Getting ready to go to school: what should a child be able to do at 7 years old?

Your child is 7 years old. In the near future, big changes await him - school and everything related to studies - and these changes significantly affect the development and behavior of the younger student.

Seven years is a very interesting age, when the child himself is already aware of the changes happening to him. He changes physiologically and psychologically, becoming more like an adult.

School life begins - children are ready to give up play as their main form of activity. And if first-graders are mainly concerned about the newness of school, then their parents are more worried about the question of what should a child of 7 years old be able to do in order for adaptation to school to be easy?

Content:

• Age characteristics of children 6-7 years old Main age characteristics
• Girls at 7 years old
• Boys at 7 years old

How to develop a child’s speech at 6-7 years old?

1. The main source of speech development for a 6-year-old child, as in younger periods, remains communication with adults. Talk to your preschooler as often as possible, ask how he spent his day, discuss the books we read together, the cartoons we watched. The topic of conversation can be joint visits to the theater, circus, and exhibitions. Such activities will not only develop speech, but also broaden the child’s horizons.
2. We recommend reviewing your home library and adding age-appropriate books. As a rule, 6-year-old children prefer books about the lives of animals (dinosaurs are especially attractive), adventure stories (for example, Nikolai Nosov “Dunno on the Moon”) and children's detective stories. Visit a bookstore or online store together (link to a labyrinth?) - here it might be more advisable to write a review of several books for older preschoolers and choose what the preschooler will like.
3. Visit a children's library. Of course, they are not as popular now as they were during our childhood, but it is the atmosphere of the library that can interest a child in independent reading. In addition, now many children's libraries have created all the conditions to captivate children with books (comfortable reading rooms, new colorful books and even toys).
4. Diversify your time together with games to develop speech. Exercises to increase your vocabulary will be especially useful.
5. Teach your child to retell and speak in public without embarrassment. Oratory is a skill that will be useful and serve well throughout life. The game “school” will help you master speaking in public. Ask your child to memorize a poem or prepare a short retelling. And offer to play: “Let’s practice. Imagine that I am a teacher, and dad is a student, and you come out to recite a poem to the board.” For greater persuasiveness, dad can behave like a typical student, and you can make a voice like a teacher’s and call the child to the board.

Age characteristics of children 6-7 years old

Age-related characteristics of a child by the age of 7 are associated with physical and mental changes, intellectual and emotional development. Seven-year-old children are well aware of their own gender: boys and girls at this age no longer differ only in their different clothes.

Main age features

The main features of the development of children at 7 years old include the following factors:

• the child’s body becomes similar in structure to the body of an adult of the corresponding gender;
• muscles are noticeably strengthened - seven-year-olds can engage in almost any kind of sport;
• the younger student is well acquainted with the world around him and can tell a lot about it;
• coherent speech, a fairly large vocabulary;
• well developed self-control.

Girls at 7 years old

Seven-year-old girls have better oral language skills than their male peers. They easily cope with expressing thoughts using words, use complex sentences in speech, and appropriately use emotionally charged adjectives and adverbs.

Typically, in the first grade, girls adapt better than boys: schoolgirls maintain discipline and follow established rules.

Physically, seven-year-old girls are inferior to their peers, which is also taken into account by the school curriculum: already in the first grade, physical education standards for girls are set lower than for their classmates.

Boys at 7 years old

By the age of seven, boys' speech is quite well formed, but still slightly worse than that of girls. It can be difficult for seven-year-old boys to fully express a thought; their vocabulary is smaller than that of their peers.

But already from the first grade, boys demonstrate excellent spatial perception, outperforming their classmates in solving problems with geometric shapes and performing better tasks on technology.

Boys are more active than girls; it is difficult for them to be disciplined. But if seven-year-old boys are patiently reminded of the rules of behavior at school, they turn out to be quite diligent students.

Age norms for speech development of preschool children

The presented material provides a brief description of the speech of preschool children, age norms of speech development of preschool children. A message about the speech characteristics of children of different ages can be used by speech therapists at parent-teacher meetings at the beginning of the school year, and also placed on information boards for parents in each age group.

Characteristics of speech of children of the first junior group.

In recent years, the number of children with speech disorders has increased significantly. There are children who are practically non-verbal and children who have minor deviations in speech development. LISTEN TO YOUR CHILD'S SPEECH! Does his speech correspond to age standards?

