Development of prerequisites for coherent speech in young children. Development of coherent speech in younger preschoolers

Currently, problems associated with the process of development of coherent speech are the central task of speech education of children. This is primarily due to social significance and role in the formation of personality. It is in coherent speech that the main, communicative, function of language and speech is realized. Coherent speech is the highest form of speech and mental activity, which determines the level of speech and mental development of the child.

Among the many important tasks of raising and educating preschool children in kindergarten, teaching native language, the development of speech, verbal communication is one of the main ones. This general task consists of a number of special, private tasks: education sound culture speech, enrichment, consolidation and activation of the dictionary, improving the grammatical correctness of speech, the formation of conversational (dialogical) speech, the development of coherent speech, cultivating interest in the artistic word, preparation for learning to read and write.

Coherent speech, being an independent type of speech-thinking activity, at the same time plays an important role in the process of raising and teaching children, because it acts as a means of obtaining knowledge and a means of monitoring this knowledge.

Connected speech - is a consistent and logically connected series of thoughts expressed in specific and precise words, connected into grammatically correct sentences.

The implementation of a coherent, detailed utterance involves retaining a compiled program in memory for the entire period of the speech message, using all types of control over the process of speech activity, relying on both auditory and visual perception.

Thus, consistency and logic, completeness and coherence of presentation, compositional design are the most important qualities of monologue speech, arising from its contextual and continuous nature. Regardless of the form (monologue, dialogue), the main condition for the communicative nature of speech is its coherence.

The development of coherent speech occurs gradually along with the development of thinking and is associated with the complication of children's activities and forms of communication with people around them. The development of the prerequisites for coherent speech depends on the characteristics of children of primary preschool age.

First of all, it is necessary to comprehensively solve the following problems:

Encourage the child to respond to speech addressed to him;

Teach to listen to the teacher;

Learn how to carry out simple tasks following verbal instructions;

Induce speech imitation (the activation of children’s speech should be closely related to the child’s practical activities, to a visual situation, to play - only in this case do motives arise that encourage the child to speak);

Accumulate and expand the child’s passive vocabulary.

The development of the prerequisites for coherent speech occurs:

a) in working on the sound side of speech, when, in addition to exercises on sound pronunciation, an important place is given to intonation, rate of speech, diction, and voice strength);

b) in the development of the dictionary, when work is done on the semantic side of the word (since it deepens and clarifies the child’s understanding of the meaning of the word);

c) in formation grammatical structure speech when given great importance work on the construction of different types of sentences, morphology and word formation.

Everyday life provides great opportunities for developing the prerequisites for coherent speech. In early preschool age, the teacher must ensure that every child easily and freely enters into communication with adults and children, teach children to express their requests in words, answer adults’ questions clearly, and give the child reasons to talk with other children. You should cultivate the need to share your impressions, talk about what you did, how you played, the habit of using simple formulas of speech etiquette (saying hello, saying goodbye in kindergarten and family), encouraging children to try to ask questions about their immediate environment (Who? What? Where? What does it do? Why?).

Active speech is considered the foundation for the development of coherent speech and is widely used during conversation, looking at toys, pictures, and illustrations. Therefore, we periodically change books and illustrations in the book corner, and introduce new toys. Thus, looking at them activates conversational speech and the desire to discuss what is seen. In this case, the child’s story, as a rule, is addressed to 1-2 listeners, so it is easier for the child and easily turns into a dialogue. Such verbal communication has not only an educational, but also an educational effect.

The development of speech in the process of organizing routine moments includes:

Telling children what they will do now (for example, getting dressed) - commenting on the children’s actions;

Invite one of the pupils to talk about what he is doing (here the child’s commentary speech is formed);

Inviting the child to independently tell how he will carry out this or that routine moment;

Use of literary words (rhymes, short poems) to discuss routine issues.

Individual work with children plays a major role in the development of the prerequisites for coherent speech. Individual work with children includes describing toys, pictures, writing joint stories with an adult, and then independently. This work is carried out not only with children who have missed a number of classes on speech development and are lagging behind other children in the development of communication skills, but also with children who have high level speech development.

Individual work takes place in the morning and evening hours and aims to develop the speech abilities of each child, it is offered in the form of a game, without excessive didacticism, in an atmosphere of natural communication between play partners.

All the work we do with children is frontal and game forms of education, compiling descriptive and narrative stories, retelling familiar fairy tales, games and exercises, games in the form of dramatizations and dramatizations, board speech didactic games, outdoor games - all this is aimed at solving the main problem. tasks - the development of coherent speech.

For children three years A simple form of dialogic speech (question and answer) is already available, but in this case the baby is often distracted from the content of the question. Children of primary preschool age are just beginning to master the ability to correctly express their thoughts, making many mistakes in constructing sentences, especially complex ones, and in coordinating words. The first statements of three-year-old children consist of two to three phrases, but they must be considered as a coherent statement. Based on the relevance of this problem, I set myself the task of developing the prerequisites for coherent speech. In young children, the success of this work depends on optimizing the process of speech development. To this end, I have identified several areas in my work:

1. The use of various forms of training (frontal, subgroup, and individual, which combined: vocabulary work, grammatical structure of speech, sound culture of speech).

2. The relationship between work on speech development in different types of activities (games, music, theater).

3. Planning for the development of speech monitoring. When planning, it is necessary to take into account the initial level of speech development of each child and the team as a whole. As well as the personal characteristics of children (passive, silent, insecure).

4. The family’s capabilities in solving problems of the child’s speech development.

Parents do not accurately represent the level of development of their child’s speech, noticing, first of all, shortcomings in sound pronunciation when memorizing poetry. Therefore, it is necessary to familiarize parents not only with the results of monitoring on speech development, but also to offer a system of homework. For example: by highlighting the characteristic features and qualities of an object, by the ability to conduct a dialogue, to use games - dramatization, by connecting 2-3 sentences, by activating verbal vocabulary. When carrying out an organized educational activity on speech development, the work should be carried out in three stages.

At the first stage, it is necessary to select tasks in which children would learn to see and name the characteristic features and qualities of an object. The entire GCD is carried out in the form of games like: “Find out by the description? ", "Guess what kind of animal? ", "Find a toy", "What is this object? " For GCD, select bright toys that differ significantly in their characteristics, then ask the children to find the toy. Children repeat after the teacher with pleasure and interest. Then use objects: vegetables, fruits, clothes, when describing which one should not only name visible signs, but also to show your knowledge about their properties, the ability to coordinate nouns and adjectives (an apple is round, beautiful, tasty). To form verbal vocabulary, I suggest using games like: “Who can do what? ", "Where, what can I do? ", "Tell me what comes first and what comes next? "- these games form in children an idea of the sequence of actions of the characters by arranging pictures with the help of exercises that activate verbal vocabulary. Thus, the first stage determines children’s ability to quickly and variedly characterize objects according to their basic characteristics.

At the second stage, it is necessary to teach children to connect two sentences and form the idea in children that every statement has a beginning, middle and end, that is, it is built according to a certain pattern. First, we teach how to describe an object collectively, and then we instill the skills to independently describe an object through games: “Shop”, “Zoo”, “Riddles”, etc. To teach children to observe the sequence and connection between parts, I suggest using games: “Who knows, he continues further.” Offer several sentences, pronouncing them with a certain intonation, so that the children feel what the character of the story is. For example: “The donkey went...” “There he met...” “They began...”

In joint stories, we gradually complicate the main part of the text, include elements of description, and the actions of the characters. We include verbs of communication in the plot: asked - answered, asked - said, shouted - offended. This is how we teach children to convey dialogues characters. We reinforce joint storytelling with leading questions so that children can identify the main connections between the parts.

The purpose of the third stage: to teach children to conduct a monologue, dialogue in games - dramatizations, stories, to lead children to compiling a story with elements of creativity. When solving the problem of the third stage, we teach children to give detailed remarks when answering a question. On the initiative of the children, we stage the already familiar fairy tales “Turnip”, “Kolobok”, “Ryaba Hen”. Increasingly, dialogues between characters are played out both jointly and independent games. Dramatization games develop children's communication skills. Since in the group the speech of each child is developed differently, it is necessary to pay great attention to individual work with children on speech development. In this work we use descriptions of toys, composing joint stories, and performing lexical, phonetic and grammatical exercises. We carry out this work both in the morning and in the afternoon, in a playful way, in an atmosphere of natural communication between children, taking into account the individual characteristics of the children and their inclinations. The purpose of such individual lessons is to develop the speech abilities of each child. The results of such activities cannot but affect the children. Shy children will become more active, begin to take on roles, and turn to the teacher for help less often. At the end of the school year, monitoring of speech development shows that children can answer questions when looking at objects, toys, illustrations, can repeat after the teacher a story of 2-4 sentences compiled about a toy or the content of a picture, can conduct a dialogue using “telephone » Conversations or dramatizing nursery rhymes, actively participate in games - dramatizations of familiar fairy tales.

The work of developing coherent speech is labor-intensive and always falls almost entirely on the shoulders of teachers. The teacher has a great influence on children's speech. In this regard, his own speech should, first of all, take into account the age of the children. The teacher must educate with his speech. As K.D. Ushinsky said: “The word of a teacher, not warmed by the warmth of his conviction, will have no power.”

So, the development of the prerequisites for coherent speech in younger preschoolers and its importance for the development of the child cannot be overestimated.

Children of primary preschool age are able to create a narrative type of statement during special training based on the use of pictures. At the same time, children use various types of connections in texts. The syntactic structure of preschoolers’ speech is improving; they more often include a variety of syntactic structures. And it is precisely when the teacher turns to children for help, offers to tell a story for their peers, involves them in selecting more beautiful, better statements, their speech becomes coherent and interesting for listeners. Children try to select precise, accessible words and phrases that express their intentions and correspond to the content of the text. The game form of learning makes it attractive for the child and more effective.

Didactic games for the development of coherent speech.

Game exercise "If..."

The goal is to develop children's coherent speech, imagination, and higher forms of thinking - synthesis, forecasting, experimentation.

The teacher invites children to fantasize on topics such as:

If I were a wizard, then...

If I became invisible...

If spring never comes...

“The birthday of the doll Alyonka.”

Goal: Development of coherent speech in children.

Game material: figurative toys depicting household objects familiar to children: household utensils and utensils (cup, spoon, saucer, saucepan, frying pan, bucket, watering can); personal hygiene items (toothbrush, soap, basin, broom, bath, comb); items of clothing (apron, knitted jacket, scarf, coat, mittens, scarf, cap); toys for dolls (stroller, ball, rattle, car).

Rules of the game:

1. Words of greeting and congratulations must be spoken loudly and expressively so that the birthday girl and guests can understand them.

2. You can choose any toy you like as a gift, but only one.

3. Name the gift correctly and explain to the doll what its purpose is, accompanying the explanation with actions with the object.

“What's in the picture? »

Goal: To teach children to independently identify the purpose of an object and designate it using words.

Game material: subject lotto, which consists of large cards and subject pictures. The pictures show household objects familiar to children. These can be: items of clothing - coat, dress, shirt, pants, hat, scarf; dishes - saucer, glass, soup plate, spoon, knife, kettle, frying pan, saucepan; furniture - table, chair, bed, wardrobe; toys - ball, bucket, watering can, stroller, doll.

Rules of the game:

1. You cannot name the object shown in the picture, you can only say what it is for.

2. You cannot show your picture until the children solve the riddle.

3. Everyone needs to guess the riddle together, and only the one who has the same picture on the big card and who asks for it in time gets it.

Didactic games for vocabulary formation.

“Where, what can I do? »

Goal: To activate the use of verbs in children’s speech that correspond to specific instructions.

