, to have his own opinion.
Communication between a child and adults who organize a development-stimulating environment, attract his attention to new objects, encourage and support children’s curiosity, is one of the important conditions for the development of a child’s cognitive activity.
At an early age, full-fledged communication between children begins to take shape. In nurseries, on the playground in the yard, children increasingly find themselves next to each other. This helps the emergence of first contacts between children and contributes to the development of interest in other children. But initially, children do not play together, but near each other with their toys. Often during such a game a conflict arises over a toy. Communication with a peer develops gradually and takes a different path in its development from the development of communication with an adult.
At first, in the second year of life, children show only interest and attention to each other, colored by positive emotions, and contacts between them are episodic and short-lived. Communication at this age is distinguished by the peculiarities of children’s contacts and is manifested in an ambivalent attitude towards peers. The kids also look into each other’s eyes, smile, laugh and babble while showing their toys. But they treat each other like an interesting object, a toy. By sitting a peer next to a one-year-old baby or placing a doll, you can see that the child will behave almost the same with them.
At the end of the second year of life, interest in peers intensifies and children become communication partners, while sensitivity to peer influences sharply increases. Children begin to be interested in each other as communication partners, and not as objects of manipulation. At this moment we can say that communication becomes full. At the end of the second year of life and in the third year, a special type of communication appears between children in the form of emotional and practical play. .
Such interaction between children occurs spontaneously, without an adult. Children are very attracted to such interaction, but the need to communicate with peers is weaker than the need to interact with adults with objects.
The role of an adult in the further development of children’s communication with peers, in the diversity of its content, is to establish positive relationships between children. Communication with peers in early childhood is of great importance in the mental and social development of the child. Children begin to feel and understand each other better. The experience of communicating with peers teaches the child to live in a team and get along with other people. Playing with peers, he learns to coordinate his actions with the actions of another child, defend his rights, and develop cognitive activity [8, 29].
Contacts with peers give the child additional impressions, the opportunity to discover and demonstrate his abilities and strengths, stimulate vivid experiences, and provide a field for showing initiative. All these qualities and abilities are important for the development of children's self-awareness.
Thus, communication is of utmost importance for a child at all stages of childhood. But at an early age it is especially important, since the basis of the personality and activity of a growing person is emerging. Moreover, the younger the child is, the more important communication with adults is for him. Communication is the most important condition for the development of a child in the process of ontogenesis - development of both internal (personal, emotional, motivational) and external (motor activity, general developmental status, etc.). And only full communication between adults and a child for normal development can be a “cure” for an unfavorable genetic background.
BIBLIOGRAPHICAL LIST.
- Volkov B.S., Volkova N.V. Psychology of communication in childhood. 3rd ed. – St. Petersburg: Peter, 2008. – 272 p.
- Vygotsky L.S. Psychology M.: Publishing House EKSMO-Press, 2000.-1008s
- Gromova O.A. Signs of speech disorders at an early age / O.A. Gromova // Education and training of children with developmental disorders. - 2008. - No. 4-S. 57-65.
- Istratova O.N. Psychological testing of children from birth to 10 years. - Ed.2-.-Rostov N/A: Phoenix, 2009.-317 p.
- Smirnova E.O. Child psychology: textbook. for students higher ped. textbook institutions studying in the specialty “Preschool pedagogy and psychology”. - M.: VLADOS, 2008. - 366 p.
- Mukhina V.S. Developmental psychology: phenominology of development, childhood, adolescence: Textbook for university students. - 4th ed., stereotyping. - M.: Academy, 1999-456p.
- Communication and speech: Speech development in children in communication with adults / Ed. M. I. Lisina; Scientific research Institute of General and Pedagogical Psychology Acad. ped. Sciences of the USSR. - M.: Pedagogy, 1985.-208 p.
- Potakova, A.V., Speech development of children with developmental disabilities. // Speech therapist - 2014. -No. 5 P. 61-65.
Features of the development of communication in young children.
Specifics of didactic games
Didactic games contain all the structural components that are characteristic of the play activities of preschoolers. But they manifest themselves in a different form, since their role is educational and training in nature.
The didactic task makes the game aimed at learning, directs its content to the formation of children’s cognitive activity. Unlike a direct task during classes, a didactic game encourages the child to set himself a gaming task.
