home Medicines from A to Z Report: The role of the teacher’s speech in the development of children’s speech. Consultation on the topic: The role of speech in the mental development of a child

Report: The role of the teacher’s speech in the development of children’s speech. Consultation on the topic: The role of speech in the mental development of a child

Svetlana Druzhinina
The role of activity in the development of children's speech early age.

The role of speech development It is difficult to overestimate the years of a child's life for the first time. Mastering it rebuilds the process of education, memory, thinking, and improves the entire childhood activities and"Socialization" child (in particular, his relationships with surrounding adults and other children). Cooperation between a child and adults begins very early. Soon after birth, the child begins to distinguish the human voice from other sounds. The presence of an adult stimulates communication. Children begin to speak only in the presence of an adult and at their request, so you need to talk to children more often during their first days of life. At first develops emotional communication, gradually become business cooperation.

Speech cooperation of preschool children is carried out in different types activities: play, work, everyday life, study.

Game - leading activities of a preschool child, which determines his further mental development, primarily because the game is characterized by an imaginary situation. Thanks to it, the child learns to think about real issues and the emergence of ideas in the game.

When working with children of the third year of life, many educational games are used, which gradually bring them closer to the first role-playing games. In the first joint dramatization games (according to r. n.s. "Kolobok", "Teremok" etc.) children actively learn role relationships, emotionally means of expression. Kids learn to speak for characters fairy tales: mouse, bear, changing intonation, tempo speeches, emotional coloring.

In learning games with children, children's knowledge about the meaning of objects and actions with them continues to be clarified and expanded. In this case, both object-play actions with toys and actions with substitute toys and imaginary objects are used.

It is important to encourage children to replacing well-known actions and objects with words. Speech not only accompanies the game, but is also included in it as a way to solve game problems.

Dialogue speech is improved in role-playing games. There is a need for a coherent monologue speeches. There is intensive language acquisition, the vocabulary is enriched and grammatical structure, as a result of which speech becomes more coherent and understandable. Not every game has a positive effect on children's speech. First of all, the game must be meaningful. It is necessary to monitor the correct use of words, since in games children reflect familiar life situations. And they often use incorrect speech stereotypes.

Children's speech can only be improved with the help of an adult. Therefore, it is necessary for the teacher to participate in all children’s games, discussing the concept and course of the game. Attract attention children to new words or gaming terminology, you need to talk with children about past and future games.

Outdoor games enrich vocabulary and develop sound culture speeches(counting books, chants).

Dramatization Games develop speech activity and cultivate interest in fiction.

Didactic and printed board games help solve all problems speech development: consolidate, clarify and activate vocabulary children, teach you to quickly choose the right word, practice changing and forming a word, develop explanatory speech.

Speech development during labor: vocabulary is updated children names of objects of labor, qualities of objects, labor actions; the achieved results are discussed. In the labor of children great place takes up household work related to self-service, maintaining cultural and hygienic skills, maintaining order in the group room and on the site.

Speech development in everyday life: helps to master everyday vocabulary; develops dialogical speech; fosters a culture of speech behavior.

Very important for speech development communication with peers: children plan actions; offer or ask for help; interacting with each other and coordinating their actions.

It is useful for a child to communicate with older children age. The baby is actively amazed by his actions and senior's speech. Learns new words, masters role-playing speech, learns the simplest types of storytelling.

One of the main means speech development is training. Learning is a purposeful and systematic process. In which children master a certain circle speeches. The most important form of training is special classes in which problems are developed and purposefully solved. speech development. Activities with children are playful in nature. However, they have certain goals, objectives, and means of implementation and thus are fundamentally different from games.

In order to speech development and orientation in the environment can be carried out classes:

From pictures and books, looking at plot paintings, For example: "Pets", lotto "Ku-ka-re-ku", "Paired pictures", "Big and Small";

Carrying out tasks according to the instructions of the teacher;

Didactic games "Guess what's changed?" on attention and activation of the vocabulary;

Exercises on the articulation of sounds, clear pronunciation of sounds, imitating words, simple phrases;

- detailed story shows(puppet theater, etc.);

Organizational Surveillance (targeted walks – excursions around the site and beyond);

Storytelling without showing toys or pictures (stories, poems, fairy tales, riddles).

A large place in the classroom is occupied not only by the process of learning new words, but also by expanding ideas, development orientation in the environment.

In younger groups, activities with toys predominate. Games-activities are carried out as a conversation between a teacher and children and are accompanied by playful games. actions:

Didactic games with toys, depending on which words are clarified and reinforced, select 2-3 toys that were previously considered;

Teacher's story involving children- children complete the story with missing words or phrases;

Round dance games - enrich vocabulary, children sing or pronounce the text and accompany it with actions;

Examination of paintings - use subject and plot pictures. Subject ones clarify and consolidate objects and their characteristics. Story pictures serve to activate the vocabulary;

Fiction - enriches the vocabulary of children; fairy tales, nursery rhymes, jokes, literary words on walks, routine moments, dictionary are very valuable children enriched with apt expressions;

Simple vocabulary exercises are accessible word formation tasks.

Special vocabulary work already in younger group contributes to a more intensive enrichment of vocabulary.

Modeling and drawing classes are also classes in speech development. In the process of playing out the plot and performing practical actions There is a continuous conversation with the children. Such a gaming organization children's activities stimulates their speech activity, causes speech imitation, and subsequently organizes a real dialogue with toy characters or adults. We can say that classes are a special situation that stimulates development communicative function speeches, helps expand active and passive vocabulary children.

Therefore, it is important that speech development, started in one form activities continued in another, becoming more precise, moving, changing with age of children.

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

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

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

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

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

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

The second group consists of the characteristics of language through which human intellectual functions are realized. These characteristics define language as a means of: 4) nomination (name) and indication (designation) of reality; 5) generalizations in the process of formation, expansion, differentiation and clarification of the conceptual apparatus of man; 6) mediation of higher mental functions of a person; 7) development of cognitive interests; 8) satisfaction of communicative and cognitive needs (form of existence and expression of the emotional-volitional sphere).