Progress of the game:

Children, answering the teacher’s question, must choose a systematic verb series. The game is played in the form of a competition.

Educator:

What can you do in the forest? (walk, pick berries, mushrooms, hunt).

What can you do while near the river? (swimming, diving, boating, fishing, sunbathing).

What does a doctor do in a hospital? (listens to patients, prescribes medicine, treats, gives injections).

“Tell me what he’s doing and what he’ll do next? »

Goal: To teach children to select a word that corresponds to the present and intended action.

Progress of the game:

The teacher shows the picture and asks to name not only what the character is doing, but also his expected further actions.

For example: A girl feeds a doll. He will feed you and put you to bed.

“Who can do what? »

Goal: To teach children to select verbs that denote the characteristic actions of animals.

Progress of the game:

The teacher names or shows an animal. Children list his characteristic actions. For example: Squirrel - galloping, jumping, gnawing. The cat meows, purrs, scratches, drinks milk, catches mice, plays with a ball. The dog barks, guards the house, chews a bone, growls, wags its tail, runs. Bunny - jumps, runs, gnaws carrots.

Our previous studies, disclosed in Chapter 3, showed that in the development of coherent speech, the initial stage, direct teaching of the elements of monologue speech, the simplest forms of composing a descriptive and narrative story, is extremely important (instead of the traditional preparation for teaching storytelling, carried out within a dialogue).

Before outlining the logic of conducting research into the development of coherent speech in younger preschoolers, let us briefly dwell on the theoretical foundations of studying children’s speech early age.

An analysis of psychological, linguistic and pedagogical literature shows that not all children equally successfully master the phonetic, lexical and grammatical aspects of speech in early childhood, therefore not all preschoolers have developed the ability to coherently express their thoughts.

In psychological studies devoted to the development of speech and thinking, characteristics of different aspects of a child’s speech are given (L.S. Vygotsky, S.L. Rubinstein, P.P. Blonsky, A.N. Leontiev, A.V. Zaporozhets, D.B. Elkonin, A.R. Luria, N.I. Zhinkin, N.H. Shvachkin). In Chapter 1, we looked at psychological research on problems of speech development in preschool childhood. Therefore, here we will limit ourselves to only characterizing some features of the speech of children of primary preschool age.

S.L. Rubinstein, based on the communicative function of speech, identified periods of formation of situational and contextual speech. A.R. Luria emphasized the role of dialogical speech as the original form of speech utterance. D.B. Elkonin noted the importance of a child’s speech for establishing cooperation with an adult. He also said that it is necessary to stimulate the child’s activity, otherwise speech will lag behind in its development precisely at the stage of situational speech. Revealing the content of speech communication of a young child, M.M. Koltsova explains the imperfect speech of younger preschoolers by a small associative field of words and sentences. At the same time, researchers emphasize that certain elements of monologue speech appear in a child by the age of 2–3 years (A.N. Gvozdev, A.M. Leushina, M.I. Popova). The appearance of contextual speech in younger preschoolers depends on the tasks and conditions of communication, the content of speech, as well as on the individual characteristics of the child. In turn, the development of individual characteristics resonates with the child’s communicative activity (M.I. Lisina, A.G. Ruzskaya, A.Ya. Reinstein, E.O. Smirnova).

Municipal preschool educational institution general developmental type of the second category kindergarten “Teremok” st. Burannaya.

Development of prerequisites

coherent speech

young children.

(from work experience)

Topic: Development of prerequisites for coherent speech in young children.

Speech development is a complex matter. Timely and complete development of speech in preschool age is one of the main conditions for the normal development of a child. Any delay and any disturbance in the development of a child’s speech is reflected in his behavior, as well as his activities in various forms. The development of all aspects of speech – especially coherent speech – is important. Typically, in kindergartens, teaching coherent speech is systematically and purposefully carried out only at an older age, while the capabilities of younger preschoolers are underestimated.

This is facilitated by: - insufficient theoretical development of this problem; - lack of systematic recommendations and manuals - all this creates certain difficulties in the work of a teacher.

Children of three years old already have access to a simple form of dialogic speech (question and answer, but in this case the baby is often distracted from the content of the question. Children of primary preschool age are just beginning to master the ability to correctly express their thoughts, making many mistakes in constructing sentences, especially difficult ones in coordinating words. The first statements of three-year-old children consist of two to three phrases, but they must be considered as a coherent statement. Based on the relevance of this problem, I have set myself the task of developing the prerequisites for coherent speech. In young children, the success of this work depends on optimizing the process of speech development To this end, I have identified several areas in my work:

1. The use of various forms of training (frontal, subgroup, and individual, during which they combined (vocabulary work, grammatical structure of speech, sound culture of speech).

2. The relationship between work on speech development in different types of activities (games, music, theatrical activities).

3. Planning for the development of speech monitoring. When planning, I took into account the initial level of speech development of each child and the team as a whole. As well as the personal characteristics of children (passive, silent, insecure).

4. The family’s capabilities in solving problems of the child’s speech development.

Parents often do not accurately represent the level of speech development of their child, noticing, first of all, shortcomings in sound pronunciation when memorizing poetry. Therefore, I introduce parents not only to the results of monitoring on speech development, but also offer a system of homework. For example: By highlighting the characteristic features and qualities of an object, by the ability to conduct a dialogue, I use games - dramatization, by connecting 2-3 sentences, by activating verbal vocabulary. Carrying out an organized educational activity on speech development, the work was carried out in three stages.

At the first stage, I selected tasks in which children would learn to see and name the characteristic features and qualities of an object. The entire GCD took place in the form of games like: “Find out by the description? ", "Guess what kind of animal? ", "Find a toy", "What is this object? " For GCD, I selected bright toys that differed significantly in their characteristics, then asked the children to find the toy. The children repeated after me with pleasure and interest. Then she used objects (vegetables, fruits, clothes, when describing which, it was necessary not only to name the visible signs, but also to show knowledge about their properties, the ability to coordinate nouns and adjectives (apple - round, beautiful, tasty). To form verbal vocabulary, I used games like: “Who can do what?”, “Where, what can you do?”, “Tell me what first and what next?” - these games formed in children an idea of the sequence of actions of the characters by laying out pictures using exercises that activate verbal vocabulary. Thus, the first stage determined the children’s ability to quickly and variedly characterize objects according to their main characteristics.

At the second stage, she taught children to connect two sentences and formed the idea in children that every statement has a beginning, middle and end, that is, it is built according to a certain pattern. First, we learned to describe an object collectively, and then instilled the skills to independently describe an object through games: “Shop”, “Zoo”, “Riddles”, etc. To teach children to observe the sequence and connection between parts, I used games: “Who knows, he continues further.” She offered several sentences, pronouncing them with a certain intonation, so that the children felt what the character of the story was. For example:

“The donkey has gone…”

“There he met...”

"They became… "

In joint stories, I gradually complicated the main part of the text, included elements of description, and the actions of the characters. The plot included verbs of communication: asked - answered, asked - said, shouted - offended. This is how I taught the children to convey the dialogues of the characters. The joint storytelling was reinforced with guiding questions so that the children could identify the main connections between the parts.

The goal of the third stage was to teach children to conduct a monologue, dialogue in games - dramatizations, stories, to lead children to compiling a story with elements of creativity. While solving the problem of the third stage, I taught the children to give detailed remarks when answering a question. At the initiative of the children, the already familiar fairy tales “Turnip”, “Kolobok”, “Ryaba Hen” were staged. Increasingly, dialogues between characters were played out both in joint and independent games. Dramatization games develop children's communication skills. Since each child’s speech in the group is developed differently, I pay great attention to individual work with children on speech development. In this work, I used descriptions of toys, composing joint stories, and performing lexical, phonetic and grammatical exercises. I carried out this work both in the morning and in the afternoon, in a playful way, in an atmosphere of natural communication between children. Taking into account the individual characteristics of children, their inclinations. The purpose of such individual lessons is to develop the speech abilities of each child. The results of such activities could not but affect the children. The shyer children of the pack became more active, took on roles, and began to turn to me for help less often. At the end of the school year, monitoring of speech development showed that children could answer questions when examining objects. toys, illustrations, can repeat after the teacher a story of 2-4 sentences, compiled about a toy or based on the content of a picture, can conduct a dialogue using “telephone” conversations or staging nursery rhymes, and actively participate in games - dramatizations of familiar fairy tales.

Of the 16 people examined:

At a high level - 4 people

These children can tell in 2-4 sentences about what they saw, with the help of the teacher; enrich your vocabulary with adjectives, verbs, adverbs; correctly pronounce consonant sounds in onomatopoeia and in individual words; agree nouns and pronouns with past tense verbs; make up phrases of 3-4 words.

At the average level – 10 people

Not all children can tell in 2–4 sentences about what they saw, with the help of a teacher; enrich your vocabulary with verbs; adverbs.

At low level – 2 people

Children's speech is passive, not active, they cannot tell in 2-4 sentences about what they saw, with the help of a teacher; enrich your vocabulary with adjectives, verbs, adverbs; correctly pronounce consonant sounds in onomatopoeia and in individual words; agree nouns and pronouns with past tense verbs; make up phrases of 3-4 words.

Didactic games for the development of coherent speech.

“The birthday of the doll Alyonka.”

Goal: Development of coherent speech in children.

Rules of the game:

1. Words of greeting and congratulations must be spoken loudly and expressively so that the birthday girl and guests can understand them.

2. You can choose any toy you like as a gift, but only one.

3. Name the gift correctly and explain to the doll what its purpose is, accompanying the explanation with actions with the object.

“What's in the picture? »

Goal: To teach children to independently identify the purpose of an object and designate it using words.

Rules of the game:

1. You cannot name the item shown in the picture, you can only say what it is needed for.

2. You cannot show your picture until the children solve the riddle.

3. Everyone needs to guess the riddle together, and only the one who has the same picture on the big card and who asks for it in time gets it.

Didactic games for vocabulary formation.

“Where, what can I do? »

Goal: To activate the use of verbs in children’s speech that correspond to specific instructions.

Progress of the game:

When answering the teacher’s question, children must choose a systematic verb series. The game is played in the form of a competition.

Educator:

What can you do in the forest? (walk, pick berries, mushrooms, hunt).

What can you do while near the river? (swimming, diving, boating, fishing, sunbathing).

What does a doctor do in a hospital? (listens to patients, prescribes medicine, treats, gives injections).

“Tell me what he’s doing and what he’ll do next? »

Goal: To teach children to select a word that corresponds to the present and intended action.

Progress of the game:

The teacher shows the picture and asks to name not only what the character is doing, but also his expected further actions.

For example: A girl feeds a doll. He will feed you and put you to bed.

“Who can do what? »

Goal: To teach children to select verbs that denote the characteristic actions of animals.

Progress of the game:

www.maam.ru

"Development of coherent speech in younger preschoolers."

This year I chose the topic of self-education “Formation of coherent speech in preschoolers.”

I consider this topic important because: the development of dialogic speech plays a leading role in the process of a child’s speech development and occupies a central place in the overall system of work on speech development in kindergarten. Teaching dialogue can be considered both as a goal and as a means of practical language acquisition. Mastering different aspects of speech is a necessary condition development of dialogical speech, and at the same time, the development of dialogic speech contributes to the child’s independent use of individual words and syntactic structures. Coherent speech absorbs all the child’s achievements in mastering his native language, its sound structure, vocabulary, and grammatical structure.

I started my work with diagnostics.

Based on the diagnostic results, I outlined a long-term plan for working with children on this topic.

Long-term work plan.

1) Classes to enhance communication.

2) Games and exercises that form speech etiquette.

“Dunno learns to say hello”, “Quickly answer”, “Dunno gives out toys”, “We are going for a walk”, “Dunno learns to ask”, “Correct Dunno”.

