Examination of the sound pronunciation of preschool children (G.V. Chirkina)
An educational and methodological set of diagnostic techniques for examining the sound pronunciation of preschool children was created on the basis of a modern approach to diagnosing the mental development of preschool children. It provides detailed explanations for filling out the main sections of the children’s speech development questionnaire and suggests examination techniques available to the child.
The materials in this section will be useful not only to students of pedagogical educational institutions, they will be useful to a wide range of specialists in preschool educational institutions (educators, speech therapists, speech pathologists), as well as parents striving for the comprehensive development of their children.
Purpose: study and observation of the sound side of speech of preschool children.
SURVEY OF SOUND PRONUNCIATION IN PRESCHOOL CHILDREN
Examination of speech sounds in children begins with a thorough examination of isolated pronunciation. Then they examine the sounds in words and sentences.
The following groups of sounds are checked: vowels: A, O, U, E, I, Y; whistling, hissing, affricates: S, Sь, 3, Зь, Ц, Ш, Ш, Шch; sonorous: P, Pb, L, L, M, Mb, H, Нь; unvoiced and voiced paired P-B, T-D, K-G, F-V - in hard and soft sound: P'-B', T'-D', K'-G', F'-V'; soft sounds combined with different vowels, e.g. PI, PYA, PE, PYU (also DY, M, T, S).
During the examination, it is necessary to note the nature of the child’s pronunciation of isolated sounds, indicating the nature of the violation (for example, the sound S is interdental: the sound Ш is replaced by the interdental S; the sound Ch is replaced by Тъ, etc.).
They use tasks that consist of repeated repetition of one sound, because in this case, conditions are created that facilitate articulatory switching from one sound to another. This makes it possible to detect difficulties in the innervation of the articulatory act, especially in cases of “erased” dysarthria. Repeating two sounds or syllables separately, which involves a clear articulatory switch (for example, KAP-PAK), is also useful for speech therapy analysis. First, sounds that differ sharply from each other in articulation are presented, then sounds that are closer. At the same time, there are cases when children do not succeed in motor switching from one sound to another and, instead of repeating the initial sound of the second pair, they perseverate the previous one. The appearance of “average” articulation is also noted (for example, T and D are transmitted by the same semi-voiced ones, T and T' - semi-soft).
The speech therapist then finds out how the child uses sounds in speech. When checking, attention is paid to substitutions, distortions, and omissions of sounds. For this purpose, the pronunciation of words is examined. Sets of pictures are presented, including words from the sounds being tested; words of different syllabic structures are selected.
The pronunciation of hissing and whistling sounds can be found in the example of the words dog, wheel, nose, pine, shepherd, cash register, hat, fur coat. Particular attention is paid to how these sounds are pronounced in sentences. For example:
The cat has a fluffy tail. Sasha gave way to the old woman. The bear cub climbed a pine tree. The hen has five fluffy chicks. Birds are chirping in the thicket. And etc.
The pronunciation of sonorant sounds Р, Рь, Л, Ль, М, Mb, H, Нь is studied in isolation, as well as in syllables and words (desk, boat, plate, rabbit, briefcase, propeller, painter, rails, piano, wings, etc. ).
Suggestions for repetition:
The couple broke the plate. A painter is painting a stall. The ship is decorated with flags. The eagle is on the mountain, the feather is on the eagle.
When examining the pronunciation of voiced and voiceless consonants (P-B, T-D, K-G, F-V, S-3), it must be taken into account that the degree of deafening of consonants by children may not always manifest themselves to the same extent. Words for repetition: squirrel, carriage, cubes, paper, bell, teddy bear.
Suggestions for repetition:
A squirrel is jumping on an oak tree. The children saw a woodpecker's hollow in the forest. Zina's teeth hurt. Sonya ties a blue bow. The snake hisses and the beetle buzzes. And etc.
The pronunciation of soft and hard consonants is examined using the example of their combinations with the vowels I, Ya, E, Yo in the words: children, kitten, glass, linen, five.
