home Healthy eating “Formation of the grammatical structure of speech in preschool children” Part 1. Additional

“Formation of the grammatical structure of speech in preschool children” Part 1. Additional

Grammatical structure is a system of interaction of words with each other in phrases and sentences.

In the preschool period of a child’s life, it is very important to pay attention to the correct formation grammatical structure speech, since its violation in school conditions leads to dysgraphia - writing violation.

The leading role in the correction and development of speech is given to the speech therapist. But no amount of careful work by a specialist eliminates the need for both educators and parents to work with children with speech impairments.

The formation of the grammatical structure of speech is carried out only on the basis of a certain level of cognitive development of the child. When forming the grammatical structure of speech, the child must learn complex system grammatical patterns based on analysis of the speech of others, highlighting general rules grammar on a practical level, generalizing these rules and consolidating them in your own speech.

The development of the morphological and syntactic systems of language in a child occurs in close interaction. The emergence of new word forms contributes to the complexity of the sentence structure, and vice versa, the use of a certain sentence structure in oral speech simultaneously reinforces the grammatical forms of words. Mastering the grammatical structure of speech is a long-term process that lasts throughout preschool childhood and is completed by 5-6 years. Consequently, the task of educators to form grammatical categories among students becomes especially significant.

4.Apply new information and communication technologies in your work.

Work on the formation of the grammatical structure of speech in preschoolers contains the following sections:

1. Word change:

Genitive: "

dative: “Give to whom?”;

accusative: “Drawing what? Feeding whom?”;

instrumental case:

prepositional:

2. Word formation:

Formation of diminutive forms of nouns;

Formation of nouns from nouns;

Formation of adjectives from nouns;

Formation of prefixed verbs;

Formation of verbs from nouns and onomatopoeias;

Formation of complex words.

3. Agreement:

Nouns with pronouns;

Nouns with adjectives;

Nouns with numerals;

Past tense verbs with pronouns.

4. Formation of a phrase:

Simple uncommon sentences;

Common offers ;

Sentences using prepositions

Complex sentences

Work on the formation of the grammatical structure of speech must be carried out in the system. It is best to carry out pedagogical influence using objective actions, games, work and other types of children's activities mediated by words in communication with adults and children. This allows you to create an emotionally positive mood in the child, which in turn leads to greater efficiency in work. The sources and factors in the development of a child’s language and its grammatical structure are diverse and correspondingly diverse. pedagogical methods and techniques.

Since the child’s leading activity is play, it should be used as one of the main techniques in this section of the work. Thanks to the game, its dynamism, emotionality and interest of children, it is possible to practice repeating the necessary grammatical categories many times. Thus, grammatical categories can be practiced using different kinds games:

· desktop-printed;

· didactic;

· outdoor games;

· plot - role-playing;

· computer games.

Exist printed board games, contributing to the formation of grammatical categories:

"One is many" – fixing the plural form of nouns;

“What without what?” – developing the skill of forming genitive nouns;

“Tell me which one, which one, which one?” – formation of word formation skills

« Fun account» – strengthening the ability to coordinate numerals with nouns;

"Call me kindly" – developing the skill of forming diminutive nouns.

Using one printed board game, you can practice several tasks on the formation of the grammatical structure of speech.

Let's consider the well-known printed board game "Lotto" .

Using the material of this game you can practice:

Agreement of nouns with pronouns, adjectives, and numerals:

Case forms of nouns.

;

Education diminutives nouns squirrel-squirrel, hare-bunny.

- formation of adjectives from nouns:

Next view games are verbal didactic games. These are the most famous and widely used games, for example: “Greedy”, “Who Needs What”, “Magic Glasses”, “One-Many”, “Boasters”, “What is a lot?” etc. In fact, almost every printed board game can be used as a verbal didactic game.

We offer another type of games - outdoor games. Outdoor games free children from tedious unnatural immobility during classes, help diversify activities, develop gross and fine motor skills, and normalize the emotional-volitional sphere. And, of course, they encourage children to communicate. This can be used when working on the formation of the grammatical structure of speech. Outdoor games are diverse: games with objects, round dances, games for coordination of movements and speech, games with rules, plot, plotless, competitive games, attraction games.

Ball games:

Progress of the game. The teacher, throwing the ball to the child, names an adjective denoting color, and the child, returning the ball, names a noun that matches this adjective.

red – poppy, fire, flag;

orange – orange, ball;

"Whose head?"

Progress of the game. The teacher, throwing the ball to one of the children, says: "At the cow's

head...", and the child, throwing the ball back to the teacher, finishes: "... cow."

the cat has a cat's head;

the hare has a hare's head;

the horse has a horse's head;

the bear has a bear's head;

The dog has a dog's head.

“Who was who?”

Of course we haven't forgotten

Who were we yesterday?

Progress of the game. The teacher, throwing the ball to one of the teachers, names an object or animal, and the child, returning the ball to the speech therapist, answers the question of who (what) the previously named object was:

chicken - egg;

horse - a foal;

cow - oak - acorn;

fish - eggs.

“Who will be who?” (fixing case endings)

boy - a man;

caterpillar - butterfly;

tadpole - frog.

I would really like to note and role-playing games, so loved by our children. There are a great variety of role-playing games. These are “Family”, “Post Office”, “Hospital”, “Barbershop” and many others. During role-playing games, you can also practice all grammatical categories.

Thus, the use of gaming techniques contributes to a deeper and more conscious acquisition by children of the grammatical aspect of speech. In games, children approach tasks more meaningfully, are more interested in game actions, and more easily identify linguistic patterns and introduce them into their speech.

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Formation of the grammatical structure of speech in preschool children.

Grammatical structure is a system of interaction of words with each other in phrases and sentences.

In the preschool period of a child’s life, it is very important to pay attention to the correct formation of the grammatical structure of speech, since its violation in the conditions of school education leads to dysgraphia -writing violation.

The formation of the grammatical structure of speech is carried out only on the basis of a certain level of cognitive development of the child. When forming the grammatical structure of speech, a child must master a complex system of grammatical patterns based on analyzing the speech of others, identifying general rules of grammar at a practical level, generalizing these rules and consolidating them in his own speech.

The development of the morphological and syntactic systems of language in a child occurs in close interaction. The emergence of new word forms contributes to the complexity of the sentence structure, and vice versa, the use of a certain sentence structure in oral speech simultaneously reinforces the grammatical forms of words. Mastering the grammatical structure of speech is a long-term process that lasts throughout preschool childhood and is completed by 5-6 years.Consequently, the task of educators to form grammatical categories among students becomes especially significant.

Therefore, studying the features of the grammatical structure of speech of older preschoolers with general underdevelopment speech, and then, in the process of carrying out targeted correctional work using exercises and games, form and develop it. While working on this problem, the following tasks were solved:
1.Create the necessary conditions for the formation of the grammatical structure of speech; 2. To identify the features of the formation of the grammatical structure of speech in older preschoolers with general speech underdevelopment;
3. Develop the basic principles and content of differentiated methodological work on the formation of the grammatical structure of speech, taking into account the identified features;
4.Apply new information and communication technologies in your work.

Work on the formation of the grammatical structure of speech in preschoolers contains the following sections:

1. Word change:

- number categories:“One - many” (table - tables, beautiful - beautiful, going - going);

Genitive: "Who has a notebook? What’s missing?”;

dative:“Give to whom?”;

accusative:“Drawing what? Feeding whom?”;

instrumental case:“What does the boy draw with? Who is mom proud of?”;

prepositional:“Who am I talking about? What am I reading about?”

2. Word formation:

Formation of diminutive forms of nouns;

Formation of nouns from nouns;

Formation of adjectives from nouns;

Formation of prefixed verbs;

Formation of verbs from nouns and onomatopoeias;

Formation of complex words.

3. Agreement:

Nouns with pronouns;

Nouns with adjectives;

Nouns with numerals;

Past tense verbs with pronouns.

4. Formation of a phrase:

Simple uncommon sentences;

Common offers(extension of a sentence by introducing definitions, adverbs, homogeneous members of the sentence);

Sentences using prepositions(prepositional-case constructions);

Complex sentences(with conjunctions “a”, “and”, “but”, “yes”);

Complex sentences(with conjunctions “because”, “because”, “so that”, “in order to”, “then that”, etc.).

Work on the formation of the grammatical structure of speech must be carried out in the system. It is best to carry out pedagogical influence using objective actions, games, work and other types of children's activities mediated by words in communication with adults and children. This allows you to create an emotionally positive mood in the child, which in turn leads to greater efficiency in work. The sources and factors for the development of a child’s language and its grammatical structure are diverse, and pedagogical methods and techniques are correspondingly diverse.

desktop-printed;
didactic;
outdoor games;
plot - role-playing;
computer games.

Exist printed board games,contributing to the formation of grammatical categories:

"One is many" – fixing the plural form of nouns;

“What without what?” – developing the skill of forming genitive nouns;

“Tell me which one, which one, which one?”– formation of word formation skills(relative adjectives: apple juice - apple);

"Fun account" – strengthening the ability to coordinate numerals with nouns;

"Call me kindly"– developing the skill of forming diminutive nouns.

Using one printed board game, you can practice several tasks on the formation of the grammatical structure of speech.

Let's consider the well-known printed board game"Loto".

Using the material of this game you can practice:

Agreement of nouns with pronouns, adjectives, and numerals:Whose squirrel? Whose mole? What squirrel?

Case forms of nouns.

Who fluffy tail? Who has long ears? (R.p.)

Who was the squirrel? Who was the bear? (T.p.)

Who will we give the nuts to? Who should we give honey to? (D.p.)

About whom shall we say: redhead? About whom shall we say prickly? (P.p.);

Formation of diminutive nounssquirrel-squirrel, hare-bunny.

- formation of adjectives from nouns:Whose paws does the squirrel have? – squirrels, whose tail does the bear have? – bearish, whose ears does the lion have? - lions.

The next type of game isverbal didactic games. These are the most famous and widely used games, for example: “Greedy”, “Who Needs What”, “Magic Glasses”, “One-Many”, “Boasters”, “What is a lot?” etc. In fact, almost every printed board game can be used as a verbal didactic game.

We offer another type of games - outdoor games . Outdoor games free children from tedious unnatural immobility during classes, help diversify activities, develop gross and fine motor skills, and normalize the emotional-volitional sphere. And, of course, they encourage children to communicate. This can be used when working on the formation of the grammatical structure of speech. Outdoor games are diverse: games with objects, round dances, games for coordination of movements and speech, games with rules, plot, plotless, competitive games, attraction games.

Ball games:

“Catch and throw, and name the colors”(agreement of nouns with adjectives).

Progress of the game. The teacher, throwing the ball to the child, names an adjective denoting color, and the child, returning the ball, names a noun that matches this adjective.

Examples:

red – poppy, fire, flag;

orange – orange, ball;

yellow – chicken, dandelion.

"Whose head?" (formation of possessive adjectives from nouns).

Progress of the game. The teacher, throwing the ball to one of the children, says:"At the cow's

head..." , and the child, throwing the ball back to the teacher, finishes:"... cow."

Examples:

the cat has a cat's head;

the hare has a hare's head;

the horse has a horse's head;

the bear has a bear's head;

The dog has a dog's head.

“Who was who?” (fixing case endings)

Of course we haven't forgotten

Who were we yesterday?

chicken - egg;

horse - a foal;

cow - oak - acorn;

fish - eggs.

“Who will be who?” (fixing case endings)

egg - chicken, snake, crocodile, turtle;

boy - a man;

caterpillar - butterfly;

tadpole - frog.

I would really like to note androle-playing games, so loved by our children. There are a great variety of role-playing games. These are “Family”, “Post Office”, “Hospital”, “Barbershop” and many others. During role-playing games, you can also practice all grammatical categories.

Irina Sytnikova
“Formation of the grammatical structure of speech in children preschool age» Part 1

"Formation of the grammatical structure of speech in preschool children"

The term “grammar” is used in two meanings: it means, firstly, the grammatical structure of the language itself, and secondly, the science that studies the rules for changing and forming words, as well as the combination of words in a sentence. The formation of the grammatical structure of oral speech in a preschooler includes work in three main areas:

morphology(i.e. grammatical properties of the word - changes in gender, cases, numbers);

word formation(creating a new word based on an existing one using special means - suffixes, prefixes, etc.);

syntax(construction of simple and complex sentences, compatibility and word order).

The child begins to master the grammatical structure of the language very early. A three-year-old child already uses such grammatical categories as gender, number, tense, person, etc., uses simple and even complex sentences. At this age stage, speech already becomes the main means of communication for the child. But this remedy is still very imperfect. The child will have to fully master the richness of his native language, the variety of ways to construct simple and complex sentences (syntax); systems of declension and conjugation, traditional forms of inflection (morphology); means and methods of forming words (word formation).

The gradual mastery of grammatical structure is explained not only by age patterns, but also by the complexity of the grammatical system of the Russian language, especially morphological.

The Russian language has many exceptions to the general rules that need to be remembered. For example, a child has learned the function of an object, indicated by the ending -ohm, -eat: ball, stone(instrumental case). By this type he forms other words ( "stick", "needle", not knowing that there are other declensions that have different endings.

The number of grammatical errors increases significantly in the fifth year of life, when the child begins to use common sentences (sentences that include not only the subject and predicate, but also other members of the sentence), his active vocabulary grows, and his sphere of communication expands. The child does not always have time to remember some of the grammatical forms of new words, and when using a common sentence, he does not have time to control both its content and form.

Throughout preschool age, a child’s speech is characterized by various morphological and syntactic errors. Full mastery of the grammatical structure of speech usually occurs only by the age of eight. This fact is confirmed by numerous studies in the field of pedagogy.

In the work on the formation of the grammatical structure of speech, it is worth highlighting the following areas: preventing the appearance of grammatical errors in children, especially in difficult cases of morphology and word formation, effective correction of errors identified in children’s speech, improving syntax, developing a “sense of language”, promoting grammatical correctness of speech adults surrounding the child.

