Speech development and learning to correctly formulate thoughts for conversations

Rapid, incoherent, inconsistent speech is characteristic mainly of a child, schoolchild or teenager. An adult can formulate thoughts in clear, logical and clear language. However, there are moments when it is difficult for an adult to reason and communicate, and speech problems make themselves felt. In such situations, you should acquire skills and understand how to develop speech and improve the quality of communication.

Public speaking in front of a large audience

Adult speech development

In the modern world, the problem of how to develop your speech and learn to speak beautifully is especially relevant not only for those who burr or have a lisp, but also for people with good diction and speech.

For congenital defects, there are general recommendations for visiting a speech therapist to eliminate deficiencies and inability to pronounce sounds correctly. Some may need surgery, which provides an accurate guarantee of eliminating pathologies in the future.

The development of speech, both oral and written, is necessary for every person. You need to constantly study and work on yourself in order to be able to convincingly express your thoughts and formulate ideas. Exercises will help with this:

You should stock up on a rich vocabulary. Having chosen a prose text and taken a sheet of paper, you need to replace the words in the text with synonyms. For this you may need a Russian language dictionary and a dictionary of synonyms.
To develop logic, you should work on keywords. Having chosen 5 or more words from the text, come up with a story or a short sketch with them, using your imagination.
To achieve confident and emotional speech, you need to stand in front of a mirror and first read the text without emotions, then using a range of appropriate emotions. Observe how it looks from the outside.

Training in front of a mirror, looking at yourself from the side, is effective.

Record yourself on a voice recorder. You can read it several times emotionally and by looking at the text. Then try to reproduce it by heart. Work until the speech seems ideal not only to yourself, but also to your interlocutor based on subjective feelings.
Find a partner and try to conduct a dialogue with him based on 10 key words that you should first write down. Carry on a conversation until the speech seems forced and unnatural.

Important! Today you can take many trainings remotely or online.
Some techniques promise to teach the beauty and culture of a language in a short time. offers to take the training “Your competent speech in a year” and receive certificates for completing the course. Upon completion, the student will be able to speak beautifully, brightly and learn to hold the attention of listeners.

Why learn to express your thoughts?

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How to learn to express your thoughts is taught at school. However, not every student can answer the question of why this is needed. When expressed well, you can respectfully, concisely and accurately describe information so that the interlocutor can easily understand everything. Competent speech shows the level of education and reading, this is valuable at all times. Also, clear speech can express thoughts out loud or on paper without distortion.

When a person is not verbally literate, it is difficult for other people to understand him, he has difficulty finding words. As a result, he develops a fear of communication, isolation and introversion.

If you are unable to express your thoughts, it is difficult to communicate with people even on the phone

Note! If you do not know how to write correctly, this will create difficulties when preparing papers, documents, and contracts. In this case, even a simple message will seem funny, causing an incident during communication. When a person does not have literacy in expressing thoughts, there will be a feeling that there is a lot being said, but there is no meaning in it.

Speech development tasks

The psycho-speech development of a child occurs, first of all, due to the natural processes of maturation of the body and the formation of personality. Everything that a baby unconsciously guides while exploring the world is his needs. Adults understand perfectly well that a child must cover a considerable distance in speech development in just a few years.

By the time it is time to go to school, a preschooler needs to:

know and use many words;
speak clearly and coherently;
using speech, receive various cognitive information;
communicate with peers and adults.

The listed tasks are the most important in the speech development of preschool children. They are resolved gradually at each age stage.

Rich vocabulary

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A rich vocabulary helps you express your thoughts beautifully and succeed in life. Rich speech speaks of a person’s culture and good education.

The importance of a rich vocabulary is great, since with its help you can express yourself freely, conduct business negotiations and quickly move towards your goals.

Knowing a lot of words and being able to speak beautifully are not the same thing. The vocabulary needs to be replenished with a broad outlook, knowledge, beautiful speech and expressiveness.

Diction

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Diction refers to the clear pronunciation of words and all letters. If diction is good, then this has a favorable effect on the perception of a person by the people around him. To gain an understanding of how to competently conduct a dialogue and talk with people, you should study the issue of correct diction.

As a rule, it is not clear by nature. It can be improved both in childhood and in adulthood. Actors, for example, need to have excellent diction, since career success will depend on it.