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

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

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

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

Functional characteristics of the native language

Characteristic group	Functional characteristics of the native language
1. Characteristics reflecting a person’s social functions	1. A means of communication, a form of social interaction 2. A means of appropriating socio-historical experience, socialization of an individual 3. A means of familiarization with cultural and historical values (general educational meaning of language)
2. Characteristics through which intellectual functions are realized	4. A means of correlation with objective reality through nomination, indication 5. A means of generalization, formation, differentiation, clarification of the conceptual apparatus 6. A means of mediating higher mental functions of a person 7. A means of developing cognitive interest 8. A means of solving communicative, cognitive problems
3. “Personal” characteristics of language	9. A means of awareness of one’s own “I”, reflection 10 A means of expressing oneself (self-expression) and self-regulation

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

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

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

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

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

Mental development of children in conditions of bilingualism

2.1 Bilingualism and mental development of the child: myths and reality

In this section, we will consider the most common myths about the characteristics of a child’s mental development in conditions of bilingualism, as well as the degree to which they correspond to reality.

Myth No. 1. Learning two languages is harmful for a child, because it only reduces the child’s intelligence. He will stop receiving new, general knowledge, and will only focus on speech perception. This myth arose based on research conducted in the USA about 40 years ago. True, they were not fully planned, which led to a distortion of the results. During this time, new observational studies have appeared the best specialists and teachers. It has been proven that bilingualism in children does not lead to a decrease in intelligence at all. The results even showed that such students, on the contrary, have higher mental performance. Bilingual children have better developed thinking and memory, and they understand mathematics better. Research has shown that the initial results were obtained at a time of mass migration into the country. At that time, the intellectual abilities of bilingual children really suffered. But this was not based on learning a second language, but on the difficult life situation around, frequent stress, common for immigrant families, difficult everyday life and social conditions. At that time, the children tested did not know the second language well at all, experiencing difficulties with communication. It was impossible to classify them as bilingual at all.

Myth No. 2. The child will begin to get confused in languages. Many parents notice that children growing up in a bilingual environment, in the initial stages of communication, can use words from different languages. This is understandable, because certain words have an easier pronunciation or are simply shorter than their counterparts from another language. This reaction is quite normal for a child; it is as if he is protecting himself from the mental flow. However, this phenomenon is only temporary, passing with age. Naturally, this will only happen when learning languages from birth. In addition, some words, say, have no Russian analogues in English. In this case, the confusion of languages is understandable and justified.

Myth No. 3. A bilingual child will definitely have speech therapy problems. Under no circumstances should concepts be substituted. Problems with a child's diction have nothing to do with his bilingualism. This is a consequence of stress, a difficult situation in the family, when the child is forced to speak a different language. The careless introduction of the student into a new language environment may also be to blame. In this case, parents should be as prudent as possible, taking correct and verified actions step by step. After all, the baby must avoid stress, pressure and anxiety. Recent studies have shown that the difference in the pronunciation of sounds, on the contrary, has a positive effect on the development of the child’s speech apparatus. As a result, his speech in both languages becomes clearer and his diction more pronounced.

Myth No. 4. You should start learning a second language only when the child already speaks his native language well. This is a fairly common misconception. If a child, from birth, in an atmosphere of warmth, love and responsiveness, learns not two, but three languages at once, then parents will get good results from such training. And if you force a child to speak one language or another, this will lead to stress, and subsequently to a number of speech therapy disorders. His sudden immersion from his native monolingual environment into a different language community will also have an adverse effect on the child’s psyche. With children, it is necessary to comprehend everything new gradually, avoiding sudden steps, like “throwing a puppy into the water.” We must remember the principle of introducing complementary foods when breastfeeding. At first the baby received food in drops, then in small spoons. The same principle should be applied in this case.

Myth No. 5. If a child speaks two languages, he will not feel comfortable in either of the two language spaces. The student will simply get lost between two cultures, unable to determine his place. Such myths are cultivated by those who experienced similar problems when they found themselves in a different language environment in mature age. People live and communicate in a language foreign to themselves, experiencing problems with social adaptation. But among children who grew up in a bilingual environment from an early age (from birth to 11 years), there are simply no such problems. Children easily identify themselves with two linguistic cultures and environments at the same time. After all, a new generation is born, global. But this happens under the condition that linguistic cultures are not initially hostile to each other. But this is a question of a different nature.

Myth No. 6. A bilingual child constantly translates words from the language he knows worse to the one he knows better. Only those who speak only one language have this opinion. The fact is that all bilinguals can think in two languages, regardless of the environment or speech situation. If the matter concerns an English-speaking person, or a situation or event occurred in an English-speaking environment, then to understand this, the bilingual mentally resorts to the English language.

Myth No. 7. Real bilingualism can be considered a state of affairs when words from one language are not mixed with another. If this were to happen, then there would be no talk of any linguistic diversity in the world. After all, languages constantly penetrate each other, as a result of which the vocabulary is constantly enriched with new elements. Even the most inveterate monolinguals do not suspect that in their speech every day they use some words borrowed from other languages. Many of our “original Russian” words actually once came from other peoples. For example, the familiar “pencil” and “barn” are actually of Turkic origin. But if a child, from an early age, is in a difficult situation among languages alien to him, and even without systematic education, then the speech development of a growing person occurs spontaneously in a society like him. In this case, a person runs the risk of not learning any language properly at all. Unfortunately, history knows many similar examples.

Myth No. 8. Bilingualism is a fashionable entertainment exclusively for wealthy people. This myth exists among most people who speak one language. In fact, this picture of the world is incorrect. After all, peoples are constantly migrating, and the general linguistic situation in the world today is such that learning several languages is often a normal and even necessary means of existence. In this case, financial status often does not play any role.

Myth No. 9. Knowing two languages will inevitably lead to a split personality. This opinion is controversial. All of us, including monolinguists, to some extent have speech, and sometimes even personality, duality. One can take, for example, the fact that monolinguists at home and at work communicate in two completely different varieties of the same language. It turns out that a person identifies himself as a person differently in a particular environment. However, this behavior is normal, talking about such a complex mental illness, as a split personality there is no need.

