Overcoming general speech underdevelopment in children of senior preschool age is one of the pressing problems in speech therapy. This is due to its practical significance: timely correctional work is of great importance for the formation of speech prerequisites for successful learning at school.
The most important factor in mastering reading, writing, and counting is a sufficient level of vocabulary development. The development of lexical operations, clarification of the meaning of a word, the formation of lexical systematicity are of great importance for the development of a child’s cognitive activity (L.S. Vygotsky [1], N.I. Zhinkin [2], A.R. Luria [3], etc.) .
As noted by L.G. Paramonov [4], based on specially conducted research, that more than half of children (55.5%) come to the first grades of mass schools in a state of linguistic unpreparedness for the start of school education due to the insufficient development of their oral speech.
One of the main components of this lack of development is the poverty and insufficient systematization (and often complete unsystematization) of their vocabulary.
For the practical application of grammatical rules, it is necessary to be able to quickly and, moreover, accurately select test words, which a student with a delay in vocabulary development cannot do. Such students practically do not know their way around the limited vocabulary they have, that is, they do not know the exact semantic meaning of many words, much less feel their semantic “kinship.”
In the study of a number of authors (R.I. Lalaev [5], R.E. Levin [6], N.V. Serebryakov [7], T.B. Filichev [8], etc.), the peculiarity of the development of vocabulary during general speech underdevelopment. The authors emphasize that one of the pronounced features of the speech of children with ODD is a greater than normal discrepancy in the volume of active and passive vocabulary. Preschoolers with ODD understand the meaning of many words; the volume of their passive vocabulary is close to normal. However, the use of words in expressive speech and updating the dictionary cause great difficulties.
Poor vocabulary leads to a misunderstanding of educational texts and the terms of arithmetic problems. The educational material is poorly perceived, the degree of its assimilation, despite the external development of speech, is very low.
Considering the importance of a sufficient level of vocabulary development for the formation of prerequisites for successful learning at school and for the development of a child’s cognitive activity, as well as the insufficient development of the problem of studying and overcoming violations of passive and active vocabulary in preschoolers with level III SEN, this topic should be considered relevant.
The psycholinguistic approach to the study of vocabulary disorders largely clarifies the complex phenomenon of the word as a result of the interaction of cognitive processes and communicative activity, its semantics, place in the lexical system of the language and functioning in speech. The functional aspect of lexical semantics is especially important in the correction of speech underdevelopment, since communication presupposes not only knowledge of words, but also the ability to compose statements from them during communication that adequately reflect the information that the speaker wants to convey. The psycholinguistic approach to the study of vocabulary disorders and their correction is the most promising, allowing one to study the specific features of vocabulary underdevelopment and the nature of violations of lexical operations in the process of speech production in preschool children with speech pathology [9].
The development of the lexical side of speech in ontogenesis is determined by the development of ideas about the surrounding reality.
The most important factor in enriching vocabulary is the social environment, the speech activity of adults and their communication with the child.
Currently, as noted by O.V. Solodyankin, non-traditional forms of organizing social partnership between a preschool educational organization and a family are especially popular among both teachers and parents, which help to properly organize work with parents and make it effective. They are built according to the type of television and entertainment programs, games and are aimed at establishing informal contacts with parents and attracting their attention to the kindergarten. Parents get to know their child better because they see him in a different, new environment and become closer to teachers [10].
As mental processes (thinking, perception, ideas, memory) develop, contacts with the surrounding reality expand, the child’s sensory experience is enriched, and his activity qualitatively changes, the child’s vocabulary is formed in quantitative and qualitative aspects.
In the literature, there are significant discrepancies regarding the volume of vocabulary and its growth, since there are individual characteristics of the development of vocabulary in children, depending on living conditions and upbringing.
General speech underdevelopment (GSD) is a systemic disorder of the speech sphere in children with normal hearing and primarily intact intelligence. ONR is caused by a complex, diverse set of etiological factors. The combination of hereditary predisposition, unfavorable environment and damage or disorders of brain maturation under the influence of various unfavorable factors acting in the prenatal period, at the time of birth or in the first years of a child’s life negatively affect the development of speech.
Children in this group, to a greater or lesser extent, have disturbances in sound pronunciation, sound-syllable structure, phonemic system, disturbances in the lexico-grammatical structure of speech, and connected speech.
The general underdevelopment of speech occurs slowly and in a unique way, as a result of which various parts of the speech system remain unformed for a long time. A slowdown in speech development, difficulties in mastering vocabulary, coupled with the peculiarities of perceiving addressed speech, limit the child’s speech contacts with adults and peers, and prevent full-fledged communication. Children with SLD at any level of speech development cannot spontaneously take the ontogenetic path of speech development characteristic of normal children [11].
A comparative analysis of vocabulary development in normal and impaired speech development is presented in the works of R.I. Lalaeva, N.V. Serebryakova [5, 7].
The authors describe in detail lexical impairments in children with ODD, noting limited vocabulary, discrepancies in the volume of active and passive dictionaries, inaccurate use of words, verbal paraphasias, immaturity of semantic fields, and difficulties in updating the dictionary.
To conduct the ascertaining experiment, experimental and control groups of children of senior preschool age were formed.
The experiment is aimed at identifying quantitative and qualitative disorders in vocabulary in children with normal speech development and in their peers with general speech underdevelopment.
To conduct a study of the level of vocabulary development in older preschoolers with SLD, methodological developments by N.V. were used. Serebryakova [7]. R.I. Lalaeva [5], I.A. Smirnova [12], T.B. Filicheva [8]. When compiling the methodology for the ascertaining experiment, materials presented in the manuals of O.V. were used. Eletskoy, A.A. Tarakanova; O.V. Eletskaya, E.A. Loginova, G.A. Penkovskaya, V.P. Smirnova, A.A. Tarakanova, S.M. Timakova, D.A. Shchukina [13,14,15].
The study took place in two stages.
The first stage is the preparatory-analytical stage, at which children were selected for the experimental group to conduct the study, general directions and logic for studying the problem were developed; linguistic, psychological, psycholinguistic, pedagogical and special literature on the research problem was studied; the purpose, object, subject, tasks and methods of research were determined; a version of the scientific hypothesis was formulated.
The second stage was a search and analytical stage, at which methods for studying passive and active vocabulary were developed in children with normal speech development and in children with SLD. The implementation of these methods was carried out in the process of ascertaining experiment. A speech therapy examination was conducted for children in the experimental and control groups; anamnestic data were analyzed; then, the severity of impairments in passive and active vocabulary in children was studied.
The analysis of anamnestic data, psychological and pedagogical characteristics of children allowed us to draw the following conclusions:
- in children of the experimental group, compared with the control group, the following occurs: a combination of hereditary predisposition, unfavorable environment, 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;
- they are characterized by instability of attention, decreased verbal memory and memorization productivity, and a lag in the development of verbal and logical thinking. The listed features lead to the inability to timely engage in educational and gaming activities or switch from one object to another. They are characterized by rapid fatigue, distractibility, and increased exhaustion.
