Article “Development of speech functions in preschool age”

Article “Development of speech functions in preschool age”

Olga Alexandrovna Andriyanova

Article “Development of speech functions in preschool age”

Language and speech have traditionally been considered in the psychological, pedagogical, philosophical and social sciences as a “node” in which various lines of mental development of the individual , such as thinking, imagination, memory, emotions, converge. Being the most important means of human interaction, communication, knowledge of reality, language serves as the main channel for introducing the values ​​of spiritual culture from generation to generation, as well as a necessary condition for education and training.

According to A. A. Leontyev, a person’s speech experience does not simply reinforce some conditioned reflex connections, but leads to the appearance in the human body of a speech mechanism, or speech ability. This mechanism is formed in each individual person on the basis of the innate psychophysiological characteristics of the body and under the influence of verbal communication.

In the context of the implementation of the Federal State for preschool education, changes have occurred in traditional approaches to organizing the pedagogical process. This also affected the section of work on speech development .

Each child, in the early stages of his development , first begins to master gestures and movements, and then moves on to the perception and use of sounds, which later become connected speech, taking into account all the rules and traditions accepted in a given ethnic group.

Communication through sounds has its own functions , which emerged gradually and do not reflect the functions of speech . functions of speech in preschool age are distinguished :

1. Communicative function ( communication function )

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In early childhood, the child uses speech as a means of communication. However, he communicates only with close or well-known people. Communication in this case arises about a specific situation, which includes adults and the child himself. Communication in a specific situation about certain actions and objects is carried out using situational speech ; it is quite clear to the interlocutors, but is usually incomprehensible to an outsider who is not familiar with the situation itself. Situationalism can be represented in speech in a variety of forms. For example, typical for situational speech is the deletion of the implied subject, which is replaced by a pronoun.
As the circle of contacts expands and as cognitive interests grow, the child masters contextual speech. Contextual speech enough to be understandable without direct perception of this situation. A retelling of books, a story about an interesting fact, or a description of an object cannot be understood by the listener without an intelligible presentation. The child begins to make demands on himself and tries to follow them when constructing speech .

A special type speech is explanatory speech. In older preschool age, a child has a need to explain to a peer the content of the upcoming game, the structure of the toy, and much more. Often, even a minor misunderstanding leads to mutual dissatisfaction between the speaker and the listener, to conflicts and misunderstandings. Explanatory speech requires a certain sequence of presentation, highlighting and indicating the main connections and relationships in a situation that the interlocutor must understand. The explanatory type of coherent speech is essential both for the formation of collective relationships among children and for their mental development .

2. Planning function . to perform this function due to the fact that it merges with the child’s thinking. Thinking in early childhood is included in his practical objective activity. As for speech , in the process of solving problems it appears in the form of appeals to an adult for help. By the end of early childhood, in the speech of children who have taken on the solution of any problem, many words appear that seem to be addressed to no one. Partially these are exclamations expressing the child’s attitude to what is happening, partially they are words denoting actions and their results.

3. Intelligent function . At preschool age, speech becomes a child’s instrument of thinking. He learns to express his thoughts coherently and logically; his reasoning turns into a way to solve various intellectual problems. Speech becomes a means of cognition, intellectualization of cognitive processes.

4. Regulatory function . Associated with the development of speech understanding . It is expressed in the understanding of literary works, in subordination and execution of instructions from an adult, and in the influence of the child himself on an adult or peer.

5. Sign function . It is associated with the isolation of a word as an abstract unit, that is, the child’s awareness of the sound structure of a word and the verbal composition of a sentence, which creates the opportunity to make the word an object of knowledge and master written speech.

The development of speech functions in preschool age is carried out in the process of continuous direct educational activity, routine moments, independent activity of pupils, and games.

Thus, the development of speech in a child occurs as a process of mastering his native language, the richness of its vocabulary and grammatical forms necessary for each person to understand other people and the ability to express their thoughts, desires, and experiences. With age an increasingly important role in the general and special speech development of a child. In such forms of communication, the child masters speech as a means of influencing others and himself, as a means of self-knowledge and self-regulation.

Functions of a child’s speech article on the topic

Functions of a child's speech.

Native language as a factor of development and education.

A child’s speech performs 3 functions of connecting him with the outside world: communicative, cognitive, and regulating. The communicative function is the earliest: the first word, born from modulated babble in the 9th – 12th month of a child’s life, performs precisely this function. The need to communicate with other people stimulates the improvement of the child’s speech in the future. By the end of 2 years of life, he can already express his desires and observations in words clearly enough for others, and can understand the speech of adults addressed to him. After the age of 3 years, the child begins to master inner speech. From this time on, speech for him ceases to be only a means of communication; it already performs other functions, primarily the function of cognition: by learning new words and new grammatical forms, the child expands his understanding of the world around him, of objects and phenomena of reality and their relationships. In parallel with the development of communicative and cognitive functions, the child begins to assimilate speech as a regulator of behavior. The first words that regulate behavior are the words “you can’t, you can,” verbs in the form of the imperative mood like “eat, go,” etc.

- It is forbidden! - the mother says firmly, taking away the book from the baby, which he is trying to tear.

- The book will leave Vanya and say: “Vanya is bad.” (The essence of the ban is that you cannot handle the book carelessly. If it is torn, it cannot be used.)

Such words awaken the child’s self-awareness, train his will, and discipline him. Discipline and later self-discipline as a personality quality is the key to the development of character traits necessary for a person.

The ability to communicate, explore the world, and the ability to plan one’s actions are formed in a child as the brain develops, but the development process itself largely depends on training, i.e. from constantly reacting to already learned words. When it becomes possible for a child to master language in its regulatory function, this means that the native language has become an instrument of moral education. From now on, adults should be especially attentive to their words and their behavior. The first words that regulate behavior that a child must learn are the words “you can’t, you can, you must,” and with their help he learns the concepts of “good and bad.” The word “can” allows good, kind deeds for the benefit of people, animals, and plants. With the help of the word “must,” the will is trained, the child’s effective attitude towards his duty is brought up: he must do something that he does not want to do at all, he must feed the birds in winter, take care of plants, help his grandmother with housework, he must protect the weak from injustice.