IN preschool institution Regardless of the age of the children, special classes on teaching their native language and speech development should be carried out weekly, paying attention to Special attention for comprehensive formation different sides speech activity, including grammatical structure. Speech classes are the main form of teaching children grammatical means and methods, since the child masters grammatical structure, first of all, through communication, in the process of learning coherent speech, enriching and activating the vocabulary. Special didactic games and game exercises with grammatical content, included in speech classes, are very important for developing and consolidating grammatical skills and abilities. In classes with grammatical content, preschoolers learn methods of speech activity that cause certain difficulties in everyday communication. This is, for example, the coordination of adjectives and pronouns with nouns (especially neuter and immutable) by gender; formation of difficult forms of verbs in the imperative mood, forms of genitive plural nouns, etc. However, not all difficult grammatical forms and categories can be learned in the classroom. Therefore, language material must be selected in such a way that children’s linguistic sense develops; attentive attitude to the language, its grammatical structure; so that the child learns to independently navigate the typical ways of inflection and word formation. It is also very important to help children master in practice the rules of agreement, management and adjoining of words in a sentence, to cultivate a critical attitude towards their own and others’ speech, and the desire to speak correctly.

The child learns different aspects of the grammatical structure of the language - syntax, morphology, word formation - in different ways. Therefore, each age stage brings one thing to the forefront. Thus, children master the system of inflection - the rules of declension and conjugation, and the variety of grammatical forms of words - mainly in early and middle preschool age. In older groups, the task of mastering traditional, “irregular” forms of changing all words included in the child’s active vocabulary comes to the fore. Methods of word formation are acquired by children later compared to inflection. The most intensive formation of word-formation skills occurs in middle and older groups. And a critical attitude towards one’s actions, an accurate knowledge of the norms of word formation in children is only beginning to develop in the preparatory group.

The sequence of formation of the grammatical structure is determined by traditional ways of organizing children's play, practical and cognitive activities; forms of cooperation and communication between the child and others. However personal experience children are different, which leads to diversity individual characteristics speech development. In each age group there are children with a high level of proficiency in their native language, and nearby there are their peers who are lagging behind in speech development. Therefore, grammatical work in kindergarten is designed so that every child can solve feasible speech tasks.

At the first stages of mastering grammatical means and methods of language, the child first of all learns to understand the meaning of what is said (for example, at the end of a noun, distinguish whether there is one object or many of them). The next task is to move to practical use learned grammatical means in one’s own speech; the desire to speak as others speak.

Even more difficult is mastering the ability to independently form the form of a new word by analogy with familiar ones (for example, the form "chips" - I play with chips, although the teacher first used this word in the nominative singular - chip). And a completely different, even more difficult task facing preschoolers is assessing the grammatical correctness of speech, determining whether it is possible or impossible to say so.

In accordance with this, we can outline the main tasks of work on the formation of the grammatical structure of speech at each age stage.

In early and middle age, the main attention is paid to the assimilation of morphology: word agreement, alternation of sounds in the basics, education comparative degree adjectives. With the help of the teacher, children learn word formation of nouns (suffixal method) and verbs (using prefixes).

For example, in middle group children learn to use the exact names of utensils. Many names are familiar to them - plate, cup, saucer. But there are also those that are not known to everyone - napkin holder, bread box, sugar bowl. In order for new words to be remembered, children must practice using them many times. For this purpose it is possible to carry out didactic exercise"Tanya in the store."

The teacher addresses the children with the following story:

“Tanya and her mother went to the store. They bought bread, sugar and napkins. They brought everything home. We decided to have tea. Tanechka began to set the table, but mixed up something: she put bread on a plate, napkins in a glass, and sugar on a saucer. Mom came up and shook her head: Tanyusha had done something wrong. What did she do wrong? ... Tanyusha forgot that each dish has its own: they eat from a plate (“Soup, borscht, porridge,” the children add); drinking from a glass... (“Water, tea”), and cups and glasses are placed on the saucer so that the tablecloth does not get dirty. There are also special utensils for bread, sugar and napkins: for bread... (with an incomplete intonation, the teacher encourages the children to join the story and add: "Breadbox", for napkins... ( "Napkin holder", and for sugar? (“Sugar Bowl.”)

And now, Petya, help Tanya put the bread in the right bowl. Where did you put the bread? Olya, help Tanya put the sugar. Where did Olya put the sugar? Misha, put the napkins back. Children, where did Misha put the napkins? Well done, they helped Tanyusha correct her mistakes, now she will know that there is a special utensil for everything. For bread... (“Breadbox”), for sugar..., for napkins..." ("Napkin holder").

However, the teacher does not name the objects at the beginning of the lesson, leaving it to the children to do this. The fact is that in the group there are probably those who not only know many of the names of the dishes, but also know how to form new words by analogy. The teacher will have to develop this skill in the entire group a little later, but from the first lesson, children who are ahead of their peers in speech development have the opportunity to practice independent word formation.

In older groups, in addition to the above tasks, the formation of the grammatical structure of speech includes other areas. For example, the syntax of children's speech is becoming more complex, individual forms and exceptions of morphological order are being memorized, and the basic methods of word formation for all parts of speech, including participles, are being mastered. During this period, the child’s orientation towards the sound side of words is formed, and interest in the formation of word forms is shown. Children are encouraged to strive for the correctness of their speech, the ability to correct a mistake (their own or someone else’s), the need to learn grammatical norms.

To successfully teach preschoolers in the field of morphology, first of all you need to be guided by the instructions contained in the section "Acquaintance with the surroundings""Education programs in kindergarten." At the same time, difficult grammatical forms of those words that children become familiar with in this age group need special reinforcement.

The formation of the grammatical structure of speech in a child is the most important condition for his full speech and general speech. mental development, since language and speech perform a leading function in the development of thinking and verbal communication in planning and organizing the child’s activities, self-organization of behavior, and in the formation of social connections. K. D. Ushinsky emphasized the need from the very early years form the right habit colloquial speech.

Mastery of the native language, as a means and method of communication and cognition, is one of the most important acquisitions of a child in preschool childhood. It is preschool childhood that is especially sensitive to speech acquisition: if a certain level of mastery of the native language is not achieved by 5-6 years, then this path, as a rule, cannot be successfully completed at later age stages. During the preschool period of a child, it is very important to pay attention to the correct formation of the grammatical structure of speech.

The formation of the grammatical structure of speech is carried out only on the basis of a certain level of cognitive development of the child. When forming the grammatical structure of speech, a child must master a complex system of grammatical patterns based on analyzing the speech of others, identifying general rules of grammar at a practical level, generalizing these rules and consolidating them in his own speech.

At the moment, the school places high demands on the speech development of future students due to the increasing complexity of the program material. A child entering school must have the skills of inflection and word formation, see the connection between words in sentences, extend sentences using secondary and homogeneous members of a sentence, work with deformed sentences, independently find errors and eliminate them, etc. Consequently, the task of educators is to form grammatical categories in pupils becomes especially significant.

Work on the formation of the grammatical structure of speech in preschoolers contains the following sections:

1. Word change:

Genitive: " Who has a notebook? What’s missing?”;

dative: “Give to whom?”;

accusative: “Drawing what? Feeding whom?”;

instrumental case: “What does the boy draw with? Who is mom proud of?”;

prepositional: “Who am I talking about? What am I reading about?”

2. Word formation:

Formation of diminutive forms of nouns;

Formation of nouns from nouns;

Formation of adjectives from nouns;

Formation of prefixed verbs;

Formation of verbs from nouns and onomatopoeias;

Formation of complex words.

3. Agreement:

Nouns with pronouns;

Nouns with adjectives;

Nouns with numerals;

Past tense verbs with pronouns.

4. Formation of a phrase:

Simple uncommon sentences;

Common offers (extension of a sentence by introducing definitions, adverbs, homogeneous members of the sentence);

Sentences using prepositions (prepositional-case constructions);

Complex sentences (with conjunctions “a”, “and”, “but”, “yes”);

Complex sentences (with conjunctions “because”, “because”, “so that”, “in order to”, “then that”, etc.).

Work on the formation of the grammatical structure of speech must be carried out in the system. It is best to carry out pedagogical influence using objective actions, games, work and other types of children's activities mediated by words in communication with adults and children. This allows you to create an emotionally positive mood in the child, which in turn leads to greater efficiency in work. The sources and factors for the development of a child’s language and its grammatical structure are diverse, and pedagogical methods and techniques are correspondingly diverse.

desktop-printed;
didactic;
outdoor games;
plot - role-playing;
computer games.

Exist printed board games, contributing to the formation of grammatical categories:

"One is many" (slide No. 6) – fixing the plural form of nouns;

“What without what?” (slide No. 7) – developing the skill of forming genitive nouns;

“Tell me which one, which one, which one?” (slide No. 8) – developing word formation skills (relative adjectives: apple juice - apple);

"Fun account" (slide No. 9) – strengthening the ability to coordinate numerals with nouns;

"Call me kindly" (slide No. 10) – developing the skill of forming diminutive nouns.

Using one printed board game, you can practice several tasks on the formation of the grammatical structure of speech.

Let's consider the well-known printed board game "Lotto" (slide number 12).

Using the material of this game you can practice:

Agreement of nouns with pronouns, adjectives, and numerals: Whose squirrel? Whose mole? What squirrel?

Case forms of nouns.

Who has a bushy tail? Who has long ears? (R.p.)

Who was the squirrel? Who was the bear? (T.p.)

Who will we give the nuts to? Who should we give honey to? (D.p.)

About whom shall we say: redhead? About whom shall we say prickly? (P.p.);

Formation of diminutive nouns squirrel-squirrel, hare-bunny.

- formation of adjectives from nouns: Whose paws does the squirrel have? – squirrels, whose tail does the bear have? – bearish, whose ears does the lion have? - lions.

The next type of game is verbaldidactic games. These are the most famous and widely used games, for example: “Greedy”, “Who Needs What”, “Magic Glasses”, “One-Many”, “Boasters”, “What is a lot?” etc. In fact, almost every printed board game can be used as a verbal didactic game.

Ball games:

“Catch and throw, and name the colors” (agreement of nouns with adjectives).

Progress of the game. The teacher, throwing the ball to the child, names an adjective denoting color, and the child, returning the ball, names a noun that matches this adjective.

red – poppy, fire, flag;

orange – orange, ball;

yellow – chicken, dandelion.

"Whose head?" (formation of possessive adjectives from nouns).

Progress of the game. The teacher, throwing the ball to one of the children, says: "At the cow's

head...", and the child, throwing the ball back to the teacher, finishes: "... cow."

the cat has a cat's head;

the hare has a hare's head;

the horse has a horse's head;

the bear has a bear's head;

The dog has a dog's head.

“Who was who?”

Of course we haven't forgotten

Who were we yesterday?

chicken - egg;

horse - a foal;

cow - oak - acorn;

fish - eggs.

“Who will be who?” (fixing case endings)

egg - chicken, snake, crocodile, turtle;

boy - a man;

caterpillar - butterfly;

tadpole - frog.

Literature

1. Arushanova A.G. Formation of the grammatical structure of speech. – M.: Mosaic – Synthesis, 2008.

2. Vorobyova T. A., Krupenchuk O. I. Ball and speech. – St. Petersburg. Delta, 2001.

3. Gromova O.E. Innovations - in speech therapy practice. - M.: Linka-press, 2008.

4. Karpova E.V. Didactic games

during the initial period of training. - Yaroslavl: Development Academy, 1997.

5. Lalaeva R.I., Serebryakova N.V. Formation of correct conversational speech in preschoolers. – St. Petersburg: Soyuz, 2004.

6. Lalaeva R.I., Serebryakova N.V. Formation of vocabulary and grammatical structure in preschoolers with general speech underdevelopment - St. Petersburg: Soyuz, 2001.

7. Lopatina L.V., Serebryakova N.V. Overcoming speech disorders in preschool children. – St. Petersburg: Soyuz, 2001.

8. Nishcheva N.V. Game. Eight games for the development of preschoolers. – St. Petersburg: Detstvo-press, 2007.

9. Podrezova T.I. Material for classes on speech development. - M.: Iris-press, 2007.

10. Uvarova T.B. Visual and game tools in speech therapy work with preschoolers. – M.: TC Sfera, 2009.

11. Ushakova O. S., Strunina E. M. Methods of speech development for preschool children. – M.: Vlados, 2003.

12. Shashkina G.R., Zernova L.P., Zimina I.L. Speech therapy work with preschoolers. – M.: Publishing Center “Academy”, 2003.

13. Shmakov S. A. Games are jokes, games are minutes. – M.: New school, 1993.

Formation of grammatical structure of speech in preschool children

Topic: The concept of the grammatical structure of speech. Typical syntactic and morphological errors in children and their causes.

The term “grammar” is used in linguistics in two meanings. Firstly, it denotes the grammatical structure of the language, and secondly, the science, a set of rules about changing words and their combination in a sentence. The method of speech development involves children mastering the grammatical structure of the language.

The grammatical structure of a language is a system of units and rules for their functioning in the field of morphology, word formation and syntax.

Morphology studies the grammatical properties of a word and its form, as well as grammatical meanings within a word.

Word formation studies the formation of a word on the basis of another cognate word with which it is motivated.

Syntax studies phrases and sentences, compatibility and word order.

Grammar, according to K.D. Ushinsky, is the logic of language. It helps to put thoughts into a material shell, makes speech organized and understandable to others.

Formation of grammatical structure of speech – the most important condition improving the thinking of preschoolers, since it is the grammatical forms of the native language that are the “material basis of thinking.” Grammatical structure is a mirror intellectual development child.

A well-formed grammatical structure of speech is an indispensable condition for the successful and timely development of monologue speech, one of the leading types of speech activity. Any type of monologue requires mastery of logical connection techniques of all types of simple and complex sentences.

The development of the grammatical structure of speech is the key to successful general speech training, ensuring practical mastery of the phonetic, morphological and lexical levels of the language system.

But, despite its importance, the problem of the formation of the grammatical structure of speech became the subject of study only in the 50s. XX century after the publication of the fundamental work of Alexander Nikolaevich Gvozdev “Formation of the grammatical structure of the language of the Russian child.” The work describes in detail the grammatical categories, elements and structures in the child’s speech at each age stage.

A.N. Gvozdev revealed the following pattern. In the assimilation of grammatical structure, a certain sequence is observed: first, all the most typical, ordinary, all productive forms in the field of word formation and inflection are assimilated ( case endings nouns, forms of changing verbs by person, tense).

Everything unique, exceptional, that violates the norms of this system is often repressed in the child’s speech. Gradually, by imitating the speech of others, the patterns are adopted in their entirety. Single words that stand alone are acquired already at school age.

A.N. Gvozdev outlined the main periods in the formationgrammatical structure of the Russian language.

The first period is the period of sentences consisting of amorphous root words that are used in one unchanged form in all cases when they are used (from 1 year 3 months to 1 year 10 months).

The second period is the period of mastering the grammatical structure of a sentence, associated with the formation of grammatical categories and their external expression (from 1 year 10 months to 3 years).

