Motorina N.N., teacher-speech therapist of Preschool Educational Institution No. 3, Lipetsk Disturbances in the formation of vocabulary in children with ODD are manifested in limited vocabulary, a sharp discrepancy in the volume of active and passive vocabulary, inaccurate use of words, numerous verbal paraphasias, difficulties in updating the vocabulary (B K. Vorobyova, N. S. Zhukova, E. M. Mastyukova, T. B. Filicheva, etc.). One of the pronounced features of the speech of children with ODD is a greater than normal discrepancy in the volume of passive and active vocabulary. Also, preschoolers understand the meaning of many words, but their use in expressive speech and updating the dictionary cause great difficulties. The poverty of the vocabulary is manifested in the fact that even a 6-year-old child with OHP does not know many words: the names of berries, fish, flowers, animals, professions, tools, body parts and objects. They often find it difficult to update words such as “sheep”, “dragonfly”, “lightning”, etc. It is much more difficult to assimilate words of a generalized, abstract meaning: “thunderstorm”, “thunder”. A characteristic feature of the vocabulary of children with special needs is the inaccuracy in the use of words. Sometimes they are used too broadly, other times too narrowly. For these children, the most common substitutions are for words belonging to the same semantic field. Among nouns, word replacements predominate by combining them into one generic concept: “elk - deer”, “spring - autumn”, “sugar bowl - teapot”, etc. The mixing of words in children with ODD is based on similarity: - on the basis of functional purpose (“bowl - plate”, “broom - brush”); - by external similarity (“T-shirt - shirt”, “sundress - apron”); - to unite by the commonality of the situation (“skating rink - ice”); - parts and the whole (“locomotive - train”, “elbow - hand”); - generalizing concepts and words of specific meaning (“shoes - boots”, “dishes - plates”); - phrases and related concepts (“stove - gas is burning”, “bed - to sleep”); - nouns and words denoting actions, or vice versa (“open - door”, “medicine - get sick”). Children with ODD are characterized by variability in lexical substitutions, and the process of finding the right word is very slow and not sufficiently automated. Violations of the actualization of the dictionary also manifest themselves in distortion of the sound and syllabic structure of the word. The classification of objects causes great difficulties: children do not know generalizations, they do not identify the fourth extra object, designated by a semantically distant word. Even when the task is completed correctly, children with ODD often explain their choice based on situational characteristics: “Wolf, dog, fox is an extra word for dog, since dogs don’t walk in the forest.” Difficulties also arise when selecting synonyms and antonyms. Instead of antonyms, words that are semantically close (“day - evening”), stimulus words with the particle “not” (“noise - no noise” - no noise) are used. Words that are semantically close ("street - road"), similar in sound ("park - desk"), forms of the original word or related words ("fighter - fight") are selected as synonyms. Instead of the names of baby animals (“lamb”, “calf”, “pig”) they say “pig”, “little cow”. Errors are allowed when using and forming nouns with diminutive suffixes (“apple”, “tetradenka”), with suffixes “its” (“soupnitsa - soup”). Children with ODD have difficulty naming people's professions. Corrective and developmental work to clarify and enrich the subject vocabulary When organizing speech therapy intervention, it is necessary to take into account modern linguistic ideas about the word, its structure, and ontogenetic patterns of development of the lexical component of speech. The formation of the dictionary proceeds in the following directions: - expanding the volume of the dictionary and ideas about the surrounding reality; — clarification of the meaning of words; — formation of the semantic structure of the word; — organization of semantic fields, lexical system of the native language; — activation of the dictionary, improvement of the process of searching for a word, its translation from a passive dictionary to an active one. When creating a system for working with words, some techniques described by L.S. were used. Vygotsky, S.N. Karpova and others. It is compiled taking into account the close connection between the development of vocabulary and word formation, and includes tasks to clarify the structure of the meaning of a word, mastery of morphemes, a system of grammatical knowledge, strengthening the connection between words, and the development of dialogic and monologue speech. In classes on the development of lexical and grammatical means of language and coherent speech, a lot of work is done to activate and improve the vocabulary, understanding of speech, and developing the ability to identify parts of a subject. Based on the clarification of passive speech reserve, oral speech practice is organized. In the process of mastering subject vocabulary based on subject-graphic diagrams, children continue to become familiar with various methods of word formation. (For example, suffixal - for nouns.) They develop the skills of forming a new word from two parts (“mushroom + nickname”). By drawing attention to the commonality of the root part among the chain of related words (“garden - gardener”), one can form ideas about the system of word-formation connections (“garden - kindergarten - gardener”). At the same time, children learn to understand the general meaning of a word. A necessary condition for clarifying and expanding the subject vocabulary is the practical mastery of common cases of polysemy of words. Each lesson has its own topic, which contains relevant information and provides for the gradual clarification of the vocabulary and its systematization based on observations and logical techniques of comparison, analysis, synthesis, and generalization. The formation of a child’s vocabulary is closely related to the processes of word formation, since it is quickly enriched by derived words. The sequence of appearance of word-formation forms in children's speech is determined by their semantics, function in the structure of the language (first, semantically simple, visually perceptible, well-differentiated diminutive forms of nouns appear). Much later in speech the names of people’s professions and other more semantically complex words appear. Thus, mastery of word formation occurs on the basis of mental operations, comparison, synthesis, generalization, which, in turn, contributes to the intellectual development of children. Let us consider the formation of a subject dictionary using the example of studying the lexical topic “Furniture”. Subject dictionary 1st year of study Nouns table, chair, bed, sofa, armchair, bedside table, dressing table, sideboard, shelf, stool, ottoman, wardrobe. Parts of objects The chair has a back, seat, armrests. The table has a lid and four legs. A chair has a back, seat, legs, etc. The general word is furniture. Differences between objects: Chair - armchair - stool. Shelf - wardrobe - sideboard. Sofa - bed. Genitive plural Many tables, chairs, cabinets, sofas. Singular and plural in the nominative case Table - tables, wardrobe - cabinets. Formation of the diminutive form Table - table, chair - high chair, bed - crib. 2nd year of study Repetition and consolidation of vocabulary learned in the 1st year of study. Types of kitchen furniture - table, chair, stool. Living room - sofa, armchair, coffee table. Bedroom - ottoman, bed, bedside table, wardrobe. Classification of items Furniture - clothing, furniture - dishes. Using simple and complex prepositions with nouns From under the table, under the bed, behind the sofa, between the chairs, from behind the closet. What is furniture made of? Made of