Programs for speech development in preschool educational institutions in accordance with the Federal State Educational Standard

Speech development:

goal, objectives, typical mistakes in the development of children's speech and overcoming them.

I was prompted to write this article by chance - on one of the popular “mom’s” sites I came across gross errors in explaining to parents the methods of speech development for preschoolers. And I realized that I definitely need to write an article for parents about the basics of speech development methods. It is necessary for mothers and fathers, grandparents to know what speech development in preschool children actually is.

,
why
does any family need this and what are
the effective ways of
speech games and activities with preschool children.

Who doesn’t write now about the development of children’s speech! It is very difficult for the average reader – a non-specialist – to understand all this confusion. For some reason, it is believed that it is enough to read articles on the Internet or books and retell them in order to declare oneself an “expert/consultant/specialist/trainer in the development of speech in preschool children” and begin teaching other adults how to develop the speech of children. But the theory and methodology of children’s speech development is a very deep, complex and versatile science that requires knowledge of psychological, psycholinguistic, physiological, and methodological foundations. And in order to advise and teach someone about the development of children’s speech, you need to know its basics and understand the system and patterns of a child’s speech development, as well as engage in daily practice of the speech development of many, very different kids. In this article, I will try, as a specialist and candidate of pedagogical sciences in this field, in simple, accessible language to “sort out” the confusion that exists on the Internet regarding the development of speech in children. I hope that as a result of reading this article, you will be able to correctly and effectively develop the speech of your children and will not make mistakes. You will also be able to navigate the literature and articles on children’s speech development.

What you will learn about in the article is not only my personal opinion, it is also the results of numerous scientific studies, as well as the results of my personal long-term work on the development of speech in children from a variety of families and social strata.

You will learn from this article:

Part 1 - “Hit the bull’s eye,” or about the main goal of developing the speech of children under seven years old and why all this is needed,

Part 2 - “Measure twice, cut once” or why you need to know the norms of children’s speech development,

Part 3 - “Wherever you go, you will find”, or the main directions of speech development and tasks,

Part 4 - “It’s hit or miss,” or effective and ineffective ways to develop children’s speech.

Speech development: how to and how not to develop speech in preschoolers

Part 1. Why do you need to develop speech and what is speech development? Or we determine the goal of speech development and “hit the bull’s eye”

Speech development: typical mistakes in understanding the goal.

To do anything effectively, we need to have a very precise idea of ​​the desired goal of our actions. Then we will be able to “hit the bull’s eye” and achieve it. What will happen as a result of our actions? What will the child or his speech be like?

If there is no precise understanding of the goal, then our actions will be very similar to shooting sparrows from cannons, and the goal will be difficult and almost impossible to achieve. The selection of ways to achieve it, that is, the selection of effective speech development techniques and the ability to distinguish them from ineffective ones, also depends on understanding the goal.

Therefore, at the beginning, let's look at the purpose of developing the speech of children in preschool age and the typical mistakes that are encountered in this very important issue.

What is speech development? Opinion 1 and error 1.

The most common mistake in speech development, which I encounter every day in my practice of communicating with parents and teachers, with my friends, is understanding speech development too narrowly - as the work of a speech therapist to identify impaired sounds in children. It is believed that if a child pronounces all sounds, then his speech is well developed and there is no need to develop anything, which is not at all true! Once I even heard from the teacher’s lips (I went with a friend to pick up her child in kindergarten and accidentally heard the teacher’s remark): “You know! It turns out that we also need to develop children’s speech, but we are not a speech therapy group.” This was said by the teacher of the senior group of a kindergarten in a large city (!!!), which showed me that even many teachers do not understand the purpose of their own work on the development of children’s speech and do not know why it is necessary. This means they have no results in this direction.

Let's separate these two concepts and these two lines - speech correction and speech development.

Line 1. Speech correction.

