Speech acquisition is one of the most difficult areas in child psychology, as well as pedagogy. After all, initially children do not even have the opportunity to concentrate on anything, but only after 1-2 years they manage to master the most complex system signs - language. Speech development tools for children preschool age very diverse. In this case, the main formation of speech occurs during communication with the adults around the baby. Communication also has a direct relationship with the subject and cognitive activity. In addition, thanks to the mastery of speech, a restructuring of the child’s psyche occurs; he begins to be aware of what is happening around him.
Speech development tools for preschool children
The existing methodology involves such means of speech development in children as:
— teacher’s speech, cultural language environment;
- communication between children and adults;
— teaching native speech as part of classes;
- reading fiction;
- appeal to various arts.
Each of them has its own, larger or smaller role in the development of the child’s speech.
Communication as the most important means of speech development in children
Communication is the most important of all existing means of speech development. At its core, it represents interaction between people, which is aimed at coordinating their efforts to achieve a common goal or build relationships.
The main means of communication is speech. But it arises only at a certain stage of communication. At the same time, the formation of speech activity is a complex process, involving interaction between the child and the people around him. The formation of speech occurs during the child’s existence in a social environment against the background of the realization of the need for communication.
Due to the fact that contradictions arise during communication, the child develops language abilities, the baby masters more and more new forms of speech. But this happens only with the cooperation of the child with the adults around him.
Experts say that the presence of adults is an excellent incentive to use speech. This is why it is so important to talk to your children as much and as often as possible. At the same time, the nature, as well as the content of such communication, acts as a determining factor for the level and content speech development any child. At the same time, verbal communication in the case of preschool children occurs against the background of a variety of activities.
Teacher's speech and special activities as a means of speech development in preschool children
In turn, the teacher’s speech must certainly have a culture of sound structure. It should also be characterized by content and goodwill in tone. The teacher's speech can be pointing and evaluating. Within the framework of the cultural language environment, the most favorable environment for the development of children is created. At the same time, children are characterized by active imitation of adults, adopting from them all the subtleties of word usage, pronunciation, and even the construction of individual phrases. At the same time, imperfections in the speech of adults, as well as errors in it, children also tend to copy, which should also be taken into account.
As part of special speech classes, targeted work on speech is carried out. Therefore, they assume the speech activity of each of the children. Moreover, such activities require a variety of activities for children.
Fiction and art as a means of speech development in preschool children
In addition to the main means of speech development in children, there are also auxiliary ones. However, they are also important. In particular, fiction is the most important source of speech development for any child. But its impact largely depends on the existing level of speech development. One way or another, in the early stages it is difficult to overestimate the role of fairy tales in the development of a child.
All kinds of art have an emotional impact on children. However, it also acts as a stimulus for language acquisition. This point involves a verbal interpretation of works of various genres, as well as a verbal explanation of them.
In other words, the development of speech in preschool children involves the use of several basic techniques in various combinations. Wherein specific tasks in the speech development of children, along with the characteristics of age, are the determining factors in the choice of techniques and methods of speech work with children.
In the methodology, it is customary to highlight the following means of children’s speech development:
· communication between adults and children;
· cultural language environment, teacher’s speech;
· teaching native speech and language in the classroom;
· fiction;
· various types of art (fine, music, theater).
Let's briefly consider the role of each tool.
The most important means of speech development is communication. Communication is the interaction of two (or more) people aimed at coordinating and combining their efforts in order to establish relationships and achieve a common result (M. I. Lisina). Communication is a complex and multifaceted phenomenon of human life, which simultaneously acts as: a process of interaction between people; information process (exchange of information, activities, results, experience); a means and condition for the transfer and assimilation of social experience; the attitude of people towards each other; the process of mutual influence of people on each other; empathy and mutual understanding of people (B.F. Parygin, V.N. Panferov, B.F. Bodalev, A.A. Leontyev, etc.).
In Russian psychology, communication is considered as a side of some other activity and as an independent communicative activity. The works of domestic psychologists convincingly show the role of communication with adults in general mental development and the development of the child’s verbal function.
Speech, being a means of communication, appears at a certain stage in the development of communication. The formation of speech activity is a complex process of interaction between a child and people around him, carried out with the help of material and linguistic means. Speech does not arise from the very nature of the child, but is formed in the process of his existence in the social environment. Its emergence and development are caused by the needs of communication, the needs of the child’s life. Contradictions that arise in communication lead to the emergence and development of the child’s linguistic ability, to his mastery of ever new means of communication and forms of speech. This happens thanks to the cooperation of the child with the adult, which is built taking into account the age characteristics and capabilities of the baby.
Isolating an adult from environment, attempts to “cooperate” with him begin very early in the child. The German psychologist, an authoritative researcher of children's speech, W. Stern, wrote back in the last century that “the beginning of speech is usually considered the moment when the child first utters sounds associated with the awareness of their meaning and the intention of the message. But this moment has a preliminary history that essentially begins from day one.” This hypothesis has been confirmed by research and experience in raising children. It turns out that a child can distinguish a human voice immediately after birth. He separates the adult's speech from the ticking of the clock and other sounds and reacts with movements in unison with it. This interest and attention to the adult is the initial component of the prehistory of communication.