Dictionary:

The period from 2 to 3 years is characterized by a rapid increase in children's vocabulary. This is explained by the fact that the child’s activities become more complex and varied. He gets acquainted with the various properties of objects, establishes the simplest connections between them. People around them begin to understand the child’s speech, but still children often miss individual syllables in a word: “kloy” - open, “soto” - high, insert extra sounds “tankanchik” - glass.

Grammar structure:

In the third year of life, the child begins to express elementary judgments about objects and simple phenomena. He uses both one-word sentences “Mosno?” - Can? and in sentences of several words “Mom will wash” - Mom will wash. Children's speech is imperfect. They make mistakes:

-in the gender of nouns “Where is daddy going?” -Where did daddy go? - number and case “Here is a lubasek” - and Here is a shirt - they do not always use conjunctions and prepositions “Misa sits biting” - Misha sits and eats, “Kisa kadu molasses” - I put the cat in a scarf.

Sound pronunciation:

The time and order in which sounds appear varies from child to child. Usually, by the age of two, a child acquires labial sounds (P, Пь, Б, Бъ, М, Мь), labiodental (Ф, Фь, В, Вь), and anterior lingual sounds (T, Т, Д, Дь, Н, Нь, Сь). ,L), back-lingual (K,Kb,G,Gb,X,Xb). He usually either skips or replaces whistling (С,З,Зь,Ц), hissing (Ш,ж,Ч,Ш) and sonorant (Р,Рь,Л): С with Сь, Фь; Z - Sb,V; C – T; Ш –Сь,Т; F-S, D; CH-TH, SH-TH, R-L.

The main task for children of this age is to develop the articulatory apparatus (carrying out articulatory gymnastics) and to attract attention to the sounding word.

You need to talk to your child a lot, ask questions more often, and gently but persistently try to get him to answer. It is necessary to avoid long phrases, highlighting the main words, pronounce them loudly and clearly. The baby should be encouraged more often and praised for every success. The baby will speak the way they speak around him. It depends on adults whether their child will speak clearly and beautifully or primitively and rudely.

Characteristics of the speech of children of the second younger group.

Dictionary:

The child's active vocabulary is 1900 words, consisting mainly of nouns and verbs. Adjectives and adverbs, etc. gradually appear. The concept of generalizing words begins to form.

Grammar structure:

Children master grammatical forms: plural, v.p. and R.p. noun, change the stem of the verb. A simple form of dialogue is available to preschoolers. Children are capable of retelling well-known fairy tales “The Pockmarked Hen”, “Kolobok” Sound pronunciation. The sounds are pronounced softly: “zyuk” - beetle, “syarik” - ball. Whistling ones are not pronounced clearly enough, often “abaca” - dog is not pronounced at all, replaced by S - F “folntse” - sun, “Z-V” (way-hare), “S-T” (“tobacco-dog”) “C” -T” (“twig-flower”). Hissing words are not pronounced clearly enough and are replaced by whistling ones: “Sh-S-F” (“sapka”, “Fapka” - hat), “Zh-Z-V” (“zuk”, “vuk” - beetle). The sounds L and R are skipped or replaced with others (“lampa”, “ampa”-lamp).

There are features in word pronunciation:

abbreviation “tul”-chair, rearrangement “shaplya”-hat, adding sounds “reblyata”-guys, likening one sound to another “babaka”-dog.

By the age of four, under normal developmental conditions, a child masters the sound system of language: he pronounces many sounds and words, and his speech becomes understandable to others.

Characteristics of the speech of children of the middle group.

Dictionary:

By the age of four, a child’s active vocabulary reaches 1900-2000 words. In children's speech, the number of abbreviations, rearrangements, and omissions decreases.

Grammar structure:

Children 4 years old use a more complicated and common phrase. Speech becomes more coherent and consistent. Children learn to answer questions, retell well-known fairy tales, stories, and use grammatically correct forms of words.

Sound pronunciation:

In a child of the fifth year of life, the ability to perceive and pronounce sounds improves: the softened pronunciation of consonants and the omission of sounds and syllables disappear, especially in polysyllabic words.

Deficiencies in sound pronunciation at this age in some children can be expressed in incorrect, more often in unstable, pronunciation of whistling and hissing sounds, when in some words the sound is pronounced correctly, in others - incorrectly.

Children have difficulty in those words where sounds occur simultaneously: Old Woman, Laboratory. Children of middle preschool age can pronounce the phrase “Sasha dried her fur coat in the sun” as “Shasha dried her fur coat in the sun.”

This pronunciation is due to the fact that individual sounds are not sufficiently fixed or there is no clear differentiation of sounds in one’s own speech. Usually, under the influence of training, such imperfections in sound pronunciation disappear over time.