In order to develop in children the ability to listen carefully, as well as to assimilate the sequence of events in the plot, to freely navigate the reading they hear, and to imagine literary characters, it is necessary to introduce special exercises and problem situations into classes.
For example, a teacher should read an excerpt from a fairy tale and ask: “Do you agree that this song should belong to a wolf and not a goat? Why do you think so?". Or you can ask the children: “Do you think this is the fox from the fairy tale about the fox, the rooster and the hare? Why?"
When children answer such questions and explain why they have such a point of view, they have to perceive the text and imagine certain images.
When teaching children the means of expressiveness, it is necessary to use their favorite and familiar fairy tales, which would contain the entire complex of expressive language means and would provide children with the opportunity to naturally get acquainted with the rich culture of their native language.
Moreover, the use of fairy tales makes it possible to teach children to use a variety of expressive means in their complex.
First, fragments from fairy tales are used as exercises. For example, children should ask to go to the tower like a bear and a frog, after which the teacher should ask which of them has a more similar manner or voice to these characters.
He will dwell in more detail on how didactic games to form the speech of younger preschoolers are used in the learning process.
Formation of speech activity
What should be understood by speech activity?
- Firstly, the beginning of the emergence of speech. The norm is the appearance of the first words in a child at 1 year, and the beginning of phrasal speech (the child speaks in sentences, not words) at about 1.5 years. If a child has a delayed development of speech (at 3 years of age or later), then he falls into the orthodontic risk group. Bite pathology is almost inevitable!
- Secondly, speech activity can also be considered from a psychological point of view. In short, introverts are more likely to develop an overbite than extroverts. As a rule, speech is always a matter of one’s own initiative and the need for self-expression. If a child has problems in implementing a statement, then parents should know that these features in communication can be corrected.
- Thirdly, the level of language proficiency is taken into account. Defective pronunciation of sounds, difficulties in choosing the appropriate word or expression appropriate to the situation, fears of being misunderstood, sometimes lead to a decrease in self-esteem, and the child turns into a silent person of a secondary nature.
Such a bouquet of speech and psychological problems can affect the aesthetics of the bite. Early contact with a speech therapist will allow you to “talk” the child and prevent unwanted complications! So, extroverts, call us! Introverts, write! Don't create a problem!
You can make an appointment with the Family Dental speech therapist Tatyana Borisovna Tsukor by calling the clinic +7-499-110-18-01 or using the form on the website. You can ask questions about speech therapy to T.B. Zukor on her page in.
Subject games in speech development
Playing with toys or objects is used to develop tactile sensations, manipulate different toys and objects, and develop creative thinking and imagination. When children get acquainted with different parts of the body, I try to play the game “Ola’s Helpers.” In this game, children not only get acquainted with different parts of the body, but also learn to form the plural of verbs.
By playing “What is this object?”, preschoolers learn to name objects correctly. Children take objects out of the bag and name them. The game “Colorful Chest” is played in a similar way.
Children must take a picture out of the chest and name what is drawn on it.
To consolidate acquired knowledge and clear sound pronunciation, I use the game “Magic Cube”. Children throw dice so that they spin. Then the children depict what falls on the top edge and try to pronounce the appropriate sound.
To compare objects by size, we invite children to find their own plate for the three bears.
In order for children to remember the specific features of different animals and birds, the game “Whose fur coat is this?” is played.
Word games and development of speech activity
Verbal games are based on words and practical actions with toys. These games help develop memory, teach the child to use dialogic speech, form their attention and desire to clearly express their thoughts.
The teacher tries to activate, consolidate and expand the lexical vocabulary of children. For this purpose, games are used that help children pronounce different sounds clearly and correctly.
So-printed games
These games allow children to broaden their horizons, shape their attention and intelligence, help them navigate changing game conditions, and teach them to anticipate the results of their actions.
When taking part in the game, children show restraint, try to strictly adhere to the rules and bring a lot of joy to the children. To do this, games are played with matching pictures, with collecting cut cubes and pictures, with finding similar objects and with funny little people.
These games help children compare objects, find the same ones among them, consolidate knowledge about shapes and colors, and compare objects in illustrations with certain objects.
To activate children's everyday vocabulary, you need to organize games with a didactic doll.
Exercise to stimulate speech activity
Classes become an important form of the pedagogical process in kindergarten. They allow children to concretize and clarify the knowledge that they receive in practice and that they received when they acted with objects from their environment.
