Speech environment and children
Mastery of the native language is one of the important acquisitions of a child in preschool childhood and is considered in modern preschool education as one of the foundations of raising and educating children.
Speech is associated with knowledge of the surrounding world, the development of consciousness and personality. Based on a long-term study of the processes of thinking and speech by L.S. Vygotsky came to the conclusion: “There is every factual and theoretical basis to assert that not only the intellectual development of a child, but also the formation of his character, emotions and personality as a whole are directly dependent on speech.”
The formation of speech activity is the process of interaction between a child and people around him using material and linguistic means. Speech is formed during the child’s existence in a social environment. Its emergence and development are caused by the needs of communication, the needs of life. Contradictions that arise in communication lead to the development of speech ability, to the mastery of ever new means of communication, forms of speech.
(The speech\language\environment is considered quite broadly - as any samples of language perceived by a person, i.e. it is not only the speech of others, adult children, but also television, radio, cinema, theater.
The speech environment in the preschool years is primarily the speech of adults and children in the family, in kindergarten. It also includes the targeted teaching of native speech, which is carried out in various forms in preschool educational institutions. The teacher’s speech serves as a means of teaching and developing children. Didactic communication with students underlies the creation of a speech environment with high developmental potential.
Communication with peers has a great influence on children’s speech, especially from the age of four to five. Communication between children of different ages is useful. However, its positive impact on the development of speech in preschool children can only be achieved under the guidance of an adult.
The influence of the speech environment on speech development can be positive if the child is surrounded by people who have mastered the culture of speech, if adults communicate with children and encourage their active speech. On the contrary, insufficient attention to children's speech, to communication with children, and the incorrect speech of others have an adverse effect on the speech and general mental development of preschool children.
Observations in everyday life, pedagogical practice, and special studies show that speech habits developed in childhood are highly stable. Speech defects persist and become stronger if there are no counteracting influences.
E.I. paid great attention to the creation of a developing speech environment in kindergarten as a factor in the development of children’s speech. Tikheyeva and E.A. Fleurina. In their opinion, preschool workers should be charged with creating an environment in which children’s speech could develop correctly and unhindered.
Mastering the culture of communication and its tireless improvement are the professional responsibility of the educator. Before starting to develop the speech of pupils, he should take care of the development and organization of his speech. Taking into account the interests of children, the characteristics of the child’s psyche. The teacher must master the basic methodological techniques of speech development and mastery of their application. E.I. Tikheyeva examined in detail the “cultural and methodological requirements” for a teacher’s speech.
- The speech of educators must be absolutely literate and literary. First of all, you should understand the peculiarities of your speech, take into account its mistakes and errors, and fight them through constant self-control and improving your language.
- Ethics of speech requires special attention. In form and tone, the teacher’s speech should always be cultured and impeccably polite.
- The structure of speech should be consistent with the age of the children. The younger the child, the simpler the syntactic structure of the speech addressed to him should be. With long complex sentences, children do not grasp the main meaning.
- The content of the speech must strictly correspond to the development, stock of ideas, interests of children, and be based on their experience.
- Accuracy, clarity and simplicity of speech require special attention. Accuracy of perception and clarity of understanding depend on the accuracy of speech.
- It is necessary to regulate the pace of your speech. It is difficult even for an adult to follow the content of speech that is too fast, but a child is completely incapable of this. Not understanding the meaning of the words flowing in a stream, he simply stops listening. Speech that is too slow and drawn out is also unacceptable: it becomes boring.
- You should regulate the strength of your voice, speak as loudly or quietly as the conditions of the moment and the content of the speech require. Children do not hear quiet speech and do not grasp its content. Children adopt loud speech that turns into a scream as a manner of speech unusually quickly. Children scream, adults shout them down, and in this din the words and their content are drowned.
- The teacher’s speech should be emotional, if possible figurative, expressive and reflect interest, attention, love for the child, and care for him.
- Teachers must have methodological skills, knowledge of the techniques necessary to exert an appropriate influence on children’s speech, and the ability to apply them in all cases of communication with children.
- Persons with pronounced and incorrigible speech deficiencies should not guide the development of children's speech.
The requirements formulated by E.I. Tikheeva back in the thirties of the last century, are still relevant today, coincide in many ways with the modern understanding of humanistic speech communication, the speech culture of the teacher. Speech culture includes, firstly, knowledge and compliance with language norms \ norms of pronunciation, stress, word usage, etc. \, secondly, the expressiveness of speech, its greatest effectiveness in a specific communication situation.