In the ascertaining experiment, children were given the second series of tasks. I series of tasks
In order to study the volume of passive vocabulary, children were asked to show living and inanimate objects, signs, actions with objects based on subject and plot pictures.
II series of tasks
In order to study the volume of active vocabulary, children were asked to name living and inanimate objects, signs, and actions with objects based on plot pictures.
The data from the experiment showed that updating the vocabulary of older preschoolers with ODD causes great difficulties.
For all tasks of the method, preschoolers from the EG have a low level of task completion, especially when studying active vocabulary compared to children from the CG.
Against the background of relatively developed speech, six-year-old children with level III OHP have an inaccurate understanding and use of many, even everyday words. Preschoolers with SLD understand the meaning of most words, while updating the dictionary causes them significant difficulties.
Differential differences between the two groups of children with OSD and normal speech development are manifested not only in quantitative, but also in qualitative aspects.
Specific difficulties encountered by children with level III ODD boiled down to inaccurate display of the following pictures: indicating seasons, dishes, pets, time of day, natural phenomena, parts of objects, fruits, wild birds, means of transport; to an inaccurate understanding of adjectives denoting characteristics of height, length, width; verbs denoting vocal reactions of animals, semantically related actions of people, methods of movement.
The most significant signs of underdevelopment of the passive vocabulary in children with ODD are insufficient formation:
- development of ideas about the surrounding reality;
- unformation of higher mental functions, which does not allow the child to learn numerous concepts, names of objects, actions and phenomena.
The passive vocabulary of preschoolers with OHP prevails over the active one. The state of the active vocabulary in children with ODD is characterized by poverty and inaccuracy in the use of many words, which is manifested in numerous and varied verbal paraphasias. Children with SLD do not know or use many words incorrectly. Among them are nouns denoting parts of the body, parts of objects, natural phenomena, time of day, means of transport, fruits, wild birds, etc.
In older preschoolers with ODD, the limited volume of the active vocabulary affects, first of all, the predicative vocabulary. In the active dictionary, when studying adjectives, errors that occurred more in the EG were associated with substitutions of words included in the same generic concept. Children with ODD did not accurately use adjectives characterizing, first of all, the width, length, thickness, height, size, and weight of objects.
In the verbal dictionary of children with ODD, words denoting actions that the child performs or observes (wash, drink, etc.) predominate.
Children with ODD find it difficult to establish adequate connections between the sound, visual image of a word and its conceptual or contextual content. In speech, this is manifested by an abundance of persistent errors associated with unjustified expansion or narrowing of the meanings of words, confusion of words due to visual similarity; this is primarily due to the poverty of the child’s auditory and visual representations, the inferiority of the interaction of the visual, auditory and motor analyzers.
The results obtained indicate the need for targeted work on the development of vocabulary, which is especially active in children of senior preschool age with general speech underdevelopment of level III.
The analysis of the literature and the results of the ascertaining experiment were the determining factor for determining the directions of correctional work to expand the passive and active vocabulary of preschoolers with ODD. Methods proposed by R.I. Lalaeva [5], L.G. Paramonova [4], N.V. Serebryakova [7], and many others with deep scientific substantiation, made it possible to identify the following main directions in speech therapy work on the formation of a dictionary:
- Accumulation of lexical units;
- Purposeful formation of a system of semantic meanings in a child (ordering of language units).
The work carried out jointly in these two areas is based on a number of key provisions:
- The development of vocabulary should be inextricably linked with the expansion of the child’s ideas about the surrounding reality;
- Work on enriching the vocabulary is inseparable from work on other components of the speech-language system;
- When forming a dictionary, special attention should be paid to the relationship between the lexical and grammatical meanings of a word;
- A child's vocabulary should develop in parallel with the development of mental operations. It is the analytical-synthetic work with the word that forms it as a linguistic sign.
Based on the above methodological provisions, the following tasks can be identified:
- Ensure that children know a sufficiently large number of words (nouns, adjectives, verbs) by systematically working on enriching their vocabulary.
- Ensure an accurate understanding of the semantic meaning of learned words
available in the passive dictionary, and updating them in independent speech.
- Take care to systematize the vocabulary available to children.
- Mastering new words, primarily verbs, adjectives, and nouns.
The process of quantitative accumulation of words by children is carried out based on their active knowledge of the world around them, taking place in the play, work, cognitive, and everyday activities of children, on the formation of cognitive activity (thinking, perception, ideas, memory, attention).
In order for a preschooler’s vocabulary to be systematically replenished, refined and developed, it is necessary to introduce the child to new objects and phenomena and their names. Children’s knowledge of words should be consolidated first in understanding and only then in active speech.
Based on the research materials, it is advisable to draw up long-term planning of speech therapy work, the choice of topic, speech material, the sequence of speech therapy work to enrich the vocabulary should be closely linked to the kindergarten program, and the frequency vocabulary of six-year-old children is also taken into account.
The lexical topic of the week is determined, and a thematic dictionary is compiled for working with a group of children (a list of new words whose meanings need to be introduced to children). Each topic needs to be worked on for at least a week.
Classes must be conducted with the use of visual aids, since without this, the child’s assimilation of the material will be almost impossible. Before working on some topics, it is necessary to carry out preliminary preparation.
When drawing up a long-term plan, it is necessary to take into account that the organization, content and methods of correcting general speech underdevelopment in older preschoolers have specific features. First of all, this requires an approach to planning correctional education that would contribute to the maximum extent to the elimination of speech defects and the overall development of children with the maximum amount of time. The enrichment of the dictionary is carried out using the material of nouns, adjectives, and verbs.
Taking into account the principles, developing stages, directions, as well as specific recommendations aimed at developing the vocabulary of preschoolers with level III ODD allows us to optimize speech therapy work to overcome the impairment of passive and active vocabulary in this category of children.
Characteristics of the verb dictionary of children with SEN
Article on the topic: “Characteristics of the dictionary of verbs of children with ODD.”
Characteristics of the verb dictionary of children with SEN
When studying vocabulary in children with special needs, it is taken into account that there is a relationship between the sound form of a word and its lexical and grammatical meaning, that not every sound combination is perceived as a word, but only one that correlates with a certain object, process, quality or action and has a grammatical decor. The works of many authors (N.S. Zhukova, R.I. Lalaeva, R.E. Levina; E.M. Mastyukova, N.V. Serebryakova; T.B. Filicheva, etc.) emphasize that children with OHP, various vocabulary disorders are observed.
Characteristic lexical features of the speech of preschoolers in this category are: the predominance of words - names of everyday objects and actions; lack of generalization words, feature words, words expressing shades of meaning or abstract concepts; frequent replacement of one name with another, and replacements occur both according to semantic, sound and morphological characteristics. All these errors recorded in children indicate weakness of lexical transfer, reduced linguistic sense and inability to use morphological elements in word formation.
A child with speech development disorders does not know verbs that are close in meaning (sleeping - dozing; in a hurry - in a hurry), does not know the names of various actions characteristic of one object (for example: sneaking, hunting, attacking, caressing (about a cat); sad, upset, happy (about a human)). Significant difficulties for children are caused by the use of a verb in a figurative meaning (A man is walking. It is raining. The clock is running).