In the younger groups, preschoolers were not yet able to study in a group, did not relate to themselves speech that would be addressed to the whole group, and could not listen to their comrades. The teacher’s speech becomes a big irritant that can attract children’s attention.
In these groups, it is necessary to widely use visualization, emotional teaching techniques, surprise and playful moments. Preschoolers should not be given a learning task. Classes should be arranged in individual and group forms.
The structure of the lessons should be simple and not require individual answers from preschoolers. Teachers’ questions should be answered by those who want to or by the whole group at the same time. Communication between children at this age is situational in nature and is often initiated by adults. It is usually short-term and unstable.
At the same time, a new type of communication with adults appears - this is cognitive communication, which is usually included in joint activities, and then in independent ones.
Consultation “Speech activity of children in classes and in everyday life”
Anastasia Tarasova
Consultation “Speech activity of children in classes and in everyday life”
Municipal preschool educational institution
“combined kindergarten No. 13, village. Kremenkul"
Consultation with a speech therapist
for preschool teachers on the topic:
«Speech activity of children in class and in everyday life»
Prepared by:
teacher speech therapist
Tarasova Anastasia Sergeevna
Preschool childhood is especially sensitive to speech acquisition. As a result of communication, by the age of 6-7 years a child usually has a significant vocabulary and basically masters the grammatical forms of his native language.
During this period, the child’s vocabulary is intensively enriched as a result of the child’s acquisition of new knowledge about unfamiliar objects and phenomena that are outside the scope of his personal experience, which is especially important for his future learning. Thus, as a result of the efforts of educators, with their help the child learns to speak correctly.
There are two main areas of communication for a preschooler - with adults and with peers. the experience of verbal communication with adults into his relationships with peers. The preschooler has a clearly expressed need for self-presentation, the need for the attention of a peer, and the desire to convey to his partner the goals and content of his actions.
The main role in the development of speech and replenishment of the child’s vocabulary is played by the teacher and his speech, since the preschooler spends life
In order for a child to master oral speech in a timely and high-quality manner, it is necessary that he use it as often as possible, coming into contact with peers and adults, i.e., have a certain speech activity . In order for vocabulary to increase, it is necessary to arouse in children the need for verbal communication , both in kindergarten and in the family, to encourage them to contact adults with requests or questions.
Conversational speech must be coherent, understandable, and logically consistent, otherwise it cannot serve as a means of communication. Preschool children master spoken language under the guidance of adults. The development of dialogical speech depends on the development of thinking, memory, attention, grammatical structure, and enrichment of vocabulary.
In early preschool age, the teacher must ensure that every child easily and freely enters into communication with adults and children, teach children to express their requests in words, answer adults’ questions clearly, and give the child reasons to talk with other children. You should cultivate the need to share your impressions, talk about what you did, how you played, the habit of using simple formulas of speech etiquette (saying hello, saying goodbye in kindergarten and family)
In middle preschool age children are taught to willingly enter into communication with adults and peers, answer and ask questions about objects, their qualities, actions with them, relationships with others, and support the desire to talk about their observations and experiences. The teacher pays more attention to the quality of children's : he teaches them to answer both in a short and in a common form, without deviating from the content of the question. Gradually, he introduces children to participate in collective conversations, where they are required to answer only when the teacher asks, and listen to the statements of their comrades.
In older groups, one should learn to answer questions more accurately, combine remarks from comrades in a common answer, and answer the same question in different ways, briefly and broadly. Strengthen the ability to participate in a general conversation, listen carefully to the interlocutor, do not interrupt him, and do not get distracted. Particular attention must be paid to the ability to formulate and ask questions, construct an answer in accordance with what is heard, supplement, correct the interlocutor, compare your point of view with the point of view of other people.
When conducting conversations with children on various topics, we try to teach children to conduct a dialogue , ask questions, and draw simple conclusions. We learn to retell simple fairy tales, describe fairy tale characters, illustrations, paintings, objects, etc. We also use elements of dramatization in theatrical activities. We learn poems, songs, nursery rhymes, etc. We monitor the correctness of children’s , correct it if necessary, and try to give an example of correct cultural speech.
We try to involve children in speech games such as : “Who talks like that?”
(Goal: expanding vocabulary, developing reaction speed)
;
"Who lives where?"
