Psychological diagnostics of speech of preschool children. Methodology for the development of speech of preschool children
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Red: MDOU "Kindergarten "Kolosok"
Toolkit
Diagnosis of speech development of preschool children
L.A. Ukhina
with. Red, 2010
The manual contains a brief description of the speech of preschool children, as well as diagnostic methods for examining different aspects of the speech of preschool children, recommended by Ushakova O.S., Strunina E.M.; Strebeleva E.A., Grizik T.I. The manual is addressed to preschool teachers, students of pedagogical colleges, parents interested in the high speech development of children.
Introduction
4. Method of examination grammatical structure speeches
5. Methods for examining coherent speech
Bibliography
Appendix
Introduction
Speech is one of the main lines of child development. The native language helps the baby to enter our world, opens up wide opportunities for communication with adults and children. With the help of speech, the baby learns the world, expresses his thoughts and views. Normal speech development is necessary for a child to succeed in school.
Speech develops at a rapid pace, and normally, by the age of 5, he correctly pronounces all the sounds of his native language; owns a significant vocabulary; mastered the basics of the grammatical structure of speech; owns the initial forms of coherent speech (dialogue and monologue), allowing him to freely come into contact with people around him. At preschool age, an elementary awareness of the phenomena of the native language begins. The child comprehends the sound structure of the word, gets acquainted with synonyms and antonyms, with the verbal composition of the sentence, etc. He is able to understand the patterns of constructing a detailed statement (monologue), seeks to master the rules of dialogue. The formation of an elementary awareness of linguistic and speech phenomena develops the arbitrariness of speech in children, creates the basis for successful mastery of literacy (reading and writing). At preschool age, along with certain achievements, omissions and shortcomings in the child's speech development become obvious. Any delay, any disturbance in the course of the development of a child's speech negatively affects his activity and behavior, and the formation of the personality as a whole.
The purpose of the survey is to determine the initial level of speech development of each child and the group as a whole at the beginning of the school year; determine the effectiveness of work on speech development for the previous year (the dynamics of speech development for the year).
1. Characteristics of the speech of preschool children
younger age
Under favorable conditions of education, the assimilation of the sound system of the language occurs by the age of four (correct pronunciation, the formation of the intonational structure of speech, the ability to convey the elementary intonation of a question, request, exclamation). The child accumulates a certain vocabulary, which contains all parts of speech.
The prevailing place in the children's dictionary is occupied by verbs and nouns denoting objects and objects of the immediate environment, their action and state. The generalizing functions of words are actively formed in the child. Through the word, the child masters the basic grammatical forms: the plural appears, the accusative and genitive cases of nouns, diminutive suffixes, the present and past tense of the verb, the imperative mood; complex forms of sentences develop, consisting of main and subordinate clauses, causal, target, conditional and other connections expressed through conjunctions are reflected in speech. Children master the skills of speaking, express their thoughts in simple and complex sentences and are led to compose coherent statements of a descriptive and narrative type. However, in the speech of many children of the fourth year of life, other features are also noted.
At this age, preschoolers may incorrectly pronounce (or not pronounce at all) hissing (w, w, h, u), sonorous (p, p, l, l) sounds. The intonation side of speech requires improvement, work is needed both on the development of the child's articulatory apparatus, and on the development of such elements of sound culture as those, diction, voice power.
Mastering the basic grammatical forms also has its own characteristics. Not all children are able to coordinate words in gender, number and case. In the process of constructing simple extended sentences, they omit individual members of the sentence. The problem of speech neoplasms, which are generated by the word-formation system of the native language, also comes out very clearly. The desire to create new words is dictated to the child by the creative development of the riches of his native language. Children of the fourth year of life are available simple form dialogical speech, however, they are often distracted from the content of the question. The child's speech is situational, expressive presentation prevails.
Middle preschool age
The main direction of speech development in the fifth year of life is the development of coherent monologue speech. Significant changes are also taking place in the development of word-formation methods, an explosion of word-creation begins. Children get an initial idea of the word as a sound process (it sounds, consists of sounds, sounds are pronounced one after another, sequentially). Children of this age have a very strong attraction to rhyme. They choose words, sometimes devoid of any meaning. But this activity itself is far from meaningless: it contributes to the development of speech hearing, forms the ability to select words that are similar in sound.
The child learns to correctly understand and use the terms word, sounds, sound, listen to the sounding word, independently find words that are different and similar in sound, determine the sequence of sounding sounds in a word, highlight certain sounds. This is the period of familiarization of children with the word - its semantic side (it makes sense, denotes some object, phenomenon, action, quality). The child's active vocabulary is enriched with words denoting the qualities of objects and actions performed with them. Children can determine the purpose of the object, functional signs (The ball is a toy: it is played). They begin to select words with opposite meanings, compare objects and phenomena, use generalizing words (nouns with a collective meaning).
This is the period of practical assimilation of the rules for the use of grammatical means. The speech of children is replete with grammatical errors, neologisms ("children's" words like "machine", "knocked", "creep"). Children master the morphological means of the language (coordination of words in gender, number, case, alternation of consonants in the stems of verbs and nouns). The child is brought to an understanding of the ambiguity of individual grammatical forms. He learns ways of word-formation of nouns with suffixes of emotional-expressive evaluation, with suffixes meaning baby animals, as well as some ways of forming verbs with prefixes, degrees of comparison of adjectives.
Children learn the ability to build different types of statements - description and narration. When compiling stories, the understanding of the semantic side of speech, the syntactic structure of sentences, the sound side of speech are improved, i.e. all those skills that a child of the fifth year of life needs for the development of coherent speech. Speech activity also increases IN CONNECTION with the fact that this is the age of the "why". At the same time, there are violations in the speech of children of the fifth year of life. Not all children correctly pronounce hissing and sonorous sounds, some have insufficiently developed intonational expressiveness. There are also shortcomings in mastering the grammatical rules of speech (coordination of nouns and adjectives in gender and number, the use of the genitive plural). The speech of children from four to five years old is characterized by mobility and instability. They can focus on the semantic side of the word, but the exact use of the word causes difficulty for many children. Most children do not have the ability to build a description and narration to a sufficient degree: they violate the structure, sequence, do not have the ability to connect sentences and parts of a statement. This specification is approximate. The levels of speech development of children of the same age are very different. These differences are especially clear in the middle preschool age. Firstly, by this time most children learn the word and sound pronunciation. Secondly, the child masters coherent speech and begins to build an independent statement, consisting at first of only a few sentences. The level of speech development of children of the fifth year of life can be identified by the method developed for the younger group. However, some tasks are added and complicated.
senior preschool age
In children of senior preschool age, the development of speech reaches a high level. Most children correctly pronounce all the sounds of their native language, can regulate the strength of the voice, the pace of speech, the intonation of the question, joy, surprise. By the senior preschool age, the child accumulates a significant vocabulary. The enrichment of vocabulary (the vocabulary of the language, the totality of words used by the child) continues, the stock of words similar (synonyms) or opposite (antonyms) in meaning, polysemantic words is increasing.
Thus, the development of the vocabulary is characterized not only by an increase in the number of words used, but also by the child's understanding different meanings the same word (multi-valued). Movement in this regard is extremely important, since it is associated with an increasingly complete awareness of the semantics of the words that they already use.
At the senior preschool age, the most important stage of the speech development of children is basically completed - the assimilation of the grammatical system of the language. The amazing weight of simple common sentences, compound and complex sentences, is increasing. Children develop a critical attitude to grammatical errors, the ability to control their speech.
The most striking characteristic of the speech of older preschool children is the active assimilation or construction of different types of texts (description, narration, reasoning). In the process of mastering coherent speech, children begin to actively use different types of word connections within a sentence, between sentences and between parts of a statement, observing their structure (beginning, middle, end).
Children make mistakes in the formation of different grammatical forms. And of course, the correct construction of complex syntactic constructions is difficult, which leads to the incorrect combination of words in a sentence and the connection of sentences with each other when compiling a coherent statement.
The main shortcomings in the development of coherent speech are the inability to build a coherent text using all the structural elements (beginning, middle, end), to connect parts of the statement.
Speech tasks in relation to children of older preschool age are included in those sections as in previous ages, however, each task becomes more complicated both in content and in teaching methods.
Methods for identifying individual aspects of children's speech development. The section discusses individual methods that reveal the peculiarities of a child's possession of vocabulary, grammar, phonetics of the native language.
Levels of possession of speech skills and abilities, on different sides of speech development
Younger age (3 -4 years)
By the end of the year, children can:
Grammar
1) form the names of animals and their cubs in the singular and plural, using diminutive suffixes (cat - cat - kitten - cat - kittens);
2) agree on nouns and adjectives in gender and number (fluffy kitten, little cat);
3) compose simple and complex sentences on pictures together with an adult.
Phonetics
1) pronounce the sounds of the native language, their clear articulation in sound combinations and words;
2) clearly pronounce phrases using the intonation of the whole sentence and regulate the strength of the voice and the pace of speech.
Connected speech
1) answer questions about the content of the picture and write a short story together with an adult
2) reproduce the text of a well-known fairy tale;
3) compose a story from personal experience child;
4) use words denoting speech etiquette (thank you, please, hello).
Average age (4-5 l)
By the end of the year, children can:
1) Understand words that are close and opposite in meaning, as well as different meanings of a polysemantic word;
2) understand and use generalizing words (furniture, vegetables, dishes);
3) select signs, qualities and actions to the name of objects;
4) compare and name objects by size, color, size.
Grammar
1) Correlate the names of animals and their cubs (fox - fox, cow - calf);
2) use verbs in the imperative mood (run, wave);
3) correctly coordinate nouns and adjectives in gender, number, case, focusing on the ending (fluffy cat, fluffy cat);
4) make sentences of different types.
Phonetics
1) Pronounce the sounds of the native language correctly;
2) find words that are similar and different in sound;
3) correctly use the moderate rate of speech, the power of the voice, intonation means of expression.
Connected speech
1) retell short tales and stories with previously unfamiliar content;
2) compose a story based on a picture or about a toy together with an adult;
3) describe the object depicted in the picture, naming signs, qualities, actions, expressing your assessment;
4) use a variety of polite forms of speech.
Senior age (5-6 l)
By the end of the year, children can:
1) activate adjectives and verbs, select words that are accurate in meaning to the speech situation;
2) select synonyms and antonyms for given words of different parts of speech;
3) understand and use different meanings of polysemantic words;
4) differentiate generalizing concepts (wild and domestic animals).
Grammar
1) Form the name of the cubs of animals (fox - fox, cow - calf); select single-root words, coordinate nouns and adjectives in gender and number;
2) form difficult forms of the imperative and subjunctive mood (hide! Dance! I would look for); genitive case (hares, foals, lambs);
3) build complex sentences of different types.
Phonetics
1) Differentiate pairs of sounds s-z, s-ts, sh-zh, ch-sh l-r to distinguish between whistling, hissing and sonorous sounds, hard and soft;
3) select words and phrases that sound similar.
Connected speech
1) In the retelling of literary works, intonationally convey the dialogue of the characters, the characteristics of the characters;
2) write a description, narrative or reasoning;
3) develop storyline in a series of paintings, connecting parts of the statement with different types of connections.
2. Methodology for examining children's vocabulary
Examination technique according to (Strebeleva)
Average age (4-5 years)
1. "Show the picture" technique.
Purpose: diagnosis of understanding by the child functional purpose items shown in the pictures.
Equipment: pictures depicting objects familiar to the child: a hat, mittens, glasses, a needle and thread, an umbrella, scissors.
The course of the examination: pictures are laid out in front of the child, while the verbal instruction does not correspond to the sequence of the laid out pictures. The child must choose a picture among others based on the following verbal instructions: Show what people put on their heads when they go outside. - "What do people put on their hands in winter?" - "What do they sew on a button with?" - "What do people need to see better?" - "How do you cut paper?" - "What should I take outside if it's raining?" Fixed: the child's choice of a picture in accordance with the frost, the ability to name the objects depicted in the picture.
2. "Name what I'll show" technique.
Equipment: pictures depicting objects found in a child's life: an apple, a cup, a cat, a car, a carrot, a coat, a watch, sweets; pear, pan, cow, ship, bow, scarf, fox, decide, egg, bathrobe, sofa, elephant, plum, turtle, aquarium, monument. Pictures depicting activities familiar to children from their experience: reading, riding, feeding.
The course of the examination: the adult consistently invites the child to look at pictures depicting various objects of action and name them. In cases of difficulty, the adult asks to show a certain picture, and then name it.
3. Technique "Be attentive".
Purpose: checking the subject and verb vocabulary.
Equipment: pictures depicting objects encountered in a child’s life: an apple, a cup, a cat, a car, a carrot, a coat, a watch, sweets, a pear, a saucepan, a cow, a ship, a scarf, a fox, a turnip, an egg, a dressing gown, a sofa, an elephant, plum, turtle, aquarium. Pictures depicting activities familiar to children from their experience: reading, rolling, feeding.
The course of the examination: the adult consistently invites the child to look at pictures depicting various objects of action and name them.
In cases of difficulty, an adult asks to show a certain picture, then name it.
4. Method "Name it in one word."
Purpose: testing the ability to summarize in one word objects and images in pictures, grouped according to a functional basis. toys - a car, a bunny, a bear, a pyramid, a nesting doll, pictures depicting several items: clothes and vegetables.
The course of the examination: the child is offered to look at pictures of clothes and vegetables, as well as toys and name them in one word.
5. Technique "Say the opposite."
Purpose: diagnostics of the ability to use words denoting signs of objects.
Equipment: pictures depicting objects that have opposite signs: healthy-sick; clean - dirty, white-black; thick-thin; high Low.
The course of the examination: the child is offered to play, picking up words-signs with the opposite meaning. For example: "One boy has clean hands, and the other - what?"
6. Method "Call it affectionately"
Purpose: diagnostics of the formation of the ability to form nouns with a diminutive-petting suffix.
Equipment: pictures depicting large and small objects: a flower - a flower, a hat - a hat, a ring - a ring, a bench - a bench.
The course of the examination: the child is offered to consider and name pictures depicting large and small objects.
Senior age. (5-6 l.)
Identification of vocabulary mastery (accuracy of word usage, use of different parts of speech).
1. Method "Name what it is?"
Equipment: pictures depicting: clothes, fruits, furniture.
The course of the survey: an adult invites the child to consider a series of pictures and name them in one word (clothes, furniture). Then the adult asks the child to list flowers, birds and animals. Next, the child is asked to guess the object according to the description: "Round, smooth, juicy, sweet, fruit" (apple). Orange, long, sweet, growing in the garden, vegetable (carrot); green, long, delicious it is salty, it is delicious raw, who is he? (cucumber); red, round, juicy, soft, delicious, vegetable (tomato).
2. Methodology "Who moves how?"
Equipment: pictures of fish, birds, horses, dogs, cats, frogs, butterflies, snakes.
The course of the survey: an adult invites the child to answer the Questions: Fish.,. (floats) Bird.,. (flies). Horse .. (jumps). Dog... (runs) Cat... (sneaks, runs). Frog (how does it move?) - jumps. Butterfly. ..(flies).
3. Method "Name the animal and its cub."
Purpose: to identify the level of vocabulary formation.
Equipment: pictures of domestic and wild animals and their cubs.
The course of the examination: the child is shown a picture of one of the animals and is asked to name him and his cub. In cases of difficulty, an adult takes pictures and helps the child answer: "This is a cat, and she has a cub - a kitten. And this is a dog, what is the name of her cub?"
4. Method "Pick a word".
Purpose: to identify the ability to select words denoting the quality of action.