Analysis of children's behavior shows that the presence of an adult stimulates the use of speech; they begin to speak only in a communication situation and only at the request of an adult. Therefore, the technique recommends talking to children as much and as often as possible.
In preschool childhood, several forms of communication between children and adults consistently appear and change: situational-personal (direct-emotional), situational-business (subject-based), extra-situational-cognitive and extra-situational-personal (M. I. Lisina).
First, direct emotional communication, and then business cooperation, determine the child’s need for communication. Emerging in communication, speech first appears as an activity divided between an adult and a child. Later, as a result of the child’s mental development, it becomes a form of his behavior. The development of speech is associated with the qualitative side of communication.
In studies conducted under the leadership of M. I. Lisina, it was established that the nature of communication determines the content and level of speech development of children.
The characteristics of children's speech are associated with the form of communication they have achieved. The transition to more complex forms of communication is associated with: a) an increase in the proportion of extra-situational utterances; b) with an increase in general speech activity; c) with an increase in the share of social statements. A study by A.E. Reinstein revealed that with a situational-business form of communication, 16.4% of all communicative acts are carried out using non-verbal means, and with a non-situational-cognitive form - only 3.8%. With the transition to non-situational forms of communication, the vocabulary of speech and its grammatical structure are enriched, and the “attachment” of speech to a specific situation decreases. The speech of children of different ages, but at the same level of communication, is approximately the same in complexity, grammatical form and sentence development. This indicates a connection between the development of speech and the development of communicative activity. Important concludes that for speech development it is not enough to offer the child a variety of speech material - it is necessary to set new communication tasks for him, requiring new means of communication. It is necessary that interaction with others enriches the content of the child’s need for communication (See Communication and speech, speech development in children in communication with adults / Ed. M. I. Lisina - M., 1985)
Therefore, the organization of meaningful, productive communication between teachers and children is of paramount importance.
Speech communication in preschool age is carried out in different types of activities: in play, work, household, educational activities and acts as one of the sides of each type. Therefore, it is very important to be able to use any activity to develop speech. First of all, speech development occurs in the context of leading activity. In relation to young children, the leading activity is objective activity. Consequently, the focus of teachers should be on organizing communication with children during activities with objects.
In preschool age, play is of great importance in the speech development of children. Its character determines speech functions, content and means of communication. All types are used for speech development play activity.
In creative role-playing game, communicative in nature, there is a differentiation of functions and forms of speech. Dialogue speech is improved in it, and the need for coherent monologue speech arises. Role-playing contributes to the formation and development of the regulating and planning functions of speech. New needs for communication and leading gaming activities inevitably lead to intensive mastery of the language, its vocabulary and grammatical structure, as a result of which speech becomes more coherent (D. B. Elkonin).
But not every game has a positive effect on children's speech. First of all, it must be a meaningful game. However, although role-playing game activates speech, it does not always contribute to mastering the meaning of a word and improving the grammatical form of speech. And in cases of relearning, it reinforces incorrect word usage and creates conditions for a return to old incorrect forms. This happens because the game reflects life situations that are familiar to children, in which incorrect speech stereotypes were previously formed. The behavior of children in play and the analysis of their statements allow us to draw important methodological conclusions: children’s speech improves only under the influence of an adult; in cases where “relearning” occurs, you must first develop a strong skill in using the correct designation and only then create conditions for including the word in children’s independent play.
The teacher’s participation in children’s games, discussion of the concept and course of the game, drawing their attention to the word, a sample of concise and precise speech, conversations about past and future games have a positive effect on children’s speech.
Outdoor games influence the enrichment of vocabulary and the development of sound culture. Dramatization games contribute to the development of speech activity, taste and interest in artistic expression, expressiveness of speech, artistic speech activity.
Didactic and printed board games are used to solve all speech development problems. They consolidate and clarify vocabulary, the skills of quickly choosing the most suitable word, changing and forming words, practice composing coherent statements, and develop explanatory speech.
Communication in everyday life helps children learn the everyday vocabulary necessary for their life, develops dialogical speech, and fosters a culture of speech behavior.
Communication in the process of labor (everyday, in nature, manual) helps to enrich the content of children's ideas and speech, replenishes the dictionary with the names of tools and objects of labor, labor actions, qualities, and results of labor.
Communication with peers has a great influence on children’s speech, especially from 4–5 years of age. When communicating with peers, children more actively use speech skills. The greater variety of communicative tasks that arise in children’s business contacts creates the need for more diverse speech means. In joint activities, children talk about their plan of action, offer and ask for help, involve each other in interaction, and then coordinate it.
Children's communication is useful of different ages. Association with older children puts children in favorable conditions for the perception of speech and its activation: they actively imitate actions and speech, learn new words, master role-playing speech in games, the simplest types of stories based on pictures, and about toys. The participation of older children in games with younger children, telling fairy tales to children, showing dramatization, telling stories from their experience, inventing stories, acting out scenes with the help of toys contribute to the development of content, coherence, expressiveness of their speech, and creative speech abilities. It should, however, be emphasized that the positive impact of such a union of children of different ages on speech development is achieved only under the guidance of an adult. As the observations of L.A. Penevskaya showed, if you leave it to chance, elders sometimes become too active, suppress the kids, begin to speak hastily, carelessly, and imitate their imperfect speech.
Thus, communication is the leading means of speech development. Its content and forms determine the content and level of children's speech.
