Dynamics of speech development
Stepanenkova Irina
Dynamics of speech development
Stages in the development of children's speech:
1st - preparatory - up to one year;
2nd - pre-preschool stage of initial language acquisition - up to 3 years;
3rd - preschool - up to 7 years;
4th - school.
The first stage is preparatory (from the moment the child is born to one year old)
.
From the moment of birth, the child develops vocal reactions: screaming and crying. True, they are still very far from the sounds of human speech. However, both screaming and crying contribute to the development of subtle and varied movements of the three sections of the speech apparatus : respiratory, vocal, articulatory.
After two weeks, you can already notice that the child begins to respond to the speaker’s voice: he stops crying, listens when he is addressed. By the end of the first month, he can already be calmed down with a melodic song (lullaby)
. Then he begins to turn his head towards the speaker or follow him with his eyes. Soon the baby already reacts to the intonation: to an affectionate one he becomes animated, to a harsh one he cries.
About 2 months humming appears and by the beginning of the 3rd month - babbling (ahu-huh. cha-cha, ba-ba, etc.)
. Babbling is a combination of sounds that are vaguely articulated.
From 5 months the child hears sounds, sees articulatory movements of the lips of others and tries to imitate. Repeated repetition of a specific movement leads to consolidation of a motor skill.
From 6 months the child pronounces individual syllables by imitation (ma-ma-ma, ba-ba-ba, cha-cha-cha, pa-pa-pa, etc.)
.
Subsequently, through imitation, the child gradually adopts all the elements of spoken speech: not only phonemes, but also tone, tempo, rhythm, melody, intonation.
In the second half of the year, the baby perceives certain sound combinations and associates them with objects or actions (tick-tock, give-give, bang)
But at this time he still reacts to the entire complex of influences: the situation, intonation and words.
All this helps the formation of temporary connections (memorizing words and reacting to them)
.
At the age of 7-9 months. the child begins to repeat more and more diverse combinations of sounds after the adult
From 10-11 months. reactions to the words themselves appear (regardless of the situation and intonation of the speaker)
.
(correct speech of others, imitation of adults, etc.) become important
.
By the end of the first year of life, the first words appear.
The second stage is pre-preschool (from one year to 3 years)
.
With the appearance of the child’s first words, the preparatory stage ends and the stage of development of active speech begins. At this time, the child develops special attention to the articulation of those around him. He very much and willingly repeats after the speaker and pronounces the words himself. At the same time, the baby confuses sounds, rearranges them, distorts them, and omits them.
The child’s first words are of a generalized semantic nature. With the same word or sound combination, it can designate both the object of the request and feelings. For example, the word porridge can mean porridge at different moments; give me some porridge; hot porridge. Or the word papa can mean papa has come; no dad; dad, come over, etc.
It is possible to understand a child only in a situation in which or about which his communication with adults takes place. Therefore, such speech is called situational. The child accompanies situational speech with gestures and facial expressions.
From the age of one and a half years, the word acquires a generalized character. It becomes possible to understand an adult’s verbal explanation and assimilate knowledge. accumulation of new words.
During the 2nd and 3rd years of life, a child experiences a significant accumulation of vocabulary.
By the beginning of the 3rd year of life, the child’s grammatical structure of speech begins to form.
First, the child expresses his desires and requests in one word, then in primitive phrases without agreement (“Mom, drink”)
. Next, elements of coordination and subordination of words in the sentence gradually appear.
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 pronunciation capabilities.
The third stage is preschool (from 3 to 7 years)
.
At the preschool stage, most children still have incorrect sound pronunciation. You can detect defects in the pronunciation of whistling, hissing, sonorant sounds [r] and [l], less often - defects in softening, voicing and iotation.
Over the period from 3 to 7 years, the child increasingly develops the skill of auditory control over his own pronunciation, the ability to correct it in some possible cases. In other words, phonemic perception is formed.
During this period, the rapid increase in vocabulary continues.
In parallel with the development of vocabulary, the grammatical structure of speech develops . During the preschool period, children master coherent speech. After three years, the content of the child’s speech becomes significantly more complex and its volume increases. This leads to more complex sentence structures. According to the definition of A. N. Gvozdev, by the age of 3, all basic grammatical categories are formed in children.
