Coherent speech - development of coherent speech in preschool children

From the first minutes of life, the baby finds himself in a society where there are certain rules, relationships, and forms of interaction. The main way of communication and transmission of information in human society is speech.

In a newborn, acquaintance with the outside world is built with the help of tactile sensations. But after 28 days, a healthy child hears sounds clearly. At 9-12 weeks, he tries to determine their source by turning his head and moving his eyes.

Involuntary “humming” and babbling gradually develop into a meaningful repetition of what was heard, the reproduction of individual sounds, syllables, and words. By the age of six, the development of coherent speech in preschoolers is an important criterion that determines their readiness for school, because it is not only a means of communication, but also a tool of thinking.

Thus, over about 6 years of his life, a child learns to compose connected semantic chains of sentences that help him, first of all, achieve mutual understanding with others.

What is “connected speech”?

An utterance or coherent speech is several complete segments (sentences) that are connected thematically, in meaning, and in structure. It serves to facilitate communication and is expressed in two forms:

monologue - the ability to talk about a certain image, action, etc.;
Dialogue is direct interaction with another person or people through communication.

Statements are the result of perception, comprehension, and the ability to express one’s thoughts. Coherent speech gives a clear understanding of the relationship between a child’s mental and speech development and helps solve problems in all areas of upbringing and education.

Monologue speech of older preschoolers consists of several main types:

description - includes the general name of the object (action), a listing of its properties, qualities, and in conclusion - an assessment or attitude towards it (parts of this structure can be rearranged);
narration is a statement of fact in which the beginning of the story, its culmination, outcome or denouement is clearly visible;
reasoning is a separate type of statement that reflects a certain connection of events, facts, phenomena (consists of a statement, evidence, conclusion).

All these variants of coherent speech are found in children in a mixed form.

The initial and most important stage in the development of coherent speech in children is dialogue. It reveals the specifics of interaction, allows you to convey to the child the norms and rules for the further construction of monologue speech according to the laws of the literary language.

In order to correctly organize work on the formation of coherent speech in preschoolers, it is necessary to know the stages of its development, as well as to identify the main tasks for each type of speech separately.

Stages of formation of coherent speech in preschool age

The formation of speech - not only coherent, but also situational - in a child progresses in stages. Features of the speech development of preschool children are determined by the dominant type of thinking.

At 3-4 years old , a child develops visually effective thinking, and his speech practice is firmly tied to specific objects and situations. The younger preschooler already speaks, but in simple phrases using indefinite forms of pronouns and adverbs (that, there).

Read more about how speech development progresses in children 3-4 years old.

Coherent speech first appears in communication with adults and peers. An important condition for its formation is orientation towards the listener and the desire to speak in such a way that the listener understands.

No matter how small a preschooler is, he is faced with the task of acquiring the skills to clearly express the essence of what worries, interests, and worries him. Only in this way can the communicative function of speech be realized.

Signs of coherence appear due to the filling of the active vocabulary and the initial development of the grammatical structure of oral speech. Skills of free use of words are formed. Fragmentary statements are replaced by more detailed sentences.

There comes a period when we can distinguish two forms of coherent speech in preschoolers:

contextual;
explanatory.

By the age of 5, the child begins to compose complex sentences that sound like a set of simple ones. For example, five-year-old Katya enthusiastically describes what she just saw: “The duckling jumped into the water, then he swam, and the mother duck led all the ducklings to the shore.” In such statements, the grammatical structure of speech is already clearly manifested.

At this age, the preschooler describes visual situations well. He uses correct sentence structure and tries to present a complete picture of what he saw or heard about. In this case, the preschooler may “lose” the subject or predicate, but his speech is understandable in this context. Therefore, such speech is called coherent contextual.

A six-year-old child, in accordance with the norms of speech development, must actively use detailed statements and use linguistic means, such as comparisons and epithets. What most children cope with successfully. Their conversations are full of made-up stories.

Lenya says: “Look, I’m jumping like a bunny. It's my birthday, forest dwellers came to visit me and brought me a lot of delicious sweet carrots. And I will treat my guests to what they love.”