However, an analysis of practice shows that not all educators know how to organize and use communication in the interests of children’s speech development. An authoritarian style of communication is widespread, in which instructions and orders from the teacher predominate. Such communication is formal in nature and devoid of personal meaning. More than 50% of the teacher’s statements do not evoke a response from the children; there are not enough situations conducive to the development of explanatory speech, evidence-based speech, and reasoning. Mastering culture, a democratic style of communication, the ability to provide so-called subject-subject communication, in which interlocutors interact as equal partners, is the professional responsibility of the educator kindergarten.
The means of speech development in a broad sense is the cultural language environment. Imitating the speech of adults is one of the mechanisms for mastering the native language. Internal mechanisms of speech are formed in a child only under the influence of systematically organized speech of adults (N. I. Zhinkin). It should be borne in mind that by imitating those around them, children adopt not only all the subtleties of pronunciation, word usage, and phrase construction, but also those imperfections and errors that occur in their speech. Therefore, high demands are placed on the teacher’s speech: content and at the same time accuracy, logic; appropriate for the age of the children; lexical, phonetic, grammatical, orthoepic correctness; imagery; expressiveness, emotional richness, richness of intonation, leisurelyness, sufficient volume; knowledge and compliance with the rules of speech etiquette; correspondence between the teacher’s words and his deeds.
In progress verbal communication With children, the teacher also uses non-verbal means (gestures, facial expressions, pantomimic movements). They perform important functions: they help to emotionally explain and remember the meaning of words. The corresponding well-aimed gesture helps to assimilate the meanings of words (round, big) associated with specific visual representations. Facial expressions and phonation help clarify the meaning of words (cheerful, sad, angry, affectionate.) associated with emotional perception; contribute to deepening emotional experiences, memorizing material (audible and visible); help bring the learning environment in the classroom closer to that of natural communication; are role models for children; Along with linguistic means, they perform an important social, educational role (I. N. Gorelov).
One of the main means of speech development is training. This is a purposeful, systematic and planned process in which, under the guidance of a teacher, children master a certain range of speech skills and abilities. The role of education in a child’s mastery of his native language was emphasized by K. D. Ushinsky, E. I. Tikheeva, A. P. Usova, E. A. Flerina and others. E. I. Tikheyeva, the first of K. D. Ushinsky’s followers, used the term “teaching their native language” in relation to preschool children. She believed that “systematic teaching and methodical development of speech and language should form the basis of the entire system of education in kindergarten.”
From the very beginning of the formation of the methodology, teaching the native language is considered widely: as a pedagogical influence on children’s speech in Everyday life and in the classroom (E.I. Tikheeva, E.A. Flerina, later O.I. Solovyova, A.P. Usova, L.A. Penevskaya, M.M. Konina). As for everyday life, this refers to promoting the child’s speech development in the joint activities of the teacher with the children and in their independent activities.
The most important form of organizing speech and language teaching in the methodology is considered to be special classes in which certain tasks of children’s speech development are set and purposefully solved.
The need for this form of training is determined by a number of circumstances.
Without special training sessions, it is impossible to ensure the speech development of children at the proper level. In-class training allows you to complete the tasks of all sections of the program. There is not a single section of the program where there is no need to organize the entire group. The teacher purposefully selects the material that children have difficulty mastering and develops those skills and abilities that are difficult to develop in other types of activities. A.P. Usova believed that the learning process introduces qualities into the speech development of children that under normal conditions develop poorly. First of all, these are phonetic and lexico-grammatical generalizations, which form the core of a child’s linguistic abilities and play a primary role in language acquisition, sound and word pronunciation, construction of coherent statements, etc. Not all children spontaneously, without the targeted guidance of an adult, develop language generalizations, but this leads to a lag in their speech development. Some children master only elementary forms of spoken language, find it difficult to answer questions, and cannot tell a story. And on the contrary, in the learning process they acquire the ability to ask questions and tell stories. “Everything that previously belonged to the qualities of a “creative” personality, was attributed to special talent, during training becomes the property of all children” (A.P. Usova). Classes help to overcome spontaneity, solve problems of speech development systematically, in a certain system and sequence.
Classes help realize the possibilities of speech development in preschool childhood, the most favorable period for language acquisition.
During classes, the child’s attention is purposefully fixed on certain linguistic phenomena, which gradually become the subject of his awareness. In everyday life, speech correction does not give the desired result. Children who are carried away by some other activity do not pay attention to speech patterns and do not follow them,
In kindergarten, compared to the family, there is a deficit in verbal communication with each child, which can lead to delays in the speech development of children. Classes, when organized methodically, help to a certain extent compensate for this deficiency.
In the classroom, in addition to the teacher’s influence on the children’s speech, the children’s speech interacts with each other.
Team learning increases general level their development.
The uniqueness of classes in the native language. Classes on speech development and teaching the native language differ from others in that the main activity in them is speech. Speech activity is associated with mental activity, with mental activity. Children listen, think, answer questions, ask them themselves, compare, draw conclusions and generalizations. The child expresses his thoughts in words. The complexity of the classes lies in the fact that children are simultaneously engaged in different types of mental and speech activity: speech perception and independent speech operation. They think about the answer, select from their vocabulary the right word, the most suitable in a given situation, is grammatically formatted, used in a sentence and a coherent statement.