Suggestions for repetition:
The cat has five kittens. Guys love raisins. Aunt Nyura made cranberry jelly. And etc.
With the help of special tasks, the ability to switch articulatory movements is revealed. The child is usually asked to repeat a sound or syllable series several times, and then the sequence of sounds or syllables changes. It is noted whether switching is easy.
A-I-U, U-I-A, etc.; KA-PA-TA, PA-TA-KA, TA-PA-KA; PLA-PLU-PLO, PLO-PLU-PLA, etc.; Drip-pack-drip-pack... RAL-LAR-RAL-LAR...
The ability to pronounce syllables with multiple consonants is also tested SKLA, VZMA, ZDRA, etc.
To examine a child’s ability to pronounce words of varying syllabic complexity, he is presented with object pictures, to which he gives a name; then the same names are proposed for reflected pronunciation. The results of both types of tasks are compared and it is noted which is easier for the child to complete. It is also important to note whether the words whose syllabic structure is distorted consist of learned or unlearned sounds. The nature of the distortion is noted: reduction in the number of syllables: matok instead of hammer, simplification of syllables: tul instead of chair, likening syllables: tattoo instead of stool, adding the number of syllables: komanamata instead of room, rearrangement of syllables and sounds: devereux instead of tree.
You should check the ability to pronounce sounds in sentences consisting of correctly pronounced sounds and defective ones.
To identify minor violations of the syllabic structure of words, the child is presented for repetition with sentences consisting of words of increased sound-syllable complexity: Petya drinks bitter medicine. A policeman is standing at the intersection. An astronaut controls a spaceship. And etc.
The identified sound defects are grouped according to phonetic classification.
Examination of the structure and functions of the articulatory apparatus is important for determining the possible causes of disturbances in the sound aspect of a child’s speech and planning corrective exercises. During the examination, it is necessary to assess the degree and quality of violations of the motor functions of the organs of articulation and identify the level of available movements.
Literature.
Methods for examining children's speech: A manual for the diagnosis of speech disorders / edited by. ed. G.V. Chirkina. – M.: ARKTI, 2003. – 240 p.
“Help on the site” - click on the image - hyperlink to return to the previous page - “DIAGNOSTIC TECHNIQUES FOR EXAMINING DIFFERENT ASPECTS OF SPEECH IN PRESCHOOL CHILDREN” .
Article:
Speech is an important component of human life.
By communicating, we learn about the world around us. The formation of speech skills occurs at an early age, and if this function is disrupted in a child, he has problems establishing contact with people and the world that surrounds him, which can lead to improper formation of other activities of the baby. According to domestic researchers (T.V. Volosovets, M.F. Fomicheva, E.N. Kutepova), the formation of speech during the first three years of a child’s life, as research shows, is not a simple quantitative accumulation of vocabulary, it is a complex neuropsychic process which occurs as a result of the child’s interaction with the environment and in a communication situation with an adult. A child’s mastery of speech to a certain extent regulates his behavior and helps to plan adequate participation in various forms of collective activities. Communication activity is stimulated by special needs and motives and is a complex multi-level structure.
Speech is a special and most perfect form of communication, inherent only to humans. Speech is an important means of communication between a child and the world around him.
The central function of speech is communicative, which is realized through the expression of thoughts (messages) and influence on oneself and other people. From the communicative development of speech flow such qualities as social conditioning, activity, intentionality [1, p. 28]. Speech in human society could only arise only with the active orientation of a person’s speech behavior in a group to express his intentions and desires. A speech utterance in the process of social communication is always used by a person to achieve some result.
Communicative speech development is the most important and historically the earliest. It arises on the basis of more elementary preverbal forms of communication (visual, with the help of facial expressions and hand movements). To exchange information between the child and surrounding people, signals or signs are used - initially non-verbal, and then speech (verbal) communication gradually acquires primary importance. Children use speech to communicate their desires. As opportunities for verbal communication increase, the child learns new concepts, his stock of knowledge and ideas about the outside world expands, and his thinking is formed. The communicative function of speech contributes to the development of communication skills with peers, develops the ability to play together, which is of great importance for the formation of adequate behavior, the emotional-volitional sphere and personality of the child.
