Speech development. Speech development is the most important condition for mental development. Development of correct speech is an important condition for mental development.

Organization: Kindergarten No. 18 “Vesnyanka”

Locality: Stavropol Territory, village. Krasnogvardeiskoe

A person spends his whole life improving his speech, mastering the riches of the language. Each age stage brings something new to his speech development. The most important stages in speech acquisition occur in childhood - the preschool and school periods.

In order for the process of speech development in children to proceed in a timely and correct manner, certain conditions are necessary.

The child must:

Be mentally and physically healthy;

Have normal mental abilities;

Have normal hearing and vision;

Have sufficient mental activity;

Have a need for verbal communication;

Have a full speech environment.

The child needs to create such conditions in the group so that he experiences satisfaction from communicating with adults, receives from them not only new knowledge, but also enriches his lexicon, interestingly told. Without verbal communication full development of the child is impossible.

Speech includes several components parties:

Work on the sound culture of speech (development of phonemic perception, auditory memory, speech breathing)

Development of fine motor skills

Vocabulary enrichment (active and passive) ;

Formation of grammatical structure of speech;

Development of coherent speech (monologue and dialogic) ;

Preparing your hand for writing;

Reading training;

Development of intonation expressiveness and fluency of speech

From the very beginning, speech appears as a social phenomenon, as a means of communication. Somewhat later, speech will also become a means of understanding the world around us and planning actions. As the child develops, he uses increasingly complex language units. The vocabulary is enriched, phraseology is mastered, and the child masters the laws of word formation. He uses these means of language to convey his increasingly complex knowledge and to communicate with people around him in the process of activity.

In other words, children master their native language through speech activity, through speech perception and speaking. This is why it is so important to create conditions for children’s speech activity.

What are the conditions for the successful development of speech, the formation speech skills and skills in children?

1. Emotional communication with the child from the moment of birth.

Speech communication between a child and an adult is preceded by emotional communication. It is the core, the main content of the relationship between an adult and a child. The child seems to become infected with the emotional state of the adult, his smile, laughter, and gentle tone of voice. This is emotional communication, not verbal, but it lays the foundations for future speech, future communication with the help of meaningfully pronounced and understood words.

2. Creating conditions for communication with other children.

Communication with peers in preschool age plays no less important role in the development of children than communication with adults. It arises in joint activity and can be carried out in different ways. If the activity itself is primitive and poorly developed, then communication will be so or: it can be expressed in aggressively directed forms of behavior (fights, quarrels, conflicts) and is almost not accompanied by speech.

The more complex and varied the activity, the more necessary verbal communication becomes for the child. Child development occurs especially successfully in collective activities, primarily in play, which stimulates the development of communication between children, and, consequently, speech. Communication with peers is a special area of a child’s life, completely different from communication with adults.

3. The speech of an adult is an example to follow.

A child’s speech develops largely as a result of imitating the speech of others. Adults need to watch their speech. Of particular importance is the speech of the teacher, who is constantly with the children; he is the most authoritative person for them. Every teacher should know that in kindergarten his speech turns into a pedagogical tool, into an instrument of influence on children

4. Development of fine motor skills of the hands.

The direct relationship between the level of speech development and the development of fine motor skills of the hands is clearly visible in the course of the individual development of each child (this has already been convincingly proven by special scientific research) . Therefore, developed, improved movements of the fingers contribute to a more rapid and complete formation of speech in a child, while undeveloped manual motor skills, on the contrary, inhibit such development

Many games and exercises aimed at developing children's manual skills have come to us from time immemorial. And this is not a simple coincidence. In those distant times, when writing did not yet exist, people understood well great importance "sleight of hand" as one of the most important conditions for a person’s adaptation to life. This is reflected in folk tales, legends, proverbs and sayings. We are well aware of expressions such as "master of golden hands", "great craftsman" or vice versa, "hands are hooks", "hands like a rake", "not made by hand", “You should tear your hands off for doing this kind of work” etc. And everyone knows such children's games as "Okay" or “The magpie-crow was cooking porridge”.

The main ways to develop and improve fine motor skills of preschool children.

In preschool age, it is necessary to continue working on the development of fine motor skills and coordination of hand movements.

For children from one to three years old, the exercises are given in a simplified version that is appropriate for their age. For older children from 3 to 5 years old, the tasks can be made more difficult.

Work on developing hand movement should be carried out regularly, only then will the greatest effect from the exercises be achieved. Tasks should bring joy to the child; boredom and overwork should not be tolerated.

You can offer the child:

Run small tops with your fingers.

Knead plasticine and clay with your fingers.

Roll pebbles, small beads, balls with each finger in turn.

Clench and unclench your fists, while you can play as if the fist is a flower bud (in the morning he woke up and opened, and in the evening he fell asleep - closed, hid).

5. Satisfying the child’s curiosity.

Speech, being a means of assimilating socially, historical experience, serves as a tool for intellectual activity (perception, memory, thinking, imagination) and performs a cognitive function.

A child primarily gains cognitive experience in a wide variety of activities. All types of activities of a preschooler - play, constructive, visual, labor - make it possible to mobilize his cognitive capabilities, which means developing them, teaching him not only to navigate the world around him, but also to a certain extent to transform it.

6. Reading fiction and learning poetry.

Fiction serves as a powerful, effective means of mental, moral and aesthetic education of children; it has a huge impact on the development and enrichment of a child’s speech.

When memorizing poems with children, the teacher sets himself several tasks: to arouse interest in the poem and a desire to know it; help to understand the content as a whole and individual difficult passages and words, teach them to read it expressively in front of listeners; use in life; cultivate a love of poetry.

In poetic images, fiction reveals and explains to the child the life of society and nature, the world of human feelings and relationships. It enriches emotions, fosters imagination and gives the child excellent examples of Russian literary language. These samples are different in their influence: in stories, children learn conciseness and precision of words; the poems capture the musicality, melodiousness, and rhythm of Russian speech; folk tales reveal to them the accuracy and expressiveness of the language, show how rich their native speech is in humor, lively and figurative expressions, comparisons

7. Joint excursions, theaters, visits to museums.

The vocabulary is enriched, the speech activity and cognitive needs of children are stimulated.