The peculiarity of many classes in the native language is the internal activity of children: one child tells, the others listen, outwardly they are passive, internally active (they follow the sequence of the story, empathize with the hero, are ready to complement, ask, etc.). Such activity is difficult for preschool children, since it requires voluntary attention and inhibition of the desire to speak out.
The effectiveness of classes in the native language is determined by how fully all the program tasks set by the teacher are implemented and ensures that children acquire knowledge and develop speech skills and abilities.
Types of classes in the native language.
Classes in the native language can be classified as follows: depending on the leading task, the main program content of the lesson:
· classes on the formation of a dictionary (inspection of the premises, familiarization with the properties and qualities of objects);
· classes on the formation of the grammatical structure of speech (didactic game “Guess what is missing” - the formation of plural nouns of the gender case);
· classes on developing the sound culture of speech (teaching correct sound pronunciation);
· classes on teaching coherent speech (conversations, all types of storytelling),
· classes on developing the ability to analyze speech (preparation for learning to read and write),
· classes on familiarization with fiction.
Depending on the use of visual material:
· classes in which objects are used real life, observations of phenomena of reality (examination of objects, observations of animals and plants, excursions);
· classes using visual aids: with toys (looking at, talking about toys), pictures (conversations, storytelling, didactic games);
· activities of a verbal nature, without relying on clarity (general conversations, artistic reading and storytelling, retelling, word games).
Depending on the stage of training, i.e. depending on whether a speech skill (skill) is being formed for the first time or is being consolidated and automated. The choice of teaching methods and techniques depends on this (at the initial stage of teaching storytelling, joint storytelling between the teacher and the children and a sample story are used, at later stages - a plan for the story, its discussion, etc.).
Close to this is the classification according to didactic purposes (based on the type of school lessons) proposed by A. M. Borodich:
· classes on communicating new material;
· classes to consolidate knowledge, skills and abilities;
· classes on generalization and systematization of knowledge;
· final, or accounting and verification, classes;
· combined classes (mixed, combined).
(FOOTNOTE: See: Borodin A. M. Methods of developing children's speech. - M., 1981. - P. 31).
Complex classes have become widespread. An integrated approach to solving speech problems, an organic combination of different tasks for the development of speech and thinking in one lesson are an important factor in increasing the effectiveness of learning. Complex classes take into account the peculiarities of children’s mastery of language as a unified system of heterogeneous linguistic units. Only the interconnection and interaction of different tasks lead to correct speech education, to the child’s awareness of certain aspects of language. Research carried out under the guidance of F.A. Sokhin and O.S. Ushakova led to a rethinking of their essence and role. This does not mean a simple combination of individual tasks, but their interrelation, interaction, mutual penetration on a single content. The principle of uniform content is leading. “The importance of this principle is that children’s attention is not distracted by new characters and manuals, but grammatical, lexical, and phonetic exercises are carried out on already familiar words and concepts; hence the transition to constructing a coherent statement becomes natural and easy for the child” (Ushakova O. S. Development of coherent speech // Psychological and pedagogical issues of speech development in kindergarten / Edited by F. A. Sokhin and O. S. Ushakova. - M., 1987. P.23-24.)
Such types of work are integrated that are ultimately aimed at developing coherent monologue speech. The central place in the lesson is given to the development of monologue speech. Vocabulary, grammatical exercises, and work on developing the sound culture of speech are associated with completing tasks for constructing monologues of various types. Combining tasks in a complex lesson can be carried out in different ways: coherent speech, vocabulary work, sound culture of speech; coherent speech, vocabulary work, grammatical structure of speech; coherent speech, sound culture of speech, grammatically correct speech.
Example lesson in senior group: 1) coherent speech - inventing the fairy tale “The Adventure of the Hare” according to the plan proposed by the teacher; 2) vocabulary work and grammar - selection of definitions for the word hare, activation of adjectives and verbs, exercises for agreeing adjectives and nouns in gender; 3) sound culture of speech - practicing clear pronunciation of sounds and words, selecting words that are similar in sound and rhythm.
Complex solution of speech problems leads to significant changes in the speech development of children. The methodology used in such classes ensures a high and average level of speech development for the majority of students, regardless of their individual abilities. The child develops search activity in the field of language and speech, and develops a linguistic attitude towards speech. Education stimulates language games, self-development of language ability, manifested in the speech and verbal creativity of children (See: Arushanova A.G., Yurtaikina T.M. Forms of organized teaching of the native language and the development of speech in preschoolers//Problems of speech development of preschoolers and primary schoolchildren/ Edited by A. M. Shakhnarovich. - M., 1993.)
Lessons dedicated to solving one problem can also be built comprehensively, on the same content, but using different teaching methods.
For example, a lesson on teaching the correct pronunciation of the sound w may include: a) showing and explaining articulation, b) an exercise in pronunciation of an isolated sound, c) an exercise in coherent speech - retelling a text with a frequently occurring sound w, d) repeating a nursery rhyme - a practice exercise diction.
Integrative classes, built on the principle of combining several types of children's activities and different means of speech development, received a positive assessment in practice. As a rule, they use different types arts, independent speech activity of the child and integrate them according to the thematic principle. For example: 1) reading a story about birds, 2) group drawing of birds and 3) telling children stories based on the drawings.