While mastering his native language, the child also perceives its characteristic syntactic structures. Thus, having understood the change in verbs by persons, the child will learn a form of politeness (for example, when addressing a teacher: “What are you reading to us?” or “Can you read to us?” instead of the capricious “Well, read it!”)

When a child understands such words of his native language as kindness, benevolence, responsiveness, caring, truthfulness, hard work, honesty, modesty, loyalty, they will become a program for the formation of his moral principles. The child absorbs their content, i.e. learns to act in accordance with the moral requirements that make up the meaning of these words, he will be able to contrast them with the meaning of antonym words: heartlessness, envy, callousness, inattention, deceit, laziness, dishonesty, boastfulness, infidelity.

Of course, at early stages the child will not utter these words; he will first listen to nursery rhymes, fairy tales, stories, poems in which the characters, by their behavior, show examples of honesty, fidelity, hard work, and service to duty.
The child will want to follow good deeds and will meaningfully learn the words denoting the corresponding moral concepts. A feeling of familiarity with beauty is born in the child; beauty and happiness become synonymous for him! And all this comes from your native language! Resource id #5048

Article: “Types of speech of a preschooler (situational, contextual, explanatory)”

“Types of speech of a preschooler (situational, contextual, explanatory).”

The child accepts his native speech from close people, from his parents, from the linguistic environment around him, driven by the natural need for communication, and later - self-expression. Communication with loved ones, and a little later - with oneself, comes not only on the external, but also on the internal, mental level. A person uses the most complex mechanisms of speech without thinking about them, masters them practically, but as he grows up, these processes become more and more conscious, subject to self-control, and become purposeful, regulated acts.

A person develops his speech throughout his life. In kindergarten, a child develops speech in various activities using a wide variety of techniques: in mathematics classes - by solving logical problems, in speech development classes - with the help of vocabulary work, speech warm-ups, reading and retelling text, describing pictures, objects, writing fairy tales and so on.

At preschool age, children's social circle expands. By becoming more independent, children go beyond narrow family ties and begin to communicate with a wider range of people, especially peers. Expanding the circle of communication requires the child to fully master the means of communication, the main one of which is speech. The increasingly complex activities of the child also place high demands on speech development.

The development of speech in the learning process leads to the enrichment of children's vocabulary and mastery of the norms of the Russian literary language. The process of speech development is long-term and occurs throughout all years of education and upbringing in kindergarten.

Speech is a mental process.

Speech is an activity during which people communicate with each other through language. In the process of verbal communication, a person enriches his knowledge not only through his narrow individual experience, but also through the assimilation of social experience accumulated by many generations. Oral and written speech plays a decisive role in mastering science and culture, in the education and upbringing of a person [3]. Speech not only serves communication between people, but is also a necessary means, an instrument of human thinking. Being a tool of thinking, speech plays an important role in other mental processes. Loud or mental naming of objects in front of us organizes their perception, makes them easier to distinguish and recognize.

Speech is communication itself, the expression of thought. Speech is verbal, linguistic, communication, self-expression. Language is an abstract system, but speech is material, it is perceived by hearing and sight. Speech strives to merge its units in the speech stream. Speech is the realization of language; language manifests itself only in speech.

Speech is a sequence of words and sentences. Speech is theoretically infinite: the number of texts cannot be counted even theoretically.

Speech is dynamic, speech is variable, caused by the needs of life, depends on communicative expediency, which determines the choice of certain linguistic means.

Speech is a system of sound signals, written signs and symbols used by humans to represent, process, store and transmit information. She “voices”, “revitalizes” linguistic symbols.

Speech is the main acquisition of humanity, a catalyst for its improvement. Indeed, it is omnipotent; it makes accessible to knowledge those objects that a person perceives directly, that is, with which real interaction is achievable.

Speech is the basis of all cognitive activity of an individual, an independent cognitive process, and, finally, it acts as a means of communication in which the content of a person’s consciousness and his personal qualities are objectified.

Human speech performs a number of functions: it expresses the individual uniqueness of human psychology; acts as a carrier of information, memory and consciousness; is a means of thinking and communication; acts as a regulator of human communication and one’s own behavior; is a means of controlling the behavior of other people. But its main function is that it is a thinking tool.

The speech of a small child is initially distinguished to a more or less significant extent by the opposite property: it does not form such a coherent semantic whole that it can be fully understood on its basis alone. To understand it, it is necessary to take into account the specific, visual situation in which the child is and to which his speech relates. The semantic content of his speech becomes understandable only when taken together with this situation: this is situational speech.

Situational speech, which appeared at an early age, does not fully reflect the content in speech forms. Thus, in his speech, a child either completely omits the intended subject, or for the most part replaces it with pronouns. His speech is replete with the words “he”, “she”, “they”, and in the context itself it is not indicated anywhere to whom these pronouns refer; the same pronoun “he” or “she” often refers to different subjects in the same sentence. In the same way, speech is replete with adverbs and interjections.

Situational speech is constructed in the form of dialogue, because the child is not yet completely independent and his activities are inseparable from the activities of adults.

Situational speech is present in preschoolers in stories on topics from their everyday life, when retelling with the introduction of pictures. But even at 3-4 years old, the situational nature of speech is less pronounced when retelling without the use of pictures.

In older preschoolers, the situational nature of speech noticeably decreases both in everyday stories and in retellings, regardless of the presence of pictures. Contextual features are growing. Speech becomes more and more consistent and logical.

Situational speech, as the main form of speech of the youngest child, gradually begins to give way to contextual speech, speech to message

By the end of preschool age, situational and contextual speech coexist in the child.