T.A. Tkachenko, characterizing the speech of children with the third level, notes that at the age of 5, the vocabulary of children is approximately 2.5 - 3 thousand words. It does not contain, and if present, then in a distorted form, less commonly used words denoting the names of objects, objects, actions, and their characteristics. In the child's vocabulary, there is a predominance of words - names of everyday objects and actions (sleep, dress, walk, wash).
The most typical lexical difficulties relate to knowledge and naming:
- verbs expressing the specificity of actions (licks, licks, gnaws, bites off, chews - everything is expressed by the word “eats”);
- prefixed verbs (swam, sailed, swam across, surfaced, etc.).
The limitations and inferiority of lexical means are manifested in word formation tasks, for example: - sewed a skirt (instead of hemming it), - sewed an arm (instead of sewing a sleeve).
In the works of T.B. Filicheva and G.V. Chirkina notes the following lexical features in general speech underdevelopment (third level):
— discrepancy in the volume of passive and active vocabulary;
- the name of the action is replaced with words that are similar in situation and external characteristics (“hems” - “sews”);
- often, having correctly shown the named actions in pictures, they are confused in independent speech;
- from a number of proposed actions, children do not understand and cannot show how to darn, rip, fly, jump, tumble;
— many mistakes are made when using prefixed verbs.
R.E. Levina claims that the general underdevelopment of speech of the third level is manifested in inaccurate knowledge and use of certain words, in the inability to change and form words. Not knowing this or that word, children use another word denoting a similar object. For example: children replace the names of some little-familiar actions with others (instead of whittling, the child says “clean”, instead of knitting, “weave”).
Sometimes children resort to lengthy explanations instead of naming an object or action.
At this stage of speech development, children still have a very limited speech reserve, therefore, in a changed situation, inaccurate selection of words occurs, i.e. it is difficult to differentiate verbs that are close in meaning (“washes-bathes”, “puts-puts”, “puts-puts”).
Some words, although familiar to children, are not yet sufficiently fixed in speech due to their rare use, so when constructing sentences, children try to bypass them (lights the stove - “puts wood in the stove and lights it”). For many children, such seemingly familiar verbs as water and feed are often not sufficiently differentiated in meaning.
We can highlight errors associated with failure to distinguish the type of verbs (“they sat down until the rain stopped”, instead of sitting; “they swam while it was warm, instead of swimming”), incorrect agreement of nouns and verbs is less common (“the boy was drawing”, “the girls were playing”). .
Difficulties in word inflection are especially noticeable when performing special tasks. Thus, children are not always able to form the plural of nouns and verbs from words given in the singular, and vice versa (writes - “write”, “write”, etc.).
The inability to use word formation methods leads to a very limited ability to vary words. The very task of transforming a word often turns out to be inaccessible to children. This is evidenced by examples of the selection of words with the same root. These and similar examples show that the means of phonetic expression of meanings and the morphological composition of words are not yet sufficiently noticed.
Krotkova A.V., Drozdova E.N argue that prefix formation of verbs is quite difficult for preschool children.
This is due to the fact that the verb has more abstract semantics than nouns with a specific meaning, and the semantic difference in its word-formation forms is more complex: it does not rely on specific images of objects.
Many verb forms were replaced by children with similar meanings (“we got there - we got there”). Sometimes their answers did not reveal a stable understanding of the differences between closely related nouns and verbs (“car - go”).
Shashkina G.R. One of the pronounced features of the speech of children with ODD is the discrepancy in the volume of passive and active vocabulary: children understand the meanings of many words, the volume of their passive vocabulary is sufficient, but the use of words in speech is very difficult. The verb dictionary is dominated by words denoting daily everyday actions.
Thus, we can note the following features of verbal vocabulary in children of senior preschool age with OHP level III:
-In children with level III OHP, the vocabulary of children does not correspond to their age.
-There are discrepancies in the volume of active and passive vocabulary. If a child has a verb in his passive dictionary, he does not always use it in the active dictionary or replaces it with another that is more understandable to him.
-The children’s verbal dictionary is dominated by words denoting daily everyday actions
-The child does not speak verbs with similar meanings. The name of the action is replaced with words that are similar in situation and external characteristics.
-Does not know the names of various actions characteristic of one object, for example: sneaking, hunting, attacking, caressing
-Using the verb in a figurative meaning is difficult (The man is walking. It is raining. The clock is running).
Methodology for examining the vocabulary of children I.A. Smirnova
Methodology for examining the vocabulary of children O.E. Gribova, T.P. Bessonova Read more: Analysis of diagnostic results
2. Methodology for examining the vocabulary of children I.A. Smirnova.
Consists of 2 blocks:
- understanding and use of words of nominative lexical meaning;
— identifying the state of the structural aspect of the lexical meanings of words.
The 1st block includes 5 tasks.
Task No. 1. State of the nominative vocabulary.
Name object pictures by topic: toys (locomotive, drum, car, doll, cubes, pyramid), clothes (shirt, skirt, socks, trousers, T-shirt, jacket), shoes (boots, sneakers, boots, shoes, sneakers, sandals) , furniture (bed, table, wardrobe, chair, dressing table, sofa), dishes (saucepan, mug, kettle, frying pan, plate, glass), vegetables (cucumber, tomato, cabbage, onion, beets, eggplant), fruits (pear, grapes, orange, apple, banana, pineapple), transport (helicopter, plane, ship, bus, truck, train), animals (cow, tiger, parrot, bear, turtle, dog).
Score: a total of 9 tests of 5 items, maximum number of points - 2 points, 2 points - correct execution, 1 point - difficult, search, with the help of a speech therapist, 0 points - refusal or distant verbal replacement.
Task No. 2. State of the verb dictionary.
Tell who is moving how or in what condition they are based on the pictures shown: ship - sailing, bird - flying, snake - crawling, man - walking, athlete - running, girl - jumping, cat - sleeping, uncle - sunbathing, aunt - sitting, boy - angry, child - cries, child - laughs, girl - reads, girl - washes, grandmother - drinks, boy - writes, boy - washes, aunt - strokes, singer - sings, artist - draws, seller - sells, doctor - treats , a cook cooks, a builder builds.
Score: 24 tests in total, maximum points - 2 points, 2 points - correct execution, 1 point - difficult, search with the help of a speech therapist, 0 points - refusal or distant verbal replacement.
Task No. 3. State of the attribute dictionary.
1) Qualitative adjectives. Look at the pictures and answer the speech therapist’s questions: what kind of house is it? (big, small), what circle? (blue, red), what kind of weight? (heavy), what kind of ball? (easy);
2) Relative adjectives. Look at the pictures and answer the speech therapist’s questions: “Orange juice. So what is he like? (orange), “Strawberry jam. What is it? "(strawberry), "Paper boat. What is he like? (paper), “Man made of plasticine. What is he like? (plasticine), “Pinocchio made of wood. What is he like? (wooden), “Glass glass. What is he like? (glass).