Conclusion:

The main condition for the successful speech development of children is the creation of a favorable speech environment. The richness, variety and correctness of his own speech largely depends on the speech environment that surrounds the child. The speech environment is the speech of parents, others, folklore, fiction, radio and television, cinema and theater, and in kindergarten - the speech of teachers and other workers, speech heard in the classroom.

Correct and beautiful speech develops under conditions of a decent speech environment, the necessary practice of speech, education, reading, which begins even before a person is born and continues throughout life.

Speech as a factor in human development

Language and speech are necessary for a person to fully communicate. Both of these phenomena are usually called social:

language – lexical, phonetic and grammatical means for communication;
speech is a complex form of communication communicative activities people, formed historically through language.

Language structures were created and continue to be created on the basis of certain rules. Coherent speech and language are never opposed and can be separated from each other. The development of speech is facilitated by the need to communicate and unite people.

Historical experience and knowledge cannot be conveyed without the development of speech related to human life, and speech itself is one of the main indicators of its development. The need for speech is present in a person at any age, taking the form necessary for communication and self-expression:

direct;
delayed;
external;
internal.

By developing speech, a person masters various types speech activity, speech mechanisms and various linguistic means.

Speech development tools include:

learning through communication;
cultural language environment;
fiction;
various types of art.

There are the following types of speech:

internal;
oral;
written.

A speech product is a speech utterance created independently or collectively.

Speech development begins from the first days of a child’s life. The formation of correct coherent speech skills occurs simultaneously with the development of physical and mental abilities and occurs in two main directions:

the use of language in practical activities, which helps expand speech capabilities;
during specially organized training.

Speech development depends on the following factors:

proper speech environment;
the influence of the speech of others;
regular speech practice;
family education;
training in educational institutions.

There are different points of view among researchers about the stages of human speech development. Their number varies from two to four.

Preparatory (passive)

The stage begins with the birth of the child and lasts up to a year. During this period, a reaction to communication, an understanding of the direction of sound, a readiness for playful movements, a reaction to the words and desires of others are developed.

Pre-school (autonomous)

The period lasts from one to three years. The sounds and first words are still distorted, but attempts to form phrases appear. There is an active accumulation of vocabulary. The child understands the meaning of words and uses them correctly in speech. The basics are mastered syntactic constructions native language, but there are differences from the speech of adults in sound and meaning.

Preschool (active)

Speech development during the period of preparation for goes to school fast. The child’s social circle expands. Children learn to master coherent speech by correcting the pronunciation of whistling and hissing sounds. The skill of auditory control of pronunciation and mastery of different sentence structures appears. Connected speech acts as the main means of cognition and becomes contextual, i.e. expanded.

School

The most responsible, serious and conscious stage of speech development. Before the age of 17, the basic rules of grammar when constructing independent statements must be mastered. The leading role is given to the development of a new type of speech - written. At the same time, literary language skills are developed. Due to the stormy personal development- the emergence of slang.

Speech development tasks

Speech is the basis of any mental activity and the main means of human communication. Words are the “building blocks” that make up speech. At each age stage of a person’s life, there are certain tasks for speech development. The main thing is to teach a person to correctly and clearly express his thoughts in his native language, using oral speech.

For achievement main goal, necessary:

enrich and activate vocabulary (demonstrate the versatility of word meanings);
form the grammatical structure of speech (mastering the norms of changing words according to grammatical rules for constructing various sentences);
to cultivate the sound culture of speech (to develop the ability to hear and correctly reproduce all the sounds of the native language, to work on mastering the intonation structure, pronunciation and stress system in words);
develop monologue and dialogic speech (monologue is a more complex form of speech, so it is important to develop dialogic speech, gradually including monologue);
introduce to fiction (what more people reads quality works of art, the better his speech, the more successfully he masters the skills of composing coherent messages, retelling events, and the greater his interest in artistic expression).

Correct speech is the key to successful human development.

Principles of children’s speech development during organized learning:

cause students’ speech activity by creating problematic speech situations;
deepening the semantic perception of educational text through analysis of its content;
form the concept of linguistics;
develop a sense of language;
conduct exercises that develop coherent speech in the system;
the ability to express one's thoughts verbally and in writing.

The result of speech development

The ability to correctly and consistently present thoughts and express own opinion– the result of developed communicative and speech skills. They differ as:

aimed at creating a speech utterance;
related to the creation of the structure of an utterance;
related to the use linguistic means in accordance with speech tasks;
aimed at understanding the content of a speech utterance.

One of the important indicators of a child’s speech development is the ability to coherently express one’s thoughts, logically and consistently retell what one has read, compose grammatically correct sentences, and intonationally and figuratively expressive messages. Coherent speech (dialogue, monologue) demonstrates mastery of oral speech.

Researchers identify three age stages in the development of speech in children:

junior (from 3 to 4 years old);
average (from 4 to 5 years);
senior (from 5 to 6 years old).

Junior: involves the use of simple sentences in speech, finishing poetry, retelling texts based on plot pictures. After processing the content of the pictures, adults, using questions, help children compose a coherent story based on the pictures.

Intermediate: involves more complex work in mastering retelling skills literary works, independent writing of short stories based on toys and paintings, composing riddles.

Senior: Develops an interest in independent writing and creating a variety of types of creative stories.

The ability to speak coherently reflects the skills of meaningful perception of the world around us and the correct expression of one’s impressions.

Types of coherent speech are divided into dialogic and monologue.

Dialogue speech (dialogue) means the process of direct verbal communication in which two or more interlocutors participate, exchanging remarks.

The dialogue assumes:

alternating remarks;
presence of several participants;
lack of development of thought;
use of colloquial vocabulary;
brief reflection on statements;
stimulating statements with internal and external motives.

Monologue speech means a detailed, complete, clear, interconnected narrative. The process of direct communication requires attention, a specific address from one person to another or a group of listeners.

The monologue suggests:

use of literary vocabulary;
preliminary lengthy consideration of the statement;
full development and formulation;
the ability to choose the necessary words and structures that accurately convey the idea.

There are the following methods for developing coherent speech in children:

visual;
verbal;
practical.

Each of them forms a set of techniques that solve didactic problems:

acquaintance;
consolidation;
recycling.

Visibility involves the following types of observations:

direct – excursions, contemplation, looking at;
indirect - drawing, looking at illustrations, writing stories about what they saw.

Visual model includes:

retellings;
comparative narrative stories;
creative statements on a given topic.

