Speech development is an important condition for a child’s mental development. Parent meeting "development of correct speech is an important condition for the mental education of a preschooler" methodological development on the topic. Speech development tasks

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The mental development of a child is often defined as the formation of a certain system of knowledge, skills and abilities. But now this concept has a deeper meaning. It is more important to activate the child’s cognitive activity, develop thought processes - the ability to analyze and synthesize, classify, compare and generalize.

Already at birth, children differ from each other; they have different physiological and psychological inclinations. In the future, the general development of each child occurs according to its own individual pattern. There are no children with exactly the same mental development. The level of mental development of a child depends not only on intelligence, it is determined by many factors, such as congenital characteristics of the nervous system, living conditions, teaching methods, completed classes on mental development, etc.

In modern psychology, it is customary to distinguish three types of mental development of a child: emotional, speech and logical development. Each type has its own age intervals during which this type develops most successfully.

Child's emotional development

It starts from birth and lasts up to one and a half years. The emotional sphere plays an important role in the full intellectual and mental development of a child. From birth, the baby needs an emotional connection with his mother, which contributes to the formation of emotions that later determine a person’s behavior in society.

In no case should a child be deprived of communication, since the main source of his feelings is relationships with other people, both adults and children. Various experiences (sympathy, joy, tenderness, etc.) play an important role in the lives of children; they can also experience them in relation to animals, plants, objects and natural phenomena. That is why a friendly environment in the home, communication, care, smiles and praise from relatives are so important for the successful emotional development of a child.

Speech development in children

It begins at birth and continues until about ten years of age. The development of a child’s speech is closely related to the development of his intelligence, creative abilities and higher mental functions. Already from the birth of the baby, it is necessary to develop his speech: communicate with him, respond to his baby babble, not paying attention to whether he understands you or not. As soon as the baby starts talking, you need to start learning nursery rhymes, nursery rhymes, and songs with him, thereby training both memory and speech.

One of the important factors in speech development is the development of fine motor skills. What it includes:

Subject games;
Drawing;
Modeling;
Construction;

It is important to note that for proper speech development, you need to read books with your child, discuss and retell what you read, look at pictures, write stories and fairy tales about your favorite characters.

Children are born with unique abilities to perceive and learn any language. Parents should teach their child speech correctly, try to use as few diminutives and made-up words as possible, as the child may remember the incorrect pronunciation.

Logical development

Time frame: from one to five years. The most important stage in the development of a child’s mental abilities is the development of logical thinking.

To develop this type of thinking, the child is asked to independently perform logical operations (analysis, comparison, classification, generalization, etc.). Logical thinking is closely related to the development of a child’s hearing, vision and sense of touch, therefore, to stimulate the development of logical and mathematical abilities, it is necessary to sort objects by characteristics (size, shape, purpose of objects, etc.), instill an interest in music (listen to classical music , play with musical toys).

For the normal development of a child, it is necessary from birth to form correct speech, intellectual knowledge, emotional and volitional sphere, as well as higher mental functions.

Report

Speech development is the basis of children’s mental education

Completed by: teacher

Shelkovnikova Marina

Vladimirovna

Ust-Barguzin village

d\s "Sun"

The mental development of a child occurs both in communication with adults, games with peers, and in the process of systematic learning. The most important role is played by the process of mental education carried out in kindergarten classes. The mental education of a child acts not only as his mastery of knowledge and methods of mental activity, but also as the formation of certain personality qualities.

In preschool age, the foundation of ideas and concepts is laid, which significantly affects the mental development of the child. Preschool childhood is the optimal period in human mental development. It has been established that the mental development capabilities of preschool children are very high: children can successfully learn not only the external, visual properties of objects and phenomena, but also their internal essential connections and relationships.

The development of the substantive content of children’s mental activity is of great importance for mental education. A number of studies have shown that in middle and older preschool age it acquires significant breadth. One of the lines of complication of this content can be represented as the sequential mastery by children of the following basic relationships of reality: 1) “part - whole”, 2) “object - object”, 3) “object - system of objects”.

The systematic and systematic enrichment of children's knowledge is carried out by the teacher, primarily in special classes to familiarize themselves with the environment, in which they learn to combine scattered knowledge and facts acquired in classes and in everyday life, systematizing them into a single holistic idea of the surrounding reality.

In classes to educate the sound culture of speech, children learn to clearly and correctly pronounce sounds and words, use the vocal apparatus correctly, learn to hear individual sounds in words, distinguish them by ear and in pronunciation.

In the process of forming the sound culture of speech, educators use a variety of speech means: games related to speech, pure sayings, riddles, proverbs, nursery rhymes, poems, counting rhymes. With skillful and correct selection, they contribute not only to the formation of correct sound pronunciation, the development of clear diction, the development of articulatory and vocal apparatus, develop phonemic and speech hearing, but also educate children mentally: they broaden their horizons, clarify and enrich knowledge and ideas about the surrounding reality, phenomena of social life. Therefore, it is advisable to conduct classes on educating the sound culture of speech on such speech material and structure them in such a way that, in addition to solving their main task, they contribute to varying degrees to the mental education of preschoolers.