3) Games in pairs: “Cut-out pictures” (items of clothing, “Yes or no”, “Who shouts how”, “Who needs what?”, “Edible - inedible”, “Shop”.

4) Role-playing games: “Mothers and Daughters”, “Shop”, “Hairdressing Salon”, “Polyclinic”.

5) Didactic games: “Facts”, “Agree - disagree”, “Don’t say “yes” and “no”.

6) Outdoor games: “Kite”, “Geese - Geese”, “Paints”.

7) Games - dramatizations: Russian folk tales “Teremok”, “Turnip”, “Wolf and Little Goats”.

8) Conversations. Topics: “How did you spend your day off”, “Your favorite book”, “Your favorite toy”, “Winter”, “Your favorite fairy-tale character”, “How would you meet someone new”, etc.

The goal of my work is to teach children to use dialogue as a form of communication: to answer an adult’s questions and ask them themselves, to speak out proactively, and to establish interaction.

skills training:

Listen and understand spoken speech with or without support,

Make contact with others

Express your thoughts, feelings, impressions using verbal means,

Use forms of speech etiquette.

Conditions for the development of children's dialogical speech:

Organized speech environment, interactions between adults, adults and children, children with each other;

Created a friendly atmosphere in the group, emotional well-being;

Personality-oriented model of interaction between an adult and a child;

Social environment;

Individual personality characteristics;

Cognitive activity of the child.

I use it at work following forms organizing children's dialogue: working with subgroups, organizing communication space, non-disciplinary forms of attracting and maintaining attention, playful and communicative motivation for classes.

In specially organized speech situations, the development of skills to negotiate during communication, question the interlocutor, enter into someone’s conversation, follow the rules of speech etiquette, convince, prove one’s point of view occurs.

For example, in the didactic game “Plant in a flowerbed...”, children were asked to play in pairs and agree among themselves on what they would plant in the flowerbed, what geometric shapes they would use for this, and distribute responsibilities. After completing the task, they were asked to talk through the actions they performed.

For group conversations best time is a walk. For individuals - morning and evening hours. Conversations can be intentional or unintentional. Intentional conversations are planned in advance. Unintentional - not planned, they arise on the initiative of children or a teacher during walks, games, routine processes.

On a walk, for example, during a collective construction of sand, I first held a collective conversation “What would you like to build from sand? "And from the proposed options, the children chose an octopus, then the conversation began about how to build it (what it consists of, what we will do first, what then, who will do what work, and only after that we can start building it). In a group, while dressing, washing, or playing, I use every opportunity to correctly and clearly name an object, parts of an object, characterize its features, qualities, and actions with it. At the same time, I clearly formulate the task in the correct grammatical form, without unnecessary words or additional explanations, I accurately pose questions, and especially clearly name the movements.

In my work, I try to ensure that every child easily and freely enters into communication with adults and children, I teach children to express their requests in words, answer adults’ questions clearly, and give the child reasons to talk with other children. I cultivate the need to share my impressions, talk about what I did, how I played, the habit of using simple formulas of speech etiquette (saying hello, saying goodbye in kindergarten and family, I encourage children to try to ask questions about their immediate environment: Who? What? Where? What is doing ? For what?

Conversational speech is the simplest form of oral speech. It is supported by the interlocutors, situational and emotional, since the speakers use various means of expression: gestures, glances, facial expressions, intonations, etc. The interlocutors usually know the subject of discussion. This form of speech is also simpler in syntax: it consists of unfinished sentences, exclamations, interjections, questions and answers, replicas and short messages.

The topics and content of conversations are determined by the objectives of education and depend on age characteristics children.

IN younger group the range of conversations is related to what surrounds children, what they directly observe: toys, transport, the street, family.

In the middle group, the topic of conversation expands due to new knowledge and experience that children receive from the surrounding life, books, and television. You can talk to a child about what he has not seen, but what he has been read about in books, what he has heard about.

Conversational speech must be coherent, understandable, and logically consistent, otherwise it cannot serve as a means of communication.

Methods for forming dialogical speech:

Conversation between the teacher and the children (unprepared dialogue).

Reading literary works. Reading provides children with examples of dialogical interaction. Dialogues using questions and answers allow preschoolers to master not only the form of various statements, but also the rules of turn, learn different types of intonation, and help develop the logic of conversation.

Conversations. It is necessary to clearly formulate the question so that children give the desired answer. During a conversation, I teach children to answer one at a time, not in chorus. But if a question is posed to which all or many children may have the same simple answer (for example, “were”, “went”), then the children can answer in unison. I conduct small conversations at the beginning of activities such as drawing , modeling, didactic games. I mainly use conversations that are accompanied by the acquisition of new knowledge, accompanied by observations (what objects are made of, our clothes, washing utensils).

Cooperative type activities (joint drawing, appliqué, design, artistic work). Joint visual activity, design, manual labor provide ample opportunities for establishing dialogical communication between children. And even when the child performs individual work, he comments on his actions, addresses his neighbors with exclamations, exclamations, expressing a wide range of feelings and finding a response in the form of similar manifestations of his partner. Fine art classes in the art studio create in children a sense of belonging to the beautiful, interesting, exciting, awaken aesthetic feelings and create conditions for the exchange of these experiences.

Role-playing games contribute to the formation and consolidation of dialogical skills. At the same time, the development in children of the ability to use various dialogue cues and observe the rules of behavior in dialogue contributes to the development of the game itself. To activate children's dialogues in the game, appropriate paraphernalia is required (toy phones, radio, TV, cash register and others).

Didactic games reinforce the speech skills children have acquired and develop the speed of response to what they hear. For example: “I agree, I disagree”, “Shop”, “Talking on the phone”, “Visiting a doll”, “Edible - inedible”.

Outdoor games that contain dialogues, for example: “Geese - Geese”, “Ordinary Blind Man’s Bluff”, “Kite”, “Paints” and others. They reinforce the ability to address speech to an interlocutor, think about what partners say, express one’s point of view, and formulate a question correctly.

Dramatization games bring children together with familiar text and an idea of the plot and sequence of play actions. In these games, the child plays the role of a fairy-tale character, accepts his position, and thereby overcomes the egocentrism characteristic of age. The same text can be dramatized in different ways: with the help of toys, dolls, pictures, through expressive movements and speech.

There are many outdoor games that are built as a dramatization game based on a ready-made plot and include a variety of character dialogues. These are games such as: “Geese-Swans”, “Colors”, “We won’t tell you where we were, but we’ll show you what we did”, “Gardener”, etc.

The game uses different ways to establish dialogic communication between children and peers.

First. Focus on the partner, the need to listen and hear his voice, speech, look into his eyes. These are games like “Guess by Voice” (guess who called by voice); "What changed? "(carefully examine and remember your partner’s appearance and guess what changes in your appearance he produced).

The purpose of creating partner orientation is served by a variety of round dance games in which children speak and move at the same pace, holding hands (tactile and auditory contacts).

Second. An attitude to respond, the need to listen carefully to your partner’s speech and the willingness to quickly answer him in a timely manner. Let's remember the game "Gardener". After the words “I’m tired of all the flowers, except... “The partner must respond before the end of the count “one, two, three.”

Third. Maintaining dialogue through the exchange of statements (questions, comments, incentives). These are various dialogues within games, which contain rituals (formulas) of greeting, farewell, walking around, such as: “Come up with a word.”

Children are given great joy by such traditional verbal didactic games as “Guess by touch” (differentiation of sounds, “What’s gone?” (genitive plural), “What got into our mouths, what got into our teeth?” (general names “ Vegetables”, “Fruits”, “It happens - it doesn’t happen” (reasoning).

www.maam.ru

Speech development in younger preschoolers through theatrical activities

(pedagogical project)

Introduction

IN modern world, increasingly, live communication for children is being replaced by computers and television, and this trend is constantly growing. As a result, the number of children with unformed coherent speech is steadily increasing. This is why speech development is becoming more and more actual problem in our society. In our preschool institution, solving the problem of speech development in children of senior preschool age through theatrical activities, we use two types of theater: puppet and dramatic.

The drama theater in our kindergarten exists as an adult theater for children and as a theater in which children participate. More often, joint productions are used, in which: a) children mainly participate, and adults play the most difficult, cementing roles; b) mostly adults play, and children only occasionally enter into the outline of the plot.

Theatrical activities in kindergarten organizationally permeate all routine moments: they are included in classes, in the joint activities of children and adults in their free time, and are carried out in children’s independent activities.

Most often, when speaking about theatrical activity, we mean its most striking products - dramatizations, performances, concerts, which can be included in the content of holidays and entertainment. Working with children senior group, a problem arose with the fact that their speech is not sufficiently developed, they have difficulty talking about the events of their lives, cannot retell literary works, and do not remember poetry well. This is how the project “Development of coherent speech in children through theatrical activities” appeared, since theatricalization is favorable environment for the creative development of children.

This activity helps the development of coherent and grammatically correct speech in an unobtrusive form, leads children to join and participate in theatrical activities, generalizes and deepens knowledge about the theater. Expands children's vocabulary on this topic and develops cognitive interest.

Creating conditions conducive to the development of speech in children of senior preschool age through theatrical activities.

1. Develop speech breathing and correct articulation, varied intonation, speech logic, coherent figurative speech, creative imagination;

2. Develop the ability to work cooperatively with partners in planning collective activities.

3. Develop creativity, imagination and memory.

4. Organize cooperation with parents. Provide support and assistance to families in nurturing preschoolers’ interest in theatrical activities.

Project participants: children of the senior group, teachers, music director, parents.

Project type: group, short-term (December-January)

Expected results:

2. ability to master expressive speech skills;

3. the ability to convey various feelings using facial expressions, gestures, intonation;

4. show interest and desire for theatrical art;

5. transfer images fairy tale characters characteristic movements;

6. interact collectively and consistently, showing your individuality;

7. the ability to consistently express one’s thoughts;

8. the ability to pronounce the same phrase with different intonations, tongue twisters at different tempos, with different voice strengths;

10. the ability to control one’s feelings and behave confidently in front of an audience;

11. ability to master the rules of good manners, behavior, etiquette of communication with peers and adults;

12. revealing the personality of each child, his creative potential, abilities, interests.

Funds for the project:

Didactic and theatrical games, exercises;

Artistic and productive activity;

Design of exhibitions of children's works, joint creativity children and their parents; photo exhibitions;

Going to the theater and photo excursions;

Conducting theatrical performances;

Saint Petersburg

During constant communication with adults, a child at the age of two begins to actively accumulate vocabulary, learns to pronounce sounds and construct sentences. At the beginning of the second year, the child’s speech consists of facial expressions, gestures and sounds.

When answering an adult’s questions, or expressing his desires, for example, to be fed or held, the baby uses substitute words “yum-yum”, “ah-ah”, “mom”, “nanny”, and the rest of the meaning of the phrase shows using body movements and gestures. He masters words a couple of months after the first spoken sounds. The development of speech in the younger group has its own characteristics.

Child speech development at 2 years old

By mastering a new type of communication with an adult, the child recognizes speech more accurately. He easily copes with this stage of development, combining the desire for independence and the ability to borrow new methods.

Showing great interest in pictures, the baby quickly remembers images of objects. Thanks to this, he can fulfill simple requests, for example, choose a specific item from several different ones, or transfer a named item from one person to another.

A child’s understanding of the meaning of words goes through many stages. At the first stages, he identifies the object with the experience, with the place where it is usually located. Each baby’s word can describe a large number of objects and events.

It cannot separate objects by size and material.

At two years old, a child’s vocabulary contains 200-400 words, but he may pronounce some of them incorrectly or incomprehensibly, for example, “davit buka” (give me a roll), “titeti” (candy), and replace sounds in words.