3) Possessive adjectives. Look at the pictures and answer the speech therapist’s questions: “Grandma is reading a book. So whose book is it?” (grandmother’s), “The crow’s tail. Whose is he? (raven), “The ears of a bear. Whose are they?” (bearish), “Auntie has the bag. Whose bag is it?” (Auntie).
Score: 17 tests in total, maximum points - 2 points, 2 points - correct execution, 1 point - difficult, search with the help of a speech therapist, 0 points - refusal or distant verbal replacement.
Task No. 4. Dictionary of numerals.
1) Quantitative. Look at the picture and count the children, how many children are shown (one, two, three.....)
2) Ordinal. Look at the picture and count the children in order (first, second, third....)
Score: 2 tests in total, maximum number of points - 2 points, 2 points - correct execution, 1 point - difficult, search with the help of a speech therapist, 0 points - refusal or distant verbal replacement.
Task No. 5. Dictionary of prepositions.
Look at the pictures and answer where the parrot is (in the cage, on the cage, above the cage, under the cage, near the cage, behind the cage, enters the cage, leaves the cage, looks out from behind the cage, walks around the cage, flies away from the cage, flies up to the cage).
Score: 12 tests in total, maximum points - 2 points, 2 points - correct execution, 1 point - difficult, search with the help of a speech therapist, 0 points - refusal or distant verbal replacement.
The 2nd block includes 4 tasks.
Task No. 6. Lexical paradigms:
1) Antonymy. Look at the pictures and answer the speech therapist’s questions: “Here the boy is hot, but here... (Cold). This house... (big), and this one.... (small), here is an uncle from home.... (goes out), and here ... (enters), on this side the window ... (clean), and on this side ... (dirty), tea ... (hot), and ice cream ... (cold).
Score: 6 tests in total, maximum points - 2 points, 2 points - correct execution, 1 point - difficult, search with the help of a speech therapist, 0 points - refusal or distant verbal replacement.
2) Synonymy. Look at the pictures and answer the questions about who and what moves how: an athlete is running, a train is rushing, a motorcyclist is riding, a horse is galloping; the Christmas tree is elegant, the girl is beautiful, the bouquet is festive, the street is decorated.
Score: 8 tests in total, maximum number of points - 2 points, 2 points - correct execution, 1 point - difficult, search with the help of a speech therapist, 0 points - refusal or distant verbal replacement.
Task No. 7. The part is the whole.
Look at the pictures and answer the speech therapist’s questions: “What is the sleeve from?” (from a dress), a steering wheel for a car, a button for a coat, a leaf for a tree, a page for a book, a window for a house, a stove for a kitchen.
Score: 7 tests in total, maximum points - 2 points, 2 points - correct execution, 1 point - difficult, search with the help of a speech therapist, 0 points - refusal or distant verbal replacement.
After completing all tasks aimed at identifying the vocabulary, the total score is calculated. The highest score is 170 points, corresponding to a high level; 98 – 141 b. – average; less than 98 points – a low level of lexical development of the child.
3. Methodology for studying vocabulary N.V. Serebryakova, L.S. Solomokhova.
1.Exploring the active dictionary:
1.1 Concrete nouns. Name what is drawn in the pictures: spinning top, dog, plane, coat, boots, apple, vacuum cleaner, skis, sofa, TV, cubes, etc.
Score: 15 pictures in total, maximum number of points – 2 points, 2 points – correct execution, 1 point – difficult to find, with the help of a speech therapist, 0 points – refusal or distant verbal replacement.
1.2 General concepts. Name a group of objects in one word.
Score: 9 pictures in total, maximum points - 2 points, 2 points - correct execution, 1 point - difficult, search with the help of a speech therapist, 0 points - refusal or distant verbal replacement.
1.3 Nouns denoting parts of the body, parts of objects:
- body parts: head, legs, arms, nose, mouth, chest, stomach, neck, eyes, ears, hair;
- parts of clothing: sleeve, collar, button;
- parts of furniture: (chair) back, legs, seat;
— parts of the car: door, wheels, steering wheel, cabin.
Score: 4 tests in total, maximum number of points - 2b., 2 b. - correct execution - names at least 3 parts, 1 point - difficult, search, with the help of a speech therapist, names no more than 2 parts, 0 points - refusal or distant verbal replacement.
1.4 Names of professions.
Score: 5 tests in total, maximum points - 2 points, 2 points - correct execution, 1 point - difficult, search with the help of a speech therapist, 0 points - refusal or distant verbal replacement.
1.5 Verb dictionary. Use of verbs when answering questions:
What do you do during the day?
Who moves how?
Who gives the vote?
Who's doing what? (using profession names)
Score: 4 tests in total, maximum number of points - 2 points, 2 points - correct execution, names at least 3 actions correctly, 1 point - difficult, search, with the help of a speech therapist, names no more than 1-2 actions correctly, 0 points - refusal or distant verbal replacement.
1.6 Dictionary of adjectives.
- Names colors: brown, pink, blue, orange.
- name of the shape: square, triangular, oval, round, rectangular.
Score: 9 tests in total, maximum points - 2 points, 2 points - correct execution, 1 point - difficult, search with the help of a speech therapist, 0 points - refusal or distant verbal replacement.
1.7 Selection of antonyms:
Good - evil, high - low, grief - happiness, friend - enemy, light - heavy, lift - put, good - bad, give - take, wide - narrow, buy - sell.
Score: 10 tests in total, maximum points - 2 points, 2 points - correct execution, 1 point - difficult, search with the help of a speech therapist, 0 points - refusal or distant verbal replacement.
1. Study of passive vocabulary.
2.1 Concrete nouns: “Show me where the doll, bears, table, etc.”
Score: 15 pictures in total, maximum number of points – 2 points, 2 points – correct execution, 1 point – difficult to find, with the help of a speech therapist, 0 points – refusal or distant verbal replacement.
2.2 Nouns denoting parts of the body, parts of objects: “Show me where your eyes, elbow, finger, etc.”
- body parts: head, legs, arms, nose, mouth, chest, stomach, neck, eyes, ears, hair;
- parts of clothing: sleeve, collar, button;
- parts of furniture: (chair) back, legs, seat;
— parts of the car: door, wheels, steering wheel, cabin.
Score: 3 tests in total, maximum number of points - 2 points, 2 points - correct execution - shows all parts, 1 point - difficult, search, with the help of a speech therapist, shows no more than 3 parts, 0 points - refusal or distant verbal replacement.
2.3 Name of professions: “The singer sings, and those who heal, build, etc.”
Score: 10 tests in total, maximum points - 2 points, 2 points - correct execution, 1 point - difficult, search with the help of a speech therapist, 0 points - refusal or distant verbal replacement.
2.4 Verb dictionary: “Who moos? Who's cackling? Who's crawling? Who swims?)
Score: 10 tests in total, maximum points - 2 points, 2 points - correct execution, 1 point - difficult, search with the help of a speech therapist, 0 points - refusal or distant verbal replacement.
2.5 Dictionary of adjectives. Ask to show where the color is orange, where it is blue, pink, brown. Answer the questions: “What is the shape of the table, window, plate.”