Not all children master the correct sound pronunciation evenly and equally. The pronunciation of individual sounds in some children may not yet be formed: hissing sounds are not pronounced clearly, but all children can pronounce the sounds L and R. Until the age of five, such incorrect pronunciation of sounds is quite natural.

In the fifth year of life, children are able to recognize by ear this or that sound in a word, and select words for a given sound.

By the end of the fifth year of life, all children should undergo a speech examination by a speech therapist.

Characteristics of the speech of children in the older group.

Dictionary:

By the age of five, a child’s vocabulary increases to 2500-3000. Generalizing words appear in the active dictionary; children correctly name a wide range of objects and phenomena. In the process of using words, their pronunciation improves. There are no omissions or rearrangements of syllables or sounds in the child’s speech. The exception is unfamiliar words (escalator)

Grammar structure:

In children, the number of simple common as well as complex sentences increases. When forming a phrase, the child uses all the main parts of speech.

Sound pronunciation:

In the sixth year of life, the child is able to notice the pronunciation features of other children and some shortcomings in his own speech. Children are ready to correctly perceive and pronounce all sounds of the language. But there are still some pronunciation shortcomings: hissing words are not always pronounced clearly, P is replaced by L or Y, L is replaced by L.

Along with the replacement of sounds in children's speech, there is an unstable use of formed sounds in words of a complex syllabic structure.

Difficulties in differentiating sounds are most often expressed in the fact that children do not always correctly pronounce words and especially phrases rich in certain groups of sounds, for example the words: drying, highway, are pronounced as “shushka, shoshshe”. Sasha walked along the highway like “Shasha walked along the highway.”

The reason for incorrect pronunciation of sounds and unclear speech in some children may be defects in the structure of the speech organs, insufficient mobility of the muscles of the articulatory apparatus, or underdevelopment of phonemic processes that are responsible for recognizing and distinguishing the sounds of their native language.

This period is considered the most timely to start classes with a speech therapist.

Characteristics of the speech of children in the preparatory group.

Dictionary:

By the age of six or seven, a child’s vocabulary increases to 3000-3500 words. Despite a fairly large stock of words, their use is characterized by a number of features: a discrepancy between active and passive vocabulary, inaccurate use of words.

Grammar structure:

By the age of six, children learn the basic patterns of changing words and combining them into sentences. But they make mistakes in changing words according to cases. "I don't have gloves"

Sound pronunciation:

Under conditions of correct speech perception and in the absence of organic deficiencies, by the age of six, a child masters all the sounds of his native language and uses them correctly in speech. At this age, almost all children are ready to accept work in preparation for learning to read and write.

After a speech examination, a speech therapist can make the following diagnoses for some children: FND, FNR, ONR.

What is FFNR?

Phonetic-phonemic underdevelopment of speech is a fairly common disorder. This conclusion is made when the child mixes and replaces speech sounds (hat-“syapka”). He does not have a clear idea of ​​how a given sound should sound correctly. At the same time, the child’s vocabulary is quite large and he constructs phrases correctly.

What is FNR?

With phonetic underdevelopment of speech, only sound pronunciation is impaired. The sound is either distorted by P “velar” or skipped by “... fish”.

What is ONR?

General speech underdevelopment is a complex speech disorder when a child with normal hearing and intact intelligence has a late onset of speech development, a poor vocabulary, agrammatism (incorrect phrase construction), pronunciation defects and phonemic disorders.

Children with such disorders are overly excitable, restless, awkward in movements, get tired quickly, have restless sleep, and poor appetite. After consultations with doctors (otolaryngologist, dentist, psychoneurologist, audiologist) and a speech therapist, the child is recommended to take special classes on an individual basis or attend a speech therapy group in kindergarten.

Sheinis Elena Borisovna, teacher-speech therapist, Voskresenka village. joint venture PDR kindergarten Ryabinka

1. Indicators of speech development of children 6-7 years old
2. Examination of preschool children with speech development level 3 SEN
3. Diagnostic card for examination of speech development of children 3-4 years old
4. Logorhythmics as a form of speech correction for children of primary preschool age with delayed speech development
5. Integration of young children with speech delays into the educational space of preschool educational institutions

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Knowledge and skills of a seven-year-old child

At the age of seven, the child’s new knowledge and skills are not only a reason for mom and dad to be proud. Senior preschoolers will face their first exam in their lives—testing upon admission to first grade.

What should a child know and be able to do according to the Federal State Educational Standard?

