Methodological development “Formation of the lexical aspect of speech in preschoolers with OSD”

Introduction

Preschool educational institutions and groups for children with speech impairments are the first stage of lifelong education and are part of the public preschool education system. Kindergartens for children with speech disorders play a leading role in their upbringing and development, in the correction and compensation of speech disorders, and in preparing these children for school.

Correctional work on the upbringing and training of preschoolers with speech impediments includes daily frontal, subgroup and individual lessons, and continuity in the work of a speech therapist, teacher and music director. One of the most important tasks of speech therapy work with preschoolers with SLD is the formation of their lexical vocabulary. This is necessary both for the most complete overcoming of systemic speech underdevelopment, and for preparing children for upcoming schooling.

Children with ODD are a special category who have preserved hearing, are not primarily impaired in intelligence, but have significant speech defects that affect the development of the psyche. Speech disorders, having arisen as a result of the influence of any potential factor, do not disappear on their own, and in the absence of specially organized correctional work, they can negatively affect the further development of the child.

In domestic speech therapy today, the highest priority and especially fully developed is the correctional direction, which focuses on overcoming emerging or existing speech disorders. This is most understandable due to the objectively greater suffering of the child and the concern of his family and friends.

It is necessary to reveal the causes of OHP. Speech occurs in the presence of certain biological prerequisites and, above all, normal maturation and functioning of the central nervous system. Among the factors contributing to the occurrence of speech impairment in children, a distinction is made between unfavorable external and internal factors, as well as external environmental conditions.

These factors can influence both in the prenatal period and during childbirth, as well as in the first years of the child’s life. Among the pathogenic factors acting on the nervous system in the prenatal period are possible toxicosis, intoxication, metabolic disorders of the mother and during pregnancy, the action of certain chemicals, and radioactive radiation.

Various lesions are possible due to Rh incompatibility of the blood of mother and fetus. There is a clear connection between the time of pathogenic influence on the developing organism and clinical manifestations: the earlier in embryogenesis the fetal brain is damaged, the more pronounced the consequences of harmful influences.

A special role in the occurrence of speech underdevelopment belongs to genetic factors. In the presence of so-called speech weakness or a hereditary predisposition to speech disorders, ONR can occur under the influence of even minor adverse external influences. Other unfavorable factors that cause damage to speech functions are natural and postpartum lesions.

The leading place in this group of pathologies is occupied by asphyxia and intracranial birth trauma. Asphyxia (oxygen deficiency) leads to severe damage to many parts of the nervous system. Intracranial birth trauma includes hemorrhage into the substance of the brain and its membranes, as well as other cerebral circulatory disorders that cause structural changes in the nervous system. The occurrence of intracranial injury is facilitated by various types of obstetric pathology, as well as incorrect technique for performing delivery operations.

Intracranial hemorrhages during childbirth occur due to mechanical trauma to the fetal head, resulting in damaged blood vessels. Postnatal factors that cause disturbances in the development of speech and non-speech functional systems include diseases suffered in early childhood. These diseases include infectious diseases of the nervous system: meningitis, encephalitis and polio. Reversible forms of OPD can arise against the background of negative socio-psychological influence: lack of speech motivation on the part of others, conflictual relationships in the family, incorrect methods of education, etc.

Summarizing the presented data, we can draw a conclusion about the complexity and diversity of the complex of various causes that cause OHP. Most often, there is a combination of hereditary predisposition, unfavorable environment and damage or disorders of brain maturation under the influence of various factors acting in the prenatal period, at the time of birth or in the first years of the child’s life.

Interest in children's speech has not waned for many years. A great contribution to the development of speech development methods was made by: K.D. Ushinsky, E.I. Tikheeva, E.A. Flerina, A.N. Gvozdev, A.P. Usova, O.I. Solovyova and many others. The originality of the development of vocabulary and grammatical structure of the language with general underdevelopment of speech is shown in the studies of T.B. Filicheva, R.E. Levina, G.V. Chirkina and many others. R.E.Levina describes the features of the dictionary at each level of speech development. Domestic speech therapy has accumulated sufficient theoretical, practical and methodological material on the study and development of the lexical and grammatical aspect of speech in preschool children with SLD.

Existing programs for the education and upbringing of children with special needs describe in detail the content and structure of frontal classes on the development of the lexical and grammatical aspects of speech. In the program by Filicheva and Chirkina “Correctional education and upbringing of five-year-old children with special needs development” (M., 1991), learning objectives are presented by period.

For six-year-old children in the program Filicheva T.B., Chirkina G.V. The planning of frontal lessons on the formation of lexical and grammatical means of the language on topics in a certain sequence is provided. In addition to programs for training and raising children with special needs, there are well-known author’s recommendations for the development of lexical and grammatical means of the language. Zhukova N.S. proposes to develop the lexical and grammatical means of the language based on the gradual formation of oral speech.

It is based on teaching preschoolers how to compose various types of sentences. At each stage, speech therapy work is carried out with children of a certain level of speech development, without taking into account the form of speech impairment (alalia, dysarthria, delayed speech development, etc.) in order to develop an understanding of addressed speech and activate independent expression.

Efimenkova L.N. offers methodological techniques for the formation of a lexical vocabulary in accordance with the levels of general speech underdevelopment, gives a brief description of the speech processes of children with different levels of development. The formation of word-formation skills in the form of outline plans is presented in the methodological recommendations of Shakhovskaya S.N., Khudenko E.D., Filicheva T.B., Tumanova T.V.

All methodological techniques take into account the level of speech development of a child with ODD, the program of correctional education and upbringing of children with ODD in accordance with the principles of systematicity, complexity, ontogenetic principle, taking into account the pathogenesis and individual characteristics of children.

Stages of development of the lexical aspect of speech in ontogenesis.

Methodology of speech therapy work to correct violations of the lexical aspect of speech in preschool children

With general speech underdevelopment

The concept of the lexical side of speech.

Stages of development of the lexical aspect of speech in ontogenesis.

Characteristics of violations of the lexical aspect of speech in general underdevelopment of speech in preschool children.

Basic approaches to the correction of violations of the lexical aspect of speech with general speech underdevelopment in preschool children.

Literature.

1. Zhukova N.S., E.M. Mastyukova, T.B. Filicheva Speech Therapy. Fundamentals of theory and practice. M.: Eksmo, 2011.

2. Speech therapy. Theory and practice / edited by Filicheva T.B. M., Eksmo, 2021.

3. Fundamentals of preschool speech therapy / Filicheva T.B., Orlova O.S., Tumanova T.V. and others. M., Eksmo, 2021.

4. Pyatnitsa T.V. Speech therapy in tables, diagrams, figures. Rostov n/d, Phoenix, 2016

5. Tseytlin S.N. Language and the child: Linguistics of children's speech: Proc. aid for students higher schools, institutions. M: Humanitarian. ed. VLADOS center, 2000.

Speech therapy benefits for preschool children with general speech underdevelopment.

1. Speech therapy manual for enriching the vocabulary of preschool children with general speech underdevelopment.

2. Borovtsova L.A., Volkova E.E. The ABC of antonyms in folklore: a speech therapy guide for the acquisition of antonyms by preschoolers with general speech underdevelopment. Tambov, TSU named after G.R. Derzhavina, 2021.

3. Borovtsova L.A., Shubina K.O. From word to word: a speech therapy guide to enrich the vocabulary of preschool children with general speech underdevelopment through word formation (compiling chains of cognate words). Tambov, TSU named after G.R. Derzhavina, 2021.

7. Borovtsova L.A., Chasovskikh A.Yu. Magic words: a speech therapy guide for the acquisition of phraseological units by preschoolers with general speech underdevelopment. Tambov: TSU named after. G.R. Derzhavina, 2021.

The concept of the lexical side of speech.

Lexical aspect of speech (vocabulary)

is a set of words that is characterized by volume (quantity) and composition of parts of speech (vocabulary quality). Vocabulary or the lexical side of speech is one of the components of the speech system that needs to be formed in children with OSD.

Vocabulary is a set of words that a child can use in his speech. There are two types of vocabulary: active and passive. An active vocabulary is a stock of words that a child understands and actively uses in everyday speech. Passive vocabulary is a stock of words whose meaning the child understands but rarely uses in everyday speech.

With normal development, a child's vocabulary increases quite quickly. Vocabulary is characterized not only by a quantitative indicator, but also by a qualitative one.

As the quantitative and qualitative aspects of the vocabulary increase, the skill of word formation occurs.

Stages of development of the lexical aspect of speech in ontogenesis.

A child's first words appear towards the end of the first year of life. By the age of 1.5 years, the child’s active vocabulary contains about 40 words, and the passive one – 160. They are based on nouns and verbs (“ patik

" - finger, "
santik
" - bunny;
“di”
- go,
“bo-bo”
- it hurts).

By the age of 2, the first adjectives and conjunctions appear in the child’s speech. At this age, the child learns the numeral “two”. During this period, the vocabulary increases to 300 words.

At 2 years 3 months, the child’s vocabulary includes 23 adjectives, and personal pronouns appear. By the end of 2 years, the child has mastered up to 70 adverbs denoting relationships: place (there, here, here), time (yesterday, soon, now), quantity (a lot, a little), modality (possible, impossible), temperature (hot , cold), taste (bitter, tasty), evaluation (good, bad).

By the age of 3, children begin to learn general words (“dishes”, “toys”), by the end of 3 years of age the child uses the numerals “three” and “four” in his speech. The vocabulary at this age is about 1000 words.

According to research by A.N. Gvozdev, in the speech of 4-year-old children, 50.2% of nouns are used, 27.4% of verbs, 11.8% of adjectives, 5.8% of adverbs, 1.5% of numerals, 11.1% of conjunctions and prepositions, 0.9% - particles. By the age of 4, a child’s vocabulary includes 1,600 words.

By the age of 5, children have 2,200 words in their vocabulary.