Verbal methods

The verbal method of speech development necessarily includes working with various issues(i.e. verbal appeals suggesting an answer).

There are questions:

basic (reproductive and search);
auxiliary (guiding and prompting).

They must be targeted, clear, specific, and appropriate to the child’s developmental level.

With the help of questions, the child masters:

reading and then retelling a literary work;
learning poems or passages of prose by heart;
retelling;
summarizing what you read or hear;
a story without clarity.

Practical methods

Speech practice involves a variety of games and practical tasks:

plastic sketches;
dramatization;
staging;
round dance games.

A child’s rich and meaningful speech makes it easier to express his thoughts and expands his ability to understand reality. Full future relationships with people and the development of a child’s personality as a whole are impossible if speech is unclear. Difficulties in communication cause difficulties with adaptation and ultimately worsen character.

Games and practical exercises will help you develop correct pronunciation, construction of coherent logical statements.

The basis of games for the development of spoken language is the free and grammatically correct speech of adults. Games stimulate interest in the development of speaking skills, bring positive emotions, and eliminate isolation.

Educational games are aimed at developing:

communication skills;
mastering the skills of logically coherent statements;
vocabulary formation;
development of auditory attention;
development of attention, memory, thinking.

Speech development techniques

Elements of speech development methods are called techniques.

Methods of speech development in pedagogical practice are used comprehensively.

Their use depends on:

assigned tasks;
age of trainees;
individual qualities of children;
subject of study;
degree of training of students.

A stable classification of techniques for improving coherent speech has not been created, so the techniques are conventionally divided according to the role played by clarity and the emotional component. Accordingly, there are methods:

straight;
indirect.

On direct methods for developing communication skills oral speech relate:

verbal samples;
instructions;
explanations.

Speech patterns mean the correct language activity of a teacher or educator. The sample needs clarification and guidance. The speech pattern precedes children's coherent utterances.

With the help of instructions, adults explain to children what means and actions are used to achieve the desired result.

The instructions are used for the following purposes:

to train;
organize;
discipline.

It is easier to reveal to students the essence of the actions taking place with the help of explanations, so this technique is especially often used in work on mastering words and expanding vocabulary.

Indirect

Indirect (indirect) methods are usually called:

recommendations;
tips;
amendments;
targeted appeals;
objections;
comments.

Indirect methods of developing coherent speech are usually used in combination with others. Purpose: thanks to the variety of techniques used, the child is encouraged to perform certain speech actions.

Verbal techniques

Verbal techniques for developing coherent speech in children include:

memorizing poetry and prose;
retelling what was heard;
compilation different stories with or without support for clarity;
conversations about what they saw and heard;
commenting on actions;
repeated pronunciation (repetition);
indirect communication through a toy.

An important condition for the development of a child’s coherent speech is the creation of comfortable conditions and constant help adults in the acquisition of grammatical and lexical norms of oral speech by children.

A child’s speech is formed from a very early age and therefore specially organized training sessions, developing speech, will help you understand whether the process of mastering speech norms is proceeding correctly:

whether the child’s vocabulary is sufficient to compose a coherent statement on the topic;
is their connection used correctly;
does the pronunciation correspond to the norms of correct speech;
whether the child understands what is happening around him.

Intensive accumulation of words occurs in children from one to three years, when they are already able to speak in whole phrases.

Coherent speech is built on the basis of development:

attention;
hearing;
memory;
thinking;
imitation.

Children’s coherent speech develops in two directions:

understanding the speech of others;
developing your own active speech skills.

Work on the accumulation of active and passive vocabulary occurs in the classroom, when children hear clear, correct, unhurried speech from adults. In this case, the child, repeating what he hears, learns pronunciation, grammatically correct construction of sentences, and accumulates vocabulary.

Replenishing vocabulary involves including parts of speech in a child’s speech: nouns, verbs, adjectives, adverbs. At the same time, the skills of constructing phrases are mastered. Phrasal speech is important in the overall process of developing children's coherent speech.

The development of active speech stimulates imitation. Having reproduced the sounds and words of an adult as he pronounces them, the child initially “sounds” like an echo. However, imitation is an innate skill of all people. The meaning of imitation appears when speech is connected with familiar objects of the surrounding world. Consequently, it is more favorable to develop speech imitation during games, depicting a car, plane or animal with the child.

The period of active use of vocabulary may not come as quickly as adults would like, because Every child has a period of knowledge accumulation when vocabulary is passive. The dynamics of success can be tracked in a special diary, where any achievements of the child and the appearance of new words and phrases in his vocabulary are recorded.

Class requirements

Imitating the speech of adults is the basis for the accumulation of knowledge and skills in the development of coherent speech, so it is important to create favorable conditions for this during classes:

take into account age characteristics;
focus on the child’s speech development level;
start classes with familiar topics (“Favorite toys”, “Fairy tales”);
master complex exercises gradually;
create a calm environment;
observe the regularity and duration of classes;
periodically repeat what you have learned;
be sure to praise your child even for small achievements;
remain calm even if you are slowly (in your opinion) mastering the topic.

The influence of fiction on the development of beautiful, correct speech can hardly be overestimated, so read to your child as many works as possible, drawing his attention to the speech of the heroes of fairy tales, stories and poems.

The set of sounds spoken and perceived by people is called speech.

Connected speech performs various functions:

communicative, i.e. transmission of information through sounds;
intellectual, i.e. serving as a means of thinking and manifesting itself in dialogical and monologue speech;
regulatory, i.e. management of psyche and behavior;
psychodiagnostic, i.e. making it possible to judge a person’s mental state;
linguistic, i.e. belonging to a particular linguistic culture.

The degree of speech development determines a person’s readiness and ability to live in society.