wood, iron, plastic. Who repairs and makes furniture? Carpenter. Didactic games and exercises 1st year of study Furniture Store Children learn to write a descriptive story based on a picture or diagram. The teacher invites the child to buy a piece of furniture in a store and describe it without naming it. The seller must guess from the description what the buyer wants to buy. I want to buy a piece of furniture. It is made of wood and upholstered in brown fabric. It has a back, armrests and a soft seat. It is comfortable to sit in and you can also read a book in it. It is intended for the living room. One and many Children practice forming plural nouns and the genitive case. The teacher names the piece of furniture in the singular and throws the ball to the child. He must name the same object in the plural. I have one chair, and you have many... (chairs). What's missing? Children practice using nouns in the genitive case, they develop attention and memory. The teacher invites the children to carefully look at the pictures of furniture and close their eyes. At this time, one of the pictures is removed. Children must guess which piece of furniture is missing. No table, no chair, no bed. Put them in their places Children practice using nouns with prepositions, they develop auditory attention. The teacher draws the children’s attention to the mess left by the “naughty wind” and offers to put things in their places. Place the book in the closet, the ball under the closet, and the pillow on the bed. 2nd year of study What's in common? What is the difference? Children practice comparing two objects. The teacher invites the children to carefully examine the pieces of furniture and name all the differences (similarities) between them. This table is big and this table is small. This table is a coffee table, and this table is a kitchen table. What is missing? Children practice using nouns in the genitive case. The teacher invites the children to go to a furniture factory and help the carpenters assemble things. Children look at them and say which part is missing. The table has no legs, the cabinet has no handle. We have order. Children expand their vocabulary and practice using nouns with prepositions. The teacher suggests putting pictures with pieces of furniture in their places. What can you put on a shelf (on a table, in a table, on a bed)? Compiling descriptive and comparative stories The teacher invites children to compose a descriptive riddle. And then add this description. This is a piece of furniture. It's made of wood, so it's made of wood. It has a lid and four legs. The table top is round, smooth, and brown. The legs are high, quadrangular. The table is large, strong, and can accommodate a large family. Usually it is placed in the kitchen. The table is kitchen furniture. The teacher invites children to compare two pieces of furniture (based on object pictures or real objects). This is a kitchen table, and this is a coffee table. The kitchen table is white and the coffee table is brown. The kitchen table is round, and the coffee table is oval. The kitchen table has a top and four high legs, the coffee table also has a top, and three legs, and they are low. The kitchen table is plastic, and the coffee table is wooden. The kitchen table is high and the coffee table is low. You can have lunch or drink tea at the kitchen table, and magazines, newspapers or books can be placed on the coffee table. Both the kitchen and coffee tables are furniture. Riddles and answers Children learn to be attentive and remember the characteristic features of furniture. The teacher invites the children to guess riddles. If they answer correctly, a picture of the corresponding furniture is displayed on the flannelgraph. *** In this house, the floors are called shelves, Here my laundry lies: Blouses with T-shirts. Everything is always in place in the house: a sundress, a robe and a scarf, What is the name of this house? Did you guess it? This is... (closet). *** During the day the pillow sleeps on it, And in the evening Andryushka. (Bed.) *** Night is coming. You're tired, daughter. Sleep, daughter, sweetly Waiting for you... (crib). *** They sit on it and watch TV. If you are tired, lie down and lie down. What is this, guys? (Sofa.) *** Behind the glass, on shelves in a row, there are different books. (Bookcase.) *** Four brothers live under one roof. (Table.) *** Under the roof there are legs, And on the roof there is soup and spoons. (Table.) List of used literature Lalaeva R.I., Serebryakova N.V. Correction of general speech underdevelopment in preschool children. St. Petersburg, 1999. Speech therapy / Ed. L.S. Volkova, S.N. Shakhovskaya. M., 1998. System of correctional work in a speech therapy group for children with ODD. St. Petersburg, 2003. Tkachenko T.A. If a preschooler speaks poorly. St. Petersburg, 1997. Filicheva T.B., Cheveleva N.A., Chirkina G.V. Basics of speech therapy. M., 1989. Filicheva T.B., Chirkina G.V. Preparing children with general speech underdevelopment for school in a special kindergarten. M., 1993.
The state of active and passive vocabulary in preschool children with general speech underdevelopment
Overcoming general speech underdevelopment in children of senior preschool age is one of the pressing problems in speech therapy. This is due to its practical significance: timely correctional work is of great importance for the formation of speech prerequisites for successful learning at school.
The most important factor in mastering reading, writing, and counting is a sufficient level of vocabulary development. The development of lexical operations, clarification of the meaning of a word, the formation of lexical systematicity are of great importance for the development of a child’s cognitive activity (L.S. Vygotsky [1], N.I. Zhinkin [2], A.R. Luria [3], etc.) .
As noted by L.G. Paramonov [4], based on specially conducted research, that more than half of children (55.5%) come to the first grades of mass schools in a state of linguistic unpreparedness for the start of school education due to the insufficient development of their oral speech.
One of the main components of this lack of development is the poverty and insufficient systematization (and often complete unsystematization) of their vocabulary.
For the practical application of grammatical rules, it is necessary to be able to quickly and, moreover, accurately select test words, which a student with a delay in vocabulary development cannot do. Such students practically do not know their way around the limited vocabulary they have, that is, they do not know the exact semantic meaning of many words, much less feel their semantic “kinship.”
In the study of a number of authors (R.I. Lalaev [5], R.E. Levin [6], N.V. Serebryakov [7], T.B. Filichev [8], etc.), the peculiarity of the development of vocabulary during general speech underdevelopment. The authors emphasize that one of the pronounced features of the speech of children with ODD is a greater than normal discrepancy in the volume of active and passive vocabulary. Preschoolers with ODD understand the meaning of many words; the volume of their passive vocabulary is close to normal. However, the use of words in expressive speech and updating the dictionary cause great difficulties.
Poor vocabulary leads to a misunderstanding of educational texts and the terms of arithmetic problems. The educational material is poorly perceived, the degree of its assimilation, despite the external development of speech, is very low.
Considering the importance of a sufficient level of vocabulary development for the formation of prerequisites for successful learning at school and for the development of a child’s cognitive activity, as well as the insufficient development of the problem of studying and overcoming violations of passive and active vocabulary in preschoolers with level III SEN, this topic should be considered relevant.