With normal speech development, there is a gradual accumulation and comprehension of words. The transition from the pre-speech stage to the first words is the most serious period in a child’s speech development. By this time, his passive vocabulary contains approximately 50-70 words (according to the observations of Western researchers), which can be checked by the reaction to requests: “Bring the shoes”, “Put the ball in the boxes” and the questions: “Where are the eyes?”, “Where are the eyes?” grandmother?" This is what speech therapists usually do when assessing the level of speech understanding. A word enters the active lexicon when a child can begin to use it in spontaneous speech, only after a short and sometimes quite long stage of the word being in the passive lexicon. It is quite difficult to take into account all the words a child understands. Sometimes it is accidentally discovered that a child understands the meaning of a word that the parents never used in conversation with him. The translation of a word from a passive to an active lexicon depends on the availability of the articulatory work required to pronounce the word. This does not mean that the child will dare to pronounce a word only when he is able to master all the sounds that make it up. As a rule, he is satisfied with the sound form of the word that is extremely simplified and modified in accordance with his pronunciation capabilities. What matters is the frequency of situations in which this word is involved, and the inability for a child to get out of a difficult situation by using one or another protosign instead of a word, that is, pointing to an object or defining it with a gesture. If such an opportunity exists, the child willingly takes advantage of it and is in no hurry to move on to verbal signs.

During the transition from babbling words to the first words, individual babbling sound complexes can be preserved even when the child has already begun to use meaningful words. Moreover, babbling acquires a qualitatively different character during this period - it is as if the sound contours of future words are being worked out in it. The child’s attitude towards his own babble changes, he loses his former carefree attitude. The sound similarity between babbling and words sometimes misleads adults, and they mistake certain combinations of sounds for words: “ma-ma”, “tu-tu”, “ba-ba”, etc. What is the difference between babbling and words, even with their sometimes extremely close sound similarity? The babbling complex is not a sign, i.e. does not convey information, does not reflect thought and therefore cannot be regarded as a means of communication. It is involuntary (it is precisely because of involuntary behavior that the child is able to pronounce rather complex babbling complexes). A word is a sign endowed with a permanent meaning. Non-standard “proto-words” occupy a special place in a child’s vocabulary.

It is a common belief that the first word uttered by a child is certainly “mama.” However, this is not always the case. Firstly, many parents who observe the speech of their children do not regard as words the various “av-av”, “bi-bi”, etc., which, as a rule, appear earlier than the mother. Secondly, this combination of syllables is very characteristic of babbling, therefore, “ma-ma” can be considered a word only when there is confidence that such a complex of sounds serves as a verbal sign, i.e., is associated with certain, repeating situations. For example, a child wants his mother to take him in her arms, states that the mother has entered the room. A comparison of the first fifty words of different children allows us to identify some patterns in the formation of the initial lexicon. With all the sometimes very significant individual differences between children, there is a certain fairly standard set of concepts that should receive one or another expression in the child’s initial vocabulary, for example (mom, dad, baba, woof, kap-kap, buy, kup-kup, knock-knock, lalya, etc.).

Noteworthy is the absolute predominance of words from the so-called nanny language, and in their composition - onomatopoeia, i.e. onomatopoeic words. Some words that are widely used by adults, for example “mom”, “dad”, “aunt”, “uncle” - “come from childhood”. The simplicity of their phonetic appearance indicates that they are specially adapted for communicating with children.

Onomatopoeia is distinguished by the following features: simplicity of sound appearance; accessibility for articulation at a young age; motivation of a sound form that has a “sound-imaginative” character that is understandable to a child. The transition from trying to hear a sound made by an object or a living creature (“Listen to how the crow says: caw-craw.”) to its designation through a sound complex is clear and simple. The motivation of onomatopoeia is very conditional, and we do not so much teach the child to hear a sound as we impose on him our idea of ​​what this sound should be. Children gradually move from onomatopoeia to normative words. As a rule, a period of parallel use of both words is fixed, and after that the onomatopoeia is replaced by a normative word. An interesting phenomenon is observed in the speech of children from one to two years old: they create words according to their own rules, which are not accepted in their native language. The need to select nominations for different phenomena with lexical deficit leads to the creation of compound names from elements acquired earlier.

Children's active vocabulary is also formed in a unique way; a child pronounces an average of 3 words per year, 3 months per year. – 19 words, in 1 year 6 months. – 22 words, in 1 year 9 months. – 118 words. If up to 1 year 8 months. The active dictionary is replenished quite smoothly (6-7 new words per month), then in 1 year 9 months. Most children experience a rapid increase. This usually coincides with the end of the period of one-word sentences and the transition to two-word and then multi-word ones. Replenishment of the dictionary is a necessary condition for lengthening the chains of syntactic components of a sentence and for the emergence of new types of syntaxemes. The child’s advancement in cognitive development, which is consolidated in the formation of new syntactic structures, requires more and more new lexical material to represent syntaxemes. On the other hand, reliance on a significantly expanded vocabulary determines the further development of combinatorial technology, syntactic technology itself. Note that it is the active dictionary that increases abruptly. As for the passive vocabulary, here the development occurs quite smoothly. Lexical takeoff cannot be considered a period when the passive vocabulary includes many words (they have already been accumulated by this moment). This is the period of updating words, transferring them from passive to active.

Speaking about quantitative changes in the dictionary, one cannot help but touch upon the internal, substantive side of the lexical units used by the child. In the studies of L.S. Vygotsky and A.R. Luria convincingly demonstrated that children's words only gradually acquire the status of full-fledged verbal signs. The meanings assigned to them are constantly changing and developing. As the child develops in language, words become more and more freed from the captivity of the situation with which they were originally associated. E. Sapir in 1921 metaphorically defined the word as “a kind of capsule in which a thought is placed and which absorbs thousands of cases of previous experience and is ready to accommodate new thousands.”

The iconic nature of a word presupposes its subject and conceptual correlation. It is the latter that underlies what we traditionally call lexical meaning. Actions significantly speed up familiarization with objects and the assimilation of names that designate them. If a child answers the question: “Where is the ball?” points to one, another, third ball, then the necessary generalization (generalization) of homogeneous objects (denotations) has already arisen. They united in the child’s mind and a significative was formed, which constitutes the actual meaning of the word.

The formation of a significative meaning is the next stage in mastering the meaning of a word. To form a signifier, it is necessary to separate the essential and non-essential characteristics of an object, i.e. to realize that a ball is something round, hollow inside, smooth to the touch, elastic, that you can play with a ball by hitting it against a wall or the floor, and at the same time it bounces . You also need to realize that the color and size of an object do not matter to understand the meaning of a word. Later, when the child is given, for example, a tennis ball, he will be able to conclude that “smooth” is an unimportant attribute of the object. Based on such experience, a conceptual correlation of words with objects is formed. However, the concepts of a three-year-old child are radically different from the concepts in the linguistic consciousness of an adult.

The basis for assimilating the meanings of words is the child’s constant work to generalize his experience. He sees a lot of cats, some of them are fluffy and smooth-haired, they are all different colors, etc. At some stage of his development, the child must understand that the word “kitty” can be used to describe any cat, both toy and living. . When understanding the meanings of words, a child has many difficulties. It is not as easy as it seems for an immature mind to classify objects and phenomena.

In a child with ODD, the formation of vocabulary occurs completely differently than in normal preschoolers. The time of appearance of the first words in children with speech development disorders does not differ sharply from the norm. However, the period during which children continue to use individual words without combining them into a two-word amorphous sentence is purely individual. A complete absence of phrasal speech can occur at the age of -2-3 years, and at 4-6 years. It is interesting to note that modern parents begin to worry about delayed speech development when the child reaches 2-2.5 years old, and not 4-5.

Children's initial vocabulary includes:

- several correctly pronounced words of 1-2 syllables (consisting of the sounds of early ontogenesis of speech);

- contour words of 1-2 syllables, rarely 3 syllables;

- onomatopoeic words (reduplicate);

- words-fragments of the names of objects, animals.

Already the first words of children can signal an unfavorable beginning of the development of their speech: “ma” (instead of mom),

“pa” (instead of
dad),
“ba”
(woman)
or the word “mother” refers to father and other persons. Regardless of whether the child began to pronounce the first words entirely or only individual parts of them, it is necessary to distinguish between “speechless” children according to their levels of understanding of someone else’s speech. Some children's level of language comprehension (i.e., impressive language) includes a fairly large vocabulary and a fairly nuanced understanding of word meanings. Parents usually say about such a child that he understands everything, but he just doesn’t speak. However, a speech therapy examination will always reveal deficiencies in their impressive speech. Other children have difficulty navigating the verbal material addressed to them.

A striking feature of speech dysontogenesis is the persistent and long-term absence of speech imitation of words new to the child. In this case, as already mentioned, the child repeats only initially. It is possible that some children (with the help of their parents) develop with age the ability to repeat individual sounds after an adult (up to the sound [r]) with a complete inability to combine them into the simplest words. The child repeats only the words he initially acquired (most often there are no more than 10), but persistently refuses words that are not in his active vocabulary. Such a “stop” can occur during normal speech development, but no more than within 5-6 months after the appearance of the first 3-5 words.

In speech dysontogenesis, this phenomenon can occur over several years of a child’s life. This state of speech in preschool children with preserved intelligence and hearing is sometimes diagnosed by psychoneurologists as selective mutism.

The experience of speech therapy work with non-speaking children shows that one of the crucial moments is when a child with a sufficiently developed understanding of speech has a need to repeat words or parts of them after an adult. The emergence of an active desire to imitate the words of an adult ensures that the child is transferred from the category of “non-speakers” to the category of “poor speakers.” When speech imitation appears, the reproduction of words is carried out not within the framework of the predominant reproduction of the prosody of the whole word, as is normal, but only of its stressed part. This part, as a rule, is the stressed syllable of the word in its open version.