The course of the examination: an adult invites the child to listen carefully to the phrase and choose the right word for it. For example: "The horse is running. How? Fast." The following phrases are offered: the wind blows ... (strongly); the dog barks ... (loudly); the boat is sailing ... (slowly); the girl whispers... (quietly).
Senior age (6-7 l)
1. Methodology "Explain actions".
Purpose: to reveal the understanding of the semantic shades of the meanings of verbs formed in an affixal way (using prefixes that give words different shades).
The course of the examination: the child is invited to listen to the words and explain the meaning of the words:
run-run-run;
write-sign-rewrite;
play-win-lose;
laugh-laugh-make fun;
walked-departed-entered.
2. Method "Pick a word"
Purpose: to reveal the understanding of the shades of the meanings of synonyms - adjectives.
The course of the survey: an adult invites the child to pick up words that are close in meaning to the named word (adjective), For example: smart - reasonable .; weak - timid -. old.
3. Method "Explain"
Purpose: revealing understanding figurative meaning adjectives.
The course of the examination: the child is offered to explain the following phrases: evil winter; skillful fingers; Golden hair; prickly wind; light wind.
Examination technique (according to Ushakova, Strunina)
Younger age (3-4 years)
Purpose: diagnosis of the formation of children's vocabulary.
Task 1. Doll.
1. What is the name of the doll? Give her a name.
1) The child calls the name in the sentence (I want to call her Marina);
2) gives a name (in one word);
3) does not give a name (repeats the word doll).
2. Tell me, what is Marina?
1) Names two or more words (beautiful, elegant);
2) names one word (good);
3) does not name qualities, signs (repeats the word doll).
3. What is she (Marina) wearing?
1) Independently names more than two items of clothing (in a green dress, white socks);
2) with the help of the teacher's questions: "What is this? Show ..." (These are socks, this is a dress);
3) shows items of clothing, but does not name them.
4. How to call in one word? (The teacher calls: "Dress, socks - is this ...?")
1) The child names generalizing words (clothes, things);
2) name other types of clothing (panties, tights, jacket...);
3) repeats the words that the teacher called (dress, socks).
5. What clothes are you wearing?
1) Names more than two words (shirt, T-shirt, trousers);
2) names two items of clothing (sarafan, T-shirt);
3) names only one word (dress) or lists shoes (slippers, shoes).
6. What does Marina do? (The teacher performs actions: the doll sits down, gets up, raises its hand, waves it.)
1) The child names all actions;
2) names two actions (stood up, raised her hand);
3) names one word - action (standing or sitting).
7. What can be done with the doll?
1) Names more than two words (put to sleep, rock her, play);
2) names two actions (roll in a stroller, feed the doll);
Task 2. Ball.
1. What kind of ball (give into the hands of the child)?
1) Names two or more signs (round, rubber);
2) names one word;
3) does not name qualities, says another word (play).
2. What can you do with it?
1) Names more than two words (verbs) (throw up, play football);
2) names two actions (play, throw);
3) names one word (play).
3. Adult asks a question after the action. Throws the ball to the child and says:
What did I do (throws the ball)? (I quit.)
What did you do? (Caught.)
Now you quit. What did you do? (Thrown.)
What did I do? (Caught.)
1) The child names all the verbs in the correct form;
2) names 2-3 verbs correctly;
3) names only one action.
Task 4.
1. How to call a doll, a ball in one word?
1) The child gives a generalizing word (toys);
2) lists the names (Katya, ball);
3) says one word (doll).
2. Tell me, what toys do you have at home, how do you play with them, with whom?
1) Composes a story from personal experience (I have cars at home. There are a lot of them, all cars are different. I put them in the garage);
2) list toys;
3) names one toy.
Average age (4-5 years)
Task 1. Doll.
Purpose: to check the formation of the vocabulary of children.
The teacher shows the child a doll, asks questions in the following sequence.
1. Say what a doll is!
1), The child gives a definition (a doll is a toy, they play with a doll);
2) names individual signs (the doll is beautiful) and actions (it is standing);
3) does not complete the task, repeats the word doll.
2. What clothes is the doll wearing?
1) The child names more than four words;
2) names more than two things;
3) shows without naming.
3. Give the task to the doll so that she runs, waves her hand.
1) The child gives the correct forms: Katya, run, please (wave your hand);
2) gives only verbs - run, wave;
3) gives irregular shapes.
4. Guests came to the doll. What should be put on the table?
1) The child calls the word dishes;
2) list individual items of utensils;
3) names one object.
5. What dishes do you know?
1) The child names more than four objects;
2) names two objects;
3) names one object.
6. Where do they put bread (in a bread box), sugar (in a sugar bowl), butter (in a butter dish), salt (in a salt shaker)!
1) Correctly answers all questions;
2) answered three questions;
3) completed only one task.
7. Comparison of dishes. "How are these items different?" (Show a picture with different dishes.)
1) Names by color (or shape and size);
2) lists individual features (this cup is green, this one is red, this one is tall);
3) names one difference.
8. What is it? Glass, transparent - is it a glass or a vase? Metallic, shiny - is it a fork or a knife? Clay, painted - is it a dish or a plate?
1) Performs all tasks;
2) performs two tasks;
3) perform one task.
9. Prompt (pick up) a word. One plate is deep, and the other ... (shallow); one glass is high and the other ... (low); this cup is clean, and this one... (dirty).
1) Correctly selected all the words;
2) completed two tasks;
3) completed one task.
10. The cup has a handle. What pens do you know?
1) Names the handle of 3-4 objects (a teapot, an iron, a bag, an umbrella);
2) names two handles (by the pot, frying pan);
3) shows the handle by the cup.
Task 2. Ball.
1. The teacher shows two balls and asks: "What is a ball?"
1) The child gives a definition (the ball is a toy; it is round, rubber);
2) names some sign;
3) repeats the word ball.
2. What does it mean to throw, catch!
1) The child explains: to throw - I threw the ball to someone, and the other caught it;
2) shows movement and aims, says - quit;
3) only shows movement (no words).
3. Compare two balls, how are they different and how are they similar?
1) The child names the signs: both are round, rubber, they play with balls;
2) names only differences in color;
3) says one word.
4. What toys do you know?
1) The child names more than four toys;
2) names more than two;
3) says one word.
Senior age (5-6 years)
I series of tasks.
Purpose: to identify the formation of children's vocabulary.
The course of the survey.1. You already know a lot of words. What does the word doll, ball, dishes mean?
2) names separate signs, actions;
2. What is deep? petty? high? low? easy? heavy?
1) Performs all tasks, calls 1-2 words to the adjective (deep hole, deep sea);
2) selects words for 2-3 adjectives;
3) selects a word for only one adjective (high fence).
3. What is called the word pen?
1) Names several meanings of this word (The pen writes. The child has a pen. The door has a handle);
2) names two meanings of this word;
3) list items that have a pen (1-2 words).
Method of examination (according to the program From adolescence to childhood)
Average age (4-5 years)
Methodology "Subject Dictionary"
Purpose: diagnostics of understanding the functional purpose of objects.
Examination progress:
The teacher lays out 6 pictures in front of the child depicting a boot, a kettle, a house, a car, a dress, a chair. The teacher asks a question, the child finds the answer in the pictures and answers the question. Questions of the teacher: what are they wearing on their feet? What is boiled water? Where do people live? What are the girls wearing? What do people ride? What are we sitting on?
2. Method "Parts of objects"
Purpose: diagnostics of understanding of parts of objects.
Examination progress:
A 4-year-old child perceives the objects of our world as a whole and therefore experiences certain difficulties in naming parts of objects;
The teacher uses pictures from the previous task. Asks to take pictures one at a time; repeat the name of the subject; name its parts. From 6 pictures, the child can choose any 3-4. At the same time, the teacher can point with a pointer to parts of the depicted objects, which will help the child in naming them. For example: boot - sole, toe, heel, zipper, (lock, laces), heel; kettle - handle, spout, bottom, lid; house - roof, windows, door, porch, chimney, walls; car - body, cab, wheels, window, headlights, door; dress - sleeves, collar, buttons, pocket, belt; chair - back, seat, legs.
3. Method "Words - generalizations"
The study takes place on the topics "Clothes", "Shoes", "Vegetables", "Fruits", "Furniture", "Animals".
Purpose: to reveal the mastery of generalizing words.
Examination progress:
The teacher puts 4 pictures in front of the child (for example, dress, trousers, skirt, blouse). Asks to name the depicted objects in one word. You can use one picture with the image of objects (objects) corresponding to the word-generalization. The appendix contains some samples of pictures for generalization on the topics "Vegetables," Fruits "," Clothing "," Shoes "," Furniture "," Animals ".
4. Method "Baby animals"
Purpose: diagnostics of the formation of the ability to form nouns with the help of suffixes.
Examination progress:
The child is offered 4 pictures depicting animals and birds with their cubs: a fox with cubs, a duck with ducklings, a pig with piglets, a dog with puppies. Some of the pictures can be taken from the previous task (topic "Animals"). The child names what he sees.
5. Methodology "Professions"
Purpose: to reveal the elementary idea of the child about the professions of adults.
Examination progress:
A 4-year-old child already has an elementary idea that all adults work. The teacher builds the survey as follows:
1. Says: "Each adult has his own profession - a thing that he is good at doing. Look at the pictures and say who the people depicted in them work." The teacher demonstrates pictures, children identify and name professions (cook, pilot, salesman, driver (chauffeur).
2. Asks: "Does your mom work? What? Does your dad work? What?"
Z. Asks to name any known professions of people: "What other professions of people do you know? Name them."
6. Method "Dictionary of features"
Purpose: diagnostics of the ability to use words denoting a sign of objects.
Examination progress:
The teacher shows one picture at a time: a ball, a hat, a bucket, flowers. Asks you to answer the questions what? which? which? which? For example: "What is this?" (Ball.) "What ball?" (Red, large, round, airy, light, etc.) The child should be encouraged if, when answering, he will select several adjectives for one subject. Antonyms. When studying the dictionary of signs, special attention should be paid to antonyms - words with the opposite meaning. The child is offered the game "On the contrary."
The teacher says: “Once upon a time there was a boy who said everything the other way around. Mom will say: Your hands are dirty. And he answers: Clean. They tell him: Look out the window, it’s snowing white outside. And he answered: No, the snow is black ". Let's play the reverse game. The teacher offers the following words, while showing the corresponding pairs of opposite pictures: clean - dirty; dry - wet; thick - thin; wide narrow. The game can be made more difficult. The teacher shows one picture and calls the word, the child finds a picture with the opposite meaning, shows it and calls it.
The child is offered a plot picture, which depicts several characters in various movements. The teacher asks the child who he sees here and what they are doing. For example: 1. The picture shows: a grasshopper (jumping), a lizard (running), a butterfly (flying), a goose (swimming), a bird (sitting, singing, pecking).
2. The picture shows children in the park: girls are jumping rope; the guys are digging, building in the sandbox; The teacher sits on a bench and reads a book to a group of children; the boy runs after the girl; the boy is driving a car; a girl swings on a swing, etc.
Senior age (5-6 years)
Assessing the state of the vocabulary of a 5-year-old child, teachers study the subject vocabulary (parts of the subject, words - generalizations); verb dictionary (verbs with spatial prefixes); dictionary of features (relative adjectives; antonyms denoting color, size, time, spatial features).
1. Methodology "Subject Dictionary"
Purpose: to identify the ability to name parts of objects.
Examination progress:
The teacher lays out object pictures in front of the child depicting a car (passenger car), a house and asks to name the objects and its parts. The teacher can point to some parts of the depicted object with a pointer, which will help the child isolate a part from the whole and name it. In older preschool age, it is desirable that children indicate parts and details that are not visible in the picture. If the child does not name the invisible parts, then the teacher asks the question: "What else does the car have? What is there in the house?" For example: car - wheels, steering wheel, gas tank, door (front, rear), windshield, mirror, motor, brake, seat belt, interior, seat, etc .; house - walls, roof, door, porch, window, chimney, steps, rooms, ceiling, etc.
2. Methodology "Words-generalizations"
Purpose: to reveal the mastery of generalizing words.
Examination progress:
The teacher gives the children four pictures. Asks to name them in one word ("What one word can you call these objects?").
The teacher finds out if the children have the following general concepts: tools, vehicles, trees, berries.
Approximate list of pictures:
tools - drill, planer, saw, hammer;
transport - car (passenger car), bus, trolleybus, tram;
trees - birch, oak, spruce, mountain ash;
berries - raspberries, strawberries, black currants, gooseberries.
Purpose: to identify the presence of verbs in the child's vocabulary.
Examination progress:
The child is offered on the table a conditional model of a city street on which there is a garage (for example, a cube or a box), roads are laid (for example, strips of paper or ribbons), there are a bridge, houses (for example, cubes). A car (toy) is placed in the garage. The teacher speaks and acts with the toy: I will tell you what the car was doing on the city street, and you help me. Choose the necessary words similar to the word - to go.
The teacher drives the car along the layout and says: “The car from the garage ... (left) and along the road ... (went); a car onto the bridge .. (entered); across the road ... (moved); to the traffic light .. . (drove up); behind the house ... (drove in); far away ... (left) ".
Next, the teacher invites the child to take the typewriter, show and tell what the car was doing on the city street. At the same time, special attention is paid not only to the child's ability to use spatial prefixes, but also to the correct correlation of action and word.
4. Technique "dictionary of features"
Relative adjectives.
Purpose: to reveal the child's understanding of the signs of the object.
Examination progress:
It is carried out in the form of a game exercise "Say it differently." First, the teacher says what the object is made of (glass vase), and then the child (glass).
Examples: glass vase - glass;
wooden table - wooden;
leather bag - leather;
cardboard box - cardboard;
plastic toy - plastic;
metal key.
2. Antonyms. The teacher names the words, the child selects the opposite pair:
light dark;
White black;
high Low;
right left;
winter - summer;
light heavy;
top - bottom, etc.
In case of difficulty, the teacher can add a noun that will help the child answer correctly:
light suit - dark suit;
white collar - black collar;
tall man - low man;
winter day - summer day; easy
stone - heavy stone;
upper floor - lower floor;
right eye - left eye, etc.
The teacher enters the data obtained during the examination of the child's dictionary into a table.
Senior age (5-6 years)
Methodology "Subject Dictionary".
Purpose: to study the subject dictionary (parts of the subject, generalization words); verb dictionary (verbs with spatial prefixes); feature dictionary; antonyms (indicated by verbs and nouns spatial features). The survey includes five tasks.
1. Method "Parts of the subject"
Purpose: to reveal the skill in naming the parts of the subject.
The teacher lays out object pictures in front of the child depicting a bus, a house (multi-story) and asks to name the object and all its possible parts. It is necessary that children indicate not only the visible parts and details, but also those that are not visible in the picture. additional questions are not asked during the examination (in contrast to the older group).
Approximate list of parts of objects:
Bus: visible parts - body, wheels, headlights, cabin, windows, etc.;
invisible parts - engine, interior, seats, doors, handrails, etc.;
House (urban): visible parts - floors, windows, entrance, door, roof, drainpipe, etc.;
invisible parts - stairs, elevator, apartments, rooms, mailboxes, etc.
2. Methodology "Words-generalizations"
The teacher offers the children four pictures for each generalizing concept. Asks to call them in one word ("What one word can you call these objects?"). The teacher finds out if the children have the following general concepts: animals, transport, professions, movements.
An approximate list of pictures: animals - an ant, a fish, a crow, a hare, a cow, a whale;
transport - car, bus, plane, ship;
professions - cook, builder, teacher, salesman;
movements - the child runs, jumps over the rope, swims, throws the ball.