Since the child first operates only on content that is immediately close to him and uses speech to communicate with loved ones included in a common situation with him, his speech, naturally, is situational in nature. As both the content and functions of speech change during development, the child, through learning, masters the form of coherent contextual speech.

One switches to contextual speech, understandable regardless of the situation, when a coherent presentation of a subject that goes beyond the limits of the current situation is required, moreover, a presentation intended for a wide range of listeners.

With the growth of cognitive interests and simultaneously with the expansion of their social circle, children master contextual speech.

The child’s contextual speech has semantic completeness and allows one to find out the meaning and significance of the individual words and expressions that make up it. The child begins to be critical of his speech. A retelling of books read, a description of a subject, a story about interesting events, facts require an intelligible presentation. And the child tries to describe the situation in such a way that it can be understood without direct perception.

Direct perception is when a person perceives a situation or events himself, through the joint coordinated work of several analyzers at once.

Contextual speech, i.e. coherent, characterized by the fact that its understanding by the interlocutor is possible on the basis of language alone and does not require reliance on a specific situation. The unit of contextual speech is a sentence, and not a word, as it was in situational speech.

At the same time, situational speech is not a purely age-related feature. It often occurs in interactions with adults or peers when children perform joint activities.

Research by Ruzskaya A.G. and Reinstein A.E. has proven that when communicating with peers, children more often use contextual speech (more complex), and when communicating with adults, situational speech (simple). This is due to the following features:

1. The adult is perceived by the child as a source of satisfaction of natural needs and the child demands from the adult what he urgently wants to receive, depending on the current situation, that is, appeals to the adult are initially specific. At the same time, the adult understands the child better and more often guesses what the child wanted to say; often adults themselves finish the child’s sentences or suggest words and phrases. That is, the intelligence of adults does not challenge the child to fully use his speech capabilities.
2. A peer is perceived by a preschooler as a “simulator” for practicing acquired speech skills and knowledge and, precisely, on him the child tries to use contextual speech more often than on an adult. At the same time, the peer is not yet very good at deciphering speech addressed to him and the child has to try harder to master contextual speech when selecting words and constructing sentences.

The emergence of contextual speech is ensured by enriching the vocabulary and mastering the grammatical structure of speech.

The contextual form of speech requires a detailed, complete, logically coherent presentation of new grammatical forms.

In its structure, contextual speech is close to written speech. An important feature of contextual speech is arbitrariness.

For example, a 7-year-old child who has just entered 1st grade says: “It was very interesting in kindergarten. There we played a lot, drew and sang. We were taught to study. You need to study in order to become literate, so that later you can work in a factory as an engineer or as a doctor in a hospital” (L.A. Kalmykova)

In their stories, children rely on their experience and knowledge. In addition to factual material, they also use fictitious facts, inventing stories that are creative in nature.

Contextual speech in a child does not completely displace situational speech. The child uses one or the other form, depending on the nature of communication and the communicated content.

The child masters contextual speech under the influence of systematic training. In kindergarten classes, children have to present more abstract content than in situational speech, and they have a need for new speech means and forms that children appropriate from the speech of adults. A preschool child takes only the very first steps in this direction. Further development of contextual speech occurs at school age.

Thus, distinguishing situational and contextual speech according to its dominant feature, one cannot, however, in any way outwardly oppose them. Every speech has at least some context, and every speech is connected and conditioned by some situation - if not a particular one, then a more general one, the situation of the historical development of a given science, etc. Situational and contextual moments are always in internal interconnection and interpenetration; we can only talk about which of them is dominant in each given case.

The main line of development of a child’s speech in this most essential aspect for speech is that from the exclusive dominance of only situational speech, the child moves on to mastery of contextual speech. When a child develops contextual coherent speech, it does not externally layer over situational speech and does not displace it; they coexist, and a child, like an adult, uses one or the other, depending on the content that needs to be communicated and the nature of the communication itself.

A special type of child speech is explanatory speech.

Explanatory speech is speech that helps to more clearly and distinctly present an object, phenomenon or rule. This is the most difficult form of speech in preschool age. It is based on thinking and requires the child to be able to establish and reflect cause-and-effect relationships in speech.

In older preschool age, a child has a need to explain to a peer the content of the upcoming game, the structure of the toy, and much more. Often, even a minor misunderstanding leads to mutual dissatisfaction between the speaker and the listener, to conflicts and misunderstandings.

Explanatory speech requires a certain sequence of presentation, highlighting and indicating the main connections and relationships in the situation that the interlocutor must reap. The explanatory type of coherent speech is essential both for the formation of collective relationships among children and for their mental development.

At preschool age, explanatory speech is just beginning to develop.

Preschoolers very often replace explanatory coherent speech, which is necessary when one child involves another in a new game situation, with situational speech. The preschooler finds it difficult to construct speech in such a way as to explain why one should do this and not another. He focuses his explanation only on the performing activity of the one he seeks to include in the game. In the case when adults create special conditions that require an older preschooler to reveal the meaning of an explanation, the child acquires the ability to ensure that another understands the content of the explanation.

Explanatory speech is developing intensively:

• In joint activities with peers (when you need to agree on a common game, work, choose a drawing topic, explain the rules of the game to your friends.)
• In educational activities;
• At any regime moments;
• In problematic situations.

Explanatory speech is essential for

• Formation of communication skills
• Development of thought processes, enrichment of vocabulary, actually connected speech.

The development of explanatory speech is the most important condition for a child’s success in school. Only with well-developed explanatory speech can a student give detailed answers to complex questions in the school curriculum, consistently and completely, reasonably and logically present his conclusions.

Speech as a means of communication

Formation of speech must be timely and correct. Expressiveness, good vocabulary and clarity of speech are the most important characteristics of skill development. Speech as a means of communication exists exclusively within the limits of linguistic features.

Speech is the basis of communication

During the conversation, there is a mutual exchange of information and communication skills develop. Supplemented by intonation, volume, verbal communication. With the help of a statement, you can express your understanding of the situation and encourage action.