The number of words the child understands—passive vocabulary—increases quite quickly. By the age of two, children understand almost all words spoken by adults regarding objects in the environment. A child's understanding of an adult's instructions makes it possible to control his behavior with the help of speech. Throughout early childhood, significant changes occur in the understanding of speech: children understand not only the instructive speech of an adult, but also speech-story. The beginning of the development of a child’s active speech depends primarily on the characteristics of the relationship between adults and the child, on the nature of communication between them [20].
Under favorable upbringing conditions, a significant shift in the development of a child’s speech is most often noted in the middle of the second year of life, when, simultaneously with an increase in the number of words used, the first sentences consisting of two or three words appear. In most cases, they consist of words that are combined into one sentence without changing their form. In two-word sentences, connections between words are most often of two types: the subject and its action (“the doll is sleeping”), the action and the object of the action or the place of action (“give me the apple”).
The child’s active speech is included in his activities, often accompanying actions with objects and toys. Due to the increasing complexity of communication with adults, the child’s vocabulary expands significantly. The stability of the meaning of words and the clarity of the expression of subject relevance increases. From the end of the second year, a new stage in the child’s speech development begins, which involves the assimilation of the grammatical structure of speech. The vocabulary increases significantly; the vocabulary includes almost all parts of speech and types of sentences (complex non-union and allied).
In the third year of life, the child’s speech activity increases significantly, an expansion of the social circle is noted, the child begins to communicate not only with close people, but also with other adults and children. Children’s speech activity in play and independent activity increases. There has been an increase in children's interest in the speech of adults. In early childhood, speech is directly related to the child’s practical activities and to the specific situation associated with communication.
Individual defects associated with violations of only communicative and speech development at an early age are not considered. At an early age, two significant disorders are distinguished: delayed speech development and delayed psycho-speech development.
Speech development delay (SDD) is a concept that reflects the slower pace of development of the norms of the native language by children at the stage of early and middle speech ontogenesis. The speech therapy conclusion “delayed speech development” is valid for children under 3-4 years of age. The tempo lag concerns the formation of all components of speech: sounds of early ontogenesis, vocabulary and grammar, phrasal and connected speech. Delayed speech development occurs in 3–10% of children; in boys 4 times more often than in girls [30].
Psychological and pedagogical research has accumulated a significant amount of important information on the problems of studying and teaching children with delayed speech development (O. E. Gromova 2003, T. V. Volosovets, 2000, L. N. Galiguzova, E. O. Smirnova, 1992, N S. Zhukova, E. M. Mastyukova, T. B. Filicheva et al., 1999, Y. F. Garkusha, 1999, I. S. Krivovyaz, 1995, Prikhodko, L. G. Sadovnikova, 2001, L. S. Tsvetkova, 1998). Studies devoted to the study of children with speech development delay (SSD) in early childhood provide certain general provisions and facts, but, unfortunately, there are no fundamental general works examining speech development delay. At the same time, the issues of identifying the causes and mechanisms of the occurrence of RDD and determining the structure of the defect remain insufficiently studied. The fragmentation of diagnostic material for children with slow rates of speech development and the lack of a unified generalization base about the types and types of developmental disorders do not allow effective, targeted, differentiated correctional work.
The problem of speech development, as well as methods of working with children with delayed speech development, are the subject of theoretical and practical works by such scientists as O.E. Gromova, N.S. Zhukova, E.M. Mastyukova, Yu.F. Garkusha, N.N. Matveeva, O.E. Gribova, I.S. Krivovyaz, T.V. Volosovets and others. However, their use is limited by the lack of a state integrated system of identification, recording, diagnosis and comprehensive early assistance.