(Goal: consolidating
children’s knowledge about the dwellings of animals , insects. Consolidating the use in children’s of the grammatical form of the prepositional case with the preposition “in”
);
“Give me a word” (Goal: development of thinking, speed of reaction)
;
“Who moves how?”
(Goal: enrichment of
children’s , development of thinking, attention, imagination, dexterity); “Hot - cold”
(Goal: to consolidate in the child’s mind and vocabulary the opposite characteristics of objects or antonym words);
“What happens in nature?”
(Goal: strengthening the use of verbs in speech, agreement of words in a sentence);
“Who can perform these actions?”
(Goal:
activation children's verbal dictionary , development of imagination, memory, dexterity); “What happens in the fall?”
(Goal: to teach the seasons, their sequence and main features);
“What’s missing?” (Goal: development of attention and observation)
;
“The fourth odd one”
(Goal: strengthening
children’s to identify common features in words, develop the ability to generalize); “One - many”
(Goal: to consolidate
various types of endings of nouns children’s “Animals and their cubs”
(Goal: to consolidate the names of baby animals in
children’s , to consolidate word formation skills, to develop dexterity, attention, and memory); “Call it affectionately”
(Goal: strengthening the ability to form nouns using diminutive suffixes, developing dexterity and speed of reaction).
Conversations with children take place individually and collectively. In turn, there is also communication between children in games, work, observations, etc. They tell each other something, share their impressions, learn to speak more clearly, coherently, ask questions, answer, reason.
Thus, we can conclude that in communication with an adult, a child learns to speak and do as it should, listen and understand another, and acquire new knowledge. In communication with peers - to express oneself, manage others, enter into various relationships.
It is obvious that for the normal development of a child, not only an adult is needed, but also other children. Preschoolers strive to communicate; the need to be understood forces them to speak out more clearly and correctly. Children urgently need the help of an adult in the process of mastering communication with peers. To do this, it is necessary to properly organize the daily communication of preschoolers with adults and peers.
The speech of the teacher, who is constantly in the child’s field of vision, is an important source from which children draw an example of their native language and speech culture. What are the requirements for the teacher’s speech and what shortcomings in speech are inherent in teachers.
Unfortunately, in practice it happens that the following shortcomings are encountered in the teacher’s speech:
• unclear articulation of sounds during speech;
• pronouncing words with an accent or with characteristic features of the local dialect;
• incorrect stress in words;
• monotonous speech, in which children interest in the content of the statement sharply decreases;
• accelerated rate of speech, which makes it very difficult for children to understand speech;
• verbosity, layering of unnecessary phrases and details;
• saturation of speech with complex grammatical structures and phrases ;
• use of vernaculars and dialectisms, outdated words;
• frequent unjustified use of words with diminutive suffixes ( “Tanya, wash your hands!”
,
“Katenka, take the cup off the table!”
);
• contamination of speech with words - parasites (well, so to speak, etc.)
;
• copying the speech of babies, “lisping”
;
• using words in speech that children do not understand, without clarifying their meaning, etc.
The following requirements are imposed on the teacher’s speech:
• correctly pronounce all the sounds of your native language;
• clearly pronounce and articulate sounds, clearly pronounce the endings of words and each word in a phrase;
• strictly adhere to orthoepic norms in speech and correctly place stress in words;
• use means of intonation expressiveness of speech (voice strength, rhythm, tempo, logical stress, pauses)
;
• when communicating with children, use speech at a slightly slower pace and moderate volume;
• convey the content of texts coherently, in an accessible form, accurately using words and grammatical structures , taking into account the child’s age and level of speech development ;
• use a friendly tone when talking with children and staff.
Game – competition “Correct the mistakes”. Typical mistakes in adult speech.
“The children are running to kindergarten. You run after them. Get out of the house. Ride a sled. You see how I drive. Put on your boiler, stick your fingers in quickly. Join the group. Watch for me. Let's play together, look for the car. You need to put the spatula over there, put it there. They don't understand me. Lie on your right side. I'm cleaning my coat. How many times do I tell you, wait for me.” I (put on, put on)
hat.
I (dressed, put on)
the girl Tanya. These are their toys."
Result:
Every teacher and his speech behavior is a role model. Don’t forget that we have children with us, watch your speech and help your child master the culture of their native language.