Children of the 4th year of life use simple and complex sentences in speech. The most common form of statements at this age is a simple common sentence (I went to the store, took toys)
.
At the 5th year of life, children use the structure of compound and complex sentences relatively freely. Starting at this age, children's statements resemble a short story. During conversations, their answers to questions include more and more sentences.
At the age of five, children, without additional questions, compose a retelling of a fairy tale (story)
of 40-50 sentences, which indicates success in mastering one of the difficult types of speech - monologue speech.
During this period, phonemic perception significantly improves: first, the child begins to differentiate vowels and consonants, then soft and hard consonants, and, finally, sonorant, hissing and whistling sounds.
By the age of 4, a child should normally differentiate all sounds, i.e., he should have developed phonemic perception.
By this time, the formation of correct sound pronunciation ends and the child speaks completely clearly.
During the preschool period, contextual (abstract, generalized, devoid of visual support)
speech. Contextual speech appears first when a child retells fairy tales. stories, then when describing some events from his personal experience, his own experiences, impressions.
The fourth stage is school (from 7 to 17 years old)
.
The main feature development in children at this stage compared to the previous one is its conscious assimilation. Children master sound analysis and learn grammatical rules for constructing statements.
The leading role here belongs to a new type of speech—written speech.
Middle preschool age is a period of mastering the social space of human relationships through communication with loved ones. Mainly through gaming and real relationships with peers. At this age, children's communication becomes more regulated and prolonged.
A new significant step in the development of communication in a relationship occurs in connection with the child’s entry into school. It is determined: firstly, by the fact that the circle of communication will significantly expand and many new people will be involved. Secondly, due to changes in the external and internal positions of a primary school student, the topics of his communication with people are expanding.
The circle of communication includes issues related to study and work. At the same time, the child’s social circle is growing rapidly, and permanent attachments appear.
Ilyina Svetlana Yuryevna Doctor of Pedagogical Sciences, Professor of the Department of Oligophrenopedagogy, Russian State Pedagogical University named after. A.I. Herzen, St. Petersburg [email protected]
Dynamics of speech development in high school students with mental retardation
annotation
The article presents the main results of an experimental study of the speech development of students in grades 5–9 with mental retardation. Based on the analysis of school essays, the main trends and patterns in the implementation of the semantic and linguistic organization of texts have been identified.
Keywords:
Mental retardation, speech development, high school students, essays
The study of the characteristics of speech development of students in grades 5–9 with mental retardation (MDD) was carried out during the analysis of essays written by schoolchildren on the topic “Winter evening in our city.” In total, 100 students of the category under consideration took part in the experiment (20 people in each class).
Before turning to the consideration of the features that characterize the written texts of high school students with mental retardation, let us analyze the dynamics of schoolchildren’s attitudes towards performing this type of activity.
For fifth grade
characterized by the absence of a negative attitude towards the topic of the essay, however, the students experienced serious difficulties in selecting the necessary information, and, accordingly, they needed help from the experimenter. To stimulate the speech and cognitive activity of fifth-graders with mental retardation, it was enough to give a general instruction that they should write about the most memorable, interesting, unusual winter evening in the city. After this, the students asked the experimenter whether they could write about the New Year celebration, the night carnival, fireworks, etc., and then began writing an essay.
From sixth grade
, students with mental retardation asked the experimenter questions about whether they should make a plan in advance or whether they could write without it.
Some of the sixth graders drew up a plan on their own and tried to stick to it in their work. In the seventh grades,
we did not notice any noticeable changes in attitude towards completing this task.
Starting from the eighth grade,
students were identified who stated that they were not interested in this work, they did not like to write essays.
In the ninth
grade, the number of such schoolchildren increases, which, apparently, is explained by the fact that schoolchildren with mental retardation at this stage of education write essays much more often, and this type of activity, due to its particular complexity, is not attractive to them.