In the development of vocabulary, a large place is occupied by classes to familiarize oneself with nature, various observations, excursions, conversations, during which children’s knowledge and ideas are formed and refined. Exploring the world around him, the child learns the exact names (designations) of objects and phenomena, their qualities and relationships.

It is necessary, from a young age, to pay attention to the qualitative side of vocabulary development, i.e. solve the following tasks 1) work on a correct understanding of the meaning of words; 2) expand the stock of synonyms and antonyms; 3) develop the ability to use words, combining them correctly according to their meaning; 4) activate such parts of speech as adjectives and verbs in children’s speech.

In a preschool institution, targeted pedagogical guidance is provided to the mental and speech development of children. The program provides special classes in which the child is taught to speak correctly. Only with a comprehensive solution to the problems of mental and speech development in the close relationship of the tasks of teaching different aspects of language with the correct ratio of collective and individual forms of training, is it possible to ensure harmonious speech development, in particular the formation of full-fledged word-formation skills and abilities. When mastering methods of word formation, the most important task is to cultivate interest in the word, sensitivity to its semantics and form, the creation of a broad orientation in formal semantic relations between single-structural and cognate names, and experience in the creative application of knowledge and skills. Without this foundation, it is impossible to form grammatically correct word formation methods. The development of coherent speech is one of the central tasks of speech education for preschool children. The kindergarten program sets the teacher the task of teaching each child to express their thoughts meaningfully, grammatically correct, coherently and consistently. A preschooler's speech should be lively, emotional, and expressive. The requirement for a coherent statement by preschool children presupposes mastery of vocabulary, grammar, stylistics, and norms of sound culture of speech. The development of coherent speech is possible only on the basis of mastering the native language, mastering its sound side, a certain vocabulary, and the grammatical structure of speech. In older preschool age, when children reach a high level of practical knowledge of their native language, the “Program of Education and Training in Kindergarten” provides for training in dividing sentences into words and composing sentences from words, i.e. acquiring the skills to analyze and synthesize proposals. To do this, children must realize that our speech consists of individual words that follow one after another. This work is important for more than just literacy preparation. With the correct organization and methodology of conducting classes, work on the lexical composition of a sentence contributes to the general speech and mental development of children. Thus, the work carried out not only prepares children for mastering literacy, but also influences the mental development of preschoolers, the development of mental activity and the formation of a conscious attitude towards their speech. At the same time, the child learns to consciously and voluntarily structure his speech, to choose the means of language for a more accurate expression of thoughts. Nurturing mental activity when familiarizing older preschoolers with speech as a linguistic reality, developing the ability to understand speech becomes an essential condition for nurturing a culture of speech - a necessary link in the comprehensive development of a child’s personality.

What does it mean to develop a child's speech? The answer to this question is both extremely simple and at the same time extremely complex. Of course, developing a child’s speech means teaching him to talk. However, how the ability to speak arises and what it consists of is the whole difficulty. Speaking means having a certain vocabulary, actively using them, being able to construct statements, formulating your thoughts, understanding the speech of others, listening to them and being attentive to them, and much more. The child learns all this with the help of an adult in the preschool years.

It is very difficult to single out the main and only quality or ability that indicates the correct, normal development of speech because human speech is a complex and multi-layered phenomenon. We believe that a child speaks poorly when he has poor diction or when he cannot answer a simple question, when he is unable to talk about what just happened to him, when he speaks little and reluctantly with others, when he finds it difficult to say in words many objects and actions, etc. Obviously, the listed shortcomings reflect different aspects of speech underdevelopment and may not coincide: the child sometimes pronounces many sounds poorly (or does not pronounce at all), but answers the adult’s questions correctly in meaning and asks no less interesting questions, talks very little with peers, but this easily and willingly talks with close adults, etc. Therefore, it is generally impossible to talk about the development (or underdevelopment) of speech. It is imperative to understand which aspect of speech is lagging behind; Having understood the essence, take appropriate measures.

Speech as such does not develop at all, regardless of the role it plays in the child’s life. In itself, mastering speech is not an independent task of education. And at the same time, without mastering speech and without special work aimed at its development, there cannot be a full-fledged mental and personal development of the child. Mastering speech restructures the entire mental life of a preschooler and makes possible many truly human forms of behavior. After all, speech is a unique, universal and irreplaceable means; it develops as a means of many types of human activity. It is impossible to develop a child’s speech without including it in one activity or another. The teacher’s task in developing children’s speech is not only and not so much to tell them new words, to demand repetition of their stories, but what is much more important is to use speech as a necessary and irreplaceable means of one or another activity - playing, constructing, solving practical problems, perceiving works of art and etc. The development of these forms of children's activity leads to the development of their main means - speech.

Among all the functions of speech in preschool age, the most important, the main means is communication with other people. And its development during this period is largely determined by the development of communication with adults. Each form of communication corresponds to certain features of the child’s speech: its vocabulary, grammatical structure, expressiveness... Of course, the connection between speech and communication features is two-way.