In the process of verbal communication with children, the teacher also uses non-verbal means, as defined by the famous psychologist T.N. Ushakova - non-verbal communicative gestures\facial expressions, phonation, pantomimic movements\. They perform important functions:
- help to emotionally explain and remember the meaning of words. An appropriate, well-aimed gesture helps to assimilate the meanings of the words \round, big...\ associated with specific visual ideas;
- help clarify the meanings of words associated with emotional perception \cheerful, sad, angry, affectionate...\;
- contribute to the deepening of emotional experiences, memorization of material \audible and visible\;
- help bring the classroom environment closer to that of natural communication;
- are models of children's behavior;
- perform an important social, educational function \ I.N. Gorelov\.
There is extensive literature on the problems of speech culture, covering the laws and rules of the native language and speech interaction. However, it is not enough to study them; you need to realize the need to achieve a high level of speech culture, eliminate incorrect word usage from speech, see mistakes and improve your speech.
Literature:
1. N.E. Ilyakova “Speech therapy training on the formation of coherent speech in children with ODD 5-6 years old” M: 2004.
2. E.M. Tikheyeva and E.A. Fleurina. "Children's Speech Development"
3. V. Yashina, Magazine “D\neducation”, No. 8 2003
A newborn needs communication
It may seem strange, but speech begins to develop before the child is born: he hears the internal and external voice of the mother.
Therefore, it is very important that this voice carries only a positive beginning - it is calm and joyful. In the first weeks of life, the baby, without responding in any way, listens carefully to speech. Then he begins to hum and make short sounds, which are a consequence of interaction with the outside world and people; later, emotionally rich sounds and babbling speech appear. Attentive attitude on the part of adults to the voice exercises of a newborn helps to shape future communication skills and the need to express one’s thoughts. It is important for parents to constantly talk to their baby, thus preparing his vocabulary.
Speech environment
You need to start teaching children to speak correctly from an early age. Speech abilities are constantly developing, so the environment in which the child is located has the greatest influence on future communication abilities. The concept of “speech environment” should mean not only regular communication, but also a wide variety of positive or negative factors that influence the development, including speech, of the child.
1.3. The importance of timely speech formation for the comprehensive education and development of children.
Timely mastery of correct speech is important for the formation of a child’s full-fledged personality, for his successful education at school and for further work activity. A child’s speech develops in the process of communicating with others. Therefore, the clear speech of those among whom the child is located is very important, as well as control and proper guidance of the formation of his speech, which in its development goes through certain stages: expressive-facial, objective-effective and speech.
The main significance of speech in the mental development of a child is that it frees him from being bound by the situation, momentary events and opens up the opportunity to act not only with things, but also with their substitutes - signs embodied in words; expands the time perspective of the baby’s life, allowing him to look into the past and future.
Speech helps the child free himself from “naturalness” in relation to the objective world: it begins to appear before him as a world of objects of human culture. Speech allows the baby to get to know him not only through personal experience, but also through words. Through verbal communication with adults, the child learns about what he himself did not directly perceive.
Timely development of speech ensures that the child deepens and expands mutual understanding with both relatives and strangers. Speech expands the boundaries of a child’s social existence. Through a new attitude towards an adult not only as a source of warmth and care, but also as a model, a bearer of human culture, he moves out of the narrow framework of exclusively individual connections into the wider world of human relationships.
Mastering speech allows a child to overcome the limitations of situational communication and move from purely practical cooperation with adults to “theoretical” cooperation—non-situational-cognitive communication. The appearance of speech rearranges mental processes and activities.
It changes the nature of the child’s perception of the environment: it becomes independent of the external positions of the object, of the method of its presentation. At this age, children recognize and name images of objects, people, animals in drawings, photographs, and films. The influence of speech on the development of a child’s thinking is invaluable. At first, the baby does not know how to think using words without relying on a visual situation. Words only accompany an action or state its result (for example, seeing a fallen doll, a child says: “Lala fell”). In the third year of life, his speech is increasingly freed from the dictates of the visual situation. With the help of speech, he makes generalizations, draws conclusions, and begins to reason. Now the baby can not only discuss specific actions with objects or what he sees in front of him, but also talk about his experiences, remember episodes from his life, and plan future events. Gradually, speech becomes the basis for the development of voluntary behavior and begins to perform a planning function. For example, a child tells his mother that he is going to build a garage for a car, or tells a doll about what they will do: “Now I’ll make you soup, then we’ll eat.” In many situations, the word becomes a means of controlling and managing behavior. For example, a two-year-old child, going to carry out an order for an adult, repeats himself. to myself: “I’m going, I have to go.” In another situation, with difficulty moving a loaded toy car, he tensely says: “Drive, drive, Kolya.” (3,292-297), (4,91-95), (5,131-136)