According to the requirements of the Federal State Educational Standard, a child entering school must know:

• your personal data: first and last name, address, first and last names of parents;
• about changes in time periods: names of times of day, days of the week, months;
• how the world around us works: name common professions, know several species of animals and plants.

In addition to this basic knowledge, the child must also have some skills:

• dress and undress independently;
• hold a pen confidently, draw lines on paper without lifting your hand;
• Draw simple geometric shapes on paper: square, triangle, circle.

What do you need to know before school?

The Federal State Educational Standards requirements are a list of only the basic knowledge and skills that every future student must possess. In schools, future first-graders are tested to determine the readiness of a particular child to study.

Based on the test results, the intellectual, speech and psychological readiness of the child is revealed, and there are many more questions in the tests than within the framework of the Federal State Educational Standards requirements.

Possible tasks and questions for a child at an interview before entering first grade:

• find differences in two pictures;
• compose a short story based on the given picture;
• recite any poem by heart;
• find answers to the proposed riddles;
• talk in detail about your ideas about school: about school rules and why school is needed in general;
• name generalizing concepts for different objects: for example, a table, an armchair, a chair is furniture; lion, tiger, wolf are wild animals.

GRAMMATICAL STRUCTURE OF SPEECH

According to the periodization of A. N. Gvozdev, at the age of five or six years, the third period of formation of the grammatical structure of the Russian language continues. At this age, children learn not only the typical forms of inflection and word formation, but also exceptions to the rules, morphemes also fall into place, and cases of word creation become fewer and fewer. Nevertheless, errors may remain in the use of forms with alternating sounds (want - want), in the use of plural forms of nouns in the nominative and genitive cases (tree - tree, pencils - no pencils), and so on. There are no or almost no participles in the speech of five-year-old children. If these forms appear in speech, they are often used incorrectly (cut, torn). There are errors in the use of prefixes with spatial meaning: morphemes that are close in meaning are mixed up, for example, entered - came, came - approached.

Physical indicators and physical activity

The weight and height standards for seven-year-old children are set by WHO standards: the average weight at 7 years is 23 kilograms, the average height is 121 centimeters . If your child weighs less than 20 kilograms or more than 27 kilograms, or is less than 115 centimeters tall, consult your pediatrician. If necessary, the pediatrician will give recommendations on changing your daily routine and diet.

Read more about weight and height standards, as well as possible deviations and their causes here.

By the age of seven, motor activity increases due to stronger muscles and joints. Skills that indicate the normal development of a seven-year-old:

• can walk along a log while maintaining balance;
• tumbles;
• marks a target to hit with the ball, hits this target;
• runs quickly, easily changes running trajectory if necessary;
• jumps over obstacles that are not too high.

Physiological development

The physiological development of a child at 7 years old is already sufficient for a junior schoolchild to cope with the necessary loads. The musculoskeletal system of a seven-year-old can withstand both a heavy backpack and prolonged sitting. The muscles become stronger: at the beginning of the school year, a first-grader may still complain about arm fatigue from long hours of writing, but after a few months, the arm muscles become so strong that the child does not feel discomfort even when doing written assignments for a long time.

Parts of the central nervous system are developing, but in general the nervous system is not fully formed, which is why seven-year-old children do not react quickly enough. Areas of the brain function like those of an adult, and any, even the most complex, emotions are available to a child.

FORMATION OF SOUND ANALYSIS SKILLS

After five years, most children begin to develop a conscious orientation in the sound composition of a word. Previously, speech acted only as a means of communication; now it is becoming an object of awareness and study. In relation to younger preschoolers, L. S. Vygotsky said: “Initially, we encounter in the child a lack of awareness of verbal forms and verbal meanings and a lack of differentiation of both. The word and its sound structure are perceived by the child as part of a thing or as a property of it, inseparable from other properties.”

The first attempts to consciously isolate a sound from a word, and then establish the exact location of a particular sound, are necessary prerequisites for learning to read and write. According to V.K. Orfinskaya, the isolation of sound from a word appears spontaneously in preschool children, but complex forms of sound analysis need to be taught specifically. At the age of five to six years, a child can, with appropriate training, master not only determining the position of a sound in a word - beginning, middle, end of a word - but also positional sound analysis, establishing the exact place of a sound in a word, naming sounds in the order in which they appear in the word .

Speech development

Speech development is directly related to the work of the fingers. First-graders who complete a lot of written assignments noticeably improve their speech, and some speech impairments may even disappear precisely due to the active work of their fingers.