The psycholinguistic approach to the study of vocabulary disorders largely clarifies the complex phenomenon of the word as a result of the interaction of cognitive processes and communicative activity, its semantics, place in the lexical system of the language and functioning in speech. The functional aspect of lexical semantics is especially important in the correction of speech underdevelopment, since communication presupposes not only knowledge of words, but also the ability to compose statements from them during communication that adequately reflect the information that the speaker wants to convey. The psycholinguistic approach to the study of vocabulary disorders and their correction is the most promising, allowing one to study the specific features of vocabulary underdevelopment and the nature of violations of lexical operations in the process of speech production in preschool children with speech pathology [9].
The development of the lexical side of speech in ontogenesis is determined by the development of ideas about the surrounding reality.
The most important factor in enriching vocabulary is the social environment, the speech activity of adults and their communication with the child.
Currently, as noted by O.V. Solodyankin, non-traditional forms of organizing social partnership between a preschool educational organization and a family are especially popular among both teachers and parents, which help to properly organize work with parents and make it effective. They are built according to the type of television and entertainment programs, games and are aimed at establishing informal contacts with parents and attracting their attention to the kindergarten. Parents get to know their child better because they see him in a different, new environment and become closer to teachers [10].
As mental processes (thinking, perception, ideas, memory) develop, contacts with the surrounding reality expand, the child’s sensory experience is enriched, and his activity qualitatively changes, the child’s vocabulary is formed in quantitative and qualitative aspects.
In the literature, there are significant discrepancies regarding the volume of vocabulary and its growth, since there are individual characteristics of the development of vocabulary in children, depending on living conditions and upbringing.
General speech underdevelopment (GSD) is a systemic disorder of the speech sphere in children with normal hearing and primarily intact intelligence. ONR is caused by a complex, diverse set of etiological factors. The combination of hereditary predisposition, unfavorable environment and damage or disorders of brain maturation under the influence of various unfavorable factors acting in the prenatal period, at the time of birth or in the first years of a child’s life negatively affect the development of speech.
Children in this group, to a greater or lesser extent, have disturbances in sound pronunciation, sound-syllable structure, phonemic system, disturbances in the lexico-grammatical structure of speech, and connected speech.
The general underdevelopment of speech occurs slowly and in a unique way, as a result of which various parts of the speech system remain unformed for a long time. A slowdown in speech development, difficulties in mastering vocabulary, coupled with the peculiarities of perceiving addressed speech, limit the child’s speech contacts with adults and peers, and prevent full-fledged communication. Children with SLD at any level of speech development cannot spontaneously take the ontogenetic path of speech development characteristic of normal children [11].
A comparative analysis of vocabulary development in normal and impaired speech development is presented in the works of R.I. Lalaeva, N.V. Serebryakova [5, 7].
The authors describe in detail lexical impairments in children with ODD, noting limited vocabulary, discrepancies in the volume of active and passive dictionaries, inaccurate use of words, verbal paraphasias, immaturity of semantic fields, and difficulties in updating the dictionary.
To conduct the ascertaining experiment, experimental and control groups of children of senior preschool age were formed.
The experiment is aimed at identifying quantitative and qualitative disorders in vocabulary in children with normal speech development and in their peers with general speech underdevelopment.
To conduct a study of the level of vocabulary development in older preschoolers with SLD, methodological developments by N.V. were used. Serebryakova [7]. R.I. Lalaeva [5], I.A. Smirnova [12], T.B. Filicheva [8]. When compiling the methodology for the ascertaining experiment, materials presented in the manuals of O.V. were used. Eletskoy, A.A. Tarakanova; O.V. Eletskaya, E.A. Loginova, G.A. Penkovskaya, V.P. Smirnova, A.A. Tarakanova, S.M. Timakova, D.A. Shchukina [13,14,15].
The study took place in two stages.
The first stage is the preparatory-analytical stage, at which children were selected for the experimental group to conduct the study, general directions and logic for studying the problem were developed; linguistic, psychological, psycholinguistic, pedagogical and special literature on the research problem was studied; the purpose, object, subject, tasks and methods of research were determined; a version of the scientific hypothesis was formulated.
The second stage was a search and analytical stage, at which methods for studying passive and active vocabulary were developed in children with normal speech development and in children with SLD. The implementation of these methods was carried out in the process of ascertaining experiment. A speech therapy examination was conducted for children in the experimental and control groups; anamnestic data were analyzed; then, the severity of impairments in passive and active vocabulary in children was studied.
The analysis of anamnestic data, psychological and pedagogical characteristics of children allowed us to draw the following conclusions:
- in children of the experimental group, compared with the control group, the following occurs: a combination of hereditary predisposition, unfavorable environment, damage or disorders of brain maturation under the influence of various factors acting in the prenatal period, at the time of birth or in the first years of the child’s life;
- they are characterized by instability of attention, decreased verbal memory and memorization productivity, and a lag in the development of verbal and logical thinking. The listed features lead to the inability to timely engage in educational and gaming activities or switch from one object to another. They are characterized by rapid fatigue, distractibility, and increased exhaustion.
In the ascertaining experiment, children were given the second series of tasks. I series of tasks
In order to study the volume of passive vocabulary, children were asked to show living and inanimate objects, signs, actions with objects based on subject and plot pictures.
II series of tasks
In order to study the volume of active vocabulary, children were asked to name living and inanimate objects, signs, and actions with objects based on plot pictures.
The data from the experiment showed that updating the vocabulary of older preschoolers with ODD causes great difficulties.
For all tasks of the method, preschoolers from the EG have a low level of task completion, especially when studying active vocabulary compared to children from the CG.
Against the background of relatively developed speech, six-year-old children with level III OHP have an inaccurate understanding and use of many, even everyday words. Preschoolers with SLD understand the meaning of most words, while updating the dictionary causes them significant difficulties.
Differential differences between the two groups of children with OSD and normal speech development are manifested not only in quantitative, but also in qualitative aspects.
Specific difficulties encountered by children with level III ODD boiled down to inaccurate display of the following pictures: indicating seasons, dishes, pets, time of day, natural phenomena, parts of objects, fruits, wild birds, means of transport; to an inaccurate understanding of adjectives denoting characteristics of height, length, width; verbs denoting vocal reactions of animals, semantically related actions of people, methods of movement.