After all, it is the emergence of speech that makes possible the transition from a situational form of communication to an extra-situational one. But at the same time, the new content of the needs, motives and tasks of non-situational forms of communication places new demands on speech as a means of communication and stimulates its further development.

It is well known: children of the same age entering school have different levels of speech development in terms of many indicators - vocabulary, expressiveness, initiative in entering into speech contacts, and the ability to find the necessary words. These differences depend on the child’s level of communication development.

Research by A.G. Ruzskaya and A.E. Reinstein showed: children who are at the level of a situational-business form of communication, in many cases make do with non-verbal means - gesture, interjection, action. Their speech is inextricably linked with action and inseparable from it. They cannot talk to a person without seeing him (for example, on the phone), they definitely need to show something, move, act. They are not able to listen for a long time, much less speak for a long time; speech consists of simple short sentences; words are always associated with a specific objective situation, which is expressed in the abundance of nouns, demonstrative pronouns and verbs of specific action and most often in the imperative mood (“put”, “put”, “look”) If you retell some familiar story to such children, then the retelling is difficult to understand, since fragmentary actions or events are listed (“Girl, the clown is there. She left. She was sitting here. There was a forest. The bear was there”).

Children who are at the level of an extra-situational-cognitive form of communication put new knowledge about objects in the world at the forefront. Consequently, they need new speech means. Therefore, their speech is freed from attachment to a specific situation. Children can talk and ask not only about what they see and do now, but also about objects and events that they do not perceive at the moment. The vocabulary expands, speech becomes richer and more varied. Although simple sentences predominate, complex sentences appear in speech, connected by the conjunctions “and”, “because”, “so that”; The past and future tenses are increasingly used (“Yesterday we fed the birds”, “Tomorrow I will go to my grandmother”); The subjunctive mood also appears (“If..., then I would..."). By retelling a familiar story, its content is conveyed quite clearly.

Children who are at the level of an extra-situational - personal form of communication are characterized by increasingly evaluative adjectives, adverbs of manner of action, and complex sentences. On the contrary, there are fewer verbs in the imperative mood.

But what to do if the child is significantly behind in the development of communication? If at the age of five or six he cannot carry on a simple conversation, does not know how to listen to others and express his thoughts in words? Teach him to communicate with adults in a new way in special individual lessons aimed at developing verbal communication. Among the variety of specific individual activities, we highlight the general principle of their organization - the advanced initiative of the adult. In other words, the teacher gives the child examples of communication that the latter does not yet master, not only demonstrates more advanced forms of communication that are not yet available to him, but leads him along, includes him in this communication, makes it attractive and necessary for the child himself.

But there is one condition here: the teacher knows and understands the preschooler’s already established interests and ideas and relies on the level of knowledge he has already achieved. Therefore, it is better to start classes from the level of communication that the child has already achieved, i.e. from what interests him. Let's say, from joint outdoor games with rules in which several children (5-6) participate. In this case, the teacher plays the role of both an organizer and a participant: he monitors compliance with the rules, evaluates the children’s actions and at the same time gets involved in the game. The value of playing together: children learn to focus on their partner, not to be offended if they lose; They feel joy from joint activities and feel included in a common cause. Moreover, reserved and shy guys become more relaxed. The main pedagogical task of preliminary games is to create a free, active and positive attitude towards the teacher, removing significant barriers.

Subsequent classes are best conducted individually, preferably with reading and discussion of books read, about events in the lives of children. After reading, the teacher asks which of the characters you liked best and why, who you would like to be more like. If the child finds it difficult to formulate a thought, the teacher expresses his opinion and substantiates it in an accessible form.

Gradually the conversation moves from a specific story to some general topic concerning the life of the child and the people around him. So, you can ask which of your friends is like the hero; what the baby would do in this or that situation; who he would like to be like. In other words, the teacher shows the interlocutor that in the life around him, in his relationships with the children, one can see the same problems as in the book he read. At the same time, the adult not only asks, he is an active participant: he expresses his opinion about conflicts and events occurring in the group, talks about himself and his friends. Interest in his opinion usually manifests itself in the child’s behavior.

As in the first case, the topic of conversation remains constant throughout the conversation. This is difficult to achieve. Indeed, in the first case, the topic is largely supported by visual material. And now the subject of personal communication is assessments, relationships, qualities, moods. Therefore, the teacher counts only on the interest of the interlocutor, not on his ability to understand the speech of an adult and express his attitude independently. When preparing for conversations, the teacher thinks through several topics in advance that are necessarily related to the real life of children, for example, topics that characterize peers, reveal the significance of adult professions, and relationships between people.

The duration of the personal conversation is determined by the child himself. If the teacher feels that he is being burdened, it is better to stop the lesson or turn it into a game. Coercion is not only useless but also harmful.

When forming extra-situational-personal communication, it is important to avoid one danger, so that true personal communication does not turn into a formal, superficial conversation borrowed from the speech of adults. Therefore, not only specially organized classes are useful. In a variety of situations (during games, on a walk), the teacher draws the child’s attention to himself, to the children around him (“What are you going to do now?”, “Do you think Kolya is bored? Is he offended by you?” ?) Thus, he not only tries to identify some already established ideas and attitudes, but also makes the child think about himself and others, formulate, and therefore, in many ways, form his own attitude, idea, intention. After all, by developing verbal communication, the teacher not only teaches the child new types of interaction with others, not just facilitates his contacts with others, but also shapes his ideas about himself and others, opens up new facets of the external and internal world to him.