All actors must have good diction

10 exercises to develop diction:

With nuts and sweets in your mouth. The tongue should not come into contact with the object; only the teeth hold it. Pronounce consonants first, then syllables with vowels, then words.
Tongue Twisters. Focus on “problematic” sound combinations.
Articulation of sounds “sh-zh”, “k-g”.
Practicing the sound “ts”. For example, a heron is a saber.
First, slowly, then quickly pronounce combinations of letters: tlz, jr, vrzh, mkrtch, kpt, kft, ksht, kst, ktsch.
First, slowly, then quickly pronounce the words: stay awake, philosophize, postscript, cheer up, transplant, supersonic, disheveled.
Train the pronunciation of consonants in the combinations “k-k” (to Clara), “v-v” (top - up).
Work through sounds in the form of a sound game, for example, “hammering nails,” while pronouncing the lines: gbdu, gbdy, gbde.
Practice sounds in certain designs, for example, jasper in suede.
First, slowly, then quickly, but clearly pronounce the words, follow the “difficult” junctions of sounds: the one who took advantage, the reverberator, territorial integrity.

Main causes of speech problems

It is impossible to achieve positive results in the development of diction if you do not understand the causes of speech disorders. Only rarely are they associated with health problems and develop, for example, due to an abnormal jaw structure or a short frenulum of the tongue.

For many people, speech problems are caused by incorrect pronunciation of whistling and hissing sounds, as well as the absence of the “L” or “R” sounds, or a violation of their pronunciation. A weakened articulatory apparatus may also be the cause.

Even if a person can speak well, pronouncing all sounds correctly, in particularly significant situations his speech may become slurred and unclear. After all, when pronouncing words, the articulatory apparatus needs to very quickly switch from one movement to another. This can only be achieved through active and intensive work of the muscles that need to be trained, for example, by regularly pronouncing tongue twisters for diction.

However, the main reason for slurred, quiet speech is a person’s shyness and lack of self-confidence. In such a situation, the development of diction is a secondary problem. First of all, you need to work on your own character and fight complexes.

Everyday style of speech

There is nothing complicated about how to express yourself and speak correctly in everyday life.

The most important obstacles in constructing a beautiful speech:

Parasite words. These include: “well”, “this”, “uh”, “like” and others. They do not decorate speech at all and have no meaning.
Curse words. It is a deep misconception that swearing brings people together in a company. In fact, a person with literate speech without using swear words will make a positive impression in any circle of people.

The company always pays attention to a person with competent speech

Slang. Currently, it seems that slang helps to keep up with the times. However, not everyone is familiar with new buzzwords and may simply not understand their opponent. If there is no desire to make communication more difficult, then slang should be avoided.

Additional Information. You should always pay attention to how the conversation is structured. Some people just open their mouth and say the first word, and the interlocutor begins to involuntarily wince. The issue may concern not so much speech as voice timbre. Therefore, you should also work on the sound of your voice.

Exercises for formulating thoughts

A number of ways to help you understand how to correctly express your thoughts:

Speak in public more often. Take advantage of every opportunity to make a presentation at meetings and gatherings. Of course, you should prepare in advance.
First try to express your thoughts in writing. Before you send an email, you should skim through it, analyzing the organic nature of the sentences.
Listen to good speakers, read quality books. There can be both business books and fiction books. The benefits of reading are known to be underestimated. This will help expand your vocabulary and introduce new colloquial structures into your speech.
Develop your brain. This means eating right, exercising, and solving intellectual problems.
Study the techniques of oratory and rhetoric. Books by D. Carnegie would be good works to implement this idea.
Make sure that communication does not become talkative. Verbosity is the inability to express one's thoughts.
Take an active part in discussions and meetings. This will help you learn to defend your position.
Before the performance, record yourself on a voice recorder.
A person’s environment plays a special role. Therefore, to make your speech more diverse, you should communicate with people who have a rich vocabulary.
Write a summary of the speech. Having a structured speech plan before going out in public is a business-like approach to business.
Do not use too sophisticated words and complex sentences. The simpler and more interesting the speech, the more people will understand it.

Developing the habit of speaking competently is not always easy, so you will have to work hard. However, it should be remembered that in the end you can significantly increase your vocabulary, be able to express all your thoughts out loud without embarrassment, and improve your spoken language by introducing new words into it.

