Norms of speech development in preschool age
Children aged 4–5 years speak more correctly and more variedly, pronounce sounds more clearly, but some of them (“r”, “l”) can be distorted in words. The guys speak more coherently, they can compose a short story based on a picture, retell a fairy tale, they have developed phrasal speech, and they are slowly beginning to conduct a monologue. They control their voice - volume, timbre. Recognize individual sounds in a word. By the age of 5, the dictionary contains 3 thousand words. The grammatical structure is not fully formed, so they confuse endings and suffixes and incorrectly coordinate words.
Speech development at 5 years
Speech skills are improving. The guys speak more consistently, logically and comprehensively, and their speech becomes coherent. They can conduct dialogue and monologue. Phonemic hearing reaches a higher level, children pronounce all sounds correctly. If a child distorts sounds or speaks unintelligibly, then he is shown to a speech therapist to diagnose speech development and correction.
They use different forms - exclamation, interrogative. Find the position of the sound in the word - at the beginning, middle or end, name them in order. Their vocabulary is actively expanding - they remember words with lightning speed. They speak more competently, although minor errors may occur (for example, one pencil - many pencils).
Speech development at 6–7 years old
They pronounce and distinguish all sounds by ear, recognize them in a stream of words. Therefore, for this age group, experts pay more attention to staging and improving diction.
The vocabulary is large, but it differs for all children. Some people operate with concepts from different areas, while others have a vocabulary limited to everyday topics. When diagnosing speech development, it is clear: with whom the parents worked (communicated, read books, explained), and with whom - not enough. They speak competently, but may make mistakes in the use of verbs (want - want, go - go). They speak coherently, in simple and complex phrases, can retell a movie they saw, fantasize, and make up stories.
Logomag
1. Methodology for examining coherent speech Glukhova V.P. Glukhov V.P. proposes to monitor children’s speech 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). The main attention is paid to the presence and level of development of children's phrasal speech skills and to the characteristics of speech behavior. Children's responses during monologue speech classes are recorded in the form of individual statements, short messages, and stories. For the purpose of a comprehensive study of children’s coherent speech, a series of tasks is used, which includes: drawing up sentences based on individual situational pictures; drawing up a proposal based on three pictures related thematically; retelling the text; compiling a story based on a picture or a series of plot pictures; writing a story based on personal experience; compiling a descriptive story [4,5]. Taking into account the individual level of speech development of the child, the examination program can be supplemented with accessible tasks with elements of creativity: ending the story at a given beginning; inventing a story on a given topic. A comprehensive examination allows you to obtain a holistic assessment of the child’s speech ability in various forms of speech utterances - from elementary (composing a phrase) to the most complex (composing stories with elements of creativity). This takes into account the characteristic features and shortcomings in the construction of detailed statements identified in older preschool children with general speech underdevelopment during special studies. Surveys of children’s coherent speech, proposed by V.P. Glukhov. [5] Its purpose is a comprehensive examination of the coherent speech of children with ODD (III level of speech development). Task 1. Determine the child’s ability to compose a complete statement at the phrase level (based on the action shown in the picture). Material: a series of pictures with the following content: • A boy watering flowers • A girl catching a butterfly • A boy catching a fish • A girl sledding • A girl carrying a doll in a stroller. When showing each picture, the child is asked an instructional question: “Tell me what is drawn here?” In the absence of a phrasal answer, a second auxiliary question is asked, directly indicating the action depicted (“What is the boy/girl doing?”). Evaluation of results: 3 points - complete phrasal answer; 2 points - answer with an auxiliary question; 1 point - the child was unable to independently establish semantic predicative relations and convey them in the form of a phrase corresponding in structure. Task 2. Identifying children’s ability to establish lexical-semantic relationships between objects and transfer them in the form of a complete phrase-statement. Material: Three pictures “girl”, “basket”, “forest”. Instructions: Name the pictures and write a sentence so that it talks about all three objects. If the child has composed a sentence taking into account only one or two pictures (for example, “The girl was walking in the forest”), the task is repeated indicating the missing picture. Evaluation of results: 3 points - the child completed the task using phrases adequate to the proposed task; 2 points - completed the task with the help of the teacher; 1 point – couldn’t make a sentence. Tasks for composing phrasal statements based on visual support make it possible to identify the individual speech abilities of children with ODD (III level of speech development). The following tasks are intended to determine the level of formation and characteristics of children’s coherent monologue speech. Task 3. Identify the abilities of children with special needs to reproduce a literary text that is small in volume and simple in structure. Material: fairy tales familiar to children: “Turnip”, “Teremok”, “Rock-hen”. The text of the work is read twice; Before re-reading, instructions are given to compose a retelling. Instructions: listen and retell. Evaluation of results: Particular attention is paid to the completeness of the transmission of the content of the text, the presence of semantic omissions, repetitions, adherence to the logical sequence of presentation, as well as the presence of semantic and syntactic connections between sentences and parts of the story. Task 4. Compose a coherent plot story based on the visual content of successive fragments-episodes. Material: A series of pictures based on the fairy tale “The Fox and the Crane”. The pictures are laid out in the required sequence in front of the child and allowed to examine them