According to Gromova O.E.: “In practical speech therapy, quite often there is an unlawful narrowing of the SRR, which is interpreted as a violation of the rate of speech development, in most cases tending to spontaneous normalization. Such “normalization” is sometimes mistakenly mistaken for the state of speech of a child after three years of age, which, from the point of view of a modern systematic approach to the analysis of etiopathogenetic mechanisms of speech development disorders, is advisable to interpret within the framework of the concept of “speech underdevelopment” [11, p.106].
Delayed psycho-speech development in children is expressed in a slow pace of intellectual and personal development, accompanied by a slowdown in speech progress.
Delayed psycho-speech development is diagnosed more often in children over 5 years of age, of whom on average 20% have this disease. This situation is understandable: the child begins to actively communicate with others at this age, otherwise the parents notice something is wrong. But 5 years is already quite a late age to start treatment for PVD. If a child does not speak at all before the age of 6, then the probability of his recovery is 0.2%, and if there is no speech even after 7 years, then it will no longer exist [8].
The early age of a child has enormous potential for the development of all components of activity. Early stimulation of speech activity helps prevent possible deep speech disorders in the future.
In the modern world, the features of examination and correction of young children have not been sufficiently studied, which once again confirms the relevance of this study. In order to be able to correct and stimulate speech activity from a very early age, a strictly organized and systematized system of examination and correction system is needed, taking into account the principles of development of a given age stage. There is a need to examine not only the general examination of the child’s speech skills, but also individual components, such as vocabulary, communication skills, the use of prepositions, the appearance of the first grammatical forms, etc.
A clear diagnostic system will help identify deviations in speech development at the earliest stages, which will make correction of deviations in the formation of speech skills more successful and possibly faster.
Recommendations for stimulating communication and speech skills in young children.
Particular attention should be paid to developing an understanding of adult speech and instructions. At an early age, the baby replenishes the vocabulary with the names of surrounding objects and actions with them, mastering the semantic side of speech. Children with delayed speech and psycho-speech development have difficulties in understanding addressed speech due to the structure of the defect, so the earlier correctional work begins, the more effective it is. During this period, the child must be taught to understand the names of both previously familiar and unfamiliar objects, to distinguish between their qualities, states and purposes. It is necessary to teach children to understand an adult’s stories about things and events related to their personal experience, not accompanied by showing objects, pictures, or actions. For example, tell and involve the children themselves in the process of telling about what they saw while walking (a dog, a bird, a car).
The basic rule that is absolutely necessary to follow for the successful development of understanding of speech: the correlation between a word and what it means should be as obvious as possible for the child. Classes begin with the child being taught to understand a word in a certain situation. Usually these are words - nouns, then verbs, then simple features, such as big and small. Acquaintance occurs gradually, preferably in a specially organized game, then it is consolidated in everyday life. The sequence of vocabulary accumulation for the development of understanding of speech and instructions of an adult : Nouns: • An object is presented and named. • The child is introduced to the purpose of the object. • A game is organized during which the object is called repeatedly, for example, hide and seek. (Here is the ball! They hid the ball. There is no ball! Where is the ball? Here is the ball! Throw the ball to mom) • The child finds an object by word when choosing from two. • The child finds an object by request, choosing it from a larger number of objects. • To form a concept, the child is presented with objects and their images that are similar, but different in color, size, texture. • The name of the object is included in games, songs, work begins on including the word in the baby’s active vocabulary. Verbs: • Introducing the child to an action, or to a picture depicting an action. For example, familiarization with the verb “eats.”• A game is organized during which this action is played out many times and called (the bear eats, the bunny eats, the boy eats). • The child chooses one of two actions (the bear eats - the bear sleeps). Usually carried out using simple, laconic plot pictures. • Choosing from a larger number of options. • Including the word in everyday life and games. • Including the word in the active dictionary. Understanding instructions Level 1: Equipment: bear and bunny. Options for requests: “where is the bunny”, “Where is the bear” Level 2: Equipment: bunny, bear, comb, spoon. Instruction options: “Comb the bunny”, “Comb the bear”, “Feed the bunny”, “Feed the bear”. Level 3: Equipment: big bunny and small bunny, washcloth, towel Instructions like: “Wipe the hands of the big bunny”. Level 4: Equipment: bunnies and bears in two sizes, boxes in two colors. Instructions like: “Put the big bear in the red box.” Sentences can be complicated only after the child can easily cope with the previous level. A new level is given in a special lesson, and the already familiar one is used in everyday situations.