Improvement of skills is given serious attention in all educational institutions, beginning with kindergarten. There are certain norms for the development of coherent speech:

understand requests consisting of 2 parts (“stand up and take it”);
know prepositions (“on the sofa, under the table”);
distinguish similar objects;
vocabulary up to 400 units;
be able to compose phrases containing up to four words.

state name, age and gender;
carry out simple tasks (“give it, pick it up”);
talk about your impressions of what you saw or heard;
perceive plot pictures;
use the plural in speech;
follow instructions in two steps (“first let’s do this and then do something else”);
use conjunctions and prepositions in oral speech;
use a dictionary of approximately 500 words.

ask questions using interrogative pronouns;
be able to coordinate nouns with adjectives and numerals;
form diminutive forms of nouns;
listen to long stories;
make up complex sentences up to five words;
have a vocabulary of up to 1500 units.

talk about the practical use of objects, understand what materials they are made of;
give your address correctly;
name antonyms and distinguish between “right and left”;
use grammatical categories time;
possess the skill of mental counting up to 10;
be able to retell a story or fairy tale;
vocabulary up to 3000 units;
make up phrases of up to 6 words.

retell past events;
express your attitude to what is being said;
pronounce all sounds correctly;
use abstract concepts;
vocabulary up to 4000 units.

ask and answer questions;
use generalizing nouns;
be able to write short stories and describe pictures;
use synonyms.

A child who speaks correct, coherent speech easily communicates with the world around him, communicates and is able to express his thoughts using words and phrases. To acquire coherent speech skills that are not innate, educational institutions conduct special classes on the development of speech in preschoolers.

These classes are inextricably linked with the work of parents in developing speaking skills for the child’s successful adaptation in society and subsequently while studying at school.

According to the Federal State Educational Standard (new educational standards) speech development classes should solve the following problems:

shape children’s speech so that they can communicate with others without difficulty;
enrich children's active vocabulary;
develop creative speech through exercises in composing stories, poems, and creative works;
introduce children to reading works of fiction and introduce them to all genres of literature;
develop phonemic awareness: correct assimilation of stresses and sounds in words.

To accomplish these tasks, there are methods and a system of exercises used in combination to facilitate speech acquisition.

In the younger group

The formation of coherent speech skills begins from the first days of a child’s stay in a preschool educational institution. Already in the younger group of kindergarten, they are used for speech development. special forms communication appropriate to the age of children junior group. The main form of communication between children and others during this period is dialogue.

During the day, teachers conduct appropriate classes with children to develop the speech skills of children in the younger group.

Formation of sound speech culture skills:

learning the articulation of sounds, hissing, voiceless consonants;
reproduction of the intonation of spoken phrases;
setting the rhythm and tempo of speech.

Formation of children's vocabulary:

introduction of new speech patterns, prepositions;
explanation of the word-formation capabilities of the language, the formation of diminutives and affectionate words;
generalization of concepts;
introduction to speech common words instead of onomatopoeic ones (“dog” instead of “av-av”).

Formation of grammatical structure of speech:

changing the number and case of nouns (one cup, two cups; you are standing - I am standing);
constructing simple sentences.

Development of dialogue skills:

conversations with children about events happening around them;
assistance in communicating with peers, answering questions;
mastering the imperative mood (sit down, bring it, pick it up).

IN middle group In kindergarten, children experience a qualitative leap in mastering coherent speech. They consciously change the volume of their voice and are able to reproduce intonations, and actively accumulate vocabulary.

During this period, more serious demands are already placed on children:

communication culture, i.e. speak in phrases, do not shout or interrupt others;
initiative in communication and mastering monologue speech skills;
mastering behavioral skills during classes and walks.

Educational classes for preschoolers in the middle group are held in a new way:

excursions outside the preschool educational institution appear;
master the skills of retelling and composing your own stories;
training in dramatization, participation in role-playing games and active memorization of poems and songs;
inner speech is formed.

In the older group

In older preschool age, classes with children are subordinated to the main goal: improving existing knowledge and active preparation for upcoming schooling. All techniques for improving oral speech are aimed at:

communication training (verbal and non-verbal);
correction of pronunciation defects;
education of speech culture.

Active ways to improve speech skills:

story games,
quizzes,
working on clarity of diction,
fairy tale dramatizations,
comparative descriptions of paintings and objects.

Children in senior group kindergartens are actively expanding their vocabulary. Normally – up to several thousand words. As a result of well-organized classes, the following improves:

reproduction of hissing, whistling and sonorous sounds;
intonation improves;
speech becomes expressive;
Word creation skills are acquired;
The ability to construct grammatically correct sentences develops.

Children in preparatory group kindergarten - practically schoolchildren. They have very little time left to master and improve their coherent speech skills so that they do not have to face difficulties at school.

Classes on speech development for children in the preparatory group are designed to develop the following skills:

carrying out sound analysis words;
composing riddles about sounds;
ability to complete rhythmic phrases;
choosing from a number of synonyms one that is exactly suitable for use in the story;
understanding the meaning of antonyms;
constructing statements of different types.

To achieve the goal of developing speech skills, speech corners are organized in groups. Materials for speech development contain:

cards with games and exercises;
plot pictures for composing stories;
word games;
poems, tongue twisters, nursery rhymes;
games for developing fine motor skills.

verbal;
gaming;
visual.

The most difficult exercise is when children are asked to come up with a story on their own, and the child chooses the topic.

Upon completion of classes in the preparatory group, the child should be able to:

maintain a conversation on a given topic;
listen to the statements of other children;
convey the content of literary works without violating the logical sequence;
fulfill creative tasks according to the proposed model.

Moscow State University professor V. Anikin, a philologist and expert on Russian folklore, called tongue twister a “funny game” during which difficult words and phrases are repeated at speed.

This educational game becomes interesting because familiar letters in certain combinations are difficult to pronounce and cause confusion - “cuckoo on cuckoo”, “firewood on the grass”, etc. It's all about rearranging sounds that are similar and different from each other.

Tongue twisters are a necessary tool for speech development.

They are helping:

improve diction by training difficult to pronounce words and sounds;
form a beautiful speech;
expand your vocabulary;
pronounce all letters correctly without “swallowing” difficult ones.

To establish diction, tongue twisters are divided into categories according to degree of complexity.

For effective learning, you need to carefully prepare for working with tongue twisters:

select those that correspond to the child’s age;
use few samples;
explain the meaning of the tongue twister by slowly pronouncing the text;
introduce game elements into learning.

Monologue speech

The statement of one person addressed to listeners is called monologue speech or monologue.

Signs of this form of speech:

duration;
volume;
structure;
easily changeable topic of the statement.

There are two types of coherent monologue:

addressed to listeners (report, lecture, public performance);
addressed to oneself, i.e. not expecting a response.

Mastery of monologue speech requires certain skills:

the use of speech structures to intelligently express one’s thoughts;
narrative and descriptive messages on a topic using story pictures;
compiling descriptive texts according to the plan.