The most significant signs of underdevelopment of the passive vocabulary in children with ODD are insufficient formation:
- development of ideas about the surrounding reality;
- unformation of higher mental functions, which does not allow the child to learn numerous concepts, names of objects, actions and phenomena.
The passive vocabulary of preschoolers with OHP prevails over the active one. The state of the active vocabulary in children with ODD is characterized by poverty and inaccuracy in the use of many words, which is manifested in numerous and varied verbal paraphasias. Children with SLD do not know or use many words incorrectly. Among them are nouns denoting parts of the body, parts of objects, natural phenomena, time of day, means of transport, fruits, wild birds, etc.
In older preschoolers with ODD, the limited volume of the active vocabulary affects, first of all, the predicative vocabulary. In the active dictionary, when studying adjectives, errors that occurred more in the EG were associated with substitutions of words included in the same generic concept. Children with ODD did not accurately use adjectives characterizing, first of all, the width, length, thickness, height, size, and weight of objects.
In the verbal dictionary of children with ODD, words denoting actions that the child performs or observes (wash, drink, etc.) predominate.
Children with ODD find it difficult to establish adequate connections between the sound, visual image of a word and its conceptual or contextual content. In speech, this is manifested by an abundance of persistent errors associated with unjustified expansion or narrowing of the meanings of words, confusion of words due to visual similarity; this is primarily due to the poverty of the child’s auditory and visual representations, the inferiority of the interaction of the visual, auditory and motor analyzers.
The results obtained indicate the need for targeted work on the development of vocabulary, which is especially active in children of senior preschool age with general speech underdevelopment of level III.
The analysis of the literature and the results of the ascertaining experiment were the determining factor for determining the directions of correctional work to expand the passive and active vocabulary of preschoolers with ODD. Methods proposed by R.I. Lalaeva [5], L.G. Paramonova [4], N.V. Serebryakova [7], and many others with deep scientific substantiation, made it possible to identify the following main directions in speech therapy work on the formation of a dictionary:
- Accumulation of lexical units;
- Purposeful formation of a system of semantic meanings in a child (ordering of language units).
The work carried out jointly in these two areas is based on a number of key provisions:
- The development of vocabulary should be inextricably linked with the expansion of the child’s ideas about the surrounding reality;
- Work on enriching the vocabulary is inseparable from work on other components of the speech-language system;
- When forming a dictionary, special attention should be paid to the relationship between the lexical and grammatical meanings of a word;
- A child's vocabulary should develop in parallel with the development of mental operations. It is the analytical-synthetic work with the word that forms it as a linguistic sign.
Based on the above methodological provisions, the following tasks can be identified:
- Ensure that children know a sufficiently large number of words (nouns, adjectives, verbs) by systematically working on enriching their vocabulary.
- Ensure an accurate understanding of the semantic meaning of learned words
available in the passive dictionary, and updating them in independent speech.
- Take care to systematize the vocabulary available to children.
- Mastering new words, primarily verbs, adjectives, and nouns.
The process of quantitative accumulation of words by children is carried out based on their active knowledge of the world around them, taking place in the play, work, cognitive, and everyday activities of children, on the formation of cognitive activity (thinking, perception, ideas, memory, attention).
In order for a preschooler’s vocabulary to be systematically replenished, refined and developed, it is necessary to introduce the child to new objects and phenomena and their names. Children’s knowledge of words should be consolidated first in understanding and only then in active speech.
Based on the research materials, it is advisable to draw up long-term planning of speech therapy work, the choice of topic, speech material, the sequence of speech therapy work to enrich the vocabulary should be closely linked to the kindergarten program, and the frequency vocabulary of six-year-old children is also taken into account.
The lexical topic of the week is determined, and a thematic dictionary is compiled for working with a group of children (a list of new words whose meanings need to be introduced to children). Each topic needs to be worked on for at least a week.
Classes must be conducted with the use of visual aids, since without this, the child’s assimilation of the material will be almost impossible. Before working on some topics, it is necessary to carry out preliminary preparation.
When drawing up a long-term plan, it is necessary to take into account that the organization, content and methods of correcting general speech underdevelopment in older preschoolers have specific features. First of all, this requires an approach to planning correctional education that would contribute to the maximum extent to the elimination of speech defects and the overall development of children with the maximum amount of time. The enrichment of the dictionary is carried out using the material of nouns, adjectives, and verbs.
Taking into account the principles, developing stages, directions, as well as specific recommendations aimed at developing the vocabulary of preschoolers with level III ODD allows us to optimize speech therapy work to overcome the impairment of passive and active vocabulary in this category of children.
MAGAZINE Preschooler.RF
Formation of vocabulary in preschool children with general speech underdevelopment of level IIIThe problem of vocabulary formation occupies a very important place in modern speech therapy, and the question of the state of the vocabulary in various speech disorders and the methodology for its development is one of the pressing issues.
The study of children with speech disorders and the accumulated experience of their upbringing and education convince us of the possibility of successful correctional work with them and the need for further study of them, improvement and detailing of special techniques, since there are still a number of unresolved issues in this area.
It is known that preschool age is the most favorable for the development of all aspects of speech and for the correction of disorders. The difficulties that children with general speech underdevelopment of level III experience when mastering the kindergarten program are due to the insufficient level of speech development, which is largely determined by the volume and quality of the dictionary. The formation of vocabulary is of great importance for the development of a child’s cognitive activity, since the word and its meaning are a means of not only speech, but also thinking.
One of the most important prerequisites for mastering reading, writing and arithmetic is a sufficient level of formation of the lexical system of the language: a certain volume of vocabulary, accuracy of understanding and use of words, formation of the structure of the meaning of the word.
Deviation from the norm (lag) in a child’s speech development can be manifested by the poverty of his vocabulary, unformed grammatical structure of speech, and imperfect sound pronunciation. Although all these three aspects of speech represent an inextricable unity and develop simultaneously, the peculiarities of the formation of each of them require separate consideration. This will help parents and teachers of preschool institutions to promptly notice possible deviations from the norm and therefore take appropriate measures. Parents usually look forward with special impatience to the child’s first words [2].
Mastering vocabulary in preschool age is of great importance for successful learning at school, so early intervention by specialists that can change the unfavorable course of a child’s development is of particular importance.