The use of a variety of methods of nonverbal communication in infancy and early age simultaneously prepares subsequent differentiation in meeting the child's needs in the field of emotions and feelings. For young children, non-verbal communication is even more important because at a certain stage it is the only way for them to talk.
Systematic work on the development of non-verbal means will improve psychomotor functions, teach children to control their bodily manifestations, understand body language, emotions, which helps improve their interaction with peers.
During the development of nonverbal means of communication in children, the following games can be used:
"As Body Parts Speak"
Goal: teach non-verbal methods of communication.
Progress of the game: The adult gives the child different tasks. Show: how the shoulders say “I don’t know”; as the finger says “Come here”; how the legs of a capricious child demand “I want!”, “Give it to me!”; how the head says “Yes” and “No”; as the hand says, “Sit down!”, “Turn around!”, “Goodbye.”
“I love it - I don’t love it”
Goal: development of imagination and facial movements.
Progress of the game: The adult and then the child name a variety of foods; react with facial expressions, showing their attitude towards this product.
To develop dialogical speech skills in young children (ask, answer, explain, request, make a remark), conversations are held on various topics. It is in dialogue that a child learns to listen to his interlocutor, ask questions, and answer depending on the surrounding context. The task for an adult is to create conditions for the formation of prerequisites for dialogical speech of young children:
1. Provide children with a social speech environment appropriate to the interests of their age, and gradually expand and renew their social connections.
2. Provide children with conditions that promote the development of their hearing and attention.
Provide children with the opportunity to often hear speech and talk to them, accompany all types of services to the child with speech and in every possible way stimulate him to active speech.
Provide children with an environment that would facilitate the development of their perceptions and the accumulation of ideas.
In the interests of enriching the content of children’s speech, systematically guide the development of their powers of observation, take care of expanding the range of their ideas, consolidate and comprehend the latter in words.
Use play as the factor of greatest importance in the development of children's speech.
A child’s speech development includes many areas that are formed at an early age. Stimulating communication skills and activity in communication should begin when the child’s foundations for these manifestations are laid. Often the erroneous opinion of speech therapy specialists and parents is the belief that if the child is too small and does not yet speak properly, then there is no point in developing, examining and correcting his speech skills.
In modern times, we must move away from such incorrectly formed concepts. Every specialist and parent should understand the importance of early participation in the child’s speech development.
Bibliography
Arushanova A.G. Development of communicative abilities of a preschooler: adaptations of a preschool child: linguodidactic aspect [Text]: A.G. Arushanova // Kindergarten: theory and practice 2012. - No. 3. Page. 26-35.
Afonkina Yu. A. Technology of psychological and pedagogical assessment of the development of young children [Electronic resource] // Yu.A. Afonkina // Collections of conferences of the Scientific Research Center Sociosphere. 2011. No. 8.
Afonkina Yu., Early age: supporting the child with play [Text] Yu. Afonkina, E. Omelchenko // Preschool education. — 2011. — N 8. — P. 76-80
Bitova A.L. Methods and techniques for stimulating speech in children with severe and multiple developmental disorders [Text]: / A.L. Bitova, L.A. Ostrovskaya // Speech Pediatrics. – 2013.- No. 2. – P. 40 – 41. 3.