A speech therapist deals with speech correction, i.e. correction of speech disorders in children and adults. That is, a speech therapist conducts classes with children whose speech is already impaired and helps the child correct speech disorders. Moreover, speech disorders concern not only sounds, but also speech breathing, intonation, tempo and timbre of speech, as well as grammar, vocabulary, coherent speech, that is, all aspects of speech development. If a child does not have speech disorders, then he does not need speech therapy classes, but he does need speech development classes (see line 2).

Speech therapists conduct classes with the youngest children of early age with delayed speech development or mental retardation, as well as with older children - 3-7 years old, and even with schoolchildren, teenagers and adults. But the methods of teaching 2-year-olds and 5-year-olds or schoolchildren are different.

Line 2. Speech development and prevention of speech disorders.

With normal speech development, the child does not require speech therapy classes. But developing his speech is very necessary and important! This means that he needs classes and games not for speech correction, but for speech development. A lot can be done from the first days of a baby’s life to prevent him from developing speech disorders in the future. And so that he speaks freely, beautifully, accurately, expressively, correctly and without mistakes. This is the development of speech.

I specifically wrote it in simple everyday language without terms, so that the difference would be clear.

What is “speech development”? Opinion 2 and error 2.

Very often, the concept of “speech development” is narrowed in modern families, and in many centers of preparation for school and preschool education, only to prepare children for learning to read and write, or is considered even more narrowly - only as learning to read. That is, in this case, teachers and parents believe that the development of speech in preschoolers is teaching children to read and children’s good knowledge of letters. But quick reading and knowledge of such concepts as “word”, “syllable”, “hard consonant”, “soft consonant”, “vowel”, “sentence” is only a small, very narrow part of the holistic system of speech development in preschool age. And it cannot be “torn out” from this system. More on this below.

A case from my practice. Many years ago I held a parent meeting for my new group of kids. The children in my group at that time were three years old, some were four. The first thing parents asked me at the meeting was how quickly I could teach their children to read, and at what speed they would read by the end of the school year. They thought that since I was working on speech development, this meant that the main thing for me in teaching three-year-old children was reading. Then I asked one of the mothers: “Irina, when you got your prestigious job, did you go through a competitive interview?” “Of course,” Anechka’s mother answered. “Did you have your reading speed checked when applying for this job?” Anya’s mother laughed: “Of course not.” Then I asked those mothers and fathers who had their reading speed tested when applying for a job to raise their hands. Haven't checked with anyone :). I asked what was being tested, and what tests did they need to pass? It turned out that absolutely everyone, when applying for a job, was tested for their ability to navigate new situations, as well as in typical and non-standard situations, think independently, prove their opinion correctly, conduct a discussion, analyze information, not get lost in life situations, general level of development, ability cooperate with people and other life skills. “This is what is laid down in preschool childhood, and this is what I will teach your children,” I said then. – “And have your own thoughts, and express them accurately and clearly for your interlocutor, conduct a discussion, clearly formulate questions and answers to them, defend your opinion, navigate different life situations of verbal communication. And this is the development of speech in babies!” So what will be the most important thing in children’s lives – reading speed or these vital skills of verbal communication with people, the ability to express oneself, one’s thoughts and feelings, to feel one’s individuality? Every parent answers this question for himself. (Note: I do not deny reading, but I believe that it should not be an end in itself and the most important thing in teaching children)

At this meeting we resolved this issue in favor of vital communication skills. And we did it brilliantly! These children not only spoke well by the end of preschool age, they became my co-authors of many speech games and activities that you are now reading on the site. And we also wrote two very real books, published by the Karapuz publishing house in the series “Development of Speech and Verbal Communication” on interesting expressions of the Russian language (counting crows, scratching with your tongue, and others). Games with these children and the stories and tasks they invented formed the basis of my online course “Topsy-Turvy: Topsy-Turvy Speech Problems for the Development of Children’s Thinking, Creativity and Speech.”

What is “speech development”? Opinion 3 and error 3.