The functions of a preschooler’s speech have similar meanings as for an adult:

• Impact. With the help of pronunciation a person influences another. Can encourage and convince him to take certain actions.
• Message. The dialogic process allows for information exchange, conversation and even a business aspect.
• Expression. Generalization of the ability to convey intonation, emotions, feelings and thoughts.
• Designation. Indicates the ability to identify objects using verbal skills. Comparison of objects with their names appears already at a young age. For example, dough has the name “dough”, and each utensil has its own name.

For your information! You can use external, internal, written or oral. Speech means of communication are also expressed in the form of a monologue, replica or dialogue.

Leushina A. M. (“Development of coherent speech in preschool children”) identifies the situational model of communication as used by children. The child can choose it, based on the specific situation in the description.

Children's speech has characteristics. Learning the rules should be easy for the baby, involving him in the process. An adult must help the child study it qualitatively; it is from this moment that a person’s speech development begins. Psychology and psycholinguistics conduct research that influences a person’s future capabilities. Speech can develop only gradually. Having passed one stage, the baby moves on to the next.

Speech is an important factor in the exchange of information

Stages of speech development in preschool children

The preparatory stage is the basis of the baby’s speech skills. The baby does not know how to talk, but he knows how to observe those around him. This is an early, non-speech stage observed in infants. Children under one year old tend to accumulate the originality of pronounced syllables and sounds. Word creation is of particular importance. Learning should be based on understanding, love and goodwill, including verbal ones.

Speech development of children 4-5 years old in the middle group of kindergarten by topic

For your information! Adults should provide all possible assistance in getting to know the baby. This is not just fun - it is the key to developing his future skills.

The child listens to his parents’ addresses to him, accumulates what he hears, coos, hums and forms passive communication. He learns to understand some words and then reproduce them. The best recommendation at this stage is to contact and talk with the baby as much as possible.

The next, pre-school stage. The ontogenetic stage follows the preparatory stage and begins in the second year of the baby’s life. The baby learns to pronounce monosyllabic and then more complex phrases. Remembers words and learns the process of word creation. Every lesson, even not related to the development of speech, helps him improve his vocabulary. Thinking develops, and at the same time the child learns to construct phrases, phrases and sentences. The baby has a strong cognitive “why” effect.

Adults must pronounce words correctly

Next comes the preschool stage. This period is not as short as the previous ones. It takes about 4-5 years. The child learns not only to listen, hear, understand and make sense, but also to think intelligently. Knows how to find mistakes, knows how to pronounce this or that phrase correctly.

The school stage is considered the final stage by the scientific world. The child's phoneme is formed, but he is still learning to write. Sources of knowledge are collected into one big picture in the child’s head, and he knows how to formulate his speech well and speak clearly. School work helps to study written language: abstracts, essays.

Active development of speech in the early period occurs from one to two years. The baby, like a sponge, absorbs words and tries to repeat them.

For your information! Sometimes there is a barrier in the form of those words that the baby cannot say out loud due to his age - he puts them in his memory in order to remember and pronounce them later.

What to do if a child speaks poorly at 4 years old

The baby actively communicates with adults and peers using double structures. For example, “am-am, yum-yum, ma-ma.” Then speech becomes clearer and vocabulary expands.

Upon entering kindergarten, the child improves the skill even more. There are a lot of children in the preschool educational institution, which opens up new opportunities for communication. The child learns to pronounce more complex words and determines their correct pronunciation. In the middle group of kindergarten, he already forms diminutive forms of words. By the age of 5, he already knows all human objects and even many technological terms. By school age, the child speaks clearly and fluently, allowing it to improve. The main thing to remember is that a child, like a mirror, reflects the manner of speech of his parents.

At first, the baby's speech is incomprehensible

The role of didactic games

The teacher can choose a didactic game that will be of great benefit. The game should motivate, and then the child learns to speak a lot, clearly formulate phrases and clearly pronounce syllables and sounds. Games on a map or those that require certain stories from the baby are well suited.

The role of project activities in the speech development of preschool children comes down to the ability to use the skills of analysis, comparison, the ability to generalize and find inaccuracies. Allows you to achieve linguistic accuracy.

The Federal State Educational Standard welcomes the competent speech development of the child, but parents must understand that the results depend directly on them. It is parents who are the key impetus in the development of the child.

The role of education in children's acquisition of their native language

Mastery of the native language and speech development is one of the most important acquisitions of a child in preschool childhood and is considered in modern preschool education as the general basis for the upbringing and education of children (FOOTNOTE: See: The Concept of Preschool Education. - M., 1989).

The development of speech is closely related to the development of consciousness, knowledge of the surrounding world, and the development of the personality as a whole. The native language is a means of mastering knowledge and studying all academic disciplines in school and subsequent education. Based on a long study of the processes of thinking and speech, L. S. Vygotsky came to the following conclusion: “There is every factual and theoretical basis to assert that not only the intellectual development of a child, but also the formation of his character, emotions and personality as a whole is directly dependent on speech" (Vygotsky L.S. Mental development in the learning process).

Research by domestic psychologists and psycholinguists has proven that mastering speech does not just add something to a child’s development, but rebuilds his entire psyche and all his activities.

To show the role of language acquisition and speech development, it is necessary to analyze the functions that language and speech perform. Based on research by psycholinguists, psychologists, and teachers, we will give a brief description of these functions. I. A. Zimnyaya, analyzing language and speech, conventionally identifies three groups of functional characteristics of language (in the broad sense). These are characteristics that ensure: a) social, b) intellectual and c) personal functions of a person (Zimnyaya I. A. Psychology of teaching a non-native language. - M.: Russian language, 1989. P. 14-15.)

The first group includes characteristics according to which language is a means of: 1) communication as a form of social interaction; 2) appropriation of socio-historical, social experience, i.e. socialization; 3) familiarization with cultural and historical values ​​(general educational significance of the language).

