The development of correct speech is an important condition for mental development. Report Speech development is the basis of mental education of children

A modern school requires a high level of mental and speech development from a child. Human language (speech) is not only a means of communication, but also a means of expressing thoughts. The more figurative and correct the speech, the more accurately the thought is expressed. The development of speech entails the development of mental operations, and, conversely, the development of thinking contributes to the development of speech. If the level of a child’s speech development is high, then he not only reads well and writes competently, but also better understands and perceives what is being studied, and clearly expresses his thoughts.

There are several interrelated types of speech: oral speech, inner speech and written speech, all of which are inextricably linked with thinking. Oral speech is speech spoken out loud; it is always addressed directly to the interlocutor and serves the purposes of direct communication between people, that is, it is communicative. Many aspects of personality find expression in its content, tempo, rhythm, and smoothness. Some people speak very emotionally, others speak about the same events without much emotion, some speak laconicly, others are overly lengthy, different people have different vocabulary. Thinking has a decisive influence on the content and direct execution of oral speech, and an attentive interlocutor can easily determine how active the speaker is at the moment, how fundamentally flexible the speaker’s thinking is, to what extent his active vocabulary is developed and how quickly the interlocutor manages his mental operations. Of course, one or several conversations cannot be used to judge the development of thinking and level of intelligence of the interlocutor; one must always take into account the general state of the person and his degree of interest in the proposed topic. Especially when it comes to the damage to the development of speech and thinking in children, because voluntary attention, when they are able to maintain a conversation with a strong-willed effort, is formed only at school age.

Thinking is organically connected with speech and language. Their emergence and development mark the emergence of a new special form of reflecting reality and managing it. It is important to distinguish language from speech. Language is a system of conventional symbols with the help of which combinations of sounds are transmitted that have the same meaning and the same meaning as the corresponding system of written signs. Speech is a set of spoken or perceived sounds that have the same meaning and the same meaning as the corresponding system of written signs. Language is the same for all people who use it, speech is individual. Speech expresses the psychology of an individual person or a community of people for whom these speech features are characteristic; language reflects the psychology of the people for whom it is native, and not only living people, but also previous generations. Speech without language acquisition is impossible, while language can exist and develop relatively independently of a person, according to laws not related to either his psychology or his behavior.

A child’s speech is formed under the influence of the speech of adults and depends to a great extent on sufficient speech practice, a normal speech environment and on upbringing and training, which begin from the first days of his life. Speech is not an innate ability, but develops in the process of ontogenesis - the individual development of the body from the moment of its inception to the end of life.) in parallel with the physical and mental development of the child and serves as an indicator of its overall development. A child’s acquisition of his native language follows a strict pattern and is characterized by a number of features common to all children. In order to understand speech pathology, it is necessary to clearly understand the entire path of sequential speech development of children in normal conditions, to know the patterns of this process and the conditions on which its successful occurrence depends.

For a preschool child, good speech is the key to successful learning and development at school. Children with poorly developed speech lag behind and often find themselves among those who fail in various subjects.

The main task of kindergarten is to develop the child’s oral coherent speech. The characteristic features of such speech are not only extensiveness, but also arbitrariness. By the age of seven, a child’s speech should be meaningful and based on sufficient knowledge. But this is not enough - the content must be built in a logical sequence: significant episodes cannot be skipped, they cannot be rearranged randomly, unnecessary insertions should be avoided, logically move from one part to another, and be able to complete the statement. In this case, the child must correctly pronounce all the sounds and words of his native language.

Timely and complete mastery of speech is the first most important condition for the formation (appearance) of a full-fledged psyche in a child and its further correct development. Timely means started from the very first days after the birth of the child; full-fledged means sufficient in terms of volume of language material and encouraging the child to master speech to the full extent of his capabilities at each age level.

Attention to the development of a child’s speech in the first stages of development is especially important because at this time the brain is intensively developing and its functions are being formed. According to research by physiologists, the functions of the central nervous system are easily trained during the period of their natural formation. Without training, the development of these functions is delayed and may even stop forever.

According to M.M. Koltsova, for the function of speech creation, such a “critical” period of development is the first three years of a child’s life: by this period, the anatomical maturation of the speech areas of the brain basically ends, the child masters the main grammatical forms of his native language, and accumulates a large vocabulary. If in the first three years the baby’s speech was not given due attention, then in the future it will take a lot of effort to catch up.

