In modern speech therapy, the term “ontogenesis of speech development” is understood as the patterns of mastery of all its components, the peculiarities of the formation of the language system in humans. The beginning is the appearance of the first words, but some experts also include the manifestation of speech reactions (humming, babbling). Understanding these features is important for drawing up correctional speech therapy work and identifying dysontogenesis in a child.
There are several classifications proposed by famous speech therapists and linguists. The most popular periodization was compiled by A. N. Gvozdev, who described in detail the child’s acquisition of parts of speech. They also often refer to the patterns identified by A. N. Leontyev. Based on knowledge of normal speech ontogenesis, speech therapists can determine its impairment in children.
Basic approaches to periodization of a child’s language development
The function of language plays an important role in the mental development of a child, during which cognitive activity and conceptual thinking skills are formed. Full language communication is a necessary condition for normal social human contact, and this, in turn, expands the child’s understanding of life in his environment. A child’s mastery of language to a certain extent regulates his behavior and helps plan appropriate participation in various forms of collective activities. Therefore, pronounced deviations in the development of a child’s speech have the most negative consequences:
- The child’s mental development lags behind;
- The formation of higher cognitive activity slows down;
- There are disturbances in the emotional-volitional sphere, which leads to the formation of special personal characteristics (withdrawal, emotional instability, feelings of inferiority, indecisiveness, etc.);
- There are difficulties in learning to write and read, which reduces the child’s academic performance and often leads to repetition of classes.
Children's language is a special stage in the acquisition of language and speech, the language of children of preschool and primary school age (up to 8-9 years). Attention to the study of children's speech is due to its originality, which reveals the characteristics of the initial stages of the formation and development of language ability, when it is carried out according to special (“non-adult”) rules.
Language acquisition is a long, multi-stage process of development of language ability, during which the child, as a result of processing and organizing language experience, develops several temporary sequential language systems that correspond to the stage of his cognitive development and ensure the realization of his communicative needs. These temporary language systems together constitute some of the stages of language acquisition. In the literature there are descriptions of the stages of language ontogenesis, which are distinguished from different positions. Thus, with any periodization, the problem arises of determining the time boundaries of the stages, since these boundaries are unclear, individual variations are significant, therefore all data on age are approximate. In addition, although the connection of one or another stage with age is important, for example, for determining the boundaries of normality and pathology in the development of a child’s language, even more important is determining the sequence of stages, the order of appearance of certain features of a child’s language.
The most common is to distinguish two age stages in the ontogenesis of speech, which differ significantly in the means of communication used by the child. At the pre-speech stage (in the first year of life) these are vocal reactions (vocalizations) and gestures, and later, after the appearance of the first words and the development of grammar, these are the actual means of speech (N.I. Lepskaya, T.N. Ushakova).
Some researchers consider the first stage of language development to be preparatory and include in it not only the stage of prelinguistic reactions, but also the stage of the appearance of the first words, which differ sharply from the child’s subsequent language; in this case, the preparatory period ends at one and a half or even two years, then the stage of language formation begins (M.I. Lysina, G.L. Rosengart - Pupko).
A.N. Gvozdev identifies the stages of formation of the grammatical structure of the Russian language in a child: 1) the period of sentences consisting of amorphous root words that are always used unchanged (1.3-1.10); 2) the period of mastering the grammatical structure of a sentence, which is associated with the formation of grammatical categories and their external expression (1.10-3); 3) the period of mastering the morphological system of the Russian language, which is characterized by the assimilation of methods of declension and conjugation (3-7).
Speech therapist teacher: Grigorieva I.A.
A.N. Gvozdev revealed the logic of mastering one’s native language. He considered the development of speech in a linguistic aspect and depicted it linearly: screams - humming - babbling - words - phrases - sentences - a coherent story.
Screams occur independently in a child, without prompting from an adult. The child screams when he wants to eat, feels pain, etc., i.e. With the help of a cry, he expresses a state of discomfort. The mother hears the reflex cry of a newborn in the delivery room. The reflex cry lasts for up to eight weeks. A healthy child has a loud and clear cry with a short inhalation and a long exhalation. With normal development in the process of emotional communication, the child’s screams gradually “fade out”, and they are replaced by hooting, and then humming.
The period of walking lasts from 2 to 5 months. At first, vowel sounds occupy a predominant place in humming. As many researchers note, not all sounds pronounced by the child at this time correspond to the sounds of the native language. At this time, the child responds with a smile to the adult’s address, looks for the source of the sound, turning his head. It should be noted that humming, as well as babbling later, do not arise spontaneously in a child; their appearance is due to emotional communication with adults. Already at three months, the child looks for an adult with his eyes. Primitive sounds disappear, long melodious vowels and complex sets of sounds appear: AGU, UGI, AGA, etc. By the end of the third month, the first laughter appears. At four months, the child clearly localizes the source of sound in space, continues to hum melodiously, which contributes to the development of speech breathing, and laughs long and loudly. The child has a complex of animation with laughter during emotional communication with an adult. At first, the child's guttural sounds predominate, then labial and anterior lingual sounds begin to appear, the articulation of which is similar to the act of sucking, then fricative sounds ([V], [F], [S], [Z]).
At five months the babbling period begins, which lasts until 10-12 months. At the beginning of this period, the child experiences echolalic repetition of those around him. It is at this time that the child begins to pay attention to the speaker’s articulation. In hard-of-hearing and deaf children, humming at this age “fades out”, since there is no control from hearing. In babbling, syllables characteristic of the words of a given language are clearly captured. Children begin to more often reproduce those syllables that are reinforced by adults, i.e. they repeat after the child.
At six months, the child can well pronounce individual syllables with labial consonants and simple soft forelingual consonants, and even chains of syllables with them. It is interesting that during the period of babbling, the child pronounces a wide variety of complex sounds, and then slowly and with great difficulty learns to articulate them in words. It is noted that in the babble of many babies there is even the sound [r], only the hissing ones are missing. There is nothing surprising here. The fact is that involuntariness reigns in babbling. The child does not yet have the need to reproduce certain sounds at a certain moment, in certain combinations. Stella Naumovna Tseitlin said that the babbling of a child can be likened to the singing of a bird.
By seven months, babbling becomes socialized. The child attracts the attention of others with vocal reactions. The syllables pronounced by the child still have no semantic meaning for him, but are a unique form of independent activity. In the babble of a seven- to eight-month-old child, one can already notice a certain semblance of intonation, and the contours of intonation structures characteristic of the native language are increasingly audible. This is a manifestation of unconscious imitation of the speech of others.
At nine months, so-called modulated babbling or babbling recitation appears. The child pronounces syllables and chains of syllables with different intonations.
At ten months , the period of voluntary imitation begins; the child tries to repeat individual syllables and even words after an adult. Some children develop their first independent words in speech.
At eleven months, the child begins to use the words NOT and YES with corresponding gestures.
By the age of one year, the weight of a child's brain doubles. By the age of one year, a normally developing child has at least 10–15 consciously used words (MOM, MEOW, BABA, BACH, BYE-BAY, BI-BI, DAD, PAY, NANNY, NO-NO, DAI, UNCLE, GRANDFATHER, TU -TU, AUNT, KO-KO, KIS, GULYA, GA-GA, LYALA), but the word in the child is still called by the adult, the child does not yet have the need to use words. Some researchers believe that the appearance of the first words cannot be considered the beginning of oral speech at all. What does it mean when they say that a child has spoken? Some consider these very ancestral words to be the beginning of oral speech, which the child diffusely refers to a whole set of objects that are not related to each other. Others argue that speech is the mastery of the nominative function of a word. The second reason for the uncertainty existing in the literature in indicating the normative timing for the onset of expressive speech is associated with the poorly studied individual dynamics of its development. It is well known that in the same family children begin to speak at different times. Typically, older children acquire language faster than their younger siblings. Social reasons that determine the intensity and quality of communication between adults and a child are also a significant factor influencing the dynamics of speech development, including the onset of expressive speech. This process is influenced by heredity and the child’s health status. There is a belief that girls begin to speak earlier and their speech develops faster. This is due to differences in the structure of the brain of girls and boys, in the functions of its parts. Boys have different tactics for comprehending speech due to pronounced interhemispheric asymmetry. Boys develop a predicative vocabulary earlier, in contrast to girls, who develop a nominative vocabulary first. Seeing the ball, the girl will most likely name it, and the boy will say: “Give it!” According to the latest research, the vocabulary of two-year-old boys contains from 50 to 80 verbs, while girls have no more than 25-28 verbs. It is for this reason that boys are more likely to use phrases; they develop a grammatical structure of speech relatively early. But the time shift in favor of boys with respect to the onset of phrasal speech does not exceed 2-3 months. Phonetically, the speech of little girls is more advanced than the speech of little boys.