Learning non-situational personal communication as a result of the formation of new types of communication with adults enriches children’s speech: it becomes richer, more diverse; more and more adjectives conveying ethical and aesthetic properties, adverbs of manner of action, complex sentences.

The described techniques are not the only ones, since each time the teacher takes into account the behavior of a particular child, his attitude to previous classes, and the characteristics of his character. But the main task in developing a preschooler’s speech is still to overcome the dependence of speech on a specific situation, to expand and deepen his interests.

However, the child’s interests and desires can be quite wide and varied, his ideas are original and non-situational, but he cannot express them, tell them in an accessible and understandable way (“This one, like this one, oh, not that one, well whatever”). . Who will help him and how? Oddly enough, peer. It is in communication with a peer that adverbs of manner, adjectives, personal pronouns, verb forms imperative, subjunctive mood, modal verbs, participles, compound and complex sentences first appear in the child’s dictionary. The question involuntarily arises: “Why?”

The fact is that another child is a less understanding and sensitive partner than an adult. It is this lack of understanding that plays an important positive role in the development of speech. In communication with an adult, a child masters speech norms, masters the rules of human speech, learns new words and phrases. Of course, this knowledge can only be given by an adult who speaks well himself and often talks to the child. However, the words and expressions heard and the rules learned may remain passive and not be used at all. For this passive potential knowledge to become real, a certain life situation is necessary (and not just the demands and requests of an adult). This is what arises in children’s communication with each other.

When talking with an adult, children do not make much effort to be understood, supported, or answered. Adults already understand everything. And a peer will not try to guess the desires and moods of his friend, look closely, listen, and remember. He should express everything clearly and clearly. Since children cannot live without communication with each other, they try to express their intentions and desires more coherently and clearly. It is the need to be understood, heard and receive an answer that makes the speech of preschoolers with peers more complete, coherent and understandable.

The coherence of spoken words and the completeness of the grammatical form of the statement are an important condition for successful communication. Preschoolers who cannot speak well and do not understand each other will not develop interesting play or meaningful communication. They are quickly overcome by boredom, and you see, the guys are each playing in their own corner. Research by American psychologists has shown that the experience of communicating with a peer has a significant impact on the development of children’s speech. So it turns out: in order to play and communicate with other children, you need to talk to them, try to make them understand you. Therefore, a peer, precisely through his lack of understanding and inattention to his partner, creates conditions that reveal and consolidate the child’s speech capabilities, turning his passive speech into active one.

Preschoolers talk often and a lot among themselves. The overwhelming majority of contacts between children four to six years old are in the nature of verbal addresses. But if you sit two guys down and ask them to talk to each other, they most likely won’t say a word to each other. Even an offer to discuss a book they have read will not have any effect (meaning older preschoolers).

The fact is that children's conversations arise spontaneously, involuntarily. Often the guys don't even notice that they are talking. Moreover, they will not be able to understand and evaluate how they speak (i.e., the quality of their own or someone else’s speech). Children will readily tell you how the play area is tidied up or how they perform the duties of a duty officer, but they will find it difficult to know whether they liked their friend’s story. The preschooler also does not yet have a conscious attitude towards himself as a storyteller. Therefore, controlling his speech and teaching him to speak with peers is not easy. After all, a teacher cannot dictate to a child what and how he should say to his friend (slowly, with good diction, looking into the eyes). If children followed such instructions, direct communication would immediately break down. Nevertheless, the teacher can and should teach children to talk to each other. But he does this not through direct teaching, but by organizing conditions for communication.

We have already said that speech is a means of joint activity with other people and develops depending on how this activity is organized and under what conditions it takes place. When and under what circumstances do children most often talk to each other? Most often, lively dialogues arise when performing a task together. Modeling, drawing, design classes - these are the special conditions for verbal communication between peers. But it is in these situations that the teacher does his best to prevent contact, constantly reminding the children that they cannot talk, that they should work in silence, without disturbing others. And it turns out: the desire for discipline often inhibits the child’s speech development.

It is very difficult for preschoolers to do work silently. They certainly accompany their actions with words, especially if there are other children nearby who will hear and respond to these words. Speech accompaniment of one's own actions is very important for the mental development of a child. Children’s speech, as it were, becomes a copy of their activity and takes on its most significant moments. As a result, speech action becomes possible (i.e., a story about those actions that the child does not perform now), and then internal ones, which will form the basis of mental operations and thinking in general. Therefore, it is not necessary to slow down or stop children’s speech accompanying their practical actions. After all, in their statements, children plan the sequence of future actions and add their expected result. Subsequently, they will learn to perform these operations mentally. But first you need to plan your actions out loud in speech addressed to another.