An interesting feature of abnormal child speech during this period of its development is the child’s desire to use open syllables. The desire to “open a syllable” manifests itself most clearly in the addition of vowel sounds to the ends of words in cases where the word ends in a consonant. The absence of many articulatory structures does not stop children from reproducing words or parts (fragments). The sound that is most often chosen as a substitute is one that contains a component of the articulatory pattern that is common to the desired sound, or several common components. In case of speech development disorders, the substitute sound and the replaced sound may differ from each other by two or more components, i.e. are articulatory distant, which is almost never observed normally, where sounds replacing each other are articulatory close. Shortening a word due to the omission of syllables or one syllable is one of the characteristic symptoms that accompanies children with speech development disorders for many years of life. As speech develops, this defect can gradually disappear, but it always reveals itself as soon as the child encounters a new complex sound-syllable and morphological structure of a word. The first words of abnormal child speech can be classified as follows:

1) correctly pronounced: “mom”, “dad”, “give”, “no”;

2) words-fragments, i.e. those in which only parts of the word are stored;

3) words-onomatopoeia, which the child uses to designate objects, actions, situations;

4) contour words, or “outlines”, in which prosodic elements are correctly reproduced - stress in the word, number of syllables;

5) words that do not at all resemble words of the native language or their fragments.

Normally, when a child accumulates up to 30 verbal units in his active vocabulary, he moves on to mastering the first two-word constructions. Therefore, normal speech development does not know cases where, in the complete absence of verbal combinations, the child’s active vocabulary includes a large number of words (for example, more than 100). The fewer words in a child’s vocabulary, the more words are pronounced correctly. The more words there are, the greater the percentage of words that are distorted. Speech dysontogenesis is often characterized by an expansion of the nominative vocabulary to 50 or more units with an almost complete absence of word combinations. However, the most common cases are those when the assimilation of the first syntactic structures begins when there are up to 30 words in active speech, but at an older age than is normal.

Thus, with normal speech development, there is a gradual accumulation and comprehension of words. In preschool children with general underdevelopment of speech, untimely appearance of active speech imitation, pronounced syllabic elision and untimely mastery of the first verbal combinations, even if grammatically and tongue-tied, are combined with each other, should be considered the leading signs of dysontogenesis of speech in the first stages of its development.

3. Characteristics of violations of the lexical aspect of speech in general underdevelopment of speech in preschool children.

Preschoolers with ODD have a vocabulary that lags sharply behind the norm. The limited vocabulary of preschool children with general speech underdevelopment was studied by such specialists as: N.S. Zhukova, R.I. Lalaeva, E.M. Mastyukova, N.V. Serebryakova and others.

As a result of their research, scientists came to the conclusion that children with ODD have a serious discrepancy in the volume of active and passive vocabulary.

In preschool children with general speech underdevelopment of the first speech level, the active vocabulary is in its infancy. As a child with ODD (I) grows up, some commonly used words begin to appear in active speech. Often children are guided by the external similarity of objects, and in connection with this, a phenomenon called polysemy appears in the child’s speech, when a child can call the same object differently: “beetle” or “flies”

(“fly”), then
“uk”
(“spider”), then
“akan”
(“cockroach”).
Characteristic is the use of babbling words that can mean not only the object itself, but also its actions (for example, “kika”
is both “book” and “read”).

The passive vocabulary of children with the first level of speech development is much wider than the active one. One gets the impression that children understand everything, but cannot say it themselves.

Poor vocabulary in OHP (I) forces the child to resort to the use of paradigmatic means of speech.

The volume of the active vocabulary of children with the second level of speech development increases significantly, but is far from normal. Words denoting an object or action begin to appear in speech. Children begin to actively use personal pronouns, some prepositions and conjunctions in their speech. In the verb dictionary of preschoolers with ODD (II), the most common actions are those that surround the child every day (“sleep”, “eat”, “bathe”, etc.). Often there are replacements of one word with another that is similar in meaning: “ironing” - “carrying out”

, “knits” -
“sews”
.
The name of some actions is replaced by the name of the objects at which it is directed or by which it is performed and is simultaneously accompanied by a corresponding gesture (“driving” - “car”
and a gesture characteristic of turning the steering wheel). As at the previous level, the polysemantic use of words and various semantic substitutions are preserved.
Characteristic is the use of words in a narrow sense. A child can use the same word to name objects that are similar in shape, purpose, function, etc. “ tufi
” - “shoes,” “slippers,” “sneakers.”
Limited vocabulary is manifested in ignorance of many words denoting parts of the body, dishes, baby animals, etc. (“ yuka
” - “hand”, “elbow”; “
aska
” - “cup”, “saucer”, etc. .).

It is quite difficult for a child to learn generalizing words, words denoting qualities, signs, shape, color, material.

The volume of the passive vocabulary is much wider than the active one. In their speech, children continue to use paradigmatic means: the child, instead of saying the word “telephone,” puts his hand to his ear.

At the third level of speech development, vocabulary approaches the lower limit of the speech norm. The difference in the volume of passive and active vocabulary is reduced.

As a result of many numerical studies, it was found that children with OHP (III) have impairments in the formation of subject, verb vocabulary and a vocabulary of signs.

This category of children is characterized by an inaccurate understanding and use of general concepts and words with abstract and figurative meaning (“dishes” - “ bowls”

"), ignorance of the names of objects that go beyond the scope of everyday communication: parts of the human body (“bridge of the nose”, “nostrils”), animals (“hooves”, “mane”), names of professions (“machinist”, “ballerina”) and actions associated with them (“drives”, “performs”).

There is a tendency towards multiple lexical substitutions of various types: confusion based on signs of external similarity (“tassel” - “brush”

), substitutions of objects similar in purpose (“chair” -
“armchair”
), situational mixtures (“garden” -
“fruit”
), substitutions according to the value of the functional load (“hole” -
“hole”
), species-generic mixtures (“ bird" -
"pigeon"
, "saucepan" -
"dishes"
), substitutions within one associative field ("dive" -
​​"swim"
).

Children's speech still lacks synonyms and antonyms.

The vocabulary of children with the fourth level of speech development corresponds to the lower limit of the age norm. In the subject dictionary, there may be difficulties in using some words that are rarely found in everyday speech practice: names of animals (“hummingbird”, “platypus”), plants (“blueberry”, “narcissus”), professions (“architect”, “ photographer"), parts of the human and animal body (“bridge of the nose”, “thigh”; “piglet”, “tusks”). In the children’s answers there is a mixture of species and generic concepts (“owl”, “tit” - “ bird”

", "saucepan", "cup" -
"bowl"
).

When denoting actions and attributes of objects, children with the fourth level of speech underdevelopment have stereotypies: “ellipsoidal”, “oval” - “round”

;
“knit”, “sew”, “sew up” - “sew”
, etc.
The nature of lexical errors is manifested in the replacement of words that are similar in situation ( "Masha brushes her teeth with a brush"
instead of "Masha brushes her teeth with a brush"), in the confusion of features ("tall snowman" - "
long
", "small cup" - "
small
").

The active vocabulary contains a sufficient number of words describing people of various professions, but at the same time children have difficulty differentiating between masculine and feminine professions ( “teacher”

instead of “teacher”,
“vestka”
instead of “scout”, etc.).

Children cope with tasks where they are required to find synonyms for words (“kind” - “good”

, “building” -
“house”
), antonyms (“high” -
“low”
, joy - “
sadness
”).
Difficulties only arise when selecting antonymic relationships (“walking” - “stand”, “run”, “jump”; “kindness” - “angry”, “rude”, “polite”). Most often, in children's answers to the task of selecting antonyms, there are initial words with the particle “not-” (“young” - “not young”
).

The unformed lexical side of speech manifests itself in specific errors in word formation.

In children with ODD of the first and second levels of speech development, the volume of the passive vocabulary exceeds the volume of the active one, which is a violation. In children with level 3 ODD, the volume of the active vocabulary exceeds the volume of the passive one, which is also not the norm.

To enrich the vocabulary of children with general speech underdevelopment, classes are needed to familiarize themselves with the world around them.

Speech therapy work to enrich the vocabulary of children with general speech underdevelopment is most effectively carried out with an integrated approach from all specialists interacting with the child.

To successfully accumulate vocabulary, work must be structured in accordance with specially developed lexical topics. For each lexical topic, certain lexical material must be selected, depending on the age of the child and the year of his education. As a final lesson, it is recommended to hold a matinee on this lexical topic, where children will be able to show their skills: read poetry, sing songs, transform into heroes of lexical topics.

Thus, vocabulary is a set of words that a person uses in his speech. There are active and passive vocabulary. Active vocabulary is a stock of words used in everyday speech. Passive vocabulary is a stock of words whose meaning is understood, but is little used in speech.

Children with general speech underdevelopment at each level of speech development have specific vocabulary features such as: insufficient volume of active and passive vocabulary, polysemy, difficulties in understanding and using words, difficulties in learning antonyms and synonyms, and, finally, limited volume and monotony of the vocabulary signs and verb dictionary.

Examination of lexical vocabulary in children with special needs development

To study the state of the lexical aspect of speech of preschool children with SLD, the following methods are used:

*Vocabulary examination using specially compiled material;

*Observations of children in the process of educational, subject-practical, gaming and everyday activities in a preschool educational institution;

*Study of medical and pedagogical documentation (history data, medical and psychological studies, pedagogical characteristics and conclusions, etc.) by a speech therapist.

To examine the vocabulary, a vocabulary minimum of 250-300 words, specially compiled by the examiner, can be used. In this case, it is recommended to use visual material from the relevant manuals by G.A. Kashe and T.B. Filicheva, T.B. Filicheva and A.V. Soboleva, O.E. Gribova and T.P. Bessonova, O.N. Usanova and other lexical and corresponding illustrative material are selected taking into account the following principles:

- semantic (the minimum dictionary includes words denoting different objects, their parts, actions, qualitative characteristics of objects; words related to the definition of temporal and spatial relationships, for example: “far-close”, “above - below”, “first - then”, etc.;

- lexico-grammatical (the dictionary includes words of different parts of speech - nouns, verbs, adjectives, adverbs, prepositions - in a quantitative ratio characteristic of the vocabulary of older preschoolers with normal speech development);

- thematic, in accordance with which, within individual categories of words, lexical material is grouped by topic.

The compilation of a minimum dictionary is carried out in accordance with the Standard Program of Education and Training in a Preschool Educational Institution , taking into account the lexical material that children entering older age groups must learn. When examining the dictionary, the technique of naming the objects, actions, etc. depicted in the pictures is used.