Thus, here language acts as a means of social communication and social development of the individual in the process of communication with other people. The communicative function is the main and genetically original function of speech.

The second group consists of the characteristics of language through which human intellectual functions are realized. These characteristics define language as a means of: 4) nomination (name) and indication (designation) of reality; 5) generalizations in the process of formation, expansion, differentiation and clarification of the conceptual apparatus of man; 6) mediation of higher mental functions of a person; 7) development of cognitive interests; satisfaction of communicative and cognitive needs (form of existence and expression of the emotional-volitional sphere).

Here language is characterized as a tool of intellectual activity in general, a tool for the formation of a person’s “linguistic consciousness,” as a decisive factor in a person’s mental development.

The third group consists of “personal” characteristics of language. Here it acts as a means of: 9) a person’s awareness of his own “I” and 10) reflection, self-expression and self-regulation.

This group of characteristics of language shows its role in the self-knowledge of an individual. In connection with this group of characteristics, we should talk about the role of language in the moral development of children. Teaching the native language helps solve the problems of moral education. The child learns through language moral norms, moral assessments, which, with proper upbringing, become the standards of his own behavior, attitude towards the world around him, towards people, towards himself.

Let us present the specifics of the manifestation of these characteristics when mastering a native language in a generalized form, in the table.

Functional characteristics of the native language

The language plays a role in these functions from a very early age of the child. Their analysis allows us to see the role of the native language and speech in the social, mental, and moral development of children.

Along with the general elements of socio-historical experience in the language there are elements inherent in a particular national culture. In this sense, A. A. Leontyev highlights another function of language - national-cultural. It is also clearly characterized in the works of K. D. Ushinsky, who showed the national characteristics of the native language and its role in nurturing national self-awareness.

Language is the fundamental basis of culture in the broad sense. “Appropriating” the social experience of previous generations of people, the child masters the language as part of the national culture.

At preschool age, children master their native language and its aesthetic function. Aesthetic education in the process of teaching one’s native language is the formation of aesthetic feelings. Nature, society, human personality, and art are reflected in verbal form. By developing speech skills in our native language, we simultaneously cultivate an aesthetic attitude towards nature, man, society, and art. The native language itself, as a subject of acquisition, has the features of beauty and is capable of evoking aesthetic experiences. The teacher attracts children's attention to figurative means of expressiveness, sonority and melody, the appropriateness of using linguistic means, and thereby lays the foundations for an aesthetic attitude towards language. Of particular importance for aesthetic development are the artistic word, verbal creativity and artistic and speech activity of the children themselves.

At the same time, speaking about the role of language and speech in the development of a child’s personality, one should remember the warning of A. N. Leontiev that “although language plays a huge, truly decisive role, language is not the demiurge of the human in man” (FOOTNOTE: Leontiev A. N. Problems of mental development. - M., 1981. - P378). The creator of a person is a specific objective-practical activity, during which people interact and enter into various forms of communication.

2. Forms of organization of teaching preschoolers their native speech in preschool educational institutions Teaching their native language in preschool institutions is carried out in two forms: in everyday life and in specially organized classes.

In everyday life, conditions are provided for the maximum realization of the child’s need for verbal communication with adults and peers. Here we can note two ways of developing children’s speech:

subordination of the content and form of relationships to the needs of regulating the behavior of pupils in restricted moments, during walks, in non-speech classes and in other typical situations;

organizing children's activities (for example, play) in order to ensure unconscious acquisition of the necessary speech means (consolidating the correct pronunciation of a particular sound, familiarization with a new grammatical construction, etc.). In the context of public education, the leading means of shaping a child’s speech is teaching. Teaching a native language is a systematic, purposeful process of developing children’s cognitive abilities, their assimilation of a system of basic knowledge about the environment and the corresponding vocabulary, and the formation of speech skills.

The most important form of organizing speech and language teaching in the methodology is considered to be special classes in which certain tasks of children’s speech development are set and purposefully solved.

The need for this form of training is determined by a number of circumstances.

Without special training sessions, it is impossible to ensure the speech development of children at the proper level. In-class training allows you to complete the tasks of all sections of the program. There is not a single section of the program where there is no need to organize the entire group. The teacher purposefully selects the material that children have difficulty mastering and develops those skills and abilities that are difficult to develop in other types of activities. A.P. Usova believed that the learning process introduces qualities into the speech development of children that under normal conditions develop poorly. First of all, these are phonetic and lexico-grammatical generalizations, which form the core of a child’s linguistic abilities and play a primary role in the acquisition of language, sounds, word pronunciation, construction of coherent statements, etc. Not all children spontaneously, without the targeted guidance of an adult, develop linguistic generalizations, and this leads to a lag in their speech development. Some children master only elementary forms of spoken language, find it difficult to answer questions, and cannot tell a story. And on the contrary, in the learning process they acquire the ability to ask questions and tell stories. “Everything that previously belonged to the qualities of a “creative” personality, was attributed to special talent, during training becomes the property of all children” (A.P. Usova).

Classes help to overcome spontaneity, solve problems of speech development systematically, in a certain system and sequence. Classes help realize the possibilities of speech development in preschool childhood, the most favorable period for language acquisition.

During classes, the child’s attention is purposefully fixed on certain linguistic phenomena, which gradually become the subject of his awareness. In everyday life, speech correction does not give the desired result. Children who are carried away by some other activity do not pay attention to speech patterns and do not follow them,

In kindergarten, compared to the family, there is a deficit in verbal communication with each child, which can lead to delays in the speech development of children. Classes, when organized methodically, help to a certain extent compensate for this deficiency.

In the classroom, in addition to the teacher’s influence on the children’s speech, the children’s speech interacts with each other. Team training increases the overall level of their development. Classes in the native language can be classified as follows: depending on the leading task, the main program content of the lesson:

classes on vocabulary formation (inspection of the premises, familiarization with the properties and qualities of objects);

classes on the formation of the grammatical structure of speech (didactic game “Guess what is missing” - the formation of plural nouns of the gender case);

classes on developing the sound culture of speech (teaching correct sound pronunciation);

classes on teaching coherent speech (conversations, all types of storytelling), classes on developing the ability to analyze speech (preparation for learning to read and write),

classes on familiarization with fiction.