Analysis of the content of essay texts for fifth-graders in
with ZPR showed that, basically, for a number of reasons, they met the requirements for written texts. These essays, as a rule, reflect a real situation in which the student himself was a participant; they can reveal a certain structure, which in some cases is highlighted using paragraphs. But the peculiarity of these essays was that most often they were not written on the topic formulated in the title. This is due, in our opinion, to several reasons. Firstly, we believe that the formulation of the topic was not a kind of limitation for students in the selection of the necessary material. This was reflected in the absence of any corrections in the texts of the essays of fifth-graders with mental retardation. Even if the work contained minor adjustments to individual sentences, they were not significant in ensuring the semantic, linguistic and structural integrity of the text. Secondly, the deviation from the topic and, as a consequence of this, a violation of the thematic, communicative and compositional-structural unity of the text is due to the fact that the students wrote about an event that was emotionally significant for them, which took place in their lives, and the impressions they received about it.
More than half of fifth graders
with DPR (55%) wrote texts that could be considered holistic, since their content is united by a common subject of speech.
But it would be possible to draw such a conclusion only if we consider the content of the relevant essays without taking into account the formulation of the topic. However, since the topic is nothing more than a generalized expression of the subject of speech, the discrepancy between the content of the text and its title becomes obvious. So, for example, students with developmental disabilities already in the first sentence of the essay text indicate the subject of speech - as a rule, it is a “walk” (for example: my brother and I went for a walk
), but there is no indication of the time and place of the walk. The following sentences talk about an incident that happened to the student while out for a walk, or after he returned home. But the content of these sentences is not related to the topic of the essay, since most often the student dwells in detail on listing what he did during the walk (played snowballs, rode a slide, etc.). In some cases, you can find a contradiction between the content of the text and the formulation of the topic: for example, the essay tells about how the student spent New Year's Eve.
Without delving into the details of the syntactic and grammatical design of fifth-graders’ texts (they are described in detail in our article) [1], we note that most essays are characterized by the influence of a colloquial style of speech, for example, words such as fotik
,
cool
,
funny
and others.
In the speech development of sixth graders
no qualitative changes were noted. Sixth-graders, as well as fifth-graders, described in their texts any specific episode from their personal lives, indirectly related to the topic of the essay. However, the halving of the number of schoolchildren whose texts were in no way related to the proposed title allows us to speak about the presence of stable positive dynamics in the speech development of students.
Seventh _
classes, for the first time among the entire sample of students with mental retardation, 4 schoolchildren were identified, in whose texts there are elementary arguments related not only to the description of personal perception of a winter day in the city, but also to the justification of their own attitude to the subject of speech, for example:
In the evening you walk along Izmailovsky and come across Trinity Cathedral. It's like he's floating on a snow cloud. The domes merge with the black sky. Only the construction materials near the church ruin everything, but it’s still very beautiful
.
We emphasize that, starting from the seventh grade, schoolchildren with mental retardation quite appropriately combine different functional and semantic types of speech within the framework of one text, not only for the purpose of more fully disclosing the topic, but also to realize the communicative intention. As before, as this example demonstrates, the influence of the colloquial style of speech takes place. A change in the nature of the narrative is also noted due to the fact that students are able to divide one action into components and adequately express them using a variety of verbal vocabulary, for example: But most often we go to the Fontanka.
There is a skating rink almost all the way to the ice. We’re driving, and a bunch of guys are already rushing after you. We fall, laugh, squeal and go down again .
A sharp “jump” in the speech development of students with mental retardation is observed in the eighth
class, which confirms the data obtained by E. P. Suvorova regarding normally developing eighth-graders [2].
The number of schoolchildren whose essays contain violations or significant deviations in the implementation of the thematic, communicative and compositional structural unity of the texts has decreased by 3-4 times. As in previous years of study, the content of the texts of eighth-graders with mental retardation is a reflection of the real situation, however, in most cases it is of a generalized nature and is associated with the perception of the life of the city and oneself as an integral part of the general process. Indicative in this regard is the essay of eighth grade student Olga R., an excerpt from which we present: And I also love when you walk along the embankment in the evening: the snow is falling, it’s freezing
.
Especially these evenings help put everything in its place and calm you down. Most often I walk alone to enjoy the enchanting beauty of a winter evening longer.
The snow creaks peacefully under your feet, and snowflakes melt on your face. Bad thoughts go away ,
the heart softens.
It is impossible to get angry at the sight of such beauty .