Based on the number of participants, we can distinguish frontal classes, with the whole group (subgroup) and individual ones. The smaller the children, the bigger place should be given to individual and subgroup lessons. Frontal classes with their obligatory nature, programming, and regulation are not adequate to the tasks of forming verbal communication as subject-subject interaction. At the initial stages of education, it is necessary to use other forms of work that provide conditions for involuntary motor and speech activity of children (See: Arushanova A.G., Yurtaikina T.M. Forms of organized teaching of the native language and the development of speech of preschoolers // Problems of speech development of preschoolers and junior schoolchildren / Edited by A. M. Shakhnarovich. - M., 1993. - P. 27.)
Classes on speech development and teaching the native language must meet didactic requirements, justified in general didactics and applied to classes in other sections of the kindergarten program. Consider these requirements:
1. Thorough preliminary preparation for the lesson.
First of all, it is important to determine its objectives, content and place in the system of other classes, connections with other types of activities, teaching methods and techniques. You should also think over the structure and course of the lesson, and prepare appropriate visual and literary material.
Correspondence of the lesson material to the age-related capabilities of the mental and speech development of children. Educational speech activity children must be organized at a sufficient level of difficulty. Training should be developmental in nature. Sometimes it can be difficult to determine children's perception of the intended material. The children's behavior tells the teacher how to change the pre-planned plan, taking into account their behavior and reactions.
Educational nature of the lesson (principle of educational training). During the classes, a complex of problems of mental, moral, and aesthetic education is solved.
The educational influence on children is ensured by the content of the material, the nature of the organization of training and the interaction of the teacher with children.
Emotional nature of activities. The ability to assimilate knowledge, master skills and abilities cannot be developed in young children through coercion.
Their interest in activities is of great importance, which is supported and developed through entertainment, games and gaming techniques, imagery and colorful material. The emotional mood in the lesson is also ensured by the trusting relationship between the teacher and the children, and the psychological comfort of children in kindergarten.
The structure of the lesson should be clear. It usually has three parts - introductory, main and final. In the introductory part, connections are established with past experience, the purpose of the lesson is communicated, and appropriate motives for upcoming activities are created, taking into account age. In the main part, the main objectives of the lesson are solved, various teaching techniques are used, and conditions are created for active speech activity of children. The final part should be short and emotional. Its goal is to consolidate and generalize the knowledge gained in the lesson. Artistic expression, listening to music, singing songs, round dancing and outdoor games, etc. are used here.
A common mistake in practice is mandatory and not always appropriate, often formal assessments of children’s activities and behavior.
An optimal combination of the collective nature of learning with an individual approach to children. Individual approach It is especially needed for children who have poorly developed speech, as well as those who are uncommunicative, silent or, conversely, overly active and unrestrained.
2. Proper organization of classes.
The organization of the lesson must meet all hygienic and aesthetic requirements for other classes (lighting, air purity, furniture according to height, location of demonstration and handout visual material; aesthetics of the room, aids). It is important to ensure silence so that children can correctly hear the teacher's speech patterns and each other's speech.
Relaxed forms of organizing children are recommended, contributing to the creation of a trusting atmosphere of communication, in which children see each other’s faces and are at a close distance from the teacher (psychology notes the importance of these factors for the effectiveness of verbal communication).
Taking into account the results of the lesson helps to monitor the progress of learning, children’s assimilation of the kindergarten program, provides feedback, and allows you to outline ways for further work with children both in subsequent classes and in other activities.
Connection of the lesson with subsequent work on speech development. To develop strong skills and abilities, it is necessary to consolidate and repeat the material in other classes, in games, work, and in everyday communication.
Classes for different age groups have their own characteristics.
In younger groups, children do not yet know how to study in a group, and do not relate to themselves the speech addressed to the whole group. They do not know how to listen to their comrades; A strong irritant that can attract children's attention is the teacher's speech. These groups require extensive use of visualization, emotional teaching techniques, mainly playful, surprise moments. The children are not given a learning task (no information is given - we will study, but the teacher offers to play, look at a picture, listen to a fairy tale). Classes are subgroup and individual. The structure of the classes is simple. At first, children are not required to give individual answers; the teacher’s questions are answered by those who want to, all together.
In the middle group, the nature of learning activities changes somewhat. Children begin to become aware of the features of their speech, for example, the features of sound pronunciation. The content of classes becomes more complicated. In the classroom, it becomes possible to set a learning task (“We will learn to correctly pronounce the sound “z”). The requirements for the culture of verbal communication are increasing (speaking in turns, one at a time, and not in chorus, if possible in phrases). New types of activities are appearing: excursions, teaching storytelling, memorizing poetry. The duration of classes increases to 20 minutes.
In the senior and preparatory groups for school, the role of compulsory frontal classes of a complex nature increases. The nature of activities is changing. More verbal classes are conducted: various types of storytelling, analysis of the sound structure of a word, the composition of sentences, special grammatical and lexical exercises, and word games. The use of visualization is taking on other forms: paintings are being used more and more - wall and tabletop, small, handouts. The role of the teacher is also changing. He still leads the lesson, but he promotes greater independence in children’s speech and uses speech patterns less often. Children's speech activity becomes more complex: collective stories, retellings with text restructuring, reading in faces, etc. are used. In the preparatory group for school, classes are closer to school-type lessons. The duration of classes is 30–35 minutes. At the same time, we should not forget that these are children of preschool age, so we must avoid dryness and didacticism.