The method of teaching coherent monologue speech involves:

formation in students of certain skills of expressing their thoughts with the help of learned materials;
improving skills with support exercises.

Any type of monologue - story, description, retelling - requires some kind of support.

By support we mean:

situations;
prepared material (questions, descriptions);
ready-made texts;
visual situations;
ready-made structures;
logic.

The main causes of speech deviations

Availability in modern world interactive entertainment and technological teaching methods do not mean full development of speech. On the contrary, statistical data indicate large quantities children suffering from disabilities speech development.

Speech disorders indicate deviations that are unacceptable in the norms of the language.

Researchers identify the following reasons for deviations:

heredity;
consequences of injuries;
developmental disabilities;
bilingual families.

A modern school requires from a child high level mental and speech development. Human language (speech) is not only a means of communication, but also a means of expressing thoughts. The more figurative and correct the speech, the more accurately the thought is expressed. The development of speech entails the development of mental operations, and, conversely, the development of thinking contributes to the development of speech. If the level of a child’s speech development is high, then he not only reads well and writes competently, but also better understands and perceives what is being studied, and clearly expresses his thoughts.There are several interrelated types of speech: oral speech, inner speech and written speech, all of which are inextricably linked with thinking. Oral speech is speech spoken out loud, it is always addressed directly to the interlocutor and serves the purposes of direct communication between people, that is, it is communicative. Many aspects of personality find expression in its content, tempo, rhythm, and smoothness. Some people speak very emotionally, others speak about the same events without much emotion, some speak laconicly, others are overly lengthy, others different people- different vocabulary. Thinking has a decisive influence on the content and direct execution of oral speech, and an attentive interlocutor can easily determine how active this moment, how flexible the speaker’s thinking is at its core, to what extent his active vocabulary is developed and how quickly the interlocutor manages his mental operations. Of course, one or several conversations cannot be used to judge the development of thinking and level of intelligence of the interlocutor; one must always take into account the general state of the person and his degree of interest in the proposed topic. Especially when it comes to the damage to the development of speech and thinking in children, because voluntary attention, when they are able to maintain a conversation with a strong-willed effort, is formed only at school age.Thinking is organically connected with speech and language. Their emergence and development mark the emergence of a new special form of reflecting reality and managing it. It is important to distinguish language from speech. Language is a system of conventional symbols with the help of which combinations of sounds are transmitted that have the same meaning and the same meaning as the corresponding system of written signs. Speech is a set of spoken or perceived sounds that have the same meaning and the same meaning as the corresponding system of written signs. Language is the same for all people who use it, speech is individual. Speech expresses the psychology of an individual person or a community of people for whom these speech features are characteristic; language reflects the psychology of the people for whom it is native, and not only living people, but also previous generations. Speech without language acquisition is impossible, while language can exist and develop relatively independently of a person, according to laws not related to either his psychology or his behavior.

A child’s speech is formed under the influence of the speech of adults and depends to a great extent on sufficient speech practice, a normal speech environment and on upbringing and training, which begin from the first days of his life. Speech is not an innate ability, but develops in the process of ontogenesis - the individual development of the body from the moment of its inception to the end of life.) in parallel with the physical and mental development of the child and serves as an indicator of its overall development. A child’s acquisition of his native language follows a strict pattern and is characterized by a number of features common to all children. In order to understand speech pathology, it is necessary to clearly understand the entire path of sequential speech development of children in normal conditions, to know the patterns of this process and the conditions on which its successful occurrence depends.

For a preschool child, good speech is the key to successful learning and development at school. Children with bad developed speech fall behind and often find themselves among those who fail in various subjects.

The main task of kindergarten is to develop the child’s oral coherent speech. Characteristics Such speech is not only extensive, but also arbitrary. By the age of seven, a child’s speech should be meaningful and based on sufficient knowledge. But this is not enough - the content must be built in a logical sequence: significant episodes cannot be skipped, they cannot be rearranged randomly, unnecessary insertions should be avoided, logically move from one part to another, and be able to complete the statement. In this case, the child must correctly pronounce all the sounds and words of his native language.

Timely and complete mastery of speech is the first most important condition for the formation (appearance) of a full-fledged psyche in a child and further proper development her. Timely means started from the very first days after the birth of the child; full-fledged means sufficient in terms of volume of language material and encouraging the child to master speech to the full extent of his capabilities at each age level.

Attention to the development of a child’s speech in the first stages of development is especially important because at this time the brain is intensively developing and its functions are being formed. According to research by physiologists, the functions of the central nervous system are easy to train precisely during the period of their natural formation. Without training, the development of these functions is delayed and may even stop forever.

According to M.M. Koltsova, for the function of speech creation, such a “critical” period of development is the first three years of a child’s life: by this period, the anatomical maturation of the speech areas of the brain basically ends, the child masters the main grammatical forms of his native language, and accumulates a large vocabulary. If in the first three years the baby’s speech was not given due attention, then in the future it will take a lot of effort to catch up.

The process of mastering native speech is a natural process of development and improvement of the speech-creating system of an individual person’s body. We call the pattern of language acquisition the dependence of the intensity of education of speech skills on the developmental potential of the language environment - natural (in home learning) or artificial, i.e. language environment specially prepared methodological means(in preschool institutions).

The pattern of speech acquisition: the ability to perceive native speech depends on the training of the muscles of the child’s speech organs. Native speech is acquired if the child acquires the ability to articulate phonemes and model prosodemes, as well as isolate them by ear from sound complexes. To master speech, a child must practice the movements of the speech apparatus (and then, when mastering written speech, the eyes and hands) necessary to pronounce each phoneme of a given language and their positional variants and each prosodeme (modulation of voice strength, pitch, tempo, rhythm, timbre of speech), and these movements must be coordinated with hearing.

Speech is acquired if a child, listening to someone else’s speech, repeats (aloud and then silently) the articulations and prosodemes of the speaker, imitating him, that is, if his speech organs are actively operating.

The characteristics of the child’s psyche are of serious importance: the child must clearly perceive words and sounds, remember them and accurately reproduce them. Good hearing health and the ability to listen carefully are crucial. The child must correctly reproduce what he heard. To do this, his speech apparatus must function clearly: the peripheral and central parts (brain).