All researchers agree that at 1 year 2 months the first elementary manifestations of initiative in the use of words begin. For example, seeing a horse, a child says: BUT-BUT.
A significant period in the development of a child’s speech is the age from one and a half years to three years. Experts call this age the period of development of independent speech. How does a child’s speech develop from the age of two?
Early age (from 2 to 3 years)
Dictionary
By the age of two, a normally developing child has between two hundred and fifty to three hundred words in use. At this time, the child begins to use not only nouns and verbs, but also other parts of speech:
- personal pronouns (I, HE, SHE, YOU, WE);
- adverbs (THERE, WHERE, WHERE, GOOD, ELSE);
- adjectives (RED, BIG, SMALL, GOOD, BAD);
- simple prepositions (NA, V, UNDER, U, FOR);
- connecting conjunctions (A, I).
Nouns make up approximately 63%, verbs 23%, and other parts of speech 14%.
Grammatical structure of speech
In the third year of life, grammar is actively acquired. Those grammatical forms appear that help the child navigate in relation to objects and space (cases), in time (verb tenses). The accusative case appears first, then the genitive, dative, instrumental and prepositional.
Immediately after two years, the child masters diminutive suffixes: [PATIK] - finger, [VATITKA] - water.
In the speech of a child of the third year of life, short phrases:
- address + verb (MOM, GO); sentence with negation (BEAT, NOT or NOT BEAT);
- address + addition (AUNT, LYALYA);
- a sentence of three words using your name (PAPA, VITYA, WALK);
- more complex sentences of three words (AUNT, GIVE THE BALL. KATYA, SIT HERE.);
- interrogative sentences (WHY ARE YOU SITTING HERE?) sentences with opposition (DADDY GAVE ME A PENCIL, BUT YOU DON’T GIVE IT.);
- complex sentences (MOM WENT AWAY, AND I WAS ALONE LEFT).
Many researchers call this age the period of “telegraphic speech,” when the child mainly uses nouns and verbs and constructs phrases of two or three words that convey a certain meaning and therefore act as sentences. As a rule, the speech of a child of this age is situational and can be correctly understood in a certain situation, although L. S. Vygotsky argued that “telegraphic speech” has the initial properties of grammatically organized speech.
By the age of three, a child normally begins to use complex sentences of various structures (WE WILL NOT BATH IN THE BATH IN SPRING, WE WILL GO TO THE RIVER TO SWIM. MOTHER WENT TO THE STORE TO BUY BREAD. WHEN THE SNOW MELTS, STREEKS RUNNING.), asks questions with the words WHERE ? WHEN? WHERE? FOR WHAT? (WHERE ARE YOU GOING? WHY DID YOU TAKE THE BERRY?)
Connected speech
A child of the third year of life masters dialogical speech and increasingly becomes the initiator of communication. By the end of the third year of life, the development of monologue speech begins. The baby can talk about where he went with his mother, what he saw on a walk, what he did in kindergarten. He enjoys listening to adults reading children's books, looking at pictures in books, and trying to tell well-known fairy tales together with adults (“Ryaba the Hen,” “Turnip,” “Kolobok”). He listens to the reading of poetry and finishes individual words in them; he can recite simple quatrains. For example, from the book “Toys” by A. Barto.
Phonetic-phonemic side of speech
The phonetic aspect of the speech of a child of the third year of life is imperfect due to the imperfection of the articulatory apparatus. The child has mastered vowels ([A], [U], [O], [I]) and consonants of early ontogenesis [K], [K'], [G], [G'], [M], [M'] , [P, ][P'], [B], [B'], [T], [T'], [D], [D'], [N], [N'] and by the end of the third year [B], [V'], [F], [F'] [S], [E], [X], [X'], [S'], [Z'], [L']. Until three years of age, the physiological norm is considered to be some softening of consonant sounds, that is, all mastered hard consonants can sound like semi-soft ones. A child of the third year of life, as a rule, omits all sounds of late ontogenesis or replaces them with simpler ones. And this is a physiological norm.
The phonemic hearing of a child of the third year of life is practically not developed.
There are violations of the sound filling of words. For example, at the beginning of the third year of life, when consonants coincide at the beginning of a word, the first consonant is omitted: [PAT] instead of sleep, [KUIKA] instead of skin, [NISKA] instead of a book, etc. Sometimes the initial vowel sound is omitted: [WILL FALL] instead of fall, [GOOSE] instead of a toy. By the end of the third year of life, these contractions go away.
Violations of the syllabic structure of words are noted: [LASYO] instead of good, [PALYAM] instead of in half, [LIVAT] instead of watering.
The baby masters the intonation side of speech: lowering intonation in a two-word sentence, exclamatory intonation, and a little later interrogative intonation.
Junior preschool age (from 3 to 4 years old)
Dictionary
By the age of three, the anatomical maturation of the speech areas of the brain is almost complete. Almost all researchers emphasize that at this age a “nominative explosion” occurs; the child rapidly accumulates vocabulary. By the age of three, a child’s vocabulary contains from eight hundred to a thousand words, and by the end of the fourth year there are already about one and a half thousand words. All parts of speech are represented, except participles and gerunds.
Grammatical structure of speech
In the speech of a child of the fourth year of life, there are still grammatical errors: [TREES] instead of TREES, [PENI] instead of STUMPS, [HORSES] instead of HORSE, [SOLDIERS] instead of SOLDIERS, etc.
According to many researchers (Shakhnarovich A.M., Yuryeva N.M., Tambovtseva A.G.), in the period from three to four years, a leap occurs in the child’s cognitive development that creates conditions for the active mastery of word formation skills. A child of this age creates new words. For example, he comes up with antonyms for the verbs: ATTACH - SEPARATE, ATTACH - RELEASE, forms adjectives with the suffix -n- STEAM DREAM (dream about steam locomotives), etc.
In the speech of a child of the fourth year of life, there are simple common sentences (FISH HAS A TAIL, EYES AND A MOUTH. I HAVE A NEW CAR, BUT TOLYA DOESN’T.) and complex sentences of various designs. (WHEN THE RAIN ENDS, WE WILL GO FOR A WALK. I KNOW THAT MOTHER WILL COME IN THE EVENING.). Does your child ask a lot of questions? (WHERE DOES THE SUN GO? WHAT IS BREAD MADE FROM?)
Connected speech
The baby has mastered the dialogical form of speech and often initiates communication; based on a model or a proposed plan, he can compose a descriptive story about a toy; based on questions, he can compose a story based on a series of plot pictures or a simple plot picture. The baby easily remembers and recites short poems and nursery rhymes.
Phonetic-phonemic side of speech
The softening of almost all hard consonant sounds, which could be considered a physiological norm until three years of age, disappears. The baby masters iotized sounds (FOOD, YAMA, SOUTH). There is a violation of the pronunciation of whistling, hissing, affricates, and sonorant sounds. True, most children develop the sound [L']. Complex sounds are still replaced by simpler ones (for example, [С] to [Т], [Т'] or [С'], [Р] to [J], [Л'] or is omitted, etc.). By the age of four, most children correctly pronounce whistling sounds: [С], [С'], [З], [З'] and distinguish them well in the speech stream. Phonemic awareness develops. The baby is aware of the imperfection of his own speech and hears mistakes in the pronunciation of others. (KOLYA SAYS SKURA, NOT SKIN. MOTHER, FORESTER, LIKE A FOX?)
Middle preschool age (from 4 to 5 years old)
Dictionary
There are about two thousand words in the dictionary of a child of middle preschool age. The child masters complex prepositions. All parts of speech are represented, except participles and gerunds.
There are such unions as, although, than, after all (WATER IS LIQUID, IT FLOWS. I DIDN’T FALL, ALTHOUGH I WAS ROLLING ALONE. THE DIP TRUCK HAS BIGGER WHEELS THAN A TAXI. AND STILL THE BIRD MADE A NEST.).
Grammatical structure of speech
In a child of the fifth year of life, the number of grammatical errors in speech is significantly reduced. But some errors are still noted. For example, a child of the fifth year of life tries to decline indeclinable nouns (THE KANGAROO SAW HIM. HAS RED BUTTONS ON HER COAT), makes mistakes when declension of nouns (HE SAW AN EAGLE, COLLECTED A LOT OF CORN).
The speech presents simple common sentences, even with opposition. (I WANTED TO TELL YOU A DREAM, BUT IT’S LONG.), complex sentences with a subordinate clause in the middle (I ONLY WHEN IT’S COLD, I WANT WARM WATER.), complex sentences with the connective word which (WHAT THE CHAIR I SITT ON, MOVE IT TO YOUR TABLE .).
The child asks a lot of questions (IF OUR HOUSE WASN’T STOOD ON A MOUNTAIN, WOULD IT BE CURVE? WHEN WE ALL FLOW OUT OF THE WATER PIPES, WILL WE TAKE WATER FROM THE RIVER? WHY ARE FLOWERS CALLED BELLS?)