3. Method "Dictionary of verbs"
The child is offered a conditional model of a city street on the table. The layout necessarily shows a tree with a nest. A bird (toy) is sitting in the nest. The teacher says: I will tell you about the chick and his first solo flight, and you help me. Choose the necessary words similar to the word fly. The teacher moves the bird around the layout and says: Once upon a time there was a chick. One day he realized that his wings were getting stronger, and decided to make his first flight. A chick from the nest ... (flew) and along the road ... (flew), across the road ... (flew), to the house ... (flew), into opened window... (flew in), got scared and out of the window ... (flew out), into a distant forest ... (flew away) .. then the teacher invites the child to take the bird, show and tell what she was doing. At the same time, special attention is paid not only to the child's ability to use spatial prefixes, but also to the correct
4. Method "Dictionary of features"
The examination is carried out individually orally (without visual material) in the form of a game exercise "Tell me differently". Based on relative adjectives. First, the teacher says what the object is made of (crystal vase), and then the child (crystal).
Examples: crystal vase - crystal;
fur collar - fur; clay jug - earthenware; stone bridge. - stone; paper boat - paper.
5. Antonyms The examination is carried out individually with each child orally. The teacher names the words, the child selects a pair with the opposite meaning.
caregiver child
lie stand
lay down stood
went out came in
rose fell
took off landed
opened closed
morning evening
cold heat
day Night
rain snow
cheerful sad
smooth rough
straight curve
3. Examination of the sound culture of speech
Examination technique (according to Strebeleva)
Average age (4-5 years)
1. Method "Be attentive"
Purpose: diagnostics of the ability to distinguish a certain vowel sound from a number of proposed sounds.
Equipment: screen.
The course of the examination: the child is offered to raise his hand if he hears the vowel sound "a" ("y, and"). The teacher behind the screen pronounces a series of sounds, for example: a, m, y, s, a, p, and; a, y, o, s, y, etc.
2. Method "Repeat".
Purpose: diagnosis of the child's ability to repeat words, while maintaining the correct syllabic structure.
The course of the examination: the adult sequentially names a series of words and asks the child to pronounce them in reflection. The following words are suggested: car, towel, butterfly, matryoshka, button, frog, soap box.
3. Method "Name".
Purpose: to diagnose the child's ability to independently name words with a complex syllabic structure.
Equipment: pictures depicting objects: a saucepan, a turtle, a ship, a monument, an aquarium.
The course of the survey: an adult invites the child to sequentially consider the pictures and name them.
4. "Show the picture" technique.
Purpose: to diagnose the child's ability to differentiate words that are similar in sound.
Equipment: subject pictures.
The course of the examination: paired pictures are laid out in front of the child, he is asked to show where the scythe and the goat, the duck and the fishing rod, the spoons and horns, the mouse and the bear, the saber and the heron.
5. Game "Echo".
Purpose: diagnostics of auditory attention, perception and ability to reproduce syllabic sequences in a given sequence.
The course of the examination: the child is offered to play the game "Echo".
The adult pronounces the following syllable sequences and asks the child to repeat them: pa-ba, ta-da, ka-ha, pa-pa-ba, ta-da-ta, pa-bapa, ta-ta-da.
Senior age (5-6 years)
Equipment. drawings.
The course of the examination: the child is asked to repeat the following words
C: garden, stroller, globe.
Si: cornflower, taxi.
3: lock, dunno.
Z: strawberry, monkey.
C: heron, ring, Indian.
W: checkers, collar, pencil.
F: giraffe, beetle, skis.
IC: pike, puppy, raincoat.
H: kettle, biscuits, ball.
L: lamp, wolf, table.
L: lemon, stove, salt.
R: cancer, stamps, fly agaric.
R: river, gingerbread, lantern.
And: watering can, apple, hedgehog, wings.
K: jacket, violin, wardrobe.
G: garden bed, heating pad, grapes.
X: bread, weaver, rooster.
2. Method "Repeat correctly".
Purpose: to test the sound pronunciation.
Zina has an umbrella.
The blacksmith forges a chain.
The hedgehog has a hedgehog.
The woodpecker was chiseling a fir tree.
A mole got into our yard.
Maya and Yura sing.
3. The technique of "Counting".
"One, two, three, four, five, a bunny went out for a walk, suddenly the hunter runs out, shoots right at the bunny, but the hunter didn't hit, the gray bunny galloped away."
Behind the glass doors there is a bear with pies, how much, dear friend, does a delicious pie cost?" (Each counting rhyme can be repeated no more than 2-3 times).
4. Method "Name"
Purpose: to check the formation of the child's ability to pronounce words of various syllabic structures in isolation.
Equipment: pictures with the following words - a pig, an astronaut, an aquarium, a motorcycle, an apartment, a birdhouse, a TV, a helicopter, an artist, a photographer, strawberries, a frying pan, a motorcyclist, a rectangle, a dragonfly, a snowman, a plumber, a policeman.
The course of the examination: an adult invites the child to name the images in the pictures (objects, characters, plants, insects, animals), in case of difficulty, the adult asks to repeat the following words after him: a pig, an astronaut, an aquarium, a motorcycle, an apartment, a birdhouse, a TV, a helicopter, an artist, photographer, strawberry, frying pan, motorcyclist, rectangle, dragonfly, snowman, plumber, policeman.
5. Method "Repeat after me".
Equipment: plot pictures:
1. A policeman is standing at a crossroads.
2. Goldfish swim in the aquarium.
3. The photographer takes pictures of children.
4. Sasha dried wet clothes on a string.
5. The watchmaker repairs the watch.
6. The bird brought out the chicks in the nest.
8. The cook bakes pancakes in a frying pan.
Examination progress:
An adult shows the child a picture and offers to repeat the following sentences:
The policeman is standing at the crossroads.
Goldfish swim in the aquarium.
The photographer takes pictures of children.
Sasha was drying wet clothes on a string.
The watchmaker fixes the watch
The bird brought out the chicks in the nest.
The motorcyclist rides a motorcycle.
The cook bakes pancakes in a frying pan.
6. Technique "Echo"
Purpose: testing auditory attention, perception in the ability to pronounce syllabic rows in a given sequence.
The course of the examination: the child is offered to play the game "Echo": the speech therapist pronounces the following syllabic sequences: pa-ba, ta-da, ka-ha, pa-pa-ba, ta-da-ta, pa-ba-pa.
7. Method "I will repeat".
Purpose: to test auditory attention, perception and ability to reproduce the proposed words in a given sequence.
The course of the examination: an adult invites the child to repeat a series of words: cat-year-cat; tom-house-com; fishing rod duck.
8. Technique "Be attentive".
The course of the examination: an adult invites the child to play: "I will name the words, if you hear the sound" sh, clap your hands ".
An adult calls the words: house, bunny, hat, bear, fox, bump, tree, car. Then the child is offered to single out the following sounds in turn: "k", "l" from the proposed words: monkey, umbrella, cat, chair, bathrobe, poppy; fist, bunny, T-shirt, soap, chamomile, lamp.
9. Method "Call it right".
Purpose: to test the sound pronunciation.
Equipment: drawings.
The course of the examination: the child is asked to repeat the following words:
C: garden, stroller, globe.
Si: cornflower, taxi.
3: lock, dunno.
Z: strawberry, monkey.
C: heron, ring, Indian.
W: checkers, collar, pencil.
F: giraffe, beetle, skis.
IC: pike, puppy, raincoat.
H: kettle, biscuits, ball.
L: lamp, wolf, table.
L: lemon, stove, salt.
R: cancer, stamps, fly agaric.
R: river, gingerbread, lantern.
And: watering can, apple, hedgehog, wings.
K: jacket, violin, wardrobe.
G: garden bed, heating pad, grapes.
X: bread, weaver, rooster.
10. Method "Repeat correctly".
Purpose: to test the sound pronunciation.
Equipment: plot drawings.
The course of the examination: the child is offered to repeat the following sentences: The catfish has a mustache.
Zina has an umbrella.
The blacksmith forges a chain.
A hat and a fur coat - that's the whole Mishutka.
The hedgehog has a hedgehog.
The woodpecker was chiseling a fir tree.
A mole got into our yard.
Maya and Yura sing.
11. The technique of "Counting".
Purpose: checking the sound pronunciation in the process of pronouncing the text-counter.
The course of the survey: an adult invites the child to play counting rhymes: "I start the counting rhyme, and you listen, then repeat." An adult, rhythmically pronouncing the text of the counting rhyme, in time with the words, points with his hand either at himself or at the child: “The counting rhyme begins: There is a starling and a jackdaw on the oak, the starling flew home, and the counting rhyme is over.”
"One, two, three, four, five, a bunny went out for a walk, suddenly the hunter runs out, shoots right at the bunny, but the hunter didn't hit, the gray bunny galloped away." Behind the glass doors there is a bear with pies, how much, dear friend, does a delicious pie cost?" (Each counting rhyme can be repeated no more than 2-3 times).
Senior age (6-7 years)
1. Methodology "Call it right".
Equipment: pictures for the examination of sound pronunciation.
C: garden, stroller, globe.
Si: cornflower, taxi.
Z: castle, Dunno.
Z: strawberry, monkey.
C: heron, ring, Indian.
W: checkers, collar, pencil.
F: giraffe, beetle, skis.
SC: pike, puppy, cape.
H: kettle. cookies, ball.
L: lamp, wolf, table.
L: lemon, stove, salt.
R: cancer, stamps, fly agaric.
R: river, gingerbread, lantern.
I: watering can. apple, hedgehog, wings.
K: jacket, violin, wardrobe.
G: garden bed, grapes.
X: bread, weaver, rooster.
The course of the examination: the child is asked to name the pictures.
2. Method "Repeat sentences".
Equipment: plot pictures.
The catfish has a mustache. Zina has an umbrella.
The blacksmith forges a chain.
A hat and a fur coat - that's all Mishutka.
The hedgehog has a hedgehog. The woodpecker was chiseling a fir tree.
A mole got into our yard.
Maya and Yura sing.
3. Method "Repeat after me"
Purpose: to check the formation of the child's ability to pronounce words of various syllabic structures in sentences.
The course of the examination: an adult invites the child to repeat the following sentences:
The store sells a floor polisher, a vacuum cleaner.
Leaves fall - leaf fall comes.
The motorcyclist rides a motorcycle.
The photographer takes pictures of children.
Grandmother knits a collar for her granddaughter.
An angler catches a fish.
The bees are bred by the beekeeper.
A dump truck arrived at the construction site.
4. Technique "Echo".
Purpose: to test auditory attention, perception and ability to reproduce syllables in a given sequence.
The course of the examination: the child is offered to play the game "Echo": an adult pronounces the following syllables: pa-pa-ba, ta-da-ta; pa-ba-pa; pa-ba, pa-ba, na-ba; ka-ha-ka; sa-za, sa-za, sa-za; sasha. sa-sha, sa-sha.
5. Method "Repeat"
Purpose: to test auditory attention, perception and ability to correctly reproduce the proposed words in a given sequence.
The course of the examination: an adult invites the child to repeat a series of words: a roof-rat; log-knee; earth-snake: daughter-point -koch-ka; grandmother-tub-pillow bear-bowl-bear.
6. Method "Be attentive"
Purpose: to check the level of formation of phonemic hearing.
The course of the survey: an adult invites the child to play. I will name the words, if you hear the sound "z", clap your hands, "an adult calls the words: tree, bunny, cornflower, river, basket, Zina, bush, bell.
Then the child is offered certain sounds with which he must come up with words: "sh", "s", "l". In case of difficulty, the adult himself calls a few words.
7. Technique "Guess how many sounds."
Purpose: to check the level of formation of phonemic hearing and the ability to perform sound analysis of a word.
The course of the examination: an adult calls the child a word and offers to answer the question: "How many sounds are in this word? Name the first sound, the third, the second." For example, "house". In case of difficulties, the adult himself identifies sounds, explaining to the child the place of each sound in this word. Then other words are suggested: vase, car, pen, pencil case, book.
Examination technique (according to Ushakova O.S., Strunina E.M.)
Average age (4-5 years)
(The technique can also be used for younger children)
1. Checking the sound pronunciation. This task is carried out in the same way as for younger preschoolers; sounds that the child does not pronounce are noted.
1) The child pronounces all the sounds;
2) does not pronounce complex sounds: sonorous or hissing;
3) does not pronounce either sonorants or sibilants.
1) The child pronounces the text clearly;
2) pronounces phrases indistinctly, regulates the strength of the voice insufficiently;
3) has serious shortcomings in the pronunciation of the text.
3. The teacher asks: "Do you pronounce all the sounds correctly?"
1) The child pronounces all the sounds and is aware of it;
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Introduction ………………………………………………………………………. Chapter 1. Theoretical and methodological analysis of the problem of the development of coherent speech in preschoolers 1.1. Psychological and pedagogical aspect of the study of coherent speech in preschool children…………………………………………………. 1.2. Specificity of speech development in preschoolers…………….. 1.3. Methods of work on the development of speech in preschoolers……… Chapter 2 2.1. Features of psychodiagnostics of preschool children 2.2. Diagnostics of the level of development of coherent speech in children of senior preschool age………………………………………………………… Chapter 3 3.1. Determining the level of speech development of preschoolers by means of psychodiagnostics…………………………………………………… Conclusion………………………………………………………………….. Bibliography………………………………………………………………. Appendix…………………………………………………………………. |
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Introduction
Speech is a great gift of nature, thanks to which people get ample opportunities to communicate with each other. However, nature gives a person very little time for the appearance and formation of speech - early and preschool age. During this period, favorable conditions are created for the development of speech, the foundation is laid for written forms of speech - reading and writing, and the subsequent speech and language development of the child.
The role of speech development of a child in preschool age cannot be overestimated. Mastering speech restructures the processes of perception, memory, thinking, improves all types of children's activities and the "socialization" of the child. In psychological, linguistic, psycholinguistic studies of children's speech by such scientists as Vygotsky L.S., Zaporozhets A.V., Lisina M.I., Shakhnarovich A.M., Zhukova N.S., Filicheva T.B., it was proved that any violation in the course of speech development is reflected in the activities and behavior of children.
In a modern preschool educational institution, much attention is paid to the development of children's speech. The speech development of older preschoolers is characterized by a rather large and varied vocabulary, which continues to expand, most children correctly pronounce the sounds of their native language, and the stage of assimilation of the grammatical system of the language is mainly completed. The tasks of speech development continue to be the enrichment of the dictionary, the formation of grammatically correct speech, the education of a sound culture of speech, the development of coherent speech. All these tasks are quite successfully implemented in the preschool educational institution. But the ultimate goal is the mastery of speech as a means of communication.
According to research, children of older preschool age achieve a relatively high level of development of coherent speech. The formation of coherent speech allows preschoolers to successfully enter into different forms communication (business, cognitive, personal) But all this can be realized as a result of the organization of effective forms, methods and techniques, as a result of the use of the most rational teaching aids. However, in order to build correct and effective work, first of all, it is necessary to identify violations and shortcomings in the speech development of the child, which is carried out in the process of diagnostic research. Corrective and preventive work must begin with diagnostics, which is initial stage work.
Diagnosis of the speech development of preschoolers involves the selection of tools and methods by which an objective assessment of the speech capabilities of preschool children is possible.
The problems of diagnosing the development of speech in preschool children were considered in the studies of P. Davidovich, O.S. Ushakova, A.I. Maksakova, G.V. Chirkina and others.
An object research - speech development of preschool children.
Thing research - diagnostics of children of senior preschool age.
Target research: to identify the features of diagnostic activities to identify the level of speech development of older preschoolers.