The coherent speech of children of senior preschool age is based on imaginative thinking. They imagine images and describe their characteristics, or remember events and give details. Older preschoolers use the most complex form of coherent speech - explanatory. Characteristic features are the logical unification of all parts of the message and the reflection of cause-and-effect relationships.

Age criteria for the development of coherent speech in a child

Various patterns of communication and the gradual complication of a preschooler’s activities help the development of his thinking and speech.

Babies usually use their first meaningful words in the second year of life. Gradually they learn to designate an object with them, not by showing, but by naming. Next comes the grammatically correct formation of definitions.

A three-year-old child's vocabulary quickly grows, speech becomes more active, and sentences become more complex.

Related dialogic speech

To form joint objective actions, the child uses the first type of speech - dialogue (it is more associated with practical activities).

Until the age of three , children must be taught to voice their requests and desires (for example: “give”, “I want”, “go”), to give answers to simple questions (“who is this?”, “What is he like?”, etc.). Gradually lead to the manifestation of speech initiative (ask a question, turn to another person).

At the age of 3 to 4 years, a child should be encouraged to easily communicate with peers and adults; express requests in sentences; answer questions in phrases rather than in one or two words.

The child should be led to the point that he wants to follow simple rules of etiquette (say hello, thank him), share his impressions (what he did, what games he played); encourage the desire to be interested in life around and ask questions.

In the fifth year of life, children are taught to freely communicate with others of different ages, ask questions and answer them. You also need to support the desire to share personal observations and experiences. What is more important here is the quality of the answers, the ability to answer in accordance with the meaning of the question.

It is worth gradually involving the child in general conversations, where you need to be able to listen to others and express your own thoughts upon request or in turn. That is, the formation of cultural communication skills occurs.

In older preschool age, various types of cognitive and educational activities are held (games, activities, observations, excursions), which help improve previously acquired skills and abilities, consolidating and expanding knowledge.

Linked monologue speech

In parallel with dialogic speech, children are consistently taught to monologue. At different ages it occupies a certain place:

Before the age of 3, the prerequisites for the emergence of a monologue type of speech are laid.

Three-year-old children are taught to hear and perceive short, understandable stories and fairy tales. They offer to repeat individual phrases, briefly reproduce events, looking at the illustration.

It is necessary to purposefully develop monologue speech from the age of 4 . Children are asked to describe the toy, tell a familiar story using personal experience. Hints like: “Once upon a time...”, “...and they went...”, “he met...” - enable the child to compose related narrative statements, which become more complex and increase in volume over time. Specially simulated situations and individual communication help you to independently talk about your toys, events that have happened, etc.

From the age of four, children retell not only frequently heard stories (fairy tales, short stories), but also new, newly read stories. Descriptive stories become detailed, structured, with elements of special forms of storytelling. For example, “one day...” or “one day...”.

Adults help start the story, offer to describe in more detail the character, location, etc. A series of pictures can be a good help for creating a coherent, structured story. At the same time, at 5-6 years old, preschoolers can already operate with phrases such as “while...”, “and now, after that...”.

With systematic lessons, children quickly learn not only to compose narrative and descriptive stories using pictures (toys), but also to do without visual materials.

In the development of connected monologue speech, the most important factor is training, in dialogic speech it is the direct interaction of two or more people. And here the main methods are everyday communication, play activities, completing tasks, and joint activities. Only the painstaking, daily work of adults gives excellent results in the development of coherent speech in children.

How do retellings affect the development of coherent speech?

If a picture or story meets such requirements as colorfulness, brightness, interestingness, clarity, and not being overloaded with events, objects and other small details, then retelling their plot helps to develop and improve in the child:

attention;
memory (visual and auditory);
logical thinking;
active vocabulary;
speech literacy;
correct speech construction;
imagination;
fantasy;
the ability to notice details and describe them using comparisons and metaphors.

Therefore, it is important to replace the usual retelling with a selective, brief, creative retelling, as well as prediction without relying on visualization.