For parents, words and phrases first spoken by a child - significant event. The baby begins to speak and understand speech, thereby acquiring new way communication. This allows him to gain new knowledge that he could not obtain before.

Now he is able to copy everything he hears around him.

Thanks to joint games with adults, during which the child receives hints and explanations of the world around him, in the second half of the second year the child recognizes speech much better. Now he performs actions more purposefully and focused. At this time, the baby begins to ask questions: “What is this?”, “What is this?”

Speech, as a means of communication, acquires its function at two years of age. With its help, a child can contact an adult for any reason, for example, a request for help, a complaint, or an expression of desires. Organization of special classes, play and outdoor activities, communication with adults - all this includes the development of speech in the younger group.

Speech development from two to three years

When mastering speech in the younger group of kindergarten, children are not immediately able to notice pronunciation errors. First, they are interested in content, intonation, meaning, expressiveness. Only around three years of age do they begin to notice correct pronunciation other children, and then pay attention to their own speech.

When looking at objects together with a 2-3 year old child, it is useful to discuss their properties with him, compare them with other objects, and name their parts. Conversations based on images are of great benefit, since a child at this age shows interest in them.

You can start by asking to show this or that item. For example: “Where is the dog?”, “Where is its tail, mustache, paws, eyes?”, “Where are the wheels of the car?”

Speech can be used to divide the world into its component parts: actions, qualities, quantities. This will activate the child’s observation and thinking skills.

By the end of the third year, the child's vocabulary is 800-1300 words. At this age he can tell a short story. When mastering the world around him, the child first of all asks the questions “How?” and why?".

Children's speech development occurs in different ways. Some begin to speak early and construct complex sentences, while others, having a large vocabulary, have difficulty connecting words.

Boys lag behind girls of the same age in development. In order for speech development in the younger group to continue successfully, parents need to talk to them more, pronouncing words correctly and clearly.

Mimicking a child's speech can inhibit the child's speech acquisition. If a child makes mistakes in speech, he should always be corrected, but he should not be forced to repeat the correct pronunciation again. This can cause a fear complex about incorrect pronunciation.

At the age of three, communication plays an important role for children. At this time, they learn to communicate with peers, which is the most important task of early childhood pedagogy.

In the process of speech development, children improve their ability to distinguish and generalize, try to find similarities between objects, and establish connections between them. It becomes easier for them to recognize objects without relying on color, shape, or size.

At this age, children are able to combine objects according to the functional characteristics specified by the teacher. For example: “A cup is a utensil. People drink from a cup,” “This grows in the garden.”

At this age, the understanding of active speech changes qualitatively. Previously, it was possible to check it only by movements. Now you can judge understanding and thinking based on the child’s statements.

On this topic:

More details on the website nsportal.ru

Lambir 2012

When working with children, much attention is paid to the development of children’s coherent speech, which largely depends on the success of the work of getting to know the environment. Classes with children are conducted in the form of free, spontaneous cognitive activity between an adult and children, where the adult partner takes into account children’s interests and supports everyone’s initiative, and the child is perceived as a full-fledged subject of interaction.

Speech accompanies and improves the cognitive activity of children, makes work activity more focused and conscious, enriches games, promotes the manifestation of creativity and imagination in visual, musical, and literary activities. The teacher helps the child achieve communicative competence by the end of preschool age by solving problems for the development of different aspects of speech in all age groups: “Development of coherent speech”, “Development of vocabulary”, “Mastering grammatically correct speech”, “Mastering the sound culture of speech”, “Preparation to learning to read and write."

In order to properly organize the cognitive and speech development of preschool children, we have identified the following components:

speech of a preschool teacher

formation of ideas about the surrounding life

developing curiosity

sensory education

It is also important to teach children to listen carefully. The development of auditory perception and attention is facilitated by games: “Guess by the voice: who called?”, “Order”, “Echo”, “Telephone”, etc.

The teacher’s task is to consistently increase children’s stock of knowledge, organize it, and systematize it. The child must receive clear

ideas about surrounding objects, their purpose, certain qualities (color, size, shape) and properties (breaks, breaks, tears, pours, etc.), about the materials from which they are made. He also acquires knowledge about some natural phenomena, their relationships and patterns (characteristic features of the seasons and the relationship between these features, typical features of some animals and their connection with the way of life of these animals, etc.).

One of the means of cognitive and speech development of preschool children is play - a specific children's activity in which the child reflects the surrounding reality, reveals his knowledge, and shares it with friends.

Certain types of games have different effects on the cognitive and speech development of children: plot-role-playing games expand ideas about the environment and contribute to the development of verbal communication; games - dramatization help a deeper understanding of works of fiction and activate speech; construction-constructive develop constructive abilities and expand knowledge about geometric shapes and spatial relationships. The game will actively influence the cognitive and speech development of the child if the teacher enriches its content and organizes it correctly.

A particularly important place in cognitive and speech education is occupied by didactic games, the obligatory elements of which are cognitive content and a mental task. By repeatedly participating in the game, the child firmly assimilates the knowledge with which he operates (for example, the names and appearance of plants, objects necessary for work, the content of literary works, etc.). By solving a mental problem in a game, the baby practices voluntary memorization and reproduction, classifying objects or phenomena according to general characteristics, and identifying the properties and qualities of objects.

In defining them according to individual characteristics. For example, in the games “What has changed?”, “What has disappeared?” the child must remember a number of objects or their location, and then recall this picture in memory and determine what changes have occurred.

In the games “Find an object of the same shape”, “Match by color”, “Who needs what for work”, you need to group objects according to common characteristics. In the games “Find out by description”, “Wonderful bag”, “Guess by voice”, children identify an object by one of the signs.

In accordance with the requirements of San Pi Nov, all classes that require increased cognitive activity and mental stress (integrated cognitive classes, cognitive-speech block classes) are conducted in the first half of the day from Tuesday to Thursday, the days of the highest performance of children. To prevent fatigue, these classes alternate with music and physical education classes. Satisfying their curiosity in the process of active cognitive and cognitive-research activities, children expand their ideas about the world, begin to master the fundamental forms of knowledge about themselves, everyday objects, the social environment, and the phenomena of social life.

Thus, didactic games help to consolidate and clarify knowledge on cognitive and speech development.

On this topic:

Ushakova O. S. Speech development of preschoolers. – M.: Publishing House of the Institute of Psychotherapy, 2001. – 256 p.

4.1. Development of prerequisites for coherent speech in younger preschoolers

Our previous studies, disclosed in Chapter 3, showed that in the development of coherent speech, the initial stage, direct teaching of the elements of monologue speech, the simplest forms of composing a descriptive and narrative story, is extremely important (instead of traditional preparation for teaching storytelling, carried out within a dialogue).

Before outlining the logic of conducting a study of the characteristics of the development of coherent speech in younger preschoolers, let us briefly dwell on the theoretical foundations of studying the speech of young children.

In psychological studies devoted to the development of speech and thinking, characteristics of different aspects of a child’s speech are given (L. S. Vygotsky, S. L. Rubinstein, P. P. Blonsky, A. N. Leontiev, A. V. Zaporozhets, D. B Elkonin, A. R. Luria, N. I. Zhinkin, N. Kh. Shvachkin). In Chapter 1, we looked at psychological research on problems of speech development in preschool childhood. Therefore, here we will limit ourselves to only characterizing some features of the speech of children of primary preschool age.

D. B. Elkonin noted the importance of a child’s speech for establishing cooperation with an adult. He also said that it is necessary to stimulate the child’s activity, otherwise speech will lag behind in its development precisely at the stage of situational speech.

N. Gvozdev, A. M. Leushina, M. I. Popova). The appearance of contextual speech in younger preschoolers depends on the tasks and conditions of communication, the content of speech, as well as on the individual characteristics of the child. In turn, the development of individual characteristics echoes the child’s communicative activity (M. I. Lisina, A. G. Ruzskaya, A. Ya. Reinstein, E. O. Smirnova).

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The development of coherent speech plays a leading role in the process of child development and occupies a central place in the overall system of work on speech formation in kindergarten. Coherent speech absorbs all the child’s achievements in mastering his native language, its sound structure, vocabulary, and grammatical structure. Possession of coherent speech skills allows a child to enter into free communication with peers and adults, makes it possible to obtain the information he needs, as well as convey accumulated knowledge and impressions about the environment.

We have a mixed-age 2nd-middle age group: now in our group there are 5 younger children and 15 middle-aged children. 12 children came to our group from the youngest, 3 new arrivals to kindergarten.

At the beginning of the school year, to determine the level of development of coherent speech, we conducted monitoring, where we identified an insufficient level of development of coherent speech in 8 children, average level– in 6 children, high level – in 3 children. We were unable to examine 3 children due to their infrequent visits.

In this regard, we have set ourselves the following tasks:

Expand children's active vocabulary;

Development of free communication with adults and children;

Development of all components of children's oral speech (lexical side, grammatical structure of speech, pronunciation side of speech; coherent speech - dialogical and monologue forms) in various forms and types of children's activities;

Learn to write descriptive stories about an object, toy, picture

Retell short stories

We began our work by creating a subject environment in the group. In the corner of the book we have selected fiction by age, subject pictures on the lexical topic being studied (for example: toys, dishes, clothes, etc.), we also selected plot pictures with a simple plot, and made didactic games for composing descriptive stories (“ Toy store" (dishes, clothes), "Wonderful bag", "Who is it?", "The postman brought a parcel", etc.).

We carry out work in the direct educational field of “Communication” in accordance with the program “From Birth to School” edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva, based on the recommendations of V. V. Gerbova and O S. Ushakova.

In accordance with FGT, we systematically carry out educational activities for the development of coherent speech, the content of which is associated with all aspects of children’s lives, these are: observation, games, work, reading books, watching cartoons, etc.

We distributed the educational activities directly as follows: the “Communication” area once a week, the “Cognition” area once a week and the “Reading Fiction” area daily.

According to the principle of integration, the development of monologue and dialogic speech is carried out not only in the process of specially organized educational activities for speech development, but also in other educational areas (“Cognition”, “Socialization”, “Labor”, “ Artistic creativity", "Music". For example: When retelling the fairy tale “Teremok”, we not only teach children to tell the content of an already familiar fairy tale, solving the problems of the educational area “Communication”, but also introduce children to the Ukrainian folk tale “The Mitten” in the educational area “Reading Fiction”.

They formed an idea about the features of folk tales, compared the heroes of Ukrainian and Russian fairy tales, solving the problems of “Socialization”, and carried out a comparative analysis of the heroes by size, solving the problems of the educational field of “Cognition”. Then they held a theatrical performance based on the fairy tale “Teremok”, where children, to the music, depicted animal characters using gestures and facial expressions.

When considering a toy, for example a ball, the educational area “Communication” is integrated with such educational areas as “Artistic Creativity”, “Cognition”, “Physical Education”, “Reading Fiction”. While looking at the ball, we introduce children to the geometric figure of the ball, read the poem by Samuil Marshak “My Merry Tinkling Ball”, sculpt a ball, play a game with the ball “My Merry Tinkling Ball”.

When planning speech development classes, we often include complex classes. When planning direct educational activities, we implement a differentiated approach to children, because Their capabilities and skills are different.

In order for a three-year-old child to learn to express himself more fully and clearly, we patiently and consistently ask leading questions that help the child express his thoughts consistently and more widely. Let's play the game "Guess what it is?" I ask riddles, while drawing and commenting: it’s red, long, tasty, crispy, what is it?

And let me clarify: delicious carrots? Juicy?, that is, it evoked the children’s speech activity and asked them to tell about this carrot.