Tasks research:
To analyze the psychological and pedagogical literature on the study of the problem of the development of coherent speech in preschoolers;
To determine the features of speech development in preschoolers;
To identify the specifics of diagnosing the development of preschoolers;
Conduct a diagnostic study to identify the level of speech development in children of senior preschool age;
Conduct an analysis of the results and offer methodological recommendations.
Research methods: theoretical analysis of the literature on the research problem; observation; testing; mathematical data processing.
Chapter 1. Theoretical and methodological analysis of the problem of the development of coherent speech in preschoolers
1.1. Psychological and pedagogical aspect of the study of coherent speech in preschool children
As you know, the development of speech is most closely connected with the development of consciousness, knowledge of the world around us, and the development of the personality as a whole. The central link, with the help of which the teacher can solve a variety of cognitive and creative tasks, are figurative means, more precisely, model representations. Proof of this is the long-term research conducted under the direction of L.A. Venger, A.V. Zaporozhets, D.B. Elkonina, N.N. Poddyakova. Effective way solving the problem of the development of the child's intelligence and speech is the method of modeling. Thanks to modeling, children learn to generalize the essential features of objects, connections and relationships in reality. A person who has ideas about connections and relationships in reality, who owns the means of determining and reproducing these connections and relationships, is needed today by a society in whose consciousness significant changes are taking place. Society is trying to comprehend and rethink reality, which requires certain skills and certain means, including the ability to model reality.
It is advisable to start teaching modeling at preschool age, since, according to L.S. Vygotsky, F.A. Sokhina, O.S. Ushakova, preschool age is the period of the most intensive formation and development of the personality. Developing, the child actively learns the basics of his native language and speech, his speech activity increases. Children use words in a wide variety of meanings, express their thoughts not only in simple, but also in complex sentences: they learn to compare, generalize and begin to understand the meaning of the abstract, abstract meaning of a word.
The assimilation of the abstract meaning of language units, due to the mastery of the logical operations of generalization, comparison, comparison, abstraction, makes it possible to use modeling not only to solve the problems of developing the logical thinking of a preschooler, but also to solve the problems of speech development, especially coherent speech. The degree of development of the problem and the theoretical basis of the study. Peculiarities of children's mastery of language and speech in various aspects: the connection of language and thinking, the connection of language and objective reality, the semantics of language units and the nature of their conditionality - were the subject of study by many researchers (N.I. Zhinkin, A.N. Gvozdev, L. V. Shcherba). At the same time, as the main result in the process of mastering speech, researchers call the mastery of the text. Features of the development of coherent speech were studied by L.S. Vygotsky, S.L. Rubinstein, A.M. Leushina, F.A. Sokhin and other specialists in the field of psychology and methods of speech development.
By definition, S.L. Rubinshtein, a connected person calls such speech that can be understood on the basis of its own subject content. In mastering speech, L.S. Vygotsky, the child goes from part to whole: from a word to a combination of two or three words, then to a simple phrase, and even later, to complex sentences. The final stage is a coherent speech, consisting of a series of detailed sentences. The grammatical connections in a sentence and the connections of sentences in the text are a reflection of the connections and relations that exist in reality. By creating a text, the child models this reality by grammatical means.
The patterns of development of coherent speech of children from the moment of its occurrence are revealed in the studies of A.M. Leushina. She showed that the development of coherent speech goes from mastering situational speech to mastering contextual speech, then the process of improving these forms proceeds in parallel, the formation of coherent speech, the change in its functions depends on the content, conditions, forms of communication of the child with others, is determined by the level of his intellectual development. The formation of coherent speech in preschool children and the factors of its development were also studied by E.A. Flerina, E.I. Radina, E.P. Korotkova, V.I. Loginova, N.M. Krylova, V.V. Gerbovoy, G.M. Lyamina.
Clarify and supplement the methodology of teaching monologue speech research N.G. Smolnikova on the development of the structure of a coherent statement in older preschoolers, research by E.P. Korotkova about the peculiarities of mastering various functional types of texts by preschoolers. Methods and techniques for teaching coherent speech to preschoolers are also studied in a variety of ways: E.A. Smirnova and O.S. Ushakova reveal the possibility of using a series of plot pictures in the development of coherent speech, V.V. Gerbova, L.V. Voroshnina reveals the potential of coherent speech in terms of the development of children's creativity.
But the proposed methods and techniques for the development of coherent speech are more focused on the presentation of factual material for children's stories, intellectual processes that are significant for constructing a text are less reflected in them. Approaches to the study of coherent speech of a preschooler were influenced by studies carried out under the guidance of F.A. Sokhina and O.S. Ushakova (G.A. Kudrina, L.V. Voroshnina, A.A. Zrozhevskaya, N.G. Smolnikova, E.A. Smirnova, L.G. Shadrina). The focus of these studies is the search for criteria for assessing the coherence of speech, and as the main indicator they singled out the ability to structurally build a text and use various ways connections between phrases and parts of different types of coherent statements, to see the structure of the text, its main compositional parts, their interconnection and interdependence.
Thus, the analysis of psychological and pedagogical literature allowed us to discover a contradiction between the characteristics of the speech development of a child of senior preschool age and the theoretical justification for the use of modeling in teaching coherent speech to older preschoolers, between the needs of practice in using modeling in the development of coherent speech and the lack of pedagogical technologies focused on modeling in the work on the formation of preschoolers' skills in the field of text.
1.2. The specifics of speech development in preschoolers
Every year, life makes ever higher demands not only on adults, but also on children: the amount of knowledge that needs to be passed on to them is steadily growing. In order to help children cope with the complex tasks that await them, you need to take care of the timely and full formation of their speech. This is the basic condition for successful learning. After all, through the medium of speech, the development of abstract thinking takes place, with the help of the word we express our thoughts.
At preschool age, the child's speech acquires new qualitative features. Along with the rapid growth of the vocabulary (from 1000-1200 words for a three-year-old child to 3000-4000 words for an older preschooler), there is a practical mastery of more complex sentence forms, the grammatical structure of the native language.
The development of speech occurs in the process of communication between the child and others, which becomes richer and more diverse at preschool age due to the knowledge accumulated by the child and participation in various collective games and activities. The improvement of speech is inextricably linked with the development of the child's thinking, in particular with the transition from visual-active to reasoning, logical thinking, which begins to take shape at preschool age.
All this encourages the child to master the means of language, to move on to new, more complex forms of verbal utterances. The relationship between the two signal systems is changing, the relationship between the word, on the one hand, and visual images and direct actions, on the other. If the speech of a young child is connected mainly with what he perceives and does in this moment, then the preschooler, in addition to this, begins to understand and himself to talk about things more distant, which he can only imagine, only mentally imagine. This happens, for example, when a preschooler listens to a fairy tale or himself coherently describes what he had previously observed or learned from the stories of adults, from a book read to him, etc.
It is easy to understand how, under these conditions, the requirements for coherent speech, for the ability to construct sentences grammatically correct and connect them with each other, grow.
The child must learn to use function words correctly - negative particles not, nor, prepositions, conjunctions; he must learn to understand and use the diverse suffixes that change the meaning of the word; he must learn to correctly coordinate the words in the sentence according to gender, number and case.
Throughout the preschool years, proper organization educational work, the child practically learns the basic rules of the grammar of the native language and uses them in his oral speech.
However, the way in which a child learns grammar at preschool age is very peculiar and differs significantly from that followed by schooling.
A preschooler does not memorize grammatical rules, does not memorize their definitions, he does not even know what a union, preposition, gender, case is. He masters all this practically, listening to the speech of adults, himself talking with others in everyday life, in games and classes. As the experience of verbal communication accumulates, the child develops unconscious empirical linguistic generalizations, the so-called sense of language is formed.
The child not only begins to speak correctly himself, but notices the slightest mistake in the speech of others, although he cannot explain why it is impossible to speak like that.
So, a five-year-old child, hearing a two-year-old say: “Petya walked”, corrects him instructively: “I must say - I walked, but I didn’t walk.” But when they ask him why it’s impossible to say that, he answers in bewilderment: “They don’t say that, it’s so wrong.” He is still not sufficiently aware and does not know how to formulate the rules that he already practically uses in his speech.
The physiological basis of the sense of language is a dynamic stereotype that develops at the level of the second signal system under the influence of the experience of verbal communication with others. Such a stereotype is a system of generalized temporal connections between verbal stimuli corresponding to the grammatical features of the language. When a child observes similar language phenomena, for example, the same type of agreement of verbs and adjectives with the gender of a noun, generalization occurs in his brain, a generalization of the corresponding neural connections. As a result, he begins to change and coordinate new words by analogy with how he did it with old words already known to him.
Practical speech generalizations help the child speak correctly. However, due to excessive generalization, insufficient differentiation of grammatical relations, young children often make characteristic mistakes. So, having learned the expression “to knock with a hammer” in the third year of life, the child, by analogy with him, says “eat with a spoon”, “wipe with a cloth”, etc. Only later, as a result of the experience of communicating with people around him, does he begin to differentiate the ending of nouns in the instrumental case considering their gender.
The formation of a sense of language is very great importance in the development of children's speech. It is an essential condition for the correct construction of oral speech in a preschooler and creates the necessary prerequisites for the conscious assimilation of grammar during the period of schooling.
In the process of speech development, the child must learn not only new words, but also their meanings. The meanings of words, as already indicated, are generalizations of a number of similar objects or phenomena. Therefore, mastering the meaning of the word is challenging task for a preschooler who still has limited knowledge and insufficient ability to generalize. Sometimes it happens that a child, having learned a word, does not yet understand its real meaning and interprets this word in his own way, in accordance with his limited experience.
Veresaev describes how as a child he was surprised when a man who was called the son of a cook turned out to be a big man with a red mustache. He thought that only a little boy could be a “son”, thus giving this word its own, special meaning.
The teacher must ensure that, while assimilating a new word, the child at the same time correctly understands its meaning. The speech of the child acquires a different character at different stages of preschool childhood. The speech of children of younger preschool age has many more features characteristic of the speech of a child of early age.
To a large extent, the direct connection of children's statements with perception and action is preserved. Toddlers talk mainly about what they perceive and do at the moment. So, when listening to a story from a picture book, they are more guided by what is drawn in the picture than by the text they listened to. Younger preschoolers usually express their thoughts in short sentences, without connecting them with each other. Answering the teacher's questions, children find it difficult to build a coherent story.
The pronunciation of the younger preschooler is still imperfect. Many three-year-olds still do not pronounce the sounds “r”, “l”, “w”, “g” or replace them with others (for example, they say “Zenya” instead of “Zhenya”, “bow” instead of “hand”). Syllables in words are sometimes replaced or moved (for example, "khasir" instead of "sugar"). This is partly due to the inability to control one's vocal apparatus, and partly to the insufficient development of speech hearing.
Under the influence of properly organized educational work, everyday communication with adults, games and special classes, children move on to more advanced forms of speech construction and master the correct sound pronunciation.
The speech of children of middle preschool age becomes richer in content and acquires a more complex structure than that of toddlers. The vocabulary of the child is greatly increased. Children's conversations often no longer refer to given, directly perceived circumstances, but to what was perceived earlier or was told by parents and educators and other children. This expansion of verbal communication leads to a change in the structure of children's speech. Along with the names of objects and actions, children begin to widely use various definitions.
The child connects sentences and subordinates them to each other in accordance with the nature of the phenomena described. This change in the structure of speech is closely connected with the appearance of reasoning, logical thinking. At the same time, in the speech of a child of middle preschool age, along with new features, features of the previous stage of development are preserved. Despite the fact that his speech acquires greater coherence than that of a baby, nevertheless, there are often substitutions for missing nouns in it with indications like that, that, there, etc.
In sound pronunciation, a child of middle preschool age achieves great success. Only sometimes, usually as a result of an insufficiently attentive pedagogical approach to the child, five-year-old children encounter errors in the pronunciation of certain sounds (most often “p” and “sh”).
The teacher's conversations with children, listening to fairy tales and other works of children's literature, children's conversations in the process of collective games and activities are a necessary condition for the development of children's speech at this age.
In children of older preschool age, further development of speech occurs. The child's vocabulary is significantly increased (up to 3000-4000 words). Complicating in connection with new types of training sessions, collective games, work assignments, communication with other people leads to the enrichment of the child's vocabulary and mastery of new grammatical forms of the native language.
At the same time, the enrichment of the child's experience, the development of his thinking affects the change in the structure of his speech, which in turn encourages him to master new, more complex forms of language.
In the phrase, main and subordinate clauses are distinguished. Words expressing causal (because), target (in order to), investigative (if) connections between phenomena are widely used by a preschooler. In relation to the child's own speech, new moments appear. Older preschoolers are not only guided in the practice of verbal communication by a sense of language, but also make the first attempts to realize the linguistic generalizations underlying it.
The child tries to justify why it is necessary to say this and not otherwise, why this is said correctly, but this is wrong. So, a six-year-old child declares: “You can’t say: the girl was sitting on a chair; it’s about a boy or an uncle that’s what they say.” Or: “You can’t say: tomorrow I went to the forest; I went when it was about yesterday, but I’ll go here, I must say. ”
With the correct organization of educational work, when conducting special classes in their native language, older preschoolers not only learn to coherently express their thoughts, but also begin to analyze speech, to realize its features. This ability to consciously relate to one's own speech, to make it the subject of one's analysis, is of great importance for preparing children for schooling, for subsequent literacy.
Further development of children's speech takes place already in the conditions of educational activity. If at earlier stages of development the child mastered the language mainly practically, communicating with others in everyday life, in games and activities, now he is faced with the special task of mastering all the richness of his native language and learning to consciously use the basic rules of grammar.
1.3. Methods of work on the development of speech in preschoolers
An analysis of the pedagogical literature revealed conflicting points of view on teaching coherent speech to preschool children, its content and the sequence of introducing different types of coherent statements. Most authors point out that learning should begin with retelling and description (A.M. Borodich, V.V. Gerbova, A.A. Zrozhevskaya, E.P. Korotkova, etc.). A number of studies have proven the possibility of teaching children 4-5 years of narrative speech (T.I. Grizik, G.M. Lyamina, L.G. Shadrina, O.S. Ushakova). They form such signs of text coherence as the completeness of the topic, integration between sentences and parts of the story. But the methodology for the development of coherent speech in children of the fifth or sixth year of life has not been sufficiently developed.
To determine the place of work on the development of coherent speech of preschoolers in the pedagogical process, it is important to develop an adequate methodology for studying the coherence of children's speech, to identify the most effective methodological methods for forming the coherence of children's statements.
Studying the state of work in preschool institutions, it was revealed that the practice reflects the same picture that is found in the analysis of scientific and methodological literature.
In most preschool institutions, they work according to the methodological recommendations of V.V. Armorial or O.S. Ushakova.
Analysis of plans for educational work in preschool institutions using the methodology of V.V. Armorial, shows that classes on the development of coherent speech are planned 2 times a month. This is 24% of the total number of classes. During the academic year, there are 7 lessons on retelling fairy tales and stories and 11 lessons on teaching storytelling (description of toys, pictures), i.e. - 9.4% is occupied by retelling and 14.6% by storytelling from pictures and toys (writing descriptions).
Analysis of plans in preschool institutions using the methodology of O.S. Ushakova, showed that classes on the development of coherent speech are planned 3 times a month. During the academic year, 4 lessons are held on retelling fairy tales and stories and 24 lessons on teaching storytelling (description of toys, objects, paintings; compiling plot stories based on a set of toys).
This is 87.5% of the total volume of classes. Of these, 12.5% are retelling classes and 75% are storytelling from pictures and toys (compiling descriptions - 65.6%; compiling plot stories using a set of toys - 9.4%).