Of great importance for the development of a new mental function of speech is the didactic game that leads the activity of the preschool period. It is in its course that the transition from situational to extra-situational utterances occurs, as if on its own, without relying on objects and actions with them. The children's statements included in the game, although based on specific objects, have nothing to do with these objects. The main and decisive condition for the transition from a concrete, perceived situation to an imaginary, imaginary one is by us and the designation of actions with these objects gives a new meaning to each individual thing, each action with it.

So, to summarize what has been said: for the proper development of a child’s speech, communication with peers is necessary. It is more diverse in the nature of contacts and functions, more emotional, relaxed, and creates conditions for different aspects of speech development. But the main guide to the world of speech culture - speech communication and thinking for a child - is only an adult, on whom the very organization of meaningful children's communication depends. Consequently, not only the child’s speech capabilities, but his inner world, attitude towards others, cognitive abilities and self-image largely depend on how adults communicate with them, how and what they talk to him about.

Correct and beautiful speech develops under conditions of a decent speech environment, the necessary practice of speech, education, reading, which begins even before a person is born and continues throughout life.

Speech as a factor in human development

Language and speech are necessary for a person to fully communicate. Both of these phenomena are usually called social:

language – lexical, phonetic and grammatical means for communication;
Speech is a complex form of communication and human communicative activity that has developed historically through language.

Language constructs were created and continue to be created on the basis of certain rules. Coherent speech and language are never opposed and can be separated from each other. The development of speech is facilitated by the need to communicate and unite people.

Historical experience and knowledge cannot be conveyed without the development of speech related to human life, and speech itself is one of the main indicators of its development. The need for speech is present in a person at any age, taking the form necessary for communication and self-expression:

direct;
delayed;
external;
internal.

By developing speech, a person masters various types of speech activity, speech mechanisms and various linguistic means.

Speech development tools include:

learning through communication;
cultural language environment;
fiction;
various types of art.

There are the following types of speech:

internal;
oral;
written.

A speech product is a speech utterance created independently or collectively.

Speech development begins from the first days of a child’s life. The formation of correct coherent speech skills occurs simultaneously with the development of physical and mental abilities and occurs in two main directions:

the use of language in practical activities, which helps expand speech capabilities;
during specially organized training.

Speech development depends on the following factors:

proper speech environment;
influence of the speech of others;
regular speech practice;
family education;
training in educational institutions.

There are different points of view among researchers about the stages of human speech development. Their number varies from two to four.

Preparatory (passive)

The stage begins with the birth of the child and lasts up to a year. During this period, a reaction to communication, an understanding of the direction of sound, readiness for playful movements, and a reaction to the words and desires of others are developed.

Pre-school (autonomous)

The period lasts from one to three years. The sounds and first words are still distorted, but attempts to form phrases appear. There is an active accumulation of vocabulary. The child understands the meaning of words and uses them correctly in speech. The basic syntactic structures of the native language are mastered, but there are differences in sound and meaning from the speech of adults.

Preschool (active)

Speech development in the period of preparation for school proceeds quickly. The child’s social circle expands. Children learn to master coherent speech by correcting the pronunciation of whistling and hissing sounds. The skill of auditory control of pronunciation and mastery of different sentence structures appears. Connected speech acts as the main means of cognition and becomes contextual, i.e. expanded.

School

The most responsible, serious and conscious stage of speech development. Before the age of 17, the basic rules of grammar when constructing independent statements must be mastered. The leading role is given to the development of a new type of speech - written. At the same time, literary language skills are developed. Due to rapid personal development - the emergence of slang.

Speech development tasks

Speech is the basis of any mental activity and the main means of human communication. Words are the “building blocks” that make up speech. At each age stage of a person’s life, there are certain tasks for speech development. The main thing is to teach a person to correctly and clearly express his thoughts in his native language, using oral speech.

To achieve the main goal, it is necessary:

enrich and activate vocabulary (demonstrate the versatility of word meanings);
form the grammatical structure of speech (mastering the norms of changing words according to grammatical rules for constructing various sentences);
to cultivate the sound culture of speech (to develop the ability to hear and correctly reproduce all the sounds of the native language, to work on mastering the intonation structure, pronunciation and stress system in words);
develop monologue and dialogic speech (monologue is a more complex form of speech, so it is important to develop dialogic speech, gradually including monologue);
acquaint with fiction (the more a person reads high-quality works of fiction, the better his speech, the more successfully he masters the skills of composing coherent messages, retelling events, and the greater the interest in the literary word).

Correct speech is the key to successful human development.

Principles of children’s speech development during organized learning:

cause students’ speech activity by creating problematic speech situations;
deepening the semantic perception of educational text through analysis of its content;
form the concept of linguistics;
develop linguistic flair;
conduct exercises that develop coherent speech in the system;
the ability to express one's thoughts verbally and in writing.

The result of speech development

The ability to correctly and consistently express thoughts and express one’s own opinion is the result of developed communication and speech skills. They differ as:

aimed at creating a speech utterance;
related to the creation of the structure of an utterance;
associated with the use of linguistic means in accordance with speech tasks;
aimed at understanding the content of a speech utterance.

One of the important indicators of a child’s speech development is the ability to coherently express one’s thoughts, logically and consistently retell what one has read, compose grammatically correct sentences, and intonationally and figuratively expressive messages. Coherent speech (dialogue, monologue) demonstrates mastery of oral speech.