Observation of children's speech is carried out in the process of play, everyday life and educational activities (speech therapy classes and various types of subject-based practical classes, educational classes in their native language).

Children's responses during monologue speech classes are recorded in the form of individual statements, short messages, and stories. The observation method makes it possible to obtain a general idea of ​​the level of development of children’s spontaneous speech, the maturity of its grammatical structure, and the maturity of the lexical vocabulary.

Features and ways of forming a lexicon in preschoolers with ODD

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Content

• Introduction
• Chapter I. Theoretical foundations for the study of vocabulary and its disorders in preschoolers with ODD
• 1.1. Issues of studying vocabulary in linguistics and psycholinguistics
• 1.2. Patterns of development of the lexicon in ontogenesis
• 1.3. Peculiarities of mastering the vocabulary of preschoolers with SEN (according to literature data)
• 1.4. Analysis of methods for forming a lexicon in preschool children with SEN (according to literature data)
• Chapter II. Methodology for studying the characteristics of the lexicon in preschool children with ODD
• 2.1. Purpose, objectives, methods and organization of the study. Psychological and pedagogical characteristics of preschoolers with special needs development
• 2.2. Theoretical and methodological foundations of the method of ascertaining experiment
• 2.3. Directions and content of the method of ascertaining experiment for studying vocabulary in preschool children
• 2.4. Features of the lexicon of preschool children with SEN (analysis of the results of the ascertaining experiment)
• Chapter III. Ways to form a lexicon in preschoolers with ODD
• 3.1. Theoretical and methodological foundations of the methodology of speech therapy work
• 3.2. Goals and objectives of speech therapy work
• 3.3. Directions, content and organization of speech therapy work on the formation of the vocabulary of preschoolers with ODD
• Conclusion
• Bibliography

Introduction

Currently, the problem of diagnosing speech disorders is relevant. This is due to the fact that in recent years the number of preschool children with general speech underdevelopment has been rapidly increasing. Therefore, the formation of the vocabulary is very important. Firstly, the formation of vocabulary is of great importance for the development of a child’s cognitive activity, since the word and its meaning are a means of not only speech, but also thinking. Secondly, for children to master reading, writing and counting, a sufficient level of formation of the lexical system of the language is necessary, which is required for mastering the school curriculum. Thirdly, vocabulary has a significant impact on the development of language competence and speech communication of the child as a whole.

Preschool childhood is especially sensitive to speech acquisition: if a certain level of vocabulary development is not achieved by five to six years, then this path, as a rule, cannot be successfully completed at later age stages. Children with OHP have an insufficiently developed speech functional system and a poor vocabulary, which is characterized by an insufficiently developed vocabulary of nouns, verbs, and adjectives.

Preschoolers use well-known, most frequently used words and phrases in active speech. Features of vocabulary are manifested in ignorance of many words, in the inability to select from the lexicon and correctly use words in speech that most accurately express the meaning of the statement. Specific errors that arise in children in the form of various substitutions of the desired lexeme with another word indicate the unformation of an integral system of lexical meanings. From this point of view, the study of vocabulary becomes a priority area of ​​research in the field of formation of the vocabulary of preschoolers. An important place in the general system of speech therapy work with preschool children is occupied by vocabulary enrichment, consolidation and activation, which is one of the most important tasks of correctional work.

The relevance of this topic is associated with the growing number of preschoolers who do not master lexical systematicity at a practical level. This further complicates the acquisition of literacy and some programs in general.

It should be noted that at present, a differentiated approach that takes into account the mechanisms of disorders in the formation of the lexicon of preschoolers with SLD is of particular interest.

When carrying out speech therapy work on the development of the vocabulary of preschoolers with SLD, it is necessary to take into account modern linguistic psycholinguistic ideas about the word, the structure of the meaning of the word, the pattern of vocabulary in ontogenesis, and the peculiarities of preschoolers with speech pathology.

The above indicates that the study of vocabulary in preschool children with general speech underdevelopment, the selection of research methods, as well as methods for correcting this disorder in preschool children are currently urgent tasks for theoretical and practical speech therapy.

The subject of the study is the peculiarities of vocabulary in preschool children six to six and a half years old with general speech underdevelopment, level III of speech development.

Implementing a structural approach to the study, we assumed in hypothesis that preschoolers with ODD, III level of speech development, have underdevelopment of the semantic structure of words, difficulties in establishing syntagmatic and paradigmatic connections, and imperfections in the process of searching and updating words. The use of systematic, targeted and differentiated speech therapy work, the use of different types of modeling will optimize the assimilation of lexical systematicity.

Purpose of the work : to identify the level of vocabulary development in preschoolers with ODD (level III) and to determine the optimal ways of speech therapy work on the formation of vocabulary in children of this category.

To achieve the goal, we set tasks :

1. To analyze and characterize modern approaches to solving the problem of studying and correcting the lexical side of speech in preschool children with ODD;
2. Select a diagnostic technique aimed at assessing the state of nouns, verbs, adjectives, and semantics of words in preschoolers with ODD;
3. In the process of the study, identify the features of vocabulary acquisition in preschoolers with SLD and compare them with preschoolers with normal speech development;
4. To determine the symptoms and mechanisms of deficiencies in vocabulary acquisition in preschoolers with ODD;
5. Conduct speech therapy work to form the vocabulary of children in the experimental group.

When solving the tasks and summarizing the results of the study, the following methods : organizational (comparative complex), biographical (analysis of anemistic information, study of documentation), experimental (ascertaining experiment), interpretive (qualitative and quantitative analysis of experimental data).

Provisions for defense:

1. The use of a psycholinguistic approach to the study of vocabulary in children with speech pathology allows us to identify the qualitative features of the lexicon, the main difficulties of children in differentiating meanings and updating words, which allows for more effective correctional and speech therapy work on the formation of the lexicon.

2. Preschoolers with ODD were found to have underdevelopment of vocabulary, which is characteristic of children with ODD.

3. Vocabulary impairment in preschoolers with ODD manifests itself in both quantitative and qualitative features of vocabulary; the most significant and pronounced signs of underdevelopment of vocabulary in these children are the insufficient formation of the structure of the meaning of the word, the low level of organization of semantic fields, and the imperfection of the word search process.

4. The effectiveness of speech therapy work on the formation of vocabulary in preschoolers with ODD is achieved provided that it is multidimensional in nature and carried out in the following areas:

• enrichment of vocabulary based on expanding ideas about the surrounding reality and developing cognitive activity;
• clarification of the structure of the meaning of the word with an emphasis on the significative component of the meaning of the word;
• the formation of lexical-semantic fields in close connection with the development of logical operations of classification, seriation, generalization, comparison;
• consolidation and expansion of paradigmatic and syntagmatic connections of the word in the lexicon;
• differentiation of word meanings into various categories in order to improve the accuracy of understanding and correct use of words in speech.

5. Purposeful multifaceted speech therapy work on the formation of vocabulary contributes not only to the enrichment of the vocabulary, but also to the development of speech in general, as well as the formation of children’s cognitive activity.

Chapter I. Theoretical foundations for learning vocabulary and its features in preschoolers with OHP

1.1. Issues of studying vocabulary in linguistics and psycholinguistics

The term vocabulary (Greek lexikos - verbal, dictionary) serves to designate the vocabulary of a language. The vocabulary of the Russian language, like any other, is not a simple set of words, but a system of interconnected and interdependent units of the same level. The study of the lexical system of a language reveals an interesting and multifaceted picture of the life of words, connected to each other by various relationships and representing “molecules” of a large, complex whole - the lexical-phraseological system of a language. The concept of lexicon is narrower. It refers to the vocabulary of a particular person.

In the lexical system of a language, groups of words are distinguished that are related by a common (or opposite) meaning, similar (opposite) in stylistic properties, united by a common type of word formation; related by common origin, peculiarity of functioning in speech, belonging to the active and passive reserve, etc.

The word is the basic element of language. The word denotes things, highlights signs, actions, relationships. The word unites objects into known systems, otherwise it encodes our experience. The minimum unit of speech is the word. A word is a complex of sounds or one sound that has a certain meaning fixed by the linguistic practice of society and functions as an independent whole. Along with the lexical meaning, each word also has a grammatical meaning.

The main function of a word is nominative or nominative. The meaning of a word (or semantics) is the correlation of a word with a certain concept. The meaning of a word is a historical phenomenon. It is not given once and for all, but can change during the functioning of the word in speech. Some words gradually acquire new meanings, some meanings may be forgotten, and the meaning of the word narrows. L.S. Vygotsky pointed out that “a word devoid of meaning is not a word, it is an empty sound.” Consequently, meaning is a necessary identifying feature of the word itself. But meaning, from a psychological point of view, is nothing more than a generalization or concept. According to L. S. Vygotsky, meaning is the internal structure of a sign operation. “This is what lies between thought and word.” The psychological structure of meaning is determined by the system of correlation and opposition of words in the process of their use in activity, and not in the process of their comparison as units of the lexicon.

Each word has a meaning that exactly matches the situation. And each subsequent use of a word is not identical to the previous one, just as communicants whose psyche is subject to constant changes are not identical to themselves. According to L.S. Vygotsky, the meaning of the word is “non-constant”. It changes during the development of the child, it also changes with different ways of functioning of thought.

Each unit of language (linguistic category) is determined by its main function. The list of components of a number of linguistic units includes the phoneme (meaning-distinguishing function), word (nominative function, the basis of which is the mechanism of word selection), sentence (communicative function). In this series, the word occupies a special place, acting as the most important linguistic category. When they talk about language, they usually think, first of all, about words, since language consists of words and is formed in the process of their interaction. A sound and a morpheme by themselves do not mean anything, whereas a word always means something, names something, expresses something. It can create not only an information field, but also an expressive message.

Thus, it is hardly possible to limit oneself to a one-sided designation of the functional purpose of a word (meaning its so-called main function): in addition to the act of naming, the word has communicative potential, it is endowed with the ability to express the emotions of the speaker.