The process of mastering native speech is a natural process of development and improvement of the speech-creating system of an individual person’s body. We call the pattern of language acquisition the dependence of the intensity of education of speech skills on the developmental potential of the language environment - natural (in home learning) or artificial, i.e. language environment, specially prepared by methodological means (in preschool institutions).

The pattern of speech acquisition: the ability to perceive native speech depends on the training of the muscles of the child’s speech organs. Native speech is acquired if the child acquires the ability to articulate phonemes and model prosodemes, as well as isolate them by ear from sound complexes. To master speech, a child must practice the movements of the speech apparatus (and then, when mastering written speech, the eyes and hands) necessary to pronounce each phoneme of a given language and their positional variants and each prosodeme (modulation of voice strength, pitch, tempo, rhythm, timbre of speech), and these movements must be coordinated with hearing.

Speech is acquired if a child, listening to someone else’s speech, repeats (aloud and then silently) the articulations and prosodemes of the speaker, imitating him, that is, if his speech organs are actively operating.

The characteristics of the child’s psyche are of serious importance: the child must clearly perceive words and sounds, remember them and accurately reproduce them. Good hearing health and the ability to listen carefully are crucial. The child must correctly reproduce what he heard. To do this, his speech apparatus must function clearly: the peripheral and central parts (brain).

Most parents believe that it is enough to teach their child the letters and he will begin to read and write correctly. However, as practice shows, knowledge of letters does not exclude serious difficulties for preschoolers in learning to read and write.

But the main reasons for this phenomenon are a violation of phonemic perception, pronunciation defects, as well as undeveloped skills of sound analysis and synthesis.

The reading skill is formed in a child only after mastering the merging of speech sounds into syllables and words.

That is, if we want a child to learn written language (reading and writing) quickly, easily, and also avoid many mistakes, we should teach him sound analysis and synthesis.

In turn, sound analysis and synthesis should be based on a stable phonemic perception of each sound of the native language.

Phonemic perception or phonemic hearing is the ability to perceive and distinguish speech sounds (phonemes).

This ability is formed in children gradually, in the process of natural development.

So, imperfect phonemic perception, on the one hand, negatively affects the development of children's sound pronunciation, on the other hand, it slows down and complicates the formation of sound analysis skills, without which full reading and writing are impossible.

So, the necessary prerequisites for teaching a preschooler to read and write are: formed phonemic perception, correct pronunciation of all sounds of the native language, as well as the presence of basic sound analysis skills.

The most significant thing for a seven-year-old child is the transition to a new social status: a preschooler becomes a schoolchild.

The child combines traces of preschool childhood with new qualities of a schoolchild. The transition from play activities to educational activities significantly influences the child’s motives and behavior. The quality of educational activities will depend on the extent to which the prerequisites were formed in the preschool period.

Very important:

how the child’s physical development proceeded, his characteristics;

condition of physical hearing (frequent otitis media);

development of fine motor skills of the fingers, general motor skills, developmental disabilities;

state of the nervous system (excitability, depression, etc.);

what knowledge and ideas about the world around the child (space, time, counting operations);

development of voluntary attention, indirect memorization, and the ability to listen to the teacher;

cognitive activity, desire to learn, interest in knowledge, curiosity;

communicative activity, readiness to work together with other children, cooperation, mutual assistance.

On the basis of these prerequisites, at primary school age, new qualities necessary for learning begin to form. Readiness for school education is formed long before entering school and is not completed in the first grade.

The concept of readiness for learning includes not only a qualitative characteristic of the child’s stock of knowledge and ideas, but also the level of development of generalizing thinking activity. Schooling places new demands on the child for his speech, attention, and memory. A significant role is played by the child’s psychological readiness for learning, i.e. his awareness of the social significance of his new activity.

Special criteria for readiness for schooling are applied to a child’s mastery of his native language as a means of communication.

1. By school age, the child should have all thesound side of speech.

The child must have correct, clear sound pronunciation of all groups of sounds.

2. By the age of six, phonemic processes, the ability to hear and distinguish, differentiate phonemes (sounds) of the native language are fully formed.

3. Readiness of children for sound-letter analysis and synthesis of the sound composition of speech. This is the ability to isolate the initial vowel sound from the composition of a word; analysis of vowels from three sounds of AIU; backsyllable analysisvowel - consonant; hear and highlight the first and last consonant sound in a word, etc.

4. Development of vocabulary, the ability to use different methods of word formation. Education and correct use of words with a diminutive meaning, the ability to form words in the required form. Identify sound and semantic differences between words. Form adjectives from nouns.