It is clear to everyone that the richer a person’s vocabulary, the more complete his oral speech. However, not everyone understands the importance of the role that vocabulary plays in a child’s mastery of literate writing. This role is absolutely exceptional, and it is connected with the fact that in order to master and apply many grammatical rules, you need to be able to quickly and correctly select test words. But this is only possible with a sufficiently large vocabulary and a correct understanding of the lexical and semantic meaning of each word.
It is very important that a preschool child with general speech underdevelopment of level III accumulates vocabulary not chaotically, as happens in most cases, but in a certain system, which will be discussed below [3].
A child’s very first words usually appear by the age of one year. These words are sentence words that express a whole thought. Using the same word, a child can express some kind of complaint, and a request to give him a toy, “to pick him up,” etc. Subsequently, the child acquires more and more new words, which he gradually begins to connect with each other, trying to build elementary sentences from them.
The accumulation of vocabulary in a preschool child with general speech underdevelopment of level III is inextricably linked with the mastery of speech sounds and the grammatical structure of speech. And since he still lacks many speech sounds, he pronounces the words he has learned incorrectly and distorted. Up to a certain age, this is quite normal and should not cause anxiety in parents, because as the child gradually masters speech sounds, the structure of the words spoken by the child becomes more and more refined and approaches the norm. A child masters completely correct sound pronunciation only by the age of 5-6 years [4].
The vocabulary of preschool children with general speech underdevelopment of level III is constantly enriched not only quantitatively, but also qualitatively. The quantitative growth of vocabulary is expressed in the gradual acquisition of new words. First of all, the child learns those words that are directly related to his life - the names of surrounding objects, toys and basic everyday actions. Moreover, the number of words a child has depends on the conditions in which he lives and is raised. Thus, two-year-old children in different families can have from 45 to 1000 or even more words in their vocabulary. Qualitative growth of the vocabulary is expressed in the child’s increasingly deeper understanding of the meanings of words, including polysemy and figurative meanings.
From about 3-3.5 years old, generalizing words begin to appear in the speech of a child with general underdevelopment of level III speech (if, of course, he hears them in the speech of adults), which denote not just one specific object, but entire groups of homogeneous objects. , clothes, vegetables, fruits, etc. This is a very important stage, which is the very first step towards systematization and ordering of the child’s vocabulary. Let us dwell on it in more detail [1].
All names of objects (nouns, i.e. words that answer the questions who? What?) are divided into semantic groups, for example clothes, shoes, dishes, furniture, vegetables, fruits, trees, flowers, animals, birds, child grammatical norms language (we plan to talk about this in the next publication). Children's word creation should be encouraged in every possible way, by engaging in an entertaining game with the child, but not forgetting to give correct examples of word formation during the game. The poor command of word formation rules by many students in our schools (up to almost complete lack of command of them) is a consequence of pedagogical omissions in preschool age.
So, by the beginning of schooling, a preschool child with general speech underdevelopment of level III should have a fairly large (including generalizing words) and correctly systematized vocabulary, have an idea of the polysemy of words, and the presence of some words not only of basic, but also figurative meanings. Parents and teachers of preschool institutions are obliged to provide competent assistance in the process of accumulating and enriching vocabulary, which is very difficult for a child, through reading, word games, teaching storytelling from a picture, and finally, with their literate and figurative speech.
For some children, the very first words, instead of a year, appear only after 2-4 years. This is an alarming sign, indicating a clear deviation from the normal course of speech development [5].
Getting stuck on the first words. Sometimes children’s first words appear in due time, by the age of one year, but further enrichment of the vocabulary stops or occurs only through babbling words that are incomprehensible to others. This is also a deviation from the norm.
The enrichment of vocabulary occurs only through nouns, with an almost complete absence of verbs in the child’s speech, which does not allow him to move on to phrasal speech, since every sentence must have a predicate, i.e. verb [1].
Some preschool children with general speech underdevelopment of level III, already having a fairly large vocabulary of words (sometimes up to 100), figuratively speaking, “scatter them like peas” without trying to construct a phrase (normally, already with about 10 words, the child tries to connect them among themselves). This indicates a sharp delay in the transition to phrasal speech, which normally begins to appear after one and a half years [4].
Sometimes children use nouns only in the nominative case for a long time, as if not noticing their endings, while in the normal course of speech development, even before the transition to phrasal speech (in the second year of life), the child begins to use indirect forms of words. For example, a girl, extending her hand to a doll and as if asking her to give it, says “Kuku” (and not “Kuka” ), although instead of a phrase she can still only say one word. This is a very important sign that the child is beginning to assimilate the grammatical forms of words, that is, to master the grammatical structure of speech [4].
Frequent and long-lasting substitutions of words that are close in meaning, i.e. their inaccurate use (sled - skis; bed - sofa; chair - chair - stool; run - walk - crawl) indicate both the poverty of the child’s vocabulary and his insufficiently accurate understanding of the meanings of words [5].
Long-term recall of words when naming objects and actions depicted in pictures or when answering questions from an adult. This indicates that the child has not mastered many words well enough and is forced to “look” for them in his memory.
Frequent rearrangements of syllables and sounds in words are a violation of the structure of words. The normal course of speech development is more characterized by simplification rather than distortion of the sound-syllable structure of words [3].
The child uses speech to express his thoughts, feelings, i.e. influence the people around you. This places demands on its expressiveness, emotionality, and coherence.
With the help of speech and words, the child designates only what is accessible to his understanding. In this regard, words of a specific meaning appear early in the child’s dictionary, and words of a general nature appear later [26].
In older preschool age, in children with general speech underdevelopment of level III, words denoting people predominate among nouns.
The peculiarity of vocabulary work in a preschool institution is that it is connected with all educational work with children. Enrichment of vocabulary occurs in the process of becoming familiar with the world around us, in all types of children's activities, everyday life, and communication.
Thus, while mastering speech, a child with general speech underdevelopment of level III also acquires knowledge about objects, signs, actions and relationships, embodied in the corresponding words. At the same time, he not only acquires knowledge, but also learns to think, since to think means to speak to oneself or out loud, and to speak means to think. The word is the material shell of thought. However, this thesis is true if behind each word the child has an image of the object that this word denotes. If a child hears adults in speech or uses words that do not have images behind them, mental activity does not occur.
- Borodich A.M. Methods of developing children's speech: Textbook. allowance for students pedagogical institutes / A.M. Borodich - M.: Education, 2001. -255 p.
- Volosovets T.V. Overcoming ODD in preschool children. - M., 2002.