Bezrukova O.A. Communicative competence as the basis for sociocultural adaptation of a preschool child: linguodidactic aspect [Text]: O.A. Bezrukova // Kindergarten: theory and practice 2012. - No. 3.- Page. 26-35
Barsukova O. V. Elements of play therapy in working with young children and their parents (from experience in the Game Support Center) [Text] / O. V. Barsukova // Young scientist. - 2012. - No. 3. — P. 316-319.
Gromova O. E. Methodology for forming the initial children's vocabulary // [Text] O. E. Gromova. – M.: TC Sfera, 2013. – 176 p.
Gorlova N. A. Communicative and speech development of a child in infancy: norm and deviations [Electronic resource] // N. A. Gorlova // Special education. 2015. No. 2.
Dronova T.N. Development of young children in conditions of variable preschool education [Text]: A manual for teachers. kindergarten teams and parents / Ed. T.N. Dronova, T.I. Erofeeva. - M.: Linka-Press: Obruch, 2010. - 304 p.
Zabarovskaya Yu. I. Step by step. Program of correctional and developmental work with young children: Methodological manual for teachers of preschool educational institutions. - St. Petersburg: CHILDREN'S PRESS, 2012. - 192 p. preschool institutions using folk toys Dis._cand. teacher Sci. [Electronic resource] //Zabarovskaya Yu.I. // children// Kindergarten: theory and practice No. 3/2012. Page 36
Kiseleva, V. Helping a child of the third year of life with delayed speech development [Text]: / V. Kiseleva, O. Gromova // Preschool education. - 2010. - No. 11. - P. 103-112.
Kudrina L.V. Sand play therapy as a means of developing speech activity of preschool children [Text] / L.V. Kudrina // Young scientist. - 2014. - No. 17. — P. 501-503.
Kurdyukova S.V., A.V. Suntsova “Developing speech” - advice from a neuropsychologist [Text]: S.V. Kurdyukova, A.V. Suntsova // Moscow, “EXMO”, 2010.
Kochugova N. A. TECHNOLOGY FOR PREVENTION OF SPEECH DISORDERS IN EARLY CHILDREN [Electronic resource] // N. A. Kochugova / Collections of conferences of the Scientific Research Center Sociosphere. 2011. No. 8.
Lopukhina I.S. “Speech therapy. Speech. Rhythm. Movement. [Text]: I.S. Lopukhina // St. Petersburg, CORONA - Century, - 2012
Mitrofanova A. E. Conducting seminars for parents as a means of preventing and correcting delayed speech development in children of early and early preschool age [Text] / A. E. Mitrofanova // Theory and practice of education in the modern world: materials of the V international. scientific conf. (St. Petersburg, July 2014). - St. Petersburg: Satis, 2014. - pp. 207-208.
Mironova S. A. Speech development of preschoolers in speech therapy classes [Text]: / S. A. Mironova. Toolkit. M.: Sphere shopping center, 2011. – 208 p.
Nishcheva N.V. Program of correctional and developmental work in the junior speech therapy group of kindergarten / N.V. Nishcheva. - SPb.: DETSTVO-PRESS, 2012. - 192 p.
Niskova, Yu. V. Sand therapy as a means of development of preschool children [Text] / Yu. V. Niskova // Preschool pedagogy. - 2014. - No. 8. — P. 54-57.
“Diagnostics of speech development of young children”
Olga Milovanova
“Diagnostics of speech development of young children”
Psychological and pedagogical aspects of speech development of young children
Currently, the problems of diagnosing speech development and possible subsequent correction of identified disorders are extremely relevant.
The development of a child’s personality is determined by three factors:
1) prerequisites: genotype, with congenital characteristics;
2) conditions that include the social environment, family, educational institution, other social structures and situations that determine the development of the individual through interested relatives and professionals;
3) the internal position of the person himself, which is formed in the process of his individual development depending on the value orientations of the family.