Normally, a child with well-developed speech at 7 years old should be able to:

• compose a story based on a picture or a series of pictures, using 6–8 detailed sentences;
• tell how the day went, without confusing the sequence of events and focusing on memorable details;
• retell a short text in your own words;
• correctly answer questions related to the text read;
• understand the essence of the riddles, try to guess the correct answer.

On average, a seven-year-old child knows about 5,000 words of his native language and actively uses 1,500–2,000 words in speech.

Conscious reading is important for speech development. Even at school, when testing reading technique, they evaluate not only how many words the student has read, but also whether he understood what he read well enough.

SOUND SIDE OF SPEECH

By the age of five, the formation of correct sound pronunciation ends. Normally, all children should learn to clearly pronounce all sounds in words and sentences.

Attention parents! Urgently contact speech therapists so that they can establish the cause of incorrect sound pronunciation and draw up a program for correcting the disturbed sounds. Time is now working against you: the distorted sound will only become entrenched, and it will become increasingly difficult to correct it with age.

Speaking about the sound side of speech, we must not forget about the elements of intonation - prosodes (voice strength, pitch, rate of speech, voice timbre), since they, like sounds, are the “building material” of oral speech. Children easily perceive all prosodemes and, even at an early age, distinguish affection, severity, etc. in the intonations of adults’ voices. By the age of five, most children can voluntarily change the strength and pitch of their voice depending on the purpose of the statement, that is, use prosodemes consciously, and not just understand them.

By the age of five, you need to normalize your speech rate. As you know, the rate of speech depends on how stressed syllables in words are pronounced (unstressed syllables are always pronounced very quickly). Both a rapid rate of speech, which leads to unclear, sloppy pronunciation with blurred articulation, and a slow rate, which creates difficulties in communication, are undesirable.

Older preschoolers should already be able to express with their voice the unfinished intonations of semantic segments of a common sentence, since in their speech they use not only simple, but also complex and complex sentences. There are six such intonations: enumeration intonation; intonation of opposition; vocative intonation; warning intonation, or colon intonation; intonation of introduction; intonation of isolation.

The best material for demonstrating such intonations are poems and fairy tales of classics of Russian literature.

Reading

Reading skills that a child must have before entering first grade:

• knowledge of the alphabet;
• knowledge of vowels and consonants and the ability to distinguish them;
• the ability to come up with several words starting with the same letter.

In first grade, reading technique is tested. Standards may vary from school to school, but on average, by the end of the school year, a child should read at least 30 words per minute.

Learn more about how many words a child should read per minute.

Preparing a preschooler for reading and writing

Parents strive to teach their preschooler to read and write, but it is not recommended to do this on their own, because... It is required to follow a special teaching methodology. Teachers in kindergartens and development centers provide preparation for school.

Teachers teach children not letters, but sounds on which syllables and then words are built. Particular attention is paid to phonemic hearing and sound pronunciation.

The family plays an important role in learning to read and write. Parents should strive to instill in their children a love of books by their own example, and together with their children, build a home library. There should be literate speech in the house without filler words.

The main form of speech development at home is meaningful conversation. By communicating, family members not only enrich children's vocabulary, but also create a favorable atmosphere for emotional, cognitive and social development.

Intellectual development

The child’s knowledge and skills corresponding to the norms of mental development at 7 years old:

• counts to ten and back;
• is familiar with geometric figures and can draw them on paper himself;
• reads syllables;
• knows and does not confuse the concepts of “right”, “left”, “above”, “below”;
• recognizes and names different colors and their shades, for example, distinguishes light green from dark green;
• can list traffic rules for pedestrians;
• focuses on the same activity for 30 minutes or longer;
• tries to redraw the picture as close as possible to the original;
• colors drawings without going beyond the outline and combining colors well;
• independently creates crafts from paper, plasticine, and natural materials;
• With the help of instructions, he assembles puzzles and construction sets with many parts.

Cognitive development

At the age of 7, children's awareness and intelligence increase, and their cognitive abilities progress noticeably at this age. Seven-year-old children for the first time begin to think based on logic rather than associations, and this way of thinking also affects all the child’s cognitive abilities.

Memory

The memory of a seven-year-old child is well developed if he can:

• memorize and recite poems 8–12 lines long;
• remember what was depicted in the picture you saw, talk about what you saw;
• talk about the brightest moments of your own life at the request of other people or at your own request.

At the age of 7, children have formed voluntary memory: they can remember information purposefully, even if this information does not seem interesting. At the same age, the child begins to form indirect memory - memorization using diagrams, symbols and other similar means.