Conducting classes in a mixed age group is more difficult, since different educational tasks are being solved at the same time. There are the following types of classes: a) classes that are conducted with each age subgroup separately and are characterized by content, methods and teaching techniques typical for a particular age; b) classes with partial participation of all children. In this case, younger students are invited to class later or leave earlier. For example, during a lesson with a picture, all children participate in looking at it and talking. The elders answer the most difficult questions. Then the kids leave the lesson, and the older ones talk about the picture; c) classes with the participation of all children in the group at the same time. Such classes are conducted on interesting, emotional material. This can be dramatization, reading and storytelling with visual material, filmstrips. In addition, classes are possible with the simultaneous participation of all students on the same content, but with different educational tasks based on taking into account the speech skills and abilities of the children. For example, in a lesson on a painting with a simple plot: the younger ones are active in looking, the middle ones write a description of the painting, the older ones come up with a story.
A teacher of a mixed-age group must have accurate data on the age composition of children, know well the level of their speech development in order to correctly identify subgroups and outline the tasks, content, methods and techniques of teaching for each (For examples of classes in different-age groups, see: Gerbova V.V. Classes on speech development with children 4–6 years old. – M., 1987; Gerbova V.V. Classes on speech development with children 2–4 years old. – M., 1993.)
In the early 90s. A discussion ensued, during which classes as a form of organized education for preschoolers were sharply criticized. The following disadvantages of the classes were noted: learning in the classes is the main object of attention of the teacher to the detriment of other types of activities; training sessions are not related to children’s independent activities; the regulation of classes leads to formal communication between the teacher and the children, a decrease and suppression of children’s activity; The teacher’s relationship with children is built on an educational and disciplinary basis; for the teacher, the child is an object of influence, and not an equal partner in communication; frontal classes do not ensure the activity of all children in the group; they use the school uniform of the organization; teaching the native language is little aimed at developing communicative activities; in many classes there is no motivation for speech; Reproductive teaching methods (based on imitation of a model) predominate.
Some authors believe that special classes on speech development should be abandoned, leaving them only in senior and preparatory school groups as classes in preparation for learning to read and write. The problems of speech development need to be solved in other classes, in the process of live communication between the teacher and the children (and the joint activities of the children themselves), the child’s story telling to an interested listener, and not in special classes on retelling a given text, describing objects, etc. (Mikhailenko N. Ya., Korotkova N. A. Guidelines and requirements for updating the content of preschool education. - M., 1991.)
We cannot agree with this point of view; it contradicts scientific data about the role and nature of teaching native speech. Without detracting from the importance of the teacher’s communication with children, we once again emphasize that a number of speech skills and abilities that form the basis of language ability are formed only in the conditions of special education: development of the semantic side of the word, mastery of antonymic, synonymous and polysemic relationships between words, mastery of coherent skills monologue speech, etc. In addition, an analysis of the shortcomings in the organization and methodology of classes does not indicate their inexpediency, but the need to improve them and increase the level of professional training of the teacher. A kindergarten teacher must master a methodology for conducting classes that corresponds to general didactic and methodological principles, and the ability to interact with children, taking into account their characteristic form of communication.
Speech development is also carried out in classes in other sections of the kindergarten program. This is explained by the very nature of speech activity. The native language acts as a means of teaching natural history, mathematics, music, visual arts, physical culture.
Fiction is the most important source and means of developing all aspects of children's speech and a unique means of education. It helps to feel the beauty of the native language and develops figurative speech. The development of speech in the process of familiarization with fiction occupies a large place in common system working with children. On the other hand, the impact of fiction on a child is determined not only by the content and form of the work, but also by the level of his speech development.
Fine arts, music, theater are also used for the benefit of children's speech development. The emotional impact of works of art stimulates language acquisition and creates a desire to share impressions. IN methodological research The possibilities of the influence of music and fine arts on the development of speech are shown. The importance of verbal interpretation of works and verbal explanations to children for the development of imagery and expressiveness of children's speech is emphasized.
Thus, various means are used to develop speech. The effectiveness of influencing children's speech depends on the correct choice of means of speech development and their relationship. In this case, a decisive role is played by taking into account the level of development of children’s speech skills and abilities, as well as the nature of the language material, its content and the degree of proximity to children’s experience.
For assimilation different materials a combination of different means is required. For example, when mastering lexical material that is close to children and associated with everyday life, direct communication between children and adults in everyday activities comes to the fore. During this communication, adults guide the process of children's vocabulary acquisition. The skills of correct use of words are refined and consolidated in a few classes that simultaneously perform the functions of verification and control.
When mastering material that is more distant from children or more complex, the leader is educational activities in the classroom, appropriately combined with other activities.
The use of various methods and means in working on the development of speech in preschool children. A clearer understanding of the methods, techniques and means of speech development for preschoolers. An element of a creative writing workshop to consolidate the theory on this topic.
Download:
Preview:
Speech development of preschool children. Methods, means, techniques.