The social and moral effect of helping children is enormous; it demonstrates fundamentally new possibilities of pedagogy and reflects the degree of maturity of society’s social policy. The age from birth to 3 years is the most important period in a child's life. The plasticity of the brain of a young , the sensitive period of formation of many functions at this age stage determine the great potential of the correctional pedagogical process. The presence of early and adequate assistance to the child makes it possible to more effectively compensate for disturbances in the child’s psychophysical development and thereby mitigate, and possibly prevent, deviations.
With early diagnosis and timely correctional intervention in general and in speech, in particular, in the first or second year of life, some children , despite the complexity of the defect, by the age of three to five years approach age standards in terms of general and speech development . This makes it possible to recommend integrated education for them in a mass kindergarten, and subsequently at school, subject to systematic correctional assistance from a speech therapist, psychologist, etc.
An indispensable condition for the comprehensive development of a child is his communication with an adult. Adults are the guardians of the experience accumulated by humanity, knowledge, skills, and culture. This experience can only be conveyed through language. Language is “the most important means of human communication.”
Young children , mastering their native language, master the most important form of verbal communication - oral speech. Speech communication in its full form - speech understanding and active speech - develops gradually .
Speech is a very complex mental activity, divided into various types and forms. Speech is a specifically human function that can be defined as the process of communication through language.
Forming in a child as he masters language, speech goes through several stages of development , turning into expanded system of means of communication and mediation of various mental processes.
Emotional communication is the core, the main content of the relationship between an adult and a child in the preparatory period development - in the first year of life. The child responds with a smile to the smile of an adult, makes sounds in response to an affectionate conversation with him. A smile creates peace and establishes mutual understanding. She is an invitation to communication, an expression of positive emotions. With a smile, the child’s psyche awakens, a smile precedes his speech, a smile, as it were, communicates his readiness to communicate. This is emotional communication, not verbal , but it lays the foundations for future speech, future communication through the understanding of spoken and understood words.
There are several stages in the development of a child’s need for communication with an adult:
1. The need for the attention and kindness of an adult. This is a sufficient condition for the well-being of a child in the first half of life.
2. The need for the cooperation or complicity of an adult. This content of the need for communication appears in the child after he has mastered voluntary grasping.
3. The need for respect from an adult. It arises against the background of children's .
4. The need for mutual understanding and empathy of an adult.
Currently, modern psycholinguistic, psychological and pedagogical research is based on two principles: the principle of development and the principle of activity.
One of the psychological principles underlying the acquisition of speech by children is the principle of development , according to which all mental processes, including speech, have certain qualitative stages in their development . The development of mental processes occurs in close interaction with each other.
As the famous Soviet psychologist L. S. Vygotsky noted, the start of learning too late does not play the same role in development that it plays when it occurs at the optimal time. During this most favorable period for development , the child masters the basic means of the language in which communication is carried out.
A. A. Leontyev, within the framework of the activity approach, considered speech as an activity. When defining speech as an activity, it is necessary to highlight its components: goals, motives, speech actions and means . One of the features of speech activity preschool children , is the merging of goals and motives of speech communication , as well as the movement of the speech motive into some activity, for example, into play.
Diagnostics of speech development of children aged 1.5 to 3 years
Children's speech is not a personal activity of the child; individual speech is considered as part of dialogue and cooperation; it is closely related to the development of relations between the child and the adult. In the process of socialization, the child gradually masters speech as a means of communication, mastering its phonological, morphological and syntactic forms, mastering at each age level new types of generalization, which subsequently determine changes in the communication situation ( “crises of adolescence ”
).
The dynamics of this process are largely determined by the harmonious development of all aspects of the personality of a young .
When examining young children, it is very important to correctly select significant criteria for assessing the level of their general and speech development in order to avoid overdiagnosis and at the same time not to miss obvious deviations from the norm.