Most parents believe that it is enough to teach their child the letters and he will begin to read and write correctly. However, as practice shows, knowledge of letters does not exclude serious difficulties for preschoolers in learning to read and write.

But the main reasons for this phenomenon are a violation of phonemic perception, pronunciation defects, as well as undeveloped skills of sound analysis and synthesis.

The reading skill is formed in a child only after mastering the merging of speech sounds into syllables and words.

That is, if we want the child to learn written speech(reading and writing) quickly, easily, and also avoided many mistakes, he should be taught sound analysis and synthesis.

In turn, sound analysis and synthesis should be based on a stable phonemic perception of each sound of the native language.

Phonemic perception or phonemic hearing is the ability to perceive and distinguish speech sounds (phonemes).

This ability is formed in children gradually, in the process of natural development.

So, imperfect phonemic perception, on the one hand, negatively affects the development of children's sound pronunciation, on the other hand, it slows down and complicates the formation of sound analysis skills, without which full reading and writing are impossible.

So, the necessary prerequisites for teaching literacy to preschoolers are: formed phonemic perception, correct pronunciation of all sounds of the native language, as well as the presence of basic sound analysis skills.

The most significant thing for a seven-year-old child is the transition to a new social status: a preschooler becomes a schoolchild.

The child combines traces of preschool childhood with new qualities of a schoolchild. Transfer from play activity educational activities significantly influences the child’s motives and behavior. Quality educational activities will depend on how much the prerequisites were formed in the preschool period.

Very important:

how the child’s physical development proceeded, his characteristics;

condition of physical hearing (frequent otitis media);

development of fine motor skills of the fingers, general motor skills, developmental disabilities;

state of the nervous system (excitability, depression, etc.);

what knowledge and ideas about the world around the child (space, time, counting operations);

development of voluntary attention, indirect memorization, and the ability to listen to the teacher;

cognitive activity, desire to learn, interest in knowledge, curiosity;

communicative activity, readiness to work together with other children, cooperation, mutual assistance.

On the basis of these prerequisites, at primary school age, new qualities necessary for learning begin to form. Ready for schooling is formed long before entering school and is not completed in the first grade.

The concept of readiness for learning includes not only a qualitative characteristic of the child’s stock of knowledge and ideas, but also the level of development of generalizing thinking activity. Schooling places new demands on the child for his speech, attention, and memory. Significant role plays psychological readiness child to learning, i.e. his awareness of the social significance of his new activity.

Special criteria for readiness for schooling are applied to a child’s mastery of his native language as a means of communication.

1 TO school age the child must be fully formedsound side of speech.

The child must have correct, clear sound pronunciation of all groups of sounds.

2. By the age of six, phonemic processes, the ability to hear and distinguish, differentiate phonemes (sounds) of the native language are fully formed.

3. Readiness of children for sound-letter analysis and synthesis of the sound composition of speech. This is the ability to isolate the initial vowel sound from the composition of a word; analysis of vowels from three sounds of AIU; backsyllable analysisvowel - consonant ; hear and highlight the first and last consonant sound in a word, etc.

4. Development of vocabulary, the ability to use different methods of word formation. Education and correct use of words with a diminutive meaning, the ability to form words in the required form. Identify sound and semantic differences between words. Form adjectives from nouns.

5. By school age, the grammatical structure of speech is formed. This is the ability to use detailed phrasal speech, the ability to work with sentences. Build correctly simple sentences, see the connection of words in sentences, distribute sentences as secondary and homogeneous members, construct complex sentences grammatically correctly. Children should be able to compose stories based on pictures, based on a series of plot pictures.

Availability junior schoolchildren Even mildly expressed deviations in phonemic and lexico-grammatical development lead to serious problems in mastering general education school programs.

The main task of parentsduring pay attention to various oral speech disorders of your child in preschool ageto provide speech therapy correctional assistance before school and prevent communication difficulties in a group and poor performance in secondary school.

The sooner correctional and developmental training is started, the better the result will be.

A modern school requires a high level of mental and speech development from a child. Human language (speech) is not only a means of communication, but also a means of expressing thoughts. The more figurative and correct the speech, the more accurately the thought is expressed. The development of speech entails the development of mental operations, and, conversely, the development of thinking contributes to the development of speech. If the level of a child’s speech development is high, then he not only reads well and writes competently, but also better understands and perceives what is being studied, and clearly expresses his thoughts.

There are several interrelated types of speech: oral speech, inner speech and written speech, all of which are inextricably linked with thinking. Oral speech is speech spoken out loud; it is always addressed directly to the interlocutor and serves the purposes of direct communication between people, that is, it is communicative. Many aspects of personality find expression in its content, tempo, rhythm, and smoothness. Some people speak very emotionally, others speak about the same events without much emotion, some speak laconicly, others are overly lengthy, different people have different vocabulary. Thinking has a decisive influence on the content and direct execution of oral speech, and an attentive interlocutor can easily determine how active the speaker is at the moment, how fundamentally flexible the speaker’s thinking is, to what extent his active vocabulary is developed and how quickly the interlocutor manages his mental operations. Of course, one or several conversations cannot be used to judge the development of thinking and level of intelligence of the interlocutor; one must always take into account the general state of the person and his degree of interest in the proposed topic. Especially when it comes to the damage to the development of speech and thinking in children, because voluntary attention, when they are able to maintain a conversation with a strong-willed effort, is formed only at school age.

Thinking is organically connected with speech and language. Their emergence and development mark the emergence of a new special form of reflecting reality and managing it. It is important to distinguish language from speech. Language is a system of conventional symbols with the help of which combinations of sounds are transmitted that have the same meaning and the same meaning as the corresponding system of written signs. Speech is a set of spoken or perceived sounds that have the same meaning and the same meaning as the corresponding system of written signs. Language is the same for all people who use it, speech is individual. Speech expresses the psychology of an individual person or a community of people for whom these speech features are characteristic; language reflects the psychology of the people for whom it is native, and not only living people, but also previous generations. Speech without language acquisition is impossible, while language can exist and develop relatively independently of a person, according to laws not related to either his psychology or his behavior.

For a preschool child, good speech is the key to successful learning and development at school. Children with poorly developed speech lag behind and often find themselves among those who fail in various subjects.