Reflected in the plans and individual work with children, which contributes to the formation of skills in writing a description, retelling a literary sample. So, on average, didactic games and exercises are planned 2 times a week to consolidate the skills acquired in the lesson. Once or twice a month, tasks for compiling narrative stories are included in other speech development classes (as part of the lesson).
As the analysis of the documentation showed, in those preschool institutions where they work according to the methodology of O.S. Ushakova, much attention is paid to teaching storytelling. Already in the middle group (second half of the year), they begin to form the ability to make a coherent narrative statement, introduce a series of plot pictures into work with children. The proportion of storytelling classes during the year is much higher than in preschool institutions using the methodology of V.V. Gerbovaya, whose methodological recommendations only provide for the formation of descriptive skills in children of the fifth year of life. In teaching storytelling, series of plot pictures are not used at all, individual plot pictures are used extremely rarely. The sources of the utterance are a toy, an object, less often a picture, and that speech pattern of an adult that accompanies the display and examination of visual material. The visibility offered by this technique is monotonous.
Traditionally, the following methods are used in the work on the development of coherent speech in preschool institutions: a speech pattern, questions, explanations, a motivated assessment of the actions and answers of children, dramatization games, etc.
Thus, the analysis of the state of practice convinces of the relevance of developing a methodology for teaching children coherent speech.
The search for a methodology for studying coherent speech can be determined by the features of the latter. The nature of coherent speech largely depends on the tasks and conditions of communication. It was important to select such situations in which the development, coherence, and compositional completeness of children's statements were ensured to a greater extent.
The psychological and pedagogical literature describes the most typical methods for studying the coherent speech of preschoolers. Children are offered tasks at the reproductive (retelling of a literary sample) and productive (creation of an independent coherent statement) levels. Tasks of a productive nature, as a rule, are offered based on a picture or a toy.
Retelling is widely used in the formation of coherent speech of preschoolers. At the same time, some authors believe that retelling, due to low communicativeness, does not allow revealing the features of a coherent statement (A.G. Arushanova).
A number of studies (Z.M. Istomina, T.A. Repina) proved that the simultaneous use of a literary sample and illustrations significantly improves the quality of children's retellings. Pictures have a positive effect on the understanding of the text and allow the child to express it more accurately, more meaningfully, more consistently.
The scientific and methodological literature contains conflicting data on the possibility of using plot pictures in teaching storytelling to children of the fifth year of life. So, a number of teachers believe that when teaching storytelling, children of this age need to be offered only one plot picture, since storytelling based on a series of plot pictures is not available to them (A.M. Borodich, V.V. Gerbova, E.P. Korotkova, etc.) . In the studies of O.S. Ushakova, as well as the works carried out under her supervision, it is proved that already in the middle group of the kindergarten it is possible to use a series of plot pictures when teaching storytelling, but their number should not exceed three.
When teaching storytelling to children of the fifth year of life, one toy is more often used. On the other hand, there is evidence that it is possible to use toys and play material, since in stories about games and play actions, the coherence and contextuality of children's statements increase (G.M. Lyamina). A number of studies prove that at the beginning of teaching storytelling, one should be given ready-made game situations that an adult plays out (M.M. Konina, L.A. Penevskaya, E.A. Flerina).
Considering the presence of different points of view on the issues of studying and developing coherent speech of children, in cross-sectional experiments, it is necessary to check the features of coherent statements of children, depending on the situation of communication.
Chapter 2
2.1. Features of psychodiagnostics of preschool children
It should be emphasized that the study of the characteristics of the development of preschool children differs significantly from the study of adults and older children, both in terms of the methods used and the way the work is carried out. The main principle adhered to by the developers of diagnostic methods is the principle of the naturalness of the child's behavior, which provides for minimal intervention by the experimenter in the usual daily forms of children's behavior. Often, to implement this principle, various methods are used to encourage the child to play, during which different age-related features of the development of children are manifested.
Very popular are the various development scales children, providing for analytical standardized observations of the child and the subsequent comparison of the data obtained with age-related developmental norms. The application of these developmental scales requires special experience and should be carried out by specialist psychologists. But since the psychologist has much less opportunity to observe the child in a natural setting than the educator, it is advisable to organize the cooperation of the psychologist with the educator - by cross-comparing the psychologist's own assessments and observations with the assessments and observations of the educator
Since preschoolers are already mastering speech, responding to the personality of the experimenter, it becomes possible to communicate with the child and, in the course of it, carry out developmental diagnostics. However, the speech of a preschooler is still in its infancy, and sometimes this limits the possibilities of using verbal tests, so researchers prefer non-verbal methods.
The most important for diagnosing the development of young children is its motor and cognitive spheres, speech and social behavior (A. Anastasi, 1982, J. Shvantsara, 1978, etc.).
When conducting and evaluating the results of diagnosing the development of a preschooler, one should take into account the characteristics of personal development at this age. Lack of motivation, interest in tasks can bring all the efforts of the experimenter to naught, since the child will not accept them. This feature of preschoolers was pointed out, for example, by A. V. Zaporozhets, who wrote: ... even when a child accepts a cognitive task and tries to solve it, those practical or play moments that encourage him to act in a certain way transform the task and give it a peculiar character direction of the child's thinking. This point must be taken into account in order to correctly assess the capabilities of children's intelligence. And further: ... the differences in solving similar intellectual problems of younger and older preschoolers are determined not only by the level of development of intellectual operations, but also by the peculiarity of motivation. If younger children are prompted to solve a practical problem by the desire to get a picture, a toy, etc., then for older children the motives of competition, the desire to show intelligence to the experimenter, etc., become decisive.
These features should be taken into account both when conducting tests and when interpreting the results.
Consideration should also be given to the time required for the test day. For preschoolers, a period of time for testing within an hour is recommended, taking into account the establishment of contact with the child (J. Shvantsara, 1978).
When conducting surveys of preschoolers making contact between the subject and the experimenter turns into a special task, the successful solution of which will depend on the reliability of the data obtained. As a rule, in order to establish such contact, an experienced psychologist conducts an examination in an environment familiar to the child in the presence of a mother or some close relative, educator, etc. It is necessary to create conditions under which the child will not experience negative emotions from communicating with a stranger (fear , uncertainty, etc.), for which work with the child can be started with a game and only gradually, imperceptibly for the child, include the tasks required by the test.
Of particular importance is the implementation of constant monitoring of the child's behavior during the examination - his functional and emotional state, manifestations of interest or indifference to the proposed activity, etc. These observations can provide valuable material for judging the level of development of the child, the formation of his cognitive and motivational spheres. . Much of the behavior of the child can be explained by the explanations of the mother, the educator, so it is important to organize the cooperation of all three parties in the process of interpreting the results of the examination of the child.
All diagnostic methods developed for preschool children should be presented individually or to small groups of children attending kindergarten and having experience in teamwork. As a rule, tests for preschoolers are presented orally or in the form of tests for practical actions. Sometimes a pencil and paper can be used to complete tasks (subject to simple actions with them).
Actually test methods for preschoolers have been developed much less than for older children and adults. Consider the most famous and authoritative of them.
The available methods of J. Schwanzar proposes to divide into two groups: the first includes methods aimed at diagnosing general behavior, and the second includes methods that determine its individual aspects, for example, the development of intelligence, motor skills, etc.
The first group includes A. Gesell's technique. A. Gesell and colleagues developed development tables that received his name. They cover four main areas of behavior: motor, speech, personal-social and adaptive. In general, Gesell tables provide a standardized procedure for monitoring and evaluating the progress of children from 4 weeks to 6 years of age. Children's play activity is observed, their reactions to toys and other objects, facial expressions, etc. are recorded. These data are supplemented by information received from the mother of the child. As criteria for evaluating the data obtained, Gesell cites a detailed verbal description of the typical behavior of children. different ages and special drawings, which facilitates the analysis of the survey results
When studying preschoolers, a variety of aspects of development, from motor to personal, can be diagnosed. For this, the second group of methods is used (according to the classification of J. Shvantsara).
More recently created is the Adaptive Behavior Scale (ABC), developed by the Committee of the American Association for the Study of Mental Disability. It can be used to study emotional or any other mental disorders. Like the Vineland scale of social maturity, it is based on observations of the behavior of the subjects, and its forms can be filled out not only by a psychologist, but also by a teacher, parents, doctors - everyone with whom the child comes into contact.
To study some of the abilities of children from 2.5 to 8.5 years, the McCarthy scale has been developed. It includes 18 tests grouped into six overlapping scales: verbal, perceptual action, quantitative, general cognitive abilities, memory and motor.
To assess the level of mental development of preschoolers, the Stanford-Binet scale, the Wechsler test and the Rahnen test are most often used (they are described in sufficient detail in 3.4 and 3.5). Piaget's methods can also be used for the same purposes. They are scales of order, since development is supposed to go through a series of successive stages that can be qualitatively described. Piaget's scales are intended mainly for studying the cognitive rather than the personal sphere of the child and have not yet been brought to the level of tests in terms of formal parameters. Piaget's followers are working on the creation of a diagnostic complex based on his theory and designed to diagnose the developmental psychology of children of different ages.
J. Piaget proposes a method for the clinical study of the features of the formation of a child's cognitive sphere, introducing the concept of a sensorimotor scheme, that is, a class of motor tasks that contribute to the achievement of a goal when performing actions with objects.
To diagnose motor development, the motor test by N. I. Ozeretsky (N. I. Ozeretsky, 1928), developed in 1923, is often used. It is intended for persons aged 4 to 16 years. Tasks are arranged by age levels. The technique was intended to study different types of motor movements. Simple materials such as paper, threads, needles, reels, balls, etc. are used as stimulus material.
Assessing the scales discussed above, one cannot fail to note the lack of a rigorous theoretical justification for the use of each of them for diagnosing the characteristics of the mental and personal development of preschoolers. The exception is Piaget's methods, which are based on the concept of development he created. Unlike foreign ones, domestic researchers strive to build a diagnostic system based on the provisions developed in developmental and educational psychology about the features, stages and driving forces of mental and personal development (works by L.I. Bozhovich, L.S. Vygotsky, A.V. Zaporozhets, D.B. Elkonin and others). So, for example, the most developed from this point of view is a set of methods for diagnosing the mental development of preschoolers, created under the guidance of L.A. Wenger.
Special diagnostic techniques were developed to study the features of figurative and logical thinking.
So, for example, the child was asked to trace in the drawing the path to the house, which was depicted with. with tangled lines. An analysis of the child's actions made it possible to determine the level of formed figurative thinking.
To diagnose logical thinking, a table with geometric figures arranged in a certain sequence was proposed. Some squares were empty, and they had to be filled in, revealing the patterns of the logical series.
A number of authors are attempting to create a system of diagnostic examination of preschool children based on the generalization of existing diagnostic methods and their own developments, which would allow not only to identify different levels of development, but also provide longitudinal observations of the development of children.
Along with the methods described above and designed to study various aspects of the development of preschoolers, quite a lot of them have been developed to diagnose the readiness of children to study at school.
As a result of a survey of preschoolers, children are identified who need correctional and developmental work, which allows them to form the necessary level of readiness for school. During the survey, children with advanced development are also identified, in respect of which the psychologist should formulate recommendations for an individual approach.
2.2. Diagnosis of the level of development of coherent speech in children of senior preschool age
Systematic control over how children learn speech material is important to establish continuity between kindergarten and school. By the time they enter school, children should have approximately the same level of speech development.
Knowledge of the criteria and methods for identifying the state of speech development of children will help the leaders of preschool institutions to control the activities of educators and determine the quality of their work.
An individual comprehensive examination contributes to the most accurate determination of the level of development of the child's speech, but it takes a lot of time. In order to reduce the time of verification, it is possible, in addition to a sample survey, to combine a number of tasks, simultaneously revealing the state of formation of different sections of speech. So, establishing the child's knowledge of fiction and inviting him to tell a fairy tale (or read a poem), the tester simultaneously fixes sound pronunciation, diction, and the ability to use the vocal apparatus; when a child compiles stories based on a picture (identifying the development of coherent speech), the inspector notes which sentences are used (identifying the formation of the syntactic side of speech), which lexical means (identifying vocabulary), and so on.
Some methodological techniques and tasks can be used to test the assimilation of the material simultaneously by a whole group or subgroup of children, for example, knowledge of the genre.
When identifying the state of speech development of children, a special place should be given to special observations that are carried out in the process of educational work in everyday life: a teacher or inspector not only observes for a certain time, but also records the speech of children, noting both its shortcomings and positive shifts, as well as difficulties experienced by children in mastering the program material.
Speech examination can also be carried out at control and testing sessions, when the educator or inspector sets the task of finding out how the children have mastered this or that speech material.
In the presence of serious deviations in the speech development of children, conversations are held with parents, during which possible reasons for the child's lagging behind are identified.
The most important condition for the development of the speech culture of preschool children is the work on the word, which is considered in conjunction with the solution of other speech tasks. Fluency in a word, understanding its meaning, accuracy of word usage are necessary conditions for mastering the grammatical structure of the language, the sound side of speech, as well as developing the ability to independently build a coherent statement.
Recent studies have proven the need to single out a special section in the methodology of speech work, including, firstly, familiarizing children with the polysemy of words, with synonymous and antonymic relations between them; secondly, the formation of the ability to accurately use the lexical means of the native language. The disclosure of the semantic richness of polysemantic words contributes to the expansion of the dictionary, not increasing it quantitatively, but by understanding other meanings of already known words.
A feature of work on the enrichment and activation of the dictionary, which occupies a significant place in speech work, is its connection with all types of activities of preschoolers. Knowing the world around them, they learn the exact names of objects and phenomena, their qualities and relationships, deepen and clarify knowledge and ideas. Thus, by forming in children the skills, abilities and knowledge necessary to perform physical education exercises, fine arts, design, etc., the teacher expands their vocabulary, teaches them to understand and use words that denote objects, actions, movements used in this activity. Learning the world around, the child learns the verbal designations of objects and phenomena of reality, their properties, connections and relationships.
The practice of verbal communication confronts children with words of different meanings, with synonyms, antonyms. In preschool children, orientation to semantic content is very developed. First of all, the speaker is guided by semantics, choosing this or that word when constructing an utterance; it is semantics that the hearer seeks to comprehend. Therefore, the search for a word is based on its meaning, and the correctness of the statement depends on how accurately the chosen word conveys the meaning.
To identify the understanding of the meaning (meaning) of the word by older preschoolers, they are offered various tasks. First, their characteristics are given (which reveals this or that question, in what context it is presented), then the features of the implementation of each task and options for their assessment are revealed.
In the process of diagnosing one of the sides of speech, an analysis of the results obtained is carried out:
The pronunciation side of speech.
The following was noted: the poem was read loudly enough;
Speed (tempo) of speech: moderate;
Intonational expressiveness: the poem is read expressively.
In the process of reading the poem and talking with the child, it was established:
Clarity (diction) of the child's speech: a clear ability to comply with the literary norms of pronunciation (orthoepy): no deviations;
Sound pronunciation - the child pronounces sounds quite well.
Deviations in the speech development of older preschoolers manifest themselves at various levels:
phonetic;
phonemic;
Lexico-grammatical (primary violation of morphemic and morphological analysis, i.e., difficulties in distinguishing parts of a word and parts of speech, violation of inflection and form change, violation of a coherent statement, planning, speech prediction).
Communication disorders.
To determine the strategy of correctional speech work, the educator first of all observes the children in the process of their natural communication, speech accompaniment of productive activities, classes, games. Observation makes it possible to get a preliminary idea of the capabilities of each child in the field of coherent utterance, about initiative and the ability to start a conversation and maintain a dialogue, about the composition of phrases, the correct composition of simple and complex sentences, about a correctly executed syllabic structure, about lexical stock, about grammatical design phrases, about the phonetic content of words, about the features of expressive means and tempo-rhythmic coloring.