The child’s word formation skills improve. The forms of the comparative degree of adjectives are marked (THIS BASKET IS BIGGER. THAT PUDDLE IS DEEPER).
Phrasal speech, connected speech
A child of the fifth year of life uses various forms of communication (dialogue and monologue speech, situational and contextual speech), he communicates with pleasure with peers and adults, and asks adults a lot of questions. The child can retell a well-known fairy tale or a short story he has just read, has no difficulty in composing a descriptive story about a toy, an object according to a plan or algorithm proposed by an adult, and can compose a story of three or four sentences based on a series of pictures. The child expressively recites his favorite poems with pleasure.
Phonetic-phonemic side of speech
A child of the fifth year of life masters a subgroup of whistling sounds, and already correctly pronounces the sounds [С], [С'], [З], [З'], [Ц] in the speech stream and, moreover, differentiates them from each other. It is also possible to have a violation of the pronunciation of sibilants, affricates, and sonorants. For example, a child can replace hissing sounds with whistling ones ([Ш] with [S], and [Z] with [Zh]), and the sounds [Р], [Р'], [Л] can be replaced with [Л'], [J] or go down. A child of the fifth year of life, as a rule, softens the sounds [Ч] and [Ш]. The child easily identifies the stressed vowel at the beginning of words: duck, stork, lake; can determine the order of sounds in mergers: ay, ua, ia.
Senior preschool age, senior group (from 5 to 6 years old)
Dictionary
In the dictionary of a child of the sixth year of life, from two and a half to three thousand words, all parts of speech are represented. Cases of the use of participles and gerunds are noted. In this case, mistakes are often made. (ONE HARE IS DRAWN SITTING, AND THE OTHER RUNNING. THIS TREE IS NOT LIT YET, NOT LIT. I SAW A LOT OF MOVING CARS.).
Grammatical structure of speech
During this period, a linguistic sense is formed, which ensures the confident use of almost all grammatical categories in independent statements, although individual grammatical errors still occur (WE HAVE COLLECTED A LOT OF SEEDS. THIS IS A PLACE TO BUILD A FIRE. THE BLIZZARD HAS BECAME EVEN VIOLENT. THE PINE HAS ON EACH SIDE OF THREE BITCH.)
Errors are allowed in the word formation of verbs (I’M LIKE THROWING A BALL. THE FROGS JUMP FROM HUMMOCK TO HUMMOCK. DADDY PUT THIS PAPER TO THE WALL.).
There are more and more complex sentences in the speech (I WISH I HAD A KITTEN. WHO DRAWS THE BEST WILL GROW UP TO BE AN ARTIST. DO YOU KNOW WHY THE WATER IS COLD IN THE WATER PIPES?)
Phrasal speech, connected speech
A child of the sixth year of life confidently speaks dialogic and monologue forms of speech. He has developed the skills of close-to-text and brief retelling, he can compose a story based on a series of pictures and a plot picture according to a plan proposed or drawn up together with an adult, he knows and expressively recites poetry with pleasure. He has no problems communicating with adults and children.
Phonetic-phonemic side of speech
At this time, the active development of the phonetic side of speech is observed, therefore, by the age of five, hissing sounds are usually pronounced correctly and differentiated in the speech stream, and the sounds [CH] and [SH] begin to soften. Many children master the sound [L]. And only the sounds [P] and [P'] are replaced by [L] and [L'], or [J], or are omitted, which is considered the physiological norm. The developing skill of auditory perception helps the child control his own pronunciation and even hear errors in the speech of others. The child easily determines the initial and final sounds in words, can determine the number of sounds in a three- to five-sound word, and can choose a word for a given sound.
Senior preschool age, school preparatory group (from 6 to 7 years old)
Dictionary
The active dictionary of a child of the seventh year of life contains more than four thousand words, all parts of speech are represented, including participles and gerunds. Errors are still possible when using participles and gerunds. (I PICKED THE UNDER-BLOOMENED FLOWERS. THE EGG WAS PAINTED WITH GOLD PAINT. I SAW IT IN A DREAM, WHILE SLEEPING.).
Grammatical structure of speech
At the level of oral speech, the child has mastered the grammatical structure of his native language and practically does not make grammatical errors. Individual errors were noted when using indeclinable nouns (A LOT OF HUMMINGBREES FLY THERE), and errors were found in the endings of neuter nouns (I SAW SUCH A MONSTER THERE). There are still cases where the fluent vowel is retained in the genitive case (GIVE ME ICE. THE WOOKPECKLE HAS A STRONG BEAK.).
Phrasal speech, connected speech
The child mastered developed phrasal speech. He masters retelling, including changing the face of the narrator. He can compose a story based on a series of pictures, a plot picture, from personal experience, a creative story. He himself can draw up a plan for a story or retelling of a text. He can recite several poems expressively.
Phonetic-phonemic side of speech
By the age of six, the process of phoneme formation ends. The child correctly pronounces and differentiates all the sounds of his native language in the speech stream. He is aware of the norm of pronunciation, has an idea of the correct pronunciation, and actively fights for the implementation of this norm, correcting mistakes in the speech of others. (A. N. Gvozdev). It does not violate the sound content and syllabic structure of words. He can determine the place of any sound in a word, determine the number of sounds in a word, and select a word for a given sound.
Stages of language development in a child
A.N. Leontyev notes 4 stages in the formation of a child’s language:
- 1st - preparatory (from birth to 1 year);
- 2nd - preschool (from 1 to 3 years);
- 3rd - preschool (from 3 to 7 years);
- 4th - school (from 7 to 17 years old).
A.A. Leontyev points out that the periods of the following periods or “stages” he allocated are extremely variable (especially up to 3 years of age).
Preparatory stage. When a child is born, he makes a cry. A cry is a child's first vocal reaction. The period of grumbling occurs in all children. Already at 1.5 months, and then at 2-3 months, the child shows his vocal reactions, making sounds such as a-a-b-m-bm, bl, oo-gu, boo, etc. Then they become the basis for the formation of articulate speech. At 4 months - more complex sound combinations: new ones appear, such as rn-agn, la-la-la, rn, etc. The child repeats the same sound several times during the "buzz" as he plays with his articulatory apparatus, having fun. A child gurgles when he is dry, sleepy, well-fed and healthy. When one of the family members is nearby and begins to “talk” to the baby, the child hears the sounds with pleasure and practically “breaks” them. Against the background of positive emotional contact, the baby begins to imitate the adult and tries to diversify his voice with expressive intonations.
To develop “walking” skills, the mother also recommends so-called “visual communication”, in which the child carefully looks at the adult’s facial expressions and tries to reproduce it. O.I. Tikheyeva compares a child during the period of “humming” with a musician tuning his instrument.
With normal development, humming gradually turns into babbling. At 7-8.5 months, children pronounce syllables such as ba-ba, dyad-dya, grandpa, etc., referring them to specific people in their environment. Babbling is not a mechanical transmission of combinations of syllables, but their association with specific persons, objects, and actions. “Ma-ma” (mom) says the child, and this refers specifically to the mother. When communicating with adults, the child gradually tries to imitate intonation, tempo, rhythm, melody, and also reproduce the sound elements of the spoken speech of others. At 8.5-9 months, babbling is modulated by a variety of intonations. At 9-10 months, the volume of babbling words increases as the child tries to repeat after adults.
Thus, in infancy, the child does not yet use the appropriate linguistic means to express his feelings and needs, and the first words appear only at the end of the first year of life, therefore this stage of the child’s speech development is called pre-verbal or pre-verbal. However, the importance of this period in the development of a child’s language is very great. In infancy, the first vocal reactions appear, which at first are non-verbal in nature, but gradually become more articulate and begin to express increasingly diverse and complex semantic content. In infancy (and even in the prenatal period), the ability to specifically respond to human speech also appears, and the child develops an understanding of the speech of adults addressed to him. Therefore, this stage in a child’s development can only conditionally be called prelinguistic.
During the toddler stage, the range of sound words used by the child expands. This stage is characterized by the child’s increased attention to the speech of others and increased speech activity. The words used by the child are polysemic: with the same sound combination the child simultaneously denotes several concepts: “bang” - fell, lies, stumbles; “give” - give, bring, give; “bibi” - walks, lies, rolls, car, plane, bicycle. After one and a half years, the growth of children’s active vocabulary is observed; the first sentences appear, consisting of amorphous base words:
Papa, di (Papa, go). Ma, yes kkh (mom, give me a kitten).
As research shows, children do not immediately master correct speech: some speech phenomena are mastered earlier, others later. This is due to the fact that the simpler the sound and structure of words, the easier it is for children to remember them. During this period, a combination of the following factors plays a particularly important role:
- The mechanism of imitating the words of other people;
- A complex system of functional connections that ensures the implementation of the language;
- Favorable conditions in which the child grows up.