5. By school age, the grammatical structure of speech is formed. This is the ability to use detailed phrasal speech, the ability to work with sentences. Correctly construct simple sentences, see the connection of words in sentences, extend sentences with secondary and homogeneous members, construct complex sentences grammatically correctly. Children should be able to compose stories based on pictures, based on a series of plot pictures.

The presence of even mildly expressed deviations in phonemic and lexico-grammatical development in younger schoolchildren leads to serious problems in mastering general education school programs.

The main task of parents during pay attention to various oral speech disorders of your child in preschool ageto provide speech therapy correctional assistance before school and prevent communication difficulties in a group and poor performance in secondary school.

The sooner correctional and developmental training is started, the better the result will be.

The development of correct speech is an important condition for the mental development and preparation of a child for school.

Sergeeva T. E.

Organization: Kindergarten No. 18 “Vesnyanka”

Locality: Stavropol Territory, village. Krasnogvardeiskoe

A person spends his whole life improving his speech, mastering the riches of the language. Each age stage brings something new to his speech development. The most important stages in speech acquisition occur in childhood - the preschool and school periods.

In order for the process of speech development in children to proceed in a timely and correct manner, certain conditions are necessary.

The child must:

Be mentally and physically healthy;

Have normal mental abilities;

Have normal hearing and vision;

Have sufficient mental activity;

Have a need for verbal communication;

Have a full speech environment.

The child needs to create such conditions in the group so that he experiences satisfaction from communicating with adults, receives from them not only new knowledge, but also enriches his vocabulary, and talks interestingly. Without verbal communication, the full development of a child is impossible.

Speech includes several components parties:

Work on the sound culture of speech (development of phonemic perception, auditory memory, speech breathing)

Development of fine motor skills

Vocabulary enrichment (active and passive) ;

Formation of grammatical structure of speech;

Development of coherent speech (monologue and dialogic) ;

Preparing your hand for writing;

Reading training;

Development of intonation expressiveness and fluency of speech

From the very beginning, speech appears as a social phenomenon, as a means of communication. Somewhat later, speech will also become a means of understanding the world around us and planning actions. As the child develops, he uses increasingly complex language units. The vocabulary is enriched, phraseology is mastered, and the child masters the laws of word formation. He uses these means of language to convey his increasingly complex knowledge and to communicate with people around him in the process of activity.

In other words, children master their native language through speech activity, through speech perception and speaking. This is why it is so important to create conditions for children’s speech activity.

What are the conditions for successful speech development, the formation of speech skills in children?

1. Emotional communication with the child from the moment of birth.

Speech communication between a child and an adult is preceded by emotional communication. It is the core, the main content of the relationship between an adult and a child. The child seems to become infected with the emotional state of the adult, his smile, laughter, and gentle tone of voice. This is emotional communication, not verbal, but it lays the foundations for future speech, future communication with the help of meaningfully pronounced and understood words.

2. Creating conditions for communication with other children.

Communication with peers in preschool age plays no less important role in the development of children than communication with adults. It arises in joint activity and can be carried out in different ways. If the activity itself is primitive and poorly developed, then communication will be so same: it can be expressed in aggressively directed forms of behavior (fights, quarrels, conflicts) and is almost not accompanied by speech.

The more complex and varied the activity, the more necessary verbal communication becomes for the child. Child development occurs especially successfully in collective activities, primarily in play, which stimulates the development of communication between children, and, consequently, speech. Communication with peers is a special area of a child’s life, completely different from communication with adults.

3. The speech of an adult is an example to follow.

A child’s speech develops largely as a result of imitating the speech of others. Adults need to watch their speech. Of particular importance is the speech of the teacher, who is constantly with the children; he is the most authoritative person for them. Every teacher should know that in kindergarten his speech turns into a pedagogical tool, into an instrument of influence on children

4. Development of fine motor skills of the hands.

The direct relationship between the level of speech development and the development of fine motor skills of the hands is clearly visible in the course of the individual development of each child (this has already been convincingly proven by special scientific research). Therefore, developed, improved movements of the fingers contribute to a more rapid and complete formation of speech in a child, while undeveloped manual motor skills, on the contrary, inhibit such development

Many games and exercises aimed at developing children's manual skills have come to us from time immemorial. And this is not a simple coincidence. In those distant times, when writing did not yet exist, people well understood the great importance "sleight of hand" as one of the most important conditions for a person’s adaptation to life. This is reflected in folk tales, legends, proverbs and sayings. We are well aware of expressions such as "master of golden hands", "great craftsman" or vice versa, "hands are hooks", "hands like a rake", "not made by hand", “You should tear your hands off for doing this kind of work” etc. And everyone knows such children's games as "Okay" or “The magpie-crow was cooking porridge”.