The third period is the period of assimilation of the morphological system of the Russian language, characterized by the assimilation of types of declensions and conjugations (from 3 to 7 years). During this period, all individual, stand-alone forms become increasingly stronger. The system of endings is learned earlier, and the system of alternations in stems is learned later.

F.A. Sokhin, N.P. Serebrennikova, M.I. Popova, A.V. Zakharova, A.G. also studied the grammatical structure of preschoolers’ speech. Arushanova. She identifies several directions in this work.

First directionis associated with the correction (prevention) of inaccuracies and errors typical of children (verb conjugation, plural and gender of nouns, prepositional control, etc.).

Second direction– identification of essential links in the mechanism of children’s mastery of grammatical structure, development of understanding of grammatical forms, formation of grammatical generalizations, their abstraction and transfer to new areas of reality.

Third directionis associated with the identification of pedagogical conditions for the formation of the mechanism of grammatical structuring in the field of syntax and word formation.

Typical morphological errors in children's speech

Incorrect endings for nouns:

a) genitive case, plural. number:

with the ending – her – pencils, hedgehogs, doors, floors;

null-terminated – overnight stays, girls, dolls, books, buttons;

b) genitive case, singular. number:at the doll, at the sister, at the mother, without a spoon;

c) dative case – Petit, Sveti, Mitya;

d) accusative case of animate and inanimate nouns– dad gave me a baby elephant; Seryozha caught a catfish;

e) instrumental case – I wash my hands with input; boys catch fish with a fishing rod; mom mops the floor;

e) prepositional case – in the forest, in the garden, in the eye, in the nose.

2. Declension of indeclinable nouns - on palta, not piano, kofii, in kin, in meter.

3. Education plural. number of nouns denoting baby animals –lambs, foals, kittens, pigs.

4. Changing the gender of nouns – big apples, my towel, wheel, tomato, dress, moon.

5. Formation of verb forms.

a) imperative mood – seek (search), sing (sing), gallop (jump), ride (ride), fold (fold);

b) changing the stem of the verb– seek – I’m looking (I’m looking), cry – I’m crying (I’m crying), I can – I can (I can);

c) verb conjugation – want - want, sleep - sleep (sleep), give - give (give).

6. Incorrect form of participles –broken, torn, stitched.

7. Formation of the comparative degree of an adjective -brighter, worse, bad, cleaner, bluer, sweeter.

8. Endings of pronouns in indirect cases –my ears hurt; in this pocket; you have a new dress.

9. Declension of numerals –two houses; with two.

Syntactic errors in children's speech.

Syntax errors observed in violation word order in a sentence:

The most important word for the child is put in first place: “Mom bought a doll”;

An interrogative sentence begins with what is more important for the child: “Why did Masha cry?”;

Children often begin their answer with a question word, so the question “why?” answer: “Why what...”

Sometimes the union connection is formed incorrectly:

A conjunction or part of a conjunction is omitted: “My uncle’s balloon burst, so... he pressed hard”;

One conjunction is replaced by another: “When we came home, we played with the ball”; “I put on a warm fur coat, why is it cold outside”;

The conjunction is not placed in the place where it is usually used: “We were walking, when we saw fireworks from Aunt Tamara.”

Errors in word formation.

a) part of a word is used as a whole word: “jump”;

b) the ending of another is added to the root of one word: “purginki”, “help”, “fearfulness”;

c) one word is made up of two: “thief”, “bananas”.

1. Define the concepts: grammar, grammatical structure of speech, morphology, syntax, inflection, word formation.

2. Name the main periods in the formation of the grammatical structure of the Russian language, noted by A.N. Gvozdev.

3. List the directions in the work on the formation of the grammatical structure of speech of preschoolers, highlighted by A.G. Arushanova

Pedagogical tasks

Identify grammatical errors in children's speech:

There's a lot on the tree apples

I wash my hands with soap and water

Where's my towel?

I'm drawing our kindergarten.

What color is this circle?

Vova is taller than Yura.

We want to play some more!

What a beautiful butterfly blossomed!

Sugar is poured into a sugar bowl and butter is added at Maslenitsa.

The fox has little foxes so small.

It's winter outside, that's it snowy

There are five nesting dolls on the table.

Vova told us scary things.

Mom cooked delicious porridge.

Write an annotation for Sat. S.N. Tseytlin “Language and the Child” (linguistics of children’s speech). –M., 2000.

Topic: Objectives and content of work on the formation of the grammatical aspect of speech in preschool children

The objectives of this section can be considered in three directions:

1. Help children practically master the morphological system of their native language (variation by gender, number, person, tense).

2. Help children master the syntactic side: teach the correct agreement of words in a sentence, construction different types sentences and combining them in a coherent text.

3. Provide knowledge about some norms for the formation of word forms - word formation.

The scope of grammatical generalization skills can be represented as follows.

In morphology

The morphological structure of preschool children's speech includes almost all grammatical forms. The most great place occupied by nouns and verbs.

Nounsdenote objects, things, people, animals, abstract properties. They have the grammatical categories of gender, number, case and animate-inanimate.

It is necessary to train children in the correct use of case forms (especially in the use of the genitive plural form: draining oranges, pencils).

In a sentence, the noun is one of the most important components; it agrees with adjectives in gender, number and case, and coordinates with the verb. Children should be shown a variety of ways to agree nouns with adjectives and verbs.

Verb denotes the action or state of an object. Verbs differ in appearance (perfect and imperfect), change in person, number, tense, gender and mood.

Children must correctly use verbs in the 1st, 2nd, 3rd person singular and plural forms (I want, you want, you want, we want, they want).

Preschoolers must correctly use the category of gender, correlating the action and object of the feminine, masculine or neuter gender with verbs of the past tense (the girl said; the boy was reading; the sun was shining).

The explanatory mood of the verb is expressed in the form of present, past and future tenses (he plays, played, will play). Children are brought to education imperative mood verb (an action to which someone encourages someone: go, run, let's go, let's run, let him run, let's go) and to education subjunctive mood(possible or expected action:I would play and read).

Adjectivedenotes the attribute of an object and expresses this meaning in the grammatical categories of gender, number and case.

Children are introduced to the agreement of noun and adjective in gender, number, case, with full and short adjectives (cheerful, cheerful, cheerful), with degrees of comparison of adjectives (kind - kinder, quiet - quieter).

In the learning process, children master the ability to use other parts of speech: pronouns, adverbs, conjunctions, prepositions.

In word formation

Children are led to the formation of one word on the basis of another cognate word with which it is motivated, i.e. from which it is derived in meaning and form. Words are formed using affixes (endings, prefixes, suffixes).

The methods of word formation in the Russian language are diverse: suffixal ( teach - teacher ), prefix (write – rewrite), mixed ( table, run away).

Children can, starting from the original word, select a word-forming nest (snow – snowflake, snowy, snowman, Snow Maiden, snowdrop).

Mastering different methods of word formation helps preschoolers correctly use the names of baby animals (bunny, fox), tableware items (sugar bowl, butter dish), driving directions (went, went - left).

In syntax

Children are taught ways to combine words into phrases and sentences of different types - simple and complex. Depending on the purpose of the message, sentences are divided into narrative, interrogative and incentive. A special emotional coloring, expressed by a special intonation, can make any sentence exclamatory.

It is necessary to teach children the ability to think about word combinations, then correctly link words into sentences.

When teaching children how to construct sentences, special attention should be paid to exercises onusing the correct word order,preventing incorrect word agreement. It is important to ensure that children do not repeat the same type of construction.

It is important to form in children a basic understanding of sentence structure and correct use vocabulary in sentences of different types. To do this, children must masterdifferent ways of combining words in a sentence,master some semantic and grammatical connections between words, be able to formulate a sentence intonationally.

Questions to update basic knowledge

1. Name the objectives of the work on the formation of the grammatical aspect of speech in preschool children.

2. What is the content of the work on developing morphological skills in children?

3. What word-formation skills should preschoolers master?

Pedagogical tasks

Determine the objectives of the didactic game and the age of children with whom it can be played:

"Snowball"

The teacher says a two-word sentence: “The girl is drawing.” Participants in the game take turns adding one word at a time, spreading the sentence: “The girl draws the sun,” “The girl draws the sun with a pencil,” “The girl draws the sun with a yellow pencil.”

“What is made of what?”

Material: various items in a box.

The child takes an object out of the box and says, following the example of the teacher: “This is a scarf made of wool, it is wool; this is a spoon made of wood - a wooden spoon, etc.”

"Errand"

The child must ask the driver to carry out a specific task. For example, clap your hands, sit on a chair, etc. The driver fulfills the request only if it is expressed correctly.

“Who has whom?”

The teacher shows the children pictures of animals and their babies and asks them to arrange the pictures in pairs (parent - child), accompanying the actions with the words: “This is a cow, she has a calf.”

"Magic bag"

Children take out an object, a toy, from the bag, name it and answer the question which one (which one? which one? which one)? For example: a bunny is white, fluffy, long-eared; the apple is round, red, sweet; The doll is small, rubber, beautiful.

"Answer the questions"

What is a vacuum cleaner for?

Assignments to expand and deepen knowledge on the topic

1. Write out from the Program the tasks of work on developing grammatical skills in children correct speech in junior, middle, senior and preparatory school groups. Highlight the complexity of tasks for children of different ages.

Topic: Ways to form the grammatical aspect of speech in children.

The ways of forming grammatically correct speech are determined on the basis of knowledge general patterns speech development, studying the grammatical skills of children in this group and analyzing the causes of their grammatical errors.

Ways to form grammatically correct speech:

Creating a favorable language environment that provides examples competent speech; improving the speech culture of adults;

Special teaching of difficult grammatical forms for children, aimed at preventing mistakes;

Formation of grammatical skills in the practice of verbal communication;

Correcting grammatical errors.

Creating a favorable speech environment– one of the conditions for children’s literate speech. It should be remembered that the speech of others can have both positive and negative influence. Due to itsimitation, the child borrows from adults not only correct, but also erroneous forms of words, figures of speech, communication style in general.

In this regard, the example of a teacher’s cultural, competent speech is especially important. Where the teacher speaks competently, is attentive to the speech of others, sensitively captures the characteristics of children's mistakes, and children master the ability to speak correctly. And, conversely, if the teacher’s speech is sloppy, if he can afford to say “ What are you doing? or " Don't climb the hill“- even a child who is accustomed to speaking correctly at home repeats his mistakes after him. Therefore, taking care of improving your speech can be considered as a professional responsibility of a teacher.

Teaching children difficult grammatical forms.

The formation of grammatically correct speech is carried out in classes and in everyday communication.

In classes in their native language, children learn those grammatical forms that cannot be learned in everyday communication. Basically, these are the most difficult, atypical forms of changing words: the formation of the imperative mood of the verb (drive, lie down, run, search, draw), changing a noun into the genitive plural (boots, floors, bears), the use of a disconjugated verb want, etc.

In classes, children learn to change words (morphology), construct sentences (syntax) and form word forms (word formation). These tasks are implemented in a complex, in conjunction with the solution of other tasks in the process vocabulary work and teaching coherent speech.

Among the activities aimed at teaching children grammatical skills are the following:

1. Special classes, the main content of which is the formation of grammatically correct speech.

2. Part of the lesson on speech development methods.

a) grammar exercises are carried out on the lesson material;

b) a grammar exercise can be part of a lesson, but not related to its program content;

3. Classes in other sections of the program(development of elementary mathematical representations, acquaintance with nature, drawing, appliqué, modeling, physical education and music classes).

When planning lessons, it is important to correctly determine the program content, select verbal material, think over methods and techniques for teaching correct grammatical forms (didactic game, special exercise, sample, explanation, comparison, etc.).

Formation of grammatical skills in the practice of verbal communication.

Everyday life makes it possible to discreetly, in a natural setting, to train children in using the necessary grammatical forms, to record typical mistakes, give a sample of correct speech. While getting ready for a walk, organizing duty in the dining room, while washing, etc., the teacher, unnoticed by the children, exercises them in the use of verbs and nouns in different forms, in agreement of nouns with adjectives and numerals, etc.

Correcting grammatical errors.

The error correction technique has been sufficiently developed by O.I. Solovyova and A.M. Borodich. Its main provisions can be formulated as follows.

* Error correction helps children become accustomed to being aware of language norms, i.e. distinguish how to speak correctly.

* An uncorrected grammatical error is an unnecessary reinforcement of incorrect conditional connections both for the child who speaks and for those children who hear him.

*Do not repeat after your child irregular shape, but invite him to think about how to say it correctly, give him a sample of correct speech and invite him to repeat it.

* An error should be corrected tactfully, kindly and not in a moment of elation. emotional state child. Correction delayed in time is acceptable.

* With young children, correcting grammatical errors consists mainly in the fact that the teacher, correcting the error, formulates the phrase or phrase differently. For example, a child said: “We put a plate and a lot of spoons and cups on the table», - « That's right, you put a lot of cups", the teacher confirms.

*Older children should be taught to hear mistakes and correct them themselves.

* An example of the correct speech of one of the children is used as a sample.

* When correcting children's mistakes, you should not be too intrusive; you must take into account the situation, be an attentive and sensitive interlocutor. For example,

The child is upset about something, he complains to the teacher, wants help and advice from him, but makes a speech error;

The child plays, he is excited, he says something and makes mistakes;

At such moments, you should not correct the child. It is important to note the error so that you can correct it later at the appropriate time.

Questions to update basic knowledge

1. Why is taking care of improving your speech the professional responsibility of every teacher?

2. What requirements should be made for the speech of adults?

3. How to organize the process educational activities Are the problems of developing grammatically correct speech in preschoolers being solved?

4. What kind of work on using the necessary grammatical forms can be carried out in everyday communication with children?

5. How should grammatical errors encountered in children’s speech be corrected?

Pedagogical tasks.

1 . What grammatical skills did the children's teacher practice in the following situation:

The attendants help set the table for dinner.

What utensils are needed for lunch?

How many guys are sitting at this table? (Six). So, how many plates should I put? (Six plates). Shallow or deep? (Six shallow and six deep). How many spoons should you put in? (Six spoons). How many cups will you put in? (Six cups).

The child entered the group in the morning and happily told the teacher: “I’m wearing a new coat today! Do you want to watch it? The coat has pockets and a fur collar. It's warm and beautiful." The teacher, looking at the child, answers him: “Who says that: in the coat, at the coat, do you want it? Only dunno. You are a stranger." The child sadly walked away from the teacher.

3. Children must answer the teacher's questions. Define the task of the exercise:

Reading what?