Periodization according to A. N. Leontiev
A. N. Leontyev identified 4 main stages of speech development in ontogenesis, which begin at birth and cover the school years. A brief description of them is presented below.
Preparatory stage
In the period from birth to one year, the prerequisites are created for mastering the components of the language system. The first vocal reactions are screaming and crying, which contribute to the development of the respiratory, vocal and articulatory departments.
At the age of several weeks, the baby begins to listen to the voices of the people around him and respond to them. By the end of the 1st month, he already calms down when he hears a lullaby. In the first months, a revival complex appears: a smile, motor movements of the limbs in response to the appearance of relatives. A reaction to the intonation of an adult appears.
At 2 months, humming appears, and by 3-4 months the babbling stage begins. From 5 months, the child tries to repeat the articulation of adults. From 6 months, syllables appear in speech. By imitating, the baby masters all the basic elements of the prosodic side of speech.
In the period from 6 months to one year, the child distinguishes certain sound combinations and compares them with objects or actions. Gradually, the baby repeats increasingly complex combinations of sounds after those around him. The end of the period is marked by the appearance of the first words and the activation of the communicative function of speech. At this time, it is very important for parents to create favorable conditions for the child to master the language system.
Developmental stage up to three years
Between one and three years of age, children pay special attention to the articulation of those around them. The child repeats after adults and tries to pronounce increasingly complex words. In his speech, phoneme mixtures, substitutions, and distortions occur due to the correct articulatory patterns that have not been formed due to age.
From one to 1.5 years, children's speech is situational (contextual) in nature. Understanding what a child wants can only be done by taking into account the situation. The baby actively uses non-verbal means of communication. Starting from 1.5 years, speech acquires a more generalizing orientation. He begins to understand adults' instructions. From 2 to 3, there is an active accumulation of vocabulary.
By the beginning of the 3rd year of life, simple grammatical categories are mastered. There is a transition from monosyllabic statements to simple phrases with violated agreement norms. Gradually, the child masters the skill of grammatically connecting words in a sentence. By the age of two, he has almost completely mastered the categories of singular and plural; case endings appear. Speech understanding is ahead of the child's pronunciation capabilities.
Preschool development period
In many children, sound pronunciation is distorted because the articulation organs are not yet ready for complex structures. Improves the skill of self-control over your speech and those around you; phonetic-phonemic processes are formed.
Vocabulary continues to grow, with children using approximately 3,000–4,000 words by ages 4–6. The meaning of words is clarified, but sometimes they are used in a way that does not correspond to their meaning. At the age of 4-5 years, the phenomenon of word creation occurs, during which the formation of a linguistic sense occurs.
Grammatical structure and coherent speech develop. Proposals become more complex and more widespread. At 4 years old, complex sentence structures predominate in children's speech. At the age of 5 years, sentences are composed taking into account the grammatical connections of words. Children's answers are like a short story. Mastery of the monologue form of speech begins; the preschooler can retell short fairy tales without the help of adults.
By the end of the preschool period, correct sound pronunciation, phonetic-phonemic processes and contextual speech are fully formed.
School period
Its duration is from 7 to 17 years. A distinctive feature is the conscious acquisition of speech. The skill of sound analysis and the grammatical rules of the native language are mastered. The main role is given to written speech. The child learns to consciously use acquired speech skills.
Preschool stage
The preschool period is characterized by the most intensive language development of children. This is a qualitative leap in vocabulary expansion. The child begins to actively use all parts of speech, and the skills of constructing words are gradually formed. The process of language acquisition is so dynamic that children with a good level of language development from the age of 3 not only communicate fluently using grammatically correct simple sentences, but also use many types of complex sentences, conjunctions and related words:
- I'll draw it in green because she's always sick;
- I will have long hair around my ears because it is my temptation;
- We will all turn into icicles when the evil and angry wind blows.
At this time, a more complex use of words occurs in accordance with their meanings, and word formation processes are improved. At the age of five or six years, children's statements are quite long, and a certain logic of presentation is captured in them.
In preschool age, there is a gradual separation of language and direct practical experience. The child is already able to perceive language outside the situation; now there is a need to convey to an adult the impressions received outside of contact with him, to report what he saw or retell what he heard. In accordance with this need, monologue speech begins to develop, although the preschooler’s coherent statements initially still have situational characteristics. The dialogical speech of preschoolers is improved in play activities; they use it to plan, coordinate their actions, and regulate relationships during play. By the end of the preschool period, children master the simplest forms of address orientation in choosing words and formulating thoughts. Using language in new functions requires correct phonetic, lexical and grammatical formulation.
At this time, the process of mastering phonetic articulation is completed: A normally developed child at the age of five is able to pronounce all the sounds of his native language, reproduce words of different syllabic structure and sound composition. Pronunciation errors usually occur in words that are unusual and unfamiliar to children (Rabaratorium - laboratory). Incorrect pronunciation of a word by a preschooler may be associated not so much with deficiencies in phonemic perception or difficulties in pronunciation, but with the desire to understand the form of the word in order to motivate the sound (inflatable - dandelion, web - cobweb).
The volume of a preschooler's active vocabulary grows rapidly, reaching 3.5-4 thousand words at the age of 6-7 years. Individual differences can be significant even at this age, with some children having a vocabulary of up to 12,000 words. Qualitative changes are observed in the vocabulary of children's speech: the proportion of words with a generalized meaning is increasing, words of all types are used, words are used more differentiated in accordance with their meanings, the stock of synonyms, antonyms, and ambiguous words is increasing. However, the process of developing verbal meanings at this age is not yet complete, so situations often arise when a child misunderstands a word, especially when it is used in a figurative sense, as well as incorrect use of words in the child’s speech.
Preschool children use various types of sentences in speech, including many types of complex sentences, all grammatical forms. The assimilation of the word formation system continues, and although at the beginning of this period there are still errors in the formation of word forms due to ignorance of normative variants (turnip - turnip, gun with emphasis on the last syllable - gun, clean - clean, rim - tear off, chicken - chain, tin - hard), the child gradually begins to follow the norm.
The most active process in the language of a preschool child is the process of mastering the word-formation system of the Russian language. By the age of three, only proficiency in suffixes of subjective evaluation (diminutive, affectionate, augmentative) is established; the remaining word-formation means are mastered later, and this is clearly manifested in children’s independent formation of words according to productive word-formation models - word formation: downy stupa; I don’t see where the jacket is torn; Your kisses prick; birch bends; speckled rooster; Now clowns also walk upside down?
Speech development of children in ontogenesis
Yulia Sergeeva
Speech development of children in ontogenesis
Speech development of children in ontogenesis
Ontogenesis of speech development is the sequence of development of the aspects and components of speech in children at different stages of socialization.
In the literature, quite a lot of attention is paid to the issues of the gradual development of speech during its normal development . The works of A. N. Gvozdev, D. B. Elkonin, A. A. Leontyev, N. Kh. Shvachkin, V. I. Beltyukov describe in detail the formation of speech in children starting from infancy. Researchers identify a different number of stages in the development of children's , call them differently, and indicate different age boundaries.
N.V. Nishcheva [40] noted that the appearance and further development of speech depends on a number of factors:
a certain degree of maturity of the cerebral cortex;
a certain level of development of all senses ;
the presence of a speech environment , speech environment ;
state of the child’s psychophysical health;
the need to use speech as the main method of communication.
A. N. Gvozdev traces the sequence of appearance of various manifestations in a child’s speech and, on this basis, identifies a number of periods: the period of various parts of speech; period of phrases; period of different types of proposals. A. N. Gvozdev considers the formation of speech in a linear sequence: babble - words - phrases - sentences - coherent speech [13].
E. N. Vinarskaya divides of speech development
period of prephonetic universals;
the period of phonetic images and gestures;
period of phonetic representations;
period of phonemic generalizations.
N.S. Zhukova identified two periods of speech development : preverbal and verbal. N. S. Zhukova identified five stages development from birth to 18 months:
Stage 1 – from birth to 8 weeks (2 months), characterized by reflexive cries and sounds.
Stage 2 – characterized by qualitative changes in screaming, the appearance of humming and laughter.
Stage 3 – characterized by the appearance of babbling.
Stage 4 – the blossoming of babbling, or the stage of canonical vocalization. Period 5-7, 5-12.5 months. This stage is characterized by the repetition of two identical syllables (ba-ba, yes-da, ma-ma)
. At this stage, control over the pronunciation of sounds increases.
Stage 5 – covers the period from 9 to 18 months. At this stage, babbling words appear[59].
S. N. Tseitlin wrote: “About two months, the child begins to develop clearly articulated sounds and, most importantly, it becomes noticeable that he himself enjoys them. This is a hum, so called because of its resemblance to the sounds made by pigeons. By three months, buzzing usually reaches its maximum. The next stage of pre-speech vocalizations is babbling . If humming includes sounds reminiscent of vowels, then babbling is a combination of sounds that are more like combinations of a consonant + vowel” [60, p. 192].