Depending on the use of visual material: classes in which objects of real life are used, observations of phenomena of reality (examination of objects, observations of animals and plants, excursions); classes using visual clarity: with toys (looking at, talking about toys), pictures (conversations, storytelling, didactic games); activities of a verbal nature, without relying on clarity (general conversations, artistic reading and storytelling, retelling, word games).

Depending on the stage of training, i.e. depending on whether a speech skill (skill) is being formed for the first time or is being consolidated and automated. The choice of teaching methods and techniques depends on this (at the initial stage of teaching storytelling, joint storytelling between the teacher and the children and a sample story are used, at later stages - a plan for the story, its discussion, etc.). Close to this is the classification according to didactic goals (based on the type of school lessons) proposed by A. M. Borodich: classes on communicating new material; classes to consolidate knowledge, skills and abilities; classes on generalization and systematization of knowledge; final, or accounting and testing, classes; combined classes (mixed, combined).

Complex classes have become widespread. An integrated approach to solving speech problems, an organic combination of different tasks for the development of speech and thinking in one lesson are an important factor in increasing the effectiveness of learning. Complex classes take into account the peculiarities of children’s mastery of language as a unified system of heterogeneous linguistic units. Only the interconnection and interaction of different tasks lead to correct speech education, to the child’s awareness of certain aspects of language. Research carried out under the guidance of F.A. Sokhin and O.S. Ushakova led to a rethinking of their essence and role. This does not mean a simple combination of individual tasks, but their interrelation, interaction, mutual penetration on a single content. The principle of uniform content is leading. “The importance of this principle is that children’s attention is not distracted by new characters and manuals, but grammatical, lexical, and phonetic exercises are carried out on already familiar words and concepts; hence the transition to constructing a coherent statement becomes natural and easy for the child.”

Such types of work are integrated that are ultimately aimed at developing coherent monologue speech. The central place in the lesson is given to the development of monologue speech. Vocabulary, grammatical exercises, and work on developing the sound culture of speech are associated with completing tasks for constructing monologues of various types. Combining tasks in a complex lesson can be carried out in different ways: coherent speech, vocabulary work, sound culture of speech; coherent speech, vocabulary work, grammatical structure of speech; coherent speech, sound culture of speech, grammatically correct speech.

Complex solution of speech problems leads to significant changes in the speech development of children. The methodology used in such classes ensures a high and average level of speech development for the majority of students, regardless of their individual abilities. The child develops search activity in the field of language and speech, and develops a linguistic attitude towards speech. Training stimulates language games, self-development of language ability, manifested in the speech and verbal creativity of children.

Lessons dedicated to solving one problem can also be built comprehensively, on the same content, but using different teaching methods.

For example, a lesson on teaching the correct pronunciation of the sound w may include: a) showing and explaining articulation, b) an exercise in pronunciation of an isolated sound, c) an exercise in coherent speech - retelling a text with a frequently occurring sound w, d) repeating a nursery rhyme - a practice exercise diction.

Integrative classes, built on the principle of combining several types of children's activities and different means of speech development, received a positive assessment in practice. As a rule, they use different types of art, the child’s independent speech activity, and integrate them according to a thematic principle. For example: 1) reading a story about birds, 2) group drawing of birds and 3) telling children stories based on the drawings. Based on the number of participants, we can distinguish frontal classes, with the whole group (subgroup) and individual ones. The smaller the children, the more space should be given to individual and subgroup activities. Frontal classes with their obligatory nature, programming, and regulation are not adequate to the tasks of forming verbal communication as subject-subject interaction. At the initial stages of education, it is necessary to use other forms of work that provide conditions for involuntary motor and speech activity of children.