Researchers identify three age stages in the development of speech in children:

junior (from 3 to 4 years old);
average (from 4 to 5 years);
senior (from 5 to 6 years old).

Junior: involves the use of simple sentences in speech, finishing poetry, retelling texts based on plot pictures. After processing the content of the pictures, adults, using questions, help children compose a coherent story based on the pictures.

Intermediate: includes more complex work on mastering the skills of retelling literary works, independently composing short stories based on toys and paintings, and composing riddles.

Senior: Develops an interest in independent writing and creating a variety of types of creative stories.

The ability to speak coherently reflects the skills of meaningful perception of the world around us and the correct expression of one’s impressions.

Types of coherent speech are divided into dialogic and monologue.

Dialogue speech (dialogue) means the process of direct speech communication in which two or more interlocutors participate, exchanging remarks.

The dialogue assumes:

alternating remarks;
presence of several participants;
lack of development of thought;
use of colloquial vocabulary;
brief reflection on statements;
stimulating statements with internal and external motives.

Monologue speech means a detailed, complete, clear, interconnected narrative. The process of direct communication requires attention, a specific address from one person to another or a group of listeners.

The monologue suggests:

use of literary vocabulary;
preliminary lengthy consideration of the statement;
full development and formulation;
the ability to choose the necessary words and structures that accurately convey the idea.

There are the following methods for developing coherent speech in children:

visual;
verbal;
practical.

Each of them forms a set of techniques that solve didactic problems:

acquaintance;
consolidation;
recycling.

Visibility involves the following types of observations:

direct – excursions, contemplation, looking at;
indirect - drawing, looking at illustrations, writing stories about what they saw.

Visual model includes:

retellings;
comparative narrative stories;
creative statements on a given topic.

Verbal methods

The verbal method of speech development necessarily includes working with various questions (i.e. verbal addresses that require an answer).

There are questions:

basic (reproductive and search);
auxiliary (guiding and prompting).

They must be targeted, clear, specific, and appropriate to the child’s developmental level.

With the help of questions, the child masters:

reading and then retelling a literary work;
learning poems or passages of prose by heart;
retelling;
summarizing what you read or hear;
a story without clarity.

Practical methods

Speech practice involves a variety of games and practical tasks:

plastic sketches;
dramatization;
staging;
round dance games.

A child’s rich and meaningful speech makes it easier to express his thoughts and expands his ability to understand reality. Full future relationships with people and the development of a child’s personality as a whole are impossible if speech is unclear. Difficulties in communication cause difficulties with adaptation and ultimately worsen character.

Games and practical exercises will help you develop correct pronunciation and construct coherent logical statements.

The basis of games for the development of spoken language is the free and grammatically correct speech of adults. Games stimulate interest in the development of speaking skills, bring positive emotions, and eliminate isolation.

Educational games are aimed at developing:

communication skills;
mastering the skills of logically coherent statements;
vocabulary formation;
development of auditory attention;
development of attention, memory, thinking.

Speech development techniques

Elements of speech development methods are called techniques.

Methods of speech development in pedagogical practice are used comprehensively.

Their use depends on:

assigned tasks;
age of trainees;
individual qualities of children;
subject of study;
degree of training of students.

A stable classification of techniques for improving coherent speech has not been created, so the techniques are conventionally divided according to the role played by clarity and the emotional component. Accordingly, there are methods:

straight;
indirect.

Direct methods for developing coherent oral speech skills include:

verbal samples;
instructions;
explanations.

Speech patterns mean the correct language activity of a teacher or educator. The sample needs clarification and guidance. The speech pattern precedes children's coherent utterances.

With the help of instructions, adults explain to children what means and actions are used to achieve the desired result.

The instructions are used for the following purposes:

to train;
organize;
discipline.

It is easier to reveal to students the essence of the actions taking place with the help of explanations, so this technique is especially often used in work on mastering words and expanding vocabulary.

Indirect

Indirect (indirect) methods are usually called:

recommendations;
tips;
amendments;
targeted appeals;
objections;
comments.

Indirect methods of developing coherent speech are usually used in combination with others. Purpose: thanks to the variety of techniques used, the child is encouraged to perform certain speech actions.

Verbal techniques

Verbal techniques for developing coherent speech in children include:

memorizing poetry and prose;
retelling what was heard;
composing different stories with and without reliance on visual aids;
conversations about what they saw and heard;
commenting on actions;
repeated pronunciation (repetition);
indirect communication through a toy.

An important condition for the development of a child’s coherent speech is the creation of comfortable conditions and constant assistance from adults in the acquisition of grammatical and lexical norms of oral speech by children.

A child’s speech is formed from a very early age and therefore specially organized training sessions that develop speech will help to understand whether the process of mastering speech norms is proceeding correctly:

whether the child’s vocabulary is sufficient to compose a coherent statement on the topic;
is their connection used correctly;
does the pronunciation correspond to the norms of correct speech;
whether the child understands what is happening around him.