When assessing the quality of a child’s work, you should rely on:

completeness of what was said;
the order of the events presented (are they sequential);
the use of one’s own, that is, the author’s, phrases and speech patterns, and not those that sounded in the original story;
correctness of sentence construction;
the duration of pauses, or rather their absence, which may be associated with the difficulty of selecting the right words/phrases.

Work on developing coherent speech in a preschool child should be consistent and regular. It’s worth starting with the simplest, gradually increasing the load, complicating the tasks. This way, the child will be able to quickly and efficiently replenish his active vocabulary and quickly master literacy, imagery and expressiveness of speech. In practice, the scheme for the development of coherent speech looks like this:

Initially, the names of objects are learned, dividing them into thematic groups with or without the use of visual aids.
Then children are taught to select feature words based on the characteristics of objects.
Children are taught to match verbs to nouns.
Selection of adverbs for verbs.
Comparative designs.
Selection of synonyms.
Selection of antonyms.
Formation of new words using prefixes.

By the end of kindergarten, the child’s vocabulary increases significantly and is systematized, becoming meaningful, clear and literate.

Reasons for the delay in the formation of coherent speech in children

To determine the level of development of coherent speech, you need to analyze compliance with the age criteria listed above, that is, make a kind of diagnosis. It should be carried out in a playful way, without focusing the child’s attention on the result, without making comments, without correcting, without teaching. Just create a situation and observe the behavior and speech of a preschooler.

Difficulties and difficulties in speech development can occur in children for medical reasons:

pathology of intrauterine development (mother's exposure to infectious diseases, intense toxicosis);
birth injuries (asphyxia, premature birth, infection, etc.);
childhood head trauma, especially in the area of speech zones;
hearing or speech impairment (the latter is diagnosed by age 5).

There are also social reasons that slow down the development of coherent speech in a child:

pedagogical neglect - they do not work with the child or the child exhibits behavioral disorders (“difficult child”);
lack of communication in a family - the lack of direct, close communication between all its members, when several people simply exist under one roof;
change of place of residence, especially in a foreign-language environment - if at home they speak one language, in a child care center and on the street - in another, the child experiences difficulties in mastering speech skills.

Excessive care can also lead to speech delays, since the child simply does not need to speak if his wishes are guessed and instantly fulfilled.

As a rule, by the age of 5-6 years a child can:

consistently answer questions;
compose short narratives based on illustrations;
describe your impressions of what you saw;
convey the content of what was heard or seen from memory;
come up with a continuation of a fairy tale, fantasize.

But in order for the result to meet age requirements, it is necessary to pay enough attention to communication and activities with the child at each stage of growing up.

Forming coherent speech by writing stories

Essays develop imagery, logic, and expressiveness of statements. By writing stories we mean any stories told by a preschooler.

The more vocabulary a child has, the easier it is for him to express his impressions and fantasies. The finished story contains a number of supporting points, which preschoolers are guided by in the retelling, and in the stories they compose, they freely build all the plot twists.

Story-writing skills begin to develop when the child is asked to describe what he saw on a walk, in the park, or on the playground. Middle-aged and older preschoolers willingly tell episodes from their lives - where they visited, with whom and how they spent time.

The development of coherent speech in preschool children occurs not only in specially organized conditions, when the child is asked to retell, describe, or invent. Every day, in communication and play, children use contextual and explanatory speech, replenish their vocabulary, which increases their speech level.

Ways to develop coherent speech in preschool children

Methods and techniques used in working with children to develop coherent speech are divided into:

visual - using demonstration material, illustrations, living objects, objects, diagrams;
verbal - reading, storytelling, conversations, retellings, memorizing poems, performing speech exercises, pronunciation, etc.;
practical - role-playing, didactic games and exercises (with speech content), theatrical performances, surprise moments, characters, round dances.

Depending on the age of the child and the degree of his individual development, a set of means is used that promote the development of coherent speech.

So, for the little ones , where words are combined with actions (“Ladushki”, “Magpie”, etc.).