Speech activity in integrated classes
Integrated activities are a combination of different types of activities, which arouses children’s interest and helps them relieve stress, relieve children from stress, switching them to different types of activities. Ordinary activities can contribute to the formation of speech, expand children's horizons, and help develop a harmoniously and intellectually developed personality.
Integrated activities allow the child to have the opportunity to use his creative abilities. Children compose and fantasize, reflect, learn the features of their native language.
A number of circumstances determine the importance of classes for teaching the native language and speech formation:
- training during classes makes it possible to perform all program tasks systematically, systematically and consistently;
- during classes, children's attention can be purposefully fixed on specific linguistic phenomena, which can gradually become the subject of awareness;
- a whole range of speech skills and abilities that form the basis of language ability are developed only in special learning conditions;
- During classes, in addition to the teacher’s influence on children’s speech, there is a mutual influence on each other’s children’s speech.
Also, in a playful way, you can actively enrich the vocabulary of children, form their grammatical speech structure and communication skills. Children learn to freely express their thoughts, share impressions, and talk about something.
Preschoolers also develop cognitive activity, because tasks and questions require them to activate existing speech experience and use it in real life.
What affects children's speech activity?
“Speech activity influences the shape of the dental arch and the structure of the maxilla, especially the roof of the mouth,” says Professor Rudolf Slavicek. I think that this statement of the world-famous gnathologist and the author of his own theory of occlusion is beyond doubt. The tongue is a fairly strong muscular organ that exerts pressure on the dental arch weighing about 500 g. Consequently, in the case of severe tongue dysfunction, the point of application of this force shifts, which causes changes in the bite.
Speech dysfunction, of course, refers to language dysfunction. Why? For the reason that this defect implies low mobility of the tongue and its incorrect position (low, subdental or interdental), both at the time of speaking and at rest. We are talking, in this case, about medium and low degrees of speech activity. In turn, in none of the above positions, the tongue does not perform the function of supporting the palate, which causes its deformation.
Enrichment of vocabulary and vocabulary
Vocabulary development is carried out with the help of different subjects.
To develop the ability to find objects by size, color and name. You also need to enrich the names of household items and toys, babies and pets. To develop the ability to understand generalized words, to draw children’s attention to words with similar meanings. You also need to name the essential details of objects, babies and pets.
To form vocabulary in younger preschoolers, a variety of teaching techniques and methods are used.
In order to enrich the vocabulary, observations are used, toys and pictures are examined, games-conversations are held, play and speech actions alternate.
To clarify and activate the vocabulary, it is necessary to use games, look at pictures, talk through pictures, organize practical and sensory perception, conduct speech exercises and situations for using the phrases and words being learned. You also need to use techniques of emotional impact: surprise, dynamic action, elements of dramatization.
To develop an understanding of the meaning of words, you need to use lexical exercises, activate adjectives, nouns and verbs, and introduce a wide range of visual materials - toys and paintings. The speech of the teacher himself, which is the most important source of enriching the child’s speech, plays a great role in this.
In order for children to master general concepts, it is necessary to play and select objects from the same gender.
Article:
In the development of a child’s speech, the leading role is played by adults: the family (parents) and the kindergarten teacher.
The child’s success in mastering the language depends on the culture of speech of adults and how they talk to the child, how much time they devote to verbal communication. Thus, an adult’s speech must comply with the norms of literary language and literary colloquial speech both in terms of the sound aspect (diction, tempo, pronunciation of sounds and words) and in terms of the richness of the vocabulary, accuracy of word use, grammatical correctness and coherence.
Also of great importance for the development of a child’s speech is the living environment in which he is brought up, the attitude of surrounding adults, care, educational influences and the child’s own activity in various activities.
The adult’s attitude towards the child’s development is important for the timely development of speech. An attentive, careful and friendly attitude ensures the development of reciprocal positive emotions and various reactions of the child. Without this, it is impossible to establish close contact with the baby and develop his speech.
At a young age, communication is the main form of educational influence on children. Communication is the relationship between an adult and a child, which includes the adult’s address to the child and the child’s response to the adult.
To develop children's speech activity, pictures depicting objects in action, separately located objects, and plot pictures are widely used. This increases interest in what is depicted, helps develop various mental operations and generalize knowledge. As a result, the child develops the ability not only to repeat words after adults, but also to independently express his opinions. Also of particular importance is reading books with illustrations to a child, then looking at the pictures, and retelling what is written in the book. All this develops attention, memory and makes the child think.