Features of speech formation in preschool children

Link to the article, when indicated in the bibliography (according to GOST R 7.0.5–2008):

Ivanova T.M. Features of speech formation in preschool children // Sovushka. 2021. N4(10). URL: https://kssovushka.ru/zhurnal/10/ (access date: 10/18/2021).

Order No. 42422

Speech, a wonderful gift of nature, is not given to a person from birth. It takes time for the child to start talking. And adults must make a lot of effort to ensure that the child’s speech develops correctly and in a timely manner.

V.A. Sukhomlinsky

Preschool age is a period of active acquisition by a child of spoken language, the formation and development of all aspects of speech - phonemic, lexical, grammatical. Full command of the native language in preschool age is a necessary condition for solving the problems of mental, aesthetic and moral education of children in the most sensitive period of development. The sooner learning the native language begins, the more freely the child will use it in the future. 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. High demands on speech development are also made by the child’s increasingly complex activities.

S.L. Rubinstein said that speech is the activity of communication - expression, influence, communication - through language, speech is language in action. Speech, both one with language and different from it, is the unity of a certain activity - communication - and a certain content, which designates and, designating, reflects being. More precisely, speech is a form of existence of consciousness (thoughts, feelings, experiences) for another, serving as a means of communication with him, and a form of social reflection of reality.

Speech is a process of communication that arises and develops under the influence of the need for communication and serves the purposes of social unification of people. Speech is one of the indicators of child development. It fulfills several needs of the child: communicative, informative, cognitive (developmental), which already speaks of its great significance.

The primary function of speech is communicative. Speech is, first of all, a means of expression and understanding.

The development of speech for a child plays a fundamental role. Speech development is the basis of communication in the family. The development of speech is the main means of achieving desires for an individual. Without the development of speech, full communication of a person in society is impossible. Language development is at the center of a child's learning.

Speech development in preschoolers occurs over several age periods. The most important period is considered to be the age from one year to four years, when the child masters the basic laws of language.

In the process of interacting with the world and the people around him, a child enriches his experience, receives new impressions, and in connection with this, his mental abilities and, accordingly, speech develop.

Work on the development of children's speech must be comprehensive and solve problems associated with all aspects of speech development - phonemic, lexical, grammatical. A comprehensive influence on a child’s speech is a prerequisite for the development of coherent speech. But the spontaneous development of speech cannot raise a child to a high level; the help of an adult is necessary, i.e. targeted learning and communication. In addition, an adult awakens a child’s interest in language and encourages him to be creative.

Timely and complete development of speech in preschool age is one of the main conditions for the normal development of a child and his subsequent successful education at school. Any delay and any disturbance in the development of a child’s speech is reflected in his behavior, as well as his activity in its various forms.

Modern and complete mastery of speech is the first most important condition for the formation of a full-fledged psyche in a child and its further correct development. Modern means started from the first days of a child’s life. Comprehensive means a sufficient amount of language material, encouraging the child to master speech to the best of his ability at each age level.

The speech development of children is considered as the development of skills to understand and use language: the development of phonemic hearing, sound analysis, vocabulary, grammatical categories, the development of communication skills, skills and abilities of coherent speech. Among the many important tasks of raising and educating preschool children in kindergarten, teaching their native language, developing speech, and verbal communication is one of the main ones.

1. Features of speech development in children 2-3 years old.

By the end of the child’s year, we can already talk about speech development, since the foundations of understanding are formed, the child begins to use a few simple words. An adult’s speech to a child can calm him down and encourage him to perform simple actions.

The second year of life is a period of intensive speech formation. Connections between an object, an action and the words denoting them are formed 6 to 10 times faster than at the end of the first year of life. By the age of two, a child’s active vocabulary grows to 200–300 words. The child understands speech addressed to him and begins to speak himself. It is at the age of 2 that speech becomes the main means that a child uses to communicate with loved ones.

Young age is the most important period in the development of a preschooler. It is at this time that the baby transitions to new relationships with adults, with peers and with the objective world around him. By the age of 2, children practically master the skills of using singular and plural forms of nouns, tense and person of verbs, and use some case endings. At this time, understanding an adult’s speech significantly exceeds spoken capabilities.

At the age of 2–3 years, a peak occurs in the development of a child’s speech. He begins to actively listen, and remembers and analyzes information. During the 2nd and 3rd years of a child’s life, a significant accumulation of active and passive vocabulary occurs, along with the expansion of which comes the assimilation of speech sounds.