Score: only 2 tests of 4 signs, maximum number of points - 2 points, 2 points - correct execution, 1 point - difficult, search, with the help of a speech therapist, 0 points - refusal or distant verbal replacement.
After completing all tasks aimed at identifying the vocabulary, the total score is calculated. The highest score is 212 points, corresponding to a high level; 123 – 176 b. – average; less than 123 points – a low level of lexical development of the child.
6.Methodology for studying children's vocabulary M.A. Povalyaeva.
Aimed at identifying children's ability to quickly select the most accurate word and use generalizing words. Includes 4 tasks.
Task No. 1. Classification of concepts.
Material: 30 pictures depicting animals, clothes, toys, fruits, vegetables, transport. The speech therapist names a concept denoting a group of pictures, asks the subject to give a detailed definition of the concept, and then select the corresponding pictures. For example, choose pictures of animals. In each task, the number of correctly selected pictures is counted, each correct choice is worth 1 point. An incorrect choice is scored 0 points. The highest score is 30 points.
Task No. 2. Selection of antonyms.
It is carried out in the form of a game “Say the opposite”. The child is asked to play with words and choose a word that has the opposite meaning. A total of 10 words are presented (sad - cheerful, young - old, thin - fat, cowardly - brave; run - stand, laugh - cry, talk - be silent; high - low, far - close).
The highest score is 10 points. 1 point – if the selected word is an antonym of the given one; 0 points – does not correspond.
Task No. 3. Selection of synonyms.
It is carried out in the form of the game “Say it differently”. The child is asked to choose a word that is close in meaning to the name. A total of 10 words are presented (for example: gloomy, cheerful, old, big, cowardly; walk, run, talk, laugh, cry).
The highest score is 10 points. 1 point – the selected word is a synonym for the named one; 0 points – does not correspond to the semantic field.
Task No. 4. Selection of definitions.
It is carried out in the form of a word game. The child is asked to come up with as many definitions as possible for the named word. 5 words are presented: ball, apple, tree, dog, man. (For example: a tree. What is it? How else can you say about it? What can it be?) The highest score is 10 points. 2 points – more than 3 words were invented that semantically correspond to the one named; 1 point – less than 3 words; 0 points – the answer does not correspond to the semantic field of the word.
After completing all 4 tasks aimed at identifying vocabulary, the total score is calculated. The highest score is 60 points, corresponding to a high level; 35 – 50 points – average; less than 35 points – a low level of lexical development of the child.
Methodology for examining the vocabulary of children O.E. Gribova, T.P. Bessonova Read more: Analysis of diagnostic results
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Characteristics of the levels of speech development of children with general speech underdevelopment Read more: Study of the volume of passive vocabulary
1.3 Features of vocabulary in preschool children with general speech underdevelopment
Research by R.E. Levina [23], V.A. Kovshikova [16], T.B. Filicheva [35], G.V. Chirkina [37] showed that the development of speech in preschool children with SLD occurs with significant deviations from age standards.
The limited vocabulary and its originality are manifested in both impressive and expressive speech. For preschoolers with speech underdevelopment, mastering vocabulary is particularly difficult. Studying the speech of preschool children with motor alalia, B.N. Grishpun, V.K. Vorobyova, V.A. Kovshikov noted the immaturity of the nominative and predicative functions of speech, noted persistent violations in the acquisition of vocabulary. As shown by the results of research by Z.A. Repina, G.V. Chirkina, R.A. Yurovoy. The predicative side of the vocabulary turned out to be the most developed in preschoolers with OHP caused by rhinolalia, since in children with cleft palate in most cases there is no organic damage to the central nervous system, and the cognitive sphere corresponds to age standards. The process of forming an attribute vocabulary in older preschoolers is carried out taking into account not only the etiological diversity of forms of speech disorders and the age of the child, but also the ontogenetic stages of development of predicative vocabulary, levels of general speech underdevelopment and is based on the theory of the diversity of forms and meanings of the predicate [6].
In the works of many authors (V.K. Vorobyova [4], B.M. Grinshpun [10], N.S. Zhukova [14], V.N. Eremina [11], V.A. Kovshikov [16], I.Yu. Kondratenko [17], E.M. Mastyukova [16], N.V. Serebryakova [28], T.B. Filicheva [35], S.N. Shakhovskaya [39], etc.) it is emphasized that 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.).
One of the pronounced features of the speech of children with ODD is a greater than normal discrepancy in the volume of passive and active vocabulary. Preschoolers with ODD understand the meaning of many words; the volume of their passive vocabulary is close to normal. However, the use of words in expressive speech and updating the dictionary cause great difficulties.
Particularly large differences between children with normal and impaired speech development are observed when updating the attribute vocabulary. Preschoolers with ODD have difficulties in naming many adjectives used in the speech of their normally developing peers (narrow, sour, fluffy, smooth, square, etc.).
The verbal dictionary of preschoolers with level II SEN is dominated by words denoting actions that the child performs or observes every day (sleep, wash, wash, bathe, get dressed, walk, run, eat, drink, clean, etc.).
It is much more difficult to assimilate words of generalized, abstract meaning, words denoting a state, assessment, qualities, signs, etc.
Impaired vocabulary formation in these children is expressed both in ignorance of many words, and in difficulties in finding a known word, and in impaired updating of the passive vocabulary.
A characteristic feature of the dictionary of children with special needs. is the inaccuracy of the use of words, which is expressed in verbal paraphasias. The manifestations of inaccuracy or incorrect use in the speech of children with special needs development disorders are varied.
In some cases, children use words with an overly broad meaning, in others they have a too narrow understanding of the meaning of the word. Sometimes children with ODD use a word only in a certain situation, the word is not introduced into the context when referring to other situations. Thus, the understanding and use of a word is still situational in nature.
Among the numerous verbal paraphasias in these children, the most common are substitutions of words belonging to the same semantic field.
Substitutions of adjectives indicate that children do not identify essential features and do not differentiate the qualities of objects. For example, the following substitutions are common: tall - long, low - small, narrow - small, narrow - thin, short - small, fluffy - soft. Substitutions of adjectives are carried out due to the undifferentiation of the signs of size, height, width, thickness.
Along with the mixing of words based on generic relations, substitutions of words based on other semantic features are also observed:
— use of phrases in the word search process:
a bed - for sleeping, a brush - to brush your teeth, a locomotive - a train without windows, a stove - the gas is burning, a flowerbed - they are digging the ground, a spinning top - the toy is spinning;
- replacing words denoting actions or objects with noun words: open - door, play - doll,
or vice versa, replacing nouns with verbs:
medicine - to get sick, bed - to sleep, plane - to fly.
Cases of semantic substitutions are observed in children with ODD and at school age.
Verb substitutions are especially persistent:
forges - threshes, irons - runs an iron, mows grass - trims grass, washes clothes - washes clothes, knits - sews, bathes - washes.
Characteristic of children with ODD is the variability of lexical substitutions, which indicates greater preservation of auditory control than pronunciation, kinesthetic images of words. Based on auditory images of words, the child tries to reproduce the correct sound of the word.