Another very common mistake that I encounter in letters from readers of the site is equating the development of speech with its appearance in a child. From this point of view, it turns out like this: as soon as the baby speaks, as soon as his first words appear, there is nothing left to develop, no development of speech is needed, because the child speaks, which means speech is there and developed! This is wrong. The first words are just the first stage in speech development. All the most interesting things await you ahead. And writing fairy tales and riddles, and getting to know poetry and other genres of children's literature and the ability to distinguish them from each other, and logical speech problems, and games with sounds, syllables, sentences, and retellings, and much more.

What is speech development? Opinion 4 and error 4.

Some people believe that the method of speech development is simply tongue twisters, counting rhymes, riddles, and simple proverbs. You need to use them with children in any order and more often, and everything will be fine.

Or there is an opinion that speech development is simply a child’s memorization and naming of different objects from pictures (memorizing and naming the names of cities, trees, flowers, animals, countries, body parts, birds, fish, etc.). And we need to make sure that the baby remembers more words - the names of objects, so his speech will be developed. This is wrong. Developed speech is much more than simply naming objects.

I encounter this error all the time on different sites on the Internet. For example, on one of the sites for mothers, the author wrote that for early childhood there is a developed method for speech development, everything is clear, there are well-planned Doman classes, but “for preschool age there is no method for speech development, it needs to be created.” This phrase brought a sincere smile to my face, and I laughed heartily and for a long time. After all, entire teams of talented scientists and practitioners for many decades in our country have created and are creating methods for the development of speech in children! Students learn this technique for several semesters, and it is considered one of the most difficult. And the method of speech development is not a mountain of chaotically selected rhymes, poems or tongue twisters and games - but these are specific stages of solving specific problems in their system. Well-founded, proven steps! Since each pure tongue twister or tongue twister or other technique does not exist on its own, but “fits” into the system of speech development, and fits not just like that, but into a specific direction and at a specific stage of children’s education. It is then that they will really “work” most effectively on the development of children’s speech. Otherwise, we use only 10-20% of their potential.

What happens when this error occurs? We get the so-called “learned helplessness” in the development of a child’s speech. It manifests itself in the fact that the child perfectly and quickly completes tasks that he was taught and which were often repeated. But he does not speak as a means of communication and knowledge in life and is lost in any unfamiliar situation. But mastery of speech as a means of communication is the main thing! As one mother, a reader of my site and a graduate of my course for parents, said: “I was proud that my daughter knew the names of all the capitals of the world, but she could not meet other children in the yard or talk to them, tell a fairy tale. And only now I realized that this was not the main thing!” I’ll say right away that after this mother changed her position in communicating with her child, there was a sharp impetus in the development of the baby’s speech. Now the girl already uses phraseological units in her speech and actively composes stories and fairy tales with her mother. And if this had not happened, she would have remained at the level of memorized words.

A case from my practice. Sasha is 4 years old. When monitoring speech development, I pay attention to the fact that the baby has a very low level of speech development and great difficulties with speech. He cannot retell “from the pictures and with my help even “Turnip”, several groups of sounds are disrupted, the boy gets confused in colors and shapes, cannot describe where the object is, cannot describe the toy even with my help, cannot continue the phrase, he finds words with difficulty, coordinates words with each other in sentences with errors, and has many grammatical errors in his speech. But to my amazement, he answers very accurately from the pictures and tells me all the prepositions (in, on, under, for, before, from under, because of). I ask Sasha’s mom what’s the matter and how does he know prepositions so well, because... I can't understand the reason. It turns out that for a whole year, every day, the mother memorized with her child pictures depicting various prepositions (a ball on the table, under the table, at the table, in front of the table, jumped out from behind the table, etc.). And in the end, Sasha remembered them all and knows how to reproduce and name them. It took a lot of time to do this activity - repeating pictures - daily speech exercises that the child dislikes in the evenings for a year!!! Did this give impetus to the development of Sasha’s speech? No. During this year of “training” the child only on knowledge of prepositions, very important other aspects of speech development were missed. “Training a child” to solve one problem never leads to good results in speech development. All prepositions could be learned very quickly and interestingly for the child with Sasha in exciting and fun speech games (you will find their detailed description in a series of my articles about games with prepositions). Were the mother’s heroic daily efforts to develop her son’s speech effective? No. But you could play speech games with joy and enthusiasm with your child and achieve better results instead of the painful repetition of the same pictures day after day!

