Sayings of great people about the development of a child’s speech

Sayings of great people about the development of a child’s speech

Mastering your native language is the most important acquisition of childhood.

Author: Kupriy Svetlana Ivanovna, teacher of the 1st category, MBDOU, Shakhty, Rostov region. "Kindergarten No. 70." Description: this material will be useful to teachers and interested parents. Goal: to activate adults’ interest in the problem of speech development in preschoolers.

Dear colleagues, I bring to your attention an article devoted to the development of speech in preschoolers. In my deep conviction, full communication is the most important thing in a child’s development. And it, communication, can become complete only through speech.

On the development of children's speech.

“Children’s speech, which is beautiful in itself, also has scientific value, since by studying it, we thereby discover the bizarre patterns of children’s thinking.” K. I. Chukovsky.

The gift of speech is a unique property of the human race. It is with the help of speech that people communicate with each other, exchange thoughts and feelings, and create works of fiction and scientific works. Speech is included in all manifestations of human mental activity. With its help, the experience accumulated by previous generations is transmitted, both in the language itself and in various other spheres of human life. Society always highly values ​​people who have competent, expressive speech, who can speak beautifully, and who are able to influence the feelings and minds of their interlocutors. However, it would be a mistake to consider speech as something given to us in a ready-made form. Watching children, I am convinced of how long and difficult their path is from the first spoken sounds to meaningful words and expressions. And without our help, the help of teachers, they will not be able to overcome this path. The sad thing is that not all adults are fluent in speech. And if we cannot help adults due to certain circumstances, then the correct, free speech of children is our concern. It is known that preschool age is a period of intensive mastery of a child’s native speech. In a short period of life lasting just a few years, a child goes through an amazingly rapid path from the first unformed babbling sounds to freely operating with a rich set of words and the grammatical structure of the language.

Mastery of the native language is one of the most important acquisitions of a child in preschool childhood. Speech is associated with knowledge of the surrounding world, the development of consciousness and personality. The formation of speech activity is the process of interaction between a child and people around him using material and linguistic means. Speech is formed during the child’s existence in a social environment. Its emergence and development are caused by the needs of communication, the needs of life. Contradictions that arise in communication lead to the development of speech ability, to the mastery of ever new means of communication, forms of speech. Children's speech has been of interest since ancient times. Even in the works of the Roman orator and teacher Quintilian, one can find valuable remarks that have not lost their significance about the uniqueness of children’s speech and conclusions that speech is the foundation for the formation of a child’s personality. The thinker and humanist Ya. A. Komensky believed that a child should be taught three most important things: reason, action and speech - “teaching a child to understand correctly, do correctly and speak out correctly.” The philosopher, writer and teacher J. J. Rousseau considered the most important period in a person’s life to be the period when his speech develops. He investigated the issue of the peculiarities of the development of children's speech, even the reasons for delayed speech development, and advised making the learning process systematic and consistent, consisting of various exercises to develop clarity, clarity and coherence of speech. In the 19th century, interest in children's speech intensified - it was researched, studied, and described not only by famous scientists, but also by writers. Thus, the creator of the method of initial teaching of the native language, K. D. Ushinsky, noted: children very early begin to show interest in language, which is an important sign of intelligence. “The native word is the treasury of all mental development and the treasury of all knowledge,” argued K. D. Ushinsky. What does it mean to develop a child's speech? The answer to this question is both extremely simple and at the same time extremely complex. Of course, developing a child’s speech means teaching him to talk. However, how the ability to speak arises and what it consists of is the whole difficulty. Speaking means having a certain vocabulary, actively using them, being able to construct statements, formulating your thoughts, understanding the speech of others, listening and being attentive to them, and much more. The child learns all this with the help of an adult in the preschool years. Speech as such does not develop at all, regardless of the role it plays in the child’s life. In itself, “speech acquisition” is not an independent task of education. And at the same time, without mastering speech and without special work aimed at its development, there cannot be a full-fledged mental and personal development of the child. Mastering speech restructures the entire mental life of a preschooler and makes possible many truly human forms of behavior. Timely and complete development of speech in preschool childhood is one of the main conditions for the normal development of a child. Any delay and any disturbance in the development of a child’s speech affects his behavior, as well as his activity in its various forms. That is why I consider the development of children’s speech to be the basis of a teacher’s work and I try to pay as much attention to this issue as possible. After all, speech is a unique, universal and irreplaceable means; it develops as a means of many types of human activity. It is impossible to develop a child’s speech without including it in one activity or another. And I believe that my task, when developing children’s speech, is not only and not so much to tell them new words, to demand repetition of their stories, but, what is much more important, in my opinion, is to use speech as a necessary and irreplaceable means of this or that activity - games, construction, perception of works of art, etc. After all, the development of all forms of children's activity leads to the development of their main means - speech. And therefore, in my work with children, I pay special attention to the development of their speech in everyday life, unobtrusively and without coercion. And a special place here is occupied by lullabies, nursery rhymes, sayings, tongue twisters, counting rhymes, and riddles. This is due to the age characteristics of preschoolers, primarily the properties of their memory, as well as the ability to concentrate attention only for a short time. For example, when talking with Annushka, I tell her: “We have a girl, she has blond hair, gray eyes, dressed in a blue dress, white knee socks, slippers.” The girl thought about it, but noticing my smile, she realized that it was about her. “Now tell me your riddle,” I suggest. "About what?" - asks Annushka. “Whatever you want,” I answer. The girl tries to make an answer riddle about me, but she doesn’t succeed. Then her gaze falls on the ball lying on the floor, and she says: “Red, round, big. They play with it." “Elastic, rubbery, jumps across the floor,” I add. Children do not immediately begin to understand the meaning of even a simple riddle. And to help children understand the meaning inherent in riddles, a variety of games to describe a wide variety of objects located indoors and outdoors help. Games help me with this