In children with normal speech development, the process of word search occurs very quickly, automation. In children with OHP, unlike the norm, this process is carried out very slowly, extensively, and is not sufficiently automated. When this process is implemented, associations of various nature (semantic, sound) have a distracting effect.
Verbal paraphasias are also caused by insufficient formation of semantic fields, the structure of a given semantic field, and the identification of its core and periphery.
Violations of vocabulary updating in preschoolers with ODD also manifest themselves in distortions of the sound structure of words.
As in the norm, 7-8 year old children with OHP also experience qualitative changes in the relationships between syntagmatic and paradigmatic reactions. If at 5-6 years the number of syntagmatic associations significantly exceeds the number of paradigmatic ones, then at 7 years paradigmatic associations predominate over syntagmatic ones. However, this predominance in children with OSD is not as significant as in children with normal speech development. At the age of 7, in children with normal speech development, paradigmatic associations occur almost 3 times more often than syntagmatic ones, and in children with speech pathology only 1.5 times more often. It is important that, normally, by the age of 7, paradigmatic associations become dominant among all other types of associations. In children with OHP, by the age of 7-8 years, paradigmatic associations do not become dominant and account for only 25% of all associations. This indicates that the process of identifying the core (center) and periphery of the semantic field in children with speech pathology is significantly delayed.
The quantitative dynamics of random associations also speaks about the immaturity of the semantic field in children with speech impairments. Even by the age of 7-8 years, in children with speech pathology, random associations are very common,
dominant, although their number decreases with age. In children with normal speech development by the age of 7-8 years, random associations turn out to be isolated.
Children with ODD also have features in the dynamics of syntagmatic associations. In children with normal speech development, a sharp increase in syntagmatic reactions occurs by the age of 6 years. By the age of 7, the same sharp decrease in their number is observed. In children with speech impairments, a sharp increase in syntagmatic reactions is observed by the age of 7, which is likely due to a delay in the formation of the grammatical structure of speech.
So, in children 5-8 years old with OHP, there is a parallel increase in syntagmatic and paradigmatic associations, while in children with normal speech development the opposite pattern is observed after 6 years: a sharp increase in paradigmatic and a significant decrease in syntagmatic associations.
In children 5-6 years old, all paradigmatic associations are of the nature of analogy, similarity (cat - dog, table - chair). By the age of 7, paradigmatic associations in all groups of children become more diverse. They arise based on the meanings of opposition (high - low, good - bad, speaks - is silent) and on the basis of generic relationships (tree - birch, dishes - cup). In children with OSD, however, associations by analogy remain predominant (75%), while in children with normal speech development, by the age of 7, opposition relations begin to predominate. Consequently, the differentiation of relations within the semantic field in children with speech pathology has certain features.
Thus, children with ODD have a delay in the formation of semantic fields compared to the norm. Preschoolers with ODD have difficulty grouping semantically similar adjectives. Thus, children with ODD often make mistakes when choosing an extra word from the series: short, long, small (short); tall, small, low (low); big, low, small (small); round, large, oval (oval); heavy, long, light (heavy or light). These examples indicate an inaccurate understanding of the meanings of the words short, long, high, low, and the difficulties of grouping based on an essential feature. This confirms the immaturity of semantic fields and the insufficient development of the ability to compare words by their meaning.
Summarizing the above, we can draw the following conclusions: that the attributive vocabulary of children with ODD has certain features, such as:
insufficient vocabulary,
(nominative vocabulary prevails over predicative vocabulary;
difficulties in understanding and using words with lexical and grammatical similarities;
difficulties in mastering antonymy and synonymy.
limited and monotonous use of adjectives, since their meaning can only be revealed in context, which is quite difficult for children with special needs.
Conclusion on the first chapter
General speech underdevelopment is complex speech disorders in which the formation of all components of the speech system is disrupted. Relating to the semantic and sound side.
The active vocabulary is dominated by nouns and verbs. Children experience difficulties in using abstract and generalizing vocabulary, in understanding and using words with a figurative meaning, and do not use synonyms and antonyms in speech.
The following are noted as general signs of ONR:
- late onset of speech development;
-poor vocabulary;
-agrammatisms;
-pronunciation defects;
- phoneme formation defects.
The approach proposed by R. E. Levina made it possible to present the whole picture of the total development of speech. The structural-dynamic study of speech underdevelopment also reveals specific patterns that determine the transition from a lower level to a higher one. These levels in themselves do not represent anything specific; their originality lies in the late beginning of this path [20]. Children with OSD cannot spontaneously enter the ontogenetic path of speech development characteristic of normally developing children. The development of speech with OHP in some cases occurs against the background of disturbances in the activity of the central nervous system. Correcting the speech of children with special needs development disorder is a long-term process aimed at the formation of speech means sufficient for the independent development of speech in the process of communication and learning.
To correctly understand the existing disorder and effective corrective action, to choose rational techniques and methods of influence, it is necessary to clearly determine the nature of the child’s speech underdevelopment, its depth and degree, to be able to correctly analyze which components of speech and to what extent are impaired or not formed.
Chapter II. Purpose, objectives, organization and methodology of the ascertaining experiment
2.1 Purpose and objectives of the ascertaining experiment
The purpose of the ascertaining experiment is to identify the characteristics of the attributive vocabulary of older preschoolers with ODD. In accordance with the goal, the following tasks were identified:
1. Analysis of literature data on the research problem;
2. Determination of the methodology for studying the attribute dictionary.
3. Conducting a confirmatory experiment.
4. Analysis and generalization of experimental data.
5. Identification of quantitative and qualitative features of the attributive vocabulary of older preschool children with general speech underdevelopment.
2.2 Methodology for studying attributive vocabulary in older preschoolers
The study of the lexical side of speech involves identifying the state of various lexical meanings of words, i.e., denotative, significative, structural aspects. When developing this technique, some techniques and methods described by I.A. were used. Smirnova [29], R.I. Lalaeva [19,20], N.V. Serebryakova [28], G.A. Volkova.[27].
The methodology consists of 5 tasks, the objectives of which are:
1. Identification of the state of the denotative aspect of lexical meanings (understanding of qualitative adjectives).
2. Study of the volume of active and passive vocabulary of adjectives.
3. Identification of the state of syntagmatic connections
(compiling phrases noun + adjective)
5 Identification of the state of paradigmatic connections (selection of antonyms and synonyms for qualitative adjectives)
Research on lexical operations.
1. Study of the volume of the active dictionary.
Goal: to explore the volume of the active dictionary.
Research material: subject pictures, words.
Procedure and instructions: The experimenter gives the following instructions: “Now I will show the picture, and you try to name it correctly.” The question is asked, “What is this?” It is proposed to show among the named pictures the one that fits this definition.
Characteristics of the levels of speech development of children with general speech underdevelopment Read more: Study of the volume of passive vocabulary
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MAGAZINE Preschooler.RF
Long-term project “Formation of vocabulary in children with general speech underdevelopment”Shatilova Maria Mikhailovna, teacher-speech therapist, MBDOU "Kindergarten 201" , Barnaul, Altai Territory
Justification for choosing a topic, identifying the problem
Since the speech of children with general speech underdevelopment has a number of disturbances, the dictionary, as one of its most important components, also has a number of features. The majority of preschoolers exhibit a poor vocabulary, a uniqueness of vocabulary, manifested in the inaccuracy of the use of words, the lack of formation of generalizing concepts, and the underdevelopment of antonymic and synonymous means of language.