For older kids, you can offer exercises for imitation and development of the articulatory apparatus. Here we can use various demonstration materials, preferably voluminous and natural in color. For example, the nursery rhyme “Cockerel, golden comb cockerel...” together with the corresponding toy, will help the baby visually become familiar with the object and try to repeat its “song.”

Children's works by Agnia Barto, S. Ya. Marshak, E. Charushin and other authors are classics of fiction that create images with additional emotional coloring of the characters. The same can be said about fairy tales (“Turnip”, “Ryaba Hen”, etc.)

Practical exercises that develop speech breathing (“blow off a snowflake”, “fly a butterfly”) can also be used to develop coherent speech at an early age.

As the baby grows, practical methods are most effective. And since play is the main activity of a child, it is perfectly used in practice (for example, “Telephone”, “Whose house?”)

Younger preschoolers enjoy playing children's outdoor games, accompanied by the words: “Bubble”, “Carousel” and others.

To activate your brain, you should use your fine motor skills. Modeling, drawing, and working with construction kits help to form images and contribute to the development of a child’s speech.

The older the child, the wider the opportunities for activating his speech. It is important to properly organize and direct the educational process. In this case, it is necessary to take into account the individual psychological characteristics of the child.

Connected speech of preschoolers article on speech development on the topic

What is coherent speech?

Coherent speech is the child’s ability to express his thoughts vividly, consistently, without being distracted by unnecessary details. According to researchers, there are two types of oral coherent speech - dialogue and monologue, which have their own characteristics:

Dialogical speech is supported speech that has an interlocutor, it is simpler, it may contain intonations, gestures, pauses, and stress. It is characterized by the use of colloquial vocabulary and phraseology.

Monologue speech is a long, consistent, coherent presentation of thoughts and knowledge by one person, proceeding for a relatively long time and not designed for an immediate reaction from listeners. It is characterized by literary vocabulary, detailed statements, completeness and logical completeness.

In the dialogue, sentences are monosyllabic, they are filled with intonations and interjections. In a dialogue, it is important to be able to quickly and accurately formulate your questions and give answers to your interlocutor’s questions.

In monologue-type speech, the child needs to speak figuratively, emotionally, and at the same time, thoughts must be focused without being distracted by details.

Connected speech can be situational (related to a specific situation) and contextual (constructed without taking into account the specific situation and relying only on linguistic means).

One of the conditions for the development of speech in a broad sense is the cultural and linguistic environment. The speech culture of children is inextricably linked with the speech culture of the teacher and everyone around them. Speech should be developed not so much through methodological techniques and instructions, but through example and model. One of the main methods of speech development is training in a certain range of speech skills and abilities. Speech development is also carried out in classes in other sections of the kindergarten program. For example, fiction is the most important source and means of developing all aspects of children’s speech and a unique means of education.

The main tasks of speech development: education of the sound culture of speech, vocabulary work, the formation of the grammatical structure of speech, its coherence when constructing a detailed statement - are solved at each age stage, however, from group to group there is a gradual complication of each task. The specific weight of a particular task also changes when moving from group to group.

The development of speech and verbal communication of preschoolers in kindergarten is carried out in all types of activities, in different forms - both in special classes and outside of them.

Exercises related to performing movements can be used in classes (physical education) or while walking. During outdoor games, during morning exercises, exercises are carried out in which speech material is combined with the child’s actions. It is in movement that grammatical rules are effectively learned and a particular artistic image is conveyed.

Sequence of work on coherent speech:

fostering understanding of coherent speech;
education of dialogical coherent speech;
education of monologue coherent speech,

Working methods:

work on compiling a story - description;
work on compiling a story based on a series of plot pictures;
work on compiling a story based on one plot picture;
work on retelling;
working on an independent story.

Formation of coherent speech in preschoolers

The method of developing coherent speech includes not only teaching a child the skills of logical presentation of his own thoughts, but also replenishing his vocabulary.

The main means of developing coherent speech are:

conversations;
didactic games;
theatrical games.

When working with your child, you can use the tools that are most suitable for his age and interests, or combine them.

Conversations.