The connection between a word and a concept is established in the process of joint activity of people; the correlation of the sound envelope with a certain concept, i.e., the meaning of the word, must be generally recognized and mandatory for members of a given society, since only in this case is mutual understanding possible. However, not all words in the Russian language correspond to certain concepts, that is, they have a real meaning. Interjections and auxiliary parts of speech (prepositions, conjunctions, particles) have no lexical meaning. Proper names do not have logical-conceptual meaning. A word can not only name an object, phenomenon, etc., but also evaluate them. Consequently, along with the nominative, a word can have an expressive-evaluative (constative) meaning. When studying the semantic component of language ability, one of the most interesting among these processes is the process of formation and development of conceptual generalization. The problem of the formation and development of concepts at different ages (at different age stages) is traditional. The psychological aspects of this problem are partially illuminated and analyzed by L. S. Vygotsky in his work “Thinking and Speech.” Vygotsky identified and experimentally substantiated a number of stages in the development of conceptual generalization in a child and connected the development of concepts with mastery of the semantics of a word.

If there are different definitions of this linguistic category (unit), we will proceed from the approach to it of domestic psycholinguists, who consider the word as the main lexical and grammatical unit of the language: this is A.N. Gvozdev, A.A. Zalevskaya, A.R. Luria.

Psycholinguistic studies of the lexicon show that in the linguistic consciousness of a person, all linguistic units are strictly ordered and systematically organized both syntagmatically and paradigmatically (i.e. linearly and hierarchically). Uniting into a single extensive system of interconnected structures (“verbal network”, “semantic field”), they form a dynamic functional system with stable connections. Words of the same topic, arranged according to the degree of increasing meaning and the nature of generic relations, are combined into logical series. In this complex and diverse system, all its parts are connected both directly and indirectly. The closest interaction is observed among functional structures corresponding to words that are similar in meaning (doctor-doctor, kennel-booth; fur coat-cloak, glass-cup, mug, elk - deer - gazelle-doe).

Thus, the child actualizes a whole complex of associations around one word, i.e. a semantic field is formed.

The structure of the semantic field is as follows:

• nuclear word;
• words denoting the names of the actions of objects;
• words denoting the names of the characteristics of objects;
• related words;
• synonym words;
• antonym words;
• verbal logical tasks (Fig. 1).

Rice.
1. Model of organization of semantic fields The presence of a semantic field allows the child to more quickly select words in the process of communication. But the child is not able to immediately model a three-dimensional semantic field. The formation of semantic fields of words occurs gradually. First, a small field associated with certain situations is modeled, then it is expanded.

Psycholinguistic studies of the human lexicon are very closely intertwined with data from cognitive psychology, which studies and develops models of organization, reception, processing, storage and retrieval of information, including semantic information.

Thus, the model of long-term (semantic) memory, widespread in cognitive psychology, is very close to the psycholinguistic model of the organization of semantic fields.

Rice. 2. Model of semantic memory

It has been experimentally proven that information in permanent (long-term) storage is strictly ordered and distributed into categories. The search for the necessary information is carried out along lines of communication between concepts that are in both linear and hierarchical relationships. The higher up the hierarchy information is stored, the more generalized it is.

Thus, emphasizing the priority position of the word in the system of conceptual and functionally effective linguistic categories, its versatile significance (regardless of the variable designations of the concept itself), we consider the development of the children’s vocabulary in accordance with the views of A.R. Luria, who said that “ any orientation in the surrounding reality for a normal adult, as well as for a normal schoolchild, is carried out with the closest participation of connections that have arisen on the basis of the word; these connections are intimately included in his practical activities; they allow him, by assimilating universal human experience, to systematize the phenomena of the surrounding world, abstracting their essential features and generalizing them into known systems. The distracting and generalizing function of the word also takes a direct part in organizing previous experience, which in a person acquires a systematized character mediated by the participation of the word.”

Having analyzed the literature on the problem of studying the lexicon in preschool age from the point of view of psycholinguistics, we can say that the problem of the development of the lexicon, the semantics of words, the lexico-grammatical structure of speech with antonyms and synonyms has been dealt with by many teachers, philologists, speech therapists, and psycholinguists.

The semantic structure is a complex formation that primarily performs the function of communication and generalization. Systemic relationships in vocabulary are based on the interaction of syntagmatic and paradigmatic connections between words. Semantic connections are the organizing link of semantic fields, as well as a necessary condition for the implementation of the mechanism for selecting lexemes at the linguistic stage of speech generation. All of the above indicates the need to study words from the point of view of the complex structure and hierarchy of the lexical system of the language.

1.2. Patterns of development of the lexicon in ontogenesis

The beginning of the child’s “real” language and the emergence of the first word is always associated with the child’s action and his communication with adults. The child's first words, unlike humming, do not express his state, but are addressed to an object and designate the object. Only at the next stage does the word begin to break away from reality and acquire independence.

Some time after the appearance of elementary words (at approximately 1 year 6 months - 1 year 8 months), the child begins to acquire the elementary morphology of a word for the first time. It is characteristic that it is precisely during this period, when the word begins to acquire morphologically differentiated forms, that a huge leap in the child’s vocabulary occurs. If until one and a half years old amorphous words prevailed, which could mean anything, and therefore the child during this period could get by with a small number of words, now the meaning of the word narrows and the vocabulary increases. This explains the leap in the development of a child’s vocabulary, which is observed by all authors at the age of 1 year 6 months - 1 year 8 months. Before this age (period), the number of words registered by the child was about 12 - 15; at this time it immediately reaches 50, 80, 150, 200.

This jump in vocabulary size has been studied in detail by a large number of authors and is explained by the transition to semantic speech. Thus, observations of ontogenesis provide additional facts that allow us to believe that the word gradually stands out from practice, becomes an independent sign denoting an object, action or quantity, and subsequently relationships. This moment marks the real birth of a differentiated word as an element of a complex system of language codes.

Features of the development of thinking and speech in preschool children were studied by L. S. Vygotsky. According to L. S. Vygotsky, at an early age there is a divergence between these two functions. The child's vocabulary is replenished through the communication function. First, by shouting, and then in separate words, the child expresses his desires and demands. In the future (by 3-4 years), vocabulary is accumulated, the grammatical side of speech develops, etc. From situational, it gradually turns into abstract and by 5-6 years it already becomes an instrument of thought, i.e. With the help of speech, the child begins to reason and draw conclusions.

At the same time, the development of thinking takes a different path - from aimless manipulation (up to a year) through the stage of mastering objective actions to the development of visual and effective thinking (at the age of 3 - 4 years). A well-known gap with the development of speech at this stage, according to Vygotsky, is that a child can have a perfectly formed ability to designate objects and the actions that he performs with them, without mastering speech skills. When performing one or another object action (using a spoon or fork), a child may not always know the names of the objects with which he is acting, but this does not interfere with the correct performance of the work. Further, thinking, as it develops, becomes visual and figurative, that is, the child can act correctly in one situation, analyzing not only this situation, but also analogies with his past actions, based on ideas about what he had previously seen and heard. And only then does a gradual convergence of mental activity with speech occur. By older preschool age, the child develops the ability to reason and make inferences, during which the word acts as a generalized concept about an object and phenomenon. Then speech acquires its second function - it becomes an instrument of thinking.

The child's further development and learning is already based on higher forms of thinking - verbal and logical. However, L. S. Vygotsky’s theory is controversial. Currently, leading domestic psychologists involved in the development of this problem express a different point of view. They believe that the development of speech occurs inseparably from the formation of thinking, and the development of so-called visual-effective thinking in young children occurs under the influence of speech on the basis of generalizations that are verbal in nature. With this approach to this issue, it seems natural to conclude that the absence or underdevelopment of speech leads to underdevelopment of thinking.

It is known that the external aspect of speech develops in a child from a word to a concatenation of words, then to a simple phrase and concatenation of phrases, and even later to a complex sentence and coherent speech, consisting of an expanded series of sentences of speech. The child progresses in mastering the physical side of speech from parts to the whole. But it is also known that in terms of its meaning, the child’s first word is a whole phrase - a one-word sentence. In the development of the semantic side of speech, the child begins with a whole sentence and only later moves on to mastering private semantic units, the meanings of individual words.

When starting to dissect sentences, the child first of all identifies more specific categories of words - nouns and verbs. Last of all, the most abstract ones are prepositions and conjunctions, which are devoid of objective correlation and express only relationships between objects. Each word has a complex semantic structure. On the one hand, the word denotes objects, actions or signs and has a subject correlation, and on the other hand, it generalizes objects, actions, relating them to a certain category. Words are connected to each other by many semantic connections. A complex system of semantic connections is the organizing link of “semantic fields”. The organization of semantic fields and lexical systematicity is closely related to the development of cognitive activity and reflects the process of concept formation.

The expansion of a child’s life relationships, the complication of his activities and communication with adults throughout preschool age lead to a gradual growth of vocabulary. Establishing average quantitative indicators, both in relation to the absolute composition of the vocabulary and in relation to its growth, is extremely difficult due to the fact that living conditions have an extremely large influence on the development of the vocabulary. The growth of vocabulary, as well as the acquisition of grammatical structure, is directly dependent on living conditions and upbringing, and individual variations here are greater than in any other area of ​​mental development. Based on these various studies, V. Stern gives the following average figures for the vocabulary of children aged 1 year 6 months to 6 years (Table 1).

According to V. Stern's periodization, the vocabulary of children aged 1.5 years is about 100 words, at the age of 2 years - 300 - 400 words, for children 3 years old the vocabulary is 1000 - 1100 words, at 4 years old - 1600 words, for children 5 years - 2200 words, at the age of 6 years they use about 2500 - 3000 words.

It should be noted that establishing the number of different words, regardless of their content in the language of adults, cannot characterize the development of vocabulary. A child’s acquisition of the vocabulary of his native language is not limited to its quantitative growth. In this process, the development of word meanings is essential. The vocabulary represents only building material, which only when words are combined in a sentence according to the laws of the grammar of the native language can serve the purposes of communication and knowledge of reality.