Myth No. 10. To properly raise a bilingual, you must follow exactly certain rules. It is usually said that the use of a second language should be completely prohibited at home. After all, it is intended exclusively for a different language environment. Another technique involves the mandatory use of two languages at home, even if the parents are not native speakers. As a result, many rules have been created, they adapt to a specific life situation. But you cannot follow strict canons; any rule can be broken if necessary. It is better for a child to grow up in a friendly atmosphere, spontaneously switching from one language to another, than to follow the rules read somewhere by parents under duress and pressure. No one is saying that general patterns should be discarded altogether. They just should not be indulged so zealously as to disturb the psychological peace of the child and the whole family.

Myth No. 11. You can start learning a second language at the age of three or six. There is no difference, because by the age of 14 the level of language proficiency will be the same. In fact, this is a first, superficial glance. Practice shows that the earlier a child begins to learn a language, the larger his vocabulary will be. Speech in this case will be distinguished by confidence and a wider range of concepts used.

Myth No. 12. After being in a monolingual environment for three years, a child will never be able to become bilingual. Recent research suggests that children who are bilingual are exposed to a bilingual environment between the ages of birth and 11 years. But this indicator is also very individual. The circumstances of each student’s life must be taken into account. In addition, if a language, even a native one, is not supported at all, if there is no practice, then it will gradually degrade and die out. As a result, any bilingual has every chance of transforming into a monolingual.

Myth No. 13. Bilingualism is just a pleasant exception, but monolinguals are the rule. There has never been an exact count of the number of bilinguals in the world. It is absolutely clear that this is a rather complicated procedure from a practical point of view, and most likely it will never be carried out. But it is reasonable to assume that more than half of the world's population is bilingual. Most of those reading this text live in a country where monolingualism is the rule. But this sample of the world is highly unrepresentative. There are many places on the planet where people are forced to speak several languages; in the case of national minorities, the native language simply does not coincide with the state language.

Myth No. 14. Bilinguals make good translators. The profession of a translator is not as simple as it seems. It is not enough to know languages perfectly; you also need to have some other qualities. Therefore, one should not automatically classify a bilingual person as an excellent translator. Their translations are often angular and suffer from inaccuracies. Processing a literary text is quite complex, because it contains various syntactic structures and stylistic coloring, and there are nuances in the translation of political speeches and negotiations. After all, there is a lot of attention paid to halftones and hints, and not every bilingual can realize this. But the profession of a guide-translator is much easier for such people. In general, everything depends on the individual characteristics of a person, the development of his speech and education.

You should not think that it is enough just to speak two languages to your child from birth - and he will master them perfectly.

Alas, in a situation of bilingualism, the automatic development of a second language does not occur. Parents will have to make a lot of effort and take into account some important circumstances in order for their child to begin to speak two languages fluently.

The fact is that the human brain, having enormous potential, strives in every possible way to “save” its efforts. In this situation, this manifests itself in the desire for monolingualism: the brain seems to be constantly looking for a “loophole” in order to build only one language system, the most necessary for communication.

Therefore, simply being a child in a bilingual environment does not at all guarantee mastery of a second language: it can remain only a background sound for the child.

In addition, you should not expect that when changing the language environment (for example, when moving to another country where everyone communicates in a foreign language) the child will retain his native language without much effort.

A language that ceases to be necessary for communication is forgotten completely or partially, even if it was sufficiently developed high level. Thus, only the preservation over a long period of time of both language environments that are important for the child leads to bilingualism.

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Mother tongue plays a unique role in the development of a person’s personality. As the most important means of human communication and knowledge of reality, speech serves as the main channel for introducing a person to the values of spiritual culture, and is also a necessary condition for education and training. And all mental processes in a child - perception, memory, attention, imagination, thinking - develop under the influence of language and with its direct participation.

A significant contribution to the study of the role of language in the formation of a child’s mental activity was made by the studies of L. S. Vygotsky, A. R. Luria, M. M. Koltsova, A. N. Leontyev, B. G. Ananyev, A. A. Lyublinskaya, A. V. Zaporozhets, D. B. Elkonin and others.

L. S. Vygotsky, in his research, was one of the first to show what great importance has a language for the formation of complex mental processes. He came to the conclusion and substantiated the position that the mental development of a person is based on the verbal communication of a child with an adult, and the function previously divided between the two then becomes a means of organization and behavior of the child.

A child’s mastery of the verbal system in the process of communicating with adults rearranges all its basic mental processes. The word becomes a strong factor that shapes mental activity, improves reflections of reality and creates new forms of attention, memory and imagination, thinking and action. With the help of speech, a child not only receives new information, but also acquires the opportunity to assimilate it in a new way. In children of the first years of life, speech influences the development of sensations and perceptions, the formation of gnostic processes. Research by A. A. Lyublinskaya showed that passive mastery of speech in the first two years of life contributes to the development of a child’s generalized perception and provides all its sensory functions with an active search nature.

Practical experience and the child’s varied activities among the people around him are a school for her active work. Without words, without speech, the transition to high functions of analysis and synthesis is impossible. This, according to A. A. Lyublinskaya, is the interaction of the first and second signal systems at the level of sensory cognition - sensation.

In the process of development, the child does not immediately master words and sentence construction. The word that the child hears is at first only a “name” for her, the name of an object. And thanks to the enrichment of practical experience and the accumulation of knowledge, the word acquires the meaning of a rich signal for the child. The child learns what is essential in the subject, provided by perfect analysis and well-founded synthesis. When a child establishes a connection between a word and many perceptible objects, and not identical ones, she analyzes the object, compares the selected parts, abstracts the individual and generalizes the essential. Thus, thinking in unity with language not only “helps” perception, but makes the entire process of perception conscious.

Connected with consciousness as a whole, human speech is a component of certain relationships of all mental processes and, above all, thinking and imagination. Speech is an important factor in the acquisition of concepts. In cases of insufficient or delayed development, verbal thinking and imagination suffer. But speech, in turn, depends on the level of formation of images and representations. After all, it is known that a word without meaning is no longer a word. L. S. Vygotsky noted that the meaning of a word is both speech and thinking, that is, it is a unit of speech thinking. And a child’s thought is best developed with the help of expressive, emotional words.