Intensive accumulation of words occurs in children from one to three years, when they are already able to speak in whole phrases.

Coherent speech is built on the basis of development:

attention;
hearing;
memory;
thinking;
imitation.

Children’s coherent speech develops in two directions:

understanding the speech of others;
developing your own active speech skills.

Work on the accumulation of active and passive vocabulary occurs in the classroom, when children hear clear, correct, unhurried speech from adults. In this case, the child, repeating what he hears, learns pronunciation, grammatically correct construction of sentences, and accumulates vocabulary.

Replenishing vocabulary involves including parts of speech in a child’s speech: nouns, verbs, adjectives, adverbs. At the same time, the skills of constructing phrases are mastered. Phrasal speech is important in the overall process of developing children's coherent speech.

The development of active speech stimulates imitation. Having reproduced the sounds and words of an adult as he pronounces them, the child initially “sounds” like an echo. However, imitation is an innate skill of all people. The meaning of imitation appears when speech is connected with familiar objects of the surrounding world. Consequently, it is more favorable to develop speech imitation during games, depicting a car, plane or animal with the child.

The period of active use of vocabulary may not come as quickly as adults would like, because Every child has a period of knowledge accumulation when vocabulary is passive. The dynamics of success can be tracked in a special diary, where any achievements of the child and the appearance of new words and phrases in his vocabulary are recorded.

Class requirements

Imitating the speech of adults is the basis for the accumulation of knowledge and skills in the development of coherent speech, so it is important to create favorable conditions for this during classes:

take into account age characteristics;
focus on the child’s speech development level;
start classes with familiar topics (“Favorite toys”, “Fairy tales”);
master complex exercises gradually;
create a calm environment;
observe the regularity and duration of classes;
periodically repeat what you have learned;
be sure to praise your child even for small achievements;
remain calm even if you are slowly (in your opinion) mastering the topic.

The influence of fiction on the development of beautiful, correct speech can hardly be overestimated, so read to your child as many works as possible, drawing his attention to the speech of the heroes of fairy tales, stories and poems.

The set of sounds spoken and perceived by people is called speech.

Connected speech performs various functions:

communicative, i.e. transmission of information through sounds;
intellectual, i.e. serving as a means of thinking and manifesting itself in dialogic and monologue speech;
regulatory, i.e. management of psyche and behavior;
psychodiagnostic, i.e. making it possible to judge a person’s mental state;
linguistic, i.e. belonging to a particular linguistic culture.

The degree of speech development determines a person’s readiness and ability to live in society.

Improving skills is given serious attention in all educational institutions, starting from kindergarten. There are certain norms for the development of coherent speech:

understand requests consisting of 2 parts (“stand up and take it”);
know prepositions (“on the sofa, under the table”);
distinguish similar objects;
vocabulary up to 400 units;
be able to compose phrases containing up to four words.

state name, age and gender;
carry out simple tasks (“give it, pick it up”);
talk about your impressions of what you saw or heard;
perceive plot pictures;
use the plural in speech;
follow instructions in two steps (“first let’s do this and then do something else”);
use conjunctions and prepositions in oral speech;
use a dictionary of approximately 500 words.

ask questions using interrogative pronouns;
be able to coordinate nouns with adjectives and numerals;
form diminutive forms of nouns;
listen to long stories;
compose complex sentences of up to five words;
have a vocabulary of up to 1500 units.

talk about the practical use of objects, understand what materials they are made of;
give your address correctly;
name antonyms and distinguish between “right and left”;
use grammatical categories of tense;
possess the skill of mental counting up to 10;
be able to retell a story or fairy tale;
vocabulary up to 3000 units;
make up phrases of up to 6 words.

retell past events;
express your attitude to what is being said;
pronounce all sounds correctly;
use abstract concepts;
vocabulary up to 4000 units.

ask and answer questions;
use generalizing nouns;
be able to write short stories and describe pictures;
use synonyms.

A child who speaks correct, coherent speech easily communicates with the world around him, communicates and is able to express his thoughts using words and phrases. To acquire coherent speech skills that are not innate, educational institutions conduct special classes on the development of speech in preschoolers.

These classes are inextricably linked with the work of parents in developing speaking skills for the child’s successful adaptation in society and subsequently while studying at school.

According to the Federal State Educational Standard (new educational standards), speech development classes should solve the following problems:

shape children’s speech so that they can communicate with others without difficulty;
enrich children's active vocabulary;
develop creative speech through exercises in composing stories, poems, and creative works;
introduce children to reading works of fiction and introduce them to all genres of literature;
develop phonemic awareness: correct assimilation of stresses and sounds in words.

To accomplish these tasks, there are methods and a system of exercises used in combination to facilitate speech acquisition.

In the younger group

The formation of coherent speech skills begins from the first days of a child’s stay in a preschool educational institution. Already in the junior group of kindergarten, special forms of communication are used to develop speech, corresponding to the age of children in the first junior group. The main form of communication between children and others during this period is dialogue.

During the day, teachers conduct appropriate classes with children to develop the speech skills of children in the younger group.

Formation of sound speech culture skills:

learning the articulation of sounds, hissing, voiceless consonants;
reproduction of the intonation of spoken phrases;
setting the rhythm and tempo of speech.