In the third year of life, children look at pictures in books and listen to stories. Not only does their stock of commonly used words increase, but they also develop a desire for word creation—new words are invented. By the age of 3, the need for independence arises, the desire to act independently of adults, and self-esteem develops. This is reflected in speech behavior, in the choice of lexical and emotional-expressive means. The child begins to talk about himself in the first person. By this time, the child’s active vocabulary includes up to 1,500 words. Instead of a simple two-syllable phrase, he begins to use detailed sentences of 5–8 words, having mastered the plurality of nouns and verbs. The child says his name, gender, age; understands the meaning of simple prepositions - performs tasks such as “put the cube under the cup”, “put the cube in the box”, uses simple prepositions and conjunctions in sentences - because, if, when. He understands short stories and fairy tales read with or without the help of pictures, can evaluate his own and others’ pronunciation, and asks questions about the meaning of words. With the mastery of phrasal speech, the assimilation of the grammatical system of the language improves. By the age of 3, the child uses all parts of speech in speech and constructs 5 complete grammatical sentences. Characteristic signs of verbal communication appear. According to the definition of A.N. Gvozdeva, by the age of 3, children have formed all the basic grammatical categories.

2. Features of speech development in children 3-4 years old.

The age of 3–4 years is a very important stage in a child’s life. At this age, the foundations of the future personality are formed, the “foundation” is laid for the physical, mental, and moral development of the child. It is still difficult for a three-year-old child to control his behavior. The formation of self-esteem begins, where the leading place belongs to the adult.

Speech development in children 3–4 years old occurs especially quickly. As a rule, by the age of 3, a child has almost mastered his native language. The active vocabulary of children from 3 to 4 years old grows literally by leaps and bounds, up to about 100 new words per month. If at the age of three a child needs a few hundred words to communicate, at the age of 4 this figure reaches 1.5 - 2 thousand words.

The sound design of words also improves quickly, and phrases become more developed. However, not all children have the same level of speech development: by the age of three, some often and correctly pronounce words, while others do not speak clearly enough and pronounce words incorrectly; others do not speak clearly enough and pronounce individual sounds incorrectly. The most typical errors are omission and replacement of sounds, rearrangement of sounds and syllables, and violation of syllabic structure.

The speech of three-year-olds is the same. They pronounce all verbs in the present tense. A child's understanding of the past and future is still limited. The sentences are similar to each other: the subject comes first, and then the predicate, then the object. At this age, children develop a special interest in words. They try to establish the meaning of words, their origin, create their own words (a mug instead of a spring). Children are attracted by the sound design of words, and he even tries to correct poorly speaking peers, although he still cannot determine which sound or often the word is pronounced incorrectly.

At 3–4 years old, children already correlate knowledge with speech form. Having certain life experience helps them enrich their monologues with words - definitions. Based on the picture, children can even tell a short fairy tale they know. They are able to comprehend short stories without pictures. At this age, children are characterized by dialogical speech.

The child speaks a lot himself, loves to listen to short fairy tales, stories, memorizes poems and recites them with pleasure.

At 4 years old, the phrases spoken by the child already include sentences consisting of 5–6 words. There are complex and complex 6

sentences use prepositions “by, before, instead”, conjunctions “what, where, how much”. At this age, they begin to accompany their play with speech. He actively uses generalizing words (clothes, vegetables, animals, etc.), names a wide range of objects and phenomena of the surrounding reality.

3. Features of speech development in children 4–5 years old.

The average preschool age of 4–5 years is characterized by increasing volitionality, intentionality, and purposefulness of mental processes, which indicates an increase in the participation of the will in the processes of perception, memory, and attention.

What is most striking about a four- to five-year-old child is his success in mastering his native language. By the age of five, the vocabulary exceeds 2000 words. Abstract concepts appear in it. The baby is trying to understand the meaning of general categories: happiness, tenderness, justice, love. The child wants to comprehend the meaning of words and explain their origin. He is interested in all the characteristics of words: meaning, sound form, melody and musicality. The child seems to be playing with words, as before he carefully and for a long time examined various objects. The baby can spend hours modifying words, inventing new ones. He “plays” with rhymes, but this is not poetry. Most often, the rhyme is not related to the content, but only sounds special.

In the fifth year of life, children improve their ability to perceive and pronounce sounds, they are able to recognize by ear this or that sound in a word, and select words for a given sound. The pronunciation of individual sounds in some children may still be unformed.