The main ways to develop and improve fine motor skills of preschool children.

In preschool age, it is necessary to continue working on the development of fine motor skills and coordination of hand movements.

For children from one to three years old, the exercises are given in a simplified version that is appropriate for their age. For older children from 3 to 5 years old, the tasks can be made more difficult.

Work on developing hand movement should be carried out regularly, only then will the greatest effect from the exercises be achieved. Tasks should bring joy to the child; boredom and overwork should not be tolerated.

You can offer the child:

Run small tops with your fingers.

Knead plasticine and clay with your fingers.

Roll pebbles, small beads, balls with each finger in turn.

Clench and unclench your fists, while you can play as if the fist is a flower bud (in the morning he woke up and opened, and in the evening he fell asleep - closed, hid).

5. Satisfying the child’s curiosity.

Speech, being a means of assimilation of social and historical experience, serves as an instrument of intellectual activity (perception, memory, thinking, imagination) and performs a cognitive function.

A child primarily gains cognitive experience in a wide variety of activities. All types of activities of a preschooler - play, constructive, visual, labor - make it possible to mobilize his cognitive capabilities, which means developing them, teaching him not only to navigate the world around him, but also to a certain extent to transform it.

6. Reading fiction and learning poetry.

Fiction serves as a powerful, effective means of mental, moral and aesthetic education of children; it has a huge impact on the development and enrichment of a child’s speech.

When memorizing poems with children, the teacher sets himself several tasks: to arouse interest in the poem and a desire to know it; help to understand the content as a whole and individual difficult passages and words, teach them to read it expressively in front of listeners; use in life; cultivate a love of poetry.

In poetic images, fiction reveals and explains to the child the life of society and nature, the world of human feelings and relationships. It enriches emotions, cultivates imagination and gives the child excellent examples of the Russian literary language. These samples are different in their influence: in stories, children learn conciseness and precision of words; the poems capture the musicality, melodiousness, and rhythm of Russian speech; folk tales reveal to them the accuracy and expressiveness of the language, show how rich their native speech is in humor, lively and figurative expressions, and comparisons

7. Joint excursions, theaters, visits to museums.

The vocabulary is enriched, the speech activity and cognitive needs of children are stimulated.

Conclusion:

The main condition for the successful speech development of children is the creation of a favorable speech environment. The richness, variety and correctness of his own speech largely depends on the speech environment that surrounds the child. The speech environment is the speech of parents, others, folklore, fiction, radio and television, cinema and theater, and in kindergarten - the speech of teachers and other workers, speech heard in the classroom.

Svetlana Shaposhnikova
Speech development is the most important condition for mental development.

Problem speech development preschoolers is complex, because it is based on data not only from psychology and pedagogy, but also from general linguistics and psycholinguistics.

The main task of speech development for a preschool child is mastery of the norms and rules of the native language, determined for each age stage.

Language training, speech development is considered not only in the linguistic sphere (as the child’s mastery of language skills - phonetic, lexical and grammatical), but also in the sphere of forming children’s communication with each other and with adults (as mastery of communication skills). Hence, an essential task becomes not only the formation of culture speeches, but also the culture of communication.

The most important an indicator of verbal communication is development of initiative speech when a child independently begins to address an adult, actively using the vocabulary accumulated by this age.

Exploring the world around him, the child learns verbal designations of objects and phenomena of reality, their properties, connections and relationships. Work on the formation of a dictionary - important integral part of classes speech development. To expand, enrich and activate a child’s vocabulary, didactic teaching is widely used. exercises: "What changed?", "Guess and name". A child can successfully master speech when he is taught not only in a preschool institution, but also at home and in the family. Classes on speech development, active communication with others contribute to the enrichment and refinement of children’s vocabulary, the formation of not only vocabulary, but also grammatical structure speeches. By mastering the sentence and morphological means that express the diversity of meanings in language, the child acquires the opportunity to use full expanded coherent speech.

The ability of children to use correct speech in communication with others, to clearly express their thoughts, to speak their native language clearly and expressively is one of the necessary conditions for the full development of the child’s personality.