3. Methods and techniques for developing the speech of children in kindergarten The laws of mastering native speech, as already said, are that speech is acquired intuitively (unconsciously) in the process of developing a number of abilities: 1) a person’s ability to force the muscles of his speech organs to work - to articulate sounds speech, modulate elements of intonation, prosody and hear them; 2) the ability to correlate complexes of sounds and intonation with extra-linguistic reality, that is, to understand them as semantic elements of speech; 3) the ability to correlate the semantic elements of speech with one’s feelings, i.e., evaluate them; 4) the ability to remember the tradition of combining semantic and evaluative elements of speech in the process of communication, cognition, speech regulation and planning of human behavior. A child’s speech is enriched faster and his psyche develops more comprehensively if educators place him in conditions where natural speech activity is more intense. The main condition for accelerating the development of speech activity is the use of various methods of teaching speech, built on the principles of linguodidactics. A teaching method refers to the actions of the teacher and the learner, performed with the aim of transferring knowledge from one to another. The preschool period of speech development is characterized by practical methods: the imitation method, the conversation (conversation) method, the retelling method, the storytelling (composition) method. Imitation method The imitation method is that both the teacher and the student both say the same thing, but speak differently: the teacher articulates the sounds of his speech somewhat more energetically than in a conversation with adults and intones his speech expressively, and the student listens and repeats, imitates his speech, tries to master speech movements (articulations and modulations of the voice) and understand the meaning (correlate these sound complexes with designated objects, actions, etc.). At the same time, it is important for the teacher to stay at the level of the orthoepic norm and not to imitate the child’s pronunciation himself (not to “lisp”, not “to lisp”). This method begins to be used at the earliest age level and continues at all subsequent ones (not only in kindergarten, at school, but also in adulthood). Learning by imitation can occur involuntarily in the process of communicating with a child while performing household procedures, for example, while bathing a child. The imitation method is used in teaching speech to children and older children, practically during any game. During object games, children move, throw, show, push, feel, turn on, observe objects and name their qualities and actions. In this case, the teacher must talk to the child and ask him leading questions. “What kind of ball is this? small? blue?”, “Is this car moving? stopped?”, “How does the car honk? locomotive? steamboat? - asks the adult. The child, answering, repeats what the teacher suggested in his question: “Little”, “Rides”, “Beep!”, “Tut-tu!”, “Goo-oo-oo!” This expands the child’s vocabulary. Helping the child “build,” the teacher names the object they are building, its parts, and names his actions necessary to achieve the result of the construction. For example, a child, with the help of an adult, assembles a car from “constructor” parts. - What will we build, Lenya? Automobile? Which? Volga or truck? - Truck. - First we need wheels. Please give me the wheels, Lenya. What did you bring? - Wheels... brought. 14 - Very good. And here is the frame. Let's put the frame on the wheels. Now let's install the cabin... The engine, hood, steering wheel, and body are also searched for and installed in place. By naming the parts of the car and the actions he performs when assembling the car, the child imitates the speech of the teacher. Especially many favorable situations for the development of speech develop during plot games - role-playing, “director’s”, dramatization. In the game, the role-playing child copies various situations from the lives of adults that he observed or about which he knows from stories and remembers: “a mother feeds the children,” “a tractor driver plows a field,” “an electrician or a gas worker, or a plumber came to the apartment on a call from the residents,” “a teacher teaches children at school”, “an astronaut flies to the moon”, etc. The child copies both the actions of adults and the speech with which they accompany their actions. Let's ask for some water! Training method The above are examples of training using the same method - the imitation method. But in each case this method was carried out using different techniques. Technique is a variant of using this method, introducing into the main action that makes up this method side effects suggested by the nature of the educational didactic material. Thus, the techniques by which the imitation method is implemented can be: 1) observation of a real object while becoming familiar with the surroundings - in the case described above, the baby examines his hands, watches his mother’s hands and at the same time repeats after her, imitates her speech; 2) games: in the process of games, as we have seen, the child’s speech is enriched not only with new vocabulary, but also with word forms that are new to him (the game “electrician”, “visit”, when children master the genitive 15 case form of the noun, “in Krasnaya” Little Cap and the Wolf,” during which children become accustomed to coherent dialogical speech); 3) relying on a verbal model (verbal presentation): children repeat the phrase uttered by the teacher (“Water, water, wash my face!”). So, we got acquainted with the method of imitation, which consists in the fact that the teacher and the student both say the same thing, but the teacher shows an example of how to speak, and the student repeats it exactly and imitates it. The techniques by which the simulation method can be performed are described above. But there are a huge variety of techniques for implementing any method: every creative educator always creates his own techniques without violating the method itself. Thus, the imitation method, in addition to the described techniques, can be performed by using pictures, living objects (animals, plants), filmstrip, tape recorder, etc. Conversation method A more difficult method for a child to teach his speech is the conversation method, It is also called the question and answer method, the conversation method. The conversation method is that the teacher asks and the student answers. Consequently, both of them speak, but they say not the same thing (as with the imitation method), but different things: with his question, the teacher encourages the child to remember the words, sounds, grammatical forms or coherent text already known to him and to use them appropriately. To train the speech organs of children of the third year of life in the articulation of sounds [g] - [z], the teacher can use different techniques of the conversation method. - Sasha, do you remember how the beetle buzzes? - asks the teacher. The boy recalls: 16 - He... w-w-w... - How does a mosquito itch? — the teacher prompts the boy to articulate a similar sound. - Mosquito... s-z-z... This is a technique of relying on a verbal representation (presentation of a verbal sample). 2. For the same purpose, you can use the technique of a plot role-playing game: - Zina, Sasha, Kolya! You will be beetles, and you, Sema, Nina, Masha, will be mosquitoes. Well, fly towards each other and buzz or itch. Consolidating an understanding of the meaning of a word, such as vegetables, can be done in different ways. The teacher takes the children to the kitchen, where vegetables are laid out on the table especially for this purpose, and asks everyone: “Do you see what is on the table?” Children list what they see: - Carrots... cucumbers... tomatoes... eggplant... - What do they call all this together in one word? “These are vegetables,” one of the children hastens to say. “That’s right, these are vegetables,” the teacher encourages the boy. - What other vegetables do you know, besides those that are here? “Zucchini is a vegetable,” says the girl. “Cabbage, potatoes, turnips, onions, garlic are vegetables,” someone else adds... As you can see, in this case, the already familiar method of observing real objects was used, but the method was new - the method of conversation. 