carefully. Instructions: Look at the pictures and make up a consistent story. (Compilation of the story is preceded by a review of the subject content of each picture in the series with an explanation of the meaning of individual details. If there is difficulty, in addition to leading questions, a gesture is used to point to the corresponding picture or specific detail). Evaluation of results: In addition to the general evaluation criteria, indicators are taken into account: semantic correspondence of the content of the story to that depicted in the pictures, observance of the logical connection between the pictures-episodes. Task 5. Compose a story based on personal experience - aims to identify the individual level and characteristics of mastery of coherent phrasal and monologue speech when conveying one’s life impressions. Instructions: the child is asked to compose a story on a topic close to him (for example, “On our site”, “Games on the playground”) and is given a plan for the story: - what is on the playground; what the children do there; what games do they play; name your favorite games and remember them; remember which games are in winter and which in summer. Evaluation of results: Attention is drawn to the features of phrasal speech used by children when composing a message without visual textual support. The degree of information content of the story is taken into account, determined by the number of significant elements that carry semantic load. Establishing the number of informative elements and their nature (a simple name of an object or action, their detailed description) allows us to determine how fully the topic of the message is reflected by the child. Task 6. Write a descriptive story. Material: children can be offered both models of objects (toys) and their graphic images, which quite fully and clearly present the main properties and details of the objects. Instructions: The child is asked to carefully examine the subject for a few minutes, and then write a story about it using the given question plan. For example, when describing a doll, the following instruction is given: “Tell me about this doll: what is its name, how big is it; name the main parts of the body; what is she made of, what is she wearing, what is on her head,” etc. Evaluation of results: Attention is drawn to the completeness and accuracy of the reflection of the basic properties of the subject, the presence (absence) of a logical and semantic organization of the message, the consistency in the description of the characteristics and details of the subject, the use of linguistic means of verbal characterization. In the case when a child is unable to compose even a short descriptive story, he is offered a sample description given by a speech therapist for retelling. 2. Methodology for diagnosing coherent speech, proposed by Filicheva T.B. Filicheva T.B. recommends paintings from the series “We are playing”, “Domestic and wild animals”, as well as paintings from “Didactic material on correcting pronunciation deficiencies in preschool children” for the examination of coherent speech. When examining coherent speech, it is recommended to use a variety of tasks, for example: tell in the 1st person; choose epithets for certain words; retell the text, changing the time of the actions performed; form the comparative degree of adjectives; form a diminutive form, etc. T.B. Filicheva calls the main task of speech therapy for children with general speech underdevelopment - to teach them to express their thoughts coherently and consistently, grammatically and phonetically correctly, and talk about events from the surrounding life. This is important for studying at school, communicating with adults and children, and developing personal qualities. Work on the development of coherent speech is carried out in the following areas: enrichment of vocabulary; learning to compose retellings and invent stories; learning poems; solving riddles. And he offers the following methods of correctional work.[9] Teaching storytelling. Methodical instructions. Taking into account the reduced speech activity of speech therapy children, their rapid fatigue, and insufficient switching ability, the speech therapist selects speech material accordingly when constructing classes. Children's first short independent stories should be associated with a familiar visual situation. For example, a speech therapist gives the task: “Go to the table, take a red ball and a blue ball.” Addressing the children, he asks: “What can we say about Kolya, what did he do?” - “Kolya walked up to the table and took a red ball and a blue ball.” Gradually, the tasks become more complicated: children must remember and perform a larger number of actions, and then accurately describe the sequence of their implementation. At the same time, when one child tells, the other children listen carefully to his story, correcting mistakes and inaccuracies. Stories - descriptions. The process of teaching children various types of descriptive stories is preceded by a lot of work comparing objects. Comparison activates children's thoughts, directs attention to the distinctive and similar features of objects, and helps to increase speech activity. Children are taught to describe objects when going through each lexical topic “toys”, “dishes”, “clothing”, “vegetables”, etc. It is useful to consolidate the skill of describing objects during productive activities (modelling, drawing, designing). The description of animals and birds should be preceded by work on examining their stuffed animals or images in the picture. Approximate lexical material HARE The hare has long ears and an elongated muzzle. Its hind legs are much longer than its front legs. Therefore, the hare runs and jumps very quickly. The bunny's skin is soft and warm. In winter it is white, and in summer it is gray: this makes it easier for him to hide from enemies. A hare lives in a hole in the forest with its young hares. Stories based on a series of plot pictures. Specific methods of working with story pictures are varied, for example: The speech therapist gives children object pictures, and he himself shows the story pictures, accompanying their stories. Children must match subject pictures to this series of plot pictures. The speech therapist reads the story and places pictures on the typesetting canvas himself. Then he takes them down and asks the children to sort out the pictures themselves and repeat the story. In case of difficulty, you can ask a leading question. Children receive one picture each, and each one tells what is drawn in the picture. One child in conclusion gives a complete story based on all the pictures. Sample didactic