Work on speech development includes:

Nurturing sound culture speeches;

Formation of grammatically correct speeches;

Formation of conversational (dialogical) speeches;

Teaching coherent monologue speeches(story);

Enrichment, clarification and activation of vocabulary;

Cultivating interest in artistic expression.

Speech development in preschool age is a multidimensional process in nature. The relationship of speech development, language acquisition and mental, educational development testifies to the enormous importance of language for development of thinking.

High level of speech development preschooler assumes:

1. Knowledge of literary norms and rules of the native language, free use of vocabulary and grammar when expressing one’s own thoughts and composing statements of any type;

2. Ability to communicate with adults and peers (listen, ask, answer, object);

3. Knowledge of the norms and rules of speech etiquette, the ability to use them depending on the situation;

Thus, full mastery of the native language, development linguistic abilities are the core of the full formation of the personality of a preschool child.

Municipal preschool educational institution

"Nursery-garden No. 288 in Donetsk"

Consultation for parents on the topic:

Development of correct speech -

an important condition for the mental development and preparation of a child for .

Completed by: teacher

Kovalenko K.S.

Donetsk 2017

Consultation for parents

The development of correct speech is an important condition

mental development and preparation of the child for .

A modern school requires a high level of mental and speech development from a child. Human language (speech) is not only a means of communication, but also a means of expressing thoughts. The more figurative and correct the speech, the more accurately the thought is expressed. The development of speech entails the development of mental operations, and, conversely, the development of thinking contributes to the development of speech. If the speech leveltall, then he not only reads well and writes competently, but also understands and perceives what he is studying better, and clearly expresses his thoughts.

There are several interrelated types of speech: oral speech, inner speech and written speech, all of which are inextricably linked with thinking. Oral speech is speech spoken out loud; it is always addressed directly to the interlocutor and serves the purposes of direct communication between people, that is, it is communicative. Many aspects of personality find expression in its content, tempo, rhythm, and smoothness. Some people speak very emotionally, others speak about the same events without much emotion, some speak laconicly, others are overly lengthy, different people have different vocabulary. Thinking has a decisive influence on the content and direct execution of oral speech, and an attentive interlocutor can easily determine how active the speaker is at the moment, how fundamentally flexible the speaker’s thinking is, to what extent his active vocabulary is developed and how quickly the interlocutor manages his mental operations. Of course, one or several conversations cannot be used to judge the development of thinking and level of intelligence of the interlocutor; one must always take into account the general state of the person and his degree of interest in the proposed topic. Especially when it comes to the loss of speech and thinking development in, after all, voluntary attention, when they are able to maintain a conversation through volitional effort, is formed only at school age.

Thinking is organically connected with speech and language. Their emergence and development mark the emergence of a new special form of reflecting reality and managing it. It is important to distinguish language from speech. Language is a system of conventional symbols with the help of which combinations of sounds are transmitted that have the same meaning and the same meaning as the corresponding system of written signs. Speech is a set of spoken or perceived sounds that have the same meaning and the same meaning as the corresponding system of written signs. Language is the same for all people who use it, speech is individual. Expressed in speechan individual person or a community of people for whom these speech features are characteristic; language reflectsthe people for whom he is native, and not only living people, but also previous generations. Speech without language acquisition is impossible, while language can exist and develop relatively independently of a person, according to laws not related to either his psychology or his behavior.

A child’s speech is formed under the influence of the speech of adults and depends to a great extent on sufficient speech practice, a normal speech environment, and on upbringing and, which begin from the first days of his life. Speech is not an innate ability, but develops in the process of ontogenesis - the individual development of the body from the moment of its inception to the end of life - in parallel with the physical and mental development of the child and serves as an indicator of its overall development. A child’s acquisition of his native language follows a strict pattern and is characterized by a number of features common to all children. In order to understand speech pathology, it is necessary to clearly understand the entire path of sequential speech development of children in normal conditions, to know the patterns of this process and the conditions on which its successful occurrence depends.

The main task - develop the child’s oral coherent speech. The characteristic features of such speech are not only extensiveness, but also arbitrariness. By the age of seven, a child’s speech should be meaningful and based on sufficient knowledge. But this is not enough - the content must be built in a logical sequence: significant episodes cannot be skipped, they cannot be rearranged randomly, unnecessary insertions should be avoided, logically move from one part to another, and be able to complete the statement. In this case, the child must correctly pronounce all the sounds and words of his native language.