Thinking

Skills of a seven-year-old child with advanced logical thinking:

• notices and tries to explain the similarities and differences of objects;
• distributes similar objects into groups, excludes an extra object: for example, understands that a birch tree is redundant in a group of flowers;
• finds answers to age-appropriate logic problems.

Attention

By the beginning of school life, a child’s voluntary attention is formed. A first grader keeps his attention on a subject if necessary, even if the subject is not interesting to him.

By the age of seven, the attention span is 30–40 minutes, but at least 20 minutes continuously. If a child cannot concentrate, being distracted every 5-10 minutes, you can try to teach him to be attentive by doing interesting things together for 20-30 minutes without interruption.

MBOUTSO No. 25

Characteristics of speech of children 5-6 years old

Starting from the age of five, children move to senior preschool age. This is the period of the child’s most harmonious state: many functions have already been formed, and at the same time, the crisis of seven years has not yet arrived, when the body begins to rebuild. This is the best time of childhood. Five-year-old children are well oriented in the familiar environment of a kindergarten. They are confident in themselves, have learned to communicate with peers, and participate in joint games. At this age, all children are hardworking: they willingly go on duty, set the table, water flowers, sweep paths. And how talkative they have become! They will talk about the cartoon, and about the trip with their mother to the dacha, and about the guests who came to them for the holiday.

Characteristics of the speech development of children from five to six years old should begin with a description of the state of the sound side of speech, because by this age sound pronunciation has returned to normal.

Sound side of speech

By the age of five, the formation of correct sound pronunciation ends. Normally, all children should learn to clearly pronounce all sounds in words and sentences.

Attention parents! Urgently contact speech therapists so that they can establish the cause of incorrect sound pronunciation and draw up a program for correcting the disturbed sounds. Time is now working against you: the distorted sound will only become entrenched, and it will become increasingly difficult to correct it with age.

Formation of sound analysis skills

After five years, most children begin to develop a conscious orientation in the sound composition of a word. The child must master not only the determination of the position of a sound in a word - beginning, middle, end of a word - but also positional sound analysis, establishing the exact place of a sound in a word, naming sounds in the order in which they appear in the word.

Lexicon

Older preschoolers have a much larger vocabulary than four-year-old children. After five years, vocabulary grows rapidly. If in previous years it was possible to roughly count how many words are in active use, now it is more difficult to do this. Involuntary memory, the basis for vocabulary acquisition, reaches its peak at this age. Words are remembered as if by themselves, without volitional effort. A word heard once easily enters the active dictionary. This ability to grasp everything on the fly must be used by organizing games with children, reading books and watching TV shows. Five-year-old children are inquisitive and curious. Their cognitive needs must be realized. The number of words in active use largely depends on the child’s general awareness: the more the child knows, the richer his vocabulary.

Grammatical structure of speech

At this age, children learn not only the typical forms of inflection and word formation, but also exceptions to the rules, morphemes also fall into place, and cases of word creation become fewer and fewer. However, errors may remain in the use of forms with alternating sounds (want - want), in the use of plural forms of nouns in the nominative and genitive cases (tree - tree, pencils - no pencils), and so on. There are no or almost no participles in the speech of five-year-old children. If these forms appear in speech, they are often used incorrectly (cut, torn). There are errors in the use of prefixes with spatial meaning: morphemes that are similar in meaning are mixed up, for example: came - approached

Connected speech

All conditions for the development of coherent speech have been created by the age of five: sound pronunciation and grammatical structure have been formed, the necessary vocabulary has been accumulated, making it possible to put thoughts into words. Dialogue (conversation) and monologue speech (independent statement) are improved. The ability to coherently and consistently retell short literary texts without the help of an adult develops. Children 5-6 years old should be able to:

maintain a casual conversation, ask questions, answer them correctly;

independently compose short stories about an object, from a picture, from a set of pictures, from a plan, a sample, from personal and collective experience, conveying well-known events;

write short creative stories.

Emotional domain and social skills

A seven-year-old child begins to experience new and difficult emotions for him: he may be very shy or offended, and feel very proud of himself. A wave of new sensations also affects the behavior of a primary school student: he may become irritable or mannered, secretive or overly talkative.

A child at 7 years old understands and accepts the role of a schoolchild. He does not always immediately manage to establish relationships with his classmates; it is especially difficult for shy children in this regard. The task of the family and the teacher is to solve problems in communication between children immediately; at a later age this is more difficult to do.

Often, seven-year-old children try to appear more mature than they really are: they study diligently, emphasize their status as a school student, and willingly communicate with classmates outside of school hours. A seven-year-old child can be very dependent on approval from parents, teachers, and other children.