Thus, the ontogeny of the lexicon is a complex interaction, on the one hand, of the process of communication between adults and a child, and on the other, the process of development of objective and cognitive activity. Significant qualitative and quantitative changes are observed in the development of preschoolers' vocabulary. The child begins to actively use all parts of speech. In the process of vocabulary formation, the meaning of the vocabulary and the ways of its use are also clarified. As the child’s thinking and speech develop, his vocabulary is not only enriched, but also systematized. Words are grouped into semantic fields, and vocabulary is distributed within the semantic field.

1.3. Peculiarities of vocabulary acquisition by preschool children with special needs (according to literature data)

In children with ODD, lexical disorders manifest themselves in the diffuseness and inaccuracy of the structure of the word meaning, poverty of the dictionary, disruption of the process of organizing semantic fields, difficulties in updating words, etc. There are studies of the lexicon in preschool children with alalia (V.K. Vorobyova, V.A. Kovshikov, M. Bryla, etc.) and dysarthria with cerebral palsy (N.A. Khalilova, N.N. Malofeev, I.A. Smirnova, etc. .), in preschool children with an erased form of dysarthria (N.V. Serebryakova). The works of these authors emphasize that children with ODD of various origins have a limited vocabulary. A characteristic feature for this group of children are significant individual differences, which are largely due to various pathogenesis (motor, sensory alalia, erased form of dysarthria, dysarthria, delayed speech development, etc.).

Let's consider what features of the lexicon are observed in preschoolers with erased dysarthria against the background of OHP:

1. Children with erased dysarthria have a delay in the development of the semantic structure of words, deviations in the ratio of denotative and lexical-semantic components of meaning, especially generalizing words.
2. In children 6-7 years old with erased dysarthria, there are no signs of differentiation of elements of the semantic field.

The lexical groups of words reflecting a specific topic are extremely poorly represented in the dictionary of children with special needs: material culture, modes of transport, living and flora. Understanding of words in their various subject assignments is much higher compared to active use in spontaneous speech. The groups of words denoting objects and actions, objects and tools are most fully represented in the active and passive dictionaries. The fact that children forget verbal designations, do not know them, do not understand leads to the replacement of the names of objects and actions, externally similar to each other, to the replacement of a word with a description of the situation with which the object is associated. The lexical groups that characterize the characteristics and qualities of objects are extremely united in the dictionary. With this, various types of adjectives are available to understanding: qualitative, possessive, relative, and children, based on the description of the characteristics, recreate the image of the object in a visual situation by making a choice. In active speech, when describing objects indicating their characteristics and qualities, as a rule, speech cliches are used, as well as names of the color of the object. Difficulties in expanding and updating the dictionary are caused by children’s weak understanding of the polysemy of a word, the abundance of semantic connections generated by a word with the generalization in one word of a group of objects, their characteristics and actions, with the mastery of a word as a concept.

Lexicon impairment also occurs in children with alalia. Alalia is one of the forms of OHP, but these concepts should not be identified. OSD are various complex speech disorders in which the formation of all components of the speech system related to the sound and semantic side is impaired in children, with normal hearing and intelligence. ONR occurs in alalia, childhood aphasia, and can be observed in other complex forms of speech disorders in children: rhinolalia, dysarthria. On the other hand, OHP acts as an independent speech disorder, when insufficiency of vocabulary, grammatical structure and phonetic-phonemic development are simultaneously revealed.

A complex form of childhood speech pathology is motor alalia. V.P. Glukhov writes that the leading speech symptom is a gross violation of the formation of expressive speech with relative preservation of impressive speech. The vocabulary of this category of children develops slowly, distortedly, and is used incorrectly in speech practice. The poverty of lexical-semantic means leads to various substitutions based on similarity, contiguity, and contrast. More often, replacements are identified based on the external characteristics of an object, less often - based on function (internal characteristics). Substitutions appear more often when using verbs than nouns. Children do not know how to use synonyms and antonyms, generalizing words. The stock of adjectives and adverbs is monotonous. Difficulties in updating the dictionary and the inability of children to select from the vocabulary stock and correctly use the words that are most appropriate and accurate for a given statement are revealed.

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Specifics of work at the lexical level

The specificity of the process of correctional education for children with special needs development lies in the formation of prerequisites for the productive assimilation of the general education school curriculum. Speech therapy classes, along with correction, are propaedeutic in nature; children are prepared to master the course of their native language.

An important area of ​​work to enrich vocabulary is familiarization with various methods of word formation. In the process of word formation, the perception and discrimination of significant parts of a word develops, observation skills are formed, the ability to compare words according to their morphological composition, to identify and compare various elements in words. Work at the level of vocabulary enrichment cannot be limited only to the accumulation of a certain number of words in children.

It is important to teach children to select and group words according to various criteria: morphological (by common root, prefix, suffix), lexical-semantic (by common or opposite meanings), etc. It is taken into account that systemic connections between lexical units are most easily understood by using the technique of comparison.

The central place in vocabulary work belongs to lexical exercises.

The development of vocabulary in the speech group is carried out in the following areas:

v Enrichment of vocabulary;

v Clarification of the meaning of a word;

v Expanding the semantics of a word.

First, the child is introduced to a new word in a context on the basis of which he understands the meaning and function of this word; After clarifying the meaning of the word, the child is shown with specific examples what words the new word can be combined with in speech. So, if a word expressed by a noun is introduced into speech, then to show the typical way of its use, verbs, adjectives, pronouns, and numerals are attached to it.

Particularly important is the work on mastering words of general meaning, which are not entirely accurately mastered by children with ODD.

When starting dictionary work, it is necessary to select material taking into account thematic unity, while covering the main parts of speech: noun, verb and adjective, as well as gradually complicating the structure of the word. By working on a vocabulary of nouns, verbs and adjectives, the speech therapist prepares children to work on phrases.

When choosing techniques to clarify the meaning of words, you should focus on the level of speech development of students. Techniques for explaining words that have a specific meaning are associated with the use of visual aids, which include showing the object or action itself, denoted by the word, its image in a picture, model, model, etc. When explaining words that have an abstract meaning, verbal and logical means are used.

The speech therapist must remember that in correctional and developmental education, the method of substituting synonyms is carefully used to explain the meanings of words, since the synonym itself may not be clear to children with ODD. But the simultaneous use of synonyms and antonyms is a fruitful technique that helps to reveal the semantics of a word to children. Therefore, with these children it is advisable to use a combination of various methods of working on the semantic side of the word.

For example: fresh (evening) cool warm

fresh (air) clean
stale
fresh (collar) clean dirty

fresh (magazine) new old

How to write a term paper on speech therapy

07.09.2010 239476

These guidelines are compiled to help students gain an understanding of the content and structure of coursework in speech therapy.

Logopedia of pedagogical science that studies anomalies of speech development with normal hearing, explores the manifestations, nature and mechanisms of speech disorders, develops the scientific basis for overcoming and preventing them means of special training and education.

The subject of speech therapy as a science is speech disorders and the process of training and education of persons with speech disorders.

The object of study is a person suffering from a speech disorder.

The main task of speech therapy as a science is the study, prevention and elimination of various types of speech disorders.

Coursework in speech therapy is a student's scientific and experimental research. This type of educational activity, provided for by the educational and professional program and curriculum, contributes to the acquisition of skills in working with literature, analyzing and summarizing literary sources in order to determine the range of insufficiently studied problems, determining the content and methods of experimental research, processing skills and qualitative analysis of the results obtained. The need to complete coursework in speech therapy is due to the updating of knowledge concerning the content, organization, principles, methods and techniques of speech therapy work.

As a rule, during their studies, students must write two term papers - theoretical and practical.

The first course work should be devoted to the analysis and synthesis of general and specialized literature on the chosen topic. Based on this analysis, it is necessary to justify and develop a method of ascertaining (diagnostic) experiment.

In the second course work, it is necessary to provide an analysis of the results obtained during the ascertaining experiment, as well as determine the directions and content of speech therapy work, and select adequate methods and techniques of correction.

So, let’s present the general requirements for the content and design of coursework in speech therapy.

The initial and most important stage of working on a course project is the choice of a topic, which is either proposed by the supervisor or chosen by the student independently from a list of topics that are consistent with the areas of scientific research of the department.

Each topic can be modified, considered in different aspects, but taking into account a theoretical and practical approach. Having chosen a topic, the student needs to think through in detail its specific content, areas of work, practical material, etc., which should be reflected both in the formulation of the topic and in the further construction of the study. It should be recalled that the chosen topic may not only have a purely theoretical orientation, for example: “Dysarthria. Characteristics of the defect”, “Classification of dysgraphia”, but also take into account the practical significance of the problem under consideration, for example: “Speech therapy work on speech correction for dysarthria”. It should also be taken into account that when formulating a topic, excessive detail should be avoided, for example: “Formation of prosodic components of speech in preschoolers of the sixth year of life attending a preschool institution for children with severe speech impairments.”

The course work includes such mandatory parts as: introduction, three chapters, conclusion, bibliography and appendix.

The text of the term paper begins with the title page . An example of its design can be seen here.

Then the content of the work is given, in which the names of chapters, paragraphs, and sections are formulated in strict accordance with the content of the thesis. An example of its design can be seen here.

In the text, each subsequent chapter and paragraph begins on a new page. At the end of each chapter, the materials are summarized and conclusions are formulated.

The introduction reveals the relevance of the problem under consideration in general and the topic being studied in particular; the problem, subject, object, and purpose of the study are defined. In accordance with the goal and hypothesis, objectives and a set of research methods aimed at achieving the objectives must be defined.

The relevance of the topic lies in reflecting the current level of pedagogical science and practice, meeting the requirements of novelty and usefulness.

When defining the research problem, it is important to indicate what practical tasks it will help to implement in training and educating people with speech pathology.

The object of research is understood as certain aspects of pedagogical reality, perceived through a system of theoretical and practical knowledge. The ultimate goal of any research is to improve this object.

The subject of research is some part, property, element of an object, i.e. the subject of research always indicates a specific aspect of the object that is to be studied and about which the researcher wants to gain new knowledge. An object is a part of an object.