Let’s now see how to avoid mistakes and develop children’s speech easily and joyfully without unnecessary “heroism.” And we will finally determine our true goal, what we will try for and what we want to get.

What actually is the method of speech development and the development of speech in children?

The methodology for developing children's speech answers the questions: 1) what to teach in the development of children's speech, 2) how to teach and 3) why and why to teach this way.

Moreover, the answers to these questions and recommendations in the methodology for developing children’s speech are also not taken “from the head,” but are determined from the practice of developing children’s speech and from experimental work with children. How does this happen? To test a certain method of speech development, the authors take several groups of children (the groups should be approximately the same in terms of the children’s development level). Further work is carried out with these groups of children on speech development, but they are taught in different ways in order to choose the most effective one. Next, the researchers look at the difference in the results obtained in children. Then the results are rechecked with other groups of children. And based on a comparison of the data obtained, a conclusion is made about which method of speech development in working with children is more effective and gives the best results. And it is this method that is recommended for everyone to use - both teachers and parents. This is how the theory and methodology of children’s speech development was created and is being created. And I, as a researcher of children’s speech, when developing my own methods of developing children’s speech and game-based communicative situations for speech classes with children, do the same thing - I make sure to check all the speech development techniques when working with children before recommending them to other people - teachers and parents.

The goal of speech development for children in preschool age

What exactly is the development of speech in preschool children? Speech development has as its goal

help the child master competent, beautiful, expressive oral speech in his native language, learn to accurately, vividly, figuratively convey HIS thoughts, feelings, impressions in speech (note - your own, i.e. do not memorize and repeat like a parrot what is said to an adult, but compose your opinion about the event and express it in speech, prove it, discuss it with others).

That is, a child’s well-developed oral speech should be: a) correct (that is, without errors), b) “good” in quality, that is, beautiful, imaginative, accurate, rich, expressive.

This is our goal for the development of speech in children in preschool age.

Nowadays there are more and more children who are considered geniuses in the family. They know huge passages from encyclopedias by heart. But any creative or problematic situation baffles them. They also don’t have beautiful creative expressive speech. That is, they do not have the base, the basis for the development of abilities and speech development.

A case from my practice. Vanya was developed very intensively in the family, since he was the only son and grandson in a family of professors. Vanya’s speech was also developed, but in a special way: they read excerpts from encyclopedias to the child and forced the boy to retell them. This was a daily task - Vanya’s lesson with her parents “on speech development”. The child retold this story, indeed, at the highest level for his age - of course, daily training in the family was producing results! The family believed that a good retelling was the main thing Vanya needed to succeed in school. But the child had obvious problems with verbal communication and creativity, as well as with initiative and curiosity. They were not encouraged in the family. One day I asked Vanya (he was 6 years old at that time): “Will your wooden boat float in the water?” And he answers me: “Grandfather hasn’t read about this to me yet. When he reads it, I’ll tell you what he said.” And there is no attempt by the child to even try to reason, generalize or practically test his version - to launch the boat into the water and draw his own conclusion about its “buoyancy” and its reasons. Such children cannot write a fairy tale, meet a peer in the yard, or come to an agreement with the children. Is their speech well developed? Can they express themselves? No. Alas, they only repeat other people’s memorized thoughts. The goal was not achieved, although the adults in the family invested a lot of effort, but, alas, in the wrong direction! Vanya is currently studying at school - he is an average student, without outstanding success and without the desire for knowledge. After all, what is important in school is not retelling, but the child’s ability to highlight the main thing in educational material, generalize, draw an independent conclusion, analyze, compare, and not repeat after an adult. The parents are disappointed and offended by Vanyushka. But I won’t envy Vanya - after all, the family themselves “drove” him into this “dead end” of development.