My what?

Waiting for who?

I'm listening to what?

Planting what?

Watering what?

I'm tying what?

Buying what?

Am I catching up with who?

I love whom?

1. Synopsis of the article. Konina M.M. Some issues of teaching 3-5 year old children grammatically correct speech. // Reader on the theory and methods of speech development in preschool children. - M., 1999, p. 283-290.

Topic: Methodology for developing morphological skills.

Junior preschool age

By the age of three, children master the most typical endings of such grammatical categories as case, gender, number, tense, but do not master the full variety of these categories. This especially applies to nouns. In the fourth year, the child focuses on the original form of the word, which is associated with the assimilation of the category of gender. If the gender of a noun is correctly determined, the child changes it correctly; if incorrectly, the child makes mistakes (“The cat caught the mouse”, “I want some bread and salt”).This age is characterized by the desire to preserve the verbal basis of the word, which is why errors like “ I can" instead of I can (from can); “I won’t let you in” instead I won't let go (from letting go); “took” instead of took (from take). Such morphological errors are an age-related pattern that does not depend on the social environment.

In younger groups, a significant place is occupied by work on developmentunderstanding grammatical forms and using them in speech.Children should be taught to correctly change the most frequently used words in which they make morphological errors.

Main content of the work:learning to change words by case, agree nouns with adjectives in gender and number, use prepositions(in, on, behind, under, about) and verbs.

These grammatical skills are taught in the classroom mainly in the form of didactic games and dramatization games.

These could be classes to enrich the vocabulary, where the task of forming the grammatical structure of speech is also solved.

The teacher determines which program task is the main one: if teaching grammar, then the vocabulary task is solved in parallel, and vice versa. So, when fixing the names of animals and their young, you can train children in the formation of the plural of nouns denoting young:hare - hares, fox - fox cubs, wolf - wolf cubs.

When constructing lessons, we must remember that grammatical rules are an expression of specific life relationships. The methodology should provide for the connection of grammatical forms with real life relationships or imitation with the help of toys and images in pictures, as well as repeated exercises in order to consolidate skills.

Classes in younger groups are mostly conducted with toys. The toy makes it possible to make various changes: places (on the table, at the table), positions ( sits, stands, lies), action (playing, jumping) , name qualities - color, shape(big bow, red; capdowny, white, soft),numerical ratios (one cat and kittens a lot of). In the process of these changes, the child has to change words accordingly and assimilate the morphological elements of the language.

Examples of didactic games.

"What changed?"The goal is to develop understanding and form the correct use of prepositions with spatial meaning (in, on, behind, about, under).

First, children are asked to sit the doll at a table, near the table. Then the teacher changes the location of the doll, and the children guess what has changed, using prepositions and changing the word by case table.

"Hide and Seek" The goal is to master prepositions and cases in speech.

The doll Masha came to the children. She wants to play hide and seek with them. “Let's play, you will hide, and I will look. Hide quickly!”

The teacher tells the children where to hide, and Masha guesses.

Teacher: “Kolya, hide under the table, and you, Yura, stand near the closet. Let Tanya hide behind the screen, Sveta behind the chair.”

Mashenka is looking for: “Where is Kolya? He’s under the table, Yura is near the closet, Tanya is behind the screen, and Sveta is behind the chair.”

Masha: “Now I will hide, and you will look for me and tell me where I hid.”

Masha hides under the table.

Where is Masha? - Under the table. Etc.

"Guess what's missing?"The goal is to master the genitive plural form of nouns.

First, the teacher clarifies the name of the toys, presented in quantities from two to five: nesting dolls, pyramids, cubes. Then he hides one of the groups of toys, for example, cubes, under a napkin and asks: “What’s missing?” The children answer: “There are no more cubes.”

"Magic bag"The goal is to use the neuter form of nouns in speech.

Toys are selected: bucket, egg, apple, wheel. During the game, children take out toys one at a time and answer the questions: what is this? What apple? (red, round, sweet), etc.

“What did the little bunny bring us?”The goal is an exercise in gender agreement between nouns and adjectives.

Material: hare, carrot, cucumber, apple, tomato, turnip, orange.

A hare with a sack comes to visit the children. The question arises. What's in his bag? The bunny takes out a carrot.

What is this? (Carrot). What carrot? (Long, red, tasty).

What is this? (Cucumber). What cucumber? (Long, green).

Then the bunny takes out other items.

Dramatization game “What is the doll doing?”The goal is to teach children to change the verb tenses and use the imperative mood.

Everyday scenes are played out: the doll gets up, washes itself, gets dressed, has breakfast, plays, sings, draws.

What has the doll already done? (Drew, had breakfast, washed).

Now let's ask the doll to do something: “Masha, please sing!” Please sit down!

Middle preschool age

In the middle group, the range of grammatical phenomena to be mastered expands.

The content of the training becomes more complex: training continues in the use of singular and plural genitive forms of nouns, the agreement of nouns and adjectives in gender, number and case, the use of different forms of verbs, the formation of the ability to correctly conjugate verbs by person and number, and consciously use prepositions with spatial meaning.

Children should be taught to correctly change words that are difficult for them.

In the fifth year of life, children are given greater independence in the formation of difficult grammatical forms that they have encountered before. However, the model remains the leading teaching method. It is used in cases of atypical changes in words to prevent errors.

The program content and methods of organizing classes are also becoming more complex. In didactic games and dramatization games, not one, but several situations are given (The girl went into the forest. In the forest she met a fox with her cubs, a she-wolf with her cubs, and a she-bear with her cubs).

In the game “What has changed?” not single, but multiple changes are made (not one toy, but two are removed; the location of not one toy, but several is changed).

The requirements for children are increased: they are asked to pronounce the word in the correct form, repeating it after the teacher, think about how to say it correctly, and correct their own or someone else’s mistake.

In the middle group, the development of skills in using nouns continues plural in the nominative, genitive and accusative cases, work to consolidate ideas about the gender of a noun, about the use of unchangeable nouns.

Didactic game“What (who) is missing?”carried out on more difficult verbal material:shoes - shoes, boots - boots, slippers - slippers, felt boots - felt boots, sandals - sandals.

Target - the use of plural nouns in the genitive case.

The same game can be used to master the category of the accusative case.

What's on the table? – Cups, spoons, plates (plural, nominative case, inanimate noun).

Who's on the table? – Ducks, dogs, rabbits (plural, nominative case, animate beings).

Who do you see? – Ducks, dogs, rabbits (plural, vinyl case).

What do you see? – Cups, spoons, plates (plural, vinyl case).

Who is missing? – Ducks, dogs, rabbits (plural, genitive).

What's missing? – Cups, spoons, plates (plural, gender).

Dramatization game"Katya's doll's birthday" Target- mastering the category of the accusative case.

Guests give gifts to the doll.

What did they give Katya?

Misha gave her a ball, Kolya gave her a little duckling, the other children gave her a teddy bear and a rubber elephant.

For mastering the neuter categorysubject pictures and toys are examined. The teacher asks: “What is this? What kind of bucket? or “What is this? What tree?

To teach how to agree nouns with adjectives in gender, you can use verbal exercises:

Big boy . What can you say about a girl? What is she like?

White snow . What can you say about the towel? What is it like?

What can you say about paper? What is she like?

The grass is green. What can you say about a tree? What is it like?

A more difficult task is to select a noun for an adjective in a certain grammatical form.

- Red bow, red flower.What else can you say? red?

Blue sky . What else can you say? blue?

Blue cup. What else can you say about blue??

For assimilation tribal affiliation, development of orientation towardsendings of words when agreeing nouns with adjectives in gender and number This type of exercise is carried out.

Vegetables or fruits lying on a tray are considered:

What is this? (Pear). What is it like7 (Yellow, sweet, juicy, tasty, oblong).

What is this? (Apple). What is it like? (Red, big, round, sweet, tasty).

What is this? (Lemon). What is he like? (Yellow, sour, oval).

You can teach children to use indeclinable nouns correctly by looking at pictures from O.I. Solovyova’s album “Speak Correctly”:

What is this? What color is the coat? Who wears a coat? Where does the girl hang her coat? What kind of coat do you have7, etc.

In the game “Bear, do it!” children are taught use verbsimperative mood:lie down, jump, put down, draw, search.

A bear cub comes to visit the children, he knows how to fulfill requests, you just need to ask him correctly: “bear, please lie down on your side!”

The bear lies down only if the word is said grammatically correctly.

Exercise "What do you want to do?". The goal is to exercise using a mixed verb want.

To the teacher’s question “What do you want to do?”, the children answer: “We want to sing, play, dance.” To the question “What do you want to do?”, the child answers “I want to draw.”

To use this verb, special situations are created in the classroom (“Do you want to listen to a fairy tale? Do you want to watch the bear do gymnastics?”), in everyday activities (“Do you want to help me arrange pencils? Do you want to help me feed the fish?”), in everyday life communication (“Tanya, would you like to show your drawing to your mother? Seryozha, do you think Olya wants to play with you?”).

Senior preschool age

At senior preschool age, the assimilation of the native language system is completed. By the age of 6, children learn the basic patterns of changing and combining words into sentences, agreement in gender, number, and case. But isolated, atypical forms cause difficulties.

Children encounter errors in the alternation of consonants ( ear - “ears” instead ears, long-eared» instead of long-eared ), in the use of plural nouns in the genitive case, difficulties in forming the imperative mood of verbs(go, lie down, wipe, erase. put, fold) and comparative degree of the adjective(more beautiful, deeper, sweeter, harder, higher, better).Difficulties for the child include the combination of nouns with numerals, pronouns, the use of participles, verbs want, call.

Older preschoolers continue to be taught those forms that they have difficulty mastering: agreement of nouns with adjectives and numerals (third row, fifth table),use of pronouns them, to them and their coordination with numerals form the ability to correctly use unchangeable nouns.

The teaching uses pictures, verbal didactic games and special verbal grammar exercises. The pattern of grammatical form is still used.

Examples of games and game exercises

To assimilate tribal affiliation.

A game “Describe the picture”

Material for the game: subject pictures (tree, apple, pear, lemon, dress, hat, apron, towel, shirt, bucket, pan, kettle, window, door, house, wheel, bicycle).

The pictures are laid out face down on the table. The child chooses one picture and names the object depicted on it. For example, an apple. The teacher asks: “What is it like?” Children answer: “Big, ripe, round, pink, sweet.”

In the second part of the game, you can invite children to guess several riddles:

Woolen, warm, beautiful, comfortable. What is this?

Yellow, tasty, juicy, ripe. What is this?

Big, ripe, round, sweet. What is this?

Didactic game " Three slats"

Material: subject pictures (teapot, apron, knife, plate, cup, pan, bucket, saucer, window, orange, apple, pear, egg).

First, children are given the task of putting into one pile pictures with objects about which they can say one, secondly – about which we can say one. Thirdly - about which they talk one . Then they must place the pictures on the slats in the same order.

Game “What do you have?” Target - use words with opposite meanings.

I have a long ribbon. What is yours?

I have a small matryoshka doll. What is yours? etc.

Games and exerciseson the use of nouns in the plural, genitive case.

Verbal exercise“What doesn’t Tanya have?”

Tanya began to get ready for a walk. What clothes do you wear when you go for a walk? (Coat, shoes, boots, tights, knee socks, socks, leggings, trousers, jacket, sweater).

Tanya only prepared a scarf. What is she missing? (Socks, knee socks, leggings, shoes, coats...)

Game "One and Many".

I have one sock. And you? - I have a lot of socks.

I have one boot. And you? – I have a lot of boots, etc.

Games and exerciseson the use of verbs and participles.

Exercise “Who knows how to do what.”

The dog barks, guards (the house), growls, runs, gnaws (bones).

The cat meows, purrs, scratches, plays, catches mice, laps up milk.

A game " Who can name more actions?

What can you do with the ball?

What can you do with water?

What can you do with flowers?

Verbal exercise“Where you can do what.”

What can you do in the forest?

What can you do on the river?

What can you do in the garden?

Verbal exercise“Tell me which one?”

The boy is reading. What boy? (reading).

The girl is jumping. Which girl? (jumping).

The tree is blooming. What tree? (blooming).

Questions to update basic knowledge

1. What morphological skills are formed in children in early preschool age?

2. What are the complications in working with middle school children?

3. What atypical grammatical forms cause difficulties in learning for children of older preschool age?

Pedagogical tasks

Determine the objectives of didactic games and exercises with children.

1. “Count it!”

Children are shown object pictures depicting different animals: a bear cub, a bunny, a hedgehog, a wolf. The task for the children is to count the animals, if there are one, two, five.

2. “What can you say?”

Children are asked to answer the question: what can be said about

Green,

big,

Delicious.

3. “Ask Mishka.”

Children are asked to name the action that Bear must perform from the verbs: sit, lie down, dance, jump, sit, ride.

4. “Who is lost?”

The teacher looks at pictures with the children that depict calves, kids, hares, goslings, etc. Then one of the pictures is removed and the children must say who is missing, who is lost?

5. “Who needs what for work?

Who needs a stove and pots?

Who needs a fire extinguisher?

Who needs a thermometer or phonendoscope?

Who needs a pointer?

Who needs a sewing machine?

6. “Who defends themselves with what?”

Children are asked how different animals protect themselves: elephant, hedgehog, deer, goose, cat, dog, etc.

7. “What color is what?”

Hat (blue), scarf (blue), coat (blue), mittens (blue).

Assignments to expand and deepen knowledge on the topic

1. Select several didactic games to play with children during teaching practice.

Topic: Methodology for developing syntactic skills

When working on syntax, the task associated with developing skills in constructing different types of sentences and the ability to combine them into a coherent statement comes to the fore.

Working on a proposal begins with working on a simple, uncommon sentence.

First, children are taught to answer an adult’s questions in one word:

What does mom do? (Is reading).

What is the dog doing? (Barks).

What are the children doing? (Singing).

Children are then taught to construct simple sentences by answering questions completely. To do this, you can use pictures from O.I. Solovyova’s album.

What is the girl doing? - The girl is drawing.

What are the guys doing? - The guys are listening to the radio.

Work on the grammatical design of the sentence and its distribution is carried out in parallel.

The formation of the ability to construct common sentences is facilitated by tasks like “finish the sentence”:

The teacher teaches whom? (Students).

The postman delivers what? (Letters, newspapers).

The watchmaker is fixing what? (Watch).

Who is the doctor treating? (Patients).

While looking at a picture or toy, children spread the proposal with the help of the teacher.

Who is this? - Cat.