Spontaneous speech development of children with general speech underdevelopment does not lead to the formation of full-fledged skills of practical mastery of language material. It is necessary to organize in the conditions of a preschool institution a wide range of activities to correct the speech of preschoolers, in particular to improve their vocabulary, since the immaturity of the latter to a certain extent complicates the process of further learning at school.
Project goal: In-depth study of the vocabulary of older preschool children with general speech underdevelopment; creating conditions for children’s consistent and purposeful mastery of the lexical structure of the Russian language.
Tasks:
- To assess the level of vocabulary development of older preschoolers with general speech underdevelopment;
- Conduct corrective work with this group of children;
- Determine the effectiveness of work based on the results of the academic year.
Object of study: Children with general speech underdevelopment, 5-6 years old.
Subject of research: Features of vocabulary development in this category of children.
Duration: Long term September - May
Expected results of the project: As a result of targeted correctional work of the kindergarten teaching staff on the formation of vocabulary in children with general speech underdevelopment, by the end of the school year the state of vocabulary will improve compared to the beginning of the school year.
Project description: strategy and mechanism for achieving the goal
Stage 1 – preparatory (information and analytical).
Tasks:
- To study the state of the vocabulary of children with general speech underdevelopment.
- Study the data from the PMPC protocols.
- To study the features of early and speech development based on the results of a conversation with parents.
- Fill out children's speech cards.
- Studying methodological literature on this topic.
- Preparing visual material:
consultations for information stand;
games for developing the vocabulary of preschoolers.
The examination of the level of vocabulary development in children with general speech underdevelopment was carried out in the following areas:
- studying communication skills, as this allows you to determine the child’s general awareness and get an initial idea of his vocabulary
- lexical development (dictionary of subject, verbal, signs, adverbs, possessive pronouns; polysemy of a word, selection of synonyms, antonyms; differentiation of concepts close in meaning; level of generalizations).
The main characteristic features of the vocabulary of children with general speech underdevelopment are poverty and inaccuracy, which reflects the uniqueness of the cognitive activity of these children, the limited understanding of the world around them, the difficulties of understanding the phenomena, properties and patterns of the surrounding reality.
There are cases of incorrect and inaccurate use of many commonly used words: “glass” instead of “mug” , “flowers” instead of “flowerbed” ; mixing words with different lexical meanings, but similar in sound composition (belt-train); children do not catch the difference in the meaning of words ( “embroiders” - “sews” , “waters” - “pouring” , “pouring” - “pouring” ); they use words in an approximate, imprecise meaning ( “garden” - “trees” , “hat” - “hat” , “peck” - “eat” ); they call a whole object instead of a part and vice versa (dishes - plates, shoes - shoes, dress - clothes, clothes - shirt); names are replaced with a description of the situation or action associated with the designation of objects (kennel - “a dog lives here” , a janitor - “sweeps the street” , a postman - “newspapers, delivers letters” ).
Children's vocabulary is dominated by nouns and verbs. Mastering adjectives causes certain difficulties. In speech, only adjectives are used that denote the directly perceived properties of objects. Children have difficulty even determining the color and shape of an object.
In the active vocabulary of children with general speech underdevelopment, words of a specific meaning predominate, and words of a general nature cause great difficulty. The survey also revealed difficulties in updating the dictionary. In the child’s mind the connection between the image of an object and its name is not sufficiently fixed. Features of the vocabulary of children with general speech underdevelopment are also manifested in the insufficient formation of antonymic and synonymous means of language. Children are more difficult to find synonyms than antonyms.
Inferiority is noted not only in the spontaneous, but also in the reflected speech of these children.
The results obtained during the diagnosis were confirmed by the words of parents during interviews - they also noted the poverty of their children’s vocabulary.
The obtained data were entered into the children's individual speech cards.
Stage 2 – main (practical).
Tasks:
- Carry out corrective work on the formation of vocabulary in children with general speech underdevelopment.
- To conduct an intermediate diagnosis of the level of vocabulary development in children with general speech underdevelopment.
- Reflect the results of intermediate diagnostics in children's speech cards.
- Consult parents (consultations in folders and conversations) on the peculiarities of the formation of children's vocabulary, games that need to be used to develop the vocabulary of preschoolers.
Corrective work on vocabulary formation involves:
- enriching it (replenishment with previously unknown words)
- clarification (filling the words in the dictionary with content, mastering polysemy, synonyms, etc.)
- activation (translation of words from a passive dictionary into an active one; inclusion of words in phrases, sentences)
When working to develop the vocabulary of children with general speech underdevelopment, one should be guided by a number of methodological requirements that make it possible to systematically and purposefully carry out work on enriching children’s vocabulary, consolidating it and understanding it:
- build targeted lexical work taking into account the structure of the defect and the individual characteristics of children
- include vocabulary work in all activities of preschoolers
- develop vocabulary on a substantive and practical basis based on a visual situation.
Work on the formation of a dictionary is carried out in close cooperation with a speech therapist, teachers, psychologist, physical education instructor, and music director.
To achieve maximum results, a specific lexical topic is studied every week of the school year. Lexical topics are determined by the speech therapist for the entire academic year. All teachers conduct classes based on the topic being studied that week.
In correctional corners, equipped in groups, pictures and games on lexical topics are displayed. Book corners also house books related to the material being studied.
For activities and games, it is recommended to use variable material: natural objects, toys, pictures.
Everyone knows well that in preschool age the leading activity is play, that the child develops most fully in activity. The greatest effect of correctional work on the development of the vocabulary of a preschooler with speech impairment will be obtained if it is carried out through a variety of games. One type is a verbal didactic game. Using an interesting game encourages a child to communicate freely, master the correct grammatical forms of the language, use words he knows in phrases and sentences, and activates his existing vocabulary. The enrichment of a child’s life experience, the complication of his activities and the development of communication lead to a gradual quantitative growth of the vocabulary.
Games for vocabulary formation are rarely carried out in special classes dedicated to this topic; such games are included in other activities. For example, if a particular lesson on the development of coherent speech is designed for 20 minutes, then from 2 to 10 minutes can be spent on special games. In addition to classes, teachers actively use games to develop vocabulary during restricted moments. The card index of games for forming a dictionary is presented in Appendix 1.
Speech therapists, educators and psychologists also use techniques such as:
"Drawing with plasticine".
This technique is based on plasticineography, thanks to which the images in the painting are semi-volume. A picture is taken in the style of a coloring book and, having previously said the name of the object, its parts, and characteristics, the children begin to color its elements using plasticine.
After the work is completed, the object, its parts, characteristics are called again, cognate words, synonyms, etc. are selected.
"Applique".
The proposed technique allows, through an exciting activity that includes manual labor, to consolidate knowledge about surrounding objects: name, variety, color, shape. And also to work practically with this natural material.