It is important that the data obtained as a result of observations be compared with information about the child's speech development outside the kindergarten. To this end, the educator can invite the family and friends of the child to answer a number of questions.
What is the child's relationship with other family members? Who does he prefer? Is he experiencing a lack of attention to him, a negative attitude, hyper-custody? Does the child have a negative relationship with any of the family members? Who is in charge of raising the child?
Does he interact easily with other children and adults? Is it selective in communication? What, according to parents, his relationship with other children? Is he a leader?
Does he use speech means in communication - exclamations, intonation, individual sounds, chains of sounds and syllables, words, phrases? Are there lines in the dialogue?
What books and at what age do they read to a child? How long can he listen to the reading? Is he more interested in illustrations, content, or both? Do you have favorite films, records?
Does the child like to draw, sculpt, play with the designer at home? Does this activity accompany speech means? Does he play on his own? Does he turn to adults for help in difficult situations?
What are his emotional manifestations: adequate, restrained, indifferent, stormy? How does the child react to the new toy? Are emotional manifestations accompanied by speech means?
What is the nature of the child - benevolent, obedient, affectionate; hot-tempered, capricious, aggressive? How does he behave at home?
Does he have the opportunity and need for psychological relaxation? How does this manifest itself: screams, retires, calms down, “communicates” with toys, trying to reproduce the situations that excited him, listens to music, draws, designs?
Does the child have animals, birds, plants? How does he treat them? How does he communicate and play with them?
How does the family spend leisure time, weekends, holidays?
The answers of the parents complement the teacher's idea of the child, about the features of his speech development.
Observing the behavior of the child, the adult makes an idea of how he talks; what vocabulary is used; whether elements of autonomous, childish speech, characteristic of an early age, remained in his dictionary.
The educator, observing children in natural conditions, during classes, on a walk, when performing routine moments, has the opportunity to draw up a fairly objective picture of the features of the child’s speech activity and, in difficult cases, recommend contacting a speech therapist. The teacher conducts the refinement of the main indicators of speech development individually.
In a group in the process of collective communication, the educator, first of all, should note whether the child is proactive in verbal communication, whether he can ask questions; whether there are interrogative words “what, what, what, where” in his vocabulary. And also he should pay special attention to the presence / absence of question words “why, why”, showing the formation of an understanding of cause-and-effect and target relationships.
Indicative for speech development is the ability to correctly ask a question about the content of a conversation, a fairy tale; a question addressed to someone selectively; a question that changes the course of the conversation. It is important to pay attention to whether the degree of speech activity depends on who and where communicates with the child.
It must be remembered: in the course of a conversation, a child without deviations in speech development is able to maintain communication with replicas, voice modulation, intonation, facial expressions, gestures and other non-verbal means.
It is important to supervise the child during role-playing game, because it reveals a number of features. Children with deviations in the development of speech cannot for a long time maintain interest in playing in a team, in the actions of other children, they experience difficulties in unfolding the plot, in analyzing the role-playing behavior of those who play in predicting the result, in coordinating their actions with the actions of other children. Difficulties are associated with speech and thought operations: it is difficult for children from the whole - the plot of a fairy tale, an everyday plot - to single out the particular (to agree on who will play what role, what will do, say); and vice versa, to unite particulars (the role and behavior of each player) into a single plan.
The possibilities of using substitute words, the variability of vocabulary can be studied during the game, which puts the child in front of the need to use various objects and substitute words.
It is also necessary to check whether the child can reproduce “living and inanimate” sounds, imitate different voices, and whether he can change the pitch and strength of his voice. To this end, they usually ask questions: “How does the plane buzz? What is the bear's voice? etc.". In order to answer them correctly, the child is forced to imitate various sounds, choose emotional and expressive means (intonation, facial expressions, gestures).
It is important for the educator to be sure that the child correctly perceives the sounding speech, that he is attentive to the sounding word and sound. The lack of auditory attention is reflected not only in the sound pronunciation, but also in understanding the meaning of words, in the perception and understanding of sentences in general, in understanding the hidden meaning, subtext. In addition, this will affect the child's assimilation of written language. For this purpose, a number of didactic games can be offered: “Guess what it sounds like?”; "How and where does the bell sound?"; "Echo". You can offer such tasks: “Show, repeat and complete”; “What is a puddle? What is skiing? etc. To draw attention to the sounding word, it is good to use the game of “word-shifters”.
To work on the development of speech, it is extremely important for the educator to determine whether the child knows what general categorical names are, generalizing words, synonyms, antonyms, paronyms, whether he owns associative links.
Lexical exercises and tasks perform the following functions:
Contribute to the development of attention to the change in the meaning and meaning of words depending on grammatical categories, derivational and formative features;
They reinforce the formation of connections between words, thereby forming a coherent statement.
Associative links
Contribute to the development of mental operations (the ability to choose, select and accurately use words);
Assume the development of variability in the use of vocabulary, fluency in grammatical categories.
In a coherent utterance of children, not only lexical and grammatical features are manifested, but, above all, difficulties in planning and correctly structuring the utterance; it is possible to replace the text with paralinguistic means - facial expressions, gestures, expressive movements, accompanied by emotional exclamations - interjections.
Determining deviations in the speech development of a child, it is important to understand the attitude of the child himself to the difficulties he experiences. With tempo-rhythmic deviations, carefully monitor the conditions under which an improvement or deterioration in the state of speech occurs (in a familiar, unfamiliar, unfamiliar environment), whether the child reacts to a “new” interlocutor, with whom it is easier to communicate - with an adult or a peer. In communication, the educator should not only analyze the state of the question-answer system, dialogue, rhythmic forms, the possibilities of compiling a retelling, speech accompanying productive activities, but also determine what forms and types of speech activity are available to the child.
Timely detection of deviations in speech activity will allow to provide early corrective assistance by a speech therapist, to carry out preventive and developmental work by an educator, to correct the personal characteristics of children.
Chapter 3
3.1. Determining the level of speech development of preschoolers by means of psychodiagnostics
To determine the level of speech development of older preschoolers by means of psychodiagnostics, a stating experiment was carried out. The study was conducted on the basis of the preschool educational institution "Firefly". The experiment involved children 5-6 years old in the amount of 10 people.
The purpose of the experimental work is to diagnose the speech development of children, to study the communication skills of children.
Communicative-rhetorical skills are associated, firstly, with the ability to analyze and evaluate communication, and secondly, with the ability to communicate when the ability to navigate the situation is assessed.
Indicators for assessing children's speech:
The ability to navigate in different situations of communication, taking into account who is speaking, to whom the speaker is addressing, for what purpose, what - about what, how, etc .;
The ability to analyze and evaluate one's own speech behavior and the speech behavior of another, what the speaker said, what he wanted to say, what he said unintentionally, etc .;
Mastering the culture of listening, listening carefully to the interlocutor, adequately responding to the speaker's speech;
It is appropriate to use the rules of speech etiquette, conduct an etiquette dialogue;
Correlate verbal and non-verbal means of communication, possession of non-verbal means (facial expressions, gestures, body movements).
To identify the level of speech development in older preschoolers, the diagnostics “Development of speech according to the program “Rainbow” was used.
Diagnosis of children of the senior group on the development of speech was carried out in the following areas.
1. To diagnose the sound culture of speech, it was found out whether the child had speech defects. Which?
The following tasks were offered:
a) The child was asked to name any words with sound with.
“For example, I remembered now,” the teacher says, these are the words: pine… aspen… sowed… . It's your turn. Continue!"
b) A game was offered. A sheet of paper with a grid is given to determine the position of the sound in the word and a chip. The rules of the game are explained: “Repeat the word after me. river. Can you hear the sound R in this word? Is it heard at the beginning of a word or in the middle of it? Put a chip in the first window, as in the word river sound R is at the beginning of a word. Hear another word - rhinos. Where is the sound R? Put a chip in the second window. Let's say the word together fire. And I put the chip in the third window. Am I right or wrong? Now work on your own. I will call the word, you say it after me and put the chip in the right box: cancer ... lilac ... cheese.
2. The following was proposed for the examination of speech understanding and the level of active vocabulary.
a) The teacher says: “A little puppy has a very sore ear. He whines. Needs your sympathy. What will you tell him? Start like this: "You are mine..."
b) The children were asked to look at the picture. The question was asked what happened to the chickens. I was asked to come up with a title for the story.
The teacher asks to take a closer look at the chicken, which saw not yellow, but black and grimy chickens; describe her condition. She is… .
3. Fiction.
a) The child is asked to read a favorite poem
b) They offer to name fairy tales that the child is ready to listen to more than once. If he cannot remember the name of the tale, let him start telling it, you can suggest the name.
c) The child is asked to remember the writers whose books were read in kindergarten and at home; artists who made beautiful drawings for children's books.
Assessment of assignments:
9-12 points (high level) - answers all tasks correctly, without prompting from adults, answers quickly and willingly.
5-8 points (intermediate level) - answers most of the questions correctly, but uses the prompt of an adult, answers slowly but willingly.
1-4 points (low level) - answers most of the questions incorrectly, even with a prompt from an adult, answers little and reluctantly.
The analysis of the obtained data was recorded in the individual card of the child (see Appendix), where the data on the child were indicated. Below is a summary table of test subjects for all three types of tasks (see table 1).
Table 1.
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Sound culture of speech |
Speech comprehension, active vocabulary |
Fiction |
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1. Marina V. |
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2. Artem B. |
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3. Slava T. |
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4. Roman S. |
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5. Diana N. |
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6. Konstantin D. |
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8. Sveta V. |
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9. Daniel Zh. |
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10 Alina L. |
As a result of summing up the data obtained, the results presented in Diagram 1 were revealed.
Diagram 1.
Thus, in the process of diagnosing the speech development of children of older preschool age, it was found that only 2 out of 10 children have a high, i.e. normal level of speech development, 5 children have an average (satisfactory) level, and 3 children have a low level.
The work on determining the features of coherent speech among older preschoolers showed that children of this age make many mistakes in word usage, in the construction of not only complex, but also simple sentences; use the same methods of connecting sentences in the text. Some preschoolers break the sequence of presentation of thoughts, it is difficult for them to start or finish a statement. Often in their stories there are elements of narrative and description. Most often, children turn to the help of an adult, they can not always cope with the task on their own. This indicates the need for special training in order to master the active vocabulary, the formation of a sound culture of speech, the development of skills for transferring knowledge in fiction, and the construction of a coherent monologue statement.
Often, parents do not pay attention to the formation of speech in preschoolers. But at school, even slight deviations in the development of speech can lead to specific errors in mastering writing. Parents themselves can eliminate problems with speech skills, but sometimes you can’t do without the help of a speech therapist. Children who did not go to kindergarten must be tested for speech readiness without fail. If the baby attended a preschool institution, then there the children are prepared for school according to a certain program. But often the teacher focuses on the average level of development of children, so it is still worth checking certain speech skills of the baby. It is no secret that the better the child's speech is developed, the easier it will be for him to master writing and reading.
1. First of all, you need to pay attention to whether the child can clearly pronounce all the sounds. Otherwise, the child will write words in the same way as he pronounces them, i.e. with grammatical errors.
2. The child must determine by ear how many letters are in the word. For example, in the word "cat" - three letters or three sounds. To test such skills, you need to ask the baby to write the word that you pronounce. But replace all letters with sticks or circles. For example, the word "cat" is three sticks, the word "tree" is six sticks.
3. You need to pay attention so that the child understands which sound is the letter. Often children confuse similar-sounding letters. For example, B and P or Z and S. Therefore, when writing words, children cannot choose the correct letter and make mistakes. You can check the ability to distinguish sounds using the image of two different objects that differ in only one letter.
4. Parents and caregivers need to pay attention to the child's vocabulary. It must be at least 2000 words. You can determine whether a child knows so many words using several tasks:
Exercise 1. Ask the child to name a group of objects in one word. For example, a cup, spoon, plate, pan - ...? T-shirt, shirt, pants, dress -…?
Task 2. The child must name as many names as possible related to a particular group. For example, the names of animals, flowers, trees.
Task 3. Test your knowledge of adjectives. For example, what kind of dress is beautiful, red; what kind of hat - warm, blue; what a sun - bright, warming.
Task 4. The child must know not only the names of objects, but also what they do with them. For example, a toy is bought, played; flowers are planted, watered, a book is read, considered.
Task 5. The opposite of the fourth. There is an action - you need to figure out with what object it happens. Draw - a house, a typewriter, a picture; stroking - clothes, a kitten; cook - dinner, soup.
Task 6. We select words - synonyms. For example, big - huge, gigantic; light - snow-white, sunny.
Task 7. We select - anonymous. For example, big - small, slow - fast, beautiful - terrible.
5. Even if the child clearly pronounces all the words, has a large vocabulary and does not confuse sounds - that's not all. The child must correctly form phrases and the words themselves. With this, as a rule, there are no problems if adults themselves speak correctly. But sometimes even a schoolboy can hear such things as “I drove by meter”, “run faster”, “hot coffee”, etc.
6. Little schoolchildren should be able to express their thoughts. Mastering coherent speech is necessary for them, since it will be impossible to answer in a lesson without certain skills. To help your baby learn this last and difficult step, ask him to retell. It can be a story about today, a trip to the circus, or ask them to retell a new fairy tale.
Diagnosing the development of a child's speech is not a matter of one day. And if, nevertheless, deficiencies in the speech development of a preschooler were identified, then it is necessary to help the baby master this science.
Conclusion
Summing up the results of this study, it should be noted that the relevance of the problem of children's speech health has increased significantly over the years. With the growth of neuropsychic and somatic diseases of preschoolers, the formation of all mental functions in children is delayed and, as a result, more and more children with speech disorders appear, while at present the requirements for the speech development of children of older preschool age have increased significantly. In normally developing preschoolers, by the beginning of schooling, speech is separated from direct practical experience, it acquires new functions.
Prevention of speech disorders of older preschool children in the educational work of preschool educational institutions, the formation of correct speech is of particular importance, since the readiness or unpreparedness of the child to start school depends on the level of speech development.
Diagnostics of the features of coherent speech in older preschoolers showed the presence of the following typical errors for children of this age:
In word usage, building not only a complex, but also a simple sentence;
The use of monotonous ways of linking sentences in the text;
Violation of the sequence of presentation of thoughts, it is difficult for them to start or finish a statement;
The predominant presence in the stories of elements of narrative and description;
Frequent appeal to the help of an adult, inability to cope with the task on their own, etc.
All this indicates the need for special training in order to master the active vocabulary, the formation of a sound culture of speech, and the construction of a coherent monologue statement.
Bibliography
1. Alekseeva M.M., Ushakova O.S. The relationship of the tasks of speech development of children in the classroom // Education of mental activity in children of preschool age. - M, 2003. - p.27-43.
2. Belkina V.N. Child psychology. - Yaroslavl: YaGPU them. K.D. Ushinsky, 1994.
3. Wenger L.A. Diagnostics of the mental development of preschoolers, M., 1998.
4. Issues of speech generation and language learning / Ed. A.A. Leontiev and T.V. Ryabov. – M.: MGU, 1967.
5. Voroshnina L.V. Features of the construction of descriptive stories by children of the 5th year of life // Problems of studying the speech of preschoolers: Sat. scientific Proceedings / Ed. O.S. Ushakova. – M.: Ed. RAO, 1994. - S. 104-108.