What cat? “Cat,” says the teacher, lowering his voice, ...

“...gray, fluffy,” the children finish.

What does the gray one do? fluffy cat?

A gray fluffy cat...lies on the rug.

In the younger groupchildren are taught to extend sentences at the expense of homogeneous members.

In front of the children are sets of pictures: vegetables (carrots, onions, cucumbers, potatoes); fruits (apples, oranges, lemons); animals (cat, dog, cow, calf); furniture (tables, chairs, cabinets). First, the teacher clarifies what is drawn in the pictures, then begins a sentence, and the children continue.

Mom bought carrots, onions at the store...

In the village of my grandmother there live... a cat, a dog, a cow and a calf.

Children practice using generalizing words before homogeneous members of a sentence. The teacher begins:

Brought to kindergarten new furniture... tables, chairs, lockers.

They sell it in the store delicious fruits...apples, oranges, lemons.

Children continue the sentence, and then repeat it after the teacher.

To compose sentences, it is advisable to use plot pictures. Looking at them with the children, the teacher asks questions, and the children answer them simple sentence, consisting of their subject, predicate, circumstance, definition or addition.

What are the children doing? - The children go to the forest.

What will children do in the forest? – They will pick berries and mushrooms.

Where will children pick berries and mushrooms? – they will collect berries and mushrooms in a basket.

In addition to constructing sentences, children practice changing verbs.

But what can you say if the children are just about to go into the forest? (The children will go to the forest).

What if the children were already in the forest? (The children went to the forest).

To train children in constructing sentences, you can use the following dramatization games:

"Day of the Doll" (What does the doll do? The doll draws. The doll sings. The doll dances).

"Mishka's gymnastics." (What does Teddy bear do? Teddy bear runs. Teddy bear crouches).

Thus, the formation of syntactic skills in children of primary preschool age is carried out in the following sequence: children learn to answer questions in monosyllables, construct a simple sentence, formulate and distribute it using homogeneous members, and then use generalizing words before homogeneous members. Finally, they are led to formulate complex sentences.

All exercises should be done in a fun and playful way.

Formation of the syntactic side of speechin children of the middle groupassociated with the formation of coherent speech, and primarily with its monologue form.

In the speech of a child of the 5th year of life, the number of simple common sentences increases. At the same time, it has been noticed that children do not always construct sentences correctly: they violate the order of words, use two subjects each (“dad and mom, they ...”), rearrange words, omit or replace conjunctions, and make little use of definitions and circumstances.

In the middle group, work continues on the grammatical design of the sentence and its distribution.

Children are offered several pictures: 1) a girl mopping the floor;

2) the boy makes a boat for the girl; 3) the girl draws a clown.

When answering questions (who? is doing what?), children first build two-word sentences, then use auxiliary questions to expand them.

1) The boy makes a boat.

Who is this? - This is a boy.

What is the boy doing? – Is the boy making a boat?

Who is the boy making a boat for? – The boy makes a boat for the girl.

2) The girl draws a clown.

Who is this? - It's a girl.

What is the girl doing? - The girl is drawing.

Who is the girl drawing? – The girl draws a clown.

What kind of clown is the girl drawing? – The girl draws a cheerful clown.

How does a girl draw a cheerful clown? – The girl draws a cheerful clown with pencils.

What pencils does a girl use to draw a cheerful clown? – The girl draws a cheerful clown with colored pencils.

For the correct construction of sentences, mastery of verbal vocabulary is essential. For this purpose, exercises such as “Complete the sentence” or specially created everyday situations are used.

Masha took the iron, she will... (iron the clothes).

Dima took a saw, he will... (cut a log).

Yura took an ax, he will... (chop wood).

They bought Alyosha a bicycle, he will ... (ride a bicycle).

Productive exercises are those in which the child must answer questions in complete sentences.

Who is taken to kindergarten?

Whom does the teacher teach?

What does the artist draw?

To correctly construct complex sentences, it is important to understand the meaning of conjunctions and subordination. It is necessary to intensify the use of coordinating conjunctions in children’s speech ( a, but, and, something ), serving to connect words in a sentence and to connect sentences and subordinating conjunctions (what, so, because, if, when, since), to link sentences.

You can introduce conjunctions into speech through exercises in which you need to answer questions with a whole sentence or complete a sentence.

“Finish the sentence.”

Tanya was given a doll because...

We went for a walk outside when...

The children went to school to...

Nadya didn’t listen to her mother, so...

It started to rain, but we...

"Answer the questions".

Why do birds fly south in the fall?

When can you cross the street?

What is a vacuum cleaner for?

Why did Misha go to the library?

Questions “why?”, “why?”, “when?”, “for what?” develop in the child the ability to establish cause-and-effect, temporary, target connections and relationships.

Specially developed techniques help children master the skills of constructing complex sentences.

1) Compose complex sentences based on two pictures.

Children look at pictures that are similar in plot and, following the example of the teacher, independently compose a sentence.

A squirrel sits on a Christmas tree. The hare sits under the tree.

The girl is unpacking the bed. The girl is sleeping.

The children went into the forest. The girl is sitting on a bench.

The girl sweeps the floor. The boy is clearing away the dishes.

2) The child independently comes up with sentences:

With morphologically difficult words:coat, subway, radio; put on, undress, take off, put on;

With phrases:a meowing cat, a barking dog, a flying plane, a babbling brook; yellow, fluffy chicken;

With a few words:girl, boy, ball; boy, dog, sled;

With unions: if, since, therefore.

In older preschool ageThe syntactic side of speech is significantly improved.

Children generally correctly construct simple common sentences with homogeneous members and isolated phrases; use complex and complex sentences in speech, direct speech, using connective, adversative and disjunctive conjunctions.

In order to develop the syntactic side of speech, didactic games, plot pictures, verbal exercises, communicative situations, and literary texts are used. For example:

Selection of homogeneous definitionsto agree a noun with an adjective in gender and number.

What is the weather today? (Good).

Why good? (The sun is shining, it’s warm, there’s no wind, there’s no rain).

What day is it like when it's warm? (Warm).

What day is it like when the sun is shining? (Solar).

And when there is no wind? (Windless). Etc.

Drying sentences and composing answers to questionswith the correct use of prepositions.

Offers.

The children were at school. The boy entered the house.

There was snow on the roof. The cat crawled under the chair.

The sparrow was sitting on the fence. The swimmer dived under the water.

Motor ships dock at the pier. The man turned the corner.

The dishes were placed on the table.

Questions.

Where did the children come from? (From …)

Where did they dump the snow from? (WITH..)

Where did the sparrow come from? (WITH …)

Where do the ships depart from? (From...)

Where did the dishes come from? (So...)

Where did the boy come from? (Because of)

Where did the cat come from? (From under...)

Where did the swimmer emerge from? (From under...)

Where did the person come from? (Because of …)

The development of the syntactic side of speech is also carried out in classes on teaching monologue speech. Different types stories encourage the child to use various syntactic structures.

Questions to update basic knowledge.

1. What are the objectives of working on syntax?

2. Reveal the sequence of work on a sentence in early preschool age.

3. How does work on the syntactic side of children’s speech become more difficult in the middle group of kindergarten?

4. What syntactic skills develop in children of older preschool age?

Pedagogical tasks.

Determine the tasks of working with children.

1. The teacher offers the children the task of finishing the sentence:

We will go for a walk if... (it doesn’t rain).

If I had not helped Natasha, she would... (could have fallen).

We need to take an umbrella, because... (it’s raining).

2. Children are shown a picture pair: lemon - orange, cornflower - poppy, cup and mug, etc. Children, following the example of the teacher, must make a sentence. For example, “Lemon is sour, and orange is sweet” or “The poppy is red, and the cornflower is blue.”

3. The teacher shows the children a picture of a girl drawing and says that they will play the game “Snowball”. Rules of the game - the teacher makes a sentence based on a picture from two words: “The girl draws”, and each next child I must add one more word to this sentence:

The girl draws a picture.

The girl draws a picture with pencils.

A girl draws a picture with colored pencils. Etc.

4. The teacher invites the children to look at the subject pictures and sort them into groups: transport, school supplies, dishes, etc., and then make a sentence with a specific set of objects. For example, “We bought school supplies for the student: a pencil case, pens, pencils, a sharpener, an eraser.”

5. In the younger group, the teacher invites the children to choose gifts for Tanya’s doll. The children, following the example of the teacher, make up sentences: “I will give Tanya a ball.”

Assignments to expand and deepen knowledge on the topic.

1. Gvozdev A.N. Formation of the grammatical structure of the Russian language in a child.// Reader on the theory and methods of speech development in preschool children. – M., 1999, p. 260-274.

Topic: Methods of teaching word formation methods.

In the process of word formation, simple repetition and memorization of words is unproductive; the child must learn its mechanism and learn to use it. Children should pay attention to the way words are formed using suffixes (teacher - teacher) or prefixes (drove - left - moved - left); develop skills in forming words by analogy.

In early preschool agechildren learn methods of word formation of nouns with suffixes denoting baby animals, dishes; some ways of forming verbs with prefixes.

Thus, when looking at paired pictures, children are taught to form the names of baby animals using the suffixes –onok, -yonok:The cat has a kitten, the mouse has a little mouse, the duck has a duckling, the fox has a little fox.

You can play with the pictures. The teacher shows the picture and says: “I have a kitten. Who is yours?” The child answers: “And I have kittens.”

In the game "Who has who?" (the fox has foxes, hedgehogs have hedgehogs, cows have calves) Children are taught to use the names of animals and their cubs in the nominative singular and plural, in the game “Who’s Missing?” - use the names of animals in the genitive case singular and plural (no longerhedgehogs, foxes, chickens, puppies).

To teach the formation of names of dishes with the help of suffixes, it is advisable to use a game situation: the dolls came to visit, sat down to drink tea, there were tea utensils and crackers on the table. in a rusk bowl, sugar in a sugar bowl, bread in a bread bin, etc.

In the younger group, children are also taught to form verbs in different ways.

Formation of verbs from onomatopoeic words:

Quack-quack-quack! Who is this? (Duck). What is she doing? (Quacks).

Kwa-kwa-kwa! Who is this? (Frog). What is she doing? (Croaks).

Oink oink oink! Who is this? (Piggy). What is she doing? (Grunts).

Forming verbs using prefixes.

walk – come in – leave – come;

entered - left - arrived - left.

Children are introduced to the methods of forming verbs in game situations, in didactic games “What do they do on musical instruments?”, “Who is doing what?”, “Add a word”, etc. An important technique in this work is the example of an adult.

In middle preschool agetraining work is underway in different ways formation of words belonging to different parts of speech.

Children are taught to relate the names of animals and their cubs, to use these names in the singular and plural, in the genitive plural.

The same games are played as in younger groups, but the content of the speech material in them changes and becomes more complex. The following names of animals are introduced, in which the baby is called differently: in a horse - a foal, a cow has a calf, a pig has a piglet, a sheep has a lamb.

They explain to the children that not all baby animals have a name; they are called that way:baby giraffe, baby monkey.

Teaching children grammatical skills is also carried out in game situations, in didactic games and exercises.

Work continues on developing the skill of naming dishes. Children are shown that same values can be expressed by different morphological means: there are words with the suffix–prostrate ( rusk bowl, bread box), but there are others that also mean dishes, but don’t sound like that -salt shaker, oil dish(suffixes –onk, -yonk), kettle, coffee pot(with the suffix –nik).

At this age stage, special attention is paid to the formation of different forms of verbs, conjugation of verbs by persons and numbers.

Work continues on the formation of onomatopoeic verbs (The crow croaks, the cat meows, the rooster crows, the sparrow chirps). Children are taught ways to form verbs in denominative terms:soap - lathers, paint - paints, teacher - teaches, builder - builds).

In older preschool age, the program recommends introducing children to typical methods of word formation.

First of all, children are taught the ability to form names for dishes, baby animals and birds using suffixes (rook - rooks, bullfinch - bullfinches– one and many, but one chick – swallow, titmouse, a lot swallows, titmouses). These skills are reinforced in the games “Shop”, “Zoo”, “Guess what’s missing?” and etc.

A more difficult task is the formation of profession names from different parts of speech using suffixes, prefixes and other means. The child learns to isolate parts of a word (prefixes, roots, suffixes, endings), comprehend them, and operate with them.

Games for children:

1) to form nouns from verbs:

“Name the person’s profession” -

a watchmaker repairs a watch;

builds houses - builder;

sews boots - shoemaker;

tickets are checked by the usher;

works in the library - librarian etc.

"Who is he?" -

stands up for everyone - intercessor;

Works a lot - worker;

Fights often - brawler

Talks a lot - talker and so on.

2) to form feminine nouns using suffixes.

"And me too" -

he is a pilot - I am also a pilot;

he is a dancer - I am a dancer too;

he's smart - I'm smart too etc.

Children are taught to select words with the same root (“cognate words”) (birch, birch, boletus; leaf, deciduous, leaf fall).

One of the tasks is to teach children different ways of forming degrees of comparison of adjectives. The comparative degree is formed using suffixes-ee- (-e), -e-, -te- (synthetic method) and using words More or less (analytically):clean - cleaner - cleaner.

The superlative degree is formed by adding suffixes to the base of the adjective-eysh-, -aysh- (synthetic method) (highest, smartest) and using auxiliary words the most and most (analytical method) (the highest, the most correct).

It is advisable to carry out exercises

a) to form adjectives from noun stems:

Raspberry jam – raspberry;

Strawberry jam – strawberry, etc.;

b) on the use of suffixes of masculine and feminine nouns:

Goes in for sports - an athlete;

Plays football - football player;

Skiing - skier;

Jumps well - jumper, etc.

c) to form possessive adjectives:

A fox has a fox's tail, a hare has a hare's tail, a dog has a dog's tail...

Children should also be introduced to the formation of words when two stems merge:

Airplane, steam locomotive, motor ship, meat grinder, bread slicer;

Soft pink, dark blue, bright red;

Fleet-footed, long-eared, blue-eyed, dark-haired.

Thus, work on developing word formation skills is carried out in all age groups, taking into account the principles of continuity and developmental education.

Questions to update basic knowledge

1. Name the ways of forming words.

2. What is the content and methods of teaching children word formation in the younger group of kindergarten.

3. What is the complexity of the work on developing word formation skills in the middle group of kindergarten?

4. What are the directions for teaching word formation in older preschool groups?

Pedagogical tasks

Determine the tasks that are solved when carrying out the following games and play exercises; with children of what age can they be played?