"Crumpled paper".
The technique is based on the technology of crumpling paper, from which a picture is subsequently made - an applique.
The child selects the appropriate colored paper and begins to tear off and crumple small pieces. Then the finished crumpled and palm-pressed pieces of paper are attached with glue to a pre-prepared sketch of the craft.
You can also use in your work: eggshells, salt dough, cotton wool, cereals, feathers, elements of artistic design.
The teacher has significant opportunities to enrich, clarify and expand the vocabulary of preschoolers. The importance of the teacher’s work in developing the vocabulary of primary schoolchildren with cerebral palsy was noted by N.N. Malofeev in his article in the journal “Defectology” in 1985. Many of his theses and recommendations are applicable to preschool institutions.
It is good to work on improving the vocabulary in the process of performing specific routine moments. Work on speech development can be effectively included in the development of self-service skills, the development of which in kindergarten is given considerable time. Situations that require appropriate vocabulary work are quite diverse: caring for shoes and clothes, self-service work, etc.
The main stages of learning in the course of mastering practical skills are: a dissected demonstration of the methods and sequence of performing actions, their joint implementation; actions according to a model, according to verbal instructions; analysis of work results with a description of the sequence of actions and evaluation of work results. Particular importance at each of the listed stages is given to the stimulation of children’s speech activity, which involves developing their need for communication in joint practical activities, consolidating and automating words in morphological and syntactic models. Consolidation is achieved by the fact that at each stage the child combines practical actions with pronunciation.
When communicating with children, it is necessary to use the words entered in the dictionary as often as possible, including them in a variety of syntactic structures in various grammatical forms.
Also, to enrich children’s vocabulary, it is useful to use reading works of fiction, showing videos and cartoons. For example, while watching a film, unfamiliar words and phrases are commented on; When reading the fairy tale “The Fox with a Rolling Pin,” you need to explain to children the lexical meaning of the word rolling pin.
Various activities (for example, excursions, walks, conversations, etc.) are very useful for replenishing children's vocabulary. They take place against the backdrop of emotional upsurge and therefore information presented in this form is very well absorbed and remembered. Typically, such events make children want to tell other people about what they saw and heard, which helps to activate their vocabulary.
Theatrical games have a great influence on the development of the vocabulary of children with general speech underdevelopment. By participating in theatrical games, children get acquainted with the world around them through images, colors, and sounds. Theatrical and play activities enrich children with new impressions, knowledge, skills, develop interest in literature, activate the vocabulary, and contribute to the moral and aesthetic education of the child.
In the process of working on the expressiveness of characters’ remarks and their own statements, the child’s vocabulary is imperceptibly activated, and the sound side of speech is improved. A new role, especially the dialogue of characters, confronts the child with the need to express himself clearly, distinctly, and intelligibly. His dialogical speech and its grammatical structure improve, he begins to actively use the dictionary, which in turn is also replenished.
Every year our kindergarten hosts a theater week, where children present their productions. And I would like to note that both the audience and the participants in the performance themselves get great pleasure from what is happening. In addition, of course, participation in matinees and holidays also allows children to demonstrate their theatrical skills.
Also in my work, including the formation of the vocabulary of children with general speech underdevelopment, I use ICT, because this allows you to create visual and didactic accompaniment for classes, save class time due to the high speed of updating the material, increases the motivation of preschoolers for speech therapy classes, prevents children from getting tired, supports their cognitive activity, and increases the efficiency of speech therapy work in general. To do this, I use slide presentations on lexical topics, which allows me to present the teaching material as a system of vivid supporting images filled with comprehensive structured information. The use of multimedia presentations in the classroom reduces learning time and frees up children's health resources. Classes acquire an emotional overtones, become attractive, and arouse keen interest in the child, which contributes to good performance in classes.
I mainly use ICT in individual lessons. When conducting classes, it is important to ensure that the child does not just watch and listen, but also speaks to the slides shown, his actions, etc. However, speaking about the use of a computer by preschool children, the question arises about preserving health and vision. It is reasonable to limit PC activities by time – 5-10 minutes, depending on age, twice a week.
The participation of parents is very important for correctional work. But unfortunately, parents are not always ready to actively participate in the work, so it is very important to explain this need to them. For this purpose, the speech therapist should participate in parent meetings and conduct consultations for parents, both in person and by posting information in mobile folders. Examples of consultations for parents on the development of vocabulary for preschool children are presented in Appendix 2.
In the middle of the school year, an intermediate diagnosis of vocabulary development in children with general speech underdevelopment was carried out. Improvements were observed in all parameters examined. Children's understanding and practical use of words representing different lexical and grammatical categories improved, and their speech activity intensified. Diagnostic data at the beginning of the school year, at the middle of the school year and at the end of the school year are presented in graph 1. The graph shows the average indicators of the level of success of children according to one or another criterion. It clearly shows the positive dynamics of the entire group of children by the middle and end of the school year.
Stage 3 – final (control and diagnostic).
Tasks:
— Conduct a final diagnosis of vocabulary development in children with general speech underdevelopment
- Conduct a comparative analysis of the state of vocabulary at the end of the academic year
- Reflect the results of work for the academic year in speech cards
At the end of the school year, a final diagnosis of vocabulary development in children with general speech underdevelopment was carried out. The results were presented in the children's speech maps. The average indicators of the level of success of children are reflected in graph 1. During the examination of the vocabulary development of preschool children with general speech underdevelopment, an improvement was revealed in all examined parameters. Communication and speech skills have increased significantly, the vocabulary of objects, verbs, adverbs, the vocabulary of attributes, possessive pronouns turned out to be much better formed compared to the beginning of the year. Tasks on the topic “Polysemy of words” caused a lot of difficulties for children during the initial diagnosis; at the end of the year, the children coped with the tasks with great success. When choosing synonyms and antonyms, children also experienced less difficulty than before.
Having analyzed the diagnostic results and compared them with the diagnostic results at the beginning and middle of the school year, it is worth noting that targeted and systematic work on vocabulary formation is effective not only in terms of enriching children’s vocabulary, but also can significantly improve the understanding and practical use of words representing different lexical areas. grammatical categories, intensify speech activity, accelerate the process of development of speech skills.
Schedule 1.
Bibliography
- Alyabyeva E.A. Development of verbal vocabulary in children with speech disorders. - M., 2011
- Bondarenko A.K. word games in kindergarten. –M., 1978.
- Games in speech therapy work with children. / Ed. IN AND. Seliverstova. – Kyiv., 1985.
- Levchenko I.Yu., Prikhodko O.G. Technologies for teaching and raising children with musculoskeletal disorders. M., 2001
- Mastyukova E. M., Ippolitova M. V. Speech impairment in children with cerebral palsy. - M., 1985.
- Nishcheva N.V. A modern system of correctional work in a compensatory group for children with speech impairments from 3 to 7 years. - St. Petersburg. 2021.
- Sidorova U.M. Formation of speech and cognitive activity in children with special needs: exercises, didactic games, logical tasks, games-activities. – M., 2005.
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