According to the conclusion of L. S. Vygotsky, speech is a form of existence of thought, and there is unity between speech and thinking. But this unity is not identity. Thinking reflects the laws of nature and society, and speech expresses thoughts and makes them accessible to other people. Thinking and broadcasting, without being separated, are included in the unity of one process. Broadcasting does not serve as the discovery of a ready-made thought. The thought does not appear, but is realized in the word. Speech and thinking are interconnected as form and content, and it is impossible to separate them from each other.

Gradually mastering speech, the child simultaneously learns to think. “Speech structures that are acquired by a child become the main structures of her thinking.” With the help of speech, children develop such thinking operations as analysis, synthesis, comparison, abstraction, classification. Thanks to speech, children learn the operations of deduction (single facts are brought to the general) and induction (the general conclusion is adapted to rare facts.

Preschool childhood is characterized by rapid development of imagination processes. Data accumulated in psychology and pedagogy indicate a close relationship in the development of imagination and speech, contributes to the formation of the child’s ideas about the subject and allows her to imagine an object that she has never seen. L. S. Vygotsky noted that as soon as a child begins to speak, she takes a significant step in the development of imagination. Children with speech delay or impairment demonstrate a low level of imagination development. On the other hand, with the child’s accumulation of life experience, the child’s imagination itself becomes a means of disseminating this experience, influences the child’s feelings and encourages them to express them in speech.

Deviations in speech development affect the formation of the child’s entire mental life. They make it difficult to communicate with others and often interfere with the correct formation of cognitive processes that affect the emotional-volitional sphere. Under the influence of a speech defect, a number of secondary deviations often arise, which form a picture of the abnormal development of the child as a whole.

So, speech plays a significant role in intellectual development child. The gradual mastery of speech by means of language cognition at its different levels (phonetic, word-formation, lexical, grammatical) rebuilds the child’s psyche, allowing him to perceive phenomena more consciously and voluntarily. “Speech skills” and “speech skills” acquired in preschool age communication skills"provide the basis for further education, upbringing and developed personality. Any speech disorder, to one degree or another, affects the child’s activity and behavior.

Lyublinskaya A. A. The role of speech in the development of visual perception in children // Children's and general psychology edited by V. G. Ananyeva.- M., 1954. - pp. 3-30.
Vygotsky L.S. Thinking and speech.- M.: Labyrinth, 1996. - P. 115.

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Moscow Institute of Humanities and Economics

Tver branch

Department of General Humanitarian Disciplines

Essay

"Special Psychology"

On the topic “The role of speech in the mental development of a child”

Performed:

Khandamiryan A.A.

Checked:

Bryzgin M.B.

Tver 2016

Introduction

1. The role of speech in the mental development of a child

2. Autonomous child speech

3. The emergence of active speech in the child

4. Mastering the grammatical structure of speech in the third year of life

5. Stage of speech emergence

Conclusion

Bibliography

Introduction

Currently, the attention of many psychologists around the world is drawn to the problems early childhood. This interest is far from accidental, since it is discovered that the first years of life are the period of the most intensive and moral development, when the foundation of physical, mental and moral health is laid. The future of the child largely depends on the conditions under which it occurs. The unborn child is a human being in the making. The influence of the mother's relationship with the unborn child is extremely important for its development. The relationship between mother and father is also important.

The love with which a mother bears a child; thoughts associated with its appearance; the wealth of communication that the mother shares with him influences the developing psyche of the child.

During the period of a child’s infancy, it is also very important to promptly create conditions for the formation of certain psychological qualities. Each period of childhood has its own special, unique advantages,

In certain periods of childhood, increased, sometimes extraordinary opportunities for mental development in certain directions arise, and then such opportunities gradually or sharply weaken.

A child needs an adult as much as possible. Communication during this period should be emotionally positive. This creates an emotional and positive tone in the child, which serves as a sign of physical and mental health.

Many researchers (R. Spitz, J. Bowlby) noted that the separation of a child from his mother in the first years of life causes significant disturbances in the mental development of the child, which leaves an indelible imprint on his entire life.

A. Jersild, describing the emotional development of children, noted that a child’s ability to love others is closely related to how much love he himself received and in what form it was expressed.

L. S. Vygotsky* believed that a child’s attitude to the world is a dependent and derived value from his most direct and specific relations to an adult.

Therefore, it is so important to lay the foundation of a trusting relationship between a child and an adult, providing emotionally and psychologically favorable conditions for the harmonious development of the child.

1. The role of speech in the mental development of a child

Speech is not an innate ability of a person; it is formed constantly, along with the development of the child. Speech occurs in the presence of certain biological prerequisites, primarily in the presence of normal maturation and functioning nervous system. However, speech is the most important social function, therefore, for its development, biological prerequisites alone are not enough; it arises only if the child communicates with adults.

There are 3 functions of speech:

*Communicative- this function is one of the earliest. The first form of communication between a child and an adult is visual communication. By 2 months, the child fixes his gaze well on the adult’s face and follows his movements. From 2 months, communication with an adult is established through vision and the first facial movements; the child smiles at the adult in response to his smile. Hand movements are then added to facial and visual communication.

Simultaneously with facial and visual communication, communication with an adult is carried out using screaming.

Cognitive- is closely related to the child’s communication with others. With the help of speech, a child not only receives new information, but also acquires the ability to assimilate it in a new way. As speech develops, intellectual operations such as comparison, analysis, and synthesis become possible.

*Regulatory The speech function develops already in the early stages of development. However, only by the age of 5 the word of adults becomes a true regulator of the child’s activities and behavior.

The development of a child’s speech begins at 3 months, with the period of humming;

7 - 8.5 months - babbling,

8.5 - 9.5 - modulated babble.

At 9 - 10 months he pronounces individual words.

The first meaningful words appear in a child’s speech by the end of the first year of life. Around the middle of the second year of life, a significant shift occurs in the development of speech: he begins to actively use the vocabulary accumulated by this time in order to address an adult. By the age of 1.5 years, approximately 100 words are used in active speech, by two years - about 200 words. But individual characteristics in development are different.

The main thing during this period is not the quantitative growth of the vocabulary, but the fact that the child begins to use words in sentences. By the age of three, a child’s vocabulary increases to 1000 words. Often, by the age of four, all sounds of the native language are mastered. With normal speech development, by the age of 5-6 years the child has formed the correct pronunciation of all sounds.