Statements about language and speechmaterial on the Russian language on the topic

Statements about language and speech

Aphorisms (Greek) are short, abrupt phrases that contain in a condensed, easy-to-memorize form a specific thought, maxim, generalization, etc. The aphoristic manner of writing and speech means a compressed, abrupt way of expressing thoughts.

Aphorisms or short instructive sayings were especially loved in the narrative literature of the Renaissance and, together with borrowed works, they spread to Russia. For example, “Solomon’s Conversation with Morolf” is especially rich in aphorisms, where almost exclusively both talking persons exchange aphorisms. We notice the same thing in Russian stories that came to us from the East and West: for example, we find many aphorisms in the story “Sinagrip King Adorov and the Nalivskie Countries,” where the teaching of the wise Akir to his son consists of aphorisms. In the West, the aphoristic conversations of Solomon with Morolf were treated as a special article; in Russia, the same thing happened with Akir’s teaching, which was isolated from the story and circulated as an independent whole, enriched with new sayings of practical wisdom and proverbs. The faces of other borrowed stories, for example, also speak in aphorisms. in Alexandria. Porus expresses the following thought: “there is no joy on earth where pity would not be accepted.” Aphorisms, however, appeared in Russia not only at this late time; in the 17th century They only began to stand out from general stories as an independent literary collection, but they had already been in circulation for a long time: as proof of this, one only has to remember Daniil Zatochnik’s “Prayer,” which is rich in such sayings.

F. A. Brockhaus, I. A. Efron. Encyclopedic Dictionary.

Writers, poets, philosophers, linguists, statesmen of Russia

about language and speech

Statements about the language and speech of foreign thinkers, philosophers, politicians, writers and poets of the world

Proverbs and sayings about language

Quotes about speech culture

Speech culture is a concept that linguists often use in their work. And what’s interesting is that it’s not only about knowing the basics of oral and written language, but also about the ability to express your thoughts accurately and beautifully. The corresponding talent in yourself can be developed in a variety of ways, including through regular reading of cool aphorisms. Quotes about the culture of speech will also be useful to you.

Don’t rush to look for them on third-party resources, because ours provides you with access to a unique selection of thematic statements. Take the chance to find out what famous philologists, philosophers and others thought and said about linguistic culture.

Accuracy of word usage is the basic law of speech culture. L.N. Tolstoy.

There is no less eloquence in the sound of the voice, in the eyes and in the entire appearance of the speaker than in the choice of words. La Rochefoucauld.

Often obscurity comes as much from verbosity as from excessive brevity. Alembert Jean Le Ron.

Speaking without thinking is like shooting without aiming. M. Cervantes.

Eloquence is the gift of shaking souls, pouring one’s passions into them and conveying to them the image of concepts. M. Speransky.

Only the intonation convinces. Delphine Girardin.

Humility is recognized if you curb your tongue and are not loud. Rev. John Climacus.

To achieve purity of language, you need to fight for the purity of human feelings and thoughts. Korney Chukovsky “Alive as life.”

The power of speech lies in the ability to express a lot in a few words. Plutarch.

The more I try to be honest, the deeper the necessary words sink into darkness. H. Murakami.

We say the most important words in our lives silently. P. Coelho.

Speech is an amazingly powerful tool, but it takes a lot of intelligence to use it. G. Hegel.

The best thing is the word spoken directly and simply. W. Shakespeare.