Independence in everyday life

At the age of 7, a child has access to many self-service skills: a son or daughter can be involved in household chores as full-fledged assistants. In everyday life and self-care, seven-year-olds can:

• dress and undress independently, without getting tangled in buttons, fasteners and laces;
• take care of your things: hang them carefully, determine what needs to be washed;
• collect a school bag;
• clean up your room: sweep, dust, make the bed;
• wash the dishes.

Seven-year-old children are increasingly away from their parents: at school, on the way home, on the playground with their peers. To worry less about the health and safety of your child, install the “Where are my children” application. With it, you will always know where the child is, what route he is taking and what is happening around him.

Norm of speech development in the period from 6 to 7 years

Features of speech development at 6-7 years old:

• the vocabulary is dominated by nouns;
• synonyms and antonyms are used;
• words are combined in meaning;
• the properties and quality of objects are indicated;
• complex sentences include participial and participial phrases;
• connecting, adversative and disjunctive conjunctions are used;
• speech is emotionally colored and expressive;
• statements are meaningful and accurate.

By the beginning of school, the child’s communication and speech abilities are developed, he is ready to build communication with peers and adults, and use his speech as a means of mastering a new activity—learning. At school, children improve their speech skills and master written language.

Psychology of a child at 7 years old

Great changes occur in the psyche of a seven-year-old child: his self-esteem is formed under the influence of previous authorities (parents) and a new authoritative adult (teacher). The younger student is no longer as unconditionally confident that adults are right as before, and may doubt what he heard, especially if authoritative adults contradict each other.

At the age of 7, the child’s personality is formed. He begins to analyze his own actions and feelings, sets goals and tries to achieve them.

Play still plays an important role in the psychological development of a primary school student, although it becomes less significant compared to studies. In their games, children can reproduce quite complex plots related to relationships between people.

Often, parents of first-graders are faced with a seven-year crisis , expressed in a change in the child’s behavior. Just yesterday, an obedient and affectionate baby suddenly becomes capricious: he is rude, argues and even makes faces. Our psychologist tells us how to cope with the crisis of seven years.

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Starting from the age of five, children move to senior preschool age.
This is the period of the child’s most harmonious state: many functions have already been formed, and at the same time, the crisis of seven years has not yet arrived, when the body begins to rebuild. This is the best time of childhood. Five-year-old children are well oriented in the familiar environment of a kindergarten. They are confident in themselves, have learned to communicate with peers, and participate in joint games. At this age, all children are hardworking: they willingly go on duty, set the table, water flowers, sweep paths. And how talkative they have become! They will talk about the cartoon, and about the trip with their mother to the dacha, and about the guests who came to them for the holiday. Characteristics of the speech development of children from five to six years old should begin with a description of the state of the sound side of speech, because by this age sound pronunciation has returned to normal. The sound side of speech By the age of five, the formation of correct sound pronunciation ends. Normally, all children should learn to clearly pronounce all sounds in words and sentences. Attention parents! Urgently contact speech therapists so that they can determine the cause of incorrect sound pronunciation and draw up a program for correcting the disturbed sounds. Time is now working against you: the distorted sound will only become entrenched, and it will become increasingly difficult to correct it with age. Speaking about the sound side of speech, we must not forget about the elements of intonation - prosodes (voice strength, pitch, rate of speech, voice timbre). They, like sounds, are the “building material” of oral speech. Children easily perceive all prosodemes and, even at an early age, distinguish affection, severity, etc. in the intonations of adults’ voices. By the age of five, most children can voluntarily change the strength and pitch of their voice depending on the purpose of the statement, that is, use prosodemes consciously, and not just understand them. By the age of five, you need to normalize your speech rate. As you know, the rate of speech depends on how stressed syllables in words are pronounced (unstressed syllables are always pronounced very quickly). Both a rapid rate of speech, which leads to unclear, sloppy pronunciation with blurred articulation, and a slow rate, which creates difficulties in communication, are undesirable. Older preschoolers should already be able to express with their voice the unfinished intonations of semantic segments of a common sentence, since in their speech they use not only simple, but also complex and complex sentences. There are six such intonations: - intonation of enumeration; - intonation of opposition; - vocative intonation; - warning intonation, or colon intonation; - intonation of introduction; - intonation of isolation. The best material for demonstrating such intonations are poems and fairy tales of classics of Russian literature. Formation of sound analysis skills After five years, most children begin to develop a conscious orientation in the sound composition of a word. Previously, speech acted only as a means of communication; now it is becoming an object of awareness and study. In relation to younger preschoolers, L. S. Vygotsky said: “Initially, we encounter in the child a lack of awareness of verbal forms and verbal meanings and a lack of differentiation of both. The word and its sound structure are perceived by the child as part of a thing or as a property of it, inseparable from other properties.” The first attempts to consciously isolate a sound from a word, and then establish the exact location of a particular sound, are necessary prerequisites for learning to read and write. According to V.K. Orfinskaya, the isolation of sound from a word appears spontaneously in preschool children, but complex forms of sound analysis need to be taught specifically. At the age of five to six years, a child can, with appropriate training, master not only determining the position of a sound in a word - beginning, middle, end of a word - but also positional sound analysis, establishing the exact place of a sound in a word, naming sounds in the order in which they appear in the word . Vocabulary Older preschoolers have a much larger vocabulary than four-year-old children. After five years, vocabulary grows rapidly. If in previous years it was possible to roughly count how many words are in active use, now it is more difficult to do this. Involuntary memory, the basis for vocabulary acquisition, reaches its peak at this age. Words are remembered as if by themselves, without volitional effort. A word heard once easily enters the active dictionary. This ability to grasp everything on the fly must be used by organizing games with children, reading books and watching TV shows. Five-year-old children are inquisitive and curious. Their cognitive needs must be realized. Number of words in active