1. “What is the name of this dish?”

for herring - herring holder

for a teapot – teapot

for the sauce - gravy boat

for crackers - cracker

for bread - bread box

for milk - milk jug

for pepper – pepper shaker

for salad - salad bowl

2. “Give me a hint.”

The teacher addresses the children: “There are so many interesting things in the world. What are they? Tell me, children.

Silk blouse – (silk);

Flannel robe -…

Wool suit -…

Chintz sundress -...

Fur hat -…

Glass glass -…

3. “Today, tomorrow, yesterday.”

The teacher says: “I will call a word an action that is happening today, and you must name the same action if it has already passed and if it is still to happen”:

today yesterday tomorrow

he's going he's going he's going he's going he's going

flying flying will fly

jumping jumping jumping

teaches taught will learn

4. “Call me kindly.”

The teacher calls the word and throws the ball to one of the children. the child, having caught the ball, forms a word with a diminutive suffix and returns the ball to the teacher.

White – (white);

black - …

grey - …

ginger - …

good - …

old - …

native - …

5. “Different eyes.”

The teacher explains to the children that each person has their own special eyes. About a person with blue eyes, we can say that he is blue-eyed. How can you say if:

black eyes – (black-eyed);

blue eyes - (blue-eyed);

green eyes – (green-eyed);

gray eyes – (gray-eyed);

big eyes – (big-eyed);

narrow eyes - (narrow-eyed), etc.

Assignments to expand and deepen knowledge on the topic.

1. Introduction to the program and methodological recommendations on speech development in kindergarten. Gerbova V.V. // Library of education and training programs in kindergarten. – M., 2005.

Bondarenko A.K. Didactic games in kindergarten / A.K. Bondarenko. – M., 1985.

Kaban J. Enrichment and activation of children's vocabulary in the process of work // Preschool education. – 1985. - № 11.

Koltsova M. M. A child learns to speak / M. M. Koltsova. – M., 1973.

Kolunova L. A., Ushakova O. S. “A smart boy.” Work on words in the process of speech development of older preschoolers // Preschool education. – 1994. - No. 9.

Lyublinskaya A. A. Mastering the vocabulary of the language and mastering concepts // Essays on mental development. – M., 1965. – p. 393 – 412.

Mitkina I. N. Features of mastering phraseological units by children of senior preschool age // Strategy preschool education in the 21st century. Problems and prospects. – M., 2001. – p. 140-141.

Sorokina A.I. Didactic games in kindergarten / A.I. Sorokina. – M., 1982.

Strunina E. M., Ushakova O. S. Semantic aspect in the development of speech of older preschoolers // Development of speech and speech communication of preschoolers. – M., 1995.

Udaltsova E.I. Didactic games in the education and training of preschoolers / E.I. Udaltsova. – Minsk, 1976. – p. 24-52.

Strunina E. M. Lexical development preschoolers: Sat. scientific .tr. / ed. O. S. Ushakova. – M., 1990.

Ushakova O. S. Methods of speech development for preschool children / O. S. Ushakova, E. M. Strunina. – M., 2004. – p. 58 – 83; 201 – 234.

Tseitlin S. N. Language and the child: Linguistics of children's speech / S. N. Tseitlin. – M., 2000.

Shvaiko G. S. Games and game exercises for speech development / G. S. Shvaiko; edited by V. V. Gerbova. – M., 1983.

Elkonin D. B. Development of vocabulary and grammatical structure of speech // Psychology of preschool children. – M., 1964. – p. 134 – 147.

Yashina V.I. Development of the vocabulary of children of middle preschool age in role-playing game// Mental education of preschool children. – M., 1980.

Development of grammatical structure of speech in preschool children

The essence of the grammatical structure of speech, its meaning.

Features of children's acquisition of the grammatical structure of speech

In the process of mastering speech, the child acquires skills in the formation and use of grammatical forms.

Grammar is the science of the structure of language, its laws. The formation of the grammatical structure of oral speech in a preschooler includes work on morphology, which studies grammatical meanings within a word (changing it by gender, number, cases), word formation (creating a new word based on another using special means), syntax (combinability and order of words , construction of simple and complex sentences).

From the point of view of linguistics, grammatical meaning either expresses the relationships that exist between words, or indicates the subjective attitude of the speaker to the named objects and phenomena.

Each grammatical form, each morphological element (prefix, suffix, ending) has a specific meaning. Yes, in forms carsA and carss ending A speaks of singular and feminine gender, ending s- about the plural. The ending shows gender, number, case.

The timely formation of the grammatical structure of a child’s language is the most important condition for his full speech and mental development, since language and speech perform a leading function in the development of thinking and verbal communication, in planning and organizing the child’s activities, self-organization of behavior, and in the formation of social connections. Language and speech are the main means of manifestation of the most important mental processes: memory, perception, emotions (Arushanova).

Mastery of the grammatical structure of a language is carried out on the basis of cognitive development, in connection with the development of objective actions, games, labor and other types of children's activities mediated by words, in communication with adults and children.

A.G. Arushanova notes that the formation of different aspects of the language (phonetic, lexical, grammatical) proceeds unevenly and non-simultaneously; at different stages of development one or another aspect comes to the fore. Depending on this, at each stage of a child’s life, the formation of the grammatical structure of the language acquires specific features (Arushanova).

In the third year of life, morphological categories and forms are mastered with the active use of involuntary utterances consisting of one or two sentences. Fundamentally new at this age are inflection and the development of a dialogic form of speech and initiative statements.

In the fourth year of life, word formation and word creation begin in close connection with the expansion of the vocabulary. The formation of statements such as elementary short monologues (stories) begins. Sound pronunciation is being actively mastered.

The fifth year of life is, first of all, the development of spontaneous speech, the formation of phonemic perception, and the awareness of the simplest linguistic patterns, which is manifested in word creation.

The sixth and seventh years of life are the stage of mastering the methods of grammatically correct construction of detailed coherent statements, active mastery of complex syntax during the arbitrary construction of a monologue, the stage of forming grammatically and phonetically correct speech, isolating sentences, words, and sounds from speech. In older preschool age, the formation of coordinated dialogue with peers, the development of subjectivity and initiative in dialogue with adults also occurs.

Mastering grammatically correct speech affects the child’s thinking. He begins to think more logically, consistently, generalize, distract from the specific, and correctly express his thoughts. No wonder K.D. Ushinsky called grammar the logic of language. Each grammatical form expresses some general meaning. Taking a break from specific values words and sentences, grammar gains greater abstraction power, the ability to typify the phenomena of language. Thus, mastering grammatical structure has a huge impact on the development of the child’s speech and psyche, providing him with a transition to language learning at school.

In a preschool institution, the task is not to study the laws of grammar, become familiar with its categories and terminology. Children learn the rules and laws of language through the practice of live speech. The basis for mastering the grammatical structure of speech is the knowledge of the relationships and connections of the surrounding reality, which are expressed in grammatical forms. From amorphous, from a grammatical point of view, speech Small child through the disclosure of connections between objects and phenomena, one comes to an awareness of the essence of grammatical meanings, to master the native language, its vocabulary and grammatical structure.

The results of mastering the native language were well formulated by A.N. Gvozdev. Using a wealth of factual material, he identified the main periods in the formation of the grammatical structure of the Russian language.

The first period is the period of sentences consisting of amorphous root words that are used in one unchanged form in all cases where they are used. It covers the time from the beginning of mastering the native language from about 1 year 3 months to 1 year 10 months. It clearly distinguishes two stages: a) the time of one-word sentences from 1 year 3 months to 1 year 8 months and b) the time of multi-word sentences, mainly two-word sentences, from 1 year 8 months to 1 year 10 months.

The second period is the period of mastering the grammatical structure of a sentence, associated with the formation of grammatical categories and their external expression from 1 year 10 months to 3 years. It is characterized by the rapid growth of different types of simple and complex sentences, in which the members of the sentence are expressed in the syntactic means of the language. It begins with the appearance of the morphological division of words and is distinguished by the wide use of independently formed words and their forms, both in the form of formations by analogy and forms that coincide with generally accepted ones. During this period, grammatical categories and productive types of word formation and inflection are learned.

Within this period, three stages can be outlined: 1) the time of formation of the first forms from 1 year 10 months to 2 years 1 month, when in sentences next to morphologically divided words there are still unchangeable root words (for example, the initial form of a noun, coinciding with the nominative case, is used instead of the accusative case; the initial form of the verb, coinciding with the infinitive, is used instead of the present tense, and purely children's root words are also used); 2) the time of using the inflectional system of the Russian language to express the syntactic connections of words (case endings of nouns, personal endings of verbs); difficult sentence at this time remains non-union; 3) time for mastering function words to express syntactic relations from 2 years 3 months to 3 years. At this time, prepositions and conjunctions appear and are learned, and a complex sentence becomes a conjunction.

The third period is the period of assimilation of the morphological system of the Russian language, characterized by the assimilation of types of declension and conjugation from 3 to 7 years. During this period, instead of mixing unambiguous morphological elements, as often happens in the second period, they are gradually differentiated into separate types of declension and conjugation. At the same time, all individual, stand-alone forms are increasingly assimilated. During this period, the system of endings is learned earlier, and the system of alternations in stems is learned later.

S.N. Tseitlin notes that the first word is at the same time the first utterance - a holophrase. It serves to designate a global, not yet structured situation. During this period, words cannot be divided into classes correlated with parts of speech. It is no coincidence that almost half of the initial children's vocabulary consists of amorphous onomatopoeic words (onomatopoeia) from the so-called “nanny language”: AB-AV, BY-BAY and the like.

Russian words used by a child initially have formative affixes. However, word forms are “frozen” for him for a long period. Until the opposition of at least two forms appeared ( MOM TO MOM), form like MOTHER cannot be considered a true form of the nominative case.

As was shown by A.N. Gvozdev, morphological elements begin to stand out in words very early - about 1 year 11 months. This period is characterized by a transition from solid and amorphous root words in the initial period of child language development to morphologically segmented words. The division of words covers a number of categories for a noun - singular and plural, nominative, accusative and genitive cases, non-diminutive and diminutive forms; verbal categories – imperative mood, infinitive, past and present tense.

First of all, according to the observation of A.N. Gvozdeva, a child learns the number of nouns - 1 year 10 months, since the difference between one and several objects is especially clear, as well as the difference between diminutive and non-diminutive nouns, also based on real existing and easily grasped differences: hand - pen, little hand. Children learn the imperative form early, as it expresses various desires that play an important role for the child. It is more difficult to assimilate relationships that are associated with objects and space (cases), with time (tenses), with participants in speech (persons of verbs).

Thus, all cases without prepositions are learned by the age of two. Among them, the relationship to the object of the action is first established - complete (accusative case) and partial (genitive case). By the age of two, tenses are mostly learned. The category of face is acquired somewhat later, around 2 years 2 months, perhaps due to the fact that it is difficult for the child to navigate the constantly changing designations of faces depending on situations.

The category of the conditional mood is learned late - 2 years 10 months - due to the difficulty of its meaning: it denotes an expected action, and not a really existing one, and accordingly the conditional subordinate clause, 2 years 8 months, as well as the subordinate concessive clause, is learned late. Among the suffixes of nouns, the last place in terms of time of appearance is occupied by suffixes of abstract qualities and actions - from 3 years 4 months and later.

Mastering the category of gender turns out to be extremely difficult and time-consuming, although gender covers a huge number of language phenomena. Obviously, this is due to the fact that the gender of most nouns (except for nouns denoting animate objects comparable in biological sex) is not semanticized, that is, it does not have a distinct meaning. In addition, even gender is not learned through mechanical memorization, but is associated with the morphological structure of nouns, so the gender of nouns with pronounced morphological signs of belonging to the gender is learned earlier.

It is interesting that when mastering grammatical categories, an important role is played by the simultaneous appearance in the child’s speech of words or categories that also serve to express this meaning: along with the appearance of the plural - 1 year 10 months - the word “many” also appears ( NEGA), the assimilation of the future tense – 2 years – is associated with the appearance of the words “now” ( BIBS) and "soon" ( COLA), personal pronouns are learned in parallel with personal forms of the verb up to 2 years 2 months (Gvozdev).

A.N. Gvozdev discovered the following pattern. In the assimilation of grammatical structure, a certain sequence is observed: first, general and then specific categories located within these broader categories are assimilated. We can observe this in the acquisition of number in nouns: initially, the singular and plural are applied to all groups of nouns (“ ONE OF YOUR PANTS is dirty!”, “We always wash DISHES in the doll’s corner!”, “What a funny ANIMAL, look!” etc.), and only much later do groups of nouns begin to separate out, which have an incomplete paradigm in number (collective, abstract).

For a long time, animate nouns have not been distinguished in the form of the accusative case, for which, just like inanimate ones, the accusative coincides with the nominative (“ My mother gave me a DUCKling"). Adjectives do not initially have a possessive group; they are used like other adjectives, with full endings (“ WOLF TEETH», « Daddy's daughter»).

In the past tense of the verb, at first there is no differentiation by gender, and the past tense for about two months, from 1 year 10 months to 2 years, is used in a single form that coincides with the feminine gender; then the confusion of the genera begins, and only after a considerable period is the distinction between the genera and their correct use established.

A.N. Gvozdev noted that the three main parts of the Russian language present various difficulties: in relation to nouns, the most difficult thing is to master endings, in relation to verbs - mastering the basics, in relation to adjectives - word formation, the form of the comparative degree.

The most common mistakes are described in educational and methodological manuals by O.I. Solovyova, A.M. Borodich, L.P. Fedorenko and others.

Let's list some morphological errors in children's speech.

1. Incorrect endings of nouns.

a) in the genitive case, plural:

PENCIL, EZHOV, DOOR, FLOORS(norm - ending to her),

GIRLS, DOLLS, BUTTONS, KITTENS, PUPPIES(norm – zero ending),

b) form of the genitive case, singular:

AT A DOLL, AT A SISTER, AT A MOM, WITHOUT A SPOON;

c) accusative form of animate and inanimate nouns:

Seryozha caught a catfish; Dad gave me a BABY ELEPHANT;

d) prepositional case form of masculine inanimate nouns:

IN THE FOREST, IN THE NOSE, IN THE GARDEN.

2. Declension of indeclinable nouns:

ON THE COAT, ON THE PIANO, COFFEE, IN THE CINEMA.

3. Formation of the plural of nouns denoting baby animals:

LAMBS, PIGS, FOALS, KITTENS.

4. Changing the gender of nouns:

BIG APPLE, DELICIOUS ICE CREAM, BLANKETS RAN AWAY, DAD

GONE, DRESS IS GREEN.