The next stage of work is compiling a joint descriptive story about 2 toys. The peculiarity and effectiveness of this technique is that the training was not carried out according to a template, that is, the children did not repeat the teacher’s story, but gave their own version of the end of the sentence and the story as a whole.

Children actively participated in this process and learned how to complete sentences into intonational terms. During the dialogue, relying on clarity, 1-2 words were added, but everyone found their own words and their own answer options.

In the middle group we continue to work on examining and describing toys and objects. One of the most interesting activities is describing toys. The toy evokes positive emotions, a desire to speak out, and we examine them in a playful way.

For the description, we select toys that attract the attention of children (bright, expressive), about which you can express your opinion and compare (two dolls in different costumes; two hares, different in color and size). We teach children to describe toys and objects using common sentences or statements of 2-3 sentences. When planning lessons on describing toys and objects, we carefully think through the questions so that when answering, children can emphasize the main features and qualities of a toy or other object.

Questions force the child to think, think, and determine the order that must be followed when describing. By answering questions, children seem to construct the plot of the future story themselves.

We try not only to listen to the children’s answers, but also show ourselves how to talk about the toy more accurately and interestingly. In this case, a speech sample will be the most effective teaching technique.

But so that children do not copy the teacher’s story, we give a sample not based on the toy that the children will talk about, but on one of the same type. This is where children show independence and initiative.

Children such as Sofiyka, Danya, Nastya S. Serezha can independently compose a short descriptive story based on the toy. Their statements take on the character of stories. Some children Anya, Matvey, Sveta have difficulty describing them.

Then we help them with questions.

In our classes we use the game stories “Tanya’s doll’s birthday”, “Visiting a fairy tale”, and also use various didactic games: “Toy store” (dishes, clothes), “Wonderful bag”, “Who is it?”, “Postman” brought a parcel”, “Who needs what?” and etc.) . Children learn to talk about vegetables, fruits, toys, dishes, etc. and repeat them in a new situation, showing independence in composing descriptive stories.

One type of description of a toy is children guessing and composing riddles. First, children learn to solve riddles, and then create descriptive riddles.

For example, children are offered 5-6 toys to look at. appearance and definitions of qualities - color, shape, size, material. The appearance of toys can be played up - the postman brought a parcel.

Then a riddle is given about one of the toys: “The mane on the neck is a wave, the tail is a pipe, the bangs are between the ears” (horse). Guessing riddles can be associated with looking at toys before describing them or telling stories about them. Gradually, children are led to composing riddles on their own.

In addition to describing toys, we use other types of activities to develop coherent speech: looking at pictures and talking about them, children composing stories based on pictures; retelling of literary works.

Our children love to compose stories based on plot pictures. When giving a child a picture, we invite him to tell him what he sees in it, and ask leading questions about the plot. We help you write grammatically correct sentences.

For example: the painting shows children standing near a piano. As a rule, when asked what is shown in the picture, children answer: “Children and the Piano,” then I ask the question “What are the children doing?” “Standing” “Standing near what?” “They are standing near the piano.” So, by asking leading questions, we try to construct grammatically correct sentences, and then a short story.

We also carry out work on the development of coherent speech in Everyday life. We conduct conversations in the morning, at regular moments, and try to talk with the children as much as possible. Encourage them to independently communicate with adults and peers.

On a walk, during free activity We carry out individual work with children. In a casual manner, we ask what he saw on the way to kindergarten, what he did at home, what he played and with whom.

Unfortunately, due to the busyness of parents, most children spend time at home watching TV and watching cartoons. We ask the children to tell us in as much detail as possible about the plot and the characters of the cartoon. We ask questions: “Who is this hero?

We systematically work with parents, informing them about what work is carried out with children in kindergarten. We conduct consultations and personally talk with each parent.

Unfortunately, parents are most concerned about how the child pronounces sounds, and they do not pay attention to the fact that the child answers questions in monosyllables. On at this stage we conduct conversations with parents on the topic “Development of spoken language in the family” We also held Parent meeting, dedicated to polite communication with peers.

We face big challenges, we are only at the beginning of the journey, and we hope, together with our parents, to solve all the planned tasks by the end of the year

One of the conditions for the successful development of speech is the teacher’s speech; we try to widely use synonyms, antonyms, accepted forms of polite address, and constructions with various subordinating connections in our speech.

"Development of coherent speech in younger preschoolers"

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Among the many important tasks of raising and educating preschool children in kindergarten, teaching their native language, developing speech, and verbal communication is one of the main ones. This general task consists of a number of special, private tasks: nurturing the sound culture of speech, enriching, consolidating and activating the vocabulary, improving the grammatical correctness of speech, forming colloquial (dialogical) speech, developing coherent speech, cultivating interest in the artistic word, preparing for learning to read and write.

Coherent speech is a consistent and logically connected series of thoughts expressed in specific and precise words, connected into grammatically correct sentences.

A child’s speech manifestations in the first year of life constitute the preparatory stage of speech formation. Under the influence of emotional communication with an adult, a child in the first months of life experiences vocal responses (they should be distinguished from the cry of a child, which most often does not have a communication function, but is a reaction to an unfavorable state).

During communication with an adult, the child gets the opportunity to concentrate on the face of the speaker, on the object being shown, begins to respond with a smile, movement, and gradually acquires the need to communicate with the adults around him. From the age of three months, the child begins to repeat the audible sounds of the human voice: gurgles (pronounces short combinations of consonants in vowels - agy, khy, gee), gurgles (pronounces vowels in a sing-song manner - a-a-a... uh-uh...) . In the second half of the year, babbling appears (pronunciation of isolated and repeated syllables, first with hard consonants: ba-ba-ba, ma-ma-ma, yes-da-da, then with soft consonants: dya-dya-dya, tya-tya- cha).

It is important to note that babbling is already controlled by the baby's hearing. The adult’s task is to obtain from the child the ability to repeat the proposed sound or syllable. Imitation will later become an important means of mastering speech. To voluntarily pronounce sounds by imitation, it is necessary to develop auditory concentration, the ability to master the articulatory apparatus and auditory control. In the practice of raising young children, we have a number of techniques for developing all these qualities. So, for example, moments of absolute silence are created in a group, when a child can listen to an invisible but close source of sounds (human speech, melodic chanting, playing a musical instrument). To induce speech imitation, you should be in the baby’s field of vision, teach the child to voluntarily pronounce first those sounds that are in his spontaneous babble, and gradually add new sounds and syllables that are similar in sound. During classes in the arena with one child, the rest of those present acquire the valuable ability to imitate both his speech and the speech of adults. This significantly helps develop the speech of children in a group.

By the end of the year, continuously pronounced syllables-words appear in the baby’s speech. By the age of one year, a child of the first group of early age should be able to pronounce about 10 words that are easy to pronounce (including simplified ones: tu-tu, aw-aw, etc.). At the initial stages of speech development, the child is first taught to understand the word, then to repeat it randomly when perceiving an object, and finally, with the help of questions, games, and instructions, they ensure that the child uses the word in a meaningful situation.

The child very early masters the word along with its inherent meaning. But the concepts that are denoted by this word and represent generalized images will be assimilated and deepened gradually, with the development of the child, helping him quickly and successfully navigate the surrounding conditions.

At first, a single word has the meaning of a whole sentence for the child. This period also covers the first half of the second year of life. By approximately 1 year 10 months, the ability to use two-word phrases is consolidated, and later - three- to four-word ones. By the age of two, a child’s speech becomes the main means of communication with surrounding adults.

The speech of a young child is situational in nature; she is sketchy and expressive. Such speech, in addition to words, contains onomatopoeia, gestures, facial expressions and is understandable only in a specific situation.

Situational speech persists even in early preschool age. Then gradually the speech becomes coherent and contextual. The appearance of this form of speech is explained by the tasks and nature of the child’s communication with others. The evolving function of the message and the increasing complexity of the child’s cognitive activity require more detailed speech, and the previous means of situational speech do not ensure the intelligibility and clarity of his statements. A. M. Leushina noted that “the content of contextual speech is revealed in the very context of speech and thanks to this it becomes understandable to the listener from a combination of words, sentences, i.e. from the very structure of sound speech.”

Younger preschoolers improve their understanding of speech (understanding verbal instructions, instructions from an adult, a simple plot of a literary work). Speech begins to become not only a means of communication, but also a source of knowledge through the verbal explanations of an adult.

More complex and varied communication between a child and adults and peers creates favorable conditions for the development of speech; its semantic content is enriched and the vocabulary expands, mainly due to nouns and adjectives. In addition to size and color, children can also identify some other qualities of objects. The child acts a lot, so his speech is enriched with verbs, pronouns, adverbs, prepositions appear (the use of these parts of speech is typical for a coherent statement). The baby builds correctly simple sentences, using different words and their different order: Lilya will bathe; I want to go for a walk; I won't drink milk. The first subordinate clauses of time (when...), reasons (because...) appear.

For children 3 years old, a simple form of dialogic speech (answering questions) is available, but they are just beginning to master the ability to coherently express their thoughts. Their speech is still situational, expressive presentation predominates. Kids make many mistakes when constructing sentences, determining actions, and the quality of an object. Teaching conversational speech and its further development will be the basis for the formation of monologue speech.

In middle preschool age big influence The development of coherent speech is influenced by the activation of the vocabulary, the volume of which increases to approximately 2.5 thousand words. The child not only understands, but also begins to use adjectives in speech to denote the attribute of an object, adverbs to denote temporal and spatial relationships. The first generalizations, conclusions, conclusions appear.

Children more often begin to use subordinate clauses, especially causal clauses, subordinate conditions appear, additional, attributive (I hid the toy that my mother bought; If the rain stops, shall we go for a walk?)

In dialogical speech, preschoolers of this age use predominantly short, incomplete phrases, even when the question requires a detailed statement. Often, instead of independently formulating an answer, they inappropriately use the wording of the question in an affirmative form. They don’t always know how to formulate a question correctly, give the right response, or supplement and correct a friend’s statement.

The structure of speech is also still imperfect. When using complex sentences, the main part is omitted (they usually begin with conjunctions because, what, when).

Children are gradually approaching the ability to independently compose short stories based on a picture or a toy. However, their stories for the most part copy the adult model; they still cannot distinguish the essential from the secondary, the main thing from the details. Situational speech remains predominant, although development is underway and contextual speech, i.e. speech that is understandable in itself.

In early preschool age, the teacher must ensure that every child easily and freely enters into communication with adults and children, teach children to express their requests in words, answer adults’ questions clearly, and give the child reasons to talk with other children. You should cultivate the need to share your impressions, talk about what you did, how you played, the habit of using simple formulas of speech etiquette (saying hello, saying goodbye in kindergarten and family), encouraging children to try to ask questions about their immediate environment (Who? What? Where? What does it do? Why?).

The development of coherent speech in children is carried out in the process of everyday life, as well as in the classroom.

So, the main characteristic of coherent speech is its intelligibility for the interlocutor. Coherent speech is a speech that reflects all the essential aspects of its subject content. Speech can be incoherent for two reasons: either because these connections are not realized and not represented in the speaker’s thoughts, or because these connections are not properly identified in his speech.

There are two main types of speech - dialogical and monologue. Each of them has its own characteristics. The development of both forms of coherent speech plays a leading role in the process of the child’s speech development and occupies a central place in the overall system of work on speech development in kindergarten.

To conduct more effective classes on the development of coherent speech, it is necessary to know the features of the formation of coherent speech in preschoolers.

Thus, younger preschoolers improve their understanding of speech (understanding verbal instructions, instructions from an adult, a simple plot of a literary work). Speech begins to become not only a means of communication, but also a source of knowledge through the verbal explanations of an adult.