In the child’s speech, in addition to simple sentences, complex sentences also begin to appear. The baby swaps parts of speech and often uses conjunctions and prepositions.

At this age, at some point, the child begins to speak only in interrogative sentences - so much, why and why, he attacks his parents! This age is sometimes called the age of “why”. The child is even able to ask a question – a prediction: what will happen?

His verbal (verbal) activity is aimed at solving global problems. If a 2-3 year old child uses his motor abilities to thoroughly and instantly explore space, a 4-5 year old child, having mastered language, uses it to explore this unknown outside world. The child strives to understand: what is good, what and why?

Simultaneously with the enrichment of the child’s vocabulary, he more intensively masters the grammatical structure of the language. He answers adult questions with detailed phrases. His speech is dominated by simple common members, nouns and verbs in the plural. In children's speech, the number of abbreviations, rearrangements, and omissions decreases, and words formed by analogy appear.

In the fifth year of life, the morphological composition also changes due to the more frequent use of verbs, adjectives and adverbs. Sentences with homogeneous circumstances appear in their speech. They agree adjectives with nouns correctly. This contributes to the appearance of simple, common and complex sentences in speech. Speech becomes more coherent and consistent.

Children begin to master monologue speech. At this age, the child is not yet able to logically and clearly talk about events on his own. His speech is still situational in nature. But with a little help from adults, a 4-5 year old child can convey the content of a well-known fairy tale, recite a short poem by heart, describe a picture, and clearly convey his impressions of what he saw to others.

A child at this age learns grammar rules and remembers letters more easily than ever. With proper organization of a child's literacy training, he can easily and quickly learn to read.

Features of speech development in children 5-6 years old.

Speech development in older preschool age is one of the central tasks of education. The formation and development of the grammatical aspect of speech is the foundation for the subsequent acquisition of the native language.

In improving the grammatical structure of the speech of older preschoolers, the central task is the formation of linguistic generalizations, which is based on teaching children to independently form new words, understand the semantic nuances of a word, as well as the use of various grammatical structures and methods of connection between sentences in a coherent statement. Awareness of the verbal composition of a sentence is the basis for mastering literacy and consciously operating the language in any coherent utterance.

A child of 5–6 years old strives to know himself and another person as a representative of society, and gradually begins to realize the connections and dependencies in social behavior and relationships between people. The child makes a positive moral choice (mainly in the imaginary plane).

At this time, a change occurs in the child’s ideas about himself; the assessments and opinions of their comrades become significant for them. The creativity and stability of relationships with peers increases. Communication becomes less situational.

By the age of 5, preschoolers have a fairly large stock of ideas about the world around them, which they gain thanks to their activity, desire to ask questions and experiment.

At this stage, children are usually ready to correctly perceive and pronounce all the sounds of their native language; correct pronunciation becomes the norm. The child is able to detect speech defects in the pronunciation of other children and some shortcomings in his own speech.

The vocabulary of a child aged 5–6 years increases to 2500–3000. Generalizing words appear in the active dictionary; children correctly name a wide range of objects and phenomena of the surrounding reality. In the process of using words, their pronunciation improves. In the speech of a child of the sixth year of life, as a rule, there are no omissions or rearrangements of words and sounds. The only exceptions are some difficult, unfamiliar words.

Older preschoolers freely use means of intonation expressiveness and are able to regulate the volume of their voice and the pace of speech. The dictionary is actively updated with nouns, verbs, adjectives and adverbs.

In the sixth year of life, the entire speech system continues to improve. The dictionary is enriched with generalizing concepts and systematized (the relations of antonymy-synonymy, polysemy are learned). The function of inflection develops: the child learns to change nouns by cases, verbs by persons and numbers. The sound aspect of speech is improved. The child begins to distinguish newly acquired sounds (whistling, hissing, sonorant).

Actively mastering the system of declension and conjugation, the child encounters historical alternations (for example: mowing - mowing, guest - guest, writing writing), which are difficult for children of this age, especially against the backdrop of the ongoing formation of the phonemic system: insufficiently formed phonemic perception and auditory - pronunciation differentiation of whistling, hissing, whistling - hissing, and sonorant sounds. To master these phenomena, a lot of language practice is required.

At this age, children's vocabulary is improved and enriched. Children can compose complex sentences; many retell and compose stories on their own. Dialogue and monologue speech of children is more perfect. Children can read, form words from sounds, and identify the location of a sound (at the beginning, in the middle and at the end).