6. Vygotsky L.S. Thinking and speech // Sobr. op. - T. 2. - M., 1986.
7. Gvozdev A.N. Questions of studying children's speech. - M., 1991.
8. Gerbova V.V. Classes for the development of speech in middle group kindergarten. M.: Enlightenment, 1993.
9. Gerbova V.V. Compilation of descriptive stories // Preschool education. - 2006. - No. 9. - p. 28-34.
10. Glukhov V.P. Methodology for the formation of coherent monologue speech of preschoolers with general speech underdevelopment. - Moscow, 1998.
11. Grizik T.I. The development of speech of children 6-7 years old. – M.: Enlightenment, 2007.
12. Diagnostics of the mental development of preschoolers / Ed. L.A. Venger, V.M. Khomlovskaya. - M.: Pedagogy, 2005.
13. Erastov N.P. Processes of thinking and speech activity (Psychological and didactic aspect): Abstract of the thesis. dis. … Dr. psikhol. Sciences. - M., 1971.
14. Yolkina N.V. Formation of coherent speech in preschool children: Textbook. - Yaroslavl: Publishing House of YaGPU named after. K.D.Ushinsky, 2006.
15. Zaporozhets A.V. Selected psychological works. - M., 1986.
16. Leontiev A.A. A word about speech activity. – M.: Nauka, 1965.
17. Methods for examining the speech of children: a manual for the diagnosis of speech disorders / Ed. G.V. Chirkina. - 2nd ed., add. - M., 2003.
18. Nechaeva O.A. Functional-semantic types of speech (description, narration, reasoning). - Ulan-Ude: Buryat book publishing house, 1984.
19. Rubinstein S.L. Fundamentals of General Psychology: In 2 volumes. APN USSR. - M .: Pedagogy, 1989.
20. Sokhin F.A. Psychological and pedagogical foundations of speech development // Mental education of preschool children / Ed. N.N. Poddyakova, F.A. Sokhin. - M .: Education, 1984. - S. 202-206.
21. Tikheeva E.I. The development of children's speech / Ed. F. Sokhin. – M.: Enlightenment, 1992.
22. Tkachenko T.A. In the first class without speech defects. - St. Petersburg, 1999.
23. Ushakova O.S. "Diagnostics of speech development of preschoolers". –M.: RAO. Research Center for Family and Childhood, 1997.
24. Ushakova O.S. Speech education in preschool childhood (development of coherent speech): Abstract of the thesis. dis. … Dr. ped. Sciences. - M., 1996. - 40 p.
25. Ushinsky K.D. Selected pedagogical works. – M.: Uchpedgiz, 1984.
26. Fotekova T.A. , Akhutina T.V. Diagnosis of speech disorders in schoolchildren using neuropsychological methods: a guide for speech therapists and psychologists. - M., 2002.
27. Yakubinsky L.P. About dialogic speech // Language and its functioning. – M.: Nauka, 1986. – S. 17–58.
Appendix
Data analysis
Surname, name of the child ____________________________
Exercise 1
Task 2.
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Beginning of the year |
The end of the year |
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a) How many comforting phrases did the child say? |
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b) Write down the title of the story. From your point of view: |
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well answered |
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Worse than verbose peers |
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Few and reluctant |
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Methods for examining the speech of children: a manual for the diagnosis of speech disorders / Ed. G.V. Chirkina. - 2nd ed., add. - M., 2003. - S. 31. Fotekova T.A. , Akhutina T.V. Diagnosis of speech disorders in schoolchildren using neuropsychological methods: a guide for speech therapists and psychologists. - M., 2002. |
The development of the speech of preschool children is a long and difficult process, requiring the attention of parents, and sometimes the participation of specialists. Speech is not an innate ability of a person, but is formed along with the development of other skills. Active development of speech occurs at the age of 1-3 years, so it is extremely important to pay special attention to the formation of communication at this age.
If the speech of a young child is mainly connected with what he perceives and does at the moment, then the preschooler begins to understand and himself talks about more distant things that he can only imagine, mentally imagine. With the correct construction of work on the formation of communication, the coherent speech of preschoolers aged 3-7 years is much better than that of some of their older comrades. Kids can boast of a fairly extensive vocabulary, the ability to actively and competently use it. The development of speech in preschoolers includes the ability to speak as a means of communication with the outside world, understanding the speech of adults, the ability to use it during joint activities, the formation of one's own speech, and the study of the native language. The earlier the development of coherent speech among preschoolers begins, the freer the child will feel in further communication and understanding of what is happening around.
speech stages
The development of speech of preschoolers can be divided into 2 stages:
- Age 1-3 years. The period of active acquaintance and development of the surrounding space. It is characterized by the main motivation for communication, an increase in vocabulary. The words are not grammatically related to each other, there is no clear use of plurals and prepositions.
- Age 3-7 years. Speech is grammatically coherent due to one's own perception of the pronunciation of phrases and sentences. Increase in vocabulary up to 5 thousand words, the use of plurals. The appearance of defects in the pronunciation of hissing, whistling sounds and letters.
Problems and diagnostics
The urgency of the problem of speech development of children is quite high, because with age they learn more and imitate adults. With a minimum vocabulary, children experience quite big problems in the process of further learning. It is extremely important to follow the spoken words and phrases, constantly communicate with the child, read literature, which includes compiling stories from pictures. The development of the speech of preschoolers is formed under the influence of adults, so it is necessary to build a full-fledged speech atmosphere.
Diagnosis of speech development of preschool children is of great importance. Lisping and changing words can further negatively affect the speech development of preschool children. Along with new words, the child must also master their meanings. It is important to carefully interpret the meaning of a new word, because sometimes, without a specific idea of the meaning of a particular word, a child cannot clearly express his thought in a conversation. Pronounced out of age complex speech constructions or monosyllabic communication can also lead to a negative result. In the process of shaping the development of the speech of preschoolers, it is possible and necessary to include games, for example, with the name of objects or making sentences on certain plots, because everyone knows that for children a game is one of the simplest and most effective methods of perceiving and studying the world around. The use of different types of games will contribute to the best result - didactic or creative.
It is impossible not to take into account the influence of peers on the development of speech in older preschoolers. It is simply impossible to protect a child from spoken words on the street, in a kindergarten or any other place. But one can find a positive moment in this - this is an occasion and an opportunity to explain the inadmissibility of the pronunciation of certain phrases and expressions and their absence in the vocabulary of a cultured person.
The psychological factor can also affect the correct and competent development of coherent speech. There is a rather thin line between speech and the psychological state of the baby. Starting from the age of 3, imagination and logic develop rapidly, and parents are concerned about the excessive manifestation of fantasy, starting to accuse the child of lying or a large manifestation of emotions. It is absolutely not necessary to do this, because this can lead to isolation, and the child will completely stop talking. In this case, it would be best not to protect the baby from fantasy, but to direct it in the right direction.
Help speech therapist
Often, the development of speech in preschool children requires the intervention of specialists. Waiting for the moment when the baby starts talking on his own can lead to a worsening of the condition. Many parents are faced with the fact that the baby begins to speak quite late or his vocabulary is extremely small. You should not worry about this, because this is not a violation, and correction methods have a very gentle effect. And such children's conditions quite successfully lend themselves to adjustment, bringing great pleasure to the kids from the result.
In this case, the interaction of a specialist with parents is extremely important, it is even possible to draw up a special individual program, according to which the baby will be engaged not only in speech therapy and psychological groups, but also at home. With the right tactics and joint careful work, by the end of the corrective course, the child will have the necessary vocabulary, the basics of the sound culture of speech and the correct construction of sentences, which will positively affect further learning.
Existing methods
The methodology for the development of speech in children of senior preschool age is a set of exercises aimed at the formation of coherent speech in preschoolers. Each set of exercises has a certain focus and specificity, therefore, it is not recommended to neglect this or that complex.
To analyze the vocabulary and the correct construction of certain phrases, you can use exercises, such as:
- enumeration of words beginning with a certain letter;
- compiling phrases with the inclusion of words and phrases on the selected topic;
- solving riddles to guess the subject according to the available description.
When studying the sound side of speech, it is proposed to disassemble words into syllables, letters and sounds. To practice diction, nursery rhymes, simple tongue twisters, phrases containing certain sounds are used. This method of developing the speech of preschool children allows you to pay attention to the use of intonation, correct voice sounding, calm explanation.
Exercises for the development of the grammatical component are aimed at the correct construction of sentences:
- the formation of nouns in the plural and different cases;
- agreement of nouns with adjectives;
- use of diminutive suffixes;
- formation of verbs with the use of prefixes.
The development of coherent speech in children of senior preschool age consists of exercises for compiling a story from ready-made pictures. Several pictures are offered on a specific topic, which the child must compose in the correct sequence and independently compose a story based on them. The story can be not only of a narrative nature, but, for example, with a description of a specific object or animal.
Monologue
The development of monologue speech is the correct construction of the speech of one person in front of a specific audience. Teaching monologue speech in children of senior preschool age includes:
- Drawing up a story based on a specific event or fact. The story can be in explanatory or comparative form.
- Detailed description of the subject.
- Retelling of the literary work heard.
- A story about yourself or your family, your favorite pastime.
Dialog
Dialogic speech is a conversation between two or more interlocutors, during which some listen, others narrate. The development of dialogic speech in preschool children may include:
- conversations on specific topics;
- collective discussion of the event, with the expression of opinion and impressions;
- creation of situations requiring maximum verbal explanation;
- role-playing games;
- joint activities that require maximum explanation.
Dialogic speech in preschool children is actively developing in everyday life, since the main communication between people consists of dialogue. In view of this, it is worth paying maximum attention to the correct construction and conduct of a dialogue with the kids during the period of active development.
In parallel with all of the above methods, the child's logical thinking, fantasy, and understanding of the world around him will develop.
Conclusion
The speech development of preschoolers is one of the most important components in the formation of a future personality. In no case should you neglect this fact and leave the issue of the development of coherent speech without due attention. It is important to remember that it is better to invest time, energy and patience in the development of your baby and prevent possible speech disorders than to correct the language sphere later.
Ekaterina Dubogryzova
Children's speech: norms and diagnostics of speech development
Dubogryzova Ekaterina Borisovna,
teacher speech therapist,
MADOU "Smile",
YNAO, Labytnangi
CHILDREN'S SPEECH: « NORM» And DIAGNOSIS OF SPEECH DEVELOPMENT
In a preschool speech education starts from the beginning « children's words» and ends development coherent speech - the child's ability to freely and grammatically correctly express their thoughts. Unfortunately, not all children sufficiently master the necessary for school speech skills. There are many reasons for this, one of them is the lack of ready-made « diagnostician» for pedagogical supervision speech development, analysis and evaluation of individual capabilities and characteristics for children of different age groups.
For many years, preschool institutions did without the so-called pedagogical « diagnostics» linguistic development. In accordance with the current programs, educators were aimed at the formation in children of each age group of certain (uniform for all ZUN, and not on development of individual speech abilities and abilities).
Teachers, focusing on new technologies, understand that only under the condition of timely and correct teaching of speech, other educational tasks can be realized.
Speech examination is a laborious task, but necessary for the implementation of a student-centered approach to children. Tracking the dynamics speech development of the child, you can help him in time, draw the attention of parents to speech problems, and in case of a clear discrepancy with the age « norms» recommend contacting a speech pathologist or defectologist.
It is equally important to monitor children's speech and for that in order to objectively and professionally judge the effectiveness of the methods and techniques used. For example, if the efforts of the teacher are significant, and the results leave much to be desired, then, most likely, the forms of work used are not suitable and you need to look for others that match the individual characteristics of the child.
It is also impossible to present a generalization of the experience of an individual teacher or a whole team if the materials do not contain information about the initial indicators speech development children and their comparison with their end results.
Accessible and simple methods of pedagogical examination quite a lot of children's speech: this is an observation for « speech behavior» child, conversations, questioning parents, studying products children's speech and non-speech activities, familiarization with the conditions of life in the family, the study of relevant medical documents, conducting simple experiments in the form of special tasks, exercises or didactic games.
For examination speech development children need so-called "stimulus materials": toys, didactic games, pictures, books with illustrations, various "theatres" etc.
Before examining any of the sides of speech, the teacher usually thinks over and develops special "scenarios of activating communication", including the child in natural activities for him (game, constructive, labor, artistic, etc., requiring certain speech skills. For each age, their games, toys, materials, test (evaluating) buildings and issues.
Such an examination, without disturbing the course of the natural life of children, should be perceived by them as a joint game with the teacher, entertainment, interesting communication and is held in preschool institutions at the beginning of the school year, in the middle and at the end.
About age « norms» development of children's speech
Ability to control speech child - a necessary professional quality, but any control, any correction and any examination children's speeches require knowledge of age « norms» .
It is believed that norm of speech development- a mandatory starting point for determining all manifestations - both deviations (lags, various violations, and advances in speech development. These « norms» are set out in the main guide to the activities of the teacher - "Program", In chapter « Speech development» , but they are presented as characteristics of that volume speech skills that a child must master by a certain age.
It should be taken into account that the concept « norm» quite extensible, and between separate periods development there are no rigid boundaries. In this regard, the main task is to help the child achieve the average indicators, i.e. « norms» without forgetting about the individual approach.
What should the teacher know about deviations from « norms» speech development and their causes?
Educators, faced with serious deviations in development of children's speech, are aware that they are not able to use pedagogical methods and techniques designed for teaching a healthy "standard" child, help a child suffering speech disorder.
The teacher has the opportunity to correct only what what is the result of pedagogical omissions: gaps in home education (for example, in the family the child was overprotected, and he did not need to use speech, or adults did not achieve child's speech activity, did not pay attention to inaccurate word usage, were not taught to listen to stories, fairy tales and retell them) and the mistakes of non-professional colleagues (for example, earlier child visited Kindergarten, where they did not pay due attention to his speech).
However, the educator needs to have some idea of the most common deviations in order not to accidentally harm the child during practice. (and sometimes parents) First of all, they notice a lag in terms and pace speech development, and then already - features in the perception of speech, violations in speech communication, speech behavior(for example, the child does not ask questions, cannot name an object, does not know how to imitate animal voices, refuses to listen to fairy tales, does not participate in role-playing games).
Baby psychologists advise teachers and parents to pay attention to the following forms of deviations from speech normin children aged 2 to 4 years:
1. Doesn't speak at all;
2. Began to speak with a significant delay;
3. Development speech stopped at one level;
4. The child is three years old, but he pronounces many sounds incorrectly, his speech is incomprehensible;
5. The child is four years old, but speech not grammatically formatted;
6. The rhythm of speech and breathing do not match (child suffocates);
7. Speaks very hastily and inconsistently, swallowing syllables and words.
Speechproblems of children of six years of age:
1.There is a mixture in the perception by ear and in the pronunciation of sounds close in acoustic and articulatory terms.: [s-w], [h-w], [r-l], [h-th], [h-sh], [h-c], [s-sh];
2. Vocabulary full, but behind the age norms qualitatively and quantitatively; difficulties relate to the selection of related words, synonyms, antonyms, adjectives;
3. The grammatical design of speech is sloppy, children cannot build a complex sentence;
4. Messenger speech is imperfect, the stories are inconsistent, consist of simple sentences, are poor in epithets.
The teacher, noticing the lag in terms and pace speech development of the child, has no right to put diagnosis, he must professionally supervise child's speech behavior, conduct individual lessons with him, and also recommend parents to contact specialists.
Only slight deviations in speech development after consultation with a speech therapist, he is able to correct himself, but the program speech games, exercises, classes need to be discussed and developed in detail together with the defectologist.
Educators should also be aware of the main causes of deviations in development of children's speech:
1.hereditary factors: mental retardation, mental illness, metabolic disorders, some hormonal disorders that occurred in the child's parents.