So, the development of the prerequisites for coherent speech in younger preschoolers and its importance for the development of the child cannot be overestimated.

Children of primary preschool age are able to create a narrative type of statement during special training based on the use of pictures. At the same time, children use various types of connections in texts. The syntactic structure of preschoolers’ speech is improving; they more often include a variety of syntactic structures. And it is precisely when the teacher turns to children for help, offers to tell it to their peers, and involves them in selecting more beautiful, better statements. Their speech becomes coherent and interesting for listeners. Children try to select precise, accessible words and phrases that express their intentions and correspond to the content of the text. The game form of learning made it attractive for the child and more effective.

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coherent speech junior preschool

Introduction

1. Theoretical basis studying the development of coherent speech in preschool children

1.1 Coherent speech and its importance for child development

1.2 Features of the development of coherent speech in preschool childhood

1.3 Objectives and content of teaching coherent speech

2. Empirical study of the development of coherent speech in children of primary preschool age

2.2 Ways to form coherent speech in children of primary preschool age

2.3 Analysis of research results

Conclusion

Bibliography

Application

INconducting

RelevanceTopicsresearchdue to the fact that currently problems associated with the process of development of coherent speech are the central task of speech education of children. This is primarily due to social significance and role in the formation of personality. It is in coherent speech that the main, communicative, function of language and speech is realized. Coherent speech is the highest form of speech and mental activity, which determines the level of speech and mental development of the child.

StatescientificdevelopmentProblemsresearch

Mastering coherent oral speech is the most important condition successful preparation to schooling. The psychological nature of coherent speech, its mechanisms and developmental features in children are revealed in the works of L.S. Vygotsky, A.A. Leontyeva, S.L. Rubinshteina and others. All researchers note the complex organization of coherent speech and point to the need for special speech education.

Teaching coherent speech to children in the domestic methodology has rich traditions laid down in the works of K.D. Ushinsky, L.N. Tolstoy. The fundamentals of the methodology for developing coherent speech in preschoolers are defined in the works of M.M. Konina, A.M. Leushina, L.A. Penevskaya, O.I. Solovyova, E.I. Tikheyeva, A.P. Usova, E.A. Flerina. The problems of content and methods of teaching monologue speech in kindergarten were fruitfully developed by A.M. Borodich, N.F. Vinogradova, L.V. Voroshnina, V.V. Gerbova, E.P. Korotkova, N.A. Orlanova, E.A. Smirnova, N.G. Smolnikova, O.S. Ushakova, L.G. Shadrina and others. Features of the development of coherent speech were studied by L.S. Vygotsky, S.L. Rubinstein, A.M. Leushina, F.A. Sokhin

Most pedagogical studies are devoted to the problems of developing coherent speech in children of senior preschool age. Further development requires questions of the formation of speech coherence in the middle group, taking into account age and individual differences in children of senior preschool age. The fifth year of life is a period of high speech activity of children, intensive development of all aspects of their speech (M.M. Alekseeva, A.N. Gvozdev, M.M. Koltsova, G.M. Lyamina, O.S. Ushakova, K.I. Chukovsky, D.B. Elkonin, V.I. Yadeshko, etc.). At this age, there is a transition from situational to contextual speech (A.M. Leushina, A.M. Lyublinskaya, S.L. Rubinstein, D.B. Elkonin).

The scientific and methodological literature contains conflicting data about the possibility of using story pictures in teaching storytelling to children of the fifth year of life. Thus, a number of teachers believe that when teaching storytelling, children of this age should be offered only one story picture, since telling a series of story pictures is not available to them (A.M. Borodich, V.V. Gerbova, E.P., etc.) .

In the studies of O.S. Ushakova, as well as work carried out under her leadership, proves that already in the middle group of kindergarten it is possible to use a series of plot pictures when teaching storytelling, but their number should not exceed three.

Considering the presence of different points of view on the issues of studying and developing coherent speech in children, cross-sectional experiments tested the features of children’s coherent utterances depending on the communication situation.

Targetresearch- study of the development of coherent speech in preschool children.

During the work, the following were decided tasks:

1. Study psychological and pedagogical literature on the research topic.

2. Define the concept of coherent speech and its importance for the development of the child;

3. Identify the features of the development of coherent speech in preschool childhood;

4. Analyze the tasks and content of teaching coherent speech;

6. Experimentally test the effectiveness of using the developed technology in the process of developing coherent speech in preschool children.

Object research is coherent speech in preschool children.

Itemresearch- development of coherent speech in preschool children.

Hypothesis research: the level of development of coherent speech in preschool children increases if: the methodology for speech development is based on artistic illustrations and pictures.

To solve the problems, the following were used methodsresearch: theoretical analysis of philosophical, linguistic, psychological and pedagogical literature in the aspect of the problem being studied; observation, conversation, analysis of plans for educational work of educators; pedagogical experiment; method of analyzing the products of children's activities (diagrams, drawings, etc.); statistical methods of data processing.

Empiricalbaseresearch. Children of kindergarten and preschool age took part in the study. (20 people).

Structurework. The thesis consists of an introduction, two chapters, a conclusion, a list of references, including 42 sources and appendices.

1. Ttheoretical foundations for studying the development of coherent speech in preschool children

1.1 MessengerspeechAndhermeaningFordevelopmentbaby

Speech activity is studied by various sciences. Speech activity is an object studied by psycholinguistics and other sciences: language is a specific subject that actually exists as an integral part of an object (speech activity) and is modeled by psycholinguists in the form of a special system for certain theoretical or practical purposes. 21, 18]

Speaking about the speech itself, we can distinguish at least four psychological various types speech.

First, affective speech. “By affective speech we mean exclamations, interjections or habitual speech.

The second form is oral dialogic speech. In it, “the initial initial stage or stimulus for speech is the question of one interlocutor; from it (and not from the internal plan) the answer of the second interlocutor comes.”

The next type of speech is oral monologue speech, the most typical one that psycholinguists talk about, forgetting about the existence of other types of oral speech.

And finally, the fourth type is written monologue speech. It also has its own psychological specificity, because, firstly, it is maximally adialogical (the interlocutor in this case is usually completely unfamiliar with the topic of the statement and is separated from the writer as much as possible in space and time), and secondly, it is maximally conscious and allows for certain work on statement, gradual groping for an adequate form of expression. . The development of oral and written speech among schoolchildren is one of the core areas in the methodology of teaching literature. Enrichment vocabulary students based on the material of works of art, teaching coherent speech and developing its expressiveness - these are the main tasks that are solved in the practical work of linguistics and the theoretical quest of methodologists. F.I. made a great contribution to the development of the problem. Buslaev, V.Ya. Stoyunin, V.P. Ostrogorsky, L.I. Polivanov, V.P. Sheremetevsky, V.V. Golubkov, A.D. Alferov, M.A. Rybnikova, K.B. Barkhin, N.M. Sokolov, L.S. Troitsky, S.A. Smirnov, N.V. Kolokoltsev, A.A. Lipaev, modern scientists K.V. Maltseva, M.R. Lvov, T.A. Ladyzhenskaya, V.Ya. Korovina, O.Yu. Bogdanova, N.A. Demidova, L.M. Zelmanova, T.F. Kurdyumova, N.I. Kudryashev, M.V. Cherkezova and others.

Mastery of language and speech is a necessary condition for the formation of a socially active personality. It is necessary for every person to learn to construct one’s speech clearly and grammatically correctly, to express one’s own thoughts in a free creative interpretation in oral and written form, to observe speech culture and to develop the ability to communicate.

However, it must be admitted that the formation of coherent speech skills often does not have a systematic approach, a system of necessary exercises, or aids needed for this work. This leads to the fact that currently the school is faced with a huge problem of illiteracy, incoherence, and poverty of not only oral, but also written speech of the majority of students.

From the analysis of literary sources, it follows that the concept of “coherent speech” refers to both dialogic and monologue forms of speech. A.R. Luria, S.L. Rubinstein, V.P. Glukhov believe that dialogical (dialogue) is a form of speech that is primary in origin, arising during direct communication between two or more interlocutors and consists of the main exchange of remarks. The distinctive features of dialogic speech are:

emotional contact of speakers, their impact on each other through facial expressions, gestures, intonation and timbre of voice;

situationality.

Compared to dialogical speech, monologue speech (monologue) is the coherent speech of one person, the communicative purpose of which is to report any facts or phenomena of reality. A.R. Luria, S.L. Rubinshtein, A.A. Leontiev’s main properties of monologue speech include: one-sided and continuous nature of the statement, arbitrariness, expansiveness, logical sequence of presentation, conditionality of the content by focusing on the listener, limited use of non-verbal means of transmitting information. The peculiarity of this form of speech is that its content, as a rule, is predetermined and pre-planned.

A.A. Leontyev notes that, being special kind speech activity, monologue speech is distinguished by the specifics of performing speech functions. It uses and generalizes such components of the language system as vocabulary, methods of expression grammatical relations, form- and word-forming, as well as syntactic means. At the same time, in monologue speech the intention of the statement is realized in a consistent, coherent, pre-planned presentation. The implementation of a coherent, detailed utterance involves retaining a compiled program in memory for the entire period of the speech message, using all types of control over the process of speech activity, relying on both auditory and visual perception. Compared to dialogue, monologue speech has more context and is presented in a more complete form, with careful selection of adequate lexical means and the use of a variety of syntactic structures. Thus, consistency and logic, completeness and coherence of presentation, compositional design are the most important qualities of monologue speech, arising from its contextual and continuous nature.

At school age, the main types are description, narration and elementary reasoning.

However, A.R. Luria and a number of other authors, along with existing differences, note a certain similarity and interrelation between dialogic and monologue forms of speech. First of all, they are united by a common language system. Monologue speech that arises in a child on the basis of dialogic speech is subsequently organically included in the conversation.

Regardless of the form (monologue, dialogue), the main condition for communicative speech is coherence. To master this the most important aspect speech requires special development in children of the skills of composing coherent statements. Leontyev A.A. defines the term “utterance” as communicative units (from a single sentence to a whole text), complete in content and intonation and characterized by a certain grammatical or compositional structure. The characteristics of any type of extended utterance include: coherence, consistency and logical and semantic organization of the message in accordance with the topic and communicative task.

In the specialized literature, the following criteria for the coherence of an oral message are highlighted: semantic connections between parts of the story, logical and grammatical connections between sentences, connections between parts (members) of a sentence and completeness of expression of the speaker’s thoughts.

Another important characteristic of a detailed statement is the sequence of presentation. Violation of the sequence always negatively affects the coherence of the message.

The logical-semantic organization of a statement includes subject-semantic and logical organization. An adequate reflection of the objects of reality, their connections and relationships is revealed in the subject-semantic organization of the statement; the reflection of the course of presentation of the thought itself is manifested in its logical organization.

Thus, from what has been said it follows:

Coherent speech is a set of thematically united fragments of speech that are closely interconnected and represent a single semantic and structural whole. Connected speech includes two forms of speech: monologue and dialogic. Monologue is a more complex form of speech. This is the coherent speech of one person, serving for the purposeful transmission of information. The main types in which monologue speech is carried out are description, narration and elementary reasoning. Their essential characteristics are coherence, consistency, logical and semantic organization.