When examining a child with speech development uses the following examination methods:
• questionnaire (questionnaire for parents (mothers, questionnaires)
;
• conversation with parents;
• observation of the child’s behavior and activities in natural conditions (movement, play, eating, dressing and undressing, etc.)
and during the performance of special tasks;
• study of medical documentation;
• conversation with the teacher, music director, physical education teacher, methodologist;
• actual speech therapy examination of the child: the structure and functioning of the main organs of articulation, the state of voluntary articulatory praxis (after 1 year 6 months, differentiation of auditory attention to non-speech and speech signals , the formation of speech understanding, including simple and complex speech instructions , the volume of passive and active vocabulary.
It is also necessary to take into account that the adequacy of assessing the level of development of a young child , including speech , is largely determined by the child’s condition during the examination, the motivation of his activities, the general background of the child’s mood, and the presence of friendly contact with the researcher.
When performing tasks, the speech therapist should pay special attention to:
• the child’s ability to perform an action according to verbal instructions;
• which hand the child takes objects with and how it “works”
hands
(uses both hands or only one)
;
• dexterity or ineptitude in handling small objects;
• emotional exclamations and words spoken during tasks.
If, after completing a task or one of its stages, a child consciously utters any exclamation or uses a pointing gesture in the sense of “Look how I did!”
, this must be noted in the examination protocol. If the child silently performs actions, the speech therapist should try to activate his speech by saying any emotionally charged, simple words, patting him on the head, or helping him complete the task.
To objectively record the results of the study, it is advisable to record the progress of the examination on a tape recorder or voice recorder installed in close proximity to the child, but so that the child does not pay attention to it.
The first speech tasks presented to the child are constructed exclusively using toys and a play situation. In the future, it is advisable to alternate game tasks with more complex speech tasks , which are carried out not only on object, but also on picture material.
Questionnaire for parents
During the examination of the child, the baby’s mother should be asked to fill out a questionnaire for parents, which is aimed at identifying the most typical causes and characteristic manifestations of speech dysontogenesis in young children . The objective part of the questionnaire includes a traditional list of questions regarding the course of pregnancy and childbirth, features of the newborn period, etc.
However, the questionnaire also includes questions aimed at determining the prerequisites for the formation of full-fledged verbal communication . These questions alternate with traditional ones: for example, when collecting personal data about a child, it is necessary to note not only what number this child is in the family, but also indicate the age of the parents at the time birth of a child, a complete list of people directly living with the child, the age of brothers and sisters , the presence of left-handed relatives. In a conversation with parents after filling out the questionnaire, you should clarify who spends the most time with the child during the day, what style of communication with the child the adult prefers.
Conclusion
The role of development in the first years of life cannot be overestimated. Mastering it rebuilds the processes of children's perception, memory, thinking, improves all types of children's activities and socialization (in particular, relationships with adults and other children)
.
Early speech development and the formation of the child’s cognitive sphere is a theoretically and practically significant problem in speech therapy. It is important to diagnose the speech development of young children , since the plasticity of the actively developing brain of a two- to three-year-old child allows one to compensate for many shortcomings in the formation of speech activity .
Bibliography
1. Gerbova V.V., Kazakova R.G., Kononova I.M. Education and development of young children : A manual for kindergarten teachers / Ed. G. M. Lyamina. M., 1981.
2. Gromova O. E., Solomatina G. N. Speech therapy examination of children 2–4 years old . Methodological manual, stimulus material. Sphere.
3. Durova N.V. Phonematics. How to teach children to hear and pronounce sounds correctly. Toolkit. - M.: Mosaic - Synthesis.
4. Nishcheva N.V. Organization of correctional and developmental work in the junior group of kindergarten. – SPb.: CHILDHOOD – PRESS, 2004.
5. Psychology of preschool children . // Under. ed. Zaporozhets A.V., Elkonkna D.B. - M., 1964.
6. Speech therapist's reference book. /M. A. Povalyaeva. — Ed. 5th - Rostov n/D: Phoenix, 2006.
7. Yanushko E. A. Help the baby speak! Speech development in children 1.5 – 3 years old. / Elena Yanushko. – M.: Terevinf, 2007.