2.Complications of pregnancy: viral diseases, abdominal bruises, stress, smoking, drinking alcohol or drugs.
3.Features of childbirth: rapid or protracted; complications (forceps, caesarean section, vacuum, etc., leading to brain injuries, fetal asphyxia.
4.Diseases of the child in the first two years of life: dysentery and other gastrointestinal disorders, pneumonia, otitis media, concussions and contusions of the brain, meningitis and meningoencephalitis.
5.The influence of the communication environment: duration traumatic situations, serious mental trauma, social neglect, improper upbringing (pedagogical neglect) and even bilingualism in the family.
Naturally, not each of the listed reasons can lead to pathology. speech development, however they are "risk zone".
To the lag in development of all aspects of speech(phonetic, grammatical, lexical) often results in hearing loss. Educators need to be aware of certain speechbehavior of children with hearing loss:
1. Look very carefully at the speaker's mouth, "catch" eyes articulation, facial expressions;
2. They try to get very close to the speaker and not look away;
3. They prefer to look, touch, do not like to listen;
4. Do not react to words if they do not see the speaker;
5. They do not like to talk, and if they do, it is loud and indistinct, confusing the endings.
Children with suspected hearing impairment should be referred to specialists in a timely manner, otherwise the sensitive period of speech formation (age up to 3 years) may be irretrievably lost.
On the goals and objectives of the pedagogical diagnostics of children's speech
Is it necessary to conduct a survey in a preschool institution? children's speech? There are different opinions on this matter, but no one doubts that the educator can properly organize and plan his work only if he knows the condition well. speech development each child in the group.
The survey will give the teacher the opportunity:
Monitor child absorption speech material and, on the basis of the data obtained, draw up individual corrective training programs with "lagging behind" and gifted children;
Clarify the effectiveness of the methods and techniques used;
Select new forms of organizing classes, purposefully include didactic games and exercises in them;
Correct work planning in a timely manner.
Properly organized pedagogical examination will help create a friendly community « kindergarten - family» , since parents are always concerned about an objective assessment of the abilities of their child, to acquaint parents with the requirements for children's speech, with exercises on her development, improvement or correction. Educators will acquire active assistants if they are tactful and do not compare the success of one child with the failure of another.
It should be noted that the most difficult diagnostics are analysis, interpretation and evaluation of results; any assessment is conditional; The main objective of the survey is to control development every child and timely assistance to him.
Table of contents 1. Directions and tasks of diagnostic work in the field of development of children's speech………………………………………………………………………..3 2. Features of diagnostic work with children in areas of examination of different aspects of speech: vocabulary, grammatical structure, coherent speech, pronunciation skills………………………………………………………..4 List of used literature…………………… ……………………..13 2 1. Directions and tasks of diagnostic work in the field of development of children's speech Directions: 1. research into the problems of language generalizations; 2. the study of children's speech as an appeal; 3. development of problems of continuity in the development of speech in preschool institutions of learning the native language in primary school (in the system of developing education). Directions for the development of psychological and pedagogical problems of the development of speech of preschoolers, improving the content and methods of teaching the native language: 1. Structural formation of different structural levels of the language system - phonetic, lexical, grammatical; 2. functional formation of language skills in its communicative function, development of coherent speech, speech communication; 3.cognitive, cognitive formation of abilities for elementary awareness of the phenomena of language and speech. All three areas are interconnected, since the development of awareness of linguistic phenomena is included in the problems of all studies that study different aspects of the development of the speech of preschoolers (F. A. Sokhin). The bulk of research and diagnostics of speech development is carried out in the main direction: the study of speech as one of the indicators of mental development (diagnostics of a child’s speech when entering school, when deciding on training according to the school program, etc.) - specific functions of speech are diagnosed, directly 3 indicating the level of mental development: understanding, awareness of one's own speech, lexical content of the language, grammatical structure. The main tasks of speech development: 1. Education of the sound culture of speech. 2. Development of the dictionary. 3. Formation of the grammatical structure of speech. 4. Development of coherent speech. 5. Preparation for literacy. 6. Acquaintance with fiction. These are solved throughout preschool childhood, however, at each age stage, the content of the work gradually becomes more complicated, and teaching methods also change. 2. Features of diagnostic work with children in the field of examining different aspects of speech: vocabulary, grammatical structure, coherent speech, pronunciation skills The organization of diagnostics, the choice of methods, and the qualitative analysis of the results are determined by the age of the children, individual characteristics and program requirements. In the light of program requirements, specific speech tasks are considered: lexical work, the formation of the grammatical structure of speech, the education of sound culture and the development of coherent monologue speech. Example: "Methodology for examining the speech development of older preschoolers" A.G. Arushanova, T.M. Yurtaikina. 1. Sound culture of speech (checking sound pronunciation). 2. Dictionary. 3. Grammar (word formation, inflection). 4 4. Coherent speech. All diagnostic and corrective techniques usually involve a systemic impact, consisting of several stages (blocks). Each of them has its own tasks, goals, its own techniques, its own strategy and tactics. In total, from three to ten stages of a diagnostic examination can be applied. The procedure for studying the level of speech development includes the following areas of study: the state of the articulatory apparatus; the state of sound pronunciation; characteristics of oral speech: vocabulary; grammatical structure of the language. Typically, researchers distinguish 3 levels of speech development: low, medium, high. Example: "Methodology for examining the speech development of older preschoolers" A.G. Arushanova, T.M. Yurtaikina. The overall indicator of speech development is defined as follows: High high performance on 34 parameters in the presence of an average. Average averages for 34 parameters. Low low scores on 34 parameters. To determine the level, each researcher determines the parameters and criteria covering all aspects of speech development (G.A. Lyubina). Often, in addition to descriptive evaluation of children's answers, A.G. Arushanova, T.M. quantitative assessment (F.G. Daskalova, Yurtaikina). Evaluation in points in domestic pedagogy is also poorly developed. Basically, they evaluate on a 3-point system, where "0" is the refusal to answer. O.S. Ushakova, E. M. Strunina offer a comprehensive methodology for identifying the level of proficiency in speech skills and abilities on different sides of the speech development of children of the fourth year of life. 1. Dictionary. Identify skills: 5 1) name words denoting an object, expressed by a noun (cat, dog, doll, ball) and answering the questions who is it? what is this? 2) designate the features and qualities of an object, expressed by an adjective (fluffy, round, beautiful) and answering the questions what? which? 3) name actions (verbs) associated with movement, state, answering the questions what does it do? what can be done with it? 4) use generalizing words (clothes, toys); 5) understand the opposite meanings of words (big - small, loud - quiet, run - stand). 2. Grammar. Identify skills: 1) form the name of animals and their cubs using diminutive singular and plural, pet suffixes (cat - cat - kitten - cat - kittens); 2) agree on nouns and adjectives in gender and number (fluffy kitten, little cat); 3) make simple and complex sentences using pictures together with an adult. 3. Phonetics. 1) Clarify the pronunciation of the sounds of the native language, their clear articulation in sound combinations and words; 2) to identify the ability to clearly pronounce phrases using the intonation of the whole sentence and the ability to regulate the strength of the voice and the pace of speech. 4. Connected speech. 1) Determine the ability of children to answer questions on the content of the picture and compose a short story together with an adult; 2) to reveal the ability to reproduce the text of a well-known fairy tale; 3) suggest compiling a story from the child's personal experience; 6 4) identify the ability to use words denoting speech etiquette (thank you, please, hello). The same sections are used to diagnose speech skills in middle and senior preschool age. Each section is scored. There are a number of methods that study individual speech skills and abilities. Methodology for identifying the level of semantic development of children of primary preschool age. This technique studies not so much the quantitative composition of his vocabulary as the qualitative state of the vocabulary. The methodology consists of three groups of tasks: group 1 - the ability to name objects, their actions and qualities, the ability to attribute the names of objects to thematic groups; Group 2 skills of using opposed language units in speech; Group 3 skills that allow you to operate with the meanings of the grammatical elements of the language, as well as the skills of semantic selection of words in a coherent monologue statement. To conduct a survey of the semantic development of younger preschoolers using the described system of tasks, visual aids are required. The duration of the conversation with one child is no more than 20 minutes. Children of primary preschool age are offered tasks that are interconnected by a common theme or a specific plot. Job example. I group of tasks. 1. What is it? (Doll, doll.) 2. What is she like? (Large, small, elegant, beautiful...) II group of tasks. 7 1. The dolls ate and wanted to draw. The big doll will take a long pencil, and the little one ... (short). 2. This is the picture the big doll drew. There are two people in this picture. One is hilarious and the other is... (sad). III group of tasks. 1. Someone came to visit the dolls. Who is it? (Hare.) How can you affectionately call him? (Bunny, bunny, bunny, bunny.) 2. The bunny decided to play hide and seek with the dolls. Where did he hide? (On a chair, under a chair, behind a cupboard.) A method for revealing a child's understanding of the semantic side of a word. It is aimed at revealing the understanding of the meaning (meaning) of the word by older preschoolers. Consists of a number of tasks for: making sentences with polysemantic words; making sentences with synonymic words; evaluation (and correction) of phrases and statements in terms of meaning; selection of synonyms for phrases; selection of antonyms for isolated words; selection of synonyms and antonyms for situations; determining the meaning of a word; inventing stories. The performance of these tasks shows the degree of language development of the child: how he understands the meaning of the word, whether he knows how to combine it correctly in meaning with other words. Pedagogical diagnostics of individual speech skills in preschoolers is dictated by practice and is vital in a preschool institution. With its help, the administration of the garden and the educator can monitor the implementation of the annual speech tasks assigned to the teaching staff, which are of a rather narrow focus (for example: the development of coherent speech of preschoolers). All researchers of the speech development of children note a huge variability in the state of speech development in preschoolers. such individualization requires a certain approach, when, based on the results of 8 sections on individual speech skills, the teacher can draw up corrective work for children who are lagging behind in some way and for children who are ahead of development. Methods for diagnosing individual speech skills are economical in terms of time effort. This allows the educator to quickly obtain the data necessary for work and correct the educational process in time. These techniques are not laborious, which allows the group educator or administration to use them themselves in the work process, without allocating additional time for their implementation. The brevity of the methods does not tire preschoolers. Their play motive makes the task attractive for children. The requirements for conducting a speech examination are the same as for methods that determine the general level of speech development. Methodology for identifying the level of speech development of children by the method of associative experiment. This diagnostic technique is used for children with a higher level of mental and speech development. An associative experiment deeper than other methods reveals the child's preparation for further education at school, the ability to think logically and convey his judgments in a coherent statement (when interpreting and explaining the selected word reactions). For the first survey (at the beginning of the school year), 15 polysemantic words of different parts of speech (five each) can be offered: nouns needle, pen, bell, lightning, leaf; adjectives old, light, heavy, sharp, hard; verbs go, stand, beat, swim, pour. Task 1. An adult offers the child: “Let's play word games with you. I'll tell you my word, and you yours, whatever you want. Whatever comes to your mind, then call it. The teacher calls the word needle, the child says sews 9 (the second person can record the answers with a pen or a voice recorder); then the second word is called, followed by the next. Task 2. When the answers to all the words are received, the teacher returns to the child's statement: “I said the word needle, and you called the word sew. Why did you choose this word? Explain." Statements of explanation (interpretation of the meanings of words) are also recorded, this is an important indicator of the speech development of children. Task 3. Drawing up a story (fairy tale) on the topic of the polysemantic word needle. This task reveals the children's understanding of the different meanings of a polysemantic word and the ability to display this understanding in the plot. The story is better written down. For analysis, it is very important which sentences the child uses for the story, simple or complex, whether they are grammatically correct and whether they are interconnected, whether the content of the story is conveyed in a logical sequence and whether it corresponds to the given topic. After completing three tasks, the answers of the children are analyzed. All children's answers to tasks are divided into types of reactions, which in turn are evaluated in points from 1 to 3. Based on a qualitative and quantitative analysis, a conclusion is made about the speech development of a preschooler. Tests for determining the general development of oral speech are still poorly developed. Mostly there are foreign tests. In our country, composite methods are most often used, examples of which are presented above. The examination of speech development should be carried out in the mode of individual dialogue, in an atmosphere of goodwill, encouragement of the child, support by his teacher. The results and quality of the test tasks performed by the child will depend on how natural and relaxed he feels. 10 When examining the level of speech development, it is very important to track the adequate perception and understanding of the methodology and purpose of the task by the preschooler. How carefully the child listens to the instructions, whether he tries to understand to the end before proceeding with the task. Example: "Methodology for identifying the level of speech development of older preschoolers" according to O. Ushakova. Task: Explain why you chose the word “….” for the word “needle”. All test tasks are recommended to be selected in such a way that the gaming motivation of the activity masks the testing nature of communication and makes the tasks attractive to children. Example: "Methodology for identifying the level of speech development of older preschoolers" according to O. Ushakova. Task: Now we will play with you words. I will tell you my word, and you will tell me yours: a needle, a bell, a lightning; light, sharp, deep. go, fall, run. The selection of the content of the test questions is determined by the age originality of children's speech and program tasks. Example: G.A. Lyubina (and the team) determines the features of the speech development of children in the third year of life and reveals the levels of speech development of children aged two to three years; speech of children of the fourth year of life; speech of children of the fifth year of life. The most difficult thing in diagnosis is the analysis, interpretation and evaluation of the results. When evaluating, it should be borne in mind that any evaluation is conditional. The main task of the survey is to monitor the development of each child and timely help him, and not evaluation. The advantages of methods that determine the general level of speech development are that they provide the most complete information about the state of development of children's speech in a group. The teacher gets an idea about the individual pace of speech development, about quantitative and qualitative changes, about the “speech acquisitions” of children and about those “falling links” that urgently need to be paid attention to. Also in the methods, you can borrow individual tasks for a narrow study of the state of certain aspects of speech development. At the same time, the results remain valid. However, these methods require a lot of time from the teacher, both for the preparation of the material, and for the conduct of the survey itself, and for data processing. These methods are time-consuming to use, which also requires the teacher to allocate personal free time for their implementation. As a result of the foregoing, the results of the survey are expected for a long time, there is no mobility of their use in the correction of educational work. 12 List of references 1.Arushanova A.G., Yurtaikina T.M. Methods of examination of speech development // Preschool education. - 1991. No. 7. - with. 7682. 2. Lyubina G.A. Children's speech: A guide for preschool teachers. institutions / G.A. Lubin. – Mn.: Scientific method. Education Center. book. and teaching aids, 2002. - 224 p. 3. Pavlova A.A. Diagnosis and correction of children's speech development // Modern models of speech psychology and psycholinguistics. - M.: Scientific thought, 1990. - p. 4549. 4. Starodubova N.A. Theory and methodology for the development of speech of a preschooler: textbook. allowance for students. higher textbook institutions / N.A. Starodubova. - 2nd ed. – M.: Academy, 2007. – 256 p. 5. Ushakova O.S. The development of speech of preschoolers / O.S. Ushakov. – M.: Institute of Psychotherapy, 2001. – 256 p. 6. Ushakova O.S., Strunina E. Methodology for the development of speech in preschool children: Educational method. manual for preschool teachers. educate. institutions. – M.: VLADOS, 2004. – 288 p. 7. Yurtaykina T.M. Examination of the speech development of preschoolers // Development of speech of preschoolers. - M.: Academy, 1990. - p. 127136. 13 8. Yastrebova A. V., Lazarenko O. I. Diagnosis of the level of formation of the speech activity of the child (linguistic development of the child) / A.V. Yastrebova, O.I. Lazarenko. – M.: Arkti, 2000. – 54 p. fourteen