Along with this, descriptions of specific places in the city appear in the essays, which for one reason or another are close to students and loved by them. It is worth noting the accuracy of the details to convey the idea, for example: Chilled grannies sell sunflower seeds and newspapers at Tekhnolozhka; a crowd of young people are happily talking about something
(Sergey S.)
.
The data obtained allow us to speak about the presence of stable positive dynamics in the speech development of schoolchildren with mental retardation.
Concluding the analysis of the age dynamics of speech development of high school students, let us turn to the characteristics of the texts of ninth grade
classes with mental retardation: In most cases, essays are reduced in volume, compared to the texts of students in the fifth to eighth grades, they become less detailed, in some cases the author’s position, the author’s attitude to the subject of speech disappears. In our opinion, the combination of these features has a negative impact on the semantic and linguistic organization of the text, which is reflected in the narrowing of the boundaries of the topic, in the absence of consistent implementation of communicative intentions, in the violation of the three-part compositional structure of the essay, in turn, this indicates a decrease in the level of speech development of ninth graders. At the same time, we did not find texts that were completely inconsistent with the topic of the essay (in the eighth grade they amounted to 5%) and that would not have formulated the main idea, which allows us to speak about insignificant progress of students in speech development.
In general, it should be noted that among schoolchildren with mental retardation in grades five to nine, positive age-related dynamics of speech development are quite pronounced.
In our opinion, this is largely due to the influence of the learning process, since the Russian language program during this period provides for special work on the production of texts. The content of this work includes not only familiarizing students with the differential features of a text, but also developing in them a set of communicative and speech skills: determining the boundaries of the topic; selection of linguistic means necessary for the implementation of communicative intentions; determination of structural parts of the text, etc. Meanwhile, as we noted earlier, in the ninth grade we did not identify any significant positive changes in the speech development of students with mental retardation. This is probably caused by a decrease in motivation for learning activities, since during this period, when writing an essay, students are dominated by a formal approach, in which the motive of fulfilling the teacher’s requirement comes to the fore, and not the motive associated with defining and revealing their own intention in the text.
Summarizing the analysis of the experimental data obtained, we can conclude that by the ninth grade, schoolchildren with mental retardation generally implement thematic, communicative and compositional-structural unity of the text in their essays, however, difficulties still remain associated with a complete and deep disclosure of the topic and implementation of communicative intention.
Literature:
- Ilyina S.Yu. Comparative analysis of the implementation of linguistic and semantic coherence in the texts of essays of students with mental retardation and intellectual underdevelopment // Izvestia Ros. state ped. University named after A. I. Herzen (Series of psychological and pedagogical sciences). 2006. − 7(17). −S. 136−148.
- Suvorova E. P. Periods of speech development / E. P. Suvorova. – St. Petersburg: Publishing house Ros. state ped. University named after A. I. Herzen, 2000. – 104 p.
Recommended for publication: A.A. Akhayan, Doctor of Pedagogical Sciences, member of the Editorial Board
_____
Svetlana Yu.
Ilyina
Doctor of Pedagogy, Professor, Professor of the Chair of Oligofrenopedagogy of the Department of Correction Pedagogy, Al.Herzen State Pedagogical University of Russia, St.Petersburg [email protected]
Dynamics of the speech of Senior pupils with mental retardation
The article presents the main results of an experimental study of the speech development of students grades 5−9 with learning disabilities. Based on the analysis of school essays identified the main trends in the semantic and linguistic organization of texts.
Keywords:
Mental retardation, speech development, high school students, school essays
Norms of speech development up to 1 year
1 month
Crying, screaming.
2 months
Individual vocalized sounds.
3-4 months
Various experiments with vowel sounds: play, stretching, flowing from one vowel to another.
5-6 months
Babbling, merging vowels with consonants, imitation of the sounds of the surrounding world.
7-8 months
Using babble as a means of communicating with people around you, understanding the meaning of individual words and semantic pauses.
9-10 months
Complication of babbling words, appearance of onomatopoeic complexes, expansion of the volume of passive vocabulary.
11-12 months
An increase in the number of onomatopoeic words, the appearance of simple words and syllables with semantic meaning, an understanding of about 20 simple words.