material. BOAT (set of pictures) It's summer outside. The sun shines brightly. A boy sits on the river bank and makes a boat out of paper. The boy lies on his stomach and holds a boat over the water. The boy lies, smiles, the boat floats. A large cloud appeared in the sky. It's raining, the boat sank. The boy is crying. The sun is shining. The boy leaned over the water. The little frogs bring the boy a boat. The boy smiles. It was summer. The sun shone brightly. Kolya sat by the river and made a boat out of paper. Kolya made a boat and lay down on his stomach to make it easier to float it through the water. And so the boat sailed. Kolya is happy: the boat turned out good. A cloud appeared in the sky, it became dark, and it began to rain. The boat got wet and sank. Kolya began to cry. Sorry for the boat. Little frogs were swimming near the shore. They saw that Kolya was crying, they felt sorry for Kolya. The little frogs took out the boat and gave it to Kolya. And then the rain stopped. Kolya stopped crying. As the story progresses, you can ask the following questions: “What time of year was it? Where did the boy go? What was the boy doing? Why was Kolya crying? Who helped Kolya? What happened next? Learning poems. Methodological instructions for learning poems by children with ODD Each new poem should be read expressively by a speech therapist (by heart). After reading the poem, the speech therapist says that the children will memorize this poem. Then he reads this poem again. Next, the speech therapist asks questions about the content of the poem, helping the children understand its main idea. After this, the speech therapist finds out which words the children do not understand and explains their meaning in an accessible form. The speech therapist reads each line of the poem separately. Children recite it in chorus and then individually. The speech therapist necessarily takes into account the individual abilities of the children, so the child who remembers the fastest is among the first to recite the poem. Memorizing poems develops children's sense of rhythm, so it is useful to ask children to clap or stamp the rhythm. The boat is sailing, sailing, the golden boat, lucky, bringing gifts, gifts for you and me. (S. Marshak) Retelling of literary texts. Methodical instructions. Before reading the story, the speech therapist explains to the children the meaning of difficult words; they pronounce it in chorus and individually. Next, a short conversation is held, leading the children to the content of the story. After reading the story, the speech therapist asks questions to find out whether the children understood it. Only after this the children are asked to retell what they read. At the same time, at different stages of teaching retelling, different types of retelling are used: Before starting the retelling, the speech therapist draws up a story plan. If the child retells with long pauses, then the speech therapist asks leading questions. The speech therapist retells the story, and the child (depending on his speech capabilities) inserts a word or sentence. The retelling is organized “in a chain”, when one child begins to retell, the next continues, and the third finishes. This type of work helps children develop stable attention, the ability to listen to a friend and follow his speech. Retelling in person, such as simple dramatization, is often used. Creative storytelling: retelling the text and its continuation with the addition of facts, events from the lives of the characters; compiling a story based on personal experience by analogy with what was heard. Sample texts for retelling. How Sasha saw the plane for the first time. It was spring, the snow was melting, streams were flowing. Sasha floated paper boats across the water. Suddenly something buzzed overhead. Sasha thought that a bird was flying. Now it's already over your head. It was an airplane. Sasha looked at the plane, and the boats sailed away. Answer the questions: What time of year was it? What did Sasha float on the water? What's buzzing in the air? What did Sasha confuse with a bird? Summer. Summer has come. We walked through the meadow. The grass is knee-high, thick and green. And how many flowers there are in it! They raise their elegant heads. Some wear purple caps, others wear white wreaths. And others have a whole golden head, like a tiny radiant sun. Answer the questions: What does the author compare flowers to? What kind of flowers do you think he depicted? Have you seen them? Tell us about them.
3. Methodology for examining coherent speech by Vorobyova V.K. Vorobyova V.K. recommends examining coherent speech in four series. The first series is aimed at identifying the reproductive capabilities of children’s speech and includes two tasks: retell the text in as much detail as possible; retell the same text, but briefly. As experimental material, it is recommended to use story texts designed for the age of the subject and subjected to adaptation in terms of reducing their volume. The second series of experimental tasks is aimed at identifying children’s productive speech abilities: the ability to independently create a semantic program for a coherent message based on visual supports; the ability to implement the found program into a coherent message. This series includes two tasks. In task 1, children are asked to independently arrange a series of plot pictures in the sequence of logical development of the event. Task 2 guides children to compose a story using the found program. The third series is aimed at identifying the peculiarities of constructing a coherent message in conditions of partial given semantic and lexical-syntactic components of the statement. It includes three types of tasks: • composing a continuation of the story based on the reading; • inventing a plot and composing a story based on subject pictures, which children must select from a common bank of subject pictures; • independently finding a theme and its implementation in stories. The fourth series of tasks is aimed at clarifying the state of orientation activity, since orientation in the rules of text generation precedes the creation of a coherent monologue statement. Approximate activity consists in the ability to identify general, characteristic features inherent in the organization of this particular linguistic unit. Resolving the issue of the state of the orientational activity of children with systemic speech disorders is important for studying the structure of speech underdevelopment, in particular, for identifying the influence of speech underdevelopment on the formation of cognitive activity and the degree of development of children's analytical capabilities.