Before the transition to words, proto-words appear that have the following characteristics:
simplicity of sound appearance;
accessibility for articulation at a young age;
motivation of a sound form that is understandable to
child "sound-imaginative"
character.
S. N. Tseitlin [60] identifies the following stages of speech ontogenesis : preverbal stage; stage of one-word statements; stage of initial two-component utterances; stage of elementary complex sentences; transitional stage to systemic speech.
L. studied the early . I. Belyakova, and based on the research, determined the following ontogenesis of speech :
At 16-20 months of life, most children vocabulary expands especially intensively. Many words are initially conveyed by a rhythmic structure or a stressed syllable.
At 18-22 months of life, the formation of elementary phrasal speech occurs. The first phrases consist of 2-3 words that have not yet been combined into syntagma, and the word is accompanied by a gesture.
At 28-32 months of life, phrasal speech begins to become increasingly complex and intensively used in the active speech of children . Grammatical forms become normative.
During early childhood, the active vocabulary increases sharply, as children vocabulary is updated, and words transition from the passive to the active vocabulary of children [31] .
O. E. Gromova examines the relationship between development and the psychological development of children and focuses on the following periodization: pre-speech stage ; stage of primary language acquisition; stage of mastering basic grammatical rules; stage of assimilation of morphological, phonetic norms and development of coherent speech .
O. E. Gromova notes that the early age period is key in mastering the native language and depends on the social environment, speech environment , and educational conditions.
Thus, speech formation occurs up to 3 years. This period is called the sensitive period of speech development , it is associated with the structure and development of the brain structures of a young child.
D. B. Elkonin established that during early childhood speech acts as a means of communication and has a practical orientation and situational nature.
D. B. Elkonin wrote: “Changes in a child’s lifestyle, the emergence of new relationships with adults and new types of activities lead to differentiation of functions and forms of speech” [62, P. 7].
The child moves to contextual speech and to a monologue form of communication. S. Ya. Rubinstein believed that contextual speech better reveals the thoughts of other people, regardless of the situation.
A. M. Leushina, studying the patterns of speech development in children , noticed that children’s can be situational or contextual, depending on the conditions of communication.
N.V. Nishcheva highlighted the characteristics of speech development , the parameters of which should be addressed by the speech therapist and parents[41].
From birth to 8 weeks. During this period, it is necessary to pay attention to reflexes - sucking, grasping. Negative signs can be noted: screaming and crying without an objective reason (when the cervical vessels are blocked, intracranial pressure rises, headache, and in a child this manifests itself in screaming); hypertonicity or hypotonicity, unilateral or bilateral; minor hyperkinesis; unusual posture of the child; paresis of the tongue.
After 2-5 months, humming appears, preparing the articulation of vowel sounds and speech breathing .
From 5 months to 12 months is a period of babbling according to 2 rules: syllables with labial sounds and imitative imitation. If the child does not start babbling, then there may be problems with hearing, and the child should be referred to an otolaryngologist.
By 10 months, the child adds gestures, reinforcing babbling speech.
By the age of one year, a child’s vocabulary consists of 10-15 conscious babbling words and onomatopoeia. At 1.5-2 years old, the child begins to make sentences using verbs. From the age of 2.5 years, the grammatical structure of speech begins to form; if this does not happen, then the child may have delayed speech development .
By the age of 3, the child constructs simple common sentences. There is a qualitative and quantitative leap in speech development , all parts of speech are formed. ontogenesis begin . At 5 years old, the child uses complex sentences, hissing and sonorant sounds appear. At 6 years old, children have correct articulation. From 7 to 17 years of age, a child masters written speech[33].
According to B. M. Grinshpun [18], the following patterns of speech development :
1. Period of development of pre-speech speech (1 year of life)
.
From 3-6 months the stage of humming, which reflects the physiological comfort of the child. Babbling appears from 6 months. Babbling does not appear in all children : it is absent in deaf children and alaliks. mentally retarded and otherwise Babbling is the repeated repetition of syllables whose combinations have no semantic meaning. , speech breathing is trained . articulatory apparatus. The nature of babbling can reflect problems in the development of the child (in children with damage to the central nervous system, monotonous quiet babbling, breathing quickly depletes, and a hoarse voice).
2. Period of speech development (1 -1.5)
.
The first words appear in the child’s dictionary. The number of words is from 8 to 12, most of them are babble and onomatopoeia; these words receive subject assignment. The following sounds receive subject correlation: labial-labial (b, p, anterior lingual stops (d, t, vowels). Speech understanding is limited, since the child knows the names of several toys and household items.
3. Period of speech development (1.5-2)
.
The child strives for verbal communication with an adult. The child himself expresses his desires and shows the formation of the intonation side of speech. By the end of 2 years, the child’s vocabulary is 200 words. During this period, a stable formation of a sequence of 2-3 syllables and sounds: labial-dental (v, f, soft (l, nasal sonorant (n), back lingual (k, g, x)
. A child can retain in memory and carry out 2-step instructions. Behavior is not regulated by the speech of an adult[27].
4. Period of speech development (2-3)
.
A child's vocabulary is 1000 words. The child is very active in speech. By the age of 3, the process of phonemic education ends. The child may not speak hissing, hard l and r - more often he replaces them with simpler sounds of articulation.
A rapidly increasing vocabulary does not allow the child to clarify the pronunciation of each word, and adults must listen carefully to the child’s speech, understand it and repeat correctly those words that he distorts. Hearing the correct pronunciation of words, the child will gradually correct his speech.
The younger the children, the less able they are to analyze their pronunciation. They are interested in the content of speech, they are attracted by its intonation, expressiveness, and they do not notice the shortcomings in the pronunciation of individual sounds. After 2-3 years, children are already able to notice incorrect pronunciation in their friends, and only after that they begin to pay attention to their own pronunciation and gradually improve it.
The child does not understand and does not independently construct sentences that reflect cause-and-effect relationships, since thinking is still visual and effective. There are many errors associated with the use of words excluded from the rules; neologisms appear. (in children with mental retardation, neologisms appear at 6-7 years of age, but in mental retardation they do not appear).
Egocentrism of speech leads to the development of inner speech , and then verbal-logical thinking. Speech is situational.
5. Period of speech development (3-5 years)
.
In the third year of life, the child begins to pay attention to how this or that sound is pronounced, looks at the lips of the speaker, looks into the mother’s mouth to see how she said it, and thus makes it easier for himself to pronounce a new sound or word. The spoken word is controlled by the ear, and thus, in the close interaction of articulation and auditory perception, correct pronunciation is formed. Not all children go through this process easily. There are often cases when a child cannot copy the correct movement, find the desired position of the tongue, and then a distorted, incorrect sound is obtained. An example of the distortion of whistling and hissing sounds is their lateral and nasal pronunciation.
The formation of the phonetic-phonemic side of speech ends. All sounds must be differentiated, and the lexical and grammatical structure of speech is improved. Well- developed monologue speech (retelling, story)
. Speech is contextual. A sense of language norm is formed. Prerequisites for mastering the reading process appear[10].
A.I. Ivanova considers two components of the development of speech functions in ontogenesis : the perception of someone else’s speech and the formation of one’s own speech.
The classical periodization of the development of children's speech , generally accepted in modern works, comes down to identifying three stages:
pre-speech , divided into the period of humming and babbling;
the stage of primary language acquisition, that is, pre-grammatical;
stage of grammar acquisition. Those grammatical forms appear that help the child navigate in relation to objects and space (cases, in time (verb tenses)
. The accusative case appears first, then the genitive, dative, instrumental and prepositional.
We can highlight the main patterns of normal speech development :
1. Impressive speech (understanding)
in relation to expressive speech.
2. Structural components of the language: vocabulary, grammar, phonetics develop unevenly (vocabulary and grammar advance, phonetics lags behind)
.
3. The semantic side of a child’s speech is ahead of the development of the formal side of speech.
Thus, the development of speech in preschool age follows two lines: the impressive side of speech is improved and the child’s own active speech is formed.
"Ontogenesis of speech"
Stages of speech development in ontogenesis
.
In speech therapy, the term “speech ontogenesis” is usually used to designate the entire period of human speech formation, from his first speech acts to that perfect state in which the native language becomes a full-fledged instrument of communication and thinking.
Let us consider the term “ontogenesis” much narrower, namely:
– to designate that period of dynamic development of children’s speech, which begins with the appearance of the child’s first words and continues until the formation of developed phrasal speech;
– to study those data about the disturbed and normal process of children’s acquisition of their native language, which are necessary for building correctional education: initial vocabulary, violations of the syllabic structure of words, agrammatism, violations of sound pronunciation and some others.