The content of the work on teaching older preschoolers includes teaching children the ability to conduct a conversation, answer questions with detailed and monosyllabic answers, be able to listen to the statements of others and tactfully correct mistakes, supplement answers, and make their own remarks. Kids also need to be taught the quality of speech, that is, to be friendly, tactful, polite, maintain a posture when speaking, and look into the face of the interlocutor.

During the day, the teacher needs to find time for short conversations with all the children; this will include the time of morning reception of children in kindergarten, washing, dressing and walking.

To develop children's dialogical speech skills, the teacher should use verbal instructions. At the same time, the teacher gives the children a sample request, sometimes asking the child to repeat it to check whether he remembers the phrase. This also helps to reinforce forms of polite speech.

To develop the initial forms of speech-interview, the teacher plans and organizes a joint examination with children of illustrations, favorite books, and children's drawings. The teacher’s short emotional stories (what he observed on the bus; how he spent his weekend), which evoke various similar memories in the children’s memory and activate their judgments and assessments, will help stimulate a conversation on a specific topic.

In older groups, the topics of conversation are the most varied and more complex. For example: you can invite children to remember their favorite fairy tale or game. The greatest attention is paid to developing communication skills with adults, and children learning the rules of speech behavior in public places. In collective conversations, children are encouraged to complement each other, correct a friend, and ask a question to their interlocutor.

Communication with children is very important. With its help, you can influence the comprehensive development of a child’s speech: correct mistakes, ask questions, give an example of correct speech, develop dialogic and monologue speech skills. In an individual conversation, it is easier for the teacher to focus the child’s attention on individual errors in his speech. During the conversation, the teacher can better study all aspects of the child’s speech, identify its shortcomings, determine which exercises are best to use for speech development, and find out his interests and aspirations.

Communication with children can be individual and collective. The whole group or several children participate in a collective conversation. The best time for group conversations is a walk. Morning and evening hours are best for individual communication. But whenever a teacher speaks to children, the conversation should be beneficial, interesting and understandable.

The role of role-playing games in the development of coherent speech in preschool children

In preschool age, play is of great importance in the speech development of children. Play is not just entertainment, it is the creative, inspired work of a child, it is his life. During the game, the child learns not only the world around him, but also himself, his place in this world.

There are no patterns or correct patterns in the game; nothing constrains the child. Not to teach or teach, but to play with them, fantasize, compose, invent - this is what a child needs. The development of thinking, imagination and speech largely depends on the level of development of the game. While playing, the child replaces missing objects with substitute objects, sometimes even imaginary ones. And this is not just a game, it is the formation of a substitution function that the child will encounter constantly in the future. In the game, he learns to plan and regulate his actions, as well as the actions of his playing partners.

But in order for the game to become truly educational for the baby, one must teach how to play - first, simply operate with toys, imitate real actions, their logic, their sequence. Then, when the child already knows how to act independently, master the science of role-playing games, play out entire plots in which the main thing is a reflection of the relationships between people. The basis of the role-playing game is an imaginary or imaginary situation, which consists in the fact that the child takes on the role of an adult and performs it in a play environment created by him. The main component of a role-playing game is the plot; without it, there is no role-playing game itself. The plot of the game is the area of activity that is reproduced by children.

The plots of the games are varied. They are conventionally divided into:

household (family games, kindergarten),
production ones, reflecting the professional work of people (games in the hospital, store),
public (games celebrating the city’s birthday, going to the library, flying to the moon).

The plot of the role-playing game is embodied by the child through the role he takes on. A role is a means of realizing the plot and the main component of a role-playing game. For a child, a role is his playing position: he identifies himself with a character in the plot and acts in accordance with his ideas about this character. Submission of the child to the rules of role-playing behavior is the most important element of role-playing play. For preschoolers, a role is an example of how to act. Based on this sample, the child evaluates the behavior of the participants in the game, and then his own. The point of the game for preschoolers is the relationships between the characters. Therefore, the child willingly takes on those roles in which the relationships are clear to him (the teacher takes good care of the children, the captain leads the ship, makes sure that the sailors work well, so that the passengers are comfortable). The child depicts these relationships in play using speech, facial expressions, and gestures.