This is interesting:

When the method of speech development was just being created in Russia, it set an even more interesting and even higher-level task - to educate a child not just in correct expressive speech, but in an
individual speech style!
Pushkin, Lermontov, Gogol and other writers have an individual style of speech - we will never confuse the authors with each other, feeling their author's style. You can read more about this in the article “E.I. Tikheyev on the development of speech style in children" (the article was written almost 100 years ago, but what deep and very modern thoughts are in it! And how I want to go to these heights!).

Alas, in the modern situation there is no time for this task, because... Usually children do not “mature” to this level. We are already talking about the fact that almost every child has a disorder in speech development! But a huge number of these violations simply could not have happened if the child had been properly treated and communicated in the family and in the kindergarten!

So, with the goal and typical mistakes in determining the goal of speech development, as well as with what the methodology for speech development is, we have decided. The goal is high, interesting, very necessary for all of us in life, and the main thing for us is to start moving forward - to go towards it in small steps.

Now let's talk about indicative indicators of speech development - or about “norms” and monitoring of child development.

The purpose and objectives of children's speech development

The purpose and objectives of children's speech development

The main goal of work on speech development and teaching children their native language is the formation of oral speech and verbal communication skills with others based on mastering the literary language of their people.

For a long time, when characterizing the goal of speech development, such a requirement for a child’s speech as its correctness was especially emphasized. The task was “to teach children to speak their native language clearly and correctly, i.e. freely use the correct Russian language in communicating with each other and adults in various activities typical of preschool age.” (Solovyova O.I. Methods of speech development and teaching the native language in kindergarten. - M., 1960. - P. 19–20.)

This understanding is explained by the then generally accepted approach in linguistics to the culture of speech as its correctness. At the end of the 60s. In the concept of “speech culture,” two sides began to be distinguished: correctness and communicative expediency. But correct speech can be poor, with a limited vocabulary, with monotonous syntactic structures. The second is characterized as the optimal use of language in specific communication conditions. Signs of good speech are lexical richness, accuracy, and expressiveness.

Experimental studies and work experience indicate that by older preschool age children can master not only correct, but also good speech.

Consequently, in modern methods, the goal of the speech development of preschool children is the formation of not only correct, but also good oral speech, of course, taking into account their age characteristics and capabilities.

The general task of speech development consists of a number of private, special tasks. The basis for their identification is the analysis of forms of speech communication, the structure of language and its units, as well as the level of speech awareness. Research into speech development problems in recent years, conducted under the leadership of F. A. Sokhin, has made it possible to theoretically substantiate and formulate three aspects of the characteristics of speech development problems: structural (formation of different structural levels of the language system - phonetic, lexical, grammatical); functional, or communicative (formation of language skills in its communicative function, development of coherent speech, two forms of verbal communication - dialogue and monologue); cognitive, cognitive (formation of the ability to basic awareness of the phenomena of language and speech).

Let us visualize the identification of the tasks of children’s speech development.

Table

Let us briefly look at the characteristics of each task.

1. Vocabulary development.

Mastering vocabulary is the basis of children's speech development, since the word is the most important unit of language. The dictionary reflects the content of speech. Words denote objects and phenomena, their signs, qualities, properties and actions with them. Children learn the words necessary for their life and communication with others.

The main thing in the development of a child's vocabulary is mastering the meanings of words and their appropriate use in accordance with the context of the statement, with the situation in which communication takes place.

Vocabulary work in kindergarten is carried out on the basis of familiarization with the surrounding life.

2. Nurturing sound culture. It involves: the development of speech hearing, on the basis of which the perception and discrimination of phonological means of language occurs; teaching correct sound pronunciation; education of orthoepic correctness of speech; mastering the means of sound expressiveness of speech (tone of speech, timbre of voice, tempo, stress, voice strength, intonation); developing clear diction.

3. The formation of the grammatical structure of speech involves the formation of the morphological side of speech (changing words by gender, number, cases), methods of word formation and syntax (mastering different types of phrases and sentences). Without mastering grammar, verbal communication is impossible.