You can give an example of the formulation of the object, subject and problem of research:

– The object of the study is the speech activity of preschool children with phonetic-phonemic speech disorders.

– The subject of the study is the features of intonation speech of children with phonetic-phonemic speech disorders.

– The research problem is to determine effective directions for speech therapy work on the formation of intonation expressiveness of speech in the system of correctional intervention.

The purpose of the study contributes to the specification of the object being studied. The goal of any research is to solve a specific problem. The goal is specified in tasks taking into account the subject of research.

The research objectives are formulated in a certain sequence, which determines the logic of the research. The research objectives are set on the basis of a theoretical analysis of the problem and an assessment of the state of its solution in practice.

The first chapter is an analysis of literary sources, which examines the state of this problem in historical and modern aspects, and presents the most important theoretical principles that formed the basis of the study.

When writing the first chapter, you should pay attention to the fact that the text of the course work must be written in a scientific style. When presenting scientific material, it is necessary to comply with the following requirements:

– Specificity – a review of only those sources that are necessary to disclose only a given topic or solve only a given problem;

– Clarity – which is characterized by semantic coherence and integrity of individual parts of the text;

– Logicality – which provides for a certain structure of presentation of the material;

– Reasoning – evidence of thoughts (why this and not otherwise);

– Precision of wording, excluding ambiguous interpretation of the authors’ statements.

A literary review of the state of the problem being studied should not be reduced to a consistent presentation of literary sources. It should present a generalized description of the literature: highlight the main directions (currents, concepts, points of view), analyze in detail and evaluate the most fundamental works of representatives of these directions.

When writing a work, the student must correctly use literary materials, make references to the authors and sources from which the results of scientific research are borrowed. Failure to provide required references will reduce your coursework grade.

As a rule, in coursework on speech therapy, references to literary sources are formatted as follows: the number of the cited source in the general list of references is placed in square brackets. For example: General speech underdevelopment is a speech pathology in which there is a persistent lag in the formation of all components of the language system: phonetics, vocabulary and grammar [17].

When using quotations, in square brackets, in addition to indicating the source number, the page number from which this excerpt is taken is indicated, for example: Speech rhythm is based on a physiological and intellectual basis, since, firstly, it is directly related to the rhythm of breathing. Secondly, being an element that performs a communicative function, “correlates with meaning, i.e. controlled intellectually” [23, P.40].

However, course work should not be of a purely abstract nature, so you should not abuse the unreasonable abundance of citations. Quoting should be logically justified, convincing and used only when really necessary.

In the second chapter , devoted to experimental research, the organization should be described and the program of the ascertaining experiment should be presented. The survey methodology, as a rule, consists of a description of several series of tasks, with detailed instructions, visual and lexical material, the procedure for completing tasks by experiment participants, and scoring criteria. This chapter also provides a qualitative and quantitative analysis of the results obtained.

When analyzing the results of an experiment, it is necessary to use a scoring system. Examples of various criteria for quantitative and qualitative assessment are presented in the following works:

– Glukhov V.P. Formation of coherent speech in preschool children with general speech underdevelopment. - M.: Arkti, 2002. - 144 p.

– Fotekova T.A. Test methodology for diagnosing oral speech of primary schoolchildren. - M.: Arkti, 2000. - 56 p.

– Levchenko I.Yu. Pathopsychology: Theory and practice. - M.: Academy, 2000. - 232 p.

In order to visually present the results obtained during the experimental study, it is recommended to use tables, graphs, diagrams, etc. Histograms can be used in a variety of ways - columnar, cylindrical, planar, volumetric, etc. An example of the design of tables, figures, and histograms can be found here.

The third chapter provides a rationale for the proposed methods and techniques and reveals the content of the main stages of correctional work.

The conclusion contains a summary of the material presented and the main conclusions formulated by the author.

The bibliography must contain at least 25 sources. The list includes bibliographic information about the sources used in preparing the work. An example of its design can be seen here.

In the application you can present bulky tables or illustrations, examination protocols, observation records, products of activity (drawings, written works of children), notes from speech therapy classes, etc.

The volume of one course work must be at least 30 pages of typewritten text.

In general, coursework in speech therapy is the basis for a future thesis, in which the study of the begun problem can be continued, but from the standpoint of a different approach or a comparative analysis of the disorders being studied in different age categories of people with different types of speech disorders.

The content and format of theses in speech therapy can be found here.

Literature:

1. How to write a term paper on speech therapy: Methodological recommendations. Educational and methodological manual / Comp. Artemova E.E., Tishina L.A. / Ed. Orlova O.S. – M.: MGOPU, 2008. – 35 p.

2. Research work of students in the system of higher professional pedagogical education (specialty 031800 - Speech therapy). Methodological recommendations for completing the thesis / Compiled by. L.V. Lopatina, V.I. Lipakova, G.G. Golubeva. - St. Petersburg: Publishing house of the Russian State Pedagogical University named after. A. I. Herzen, 2002. - 140 p.

Techniques for forming vocabulary

1.1 Techniques for forming a dictionary of nouns

Work on clarifying the meaning of a word is closely connected with the formation of children’s ideas about surrounding objects and phenomena, with mastery of the classification of objects. Classification of objects can be carried out both non-verbally (split pictures into 2 groups) and using speech (select only those pictures with vegetables drawn on them, name them in one word).

Vocabulary work to clarify the meaning of words is based on the topics: “Family”, “Toys”, “Body Parts”, “Utensils”, “Clothing”, “Shoes”, “Furniture”, “Vegetables”, “Fruits”, “Pets” and their young”, “Wild animals and their young”, Birds”, “Professions”, “Transport”, “Seasons”, “Natural phenomena”, “Trees and shrubs”, “Flowers”, “New Year holidays”, etc. .d.

When working on expanding the vocabulary of children with special needs, we must remember that for individual thematic lexical groups the ratio of specific and generic words - concepts is different. Children use such generic terms as “birds”, “fish”, “herbs”, “trees”, “mushrooms”, “clothes”, but most of them, as a rule, do not have such generic terms in their vocabulary as “ insects”, “tools”, “transport”, “buildings”, as a result of which they cannot use one common word to name a wasp and a bee, a hammer and a rake, etc.

At the same time, in one case they find it difficult to select terms, in another - in establishing the correct relationship between species and genus, in the third - they do not specify the generic word - concept. Therefore, in relation to lexical material of different themes, the development of thinking and speech will be carried out either from the general to the specific, or vice versa.

It is advisable to use the example tasks proposed below only as an indicative one, since the most that they can give is the presence of generic terms, generalized and abstract concepts in the children’s speech stock. The inclusion of a requirement to justify your generalizations gives the exercises a developmental character.

“Can a sparrow and a duck be called by one common word?” - Why do you think these are birds?

“What common word can be used to describe a fur coat and tights?”

“Give a common name to a bee, a grasshopper and a dragonfly.”

“Give a general name for an iron, a lamp, an electric stove.”

These exercises stimulate the inclusion of generic words and concepts in active speech practice.

A very important point is the choice of pedagogically appropriate types of vocabulary and logical exercises. Each of them should give a completely definite result: in one case, it is necessary to practice the technique of comparison and children will learn to find features of similarity or difference; in another, children will group objects that are included in intermingling generic groups; in the third - to correctly select a generic word - a concept for a given list of objects; in the fourth - learn to perform double generalization, etc.

When conducting vocabulary and logical exercises, it is necessary to adhere to a certain, justified, didactically appropriate system that ensures the development of speech and thinking.

These classes are educational in nature and include various exercise options:

v Listing of items followed by generalization;

v Continuation of the listing of specific concepts after generalization;

v Generalization after excluding “unnecessary”;

v Generalization through opposition (hat - clothes, and boots - ?);

v Generalization of pairwise combined concepts (can birch and pine, spruce and lilac be called in one word?);

v Direct generalization (who is this wasp?);

v Distribution into two or more groups;

v Indication of the number of generic groups (how many groups can the items spruce, birch, linden, apple tree, lily of the valley, chamomile, lilac, hazel be divided into?

);

v Pairwise combination of species and generic concepts (eliminate the difference: catfish - animal, cat - bird, duck - fish

);

v Double generalization (a bee is an insect, and who are insects?).

Vocabulary and logical exercises should be carried out using carefully selected and systematized visual material.

Formation of the lexico-grammatical structure of speech in children is normal

Galiullina Anastasia Vyacheslavovna

Formation of the lexico-grammatical structure of speech in children is normal

The development of mental functions, as well as the grammatical and lexical structure of speech play an important role in the development of a child’s vocabulary.

Vocabulary is formed when the child sees and understands all the objects and objects that surround him. Familiarity with objects and objects, as well as with their actions, the child’s vocabulary is filled and enriched.

L. S. Vygotsky said that the very first and most important function speech is the relationship with the outside world. Any action of a child, no matter in the early stages or already in preschool age, must be implemented together with an adult.

Until now, in psycholinguistics and psychology, it is noted that speech development is formed by two processes . The first process is non-speech activity, it is caused by the sensory perception of the child himself. The second process is the child’s speech activity, which is carried out together with an adult. Communication between an adult and a child is subjective; the child has an incentive to come into direct contact with people much older than him and express his feelings and emotions. Next, the child begins to become acquainted with the sign system of the language; this system is determined by the symbols of sounds. At this moment, the child is actively drawn into contact with people, which determines speech. This introduction begins with simple and understandable phrases that are interconnected with the specific situation. Thus, the child's entire environment greatly influences the formation of vocabulary .

The earliest stage of speech formation can be seen in such authors as D. B. Elkonin, G. L Rosengart-Pupko, N. I. Zhinkin and others.

At the beginning of the child's second year of life, a verbal stimulus appears. According to M. M. Koltsova, the child selects words for each situation that characterize the given event. At the first stage of development, the child turns his head in different directions, fixes his gaze (indicative reflex )

at the person standing in front of him - this is a reaction to a verbal stimulus.
Next, after the orienting reflex, reflex arises . The child becomes imitative and repeats the same word many times. During this period, the child begins to pronounce babbling words; as a rule, he hears a word and reproduces a fragment that consists of syllables that are under stress. Most experts call this stage of development “word-sentence”
.
This “word-sentence”
has no grammatical meaning.
The child names objects (kitty)
and points to them (there, talks about his action (bye, asks for something
(give)
.