In the absence of systematic activity, contact between children and adults is practically not established. The child’s communication with adults and with other children contributes to the fact that he learns more complex forms of communication, not only asks or helps, but also correlates his actions with the actions of others. It is necessary to carefully monitor the child’s speech: listen to how he speaks and repeat after him all the words and phrases, because when repeating, we confirm the correctness of the spoken words, and, if necessary, provide the correct examples for assimilation. This technique is important for practicing correct sound pronunciation and use of grammatical forms. Also important are the techniques of finishing (nursery rhymes, poems) and suggesting the right word (a child, while retelling or reading by heart, may have difficulty using a certain word, it is necessary to help him in time).
Skillful use of all of these techniques will contribute to the timely development of your children’s speech.
The development of fine motor skills as a means of forming the speech of children of primary preschool age.
Why do we develop fine motor skills in children?
Most modern children have a general motor lag, especially urban children. Nowadays, all children’s shoes have Velcro and jackets have zippers. Even 20 years ago, parents, and with them their children, had to do more with their hands: sort through cereals, wash clothes, knit, embroider.
It has been proven that the development of fine motor skills of the fingers has a positive effect on the development of children's speech. The close connection of finger motor skills with the work of speech zones is confirmed by the fact that retraining left-handed people in preschool age is often one of the reasons for their stuttering.
A consequence of poor development of general motor skills, and in particular the hands, is the general unpreparedness of most modern children for writing or problems with speech development.
Why do we develop fine motor skills in children?
Unfortunately, most parents only think about problems with coordination of movements and fine motor skills before school. This results in an increased burden on the child: in addition to assimilating new information, he also has to hold a pencil in his unruly fingers.
The process of improving fine motor skills requires considerable attention. After all, his success in learning depends on how dexterous and agile his fingers become by the age of 5-6 years. That is why the relevance of fine motor skills is undeniable not only in early preschool age, but also in older, and even primary school.
Scientists have established in the process of research that the development of a baby’s speech begins only after subtle movements of the fingers reach a certain level of development, i.e. the development of fine motor skills prepares the corresponding areas of the brain for the formation of speech. It is known that the motor system, especially fine motor skills of the hands, has a great influence on the development of the entire organism (primarily the brain and central nervous system). Fine motor skills interact not only with speech, but also with thinking, attention, coordination of movements and spatial perception, observation, imagination, visual and motor memory. The development of fine motor skills is a source of accelerated improvement in speech, thinking and mental development.
Therefore, training the movements of the fingers and hands is the most important factor stimulating the child’s speech development, helping to improve articulatory movements, preparing the hand for writing and, no less important, a powerful tool that increases the performance of the cerebral cortex, stimulating the development of the child’s thinking.
How do we develop fine motor skills in children?
Work on developing movements of the fingers and hands should be carried out systematically and daily.
Self-massage (finger exercises, as well as arts and crafts (sculpting, drawing, appliqué) and manual labor (making crafts from paper, cardboard, wood, fabric, thread, natural material, etc.) have a beneficial effect on the development of movements of the hands and fingers. .) Play dough or dough can also be a great way to develop fine motor skills.
The so-called “finger games” provide very good training for finger movements.
Finger games are the staging of any rhymed stories or fairy tales using the fingers.
These games are very emotional and exciting, promoting the development of creative activity. “Finger games” reflect the world around us - objects, animals, people, their activities, natural phenomena.
During finger games, the child hears and repeats poems and songs after the adult. Then he remembers them and pronounces them without outside help.
Many games require the participation of both hands, which allows children to navigate the concepts of “right”, “left”, “up”, “down”, etc.
Fine motor skills are developed by:
- various games with fingers, where it is necessary to perform certain movements in a certain sequence;
- games with small objects that are inconvenient to handle (only under adult supervision);
- games where you need to take something or pull it out, squeeze it - unclench it, pour it out - pour it in, pour it in - pour it out, push it into holes, etc.;
- drawing;
- fastening and unfastening zippers, buttons, dressing and undressing, etc.
How to develop children's fine motor skills at home?
Currently, in the store you can buy various toys that are designed to improve the fine movements of a child’s fingers: pyramids, mosaics, inserts, cubes, educational mat, etc.