Article:

The most important acquisition in preschool age is the mastery of speech as a means of understanding what surrounds him and those around him.
Preschool age is the most suitable period for the enrichment and development of speech, since if by the age of 6-7 years a child has not reached a certain level of speech development, then it will be difficult for him, and, first of all, when entering school and studying in the primary grades, after all, communication both with other children, classmates, and with teachers and other adults will also be very difficult. At an older age, speech acquisition, as practice shows, is less successful. And since communication is an indispensable condition for the development of children of senior preschool age in general, especially great attention must be paid to the formation of this mental process. The kindergarten provides various programs and technologies for teaching children, including those aimed at developing the speech and vocabulary of a preschooler, and features of teaching the native language. These are, perhaps, obvious features of teaching in a preschool institution, which also affect communication. In kindergarten, children develop a sound culture of speech; the preschooler’s spoken vocabulary is enriched, consolidated and activated. Correct speech in the area of ​​grammar is also significantly improved. The communication of a preschooler - a future first-grader - expands, and the features of dialogic and coherent monologue speech appear. In preschool educational institutions, children of senior preschool age master the most important form of verbal communication - oral speech. The development of speech in preschoolers helps to expand the social circle of children of older preschool age. They talk a lot with family and close adults. Their speech becomes more expressive and has its own characteristics. Their communication with unfamiliar adults also develops. With the help of speech, children of senior preschool age are actively involved in communication with other children during play and independent activity. The child's speech is often accompanied by objective actions. For example, a child takes a toy and begins to comment on his actions. Such a statement and such communication may seem to be simply a statement of the child’s action. But this form of speech plays a huge role in the development of a child’s thinking. This shows that the preschooler’s verbal communication is expanding, the baby begins to think and reflect using words and phrases. Speech in this case shows the maturity of the thinking of a child of senior preschool age. Older preschoolers are interested in the speech and statements of adults. They listen carefully, noting only statements about themselves, not only speech that is addressed directly to them, but also listen with interest when adults speak with other children and with each other.

Speech communication between older preschool children and adults and children expands and deepens the child’s world. While playing with peers, the child acquires dialogical speech skills. Until the end of the visit to the preschool educational institution, the verbal communication of a preschooler of senior preschool age can remain at the level of situational communication. In most cases, children of senior preschool age have not developed verbal communication on personal topics at all. And thus, they communicate purely emotionally and directly, which by and large characterizes the characteristics of communication of very young children. In behavior, preschoolers, of course, are not like babies, but they like it more when an adult simply strokes and caresses them, and in verbal communication they are often embarrassed, withdrawn into themselves, or even refuse to communicate. This is natural for a baby under one year old, but when this form of communication persists up to 5 years, it should be alarming, it indicates a developmental delay and shows unformed speech. The majority of children of senior preschool age have speech development disorders. Children may comment on their actions during certain activities, but most often only when asked. Children most often do not show their own initiative in speech. What can be said about the components of speech activity? M.R. Lvova noted that the components of speech activity include: the speed of manifestation of speech reactions during dialogue, the selection of games that require the use of speech components, the speed of choosing words, and the features of statements. And the conditions under which children’s speech is activated include: mastery of the language system at a certain speech level of development, the need and characteristics of communication in children, the inclusion of preschoolers in activities that are available for a specific age stage. At the age of 5, the child begins to use all the main parts of speech in communication. He carries out the gradual formation and development of word formation in preschoolers. Children are in the process of activating their vocabulary, and children begin to use words meaningfully. Preschoolers improve their word inflection. At the age of 5-6 years, children's statements become more extensive, and the logic of presentation appears in speech. While telling something, children begin to fantasize and come up with various scenes that do not exist in reality. 5-6 years is the period of active development of the phonetic side of speech. Children already have the ability to divide words into syllables and fill words with sounds. Mistakes are made only in words unfamiliar to children. Construction of sentence structure When mastering coherent speech and storytelling, preschoolers 5-6 years old actively use compositional speech.

In communication, the number of simple common sentences, compound and complex sentences, which children willingly use in their speech, is increasing. By expanding the scope of communication, it is advisable to improve the structure of children’s statements. This can be successfully accomplished during gaming activities. In the 6th year of life, the process of assimilation of the morphological properties of sentences actively occurs. The child learns new words, his vocabulary and forms of grammatical change of new words also change. At this age, the development of various word formation techniques is actively taking place, which is significantly facilitated by the child’s word creation. First of all, this concerns the main parts of speech: nouns, adjectives, verbs. The process of word creation at the age of 6 can be observed in almost all children.

This is the period when word creation is actively developing. It takes the form of a language game, and this is especially attractive to the child. The fifth - sixth year of life is characterized by the formation of free speech. Preschoolers develop phonemic awareness. They are aware of the simplest linguistic patterns, which can often be observed in play activities that are rich in linguistic communication among preschoolers. As for the age of 6-7 years, children continue to master the methods of grammatically correct construction of coherent statements. Children begin to construct monologues of a descriptive nature. Speech changes and becomes even more grammatically and phonetically correct. Dialogue speech of preschoolers The dialogue of an older preschooler with peers is carried out involuntarily and proactively. In the process of dialogue, children are taught to use antonyms, continue to develop skills in using words in different forms, and develop the ability to generalize words. Thanks to this, the vocabulary is significantly enriched. Methods through which a preschooler’s speech is enriched, expanded and its features are activated. One of the effective methods is a didactic game, which is always filled with objects. Children recognize them, can describe their quality, and talk about the purpose of the item.

Before starting school, a child must acquire speech skills and master the grammatical structure of speech. This is the age when the child’s natural assimilation of syntactic and morphological order occurs.