At the age of one and a half to two years, the child dismembers complexes into parts , which enter into different combinations with each other (Nastya doll)

.
A child's vocabulary begins to grow; by the age of two it amounts to about three hundred words. The child moves from a passive to an active vocabulary, he asks questions such as “what is this?”
. Thus, the child initially receives signs from the people who surround him, and then becomes aware of them and proceeds to discover the function of signs.

At first, the meaning of the word is unclear, vague, and the same word can mean several meanings. For example, the word "pa"

can have different meanings: fell, dad. To clarify the meaning of a word that has several meanings, you need to understand with what intonation the child pronounces it and with what gestures he accompanies it.

Along with the clarification of the meaning of a word, the development of the structure of the meaning of the word is also formed. The word is complex in its structure; it is a designation of an object, the meaning of the image of an object. The word denotes a specific image of an object, and it also generalizes the relationship of objects with their actions and characteristics. A word, depending on the meaning of the sentence, can have several meanings. It also takes on different meanings depending on the intonation of the statement.

A. A. Leontyev, N. Ya. Ufimtseva identified several elements of the meaning of the word:

1) denotative component, i.e. reflection in the meaning of the word of the features of the denotation (a table is a specific object)

;

2) conceptual, or conceptual, or lexical-semantic component , reflecting the formation of concepts , a reflection of the connections of words according to semantics;

3) the implied component is a reflection of all the speaker’s emotions about the word;

4) contextual component of the meaning of the word (cold winter day, cold summer day)

.

Initially, not all words appear in the child, everything happens gradually. L. S. Vygotsky wrote: “Every meaning of a word...is a generalization. But the meanings of words evolve. At the moment when the child first learned a new word... the development of the word did not end, it just began; it is at first a generalization of the most elementary type and only as it develops does it move from a generalization of an elementary type to increasingly higher types of generalization, completing this process with the formation of genuine and real concepts.”

With every year of a child's life, his vocabulary grows significantly.

According to research carried out by specialists, it has been proven that the child first establishes a connection with a specific object.

The conceptual, conceptual component of the meaning of a word is acquired by the child later as the operations of comparison, generalization, analysis, and synthesis develop. First, the child is explained the meaning of the word table; first the child says: “They eat on it.”

Later, he explains the word table differently:
“This is a type of furniture
,” that is, the relationship of the word with a more general concept.

Gradually, the child masters the contextual meaning of the word. Thus, a preschool child has great difficulty mastering the figurative meaning of words and aphorisms.

The concepts themselves begin to form in early childhood, when the child is just becoming acquainted with the word. But mental prerequisites begin to appear in adolescence, which provide the basis for understanding the formation of concepts. In the early stages of speech , gestures, facial expressions, intonation, situation influence, the word has an expanded meaning, the word is not acquired in its “adult” form.

meaning. From 1 to 2.5 years they transfer the meaning of a word to a number of other words that are related to the original subject. The child uses the same word to name a number of objects that have similar meanings (size, movement, taste, etc.; he names in one word all those signs that are psychologically significant for him during the period of his mental development.

L. P. Fedorenko put forward several degrees of generalization of words in meaning:

1) zero degree. These are nouns in the singular case. The names of objects are for them the same proper names as the names of people themselves. (from 1 year to 2 years)

;

2) mastering words that belong to the first degree of generalization. By the end of the second year of life, the child begins to understand the general meaning of objects, their qualities and actions;

3) the beginning of the assimilation of words that belong to the second degree of generalization. By the age of three, the child has acquired words denoting generic concepts (clothing, dishes)

;

4) words that belong to the third degree of generalization are learned. (different colors, plants, etc.) are learned

;

5) assimilation and comprehension of words that belong to the fourth degree of generalization. The child understands the condition and characteristics of the object, etc. (adolescence)

.

The child’s number of words increases due to the fact that he complicates his activities, communicates with people, enriches his life experience, and receives new and pleasant emotions and sensations.

Vocabulary growth of a child according to E. A. Arkin:

1) one year is about 9 words;

2) one year and six months – 39 words;

3) two years – 300 words;

4) three years and six months – 1110 words;

5) four years – 1926 words.

N.A. Gvozdev says that a child at the age of four speaks about 50.2% of nouns, 27.4% verbs, 11.8% adjectives, adverbs , 1.9% numerals, 1 conjunctions, 2%, etc.

A 6-7 year old child speaks only 8.65% of adjectives for every 100 words used. He says the adjectives that are most used and common (little, big, bad, good, daddy, etc.)

. Uses over 40 adjectives to describe color. The most common adjectives are blue, white, red, black, as these are the basic colors that are taught from the age of 1.5 years.

Lexical systematicity is different in young children and adults. Young children combine words mainly according to thematic principles (tomato - garden bed, while adults classify words as one concept (dog - cat, tomato - vegetable)

.

A.V. Zakharova said that pronominal adjectives are just as important children They mostly know pronominal adjectives such as “who is”

,
“which”
,
“this”
,
“our”
,
“mine”
, etc.

In the conversation of children aged 6–7 years, there is a regular repetition of adjectives denoting size (huge, large, small)

.

The development of thinking and speech contributes to the enrichment and systematization of vocabulary . For children, words are distributed into groups based on a thematic principle (tomato - garden bed)

.
According to T.N. Naumova, in preschoolers aged 4 to 6 years, there is an increase in banal reactions to stimulus words, but generally it occurs more extensively and effectively in children of six years of age.
A semantic field is linguistic units that are connected to each other by a semantic feature.

N.V. Serebryakova identifies three stages in the organization of semantic fields:

1) semantic fields have not been formed . The child relies on sensory perception of the situation that surrounds him. Instead of words denoting a reaction, he talks about the objects that surround him (Dog ball)

.
Also, lexical systematicity is underdeveloped;
2) the child becomes familiar with the semantic connections of words that differ from each other in semantics, but still have a figurative connection (house - roof)

.
The semantic field has not yet been formed ;
3) formation of concepts . Instead of figurative connections, connections appear between words (tree - birch)

. The structure of the semantic field is divided.

At the age of seven, children experience a significant leap in the formation of vocabulary and semantic fields. Changes occur in the combination of language units into groups and in their simultaneous sequence in the associative field.

By the age of 8, the child has formed the very core of the semantic field.

Vocabulary is closely related to word formation. Lexical means are quite limited and because of this the child cannot understand the entire surrounding reality, so he comes to word-formation means. If the child does not yet have a ready-made word, then he resorts to “word creativity”

, begins to change it according to the rules already known to him.
If this word is a noun, then adults do not see “word creativity”
.

It is difficult for a child to master the entire language system; it improves over time, so the formation of vocabulary occurs in stages . To prevent your child from having problems with spoken and written language in the future, you need to know the stages of vocabulary development and , of course, enrich your vocabulary.

The development of the grammatical structure of speech was carried out by such specialists as T. N. Ushakova, A. N. Gvozdeva and others.

A certain level of all the child’s thought processes forms the grammatical structure of speech . To master inflection, a child must be able to correctly distinguish grammatical meanings, since in order to master a linguistic form , one needs to understand its meaning. First, the child hears people talking, then begins to consolidate grammatical rules and fills them in his conversation.

Stages of conversational speech according to A. To N. Gvozdev:

First period. 1 year 3 months 1 year 10 months. This period includes two stages:

first stage (1 year 3 months 1 year 8 months)

. The child masters one-word sentences. His words are simple and can have several meanings, but to understand his needs, you need to know with what intonation he asks and with what gestures he accompanies his thought. His speech is accompanied by nouns that denote onomatopoeia, naming persons and babbling words.

second stage (1 year 8 months 1 year 10 months)

.
The words are already flowing into a phrase. A child, in the speech contact of adults, captures only the general content of everything said. Everything the child hears is subsequently reproduced with a loss of grammatical connection. He pronounces all words in the nominative singular case or in a form that is distorted.
Second period. 1 year 10 months 3 years. The period includes three stages:

first stage (1 year 10 months – 2 years 1 month)

.
forms of words appear . The child uses different forms for one word . He uses nouns of the nominative case singular and plural (ending “s”
,
“and”
, accusative case (ending
“u”
) and rarely the genitive case (ending
“s”
). By the age of two, adjectives appear. The
speech begins grammatical relationships between words appear.
second stage (2 years 1 month – 2 years 6 months)

.
Using inflections to connect words . The child masters more general and simplified rules of shape formation . Some inflections are replaced by others , but this happens within the same grammatical meaning. He learns the change in persons, but in addition to the second person plural, he also understands the distinction between the forms of past and present tense.
Uses plural adjectives only in the nominative case. Complex sentences appear (5 - 8 words, first without conjunctions, and then complex sentences with prepositions. third stage (2 years 6 months - 3 years)

.
Understanding prepositions occurs only after understanding inflections . At the initial stage, the child does not use prepositions, but this process is not so long. After mastering and using inflections , the child moves on to prepositions. Prepositions and conjunctions are simple, but when moving to more complex prepositions, difficulties are observed in the construction and perception of sentences.
Third period. 3 years – 7 years. The preschooler begins to understand grammatical forms by type of declension and conjugation, as well as single forms and exceptions . "Word creation"

disappears because the child uses general and frequent rules of grammar. At the age of four years, a child sometimes encounters fixed stresses when inflecting words. After four years, the stress is mobile, but alternation disturbances in the stems of the verb remain.

Thus, by developing the child’s lexical and grammatical structure of speech , his vocabulary of words is enriched. When seeing and understanding actions and objects, the preschooler forms and develops the lexical structure of speech , and subsequently studies the grammatical basis of the word. At preschool age, the child consolidates the entire basis of the practical part of complex grammar, which allows him to master all grammatical patterns when studying the Russian language at school age .