Formation of children's vocabulary:

introduction of new speech patterns, prepositions;
explanation of the word-formation capabilities of the language, the formation of diminutives and affectionate words;
generalization of concepts;
introduction of commonly used words into speech instead of onomatopoeic ones (“dog” instead of “av-av”).

Formation of grammatical structure of speech:

changing the number and case of nouns (one cup, two cups; you are standing - I am standing);
constructing simple sentences.

Development of dialogue skills:

conversations with children about events happening around them;
assistance in communicating with peers, answering questions;
mastering the imperative mood (sit down, bring it, pick it up).

In the middle group of kindergarten, children experience a qualitative leap in mastering coherent speech. They consciously change the volume of their voice and are able to reproduce intonations, and actively accumulate vocabulary.

During this period, more serious demands are already placed on children:

communication culture, i.e. speak in phrases, do not shout or interrupt others;
initiative in communication and mastering monologue speech skills;
mastering behavioral skills during classes and walks.

Educational classes for preschoolers in the middle group are held in a new way:

excursions outside the preschool educational institution appear;
master the skills of retelling and composing your own stories;
training in dramatization, participation in role-playing games and active memorization of poems and songs;
inner speech is formed.

In the older group

In older preschool age, classes with children are subordinated to the main goal: improving existing knowledge and active preparation for upcoming schooling. All techniques for improving oral speech are aimed at:

communication training (verbal and non-verbal);
correction of pronunciation defects;
education of speech culture.

Active ways to improve speech skills:

story games,
quizzes,
working on clarity of diction,
fairy tale dramatizations,
comparative descriptions of paintings and objects.

Children in the older group of the kindergarten are actively expanding their vocabulary. Normally – up to several thousand words. As a result of well-organized classes, the following improves:

reproduction of hissing, whistling and sonorous sounds;
intonation improves;
speech becomes expressive;
Word creation skills are acquired;
The ability to construct grammatically correct sentences develops.

Children in the preparatory group of kindergarten are practically schoolchildren. They have very little time left to master and improve their coherent speech skills so that they do not have to face difficulties at school.

Classes on speech development for children in the preparatory group are designed to develop the following skills:

conducting sound analysis of words;
composing riddles about sounds;
ability to complete rhythmic phrases;
choosing from a number of synonyms one that is exactly suitable for use in the story;
understanding the meaning of antonyms;
constructing statements of different types.

To achieve the goal of developing speech skills, speech corners are organized in groups. Materials for speech development contain:

cards with games and exercises;
plot pictures for composing stories;
word games;
poems, tongue twisters, nursery rhymes;
games for developing fine motor skills.

verbal;
gaming;
visual.

The most difficult exercise is when children are asked to come up with a story on their own, and the child chooses the topic.

Upon completion of classes in the preparatory group, the child should be able to:

maintain a conversation on a given topic;
listen to other children's statements;
convey the content of literary works without violating the logical sequence;
carry out creative tasks according to the proposed model.

Moscow State University professor V. Anikin, a philologist and expert on Russian folklore, called tongue twister a “funny game” during which difficult words and phrases are repeated at speed.

This educational game becomes interesting because familiar letters in certain combinations are difficult to pronounce and cause confusion - “cuckoo on cuckoo”, “firewood on the grass”, etc. It's all about rearranging sounds that are similar and different from each other.

Tongue twisters are a necessary tool for speech development.

They are helping:

improve diction by training difficult to pronounce words and sounds;
form a beautiful speech;
expand your vocabulary;
pronounce all letters correctly without “swallowing” difficult ones.

To establish diction, tongue twisters are divided into categories according to degree of complexity.

For effective learning, you need to carefully prepare for working with tongue twisters:

select those that correspond to the child’s age;
use few samples;
explain the meaning of the tongue twister by slowly pronouncing the text;
introduce game elements into learning.

Monologue speech

The statement of one person addressed to the audience is called monologue speech or monologue.

Signs of this form of speech:

duration;
volume;
structure;
easily changeable topic of the statement.

There are two types of coherent monologue:

addressed to listeners (report, lecture, public performance);
addressed to oneself, i.e. not expecting a response.

Mastery of monologue speech requires certain skills:

the use of speech structures to intelligently express one’s thoughts;
narrative and descriptive messages on a topic using story pictures;
compiling descriptive texts according to the plan.

The method of teaching coherent monologue speech involves:

formation in students of certain skills of expressing their thoughts with the help of learned materials;
improving skills with support exercises.

Any type of monologue - story, description, retelling - requires some kind of support.

By support we mean:

situations;
prepared material (questions, descriptions);
ready-made texts;
visual situations;
ready-made structures;
logic.

The main causes of speech deviations

The presence in the modern world of interactive entertainment and technological teaching methods does not mean the full development of speech. On the contrary, statistical data indicate a large number of children suffering from speech development disorders.

Speech disorders indicate deviations that are unacceptable in the norms of the language.

Researchers identify the following reasons for deviations:

heredity;
consequences of injuries;
developmental disabilities;
bilingual families.