Speaking is considered as a type of speech activity. Research has revealed the psycholinguistic patterns of a child’s mastery of his native language, including in the process of deployment (implementation) of a program for generating speech utterances. In the psychological, pedagogical, psycholinguistic literature, sufficient attention is paid to speech activity, issues of the dynamics of lexical-semantic development of children, while the ways of forming a vocabulary in such children are discussed only in in general terms. Revealing the specifics of lexical skills, it is important to note that the main components of their system are the structure of linguistic signs and semantic fields, which is characterized by continuity and integrity. Words and concepts are inseparable. The word is the main lexical unit that expresses a concept; it provides the subject-content plan for the utterance and speech as a whole. A dictionary, being the most important element of a language, does not itself constitute a language. Figuratively speaking, this is the building material for language; it acquires meaning only when combined with grammatical rules. The use of words in speech is ensured by the unity of sound-letter, syllabic and morphological structures. Mastering a dictionary is a process of language acquisition, considered in the lexical aspect. An element of language, including meaningful and formal features, is a word that has the functions of designation and generalization. Without mastering the dictionary, it is impossible to master speech, and especially coherent speech, as a means of communication and a tool of thinking. The word included in speech serves as a means of communication. Words are stored in speech-motor and speech-auditory memory and are used in the practice of speech communication. To do this, you need to know the word, remember it, and ensure its correct combination with the previous and subsequent words, which is ensured by the mechanism of situational tracking. .

The development of vocabulary as the basis of speech, its expansion and clarification perform a developmental function for the formation of cognitive activity, mastery speech skills and skills. Full mastery of speech presupposes adequate assimilation and production of speech in the unity of form and content, signifier and signified. A specific word, already at the moment of its appearance, is both a sound and a meaning. Having its own structure as a linguistic sign, it is included in the language system and functions in it according to the laws of the given language. .

The passive vocabulary significantly prevails over the active one and is converted into an asset extremely slowly. Children do not use the inventory of linguistic units they have and do not know how to operate with them.

Understanding the lexical meaning of a word, contrasting it with other words that are semantically dependent on the given one, introducing a word into a system of semantic fields, and the ability to correctly construct a sentence from words reflect the level of the child’s language ability and the degree of formation of his logical thinking.

Even such a brief listing of the qualitative features of children’s vocabulary emphasizes the importance of the problem of developing lexical skills in children, the need to find ways to increase the effectiveness of correctional and educational influence, for which the positions of psycholinguistics turn out to be the most productive.

Coherent speech is a consistent and logically connected series of thoughts expressed in specific and precise words, connected into grammatically correct sentences.

Thus, consistency and logic, completeness and coherence of presentation, compositional design are the most important qualities of monologue speech, resulting from its contextual and continuous nature. Regardless of the form (monologue, dialogue), the main condition for communicative speech is coherence.

Leontyev A.A. defines the term “utterance” as communicative units (from a single sentence to a whole text), complete in content and intonation and characterized by a certain grammatical or compositional structure. The characteristics of any type of extended utterance include: coherence, consistency and logical and semantic organization of the message in accordance with the topic and communicative task. Another important characteristic of a detailed statement is the sequence of presentation. Violation of the sequence always negatively affects the coherence of the message.

The development of speech in a child is mediated by learning: the child learns to speak. But this does not mean at all that mastering speech, one’s native language, is the result of special educational activities, the purpose of which would be for the child to learn speech. Such educational activity begins later - when studying grammar, when mastering - on the basis of oral speech - written speech, but the primary mastery of the native language, namely living speech, is accomplished in the process of communication activities. This is the only way to achieve a true understanding of speech as speech. A child normally masters speech, that is, learns to speak by using speech in the process of communication, and not by studying it in the process of learning. The method of mastering speech is significantly different from the way in which a person, learning mathematics, masters, for example, algebra or analysis. It is organically connected with the nature of speech: full-fledged human speech is not a system of signs, the use and meaning of which is arbitrarily established and learned, just as rules are learned. To master a genuine word, it is necessary that it is not just learned, but that in the process of use it is included in one’s life and activity.

During the first, preparatory, period of speech, before the child begins to speak, he first of all acquires some passive phonetic material, masters his vocal apparatus and learns to understand the speech of others. The first sounds of a child are screams. These are instinctive or reflex reactions. Deaf children also scream; This means that they are not a product of imitation or learning. In their phonetic composition, the first sounds are close to the vowels a, e, y; to them is added in the form of aspiration a sound close to x and to the guttural r, mainly in the combination ere. Of the consonants, labial m, p, b are among the first to appear; then come the dental ones, t, and then the sibilants.

At the beginning of the third month, the baby begins to babble, as if playing with sound. Babbling from sound is distinguished by a greater variety of sounds, and also by the fact that the sounds of babbling, the product of playing with sound, are less connected, more free than instinctive screams. In babbling, a child masters the pronunciation of a variety of sounds. Thanks to this, babbling prepares the possibility of mastering in the future the sound composition of words in the speech of surrounding adults.

Mastery of speech, the ability to use it for communication, is preceded by an emerging understanding of the speech of others.

According to some observations, from the age of 5 months, children begin to react in a certain way to words. So, for example, the word “tick-tock” was pronounced in front of a child looking at his watch; when the same word was then repeated, the child turned his gaze to the clock. He created a connection between the sound and some situation or reaction to it.

Proponents of associative psychology believed that understanding the meaning of words is based on associative connections, and reflexologists argue that this connection is conditioned reflex in nature. It must be admitted that both are right: the primary connection of a word with the situation to which it relates, with the reaction it evokes, is of an associative or conditioned reflex nature. But we must add to this that as long as this connection is of one nature or another, this is not yet a matter of in the truest sense words. Speech arises when the connection between a word and its meaning ceases to be only conditioned reflex or associative, but becomes semantic.

Based on a primitive understanding of adult speech and mastery of one’s own vocal apparatus, the child’s speech begins to develop. The child begins to master a new, specifically human way of communicating with people, through which he can communicate his thoughts and feelings, influence their feelings and the direction of their thoughts.

The first meaningful words spoken by a child appear towards the end of the first - beginning of the second year. They consist primarily of labial and dental consonants, combined with a vowel into a syllable, usually repeated many times: mom, dad, baba. In terms of their meaning, these first words of the child express primarily needs, affective states, and desires.

The designating function of speech is developed later (at about one and a half years). Its appearance marks a significant shift in the development of the child. The child begins to be interested in the names of objects, demanding answers to the questions “what is this?” The result of this activity is that the vocabulary, especially of nouns, begins to grow rapidly. At this moment the child does greatest discovery in his life: he discovers that every thing has its own name. This is the child’s first truly general thought, although his interpretation of this fact is erroneous. The idea that a one and a half year old child develops such a “really general thought of a child” that “every thing has its own name” is obviously refuted by all the data on the general mental development of a child of this age. The child does not discover a general theoretical principle; he practically masters - with the help of adults - a new, fundamentally social, way of dealing with things through words. He learns that through a word he can point to a thing, draw the attention of adults to it, and receive it. The main and decisive factor in a child’s speech development is precisely that the child acquires the ability, through speech, to enter into conscious communication with others. In this case, the child begins to use the relationship of the word to the denoting objects, without yet theoretically comprehending it.

Understanding the relationship of a word to the thing it denotes remains extremely primitive for a long time. Initially, a word appears to be a property of a thing, an integral part of it, or an expression of a thing: it has the same “face” as the thing. This phenomenon is quite common at an early stage of development. In the process of a child’s speech development there is a stage that only in exceptional cases lasts for a long time. O. Jespersen called it “small speech”, W. Eliasberg and L.S. Vygotsky - “autonomous speech” of a child. A number of psychologists denied the existence of such special autonomous child speech. V. Wundt argued that this pseudo-children's speech is simply the language of nannies pretending to be with a child. There is no doubt that small, or autonomous, children's speech is nourished by the material of adult speech. But observations still show that sometimes children have speech that in many respects differs from the speech of adults.

Psychologically, the most significant thing in this small child’s speech is that it reveals a unique method of “generalization” that determines the meaning of the first words used by the child. In small speech, words do not yet perform a denoting function in the full sense of the word.

Comparison of small and child speech with developed speech It especially clearly reveals how great the role of adult speech is in the mental development of a child; it introduces into the child’s everyday life a qualitatively different way of classifying things, built on objective principles, which has developed as a result of social practice. Through speech public consciousness begins to form a person’s individual consciousness from early childhood. His speech and verbal orientation in the world are regulated not by his individual perception, but by social cognition, which, through speech, determines perception itself.

Speech structure

In the development of the structure of children's speech, the starting point is a word-sentence, which in the early stages performs the function that in the speech of adults is expressed by a whole sentence: “chair” means “sit on a chair”, “pull up a chair”, etc.; being one word in structure, it functionally approaches a sentence. Then, between 1.5 and 2 years, the child appears the first non-one-word sentences (of 2 - 3 words); They are at first like a chain of one-word sentences. At about 2 years of age, words become, as in the speech of adults, dependent components of a sentence: the child switches to inflected speech.

The development of inflected speech is a significant step in the child’s speech development; For the first time, the path is being paved to reflect relationships - the main content of thinking. The child acquires the first inflectional forms and various methods of complex word formation from those around him, assimilating them when his development is prepared for this. But the child is not limited only to the mechanical consolidation of those word formations and inflections that adults taught him. From those specific word inflections that adults teach him, he masters practically a certain set of formations as ways of operating with words. Using them, the child then independently forms inflections that he did not receive directly through learning; On the basis of learning, the process of formation and genuine speech development of the child takes place.

Peculiar word formations and inflections, in large quantities occurring in a child aged 2 to 5 years serve as clear proof of this.

In the first period of the appearance of sentences (2 - 2.5 years), the child’s speech is a simple arrangement of main sentences; there are no subordinate clauses: the child has mastered only the form of parataxis (the form of the main clause). The main clauses are not connected or very weakly connected by such conjunctions as “and”, “and here”, “and also”. Then, from about 2.5 years old, a form of subordinate clause begins to appear - hypotaxis. This means that in the child’s speech, relations of subordination (between the main and subordinate clauses) and subordination (between different subordinate clauses) are established. The architecture of speech becomes more complex, separate, relatively independent parts of speech are distinguished, which are connected to each other by various relationships - spatial, temporal. Around 3 years of age, the first “whys” usually appear, expressing causal relationships.

In preschool age, the development of formal structure and grammatical forms of speech often outstrips the development of thinking. There is often a discrepancy between the speech form and its mental content, between the external and internal, semantic side of speech in children; the first is ahead of the second. Therefore, they cannot be identified: the presence of certain speech forms in a child does not mean that he has realized the mental content for which they serve to express; the presence of a word or term does not guarantee understanding. Therefore, an essential task psychological research is to trace how the assimilation of the semantic content of those speech forms that the child acquires in the learning process takes place.

A certain level of development of thinking is a prerequisite for each further step in the child’s speech development. But speech, in turn, has a certain influence on the child’s mental development, being included in the process of forming his thinking.

Development of coherent speech

The main thing in a child’s speech development is the ever-changing and improving ability to use speech as a means of communication. Depending on the change in the forms of this communication, the forms of speech also change. At first, the child communicates only with his immediate environment. Gradually introduced individual statements, requests, questions and answers are cast into a conversational dialogical form. Only after this there is a need to convey, by displaying it in speech terms, a more or less extensive semantic whole (description, story), intended for an outside listener and understandable to him. Then coherent speech develops, the ability to reveal a thought in a coherent speech structure. Any genuine speech, primarily for the speaker himself, conveying the thought, the desire of the speaker, is coherent speech, but the forms of coherence have changed in the course of development. Coherent in the specific sense of the word is a speech that reflects in speech terms all the essential connections of its subject content. Speech can be incoherent for two reasons: either because these connections are not realized and not represented in the speaker's thoughts, or because, although presented in the speaker's thoughts, these connections are not properly identified in his speech. Coherence of speech means the adequacy of the speech design of the speaker’s thoughts from the point of view of its intelligibility for the listener. Coherent speech is speech that can be fully understood on the basis of its own subject content. In order to understand it, there is no need to take into account the particular situation in which it is pronounced; everything in it is clear to another from the very context of speech; This is contextual speech.