Speech is the youngest function, developing intensively in the first years of a child’s life. It is known that the young function, which develops most rapidly, usually turns out to be the most vulnerable. Therefore, various adverse effects, both in the prenatal period and during childbirth, and in the first years of a child’s life, can lead to disruption speech development: slowing down, distorting or suspending for some period the formation of speech activity.

Moreover, the features of speech disorders in organic brain lesions primarily depend on the location and extent of the brain lesion. The most people take part in the implementation of speech activity different levels and parts of the central nervous system.

However, damage to some parts of the brain leads to the most pronounced speech disorders, while damage to other parts may not cause any speech disorders.

Severe speech disorders most often occur with damage to the cortical parts of the brain: frontal, temporal, parietal lobes.

Among the causes of damage to the cortical parts of the brain are:

* Maternal intoxication during pregnancy

* Toxicoses

* Brain injuries in the first years of a child’s life

* Diseases of the gastrointestinal tract, as the nutrition of the body and cerebral cortex is disrupted

Early organic brain lesions with damage to speech areas can first appear at 2–3 years of age in the form of underdevelopment of speech activity.

Subsequently, such children develop underdevelopment of all aspects of speech, difficulties in the formation of visual and spatial perception, impaired intellectual activity in the form of increased exhaustion, uneven performance, impaired memory and attention.

Mild cases of damage to cortical areas can manifest themselves most clearly only at school, when high demands are placed on speech function.

The frontal lobe is responsible for the articulation of speech, writing and movement.

1. Performs the regulating function of speech. With underdevelopment, the child is impulsive, does not notice his mistakes, loses the final task, switching to secondary, unimportant stimuli. The frontal lobe is the center of speech articulation.

2. Writing directly depends on the articulation of speech; the center of writing is located here. Therefore, in compensatory groups we carry out articulatory gymnastics. The hand is the second center of speech.

3. The development of speech zones goes in parallel with the development of fine small movements of the fingers.

When the frontal lobe is disrupted, children experience so-called “frontal behavior.” “Frontal” behavior - euphoria - elevated mood, sloppiness, apathy, a complete decrease in the distance between people and a feeling of criticism towards oneself.

The parietal lobe includes stereognosis, mnestic speech, praxis, gnosis, counting and reading, carries out spatial orientation, temporal concepts and body diagram are acquired here.

1. To develop spatial orientation, the following types of tasks are offered:

* Stenciling a human figure (drawing, appliqué)

* Composing figures from parts

* Reinforce the concepts of “right hand” and “right”, “left hand” and “left”. Then these concepts are introduced into the active speech of children. After this, the concepts “right - left” are fixed on a sheet of paper in a drawing.

Spatial orientation is reinforced in drawing, sculpting, appliqué, using stencils, tracing, and coloring. It is necessary to develop spatial perception. Before the lesson, show how the child should hold a pencil or brush, then, without visual control, give the fingers the appropriate position.

2. Stereognosis - recognition of objects by touch. Reinforced in games: “Magic bag” (What is it? Shape, large - small, smooth - rough, soft - hard, cold - hot. We determine the characteristics of the object.)

3. Mnestic speech (mnesis - memory).

Parieto-occipital lobes: praxis, gnosis.

1. Praxis - purposeful semi-automated movements. If affected, apraxia can be of several types:

* Kinesthetic - cannot perform articulatory movements.

* Constructive-spatial - closely related to spatial perception, therefore, to overcome these violations, prefabricated pictures, building material, mosaics, cut pictures of 2, 4, 6, 9 parts are offered. On a walk - construction from snow and sand.

2. Gnosis - recognition. In case of violation - agnosia:

* Visual - with normal vision, cannot recognize objects and their images. Games: “What’s missing? ", "What changed? ", "Correlation of figures and real objects", for example, a watermelon is a circle, a roof is a triangle. “Identification of an object by part, by contours.” IN preparatory group- letter gnosis.

* Auditory - does not recognize familiar melodies, sounds, noises, voices. Games: “Tell me what you hear? ", "Who will hear what? ", "Where is it ringing? »

* Tactile - not recognizing objects by touch. Games: “Magic bag”, “Find out the letter” (made of sandpaper, plastic)

The temporal lobe is responsible for phonemic hearing and auditory attention.

Phonemic awareness is the ability to distinguish sounds. We teach to distinguish sounds according to various characteristics (hardness-softness, deafness-voiceness). Several stages are expected:

1. Recognition of non-speech sounds (toys: tambourine, bell, rattle, hammer). Games: “Where is it ringing? ", "What do you hear? »

2. Distinguishing the sound of word complexes by pitch, strength, timbre. Games: “Who said “Aw?” ", "Far or close", "Dolls are crying: quieter, louder." Fairy tales: “Three Bears”, “Teremok”, “Kolobok”, “The Wind Blows”, “Cuckoo”.

3. Distinguishing between paronymous words (close in sound composition): com-tom-dom, bear-bowl, scythe-goat.

4. Syllable series: say a syllable in the child’s ear, he repeats it out loud.

5. Distinguishing phonemes of the native language (using sound signals from the fairy tale “Teremok”: frog - sound [a], wolf - [u], mouse - [i], bear - [s], fox - [o], bunny - [e].

There are three levels of speech underdevelopment:

The first level is characterized by the absence of speech as such. These are the so-called “speechless” children. In children 4 - 5 years old, the vocabulary is limited to babbling words and onomatopoeia. Along with babbling words, children sometimes use generally accepted words, but they are so distorted that they are incomprehensible to others; parents often say that the child understands everything, but does not speak. But understanding in this case is limited to a familiar situation.

The second level is characterized by a simple phrase, a small vocabulary, impaired pronunciation of sounds of all groups, and a violation of the syllabic structure of words and sentences.

The third level is characterized by extensive phrasal speech with elements of underdevelopment of phonetics, vocabulary and grammar.

All children are characterized by a violation of mental processes: memory, attention, perception; constructive activity skills.

Adults play a leading role in the development of children's speech. The success of preschool children in language acquisition largely depends on the culture of speech of adults, on how they speak to the child, and how much attention they pay to verbal communication with him. Therefore, it is necessary that an adult’s speech comply with the norms literary language, literary colloquial speech.