Knowledge of the patterns of speech development is necessary for timely and correct diagnosis of deviations in this process, for the competent construction of correctional and educational work to overcome speech pathology.
Researchers identify a different number of stages in the development of children's speech, calling them differently and indicating different age boundaries for each. For example, A.N. Gvozdev traces the sequence of appearance in speech of various parts of speech, phrases, and different types of sentences and, on this basis, identifies a number of stages.
A. N. Leontyev establishes four stages in the development of children’s speech:
1st - preparatory - up to one year;
2nd - pre-preschool stage of initial language acquisition - up to 3 years;
3rd - preschool - up to 7 years;
4th - school.
Let us dwell in detail on the characteristics of these stages.
The first stage is preparatory
(from the moment the child is born to one year).
At this time, preparation for mastering speech occurs. From the moment of birth, the child develops vocal reactions: screaming and crying, which contribute to the development of subtle and varied movements of the three parts of the speech apparatus: respiratory, vocal, articulatory.
After two weeks, you can already notice that the child begins to respond to the speaker’s voice: he stops crying, listens when he is addressed. By the end of the first month, he can already be calmed down with a melodic song (lullaby). Next, he begins to turn his head towards the speaker or follow him with his eyes. Soon the baby already reacts to intonation: to a gentle one he becomes animated, to a harsh one he cries.
About 2 months humming appears and by the beginning of the 3rd month. - babble (ahu-uh, cha-cha, ba-ba
and so on.). Babbling is a combination of sounds that are vaguely articulated.
From 5 months the child hears sounds, sees articulatory movements of the lips of others and tries to imitate. Repeated repetition of a specific movement leads to consolidation of a motor skill.
From 6 months the child pronounces individual syllables by imitation (ma-ma-ma, ba-ba-ba, cha-cha-cha, pa-pa-pa
and etc.).
Subsequently, through imitation, the child gradually adopts all the elements of spoken speech: not only phonemes, but also tone, tempo, rhythm, melody, intonation.
In the second half of the year, the baby perceives certain sound combinations and associates them with objects or actions (tick-tock, give-give, bang).
But at this time he still reacts to the entire complex of influences: the situation, intonation and words. All this helps the formation of temporary connections (memorizing words and reacting to them).
At the age of 7 - 9 months. the child begins to repeat more and more diverse combinations of sounds after the adult.
From 10 - 11 months. reactions to the words themselves appear (regardless of the situation and intonation of the speaker).
At this time, the conditions in which the child’s speech is formed (correct speech of others, imitation of adults, etc.) become especially important.
By the end of the first year of life, the first words appear.
The second stage is pre-preschool
(from one year to 3 years).
With the appearance of the child’s first words, the preparatory stage ends and the stage of development of active speech begins. At this time, the child develops special attention to the articulation of those around him. He very much and willingly repeats after the speaker and pronounces the words himself. At the same time, the baby confuses sounds, rearranges them, distorts them, and omits them.
The child’s first words are of a generalized semantic nature. With the same word or sound combination it can denote an object, a request, or feelings. For example, the word porridge
can mean at different moments
this is a mess;
give me some porridge; hot porridge. It is possible to understand a child only in a situation in which or about which his communication with an adult takes place. Therefore, such speech is called situational. The child accompanies situational speech with gestures and facial expressions.
From the age of one and a half years, the word acquires a generalized character. It becomes possible to understand an adult’s verbal explanation, assimilate knowledge, and accumulate new words.
During the 2nd and 3rd years of life, the child experiences a significant accumulation of vocabulary.
Let us present the most common data on the rapid development of children's vocabulary in the preschool period: by 1 year 6 months. - 10 - 15 words; by the end of the 2nd year - 300 words (in 6 months about 300 words!); by year 3 - about 1000 words (i.e. about 700 words per year!).
The meanings of words become more and more defined.
By the beginning of the 3rd year of life, the grammatical structure of speech begins to form in the child.
First, the child expresses his desires and requests in one word. Then - in primitive phrases without agreement (“Mom, drink for Mama Tata” - Mom,
let
Tata
drink some milk). Next, elements of coordination and subordination of words in the sentence gradually appear.
By the age of 2, children practically master the skills of using singular and plural forms of nouns, tense and person of verbs, and use some case endings.
At this time, understanding an adult’s speech significantly exceeds pronunciation capabilities.
The third stage is preschool (from 3 to 7 years).
At the preschool stage, most children still have incorrect sound pronunciation. You can detect defects in the pronunciation of whistling, hissing, sonorant sounds r and l, and less often - defects in softening, voicing and iotation.
Over the period from 3 to 7 years, the child increasingly develops the skill of auditory control over his own pronunciation, the ability to correct it in some possible cases. In other words, phonemic perception is formed.
During this period, the rapid increase in vocabulary continues. By the age of 4–6 years, a child’s active vocabulary reaches 3000–4000 words. The meanings of words are further clarified and enriched in many ways. But often children still misunderstand or use words, for example, by analogy with the purpose of objects, they say instead of watering from a watering can
“to pour,” instead of
a shovel,
“dig,” etc. At the same time, this phenomenon indicates a “sense of language.” This means that the child’s experience of verbal communication grows and on its basis a sense of language and the ability to create words are formed.
In parallel with the development of vocabulary, the development of the grammatical structure of speech also occurs. During the preschool period, children master coherent speech. After three years, the content of the child’s speech becomes significantly more complex and its volume increases. This leads to more complex sentence structures. According to the definition of A.N. Gvozdev, by the age of 3, all basic grammatical categories are formed in children.
Children of the 4th year of life use simple and complex sentences in speech. The most common form of statements at this age is a simple common sentence (“I dressed the doll in such a beautiful dress”; “I will become a big strong uncle”).
At 5 years of age, children are relatively fluent in using the structure of compound and complex sentences (“Then, when we went home, they gave us gifts: various candies, apples, oranges”; “Some smart and cunning guy bought balloons, made candles, threw into the sky, and it turned out to be a fireworks display").
Starting at this age, children's statements resemble a short story. During conversations, their answers to questions include more and more sentences.
At the age of five, children, without additional questions, compose a retelling of a fairy tale (story) of 40 - 50 sentences, which indicates success in mastering one of the difficult types of speech - monologue speech.
During this period, phonemic perception improves significantly: first, the child begins to differentiate vowels and consonants, then soft and hard consonants, and finally, sonorant, hissing and whistling sounds.
By the age of 4, a child should normally differentiate all sounds, i.e. That is, he must have developed phonemic perception.
By this time, the formation of correct sound pronunciation ends and the child speaks completely clearly.
During the preschool period, contextual (abstract, generalized, devoid of visual support) speech is gradually formed. Contextual speech appears first when the child retells fairy tales and stories, then when describing some events from his personal experience, his own experiences, impressions.
The fourth stage is school (from 7 to 17 years).
The main feature of speech development in children at this stage compared to the previous one is its conscious assimilation. Children master sound analysis and learn grammatical rules for constructing statements.
The leading role here belongs to a new type of speech—written speech.
So, at school age, a purposeful restructuring of the child’s speech occurs - from the perception and discrimination of sounds to the conscious use of all linguistic means.
Of course, these stages cannot have strict, clear boundaries. Each of them smoothly transitions into the next.
In order for the process of speech development in children to proceed in a timely and correct manner, certain conditions are necessary. So, the child must:
be mentally and physically healthy;
have normal mental abilities;
have normal hearing and vision;
have sufficient mental activity;
have a need for verbal communication;
have a full speech environment.