There are two types of speech - dialogical and monologue, which are more acceptable when conducting a role-playing game. Thus, the form of dialogical speech (a conversation between two or more people, asking questions and answering them) encourages incomplete, monosyllabic answers. Incomplete sentences, exclamations, interjections, bright intonation expressiveness, gestures, facial expressions are the main features of dialogic speech. For dialogical speech, it is especially important to be able to formulate and ask a question, construct an answer in accordance with what is heard, supplement and correct the interlocutor.

Monologue speech is characterized by expansion, completeness, and interconnection of individual parts of the narrative. A monologue, a story, an explanation require the speaker to pay more intense attention to the content of the speech and its verbal design; At the same time, it is very important to maintain liveliness and spontaneity of speech.

Role-playing games provide an opportunity to activate the existing vocabulary. In games, the child finds himself in a situation where he is forced to use previously acquired knowledge and vocabulary in new conditions. In role-playing games on everyday topics, everyday vocabulary is activated, in games on industrial topics - professional vocabulary, in construction games - words denoting the qualities and spatial arrangement of objects, as well as corresponding verbs.

Plot-role-playing game is the very speech situation where purposeful training of dialogical speech occurs. It is aimed at developing the skills to negotiate during communication, question the interlocutor, enter into someone’s conversation, follow the rules of speech etiquette, express sympathy, convince, and prove your point of view.

It can be argued that role-playing games have a positive effect on the development of coherent speech. During the game, the child talks aloud to the toy, speaks both for himself and for it, imitates the drone of an airplane, the voices of animals, etc. Thus, in the role-playing game, children’s speech activity develops.

The role of word games in the development of coherent speech in children of senior preschool age

The greatest effect of work on developing the speech of a preschooler will be obtained if it is carried out through a variety of games. One type of game is a verbal didactic game. Word games are built on the words and actions of the players. In such games, children learn, based on existing ideas about objects, to deepen their knowledge about them, since in these games it is necessary to use previously acquired knowledge in new connections, in new circumstances.

They are actively involved in verbal and speech games. In the junior and middle groups, games are aimed at developing speech, cultivating correct sound pronunciation, clarifying, consolidating and activating vocabulary, and developing correct orientation in space. And in older preschool age, children actively begin to develop logical thinking, and games are selected with the aim of developing mental activity and independence in solving problems: children must quickly find the right answer, formulate their thoughts accurately and clearly, and apply knowledge in accordance with the task.

For the convenience of using verbal games in the pedagogical process, I use four groups of games proposed by Bondarenko A.K. Let me give brief characteristics of each group:

group - games that develop the ability to identify essential features of objects and phenomena: “Shop”, “Guess it?”, “Radio”, “Yes - No”, “Whose things?”
group - games used to develop children’s ability to compare, contrast, notice differences, and make correct conclusions: “Similar - not similar,” “Who will notice more fables?”
group - games with the help of which the ability to generalize and classify objects according to various criteria is developed: “Who needs what?”, “Name three words”, “Name in one word”.
group - games to develop attention, quick wits, quick thinking, endurance, sense of humor: “Broken Phone”, “Paints”, “Flies - Doesn’t Fly”, “Don’t Name White and Black”.

The use of verbal and play activities increases the effectiveness of children’s speech development and allows them to develop a variety of skills that will become the basis for further successful learning. Properly organized and systematically conducted games help the development of coherent speech, significantly replenish vocabulary, and make children’s speech more literate and expressive.

One of the most effective forms of work on the development of coherent speech is theatrical play.

In the dramatization game, dialogical, emotionally rich speech is formed, and the child’s vocabulary is activated. With the help of dramatization games, children master the elements of communication - facial expressions, posture, intonation, voice modulation. The child assimilates the richness of his native language, its means of expression, uses intonations that correspond to the character of the characters and their actions, and tries to speak clearly so that everyone understands him.