The main task of kindergarten is to develop the child’s oral coherent speech. The characteristic features of such speech are not only extensiveness, but also arbitrariness. By the age of seven, a child’s speech should be meaningful and based on sufficient knowledge. But this is not enough - the content must be built in a logical sequence: significant episodes cannot be skipped, they cannot be rearranged randomly, unnecessary insertions should be avoided, logically move from one part to another, and be able to complete the statement. In this case, the child must correctly pronounce all the sounds and words of his native language.

Timely and complete mastery of speech is the first most important condition for the formation (appearance) of a full-fledged psyche in a child and its further correct development. Timely means started from the very first days after the birth of the child; full-fledged means sufficient in terms of volume of language material and encouraging the child to master speech to the full extent of his capabilities at each age level.

Attention to the development of a child’s speech in the first stages of development is especially important because at this time the brain is intensively developing and its functions are being formed. According to research by physiologists, the functions of the central nervous system are easily trained during the period of their natural formation. Without training, the development of these functions is delayed and may even stop forever.

The process of mastering native speech is a natural process of development and improvement of the speech-creating system of an individual person’s body. We call the pattern of language acquisition the dependence of the intensity of education of speech skills on the developmental potential of the language environment - natural (in home learning) or artificial, i.e. language environment, specially prepared by methodological means (in preschool institutions).

But the main reasons for this phenomenon are a violation of phonemic perception, pronunciation defects, as well as undeveloped skills of sound analysis and synthesis.

The reading skill is formed in a child only after mastering the merging of speech sounds into syllables and words.

That is, if we want a child to learn written language (reading and writing) quickly, easily, and also avoid many mistakes, we should teach him sound analysis and synthesis.

In turn, sound analysis and synthesis should be based on a stable phonemic perception of each sound of the native language.

Phonemic perception or phonemic hearing is the ability to perceive and distinguish speech sounds (phonemes).

This ability is formed in children gradually, in the process of natural development.

So, the necessary prerequisites for teaching a preschooler to read and write are: formed phonemic perception, correct pronunciation of all sounds of the native language, as well as the presence of basic sound analysis skills.

The most significant thing for a seven-year-old child is the transition to a new social status: a preschooler becomes a schoolchild.

The child combines traces of preschool childhood with new qualities of a schoolchild. The transition from play activities to educational activities significantly influences the child’s motives and behavior. The quality of educational activities will depend on the extent to which the prerequisites were formed in the preschool period.

Very important:

how the child’s physical development proceeded, his characteristics;

condition of physical hearing (frequent otitis media);

development of fine motor skills of the fingers, general motor skills, developmental disabilities;

state of the nervous system (excitability, depression, etc.);

what knowledge and ideas about the world around the child (space, time, counting operations);

development of voluntary attention, indirect memorization, and the ability to listen to the teacher;

cognitive activity, desire to learn, interest in knowledge, curiosity;

communicative activity, readiness to work together with other children, cooperation, mutual assistance.

On the basis of these prerequisites, at primary school age, new qualities necessary for learning begin to form. Readiness for school education is formed long before entering school and is not completed in the first grade.

The concept of readiness for learning includes not only a qualitative characteristic of the child’s stock of knowledge and ideas, but also the level of development of generalizing thinking activity. Schooling places new demands on the child for his speech, attention, and memory. A significant role is played by the child’s psychological readiness for learning, i.e. his awareness of the social significance of his new activity.

Special criteria for readiness for schooling are applied to a child’s mastery of his native language as a means of communication.

1. By school age, the child should have all thesound side of speech.

The child must have correct, clear sound pronunciation of all groups of sounds.

2. By the age of six, phonemic processes, the ability to hear and distinguish, differentiate phonemes (sounds) of the native language are fully formed.

3. Readiness of children for sound-letter analysis and synthesis of the sound composition of speech. This is the ability to isolate the initial vowel sound from the composition of a word; analysis of vowels from three sounds of AIU; backsyllable analysisvowel – consonant; hear and highlight the first and last consonant sound in a word, etc.

5. By school age, the grammatical structure of speech is formed. This is the ability to use detailed phrasal speech, the ability to work with sentences. Correctly construct simple sentences, see the connection of words in sentences, extend sentences with secondary and homogeneous members, construct complex sentences grammatically correctly. Children should be able to compose stories based on pictures, based on a series of plot pictures.

The presence of even mildly expressed deviations in phonemic and lexico-grammatical development in younger schoolchildren leads to serious problems in mastering general education school programs.

The main task of parents during pay attention to various oral speech disorders of your child in preschool ageto provide speech therapy correctional assistance before school and prevent communication difficulties in a group and poor performance in secondary school.

The sooner correctional and developmental training is started, the better the result will be.

The development of correct speech is an important condition for the mental development and preparation of a child for school.

Sergeeva T. E.