5. Formation of verb forms:

a) imperative mood:

SEARCH, SING, RIDE, RIDE, STORE;

b) changing the stem of the verb:

I SEARCH, I CRY, I CAN, I SPLASH, I DRAW;

I accidentally KISSED you; I want to DRAW a little.

c) verb conjugation:

DO YOU WANT(Want), YOU WILL GIVE(give it) SPLUT(sleeping) EAT(eat).

6. Incorrect participle form:

BROKEN, SEWED, TORN.

7. Formation of the comparative degree of an adjective:

BRIGHTER, CLEANER, BADER, BEAUTIFUL.

8. Endings of pronouns in indirect cases:

MY ears hurt; YOU HAVE A NEW DRESS; IN THIS pocket; Do you know WHO I rode? On horseback!; You weren't there yesterday? – WE were!

9. Declension of numerals:

TWO HOUSES; Go TWO AT A TIME; WITH TWO.

In everyday communication, children also experience other errors caused by the peculiarities of their surrounding speech environment (dialect, colloquial): DRESS instead of PUT ON; RUN instead of RUN; LYING instead of LYAG and so on.: DADI I need a red pencil.

The morphological and syntactic aspects of speech develop in parallel. There are fewer difficulties in mastering syntax, although it has been noted that syntactic errors are more persistent.

Data on the peculiarities of mastering the syntactic structure of speech are available in the works of A.N. Gvozdeva, A.M. Leushina, N.A. Rybnikova, S.N. Tseytlin, V.I. Yadeshko.

The first words of a child are at the same time the first utterances of the child, since he pronounces a word for a reason, but with the help of words he expresses certain communicative intentions, which an adult is usually able to correctly interpret. Their communicative intentions are still elementary simple, and they can express a lot with a limited set of words, using them in combination with non-verbal signs - gestures, facial expressions, actions. A huge role in this is played by the situation, which relieves the child of the need to look for words. The fact that the child’s speech at this stage is situational greatly facilitates both the production of speech and its understanding. The child speaks only about what takes place here and now and concerns himself and his immediate interlocutor.

Children's one-word utterances are now commonly called holophrases. This term emphasizes that in these statements, despite the limited formal means of expression, a rather complex, voluminous structure is presented. Intonation is an extremely significant and accessible way of expressing meaning even for a small child. The same word can be an element of holophrases with different meanings. As noted by S.N. Tseytlin, word MOTHER uttered by a child at the “word-sentence” stage can have different meanings:

Call for communication;

A request to take him in your arms (in combination with a characteristic gesture - arms outstretched towards the mother);

A joyful message addressed to another person regarding the mother entering the room;

A request that the mother open the nesting doll (which follows unsuccessful attempts to do this on her own), while handing the matryoshka to the mother;

Indication that the book he is pointing to at that moment is usually read by his mother (Tseitlin)

E.S. Kubryakova identified four main types of holophrases in accordance with their functions in communication:

Getting an adult's attention: MOTHER! DI!(go);

Report of something seen and heard: BI-BI (a truck passed outside the window);

Testing a hypothesis about the name of this or that object: TISI (clock) - points to the clock hanging on the wall, waiting for confirmation from an adult that what he said was correct;

A request for something is a prototype of interrogative sentences): DAD? - with a questioning intonation when the father leaves the room, it means: where did he go?

The development and improvement of a child’s speech activity is inseparable from the development of his objective and cognitive activity. Cognitive development is ahead of verbal development, anticipating the syntactic structuring of a statement. Being involved in objective activity, the child alternately plays the roles of subject, object, recipient of the action, etc.

In the period from 1 year 8 months to 1 year 10 months, two-word sentences appear, incomplete simple ones, representing a conscious construction, where each word denotes an object or action. This is an important stage in the development of speech activity - the child moves to a combination of linguistic units, and a syntactic structure as such emerges.

The supporting components of two-word sentences in children’s speech are words MORE, BYE, BYE, BYE, BYE and some others. Statements that include these words are such that they absolutely exclude the idea of their direct borrowing from the speech of adults: ISE BBC(take another ride in the car); ISE NISKA(read another book); PUSSY IS THERE and so on.

Using two-word sentences, children describe a small range of standard situations:

Location of person or object: TOSYA IS THERE; BABA KESIA(grandmother in a chair);

Please give something: GIVE TISI(give me a watch); ISE MAKA(give me some more milk);

Denying something: DYUS TUTYU(no goose, hidden);

Description of the current situation: DADDY BYE BYE, – and the completed action: BEEP BANG(points to the typewriter lying on the floor);

Indication of item ownership: MAMI TSASKA(mom's cup);

Item quality: MOM BYAKA; HOUSE VO-O! (the house is big).

The words that make up two-word statements do not yet have a normative morphological design - the nouns are in the initial form, identical to the nominative case form, which is a frozen form; Of the verbs, only DAI is used, which is also a frozen form. Onomatopoeia and other amorphous words from the “language of nannies” actively act as predicates, which are perfectly suitable for this role, since they are unchangeable (Tseitlin).

Towards the end of a short period of two-word sentences, a so-called lexical explosion occurs in children’s speech - a rapid growth of active vocabulary, which largely determines the transition to polysyllabic utterances. By the age of two, most children are able to construct a sentence of three or four words. This is the beginning of mastering a simple common sentence. Around 1 year 9 months, sentences with homogeneous members appear. The child reaches the highest point of using simple common sentences at 5 years 5 months.

And here you can observe how speech development follows cognitive development. Gradually, ways of grammatically expressing more and more new fragments of the child’s picture of the world are being developed. The linear chain of supply components increases.

The first difficult ones non-union proposals appear at 1 year 9 months. From two to three years old, complex sentences with conjunctions appear. Initially, multi-word sentences are a combination of two two-syllable sentences: DADDY BY-BY THERE (PAPA BY-BY + PAPA BY THEM). Coordinating and subordinating conjunctions are learned in parallel. The presence of complex sentences indicates increasingly complex connections (causal, temporal, etc.) between individual ideas.

Children of the fourth year of life rarely use complex sentences in ordinary communication. The structure of the sentences they use is simple, total is small and increases slightly with age: in the fourth year of life - 8%, in the fifth - 11%, in the sixth - 17% (Yadeshko). Children use complex sentences quite easily; sentences that are part of a complex sentence become more common: Once upon a time there lived a grandfather and a woman, and they had neither a granddaughter, nor a bug, nor an animal, nor a daughter, and an old man went to take out the garbage and brought a lump, and it was the Snow Maiden.(4 years 11 months). In the fifth year of life, subordinate clauses of time appear ( WHEN THESE TREES ARE ATTACKED BY LEAVES, THEY WILL BE LIKE IDEAL), causes (I WILL NOT MAKE A FIRE BECAUSE I WANT TO SEE WHAT HAPPEN NEXT) places (WHERE WE WALKED, THERE WERE LOST). Sentences with subordinate modifiers are less common (WHERE IS THE CAR THAT AUNT NADYA GAVE?), conditional (TASTE IS DETERMINED BY THE TONGUE, BUT IF I DIP MY FINGER IN JAM, IT WILL BE UNCLEAR WHETHER IT IS SWEET OR NOT; IF YOU PLAY, YOU WILL NOT LEARN ANYTHING AND YOU WILL BE CALLED “STUPID PEASANT”), goals (WHY WERE THE POTATOES BURIED IN THE GROUND? SO THAT NO ONE WOULD STOLEN IT?- watches how potatoes are planted). Older children are able to contrast homogeneous members of a sentence and use adversative conjunctions (I WRITE, NOT DRAW, THESE ARE LETTERS, NOT SCROLLS!).

Noteworthy is the child’s persistent reluctance to resort to the so-called double negative. Instead of I NEVER EAT PORRIDGE child says: I ALWAYS DON'T EAT PORRIDGE or I NEVER EAT PORRIDGE; compare: HE RARELY COME TO ME AT ALL, AND SOMETIMES EVEN NEVER.

Let us note the features of word order that characterize the child’s speech during the period of multiword sentences:

The direct object precedes the predicate: GRANDFATHER IS FIXING THE LAMP; MOM BROUGHT A DOLL(the most important word for the child is put first);

The adjective definition follows the noun: THE GREEN CROCODILE HAS A BIG TAIL;

Auxiliary verbs and linking verbs BE in the analytical form of the future tense follow the infinitive: MINKA BUMP WANTS(Minka wants to go for a walk); I WILL BE QUOTED(I will read);

An interrogative sentence begins with what is more important for the child: MASHA CRIED WHY?;

The answer to the question “why?” begin with WHY WHAT: WHY WHAT DIDN’T COME, BECAUSE YOU WAS SICK(I didn’t come because I was sick).

Sometimes the union connection is formed incorrectly:

A conjunction or part of a conjunction is omitted: AND I TRIED TO SLEEP TODAY, FELL ASLEEP (so) THAT EVEN MIKE WAS SWEATING; THERE'S ANOTHER UNCLE'S BALL BURST BECAUSE (I) PRESSED IT HARD;

One union is replaced by another: I WEARED A WARM FUR COAT BECAUSE IT'S COLD OUTSIDE; I WON'T GO FOR A WALK BECAUSE I DON'T WANT TO;

The conjunction is not placed in the place where it is usually used : WE WERE WALKING WHEN OUT OF THE GARDEN, THUNDER ROLLED!

Mastering methods of word formation during preschool childhood

Mastering the methods of word formation is one of the aspects of children’s speech development. In the Russian language, the modern way of word formation is the way of combining morphemes of different meanings. Preschoolers are introduced to the ability to create a new word on the basis of another word with the same root by which it is motivated (i.e., derived from it in meaning and form), with the help of affixes (endings, prefixes, suffixes).

A.N. Gvozdev noted some features of how children master the process of word formation.

Firstly, he writes, what is striking is the impeccable accuracy with which the child identifies individual roots, prefixes, suffixes, and endings. Many hundreds of independently formed words and forms, covering all types of word formation and inflection, are completely error-free. This skill is revealed as soon as the child begins to divide words into morphemes. Of course, such a selection of morphemes is not yet a matter of conscious analysis. From about three to four years of age, a child develops a tendency to think about various issues of the structure of language.

Secondly, in children's language, especially in the initial period, there is a clearly visible tendency to use morphological elements in the very form in which they were extracted from a particular word; this is expressed in the widely practiced form and word formation without alternations and other changes in the bases : I'LL JUMP, I'LL JUMP, IT'S SO EASIER FOR ME, IT'S RUNNING, IN THE NOSE AND IN THE MOUTH, I CAN, I WILL NOT LET GO, TOOK and so on. This constancy of morphological elements when used is an expression of their external unity in accordance with the internal unity of meaning.

Thirdly, the initial period of use of morphological elements is characterized by freedom of their use in the sense that several morphemes with the same meaning are not differentiated in their use: or they are mixed, used one instead of another ( HERBS, HERBS, HERBS); or one turns out to be dominant and is used instead of all others ( GRASSES, MITTENS, LEGS, PIGS, FROGS, GIRLS, PEOPLE; GEESE, CHICKENS, COCKS).

Fourthly, the use of one or another basis for the formation of different forms is not limited to one part of speech. Thus, from the stems of each of the main parts of speech, the formation of individual forms of all other parts of speech was recorded: from the stem of a noun - adjectives and verbs ( MASHINSKY, COW, SIZED- lay down on the sofa, NIGHT DOG– black); from the adjective stem - nouns and verbs ( BEAUTIFUL, YUMMY, WET), from the stem of the verb – nouns and adjectives ( CUTTER-lumberjack, I AM THE TUMBLERSTER OF EVERYONE- jumped better, somersaulted, WE'RE SO DIFFERENT – We follow all the rules). But such breadth is not achieved immediately: the earliest independent formations are usually limited to the construction of forms within one part of speech. Here we observe the formation of a word form from the stem of another form using its own stem. Thus, for the same verbs, the present is formed from the stem of the infinitive ( I DRAW, I JUMP, I KISS), and the infinitive from the present stem ( KNOCK, KISS). Similarly for nouns when forming plural forms from the singular stem ( CCI) and, conversely, forms of the singular from the base of the plural ( USHA- ear).

Thus, in the assimilation of forms, the following sequence is observed: first, all the most typical, ordinary, all productive forms in the field of word formation and inflection are assimilated. Anything singular, exceptional, that violates the norms of the language system is often forced out of speech. In other words, the basic and the exceptional are distinguished by time and by the nature of assimilation: first of all, everything that is typical and significant is assimilated, and when this “spirit” of the language, its living system, is assimilated, against the background of this system, all the details are laid out, in accordance with tradition. various deviations from it.

In psychological and linguistic literature, word formation is associated with children's word creation. Independent word formation and word creation in children are considered by D.B. Elkonin, “as a symptom of a child’s mastery of linguistic reality.” Word creation indicates children’s active acquisition of grammatical structure. The remarkable Russian scientist I.A. paid great attention to the child’s speech activity. Baudouin de Courtenay, who believed that children's innovations could predict the future state of the language. Works by I.A. Baudouin de Courtenay was inspired by the young K.I. Chukovsky for the study of children's speech. Although K.I. Chukovsky was not a professional linguist; in his book “From Two to Five” the most interesting linguistic problems related mainly to childhood neoplasms were posed and solved in a new way. Discussing the question of the relationship between imitation and creativity in language acquisition, he brilliantly demonstrated how inextricably fused one and the other, showed how great the speech talent of a child is, capable of assimilating language models and rules based on the analysis of adult speech. In the book by K.I. Chukovsky makes a seemingly paradoxical idea that “children’s sayings are sometimes even more correct than ours.” By stating this, he meant, first of all, cases of word formation and form formation that does not correspond to the norm. Speaking about the correctness of children's irregularities (he came up with a wonderful name for them - “absurd absurdities”), K.I. Chukovsky, in fact, anticipated one of the important linguistic discoveries - the discovery of the fact that language has a two-stage structure, divided into a system and a norm. Children's word and form formations, in his opinion, correspond to the deep level of language - the so-called language system, despite the fact that they contradict the norm, that is, generally accepted use, tradition.

K.I. Chukovsky noted the most important circumstance that the same cases of deviation from language norm occur in the speech of different children completely independently of each other. The vastness of the material at his disposal allowed him to identify recurring and frequent cases, and this, in turn, confirmed the idea that there are objective and strict patterns leading to the appearance of childhood neoplasms.