Stages of speech developmentconsultation on speech development on the topic
Stages of child speech development A.N. Leontyev establishes 4 stages in the development of children’s speech: 1st - preparatory (from birth to 1 year); 2nd - pre-preschool (from 1 year to 3 years); 3rd - preschool (from 3 to 7 years); 4th - school (from 7 to 17 years old). A.A. Leontyev points out that the time frame of successive periods or “stages” he identified is extremely variable (especially by 3 years). Preparatory stage. The child is born, and he marks his appearance with a cry. A cry is a child's first vocal reaction. The “humbling” period is observed in all children. Already at 1.5 months, and then at 2-3 months, the child exhibits vocal reactions in the reproduction of sounds such as a-a-bm-bm, bly, u-gu, boo, etc. It is they who will then become the basis for the development of articulate speech. At 4 months, sound combinations become more complex: new ones appear, such as gn-agn, la-ala, rn, etc. In the process of “walking,” the child seems to be playing with his articulatory apparatus, repeating the same sound several times, while enjoying it. A child gurgles when he is dry, well-rested, fed and healthy. If one of the relatives is nearby and begins to “talk” to the baby, he listens to the sounds with pleasure and seems to “pick up” them. Against the background of such positive emotional contact, the baby begins to imitate adults and tries to diversify his voice with expressive intonation. To develop “walking” skills, the mother is also recommended to do the so-called “visual communication”, during which the child peers at the adult’s facial expressions and tries to reproduce them. O.I. Tikheyeva compares a child during the period of “humming” with a musician tuning his instrument. With the normal development of a child, “booming” gradually turns into babbling. At 7-8.5 months, children pronounce syllables like ba-ba, dyad-dya, grandfather, etc., relating them to certain people around them. Babbling is not a mechanical reproduction of syllable combinations, but a correlation of them with certain persons, objects, and actions. “Ma-ma” (mom) says the child, and this refers specifically to the mother. In the process of communicating with adults, the child gradually tries to imitate intonation, tempo, rhythm, melody, and also reproduce the sound elements of the sounding speech of others. At 8.5-9 months, babbling is modulated with a variety of intonations. At 9-10 months, the volume of babbling words expands, which the child tries to repeat after adults. Thus, in infancy, the child does not yet use proper linguistic means to express his states and needs, the first words appear only at the end of the first year of life, therefore this stage in the development of the child’s speech is usually called pre-verbal or pre-verbal. However, the significance of this period in the child’s speech development is very great. It is in infancy that the first vocal reactions appear, which at first are non-speech in nature, but gradually become more articulate and begin to express more and more diverse and complex semantic content. In infancy (and even in the prenatal period), the ability to specifically respond to human speech is manifested, and the child begins to understand the speech of adults addressed to him. Thus, this stage in a child’s development can be called pre-speech only conditionally. During the preschool stage, the volume of babbling words used by the child expands. This stage is characterized by the child’s increased attention to the speech of others, and his speech activity increases. The words used by the child are polysemantic: at the same time, with the same babbling combination, the child denotes several concepts: “bang” - fell, lies, stumbled; “give” - give, bring, give; “bibi” - walking, lying, riding, car, plane, bicycle. After one and a half years, there is a growth in the children’s active vocabulary; the first sentences appear, consisting of amorphous root words: Papa, di (dad, go). Ma, yes kh (Mom, give me some kitty). As research shows, children do not immediately master correct speech: some language phenomena are acquired earlier, others later. This is explained by the fact that the simpler the words are in sound and structure, the easier they are for children to remember. During this period, a combination of the following factors plays a particularly important role: a) the mechanism of imitation of the words of others; b) a complex system of functional connections that ensure speech; c) favorable conditions in which the child is raised (a friendly environment, attentive attitude towards the child, a full-fledged speech environment, sufficient communication with adults). Analyzing the quantitative indicators of the growth of the vocabulary of children at this age, the following data can be given: one and a half years - 10-15 words, by the end of the second year - 30 words, by three years - approximately 100 words. Thus, within a year and a half there is a quantitative leap in the expansion of children’s vocabulary. A characteristic indicator of the active speech development of children at this stage is the gradual formation of grammatical categories. During this period, we can distinguish the stage of “physiological agrammatism,” when the child uses sentences in communication without appropriate grammatical design: “Mama, give Kuka” (Mom, give me a doll); “Vova no tina” (Vova doesn’t have a car). With normal speech development, this period lasts only a few months and by the age of 3 the child independently uses the simplest grammatical structures. At the age of 1-3 years, the child rearranges, omits, and replaces many sounds of his native language with simpler ones in articulation. This is explained by age-related imperfections of the articulatory apparatus and insufficient level of phoneme perception. But characteristic of this period is a fairly stable reproduction of the intonation-rhythmic, melodic contours of words, for example: kasyanav (cosmonaut), piyamida (pyramid), itaya (guitar), titayaska (Cheburashka), sinyuska (svinyushka). An indicator of the development of children's speech is the timely development in the child of the ability to use his vocabulary in different sentence structures, and already at 2.5-3 years of age children use three to four word sentences using partial grammatical forms (go - goes - let's go - don't go; doll - doll - doll). Thus, the most favorable and intensive period in the development of a child’s speech falls in the first 3 years of life. It is during this period that all functions of the central nervous system in the process of their natural formation are most easily amenable to training and education. If developmental conditions at this time are unfavorable, then the formation of the speech function is so distorted that in the future it is not always possible to fully form a full-fledged speech. By the end of the preschool period, children communicate with each other and others using the structure of a simple common sentence, while using the simplest grammatical categories of speech. At three years of age, the anatomical maturation of the speech areas of the brain practically ends. The child masters the main grammatical forms of his native language and accumulates a certain vocabulary. Therefore, if at 2.5-3 years old a child communicates only with the help of babbling words and snatches of babbling sentences, it is necessary to immediately consult a speech therapist, check his physiological hearing, and organize correctional classes. The preschool stage is characterized by the most intensive speech development of children. There is a qualitative leap in the expansion of vocabulary. The child begins to actively use all parts of speech, and word formation skills are gradually formed. The process of language acquisition proceeds so dynamically that after 3 years of age, children with a good level of speech development communicate freely not only using grammatically correct simple sentences, but also many types of complex sentences, using conjunctions and allied words (so, because, if, that... which, etc.): - I’ll draw Tamusya with green paint, because she’s sick all the time. “The hairs around my ears will be long, since these are my little charms.” “We will all turn into icicles if an evil and angry wind blows.” At this time, a more differentiated use of words is formed in accordance with their meanings, and the processes of word change are improved. At the age of five or six years, children’s statements are quite extensive, and a certain logic of presentation is captured. In preschool age, there is a gradual separation of speech from direct practical experience. The child is already capable of perceiving speech outside of the situation; now there is a need to share with an adult impressions received outside of contact with him, talk about what he saw or retell what he heard. In accordance with this need, the formation of monologue speech begins, although at first the preschooler’s coherent statements still retain situational features. Play activities also improve the dialogical speech of preschoolers, who with its help plan, coordinate their actions, and regulate their relationships during play. By the end of the preschool period, children show, in the simplest forms, an orientation towards the addressee of speech when choosing words and formulating thoughts. The use of speech in new functions requires its correct phonetic, lexical and grammatical design. During this period, the process of mastering the articulation of sounds is completed: by the age of five, a normally developing child can pronounce all the sounds of his native language, reproduce words of different syllabic structure and sound composition. Pronunciation errors are usually found in words that are rarely used and unfamiliar to children (rabaratoriya - laboratory). Incorrect pronunciation of a word by a preschooler may be due not so much to deficiencies in phonemic perception or difficulty in pronunciation, but rather to the desire to comprehend the form of the word, to give motivation to the sound (dandelion - dandelion, spider - web). The volume of a preschooler's active vocabulary grows rapidly and by the age of 6-7 years reaches 3.5 thousand words. Individual differences can already be significant at this age, and individual children may have up to 12 thousand words in their vocabulary. Qualitative changes are observed in the vocabulary of children's speech: the proportion of words with a generalized meaning is increasing, words of all parts of speech are used, words are used more differentiated in accordance with their meanings, the stock of synonyms, antonyms, and ambiguous words is increasing. However, the process of development of verbal meanings at this age is not completed, so situations often arise when the child does not understand the word, especially if it is used in a figurative meaning, and incorrect word usage in the child’s speech. Preschool children use various types of sentences in speech, including many types of complex ones, all grammatical forms. The assimilation of the system of inflection continues, and although at the beginning of this period errors in the formation of word forms persist, due to ignorance of normative variants (repov - rap, rifles with an emphasis on the last syllable - guns, purify - purify, peel - strip, chick - chain, tins - tougher), gradually the child begins to focus on the norm. The processes of mastering the word-formation system of the Russian language are most active in the speech of a preschool child. Until the age of three, only the assimilation of suffixes of subjective evaluation (diminutive, endearing, augmentative) was noted; the remaining word-formation means are acquired later, and this is clearly manifested in children’s independent formation of words according to productive word-formation models - word creation: Get off the cold; I don’t see where there is a tear on the blouse; Your kissing is prickly; Flexible birch; Splash tap; Do modern clowns also walk upside down? Elementary linguistic generalizations are manifested not only in independent inflection and word formation, but also in the desire to understand and give a logical explanation of linguistic facts: is a deacon a wild person or something?; Having heard the name Lomonosov, he immediately says to himself: “Breaks noses.” A preschooler often asks questions: “Why is it called that (that’s what they say, etc.)