To do this, you don’t have to buy expensive games - just use leftover fabrics and you’ll get original educational toys. You can simply pick up how many scraps of different fabrics so that the child strokes them. You can also sew patchwork balls and stuff them with wool, cotton wool, pebbles, and various cereals.
You can make numerous game aids from the simplest objects yourself. For example, sensory pads are made from various cereals, pasta, and cotton wool. Use clothespins, beads, buttons, ribbons, twine, pencils, nuts, empty boxes, corks, etc. for games.
Playing with various small objects has a positive effect on the development of fine motor skills in a child’s hand.
You can use ordinary pasta of various shapes, buttons, clothespins and other small objects that little children love to finger. Of course, such fun should only take place under adult supervision. By choosing buttons of different sizes and colors, you and your child can create a sun, a cat or a house.
The baby loves to move objects from one pile to another. You can invite your child to play with the simplest household items. For example, ask him to find identical buttons. Of course, it is necessary to ensure that the baby does not put a small part in his mouth. You can place several bowls or glasses in front of the child, into which beans and peas are poured. You need to show the child how to transfer them with a spoon or handfuls from one container to another, or with two fingers.
Modeling from any plastic material successfully develops fine motor skills. The child not only sees what he created, but also touches it, takes it in his hands, and easily changes it at will. The main tool in sculpting is the hands. From one lump of plasticine or salt dough you can create an infinite number of images, each time finding new options and methods. In the sculpting process, you can use various natural materials. Dough works can be dried and used for further play.
Of course, the development of fine motor skills is not the only factor contributing to speech development. It is necessary to develop the child’s speech in a complex way: communicate a lot and actively with him, inviting him to talk, stimulating him with questions and requests.
Speech culture of a preschooler
Sound speech culture is very important for the speech development of a younger preschooler.
Children need to be trained to pronounce isolated vowels and consonants. It is necessary to form the articulatory apparatus. One must develop the ability to use the pitch and strength of the voice. You need to develop the ability to pronounce phrases and words clearly. It is necessary to develop articulation of sounds. We need to teach children to speak calmly and use natural intonation.
The grammatical speech structure contributes to the construction of more correct statements by preschoolers.
It is necessary to teach children to agree on nouns and pronouns, and to use different prepositions in speech. It is necessary to teach children to obtain common sentences from simple non-common ones. It is necessary to introduce additions, definitions, circumstances. It is necessary to teach children to compose sentences from homogeneous members. You need to actively use prepositions in your speech.
Formation of coherent speech through folklore
Coherent speech promotes effective communication of preschoolers with others.
We need to help children answer both simple and complex questions. We need to teach them to ask questions and develop proactive speech in them. It is necessary to develop the ability to conduct dialogue with children, with adults, with teachers.
One of the main sources for the development of expressive speech in children is folklore works and other oral works of folk art.
Folklore has enormous aesthetic, cognitive and educational significance, because it allows children to expand their knowledge about the surrounding reality and develops the ability to subtly sense the artistry, rhythm and melody of their native language.
Folklore is one of the brightest means of speech, which is fraught with great didactic opportunities.
The use of oral folk art is possible only if verbal folk art is widely included in the lives of younger preschoolers.
Children need to read new or familiar works of fiction every day. Also suitable for reading are various anthologies and books specially published for younger preschoolers.
Many literary collections contain works that allow you to make generalizations with children for one or another time period of a routine moment: while eating or washing, while going to bed or at play, on walks and other events. Various kinds of humorous poems are also used. For example, the works of Marshak.
During the walk, children show how big legs can walk and small legs can run. Nursery rhymes allow kids to talk about how their weekends and holidays went, who visited their grandmothers, what their grandmother treated them to and how she greeted them.
Based on all this, introducing preschoolers to works of folklore allows them to shape their speech, enrich and replenish their vocabulary.
Turning to familiar folklore genres makes it possible to ensure the effectiveness of the development of independent speech in preschool children.
The use of all Russian folklore genres accessible to children in the process of development, training and education of children of primary preschool age makes it possible for children to acquire the necessary skills and abilities to use them in the process of verbal communication, in plot and theatrical games.
For younger preschoolers, these are, first of all, chants, riddles, nursery rhymes and fairy tales.
Oral folk art preserves the specific features of the Russian people, which contain moral values, people’s ideas about courage, beauty, loyalty and truth, as well as goodness.