Speech helps the child free himself from “naturalness” in relation to the objective world: it begins to appear before him as a world of objects of human culture. Speech allows the baby to get to know him not only through personal experience, but also with the help of words. Through verbal communication with adults, the child learns about what he himself did not directly perceive.

Timely development of speech ensures that the child deepens and expands mutual understanding with both relatives and strangers. Speech expands the boundaries of a child’s social existence. Through a new attitude towards an adult not only as a source of warmth and care, but also as a model, a bearer of human culture, he moves out of the narrow framework of exclusively individual connections into the wider world of human relationships.

Speech rearranges all mental processes: perception, thinking, memory, feelings, desires, etc. Mastering speech allows a child to control himself and his behavior, think and fantasize, build an imaginary situation and be aware of his actions. By mastering language, the child masters the sign system, which becomes a powerful weapon thinking, self-management, and, above all, communication.

The formation of speech, which occurs most intensively at an early age, rearranges all the mental processes of the child. Speech arises and initially develops in ontogenesis as a means of communication with adults. In the future, it becomes a means of thinking and mastering one’s behavior.

L.S. Vygotsky showed that the meaning of a child’s words does not remain unchanged, but goes through a certain path of development.

Firstly, it is incredible that a child at 1 year or 1.5 years old would be so intellectually developed and could himself make such a fundamental discovery about the connection between sign and meaning, so that he would be such a theorist who is able to make the greatest generalization: every thing has its own Name. It's hard to admit that Small child himself reveals the meaning of speech.

Secondly, experimental studies show that even a schoolchild does not yet fully understand what a word means, and is not aware of what the connection between a word and an object means. Children do not immediately understand the conventions of speech and for a long time consider the name of a thing as its required attribute. When asked about the reason for the name, a child will never say that it is just the name of an object that people came up with. For example, when you ask a child why a cow is called a cow, he will answer you: “Because it has horns” or “Because it gives milk.” He will always look for an explanation for the name in the properties of the thing itself: a pencil is called a pencil because it is used to draw; herring is called herring because it is salty, etc. Consequently, the child does not make such a “discovery” not only at an early age, but also at preschool age. The child does not ask about the name, he asks about the purpose or meaning of things.

Much credit goes to L.S. Vygotsky’s idea is to prove that the meanings of children’s words do not remain unchanged, but develop with the child’s age. Speech development consists not only in enriching the vocabulary and not only in complicating grammatical structures, but above all in developing the meanings of the words themselves.

2. Autonomous child speech

Between the preverbal period and the period of spoken speech there is a stage of autonomous child speech, which occurs at the beginning of the second year of life. The words of a child of this age differ from adult words both in sound and meaning. They are inextricably linked with the perceived situation and perform mainly an index function in it.

The first to describe this phenomenon and appreciate its enormous significance was, oddly enough, Charles Darwin, who did not directly deal with the issues child development, but, being a brilliant observer, he was able to notice that, before using conventional speech, the child speaks a peculiar language that very vaguely resembles the language of adults. This children's language differs from an adult language, firstly, in phonetics (the sound of words), and secondly, in its semantic side, i.e. meanings of words.

Charles Darwin was the first to draw attention to the fact that the words of a child’s autonomous speech differ from our words in their meaning. Let's bring it famous example, often cited to illustrate this phenomenon. A boy, once seeing a duck swimming in a pond, began to call it “wa”. These sounds were made by a child when he saw a duck swimming in the water by the pond. Then the boy began to use the same sounds to call milk spilled on the table, a puddle, any liquid in a glass, and even milk in a bottle. One day a child was playing with old coins with images of birds. He also began to call them “ua”. Finally, all small, round, shiny objects (buttons, medals, coins) began to be called “ua”.

There are many examples of autonomous children's words. So, the children's word “pu-fu” can mean iodine, wound, hot porridge, a cigarette from which smoke comes, fire, the process of extinguishing itself, and much more where you need to blow. The word "kh" can mean cat, fur, hair, hat, fur coat and many other things that are associated with the feeling of softness and fluffiness. From an adult's point of view, these things have nothing in common. For an adult, this sign of softness and fluffiness is completely unimportant, but for a baby it can be the main thing, because in his first generalizations he is guided primarily by direct sensation and his own, unique experience. psychic speech phonemic hearing

Not a single word of children's speech can be adequately translated into our language, because children see and label objects completely differently.

The uniqueness of a child's autonomous speech reflects the peculiarities of the child's thinking at this transitional stage of development. At the stage of child speech, there is still no possibility of verbal thinking, divorced from the visual situation. The child is not yet able to think using words outside of a visual situation. Although the child’s thinking acquires some initial features of verbal thinking, it cannot yet be separated from the visual. In the words of a child, only such relationships are possible that reflect the direct relationship of things. The meanings of words in children's speech are not in relation to their generality to each other, i.e. one meaning has no relation to another meaning.

The period of autonomous child speech occurs in the development of every child. During this period, it is impossible to say whether the child has speech or not, because he does not have speech in the adult sense of the word, and at the same time he is already speaking. The next stage in a child's speech development is marked by the appearance of his first real words.

3. The emergence of active speech in a child

In the middle of the second year, a “speech explosion” occurs, which manifests itself in a sharp increase in the child’s vocabulary and increased interest in speech. The birth of the child’s first real words occurs in objective cooperation with an adult and goes through three stages: orientation to the object, to the adult, to the word. The assimilation of words has approximately the same logic as the assimilation of instrumental actions.

Among the questions concerning the emergence and development of speech in children, one of the most difficult is the question of why a child who previously communicated with an adult using non-verbal means or in “his or her own” language suddenly begins to address the adult with speech.

For a long time it was generally accepted that children's speech arises from direct imitation of the speech sounds of an adult. Such imitation does occur. But the ability to imitate, perceive and reproduce other people’s words does not yet lead to the appearance of the child’s own words.

At the same time, it is obvious that the first words appear only in communication with an adult. But the “speech-generating situation” of interaction between an adult and a child cannot be reduced to direct copying of speech sounds, but must represent their substantive cooperation.