Correct speech formation is an indispensable condition for normal mental development child. If you ask parents the question: “What did your baby please you with most at the end of the first year of life?”, we will get almost the same answer: “First word.” Indeed, the first meaningful word uttered by a child indicates a qualitative leap in his development. Communication through speech is not characteristic of any living creature except humans; the ability to speak is inextricably linked with human thinking.
But speech is not an innate quality. The areas of the brain that are “responsible” for speech begin to work actively only after birth, and the most important role in their development belongs to an adult who constantly communicates with a little person. If the baby’s speech develops promptly and correctly, then by the end of the third year of life he speaks fluently, pronounces all sounds correctly, and uses simple grammatical forms. Speech development also contributes to mental development: the baby is more sociable, he perceives the world around him more consciously, and quickly understands current phenomena. Naturally, it will be easier for such a child to study at school.
How can parents help their child master speech?
Let's observe how children of the first year of life express their desires and state their needs while they do not yet utter words. Well, of course, screaming. He wants to eat - he screams, he wants to be held - he screams, it’s cold - he also screams, it’s wet - he screams again. And mom gently says: “Well, don’t cry, little one...”
This is verbal communication: a little person shouted, and an adult answered him, first with a word, and then with a specific action. This means that the adult understood what the child wanted to “say.”
Of course, the real conversation is still far away, but a cry is a vocal reaction in which the same organs participate as in the formation of speech: vocal cords, tongue, muscles of the cheeks and lips, the so-called organs of articulation. A baby's cry is the only way available to him (up to a certain age) to communicate his needs and the opportunity to exercise his articulation organs. When he screams, he communicates his needs with his voice. An adult, satisfying these needs, must respond to him not only with action, but also talk to him. This activates the baby’s brain activity.
When communicating with a child, the room should be quiet, the radio and TV should be turned off. In the various sounds of the surrounding world little man you need to learn to distinguish speech sounds. It is also imperative that the child sees the adult’s face and the movement of his lips, because he is learning to be a human being, he needs to learn that the sounds that an adult utters are completely special. With proper upbringing, by 3 months he begins to distinguish speech from other sounds, listens to conversations, and you can see how his lips curl up when trying to imitate. At this time, in addition to screaming, the child also develops more complex vocal reactions. He begins to pronounce drawn-out vowels - he hums. These sounds indicate that the baby is well: he is fed, slept well, and is dry.
You should not leave your baby's noises unanswered. It is necessary to maintain communication, give the child time to pronounce the sound himself, and then repeat it clearly and clearly. The child hears his own voice and the adult’s, and begins to pronounce sounds more correctly.
All other actions with the child should also be accompanied by words, paying special attention to calm, joyful or pleading intonation. Then, at the age of 3 to 5-6 months, the child gurgles for a long time, distinctly and expressively.
The baby grows, babbling appears after the humming, i.e. consonants join the vowel sounds. The first consonants in babbling appear when the lips are closed - these are “ma”, “pa”, “ta”, “ba”. Just like when babbling, you need to “babble” together with the child, then he will quickly learn to clearly pronounce sounds.
In the second half of the first year of life, the baby masters intonation even better and uses it to “tell” what he needs. The sounds can be the same: “ma-ma” or “ba-ba”, but pronounced with different intonations - sometimes joyful, sometimes calm, sometimes expressing dissatisfaction. At this age, the intonation side of speech develops most actively, therefore, even greater attention of the adult is required to his own clear, clear intonations. A little person must also hear coherent speech, because a child, before speaking, learns to understand adults. Be sure to associate all ordinary actions with the child with words that relate to this action. For example, when feeding, say: “Open your mouth, we’ll eat porridge”; When dressing the baby, you should explain: “We’ll put on a hat, tie some ribbons.” At this time, there is no need to distract him with attention to conversations with other children, or speak too quickly; Words should be pronounced clearly so that the child associates actions and objects with these words.
It is very good to show your baby objects and name them. “Here is the watch,” says the adult. And the little man turns his head to the alarm clock. “Where is our bear?” And the baby looks for a toy, if he has been given it to play with more than once before; repeat “Oh, what a good bear!”
Why is the first word a child usually says “mom”? But this is precisely the word most often pronounced when talking to a child. Mom will give, mom will take her in her arms, go to mom... The child hears the word “mom”, mom does everything, so the image and actions of the mother consolidate this word in the awakening consciousness of the child, giving it meaning.
By the end of the year, the child understands quite a lot and speaks several meaningful words, although it is still very difficult for a little person to pronounce them correctly; this is achieved through repeated exercises. One-year-old children most clearly pronounce those words that are based on the sounds of humming and babbling, i.e., which the child has practiced pronouncing for a whole year. At first he babbled “ma-ma-ma”, and then clearly pronounced the word, this word is “mom”, babbled “pa-pa-pa”, and then said “dad”. It is in vain that some fathers are offended that their son or daughter begins to pronounce “mother” first. If in daily conversation the baby was often told: “Daddy has come. Dad will now take you in his arms,” then it is very likely that he will say first “dad” and then “mom.”
Well, what about more complex words? It's not always the same. Most often, children highlight the syllable that is under stress - they usually hear it more clearly and instead of “milk” they say, for example, some say “mo”, others say “ko”. It is important to know that both of these syllables mean “milk” for children who are beginning to speak.
In order for your baby to quickly begin to pronounce words correctly, you should never “babble” with him. If he says “mo,” then you should answer: “Now we will drink milk.” And if you admire his “childish” pronunciation and shorten the word in the same way as a child, this slows down the process of the child developing correct pronunciation. And parents should also be warned: there is no need to talk much to the child before bedtime when he is tired. Speech communication is a big burden for a baby. Therefore, it is best to teach him to speak, evoke vocal responses, name and show him objects in the morning, after sleep, when the baby is full, active, and in a good mood.
In the second year of life, attention to the child’s speech development should not weaken. In the first half of the second year of life, speech understanding develops most rapidly and speech hearing improves. The child understands coherent speech addressed to him, carries out simple instructions according to the word, and notices when an adult deliberately “distorts” words, imitating the child’s speech. In the second half of the second year of life, there is a leap in the development of active speech - at 1 year 6 months the baby tries to connect two words into a phrase (“Mom, give me”), at 1 year 8 months forms appear plural By the age of 2, the vocabulary contains up to 300 words. Nouns make up about 63%, verbs -23%, other parts of speech -14%. There are no unions. From 1 year 6 months to 2 years the first period of questions passes: what is this?
In the third year of life, the correct pronunciation of speech sounds is practiced, the first grammatical forms are mastered, multi-word phrases and subordinate clauses appear. By the end of the third year of life, connecting conjunctions and pronouns are used. The main formation of the speech system ends. Speech continues to improve in the fourth and fifth years of life, when long phrases and monologues are added* conditional form subordinate clauses, questions with the word “why?” Speech becomes a familiar way of communication, verbal thinking develops. On this basis, it is possible to master reading and writing.

A delay in a child’s speech development may arise primarily due to improper educational influences from adults during the preparatory period (inattention to the child’s auditory concentration, intonation expressiveness of speech, insufficient attention to imitation of an adult’s speech sounds, untimely development of semantic connections between words and objects). In the second year of life, the development of speech understanding may be delayed due to insufficient verbal communication with the child, and active speech may be delayed in formation if the adult does not call the child for active speech contact. These forms of delay, associated with the so-called pedagogical neglect, can be eliminated with the help of targeted measures, but timely consultation with a teacher or speech therapist must be obtained. In addition, there are speech disorders, which can be divided into four main groups: violation of sound pronunciation; violation of the rhythm and tempo of speech; speech disorder associated with hearing impairment; underdevelopment of speech or loss of previously existing speech. These speech disorders often arise as a result of poor fetal development during pregnancy, complications during childbirth, and various diseases of the newborn. Such children need special intervention from a speech therapist or neuropsychiatrist.