Methods of speech development in preschoolers include: 1) visual (direct: observation and inspection of something (examination), excursion; indirect: visual aids, photographs, films, animated films.) 2) verbal (artistic speech, reading, memorization, retelling, conversation that requires reliance on clarity.) 3) practical (mastering and improving speech skills in gaming activities: didactic games, dramatization games, dramatization games - their goal is to cultivate a culture of behavior in children, enrich the vocabulary of the language.) 4) modeling method. Authors this method are Wenger L.A., Elkonin D.B., Vetlugina N.A. The method is based on the principle of substitution: the child replaces a real object with another object, its image, or some conventional sign. With the help of diagrams and models, preschoolers learn to overcome difficulties by experiencing positive emotions - surprise, the joy of success. For this method, it is necessary to take into account the level of ability of preschoolers to analyze, compare, and generalize.
Each method is a set of techniques used to solve didactic problems.
The means of speech development include: - communication between adults and children; - cultural language environment; - teaching native speech in the classroom; -fiction; -different kinds art; - theatrical activities; -finger gymnastics; - articulatory warm-up.
The main techniques for developing the speech of preschoolers, some researchers believe, are direct (explanation, speech pattern, instruction) and indirect (reminder, remark, hint).
But some researchers identify the following series of methods for developing speech in preschoolers: 1) visual: showing illustrations, showing the position of organs during articulation; 2) verbal: speech sample, repeated pronunciation, explanation, instruction, assessment of children's speech, questions (reproductive, problematic); 3) gaming: game character, surprise moment, different types of games.
Thus, with the help of methods, means and techniques for developing the speech of preschoolers, the main goal can be achieved: general development child and preparing him for educational process At school.
Elements of the “Creative Writing Workshop” on the topic: “Speech development of preschool children.”
Colleagues are invited to complete a number of tasks, which as a result of the event will provide the final product of their activities. The tasks are intended for groups.
The time for each task is limited: 7-10 minutes.
Task 1. Answer the question: “What does a child’s speech development mean?” by writing down the answers in one word in a column. There may be several options. We voice the answers.
Task 2. Answer the question: “What is the goal of speech development?” in one sentence, using the answer from the first task. Let's voice the answer.
Task 3. Create a diagram, drawing, algorithm: “How this goal is achieved (from task 2).” Let's voice the answer.
Task 4. Create an element of didactic material for use in classes on speech development. Working together in groups. We use handouts: sheets of paper, markers, cubes, colored paper, glue, Whatman paper, balls, skittles, children's magazines, scissors, ribbons, packaging material.
The final product is creative material for practical use!
Teacher of GBDOU No. 67 of the Nevsky district of the city.
St. Petersburg Druzyak S.V.
2013
Preview:
List of used literature for the material “Speech development of preschool children.”
1. Great encyclopedia for preschoolers / ed. N. Zhiltsova.-M.: OLMA-Press, 2004.
2.Volkova G.A. Speech therapy rhythm. M.: Publishing house "Prosveshcheniye", 1985.
3. Vorobyova T.A., Krupenchuk O.I. Ball and speech St. Petersburg: KARO, 2003.
4.Gerbova V.V. I'm learning to say: guidelines for educators. - M.: Education, 2000.
5. Volina V. Holiday of the number. M., 1994.
6. Dedyukhina G.V. Learning to speak. M., 1997.
7.Dyachenko V.Yu. Speech development: thematic planning of lessons. - Volgograd: Teacher, 2008.
8. Card index didactic games and exercises for the development of speech of preschoolers / Ladutko L.K., Shklyar S.V.
9. Karpova S.I., Mamaeva V.V. Development of speech and cognitive abilities of preschoolers 4-5 years old.
10. Krupenchuk O.I. Teach me to speak correctly! St. Petersburg: “Litera” 2006.
11. Lifits E.A. Development of speech, movement and fine motor skills. Complex classes. Practical guide. M.: Iris-press, 2010.
12. Nishcheva N.V. Game. Games for the development of speech in preschoolers.
13. Novikovskaya O.A. Mind at your fingertips. M., St. Petersburg, 2006.
14. Osmanova G.A., Pozdnyakova L.A. Games and exercises for developing general speech skills in children: 3-4 years. St. Petersburg, 2007.
15. Osmanova G.A., Pozdnyakova L.A. -\\-: 5-6 years. St. Petersburg, 2007.
16. Pyatibatova N.V. Speech therapy classes with elements of the Montessori method for children (4-6 years old). - M.: Sfera, 2010.
17.Rants S.N. Children's space in M. Montessori pedagogy // Educator in a preschool educational institution, 2009. No. 5.
18.Savitskaya N.M. Logorhythmics for children 4-5 years old. - St. Petersburg, 2009.
19. Fopel K. How to teach children to cooperate? M., 2003.
Every mother dreams of her baby speaking as quickly as possible, immediately and clearly and in sentences. In real life, this rarely happens, because learning to speak is a long and labor-intensive process. In order to achieve quick and good results in the development of the speech of her beloved child, the mother has to put in a lot of work and use different means for children's speech development. Children learn words and language in the process of constant communication with them, while effective method is learning in the form of a game.
It should start almost from birth. Many parents mistakenly believe that if the baby does not speak yet, then they should not bother communicating with him. But the child will only recognize words and try to repeat them if he constantly hears them.
The most important speech development tools for children games for speech development, rhymes, fairy tales, proverbs and songs. You can stock up on such necessary tools using the same Internet, where you can find entire sites dedicated to early development children, as well as by purchasing audio CDs or books with poems, fairy tales and tongue twisters.