- Ladyzhenskaya T.A. Oral speech as a means and subject of learning /T. A. Ladyzhenskaya - M.: 2008. -204 p.
- Lalaeva R.I., Serebryakova N.V. Formation of correct conversational speech in preschoolers. - St. Petersburg, 2004.
- Tikheyeva E.I. Speech development of a preschooler, Uchpedgiz, 2008.
- Filimonova O.Yu. Development of a preschooler's vocabulary through games. - SPb., “CHILDHOOD-PRESS” , 2007.
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Features of the dictionary of signs in preschool children with OHP level III
Timely acquisition of correct speech is of great importance for the development of a child’s full-fledged personality, for his successful education at school and for future work.
Preschool educational institutions play a significant role in a child’s life. After all, they are faced with the task of preparing children for school. And an indicator of a child’s readiness for successful learning is well-developed speech.
There is evidence that among preschool children, level III OHP occurs in approximately 1%, and among school-age children in 0.6–0.2% [3].
Due to the fact that the number of preschool children with general speech underdevelopment increases every year, the study of the development of their lexical and grammatical means of speech occupies a special place in modern speech therapy [2]. Therefore, the development of methods for the development and correction of the lexico-grammatical structure of speech is especially relevant.
To date, the study of the characteristics of mastering the lexical and grammatical components of the design of speech utterances in cases of general speech underdevelopment has been fairly fully presented.
Scientists such as: Zhukova N.S., Mastyukova E.M., Filicheva T.B., Chirkina G.V., Tumanova T.V., Serebryakova N.V., Lalaeva R.I. and a lot others. Filicheva T.B., Chirkina G.V., Tumanova T.V. compiled a program of speech therapy work to overcome general speech underdevelopment in children. Zhukova N. S., Mastyukova E. M. published an educational and methodological manual “Overcoming speech underdevelopment in children” [3]. Serebryakova N.V., Lalaeva R.I. developed a methodological guide “Correction of general speech underdevelopment in preschool children.” The methodological manual can be used by speech therapists in preschool institutions, teachers of speech groups, and parents of children with severe speech impairment [4].
Unfortunately, the problem of studying the dictionary of signs in children with general speech underdevelopment of level III has not been sufficiently addressed, which was the reason for our study.
The purpose of the study is to identify the features of the vocabulary of signs in preschool children with level III SEN.
The study was conducted in the Municipal preschool educational institution - “Kindergarten No. 378” in Kazan. The experimental group (EG) included: 5 children of the older group with general speech underdevelopment (GSD) level III. The control group (CG) included 5 children of the older group without speech disorders. The age of the children at the time of examination was 5 years.
To study the level of speech development of children, the “method for studying vocabulary in children” by E. F. Arkhipova was used [1]. The tasks in this method include the most significant parts of speech and allow us to identify the level of formation of the vocabulary of signs in preschool children. All tests presented to children were selected by us taking into account the lexical material that children of this age should master with normal speech development. The examination of the vocabulary of signs was carried out individually with each child in the first half of the day.
The following tasks were proposed:
- Research of the passive dictionary of signs;
- Research of the active dictionary of features;
- Study of the semantic structure of a word and lexical systematicity: grouping of words; selection of synonyms for words; selection of antonyms for words; addition of the last word in a sentence;
- Study of word formation: formation of relative adjectives; formation of qualitative adjectives; formation of possessive adjectives; formation of diminutive adjectives.
For quantitative and qualitative assessment of task completion, we used the point system proposed in the work of E. F. Arkhipova.
The survey results are presented in the form of diagrams:
Fig. 1 Results of the study of the experimental group
Rice. 2. Results of the control group study
After analyzing the data obtained during the study, we identified the following indicators.
The development of the passive vocabulary of signs of children in the experimental group in five children (100%) is at a high level. That is, tasks in the study of passive vocabulary are completed easily and quickly, and in some cases correspond to the conditional norm. The children in the control group completed the tasks without difficulty and all scored the maximum points.
Based on the presented results of the state of the active vocabulary, we can say that the active vocabulary of signs is in four children (80%) at an average and one child (20%) at a low level of development.
When examining the active vocabulary, children do not always correctly name adjectives, i.e., replace them. They cannot differentiate the signs of size, height, width, thickness. Students in the control group did not experience such difficulties.
When studying the semantic structure of a word, not a single child in the experimental group showed a high result. Three children (60%) had an average level, and two children (40%) had a below average level. Children had great difficulty in grouping semantically similar adjectives. They made mistakes when choosing an extra word. When grouping semantically similar words, children in the control group generally showed high levels. Unlike the children in the experimental group, they made fewer mistakes.
Children in the experimental group also have difficulty selecting antonyms and synonyms. Three children showed a low level when selecting synonyms. When selecting synonyms, children used related words that were opposite in meaning to the word. When selecting antonyms, no one from the experimental group completed the task in full, and the children in the control group experienced difficulties in selecting antonyms and synonyms only for individual words.
Children in the experimental group also experienced difficulties in the process of forming new words. Difficulties were identified in the formation of possessive, relative and qualitative adjectives. Three children (60%) had a low level, and two children (40%) had a below average level.
Summarizing the results of the study of the dictionary of signs in preschool children with level III OHP, the following conclusions can be drawn:
1) When examining the vocabulary of signs, it was found that the active vocabulary of children is not sufficiently formed.
2) There are discrepancies in the volume of active and passive vocabulary.
3) Children do not identify significant features and do not differentiate the qualities of objects.
4) They cannot find synonyms.
5) They have difficulty choosing a word with the opposite meaning.
6) When examining the word formation of adjectives, children make a large number of agrammatisms when forming grammatical categories that are new to them.
As a result of our study, it was revealed that in children with general underdevelopment of level III, the development of active vocabulary is below the age norm.
The active dictionary of signs of preschool children with level III OHP is characterized by a predominance of nouns, verbs and a lack of words showing the qualities of objects and phenomena. They also have difficulties in selecting synonyms and antonyms for words.
Thus, we would like to note that speech therapy work on the development of a vocabulary of signs in children of this category should take into account the characteristics of the vocabulary and mental development of the child.
Literature:
- Arkhipova, E. F. Erased dysarthria in children. M.: AST: Astrel, 2007.
- Vershinina O. M. Features of word formation in children with general speech underdevelopment of level III. / O. M. Vershinina / Speech therapist. 2004. No. 1. P. 40.