Attention to the development of a child’s speech in the first stages of development is especially important because at this time the brain is intensively developing and its functions are being formed. According to research, the functions of the central nervous system are easily trained precisely during the period of their natural formation. Without training, the development of these functions is delayed and may even stop forever.

According to M. M. Koltsova, for the function of speech creation, such a “critical” period of development is the first three years of a child’s life: by this period, the anatomical maturation of the speech areas of the brain basically ends, the child masters the mainnative language, accumulates a large vocabulary. If in the first three years of speech was not given due attention, then in the future it will take a lot of effort to catch up.

The process of mastering native speech is a natural process of development and improvement of the speech-creating system of an individual person’s body. We call the pattern of language acquisition the dependence of the intensity of education of speech skills on the developmental potential of the language environment - natural (inlearning) or artificial, i.e. language environment, prepared by methodological means (in preschool institutions).

Speech is acquired if the child, listening to someone else’s speech, repeats (out loud and then silently) and prosodemy of the speaker, imitating him, that is, if his speech organs are actively operating.

But the main reasons for this phenomenon are violation tical perception, pronunciation defects, as well as undeveloped skills of sound analysis and synthesis.

The reading skill is formed in a child only after mastering the merging of speech sounds into syllables and words.

That is, if we want a child to learn written language (reading and writing) quickly, easily, and also avoid many mistakes, we should teach him sound analysis and synthesis.

In turn, sound analysis and synthesis should be based on a stable phonemic perception of each sound of the native language.

Phonemic perception or phonemic hearing is the ability to perceive and distinguish speech sounds (phonemes).

This ability is formed in children gradually, in the process of natural development.

This means that the necessary prerequisites for teaching a preschooler to read and write are: formed phonemic perception, correct pronunciation of all sounds of the native language, as well as the presence of basic sound analysis skills.

The most significant thing for a seven-year-old child is the transition to a new social status: a preschooler becomes a schoolchild.

The child combines traces of preschool childhood with new qualities of a schoolchild. The transition from play activities to educational activities significantly influences the child’s motives and behavior. Qualitywill depend on how much the prerequisites were formed in the preschool period.

Very important:

how the child’s physical development proceeded, his characteristics;

condition of physical hearing (frequent otitis media);

development of fine motor skills of the fingers, general motor skills, developmental disabilities;

state of the nervous system (excitability, depression, etc.); what knowledge and ideas about the child owns (space, time, counting operations);

development of voluntary attention, indirect memorization, and the ability to listen to the teacher;

cognitive activity, desire to learn, interest in knowledge, curiosity;

communicative activities, readiness to collaborate with other children , cooperation, .

The concept of readiness for learning includes not only a qualitative characteristic of the child’s stock of knowledge and ideas, but also the level of development of generalizing thinking activity. Schooling places new demands on the child for his speech, attention, and memory. A significant role is played by the child’s psychological readiness for learning, that is, his awareness of the social significance of his new activity.

Special criteria for readiness for schooling are applied to a child’s mastery of his native language as a means of communication.

1. By school age, the child should have all the sound side of speech .

The child must have correct, clear sound pronunciation of all groups of sounds.

2. By the age of six, phonemic processes, the ability to hear and distinguish, are fully formed. phonemes (sounds) of the native language.

3. Readiness of children for sound-letter analysis and synthesis of the sound composition of speech. This is the ability to isolate the initial vowel sound from the composition of a word; analysis of vowels from three sounds of AIU; backsyllable analysisvowel - consonant ; hear and highlight the first and last consonant sound in a word, etc.

4. Development of vocabulary, ability to use in different ways . Education and correct use of words with a diminutive meaning, the ability to form words in the required form. Identify sound and semantic differences between words. Form adjectives from nouns.

5. By school age it is formed speech. This is the ability to use detailed phrasal speech, the ability to work with sentences. Correctly construct simple sentences, see the connection of words in sentences, extend sentences with secondary and homogeneous members, construct complex sentences grammatically correctly. Children should be able to compose stories based on pictures, based on a series of plot pictures.

The presence of even mildly expressed deviations in phonemic and lexico-grammatical development in younger schoolchildren leads to serious problems in mastering general education school programs.

The main task of parents during pay attention to various oral speech disorders of your child in preschool age to provide correctional assistance before school and prevent communication difficulties in and poor performance in secondary schools.

The sooner correctional and developmental training is started, the better the result will be. The development of correct speech is an important condition for the mental development and preparation of a child for school.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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