use, largely depends on the child’s general awareness: the more the child knows, the richer his vocabulary.

Grammatical structure of speech According to the periodization of A. N. Gvozdev, at the age of five or six years, the third period of formation of the grammatical structure of the Russian language continues. At this age, children learn not only the typical forms of inflection and word formation, but also exceptions to the rules, morphemes also fall into place, and cases of word creation become fewer and fewer. However, errors may remain in the use of forms with alternating sounds (want - want), in the use of plural forms of nouns in the nominative and genitive cases (tree - tree, pencils - no pencils), and so on. There are no or almost no participles in the speech of five-year-old children. If these forms appear in speech, they are often used incorrectly (cut, torn). There are errors in the use of prefixes with spatial meaning: morphemes that are close in meaning are mixed, for example: came - approached Connected speech All conditions for the development of coherent speech by the age of five have been created: sound pronunciation and grammatical structure have been formed, the necessary vocabulary has been accumulated, making it possible to put it into verbal form thought. There are two forms of speech (A. M. Leushina, S. L. Rubinstein) - situational and contextual. “Situational speech does not fully reflect the content of thought in speech forms. Its content is understandable to the interlocutor only when he takes into account the situation that the child is talking about, as well as when he takes into account gestures, movements, facial expressions, and intonation. Contextual speech is characterized by the fact that its content is revealed in the context itself and thereby becomes understandable to the listener, regardless of the consideration of a particular situation.” By the end of preschool age, both of these forms coexist. Situational speech is used in stories about everyday topics, when retelling texts using pictures. Scientists (A. M. Leushina, L. A. Penevskaya) note the enormous role of teaching storytelling in the development of coherent forms of statements in preschool children. The monologue form of speech is used when describing, narrating or reasoning about something. Reports of facts that exist simultaneously are called descriptions. The description has a radial structure: parts of the text can be rearranged.

A message in which facts follow one another is called a narrative. This type of text has a linear structure. Reporting facts that are in a cause-and-effect relationship is called reasoning. The structure of this text highlights the thesis and evidence for this thesis. Children must be specially taught monologue speech, since this form of speech is rarely used in the speech of adults in everyday life, and learning will not occur by imitation.

Daily and nutritional regimen

A clear daily routine is especially important for first-graders: the routine helps reduce such unpleasant symptoms in the child as hyperactivity, fatigue, and memory impairment.

Approximate routine for a 7 year old child:

⠀ A junior schoolchild needs to sleep at least 10 hours a day . Many seven-year-olds refuse to nap during the day, but some kids still need to sleep during the day to regain their strength.

The optimal number of meals for a first grader is 5 times a day. The child’s menu should include vegetables, fruits, meat dishes, and dairy products. A first grader definitely needs to have breakfast: even if the child has no appetite in the morning, try offering him one of his favorite dishes.

Signs of developmental delay

Signs that may indicate mental retardation in seven-year-old children:

• complete inability to control one’s behavior;
• increased aggressiveness or, conversely, excessive shyness;
• inability to concentrate on classes for at least 20 minutes continuously;
• the material covered is not retained in memory;
• problems with speech: very poor vocabulary, inability to compose even a short oral story.

The causes of developmental delay are different, and only qualified pediatric doctors can help cope with the problems.