Speech small child at first it is distinguished by the opposite property: it does not form such a coherent semantic whole - such a context that it can be understood on the basis of it alone; To understand it, it is necessary to take into account the specific visual situation in which the child is and to which his speech relates. The semantic content of his speech becomes understandable only when taken together with this situation: this is situational speech.

While distinguishing situational and contextual speech according to its main feature, it is impossible, however, to outwardly oppose them. Every speech has at least some context, and every speech is connected and conditioned by some situation. Situational and contextual moments are always in internal interconnection and interpenetration; we can only talk about which of them is dominant in each given case.

The main line of development of a child’s speech is that from the exclusive dominance of only situational speech, the child moves on to mastering contextual speech. When a child develops contextual coherent speech, it does not layer on top of situational speech, does not displace it; a child, like an adult, uses one or the other, depending on the content that needs to be conveyed and the nature of the communication itself. Situational speech is speech that is naturally used by an adult in a conversation with an interlocutor who is in a common situation with the speaker, when we are talking about its immediate content; one switches to contextual speech, understandable regardless of the situation, when a coherent presentation of a subject that goes beyond the limits of the current situation is required, moreover, a presentation intended for a wide range of listeners. As both the content and functions of speech change during development, the child, through learning, masters the form of coherent contextual speech.

The study conducted by A.M. Leushina was devoted to the study of the development of coherent speech in a preschool child, the features of his situational speech. Situationalism in a child’s speech manifests itself in various forms. Thus, in his speech, the child either completely omits the intended subject or replaces it with pronouns. His speech is filled with the words “he”, “she”, “they”, although in the context itself it is not indicated anywhere to whom these pronouns refer. The same pronoun “he” or “she” in the same sentence refers to different subjects. In the same way, speech is full of adverbs (“there”, without indicating where exactly, etc.).

The word “such” appears as a characteristic of the object, and the implied content of this epithet is explained by a visual demonstration: with hands it is demonstrated whether it is so big or so small. To understand a child’s thought, speech context alone is not enough; it can be restored only by taking into account the specific situation in which the child was. Characteristic feature Such situational speech is that it expresses more than it expresses.

Only gradually does the child begin to construct a speech context. The transitional stage on this path is indicative of one particular but symptomatic phenomenon. Mostly, older preschoolers regularly develop an interesting speech structure: first, the child pronounces a pronoun (“he,” “she,” etc.), and then, as if sensing the ambiguity of his presentation and the need to clarify it, he follows the pronoun with an explanatory phrase. noun; “she - the girl - went”, “he - the ball - rolled.” This form of presentation is not an accidental phenomenon, but a typical one, revealing an essential stage in the child’s speech development. The child involuntarily constructs his speech based on what seems immediately understandable to him.

Every child should learn in kindergarten to express their thoughts in a meaningful, grammatically correct, coherent and consistent manner. At the same time, children’s speech should be lively, spontaneous, and expressive.

Coherent speech is inseparable from the world of thoughts: coherence of speech is coherence of thoughts. Coherent speech is a meaningful, detailed statement (a series of logically combined sentences) that ensures communication and mutual understanding between people.4, p. 132 Coherent speech reflects the logic of a child’s thinking, his ability to comprehend what he perceives and express it in correct, clear, logical speech. By how a child knows how to construct his statement, one can judge the level of his speech development.

The ability to coherently, consistently, accurately and figuratively express one’s thoughts (or a literary text) also influences the child’s aesthetic development: when retelling and creating his own stories, the child uses figurative words and expressions learned from works of art. The ability to talk helps a child to be sociable, overcome silence and shyness, and develop self-confidence.

Coherent speech should be considered in the unity of content and form. Derogation of the semantic side leads to the fact that the external, formal side (grammatically correct use of words, their coordination in a sentence, etc.) is ahead of the development of the internal, logical side. This manifests itself in the inability to choose words that are necessary in meaning, in the incorrect use of words, in the inability to explain the meaning of individual words.

However, the development of the formal side of speech should not be underestimated. The expansion and enrichment of a child’s knowledge and ideas should be associated with the development of the ability to correctly express them in speech. Thus, coherent speech is understood as a detailed presentation of certain content, which is carried out logically, consistently and accurately, grammatically correct and figuratively.

Coherence, S. L. Rubinstein believed, is “the adequacy of the verbal presentation of the speaker’s or writer’s thoughts from the point of view of its intelligibility for the listener or reader.”17, p.468. Consequently, the main characteristic of coherent speech is its intelligibility for the interlocutor.

Coherent speech is a speech that reflects all the essential aspects of its subject content. Speech can be incoherent for two reasons: either because these connections are not realized and not represented in the speaker’s thoughts, or because these connections are not properly identified in his speech.

In the methodology, the term “coherent speech” is used in several meanings: 1, p. 253 1) process, activity of the speaker; 2) product, the result of this activity, text, statement; 3) the title of the section of work on speech development. The terms “statement” and “text” are used synonymously. An utterance is both a speech activity and the result of this activity: a specific speech product, greater than a sentence. Its core is meaning. 12, p.68 Coherent speech is a single semantic and structural whole, including interconnected and thematically united, complete segments.

There are two main types of speech - dialogical and monologue. Each of them has its own characteristics. Thus, the form of dialogic speech (a conversation between two or several people, asking questions and answering them) encourages incomplete, monosyllabic answers. Incomplete sentences, exclamations, interjections, bright intonation expressiveness, gestures, facial expressions, etc. are the main features of dialogic speech. For dialogical speech, it is especially important to be able to formulate and ask a question, construct an answer in accordance with the question heard, give the necessary response, supplement and correct the interlocutor, reason, argue, and more or less motivatedly defend one’s opinion.

Monologue speech as the speech of one person requires detailedness, completeness, clarity and interconnection of individual parts of the narrative. A monologue, story, explanation require the ability to focus your thoughts on the main thing, not get carried away by details and at the same time speak emotionally, vividly, figuratively.

These two forms of speech also differ in motives. Monologue speech is stimulated by internal motives, and its content and linguistic means are chosen by the speaker himself. Dialogical speech is stimulated not only by internal, but also by external motives (the situation in which the dialogue takes place, the interlocutor’s remarks). Consequently, monologue speech is a more complex, arbitrary, more organized type of speech and therefore requires special speech education.1, p.254

Despite significant differences, dialogue and monologue are interconnected. In the process of communication, monologue speech is organically woven into dialogic speech, and a monologue can acquire dialogical properties. Often communication takes place in the form of a dialogue with monologue inserts, when, along with short remarks, more detailed statements are used, consisting of several sentences and containing various information (message, addition or clarification of what was said). L.P. Yakubinsky, one of the first researchers of dialogue in our country, noted that edge cases dialogue and monologue are interconnected by a number of intermediate forms. 1, p. 255. One of the latter is a conversation, which differs from a simple conversation in the slower pace of exchange of remarks, their larger volume, as well as thoughtfulness and free speech. In contrast to a spontaneous (unprepared) conversation, such a conversation is called a prepared dialogue.

The relationship between dialogic and monologue speech is especially important to take into account in the methodology of teaching children their native language.

It is obvious that the skills and abilities of dialogical speech are the basis for mastering a monologue. In the course of teaching dialogical speech, the prerequisites are created for mastering narration and description. This is also helped by the coherence of the dialogue: the sequence of remarks determined by the topic of the conversation, the logical and semantic connection of individual statements with each other. In early childhood, the formation of dialogic speech precedes the formation of monologue, and in further work The development of these two forms of speech proceeds in parallel.

A number of scientists believe that although mastering elementary dialogic speech is primary in relation to monologue and prepares for it, the quality of dialogic speech in its mature, expanded form largely depends on mastery of monologue speech. Thus, teaching elementary dialogic speech should lead to mastery of a coherent monologue utterance and so that the latter can be included in an expanded dialogue as early as possible and enrich the conversation, giving it a natural, coherent character.

Coherent speech can be situational and contextual. Situational speech is associated with a specific visual situation and does not fully reflect the content of thought in speech forms. It is understandable only when taking into account the situation being described. The speaker widely uses gestures, facial expressions, and demonstrative pronouns. In contextual speech, unlike situational speech, its content is clear from the context itself. The difficulty of contextual speech is that it requires constructing a statement without taking into account the specific situation, relying only on linguistic means.

In most cases, situational speech has the nature of a conversation, and contextual speech has the nature of a monologue. But, as D. B. Elkonin emphasizes, it is wrong to identify dialogical speech with situational speech, and contextual speech with monological speech. And monologue speech can be situational in nature. 1, p.256

It is important in connection with the discussion of the essence of coherent speech to understand the concept of “ Speaking" Children of preschool age master primarily a conversational style of speech, which is characteristic mainly of dialogical speech. Monologue speech in a conversational style is rare; it is closer to the bookish literary style.

The pedagogical literature often emphasizes the special role of coherent monologue speech. But mastering the dialogical form of communication is no less important, since in the broad sense “dialogical relations. it is an almost universal phenomenon that permeates all human speech and all relationships and manifestations of human life.” 18, p.25

The development of both forms of coherent speech plays a leading role in the process of the child’s speech development and occupies a central place in the overall system of work on speech development in kindergarten. Teaching coherent speech can be considered both as a goal and as a means of practical language acquisition. Mastering different aspects of speech is a necessary condition for the development of coherent speech, and at the same time, the development of coherent speech contributes to the child’s independent use of individual words and syntactic structures. Coherent speech absorbs all the child’s achievements in mastering his native language, its sound structure, vocabulary, and grammatical structure.

Psychologists emphasize that in coherent speech the close connection between the speech and mental education of children is clearly evident. A child learns to think by learning to speak, but he also improves speech by learning to think (F. A. Sokhin) 16.

Coherent speech performs the most important social functions: it helps the child establish connections with people around him, determines and regulates the norms of behavior in society, which is a decisive condition for the development of his personality.

Teaching coherent speech also has an impact on aesthetic education: retellings of literary works and independent children’s compositions develop imagery and expressiveness of speech, enriching children’s artistic and speech experience.

So, in coherent speech, the child’s awareness of speech action clearly appears. Arranging his statement freely, he must realize the logic of the expression of thought, the coherence of the speech presentation.

It should be noted that the ability to speak coherently develops only with the targeted guidance of the teacher and through systematic training in the classroom, but for this you need to know the features of the development of coherent speech in preschool children of different ages.

1.2 PeculiaritiesdevelopmentliaisonspeechesVpreschoolchildhood

During communication with an adult, the child gets the opportunity to concentrate on the face of the speaker, on the object being shown, begins to respond with a smile, movement, and gradually acquires the need to communicate with the adults around him. From the age of three months, the child begins to repeat the audible sounds of the human voice: gurgles (pronounces short combinations of consonants in vowels - agy, khy, gee), gurgles (pronounces vowels in a sing-song manner - a-a-a... uh-uh... .). In the second half of the year, babbling appears (pronunciation of isolated and repeated syllables, first with hard consonants: ba-ba-ba, ma-ma-ma, yes-da-da, then with soft consonants: dya-dya-dya, tya-tya- cha). 4, p.135.

More complex and varied communication between a child and adults and peers creates favorable conditions for the development of speech; its semantic content is enriched and the vocabulary expands, mainly due to nouns and adjectives. In addition to size and color, children can also identify some other qualities of objects. The child acts a lot, so his speech is enriched with verbs, pronouns, adverbs, prepositions appear (the use of these parts of speech is typical for a coherent statement). The baby correctly constructs simple sentences using different words and their different orders: Lilya will bathe; I want to go for a walk; I won't drink milk. The first subordinate clauses of time (when...), reasons (because...) appear. 16, p.116