All this can be found in Russian folk works. It is fairy tales that become good material for teaching younger preschoolers the formation of speech.
Fairy tale characters are familiar to children, their character traits are clearly expressed, and their motives for their actions are very clear. Fairy tale language is incredibly rich and expressive, it is filled with figurative comparisons, and contains simple forms of direct speech. This makes it possible to involve children in active speech activity.
Thus, if you create a formative environment, if you alternate learning and games, and introduce play exercises, all this helps maintain children’s attention, increases their speech activity, and causes children to strive to generalize. Taking this into account, we can conclude that the creation of pedagogical conditions is important for the development of speech in younger preschoolers.
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Stages of speech formation
Classical speech therapy identifies 5 stages of speech formation. Let's take a closer look at these stages (please note that all the dates and durations of the stages are quite approximate and are determined by a speech therapist after an individual examination of the child):
Pre-speech period. During this period, the child develops the first vocal reactions (humming, babbling, screaming). Humming can be heard at 3-4 months, babbling at 5-6 months. These sounds are not yet speech, but, nevertheless, the child is actively working on the development of articulation and speech apparatus. Contact with adults or older children leads to the fact that the baby’s vocal reactions acquire more expressive features. New modulations, intonations, tones appear. Children very early (after six months) begin to understand intonations addressed to them and distinguish timbres. The pre-speech period lasts up to about a year. Thus, to the question “When does a child begin to speak?”, we can answer - at the age of about a year, but note that this will not be speech in the usual sense for us!
The first period of speech formation. During this stage, the child develops the first “words” of active speech. This usually occurs at the age of 1 year. Quotes indicate that the first words can consist of several sounds and are often complemented by active facial expressions or expressive movements of the child. For example: muuuu (cow), bibi (car), etc. Some children can repeat the stressed syllable in the word spoken to them: ma (mom), pa (dad), ka (porridge). The further you go, the more complex the structures become. The first period of speech formation lasts up to approximately 2 years. Closer to two years, the first phrases of 2 words may appear in speech. In girls, this usually occurs at the age of 1.5-1.7 years, in boys a little later, at 2 years.
If a child does not speak at one year of age, you need to see if you are making too high demands on the child’s abilities. If there is onomatopoeia in the speech, the child can convey at least something to you in words - just wait a little. Also analyze your speech - how do you communicate? Speak slowly, clearly, calmly, in a slightly sing-song voice so that the child can hear the sounds well? Do you read children's poems, nursery rhymes, etc. to your baby? Do you draw the child’s attention to new objects, let them study, touch them, repeat the name several times? If you answered yes to all these questions, in addition, you pay a lot of attention to the development of the baby, and the child does not speak at 2 years old, then contact a pediatric neurologist or speech therapist with this question. It is better to dispel doubts by contacting an experienced specialist than to worry and worry about why the child does not speak. Most often, delayed speech development may be a variant of the norm, but sometimes the child still needs help. What exactly is needed in your particular case is best determined by a specialist.
The second period of speech formation. This turbulent period is characterized by the complication of phonetic and lexical structures. Words of 2-3 syllables appear in the child’s speech (sound distortions may be present). The child increasingly repeats what he hears around him (this is why it is so useful to read and constantly talk with the child) and gradually gives up babbling. Along with the emergence of new words, the range of ideas expands. Most often, this stage occurs in the first six months of the child’s third year of life. If a child does not speak at 3 years old, then this is a reason to start classes with a speech therapist (if non-speech therapy causes of speech delay are excluded).
The third period of speech formation. This period is characterized by the appearance in the baby’s speech of complex words of three or more syllables (first with swallowing of sounds and contraction) and the beginning of stable pronunciation of sounds. This stage can be called adjusting or clarifying sound perception. During this period, the child begins to speak in sentences. This period occurs at the age of 2.5-3 years. Often the first, second and third periods have blurred boundaries and can merge into one stage.
The fourth period of speech formation. The ability to pronounce complex words and sentences improves, and the stage of forming correct pronunciation is completed. It is during this period that active word creation occurs. This stage occurs at the age of 4-5 years. Clear speech without impaired sound pronunciation is usually established by the age of 5-5.5 years.
Each individual case of “why the child doesn’t speak” needs to be considered individually with specialists. In some cases, neurological problems, hearing defects, or problems associated with tongue dysfunction may be to blame (more on this problem below).