Communicate with your baby, constantly commenting on your actions, describe the objects you pick up and what you do with them. Practice dialogue with your child, ask simple questions and ask to show and name objects and their properties. The technique of finishing a word is very effective; when you read a poem or nursery rhyme, give your child the opportunity to use the right word. If he finds it difficult to do this, tell him the beginning of the word.
Use as books for children's speech development with colorful illustrations. For little ones, special books with hard covers are suitable. While reading a fairy tale or rhyme, be sure to show in the pictures who you are talking about, explain the characteristics of a particular character, and read out the dialogue using different intonations.
Finger exercises are very useful, as they not only help improve speech, but also the coordination of finger movements. Play hide and seek with your child - hide a toy or several toys and ask him to find them, while giving clues in the form of a description of the place where they are hidden, but do not name it.
For a child's first acquaintance with animals and objects, poems and nursery rhymes about them are suitable. Learn such rhymes together with your child, asking him to recite whole phrases or individual words himself.
Speech development tools for preschoolers
An important means of speech development is the language environment. The speech that children constantly hear, everything that is read and told to them, as well as attracting their attention to linguistic material ensure the formation of the so-called “sense of language,” which, in turn, contributes to the assimilation of speech culture.
Therefore, it is very important that the speech of adults is meaningful, literate, expressive, varied, and accurate.
But, unfortunately, in practice we have to deal with shortcomings in the speech of teachers and adults in the child’s family. Among which:
verbosity. Some teachers take a long time to explain the task to children. Unable to simply and clearly express their thoughts, others repeat everything that the children say, praise everyone immoderately, unnecessarily repeat their question several times - in this stream of words the main, essential thing is lost;
excessive dryness of speech, when children hear only brief instructions, comments and nothing more. From such a teacher the children will have nothing to learn regarding the richness of language;
careless pronunciation of sounds and words;
monotony of speech, which tires children and reduces interest in the content of the text. Listening to such speech. Children begin to get distracted, look around, and then stop listening altogether;
poverty of language;
abuse unnecessary words(“so to speak”, “means”), the use of words with characteristic features local dialects, with incorrect stress in words.
The teacher must be self-critical of his own speech and, if there are shortcomings in it, strive to eliminate them.
Fiction is also the most important means of speech development. It is used to form the sound culture of speech, assimilate morphological patterns and syntactic constructions. Nursery rhymes, chants, sayings, jokes, shifters, etc. that have come down from time immemorial, best reveal and explain to a child the life of society and nature, the world human feelings and relationships. Fiction develops a child’s thinking and imagination, enriches his emotions.
The value of reading fiction is that with its help an adult can easily establish emotional contact with a child.
When choosing the content of fiction, I try to take into account individual characteristics children and their development, as well as the life experiences of preschoolers. It is known that a child shows interest in a particular book if it interests him.
For the purpose of children's speech development, artistic means are used.
Significant Impact Drawing has an impact on speech formation. Drawing is one of the greatest pleasures for a child. It brings the baby a lot of joy. In drawing, the child acts, on the one hand, as a leader of adults and through various ways and form, is included in the development of artistic experience; on the other hand, he tries himself as a researcher of drawing techniques. When drawing, a child reflects not only what he sees around him, but also shows his own imagination. Activities with paints are not only sensory and motor exercises. It reflects and deepens children’s ideas about the environment, promotes the manifestation of mental and speech activity. Children get the opportunity to practice creating beauty and learn to relate speech to action. Creating an image stimulates the development of imagination: the child mentally
“completes” a static, sometimes shapeless image, giving it dynamism through the means of speech, real actions and play.
All stages of visual activity are accompanied by speech.
It has been established that preschool children almost never draw silently: some whisper something, others talk loudly. The word allows you to comprehend the process of depiction and makes the child’s movements more targeted. Thoughtful. It helps to use a variety of materials and different drawing techniques.
Thus, drawing and speech are two interconnected and mutually enriching means through which the child expresses his attitude towards the environment.
Theatrical performances bring incomparable joy to children. Which influence young viewers using a whole range of means: artistic images. Bright design, in other words, music.
Preschoolers are very impressionable, they are especially susceptible to emotional influence. Due to the figurative and concrete thinking of children, the staging works of art helps to perceive their content more clearly and correctly. However, they are interested not only in watching a performance in a real theater, but also in actively participating in their own performances (learning roles, practicing intonation expressiveness of speech). What they see and experience in a real theater and in amateur theatrical performances broadens children’s horizons and creates a need to tell friends and parents about the performance. All this undoubtedly contributes to the development of speech, the ability to conduct a dialogue and convey one’s impressions in a monologue.
One of the means of speech development is visual aids for speech development, which arouse children’s interest, thought and speech activity.
However, the availability of benefits in itself does not solve the problems of children’s speech development. They will not have a noticeable impact on the development of speech in preschoolers and will only be a means of entertainment if their use is not accompanied by the teacher’s word, which will guide the children’s perception, explain and name what is being shown.
Thus, for the development of speech, a variety of means and methods are used, the choice of which depends on the level of development of children’s speech skills and abilities; from the life experience of children4 from the nature of the language material and its content.
Sources
I.V. Gureeva. Development of speech and imagination. – VOLGOGRAD: CORIFHEUS, 2010