In such substantive cooperation, the adult sets a speech task for the child, which requires a restructuring of his entire behavior: in order to be understood, he must utter a very specific word. And this means that he must turn away from the desired object, turn to an adult, highlight the word he is pronouncing and use this artificial sign of a socio-historical nature (which is always a word) to influence others.

4. Mastering the grammatical structure of speech in the third year of life

In the third year of life, intensive development of the grammatical structure of the language (connections of words into sentences, cases, prepositions, conjunctions, etc.) occurs. Mastering the grammatical structure of language allows the child to express in words such relationships of objects that are not represented in a visual situation.

The child’s speech activity increases along several lines.

Firstly, the child’s verbal communication circle expands.

Secondly, speech activity sharply increases during games and independent activities of the child. The child’s own speech often accompanies his objective actions.

Thirdly, children’s interest in the speech of adults increases significantly. Children can no longer only listen and understand speech addressed to them, but also listen to words that are not addressed to them.

According to the cultural and historical concept of L.S. Vygotsky, the main means of mastering one’s behavior is speech. The development of speech and the strengthening of its role in the regulation of behavior constitute the essence of the formation of volition in early and preschool age. Speech cannot be considered as a private moment in the development of volition; it produces fundamental changes in the child’s attitude towards to the outside world and to yourself. As noted by L.S. Vygotsky, thanks to speech, the child enters into a relationship with the situation not directly, but with the help of speech signs, which become tools for self-mastery. This allows you to gain relative freedom from the situation and transform impulsive movements into planned, organized behavior.

Speech acquisition does not occur immediately and is not given to the child in a ready-made form. It grows out of successive changes psychological structures and goes through a number of stages. At the same time, speech as a multidimensional phenomenon develops simultaneously along several lines.

Speech arises and initially develops in ontogenesis as a means of communication with adults. The child's first words addressed to an adult express elementary requests or demands. In parallel with the development of communicative active speech, the process of formation of its regulatory function occurs. L.S. Vygotsky presented this process as follows.

The source of speech for oneself (i.e., regulatory speech) is the child’s social speech addressed to an adult. At the first stages, the child perceives the adult’s instructions addressed to him and subordinates his behavior to them. Then, turning to adults for help, he controls them to a certain extent. At the third stage, the child organizes his own behavior according to a social type, applying to himself the method that he previously applied to others. Thus, speech from the interpsychic category becomes an intrapsychic function.

Communication is also characterized by a special need that is not reducible to other life needs of the child. The latter is defined through the product of activity as the desire for evaluation and self-esteem, for knowledge and self-knowledge.

In communication, the need changes in content depending on the nature of the joint activity of the child with its adults. At each stage of development, the need for communication is constituted as the need for such adult participation as is necessary and sufficient for the child to solve basic tasks typical for his age.

There are several stages in the development of a child’s need for communication with an adult:

The need for attention and kindness from an adult. This is a sufficient condition for the well-being of a child in the first half of life.

Need for adult cooperation or complicity. This content of the need for communication appears in the child after he has mastered voluntary grasping.

The need for respect from an adult. It appears in the background cognitive activity children, aimed at establishing sensory connections in the physical world. Children strive for a kind of “theoretical” cooperation with adults, expressed in a joint discussion of phenomena and events objective world. Only an adult's understanding of the importance of these issues for the child ensures such cooperation.

The need for mutual understanding and empathy from an adult. This need arises in connection with children’s interest in the world of human relationships and is conditioned by children’s mastery of the rules and norms of their relationships. The child strives to achieve commonality of views with the adult. This will allow the baby to use them as a guide in his actions.

At an early age, children have four forms of communication with adults: situational-personal, situational-business, extra-situational-cognitive and extra-situational-personal.

Preverbal development of communication

The stage covers the 1st year of children’s life; the period is short compared to the duration human life. However, it is of extreme importance in the genesis of the child’s verbal function.

Situational-personal communication

During the first year, the child changes at least two forms of communication with surrounding adults. By 2 months, he has developed situational and personal communication with close adults.

It is characterized by the following features:

communication is the leading activity of children, mediating all their other relationships with the world;

The main means of communication with other people for infants is the category of expressive (expressive-facial) movements and poses.

Situational business communication

At the end of the first half of the year, the child who has mastered grasping moves to the second level, more complex shape communication with adults. This is situational business communication. It has the following features:

communication unfolds against the background of objective manipulations that make up the new kind the child’s activity, which occupies a leading position;

The leading motive among communication motives is the business motive, since children, prompted by the practical tasks of manipulative activity, are now looking for contacts with adults;

The main means of communication with surrounding people for infants is the category of figurative (object-actional) movements and poses of objective actions, transformed to function as communicative signals.

Emotional and first simple practical contacts that occur between children and adults within the framework of the first two forms of communication do not require the child to speak; he does not take possession of it. However, this does not mean that the baby does not encounter speech at all. Quite the opposite: verbal influences make up a large and significant part of an adult’s behavior towards a child. Therefore, it can be assumed that infants early develop a special attitude towards speech sounds due to their inextricable connection with the figure of an adult, which for the child constitutes the center of the world at the stage of situational-personal communication and a very important part of it at the stage of situational-personal communication. business communication.

The first sound a baby makes is its first cry at birth. It is not yet related to speech, but it is already a reflex of the vocal apparatus.

Vocalizations take the form of short or melodious sounds that express the child’s state, ranging from delight (screams, squeals) to intense concentration (hooting).

Preparation for language acquisition begins as early as 2-4 months with exercises in pronunciation of individual sounds. The child pronounces the velar and vowel sounds “AIY”, “OIU”. Here is the result of the good tradition of “hooking” with children.

Vocalizations of children of the 1st year of life are pre-speech, although sometimes some of them have an external resemblance to words. So, a baby can babble “dya-dya,” but this sound complex does not have a fixed sound. Pre-speech vocalizations often accompany the infant's activities with objects and serve as vocal accompaniment to object actions. However, vocalizations are often used by children to communicate with people around them.

N. M. Shchelovanov and N. M. Aksarina, N. L. Figurin and M. P. Denisova, M. Yu. Kistyakovskaya and other authors necessarily include pre-speech vocalizations in the “revival complex”, which is a type social behavior child. With the help of vocalization, children, on their own initiative, attract the attention of an adult, with the help of sounds they try to keep the adult near them, through them they inform the adult about the pleasure they are experiencing or about the state of discomfort.