- Zhukova N. S., Mastyukova E. M., Filicheva T. B. Overcoming general speech underdevelopment in preschool children. - M.: Education, 1990. - 238 p.
- Lalaeva R.I., Serebryakova N.V. Correction of general speech underdevelopment in preschoolers (formation of vocabulary and grammatical structure) - St. Petersburg: SOYUZ, 1999. - 160 p.
Methodology for examining the vocabulary of children I.A. Smirnova
Methodology for examining the vocabulary of children O.E. Gribova, T.P. Bessonova Read more: Analysis of diagnostic results
2. Methodology for examining the vocabulary of children I.A. Smirnova.
Consists of 2 blocks:
- understanding and use of words of nominative lexical meaning;
— identifying the state of the structural aspect of the lexical meanings of words.
The 1st block includes 5 tasks.
Task No. 1. State of the nominative vocabulary.
Name object pictures by topic: toys (locomotive, drum, car, doll, cubes, pyramid), clothes (shirt, skirt, socks, trousers, T-shirt, jacket), shoes (boots, sneakers, boots, shoes, sneakers, sandals) , furniture (bed, table, wardrobe, chair, dressing table, sofa), dishes (saucepan, mug, kettle, frying pan, plate, glass), vegetables (cucumber, tomato, cabbage, onion, beets, eggplant), fruits (pear, grapes, orange, apple, banana, pineapple), transport (helicopter, plane, ship, bus, truck, train), animals (cow, tiger, parrot, bear, turtle, dog).
Score: a total of 9 tests of 5 items, maximum number of points - 2 points, 2 points - correct execution, 1 point - difficult, search, with the help of a speech therapist, 0 points - refusal or distant verbal replacement.
Task No. 2. State of the verb dictionary.
Tell who is moving how or in what condition they are based on the pictures shown: ship - sailing, bird - flying, snake - crawling, man - walking, athlete - running, girl - jumping, cat - sleeping, uncle - sunbathing, aunt - sitting, boy - angry, child - cries, child - laughs, girl - reads, girl - washes, grandmother - drinks, boy - writes, boy - washes, aunt - strokes, singer - sings, artist - draws, seller - sells, doctor - treats , a cook cooks, a builder builds.
Score: 24 tests in total, maximum points - 2 points, 2 points - correct execution, 1 point - difficult, search with the help of a speech therapist, 0 points - refusal or distant verbal replacement.
Task No. 3. State of the attribute dictionary.
1) Qualitative adjectives. Look at the pictures and answer the speech therapist’s questions: what kind of house is it? (big, small), what circle? (blue, red), what kind of weight? (heavy), what kind of ball? (easy);
2) Relative adjectives. Look at the pictures and answer the speech therapist’s questions: “Orange juice. So what is he like? (orange), “Strawberry jam. What is it? "(strawberry), "Paper boat. What is he like? (paper), “Man made of plasticine. What is he like? (plasticine), “Pinocchio made of wood. What is he like? (wooden), “Glass glass. What is he like? (glass).
3) Possessive adjectives. Look at the pictures and answer the speech therapist’s questions: “Grandma is reading a book. So whose book is it?” (grandmother’s), “The crow’s tail. Whose is he? (raven), “The ears of a bear. Whose are they?” (bearish), “Auntie has the bag. Whose bag is it?” (Auntie).
Score: 17 tests in total, maximum points - 2 points, 2 points - correct execution, 1 point - difficult, search with the help of a speech therapist, 0 points - refusal or distant verbal replacement.
Task No. 4. Dictionary of numerals.
1) Quantitative. Look at the picture and count the children, how many children are shown (one, two, three.....)
2) Ordinal. Look at the picture and count the children in order (first, second, third....)
Score: 2 tests in total, maximum number of points - 2 points, 2 points - correct execution, 1 point - difficult, search with the help of a speech therapist, 0 points - refusal or distant verbal replacement.
Task No. 5. Dictionary of prepositions.
Look at the pictures and answer where the parrot is (in the cage, on the cage, above the cage, under the cage, near the cage, behind the cage, enters the cage, leaves the cage, looks out from behind the cage, walks around the cage, flies away from the cage, flies up to the cage).
Score: 12 tests in total, maximum points - 2 points, 2 points - correct execution, 1 point - difficult, search with the help of a speech therapist, 0 points - refusal or distant verbal replacement.
The 2nd block includes 4 tasks.
Task No. 6. Lexical paradigms:
1) Antonymy. Look at the pictures and answer the speech therapist’s questions: “Here the boy is hot, but here... (Cold). This house... (big), and this one.... (small), here is an uncle from home.... (goes out), and here ... (enters), on this side the window ... (clean), and on this side ... (dirty), tea ... (hot), and ice cream ... (cold).
Score: 6 tests in total, maximum points - 2 points, 2 points - correct execution, 1 point - difficult, search with the help of a speech therapist, 0 points - refusal or distant verbal replacement.
2) Synonymy. Look at the pictures and answer the questions about who and what moves how: an athlete is running, a train is rushing, a motorcyclist is riding, a horse is galloping; the Christmas tree is elegant, the girl is beautiful, the bouquet is festive, the street is decorated.
Score: 8 tests in total, maximum number of points - 2 points, 2 points - correct execution, 1 point - difficult, search with the help of a speech therapist, 0 points - refusal or distant verbal replacement.
Task No. 7. The part is the whole.
Look at the pictures and answer the speech therapist’s questions: “What is the sleeve from?” (from a dress), a steering wheel for a car, a button for a coat, a leaf for a tree, a page for a book, a window for a house, a stove for a kitchen.
Score: 7 tests in total, maximum points - 2 points, 2 points - correct execution, 1 point - difficult, search with the help of a speech therapist, 0 points - refusal or distant verbal replacement.
After completing all tasks aimed at identifying the vocabulary, the total score is calculated. The highest score is 170 points, corresponding to a high level; 98 – 141 b. – average; less than 98 points – a low level of lexical development of the child.
3. Methodology for studying vocabulary N.V. Serebryakova, L.S. Solomokhova.
1.Exploring the active dictionary:
1.1 Concrete nouns. Name what is drawn in the pictures: spinning top, dog, plane, coat, boots, apple, vacuum cleaner, skis, sofa, TV, cubes, etc.
Score: 15 pictures in total, maximum number of points – 2 points, 2 points – correct execution, 1 point – difficult to find, with the help of a speech therapist, 0 points – refusal or distant verbal replacement.