?” Some children’s utterances reveal an awareness of the conventions of a linguistic sign, for example, addressed to no one and said for no reason: “There is no such thing as black bread. Black bread is brown. And they call it black.” A preschooler begins to consciously relate to the speech of others, he is able to notice irregularities in the speech of others: incorrect pronunciation (You know how Yura says - cheekbone instead of skin. And he is bigger than me, he is six years old; incorrect or unfortunate use of words (Hearing the expression “fat bridge”: Fat?! They say that about people - fat, but about the bridge they say wide; Olechka, do you know what the dictionary calls it? Primer. There is also self-correction: Zhenya Gvozdev, in a hurry, said: “Prodadui” (sell) and immediately: “Trade "In the preschool period, there is a fairly active development of the phonetic side of speech, the ability to reproduce layers of different syllable structure and sound content. If any of the children make mistakes, they concern the most difficult, less commonly used and most often unfamiliar words In this case, it is enough to correct the child, give a sample answer and “teach” him a little how to pronounce this word correctly, and he will quickly introduce this new word into independent speech. The developing skill of auditory perception helps you control your own pronunciation and hear errors in the speech of others. During this period, a linguistic sense is formed, which ensures the confident use of all grammatical categories in independent statements. If at this age the child allows persistent agrammatism (I play batik - I play with my brother; my mother was in the store - I was in the store with my mother; the ball fell and then - the ball fell from the table, etc.), contractions and rearrangements of syllables and sounds, assimilation syllables, their replacements and omissions - this is an important and convincing symptom, indicating a pronounced underdevelopment of speech function. Such children need systematic speech therapy sessions before they enter school. Thus, by the end of the preschool period, the child practically masters his native language, detailed phrasal speech, its phonetics, vocabulary and grammar to the extent necessary and sufficient for oral communication on topics accessible to a preschooler. The level of development of phonemic hearing allows them to master the skills of sound analysis and synthesis, which is a necessary condition for mastering literacy during the school period. During the school period, the improvement of coherent speech continues. Children consciously learn grammatical rules for the design of free statements and fully master sound analysis and synthesis. At this stage, written speech is formed. At primary school age, educational activity becomes the leading activity that determines the nature of the child’s development. The transition to a new age level determines the significant changes that occur in the child’s speech development. During the learning process, all functions of speech are improved, but speech acquires special importance as a means of cognitive activity. The speech of a primary school student differs from the situational speech of a preschooler in that it gradually moves into the volitional sphere and becomes arbitrarily regulated: the student needs to specifically think about, plan his statement, and try to understand the speech addressed to him. Primary school age is characterized by intensive development of monologue speech, which requires greater concentration of the speaker (writer), good preliminary preparation, and significant volitional effort. At school, for the first time in his life, a child encounters the concept of a language norm, begins to distinguish literary language from vernacular language, dialect, jargon, and thinks about the appropriateness of using certain means of language in certain situations. In connection with the mastery of scientific concepts, the generalizing function of speech is intensively improved in a primary school student. This is also manifested in a qualitative change in the child’s vocabulary: the proportion of abstract words in it, which were practically absent in the speech of a preschooler, increases significantly. It is at primary school age that a child masters new types of speech activity - reading and writing, as well as book styles of speech, and above all the scientific (educational and scientific substyle). Under the influence of written speech, oral speech is enriched, its lexical and syntactic diversity is enriched, the morphological structure of words and the syntactic structure of sentences used by the child become more complex. There are also negative aspects in this process, in particular the appearance of spelling errors in students’ speech under the influence of the graphic form of the word. However, the development of written language in younger schoolchildren is just beginning. Research shows that their independent written statements often retain features characteristic of oral speech: situational nature, relatively low lexical variability, and non-attribution. With the start of school, the process of the child’s speech development becomes manageable. An important role in this process is played, on the one hand, by the child’s study of the theory of language, which creates the basis for the conscious and correct use of linguistic means in speech, and on the other hand, by the practice of speech, which ensures the activation of linguistic means, the speed, accuracy and flexibility of their choice in depending on the conditions of speech. M.R. Lvov identified the main trends in the development of students’ speech, which manifest themselves at primary school age: growth in volume and structural complexity of speech units, expressed in the increasingly frequent use of large syntactic constructions, in the increase in the internal complexity of these constructions, as well as in the expansion of the scope of use of words with complex morphological composition; an increase in the diversity of linguistic means used, an equalization of the ratios of comparable grammatical units. So, the development of children's speech is a complex and diverse process. Children do not immediately master the lexico-grammatical structure, inflections, word formation, sound pronunciation and syllabic structure. Some language groups are acquired earlier, others much later. Therefore, at various stages of development of children's speech, some elements of the language are already acquired, while others are only partially acquired. The assimilation of phonetics is closely related to the general progressive progress of the formation of the lexical and grammatical structure of the Russian language.
9.5 months - year 6 months Words: ma-ma, pa-pa, ba-ba, uncle-da, te-cha, am-am (there is), etc. Onomatopoeic words: aw-aw (dog), tick-tock (clock), mu-mu (cow), etc. All nouns are used in the nominative case, singular
1 year 6 months – year 8 months Attempts to connect two words into a phrase (mom, give me). The imperative mood of verbs (go, go; give-give; etc.) is learned, since it expresses the child’s desire and is important for him.
1 year 8 months – year 10 months Plural forms are replenished (since the difference between one subject and several is very clear)
1 year 10 months –2 years The vocabulary reaches 300 words. Nouns make up approximately 63%, verbs 23%, other parts of speech 14%. There are no unions. Those grammatical forms appear that help the child navigate in relation to objects and space (cases), in time (verb tenses). The accusative case appears first, then the genitive, dative, instrumental and prepositional.
However, complete mastery of case forms occurs much later than the 3rd year. Multi-word phrases and subordinate clauses appear; by the end of the year - connecting conjunctions and pronouns
4-5 years Conditional form of subordinate clauses. Long phrases, monologues. The final phase in language development. The second period of questions “Why?”
Stages of speech development in a child from birth to one year
From birth to 3 months The child gurgles when he is happy. The sound he makes usually resembles “ahhh.”
From 2 to 3 months The baby cries differently in different situations. Once you get to know your baby better, you will be able to differentiate when he cries because he is hungry and when he cries because he is tired.
From 3 to 4 months The child pronounces mainly vowels, but the humming becomes more complex, different sounds are heard in it.
From 5 to 6 months The baby practices intonation by raising and lowering his voice, often in response to the baby's speech or your facial expressions.
Note: If your baby is not able to pronounce vowels by 6 months, consult your doctor.
From 7 to 12 months, the child begins to babble, producing new combinations of sounds and intonation. He tries to imitate your speech, combining consonant and vowel sounds (for example, “ba-ba”). The child tries to talk by “responding” to your cues.
Stages of speech development in a child from one to three years
12 months At this age, the child pronounces the first word. He knows one to five words well enough to use them in speech.
14 months The child uses intonation (for example, raises his voice at the end of a question - “more?”) and accompanies his speech with gestures.
Note: If your child is not speaking a word by 15 months, consult your doctor.
16 months The child does not just chatter and mutter, but in most cases turns to someone. He calls you to get your attention (“Mom!”), nods and turns his head, implying “yes” or “no.” The child pronounces consonant sounds such as “t”, “d”, “n”, “v” and “x”.
18 months The child has a vocabulary of five to twenty words, including nouns (“mama”), verbs (“is”) and adjectives (“cold”). He uses general phrases (“I want a toy”) to express his requests.
From 18 to 24 months, the child begins to put together two-word phrases (“daddy go”, “spilled the milk”).
24 months The child knows from 150 to 300 words. He uses sentences of two or three words and makes numerous pauses (“The baby... fell!”, “Am I going... to kindergarten?”).
From 2 to 3 years old The child can carry on a simple conversation about something that surrounds him. He often asks simple questions. The child constructs longer phrases using three to six words. His vocabulary increases to 450 words, including verbs. He uses the past tense, adding the endings "l" or "la" to verbs, and also forms the plural of nouns. The child uses pronouns correctly (I, she, we).
Attention: if a child at 2 or 3 years old repeats your questions instead of answering them, tell the doctor. This may be an early sign of speech delay.
Stages of speech development in a preschooler
From 3 to 4 years old The child can talk and play at the same time. He knows approximately 800-1000 words. A child's favorite words include “why,” “what,” and “who.” In most cases, you can understand what the child is saying. He can tell you what happened in the room while you were away.
Warning: You may think your child is stuttering if he or she stumbles over words out of excitement. This is fine. However, if this continues for more than six months, or if he begins to tense his jaw or grimace while trying to say words, ask your doctor for a referral to a speech therapist.
From 4 to 5 years The child communicates easily and expands his vocabulary to 2000 words. He can retell a simple story using pictures - with an introduction, middle and end. The child can describe a picture in four to five sentences, using most grammatical elements correctly. The child pronounces most sounds correctly (although the sounds “r” and “l” may cause difficulties). He uses many descriptive words in his speech, including words that indicate time, such as "yesterday."
Stages of speech development in a schoolchild
From 6 to 7 years old, the child can describe how two objects are similar and different, retell stories or events without the help of pictures, and also reproduce the content of past conversations and events.
8 years By this age, the child masters all speech sounds, and can also vary the speed of speech, pitch and volume of the voice. He uses complex sentences correctly and can carry on conversations with adults.