According to A.G. Tambovtseva (Arushanova), there are “spontaneous semanticists”, very sensitive to the meaning of a word, shades of meaning. Children convey the same meaning of a word using a variety of means, each time solving virtually the same problem in a new way (“ a duck has ducklings, a deer has a fawn, a moose has moose cows"). There are “spontaneous formalists” who solve tasks of the same type in one way, not paying attention to the fact that specific objects are unfamiliar to them (“ This is a duck and her ducklings, this is a doe and a fawn, these are beavers and cubs, this is a hazel grouse and her hazel grouse.»).

By the end of preschool age, children's word formation approaches the normative one, and therefore the intensity of word creation decreases. For teaching methods, the conclusion about the need for special attention to the formation of means and methods of word formation in middle and senior preschool age is important.

Methods for forming the grammatical structure of speech in preschoolers

The tasks of working on the formation of the grammatical aspect of speech in children can be considered in three directions:

1) help children practically master the morphological system of their native language;

2) help children master the syntactic side: teach the correct agreement of words in a sentence, constructing different types of sentences and combining them in a coherent text;

3) communicate knowledge about some norms for the formation of word forms - word formation.

Ways to form correct speech:

Creation of a favorable language environment that provides examples of literate speech; in this regard, it is necessary to improve the speech culture of adults;

Special teaching of difficult grammatical forms for children, aimed at preventing mistakes;

Formation of grammatical skills in the practice of verbal communication;

Correcting grammatical errors in children's speech.

The main means of forming grammatically correct speech is training, which is carried out in special classes. Training is in the nature of exercises and didactic games with or without visual material (in older groups). Natural objects, toys, pictures can serve as visual material (see visual and methodological album by O.I. Solovyova “Speak Correctly”). Methods and techniques for teaching grammatically correct speech are selected based on knowledge of the child’s age characteristics (see the book for kindergarten teachers by A.G. Arushanova, “Speech and Speech Communication of Children”).

So, the first direction is the formation of the morphological side of speech. Junior preschool age is characterized by the fact that by the age of three, children master the most typical indicators of such grammatical categories as case, gender, number, tense, but do not master the entire diversity of these categories. In the fourth year of life, the child focuses on the original form of the word, which is associated with the active assimilation of the gender category. There is a desire to preserve the verbal basis of the word ( I CAN, I WILL NOT LET GO). Therefore, in younger groups, a significant place is occupied by work on developing an understanding of the grammatical forms of words and their use in speech.

The main content of the work comes down to teaching how to change words by case, agreeing nouns with adjectives in gender and number, and using prepositions ( in, on, behind, under, about) and verbs. These grammatical skills are taught mainly in the form of didactic games and dramatization games. Classes are conducted with toys, since the toy allows you to track changes in place ( on the table, under the table), positions ( sitting, standing), actions ( jumps, plays); name qualities - color, shape ( blue ball, small; white, fluffy bunny), numerical ratios ( one cat, but many kittens). To master various grammatical categories E.I. Tikheyeva recommends conducting the following didactic games: "What changed?"(correct use of prepositions with spatial meaning), "Hide and Seek"(learning prepositions and cases), "Guess what's missing?"(learning the genitive plural form), "Magic bag"(orientation in gender of words denoting various objects hidden in a bag; exercise in correct agreement of an adjective with a noun). Difficult grammatical forms are formed by the teacher; here it is useful to use conjugate speech, followed by reflected speech.

In the fifth year of life (middle preschool age), children develop a large number of errors due to the increasingly complex structure of speech, but at the same time, an increase in the number of correct grammatical forms is observed in children’s speech.

The formation of grammatical skills is helped by the need to speak correctly that arises at this age, past experience, and the child’s development of the ability to mobilize his memory, change words more consciously, and look for the correct forms (“ Did I say correctly?»).

The content of training becomes more complex. On the one hand, we continue to teach children to correctly use the genitive plural forms of nouns, agree on nouns and adjectives in gender, number and case, use different verb forms (conjugating verbs by person and number), and consciously use prepositions with spatial meaning. On the other hand, due to the fact that at this stage the formation of the grammatical structure of speech is, to a greater extent than before, associated with the development of monologue speech, children should be taught to correctly change words that are difficult for them.

There are no special differences in the teaching methods in the classroom compared to younger groups. Both toys and pictures are used equally. Some grammatical forms must be learned without visual material. The leading teaching technique remains the model; it is used in cases of atypical changes in words in order to prevent errors. In didactic games, not one, but several situations are presented, not single, but multiple changes are made (for example, in the game "Guess who's missing?" remove two toys at a time). The requirements for clarity and intelligibility of pronunciation are increasing. The teacher involves the child in correcting his own and others’ mistakes.

Didactic games are replenished with games for mastering the category of animation and inanimateness (“What (who) do we see?”), imperative mood of the verb (“Bear, do it!”). Verbal exercises are introduced to consolidate the category of gender of nouns, agreeing adjectives with nouns, using indeclinable nouns, disconjugated verbs (to want and to run). For example: Big boy. What can you say about a girl? What is she like? What (who) else can you say great things about? Big? Big?

At senior preschool age, the assimilation of the native language system is completed. By the age of six, children learn the basic patterns of changing and combining words into sentences, agreement in gender, number and case. Only atypical forms cause difficulty. Children sometimes encounter errors in the alternation of consonants ( “I vengeance and my vengeance is terrible”), in the use of nouns in the genitive case in the plural ("Don't scare the aliens"), in the formation of the imperative mood of verbs ( DRIVE, LIE, LIE, WIPE, WIPE) and comparative degree of adjective and adverb (" This road is SHORTER», « I RUBBED my face DRY"). Difficulties for a child are the combination of nouns with numerals ( WITH TWO CHILDREN), pronouns ( THEIR yard), use of participles ( BROKEN, PAINTED), verbs want, run, call (THEY ARE RUNNING, HE WANTS, THEY CALL YOU).

The acquisition of grammar at this age is facilitated by the development of elements of logical, abstract thinking, and the formation of linguistic generalizations.

The tasks of this age stage are: to teach children to correctly change all the words in their active dictionary, to cultivate in the child a critical attitude towards grammatical errors in his own and others’ speech, the need to speak correctly. The role of didactic games with toys is reduced, pictures, verbal didactic games and special verbal grammar exercises are used more.

The second direction of work is the formation of the syntactic side of speech.

When working on syntax, the task of developing skills in constructing different types of sentences and the ability to combine them into a coherent statement comes to the fore.

As already indicated, the speech of 3-year-old children is situational, so it is necessary to teach the child to construct phrases from two or three words (simple sentences). In the fourth year of life, the ability to construct sentences of different types - simple and complex - develops. For this purpose, pictures, communicative situations, didactic games, and dramatization games are used.

In early preschool age, work on sentences takes place in the following sequence: first, children are taught to feel the basis of a sentence (subject and predicate), then distribute and grammatically formulate a simple sentence. To do this, by looking at the picture, the child learns to answer the questions in monosyllables:

- What is the girl doing? (Jumps.)

- What is the cat doing? (Meows.)

Children are then taught to construct simple sentences by answering questions completely:

- What is the girl doing? (The girl jumps.)

- What is the cat doing? (The cat meows.)

We share the sentence with the children (“finish the sentence” task):

- Who is this? (Cat.)

- Which cat? (The cat is fluffy.)

- What is a fluffy cat doing? (The fluffy cat lies.)

- Where is the fluffy cat? (A fluffy cat lies on the carpet.)

In the younger group, children are also taught to extend sentences using homogeneous members of the sentence, and a little later - to use generalizing words (furniture, vegetables, fruits).

The formation of the syntactic aspect of speech in children of the fifth year of life (middle preschool age) is associated with the formation of monologue coherent speech. The number of simple common and complex sentences in the child’s speech increases. In this regard, children do not always construct sentences correctly, violate the order of words, and use two subjects ( Dad and Mom they went to see you), rearrange words, omit or replace conjunctions, use little definitions and circumstances (see above for more information).

The content of the training includes consolidating the skills of correctly constructing sentences, coordinating words in a sentence, and using the simplest complex and complex sentences in speech. Work continues on the grammatical design of the sentence and its distribution. To do this, we actively introduce the child to verbal vocabulary. We continue to learn how to form phrases and answer questions with complete answers. Mastering the skills of constructing complex sentences requires understanding the meanings of composition and subordination conjunctions. For this purpose, it is necessary to activate coordinating conjunctions in children’s speech ( a, but, and, or, yes, something) and subordinating conjunctions ( what, so, because, if, when, since). Conjunctions are introduced into speech through exercises in which you need to answer questions with a whole sentence or complete a sentence (the children went to school to...; why do birds fly south in the fall?, etc.).

In older preschool age, the syntactic aspect of speech improves significantly. Children generally correctly construct simple common sentences with homogeneous members, with isolated phrases, use complex and complex sentences in speech, direct speech, using connecting, adversative and disjunctive conjunctions. Children's speech is characterized by greater coherence and lack of dependence on the visual situation, that is, contextuality.

The above-described didactic games, verbal exercises, communicative situations, literary texts are used, the content of which also includes the selection of homogeneous definitions for agreement, adding subordinate clauses, constructing sentences with verbs of the subjunctive (conditional) mood, exercises for composing sentences with the correct use of prepositions. The task of completing a complex sentence can be done using the game “Blurred Letter”, “Letter to a Sick Friend” (Tikheeva). When retelling literary texts, children use direct and indirect speech.

The third direction is the formation of word formation methods.

For independent word formation, it is especially important that children understand well what they hear. Therefore, it is necessary to develop children’s speech hearing, enrich them with knowledge and ideas about the world around them, and accordingly enrich children’s vocabulary, primarily with motivated words, as well as words of all parts of speech.

In the process of word formation, simple repetition and memorization of words is unproductive; the child must learn the mechanism of word formation and learn to use it.

In early preschool age, children learn the suffixal method of word formation (names of baby animals, dishes) and the prefixal method of verb formation (walk - come in - leave), as well as the formation of verbs from onomatopoeic words (duck - quack-quack-quack - quacks).

In middle preschool age, learning is carried out in different ways of word formation of words belonging to different parts of speech.

Children are taught to correlate the names of animals and their young, the names of animals are introduced, the names of whose young are formed in a suppletive way (from another base): a horse has a foal, a cow has a calf, a sheep has a lamb, a pig has a piglet. The child is also explained that not all baby animals have their own name: a giraffe has a baby giraffe, a monkey has a baby monkey. In the middle group, children are shown with examples that morphemes of the same type, different in sound composition, can have the same word-formation meaning. This can be demonstrated by the example of words denoting dishes: rusk bowl, sugar bowl, bread box (suffix -NITs-); salt shaker, butter dish (suffixes -ONK-, -ENK-); teapot, coffee pot (suffix -NIK).

In older preschool age, it is recommended to introduce children to typical methods of word formation. The grammatical skills acquired at previous age stages are consolidated, and children move on to a more complex task - the formation of names of professions from words of different parts of speech (watchmaker, builder, shoemaker, ticket taker, librarian), as well as names of female and male persons from verbs using various suffixes (defender, brawler, minx, pilot, clever girl). The child learns to isolate parts of a word and comprehend their meaning. One of the tasks is to teach children different ways of forming degrees of comparison of adjectives. The comparative degree is formed using the suffixes -EE, -EY, -E (synthetic method) and using the words MORE or LESS (analytical method): pure - cleaner - purer. The superlative degree is formed using the suffixes -EYSH-, -AYSH- (synthetic method) and using the words MOST or MOST (analytical method): highest - the highest. At this age, children are introduced to “cognate words” (words with the same root): birch, birch, boletus. The idea is given that related words should have the same part and be related in meaning.

The formation of the grammatical side of a child’s speech is a constant, continuous process. This corresponds to the psychophysiological foundations of the development of the grammatical structure of children's speech. Therefore, it is necessary to monitor children’s speech not only in all classes, but also in the course of their everyday life. According to A.M. Borodich, an uncorrected grammatical error is an unnecessary reinforcement of incorrect conditional connections not only for the child speaking at that moment, but also for the children listening to him.

However, grammatical work with preschool children cannot and should not be considered only as a solution to the problem of preventing and correcting grammatical errors, “hardening” individual difficult grammatical forms. We should be talking about creating conditions for the full development of the grammatical structure of the language, primarily its system, the wealth of syntactic, morphological and word-formation means based on the development and encouragement of the child’s spontaneous search activity in the field of grammar, spontaneous language games, experimentation with the word and its forms, on the basis of speech (verbal) creativity, the use of linguistic means in various forms of communication with adults and children (Arushanova).

We especially note that the formation in older preschoolers of initial linguistic knowledge and ideas about the word as the basic unit of language, about the verbal composition of a sentence is important during the period of preparing children for learning to read and write, when skills in the selection of words and arbitrary awareness of the construction of a statement are formed.

Main

Alekseeva M. M. Methods of speech development and teaching the native language of preschoolers / M. M. Alekseeva, V. I. Yashina. – M., 2000.

Arushanova A. G. Preschool age: formation of the grammatical structure of speech // Preschool education. – 1993. - No. 9. - With. 58.

Arushanova A. G., Nikolaychuk G. I. Grammar games and exercises (junior preschool age) // Preschool education. – 1996. - No. 2-4.

Borodich A. M. Methods for developing children's speech / A. M. Borodich. – M., 1981. – p. 120 – 127.

Gvozdev A. N. Formation of the grammatical structure of the Russian language in a child // Reader on the theory and methodology of speech development for preschool children / comp. M. M. Alekseeva, V. I. Yashina. – M., 2000. – p. 260 – 274.

Konina M. M. Some issues of teaching grammatically correct speech to children 3-5 years old // Reader on the theory and methods of speech development for preschool children / comp. M. M. Alekseeva, V. I. Yashina. – M., 2000. – p. 283 – 290.

Tambovtseva A. G. Formation of the grammatical structure of speech // Development of speech in preschool children / ed. F. A. Sokhina. – M., 1984. – p. 105 – 123.

Tambovtseva A.G. Formation of sentence structure (middle preschool age) // Preschool education. – 1987. - No. 2.

Tambovtseva A. G. The relationship between speech creation and mental development// Reader on the theory and methods of speech development in preschool children / comp. M. M. Alekseeva, V. I. Yashina. – M., 2000. – p. 290 – 299.

Ushakova O. S. Program for the development of speech for children in kindergarten / O. S. Ushakova. – M., 2002.

Yadeshko V.I. Development of speech in children from three to five years old / V.I. Yadeshko. – M., 1966.

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“Formation of the grammatical structure of speech in preschool children” Part 1. Additional

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Development of grammatical structure of speech in preschool children