1.2 General concepts. Name a group of objects in one word.
Score: 9 pictures in total, maximum points - 2 points, 2 points - correct execution, 1 point - difficult, search with the help of a speech therapist, 0 points - refusal or distant verbal replacement.
1.3 Nouns denoting parts of the body, parts of objects:
- body parts: head, legs, arms, nose, mouth, chest, stomach, neck, eyes, ears, hair;
- parts of clothing: sleeve, collar, button;
- parts of furniture: (chair) back, legs, seat;
— parts of the car: door, wheels, steering wheel, cabin.
Score: 4 tests in total, maximum number of points - 2b., 2 b. - correct execution - names at least 3 parts, 1 point - difficult, search, with the help of a speech therapist, names no more than 2 parts, 0 points - refusal or distant verbal replacement.
1.4 Names of professions.
Score: 5 tests in total, maximum points - 2 points, 2 points - correct execution, 1 point - difficult, search with the help of a speech therapist, 0 points - refusal or distant verbal replacement.
1.5 Verb dictionary. Use of verbs when answering questions:
What do you do during the day?
Who moves how?
Who gives the vote?
Who's doing what? (using profession names)
Score: 4 tests in total, maximum number of points - 2 points, 2 points - correct execution, names at least 3 actions correctly, 1 point - difficult, search, with the help of a speech therapist, names no more than 1-2 actions correctly, 0 points - refusal or distant verbal replacement.
1.6 Dictionary of adjectives.
- Names colors: brown, pink, blue, orange.
- name of the shape: square, triangular, oval, round, rectangular.
Score: 9 tests in total, maximum points - 2 points, 2 points - correct execution, 1 point - difficult, search with the help of a speech therapist, 0 points - refusal or distant verbal replacement.
1.7 Selection of antonyms:
Good - evil, high - low, grief - happiness, friend - enemy, light - heavy, lift - put, good - bad, give - take, wide - narrow, buy - sell.
Score: 10 tests in total, maximum points - 2 points, 2 points - correct execution, 1 point - difficult, search with the help of a speech therapist, 0 points - refusal or distant verbal replacement.
1. Study of passive vocabulary.
2.1 Concrete nouns: “Show me where the doll, bears, table, etc.”
Score: 15 pictures in total, maximum number of points – 2 points, 2 points – correct execution, 1 point – difficult to find, with the help of a speech therapist, 0 points – refusal or distant verbal replacement.
2.2 Nouns denoting parts of the body, parts of objects: “Show me where your eyes, elbow, finger, etc.”
- body parts: head, legs, arms, nose, mouth, chest, stomach, neck, eyes, ears, hair;
- parts of clothing: sleeve, collar, button;
- parts of furniture: (chair) back, legs, seat;
— parts of the car: door, wheels, steering wheel, cabin.
Score: 3 tests in total, maximum number of points - 2 points, 2 points - correct execution - shows all parts, 1 point - difficult, search, with the help of a speech therapist, shows no more than 3 parts, 0 points - refusal or distant verbal replacement.
2.3 Name of professions: “The singer sings, and those who heal, build, etc.”
Score: 10 tests in total, maximum points - 2 points, 2 points - correct execution, 1 point - difficult, search with the help of a speech therapist, 0 points - refusal or distant verbal replacement.
2.4 Verb dictionary: “Who moos? Who's cackling? Who's crawling? Who swims?)
Score: 10 tests in total, maximum points - 2 points, 2 points - correct execution, 1 point - difficult, search with the help of a speech therapist, 0 points - refusal or distant verbal replacement.
2.5 Dictionary of adjectives. Ask to show where the color is orange, where it is blue, pink, brown. Answer the questions: “What is the shape of the table, window, plate.”
Score: only 2 tests of 4 signs, maximum number of points - 2 points, 2 points - correct execution, 1 point - difficult, search, with the help of a speech therapist, 0 points - refusal or distant verbal replacement.
After completing all tasks aimed at identifying the vocabulary, the total score is calculated. The highest score is 212 points, corresponding to a high level; 123 – 176 b. – average; less than 123 points – a low level of lexical development of the child.
6.Methodology for studying children's vocabulary M.A. Povalyaeva.
Aimed at identifying children's ability to quickly select the most accurate word and use generalizing words. Includes 4 tasks.
Task No. 1. Classification of concepts.
Material: 30 pictures depicting animals, clothes, toys, fruits, vegetables, transport. The speech therapist names a concept denoting a group of pictures, asks the subject to give a detailed definition of the concept, and then select the corresponding pictures. For example, choose pictures of animals. In each task, the number of correctly selected pictures is counted, each correct choice is worth 1 point. An incorrect choice is scored 0 points. The highest score is 30 points.
Task No. 2. Selection of antonyms.
It is carried out in the form of a game “Say the opposite”. The child is asked to play with words and choose a word that has the opposite meaning. A total of 10 words are presented (sad - cheerful, young - old, thin - fat, cowardly - brave; run - stand, laugh - cry, talk - be silent; high - low, far - close).
The highest score is 10 points. 1 point – if the selected word is an antonym of the given one; 0 points – does not correspond.
Task No. 3. Selection of synonyms.
It is carried out in the form of the game “Say it differently”. The child is asked to choose a word that is close in meaning to the name. A total of 10 words are presented (for example: gloomy, cheerful, old, big, cowardly; walk, run, talk, laugh, cry).
The highest score is 10 points. 1 point – the selected word is a synonym for the named one; 0 points – does not correspond to the semantic field.
Task No. 4. Selection of definitions.
It is carried out in the form of a word game. The child is asked to come up with as many definitions as possible for the named word. 5 words are presented: ball, apple, tree, dog, man. (For example: a tree. What is it? How else can you say about it? What can it be?) The highest score is 10 points. 2 points – more than 3 words were invented that semantically correspond to the one named; 1 point – less than 3 words; 0 points – the answer does not correspond to the semantic field of the word.
After completing all 4 tasks aimed at identifying vocabulary, the total score is calculated. The highest score is 60 points, corresponding to a high level; 35 – 50 points – average; less than 35 points – a low level of lexical development of the child.
Methodology for examining the vocabulary of children O.E. Gribova, T.P. Bessonova Read more: Analysis of diagnostic results
Information about the work “Studying vocabulary in children of senior preschool age with general speech underdevelopment of level III”
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