5. Features of speech development in children 6–7 years old.

At this age, the preschool period of child development ends, the main result of which is readiness for systematic learning.

A child of senior preschool age, 6–7 years old, recognizes himself as an independent subject of activity and behavior. He can make positive moral choices not only in the imaginary plane, but also in real situations. By the end of preschool age, significant emotional developments occur. At this time, generalized emotional representations are formed, which allows them to anticipate the consequences of their actions. Thanks to such changes, the preschooler’s behavior becomes less situational and is more often structured taking into account the interests and needs of other people.

The child’s sound pronunciation is fully formed, and work is underway to improve diction and the ability to correctly use sounds in the flow of speech.

In older preschoolers 6–7 years of age, phonemic perception and auditory–pronunciation differentiation of the following oppositional phonemes are formed: S–Z, Sh–Z (they differ in the functioning of the vocal cords); S_Sh, S-Shch, Z-Zh (differs in the place of formation); T_Ts, S-Ts, Th – Ch, Shch-Ch, R-L (differs in the method of formation).

The child already understands that changing one phoneme in a word (dar-dal, sor-bor-khor) or their sequence (sol-los, lock-smear) changes the meaning or destroys the word.

The ability to isolate from a variety of sounds, perceive, separate from others and remember certain semantic distinctive reasons for phonemes is the fruit of the combined work of several brain systems: speech-auditory and speech-motor analyzers.

Preschoolers continue to develop speech: sound, grammatical structure, vocabulary. Coherent speech develops. Children's statements reflect both the expanding vocabulary and the nature of generalizations that are formed at this age. Children begin to actively use generalizing nouns, synonyms, adjectives, etc.

The vocabulary of a 6-7 year old child increases to 3000-3500 words, figurative words and expressions, and stable phrases are actively accumulating in it. Grammar rules for changing words and combining them in sentences are learned. Children accurately use words to convey their thoughts, feelings, and ideas. They can explain the meaning of words that are unfamiliar or close in meaning. But despite a fairly large stock of words, their use is characterized by a number of features: a discrepancy between active and passive vocabulary, inaccurate use of words.

At the age of 6-7 years, the child has well-developed dialogic speech and actively develops monologue speech. The child can retell or narrate coherently and consistently. He is critical of mistakes and strives for accuracy and correctness of statements. Uses complex (conjunctive and non-conjunctive) sentences in speech.

Children show creative activity: they come up with an ending to a story, a new plot, write riddles, and dramatize excerpts from works.

By the end of preschool age, the child accumulates sufficient reading experience.

Thus, preschool childhood is a period of intensive development of communicative forms and functions of language activity, practical speech skills, and awareness of speech activity.

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.

Speech develops in the process of a child’s daily communication with adults and peers. The success of speech development is ensured not only by the richness and correctness of the adult’s speech, but also by the growing needs of the child. The need for communication, the desire to learn, understand something new, the desire to be understood, to inform another about something, the need to influence another are the motives that encourage a child to actively master a language.

The level of development of coherent speech is closely related to the level of mastery of all aspects of the native language: vocabulary, grammatical structure, sound composition.

With age, an increasingly important role in the general and specifically speech development of a child is played by listening, reading, conversations, arguments, reasoning - specific forms of human speech activity. 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.

Formed in the process of communication between a child and an adult in the child’s various practical activities, speech goes through a number of stages in its development: mastering the word as a signal that generalizes on the basis of identifying essential features, and mastering simple grammatical forms; mastery of situational speech, rapid increase in understood and spoken words; transition to mastering situational coherent and expressive speech, mastering more complex grammatical structures; the emergence of inner speech.

By the time a child enters school, he has mastered the correct sound design of words, pronounces them clearly and clearly, has a certain vocabulary, mostly correct speech: constructs sentences of different constructions, coordinates words in gender, number, case, accurately conjugates frequently used verbs; fluently uses monologue speech: is able to talk about experienced events, retell the content of a fairy tale, stories, describe surrounding objects, reveal the content of a picture, some phenomena of the surrounding reality. The development of speech development features is considered as the core of the full formation of the personality of a child - a preschooler, who provides rich opportunities for solving many problems of mental, aesthetic and moral education.

Speech development is becoming a pressing problem in modern society. Forming the speech of the younger generation is the responsibility of teachers involved in speech development.