2. Instead of real vegetables, the teacher can use pictures depicting various vegetables, that is, use the technique of relying on the picture, but this will also be a conversation method. The method of relying on a picture can be complicated, for example, by introducing the word fruit for comparison. In this case, a question for children could be as follows: 17 - Children, here are pictures depicting vegetables and fruits. Which one of you will be quicker to sort them into two piles: vegetables - to vegetables, fruits - to fruits? Of course, such work can be organized if there is appropriate handout: each child should receive a set of pictures. The method of relying on real objects or pictures borders on didactic games, that is, games specifically designed for learning. Adults first introduce children to the rules of a particular game. Then they are given the opportunity to play on their own. Any didactic game contains great opportunities for the development of a child’s speech: after all, any knowledge that a didactic game gives is acquired by the child in verbal form. But there are didactic games specifically designed for the speech development of children - these are the so-called verbal didactic games. These games consist of children: 1) coming up with words for a given sound: - Indicate objects whose names begin with the sound [s]. — Table, chair, wall, shelving; 2) name objects according to the adult’s description, guess simple riddles: - Bring me something that has a lot of pieces of paper filled with letters, something that is painted with pictures. - Bring me something where I can learn a fairy tale or poetry. Children bring a book. Such descriptions, of course, are offered to children five or six years old; “Guess what it is: “Small, but distant: he passed through the earth - he found a little red riding hood,” says the teacher when he collects mushrooms in the forest with the children or just walks with them through the forest. Having found a clearing with strawberries (or in his garden near a bed of strawberries), 18 the teacher can read the riddle: There are many thin stems in the sun near the stumps. Each thin stem holds a scarlet light. Unbend the stems - Collect the lights. (V. Fetisov.); 3) ask riddles known to them or come up with riddles themselves. The basic rule of the didactic game: children must see (or better yet, touch, smell, taste, hear, if it sounds) the object about which the riddle is being asked. In order for children to master the construction of a common sentence, for example a two-part sentence with a direct object, it is necessary to use various techniques (conversation method) depending on the age of the children. For the fifth year of life - a method of relying on verbal representations (conversation method). - Children, let's play “Who is bigger?” Who will add more words to my word? I say: “The cook is preparing dinner.” And you should say: “The cook is preparing breakfast (dinner, afternoon snack).” “The cook cooks compote (fries, bakes, stews; soup, cabbage soup; fish, meat...).” The winner will be the one after whom no one can add anything. Suggestions are possible on topics about the work of a janitor, nanny, electrician, mechanic, teacher and other kindergarten workers. When working with children of the fourth year of life, the solution to the same problem should be facilitated by using the technique of relying on a picture (conversation method). We need a set of pictures depicting a person with an attribute of his profession: a cook at the stove, a gardener with a shovel, etc. 19 When working with children six to seven years old, the conversation method is complicated by the fact that, firstly, a more complex syntactic form is specified (spread a simple sentence in a separate phrase or composing a complex sentence), secondly, the range of vocabulary expands. For example, the teacher begins the game by giving an example: “The astronauts who carried out observations of the Sun landed safely in Baikonur.” Children replace the participial phrase in this sentence with their own: those who made observations of the ocean, the northern lights, the stars, the taiga... (the teacher can suggest the objects of “observation” to the children, but they themselves must concentrate their efforts on the correct construction of the sentence). Another sample proposed by the teacher: “Hunter-photographers, tracking the animal, walked (made their way) for a long time after it through the forest with a camera.” Children learn to use imperfective participles in speech, build the same syntactic construction that is given to them in the model, replacing the abstract word beast with a specific name: “chasing a bear (elk, deer, tiger, etc.).” To practice coherent storytelling, the teacher, having outlined a topic, can organize the children’s speech by posing several questions (points of the plan) that develop this topic. For example: - Slava (6 years old), did your Rex accompany you to kindergarten this morning? Did he bark at passersby? How does he walk down the street? Who took him out for a walk today? (The teacher, of course, must be aware of the affairs of Slavik’s family in order to pose these questions to him.) For a four- to five-year-old child, questions should not be asked all at once, but one at a time: call him to dialogue. So, the conversation method is a method of teaching speech, which consists in the fact that the teacher encourages the student to appropriately use his speech reserve and thereby improve his speech. The conversation method can be performed using the same techniques as the imitation method (the technique of observing 20 real objects, relying on a picture, a verbal sample, techniques of various types of games), as well as techniques for asking various questions and tasks. The conversation method should not be identified with the school conversation method, which is one of the ways of presenting theoretical material; the conversation method, as can be seen from its description, is a practical method. Method of retelling Preschoolers of the fifth to seventh years of life are taught speech, in addition to the methods described, by the method of retelling, which enriches their speech with all components of the language (vocabulary, grammatical forms, intonations), training their coherent speech. The retelling method consists in the fact that the teacher reads (tells) a work of art to the children or reminds them of what they saw together on a walk, on an excursion, or tells an “incident from his life” (narration), or gives a verbal description of something an object, an animal that the children have not seen, and encourages them to want to: 1) ask questions during the teacher’s story, 2) repeat his story (for one of their friends or at home for adults). The retelling method is similar to the imitation method. The difference between these methods is that the child imitates (repeats) parts of the text that the teacher has just spoken; the child retells, if possible, the completed text that he heard the day before; Some time must pass between the child’s perception of the text and its retelling. The methodology has developed many retelling techniques related to introducing children to fiction, for example: playing favorite characters, dramatizing fairy tales, short stories, etc. Composition ( storytelling) method The composing ( storytelling) method provides preschool children with the greatest independence in speech, which consists of in that the teacher encourages children to independently “compose” fairy tales, tell them real incidents from their lives, mix (contaminate) topics from the fiction they read, and describe pictures and real objects—things, animals, plants. The concept of a practical method and technique All the methods described above for teaching children their native speech involve the acquisition of speech in natural, live communication, when the child does not even notice that he is being specially taught, and assimilates speech intuitively. Such methods are called practical teaching methods, in contrast to theoretical ones, with the help of which children and adolescents are taught information about linguistics - the science of language. Children become familiar with theoretical methods at school after they have mastered their native language practically. A professional skill for a future teacher is the ability, and then the skill, to impromptu (that is, without prior preparation) conduct a meaningful (developmental) conversation with children - with an individual child and with a group. This skill is acquired as a result of mastering the appropriate methodology - mastering practical methods. The ability to call children for a conversation, for a coherent story, is also acquired, which turns into a skill. The teacher must be prepared to enter into a meaningful conversation with children: in the process of everyday activities (during the morning meeting in kindergarten; in preparation for meals, in the washroom, during meals; in preparation for bed; giving them household items). and other instructions, etc.); on walks and excursions; during games; when considering pictures, transparencies, code positives; in the process of work, while reading and discussing works of fiction, etc. Practical teaching methods: imitation, conversation (conversation), retelling, storytelling (composition) - and methods of working with these methods: relying on real objects, relying on game (subject, plot, mobile, didactic), relying on illustrations (pictures, transparencies or 22 positive codes), relying on verbal samples of the teacher’s speech, tape recordings, gramophone records or films, etc. - are effective in teaching children speech because they are built Given the laws of the natural process of assimilation of speech, they do not violate this process, but only make it more intense, rich in speech work - physical, muscular, and internal, intellectual and emotional. 23

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