Thus, in the 1st year of life, children actively listen to the verbal influences of adults, and when responding to requests from older partners and in cases of initiating contacts with surrounding people, they use pre-speech vocalizations. Even before the appearance of their own speech, children already understand from 50 to 100 words.

At about 8 months, the baby begins to imitate the sounds he hears.

It can be suggested that even in the preverbal period, the child develops a special attitude towards the sounds of speech of surrounding adults.

The attitude is characterized by a predominant emphasis on speech sounds among other non-speech sounds and an increased emotional coloring of the perception of the former.

Already in the first half of the year, the verbal influences of an adult cause a powerful indicative reaction in children, which is replaced after a few seconds by violent joy. Up to 4-5 months, an adult’s conversation addressed to the baby evokes in him a “revival complex” (joyful behavior expressed by a smile, a focused and bright gaze, excited by movement, and sounds) of maximum strength and duration. This effect is equal in effectiveness to affection, which includes both smiling and stroking the child.

Speech influences from adults evoke in the second half of the year a response behavior of a special composition, different from the response that is evoked in children by various sounds emanating from inanimate objects. In a child’s behavior when listening to an adult’s conversation, an indicative beginning is first identified.

Thus, already in the first months of life, children begin to identify and record the speech influences of the people around them among sound stimuli.

By the end of the 1st year, children experience a deepening of the analysis of the speech sounds themselves: two different parameters are distinguished: timbre and tonal. In the second half of the year, the child moves on to more complex interactions with adults. During this interaction, the child develops a need for new means of communication that would provide him with mutual understanding with adults.

Speech becomes such a means of communication, initially passive (understanding), and then active (initiative statements of the child himself).

5. Stage of speech emergence

The second stage serves as a transitional step between two eras in the child’s communication with people around him, preverbal and verbal. Despite this intermediate position, it is extended in time and usually covers more than six months from the end of the 1st year to the second half of the 2nd year. In the case of delayed speech development, the second stage can last for a year and a half.

The child begins to understand that sounds and their combinations can mean certain objects, that with their help you can achieve a lot, that by saying “am-am” you can get food, and by saying “ma-ma” you can call your mother. Both events are closely related, and not only in time, but also in essence. They represent a two-pronged way of solving one communicative problem. The task is set for the child by an adult; he requires the children to perform an action according to verbal instructions and, in some cases, provides for not only locomotor or object action, but also verbal action. If an adult does not provide for a verbal response and does not insist on it, then in children a gap forms between the level of development of passive and active speech with a lag in the latter. Both understanding adult speech and verbal response to it

are carried out on the basis of active perception of the statement and its pronunciation. In this case, pronunciation acts both as a perceptual action, modeling specific speech timbres and as a way of arbitrary articulation of the spoken word.

Conclusion

Features of the mental development of a child from 1 to 3 years old are manifested in the following parameters.

This is the development of substantive activity and business communication with adults; development of the child’s active speech; development of voluntary behavior; the emergence of game substitutions; formation of the need to communicate with a peer; development of self-awareness and independence of the child; mastering a straight gait

The appearance of speech rearranges mental processes and activities. It changes the nature of the child’s perception of the environment: it becomes independent of the external positions of the object, of the method of its presentation. At this age, children recognize and name images of objects, people, animals in drawings, photographs, and films.

Already from infancy, babies listen to sounds, watch the movements of the lips of their mother and father, and are happy when they recognize familiar voices. From the very first day, they absorb the sounds of speech, collect and accumulate words. In this way, the child gradually develops his passive vocabulary, which he later begins to actively use.

The process of formation of the first speech function in children, i.e. Mastering speech as a means of communication goes through several stages during the first years of life.

At the first stage, the child does not yet understand the speech of the adults around him and does not know how to speak himself, but here the conditions gradually develop that ensure the mastery of speech in the future. This is the preverbal stage. At the second stage, a transition is made from complete absence speeches for her appearance. The child begins to understand the simplest statements of adults and pronounces his first active words. This is the stage of speech emergence. The third stage covers all subsequent time up to 7 years, when the child masters speech and uses it more and more perfectly and variedly to communicate with surrounding adults. This is the stage of development of speech communication.

An analysis of the behavior of young children shows that nothing in their life and behavior makes it necessary for them to use speech; only the presence of an adult who constantly addresses children with verbal statements and demands an adequate response to them, including speech (“What is this?”; “Answer!”; “Name it!”; “Repeat!”), forces the child to master speech . Consequently, only in communication with an adult does a child face a special kind of communicative task: to understand the adult’s speech addressed to him and to utter a verbal response.

Therefore, when considering each of the three stages of the genesis of speech communication Special attention is devoted to the study of the communicative factor as a decisive condition for the emergence and development of speech in children.

The communicative factor influences the development of speech in children in its interpersonal function at all three stages of development (in the preverbal period, at the moment of its emergence and in its further development). But apparently, this influence manifests itself differently and affects each stage. And this is due primarily to the fact that the communicative factor itself changes in children during different periods of preschool childhood.

The subject of communication as an activity is another person, a partner in joint activity. The specific subject of communication activity is each time those qualities and properties of the partner that manifest themselves during interaction. Reflected in the child’s consciousness, they then become products of communication. At the same time, the child gets to know himself. The idea of oneself (about some of one’s qualities and properties revealed in interaction) is also included in the product of communication.

Bibliography

1. Astapov V.M. Introduction to defectology with the basics of neuro- and pathopsychology. - M.: International Pedagogical Academy, 1994. - 216 p.

2. Smirnova E.O. Psychology of the child from birth to seven years. Textbook for pedagogical universities and colleges. Moscow, 1997

3. Vygodsky L.S. Thinking and speech. -M., 1982.

4. Winnicott D.W. Little children and their mothers. M., “Class”, 1998

5. . Ovcharova R.V. Psychology of parenting. - M.: Academy, 2004.

6. Filippova G. G. Psychology of motherhood. - M.: Publishing House of the Institute of Psychotherapy, 2002.

7. Semago N.Ya. Speech development of an early age child. M., 2003.p.52-54

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