At the initial stage of working on a dramatization game, it is necessary to choose the right work of art. It is very important that it interests children and evokes strong feelings and experiences. And there was an interestingly developing plot: it should have one or more main characters along with episodic characters actively participating in the events taking place.

Having chosen a work for a dramatization game, the teacher reads it to the children several times, looks at the illustrations with them, and talks about what they read.

The process of preparing a theatrical game itself solves many problems in the development of coherent speech:

1) systematic implementation of game exercises aimed at developing facial expressions and pantomime, due to which movements acquire greater confidence. Children begin to switch more easily from one movement to another, to understand the subtleties of gestures, facial expressions and movements of another child;

2) introduction of games and exercises to develop breathing and freedom of the speech apparatus, correct articulation, clear diction, varied intonation;

3) transition to dramatization of poems, jokes, nursery rhymes: children memorize texts in advance, then act them out using various types of theater (finger theater or table theater);

4) transition to a more complex type of activity - dramatization of stories and fairy tales, where different masks or costume elements and types of theaters are used - tabletop, finger, bi-ba-bo, children can act out the text as actors.

Scientists have long noticed that speech and manual actions are very closely related.

A lot of books and manuals have been written recently about fine motor skills. And this is no coincidence.

Scientists have come to the conclusion that the formation of a child’s oral speech begins when the movements of the fingers reach sufficient accuracy. In other words, speech formation occurs under the influence of impulses coming from the hands. This is important for timely speech development, and - especially - in cases where this development is disrupted. In addition, it has been proven that both the thought and the child’s eye move at the same speed as the hand. This means that systematic exercises to train finger movements are a powerful means of increasing brain performance. Research results show that the level of speech development in children is always directly dependent on the degree of development of fine movements of the fingers. Imperfect fine motor coordination of the hands and fingers makes it difficult to master writing and a number of other educational and work skills. Psychologists say that finger exercises develop a child’s mental activity, memory and attention.

The poems accompanying the exercises are the basis on which the sense of rhythm is formed and improved. They teach to listen to rhyme, stress, and divide words into syllables. A sense of rhythm is also important when learning to write (for developing smooth handwriting), for memorizing poetry, and for preventing writing disorders (omission of vowels).

Conclusion.

The development of coherent speech in children is not a spontaneous process. It requires the purposeful actions of an adult. Our task is to help the child grow up as an educated person with competent speech.

List of used literature

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Arushanova A.G. On the problem of determining the level of speech development of a preschooler // in collection. scientific articles: Problems of speech development of preschoolers and primary schoolchildren / Responsible. ed. A.M. Shakhnarovich. - M.: Institute of National Problems of Education MORF, 2008. - p. 4-16.
Boguslavskaya Z.M., Smirnova E.O. Educational games for preschool children. - M.: Education, 2010. - 213 p.
Bondarenko A.K. Didactic games in kindergarten: A manual for kindergarten teachers. - M.: Education, 1985. - 160 p.
Gerbova V.V. Classes on speech development in the senior preschool group of children
.Gerbova V.V. Composing descriptive stories // Preschool education. - 2011. - N 9. - p. 28-34.
Dyachenko O. Main directions of work under the “Development” program for children of the senior group / O. Dyachenko, N. Varentsova // Preschool education. - 2007. - No. 9. — P. 10-13.
Ladyzhenskaya T.A. System of work for the development of coherent oral speech of students. - M.: Pedagogy, 1974. - 256 p.
Tikheyeva E.I. Children's speech development. / Ed. F. Sokhina. - M.: Education, 2011. - 159 p.
Uruntaeva G.A. Workshop on the psychology of preschoolers / G. A. Uruntaeva. - M.: Academy, 2009. - 368 p.
Ushakova O.S. Speech development of preschool children / O. S. Ushakova. - M.: Publishing House of the Institute of Psychotherapy, 2008. - 240 p.

municipal budgetary preschool educational institution "Kindergarten of general developmental type No. 12" of the Samara city district

443114, Samara, Kirova Avenue 317 a

(846) 956-93-57,

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Development of coherent speech in preschoolers through play

Sokolova N.N.

2016