4. The development of coherent speech includes the development of dialogic and monologue speech.

a) Development of dialogic (conversational) speech. Dialogue speech is the main form of communication among preschool children. It is important to teach a child to conduct a dialogue, develop the ability to listen and understand speech addressed to him, enter into a conversation and support it, answer questions and ask himself, explain, use a variety of language means, and behave taking into account the communication situation.

b) The development of coherent monologue speech involves the formation of the skills to listen and understand coherent texts, retell, and construct independent statements of different types. These skills are formed on the basis of basic knowledge about the structure of the text and the types of connections within it.

5. The formation of an elementary awareness of the phenomena of language and speech ensures the preparation of children for learning to read and write.

“In the pre-school group, speech for the first time becomes a subject of study for children. The teacher develops in them an attitude towards oral speech as a linguistic reality; he leads them to the sound analysis of words.” Children are also taught to perform syllabic analysis of words and analysis of the verbal composition of sentences.

In accordance with the traditions of Russian methodology, another task is included in the range of tasks for speech development - familiarization with fiction, which is not speech in the proper sense of the word. Rather, it can be considered as a means of accomplishing all the tasks of developing a child’s speech and mastering language in its aesthetic function. The literary word has a huge impact on the education of the individual and is a source and means of enriching children’s speech. In the process of introducing children to fiction, the vocabulary is enriched, figurative speech, poetic ear, creative speech activity, aesthetic and moral concepts are developed. Therefore, the most important task of a kindergarten is to cultivate in children an interest and love for the artistic word.

The teacher’s knowledge of the content of the tasks is of great methodological importance, since the correct organization of work on speech development and teaching the native language depends on it.

2. Methodological principles of speech development

In relation to preschoolers, based on an analysis of research on the problems of speech development of children and the experience of kindergartens, we will highlight the following methodological principles of speech development and teaching their native language.

The principle of the relationship between sensory, mental and speech development of children. It is based on the understanding of speech as a verbal and mental activity, the formation and development of which is closely related to knowledge of the surrounding world. Speech is based on sensory representations, which form the basis of thinking, and develops in unity with thinking. Therefore, work on speech development cannot be separated from work aimed at developing sensory and mental processes. It is necessary to enrich the consciousness of children with ideas and concepts about the world around them; it is necessary to develop their speech on the basis of the development of the content side of thinking.

The principle of a communicative activity approach to speech development. This principle is based on the understanding of speech as an activity involving the use of language for communication. It follows from the goal of developing the speech of children in kindergarten - the development of speech as a means of communication and cognition - and indicates the practical orientation of the process of teaching their native language.

Its implementation involves the development of speech in children as a means of communication both in the process of communication (communication) and in various types of activities.

The principle of development of linguistic flair (“sense of language”). Linguistic flair is an unconscious mastery of the laws of language. In the process of repeated perception of speech and the use of similar forms in his own statements, the child forms analogies at a subconscious level, and then he learns patterns. Children begin to use forms of language more and more freely in relation to new material, to combine elements of language in accordance with its laws, although they are not aware of them (See Zhuikov S.F. Psychology of mastering grammar in the primary grades. - M., 1968. - S. .284.)

Here the ability to remember how words and phrases are traditionally used is manifested. And not only remember, but also use them in constantly changing situations of verbal communication.

The principle of forming elementary awareness of language phenomena. This principle is based on the fact that the basis of speech acquisition is not only imitation, imitation of adults, but also an unconscious generalization of language phenomena. A kind of internal system of rules of speech behavior is formed, which allows the child not only to repeat, but also to create new statements.

The principle of interconnection of work on various aspects of speech, the development of speech as a holistic formation. The implementation of this principle consists in constructing work in such a way that all levels of the language are mastered in their close interrelation. Mastering vocabulary, forming a grammatical system, developing speech perception and pronunciation skills, dialogic and monologue speech are separate, isolated for didactic purposes, but interconnected parts of one whole - the process of mastering the language system.

The principle of enriching the motivation of speech activity. The quality of speech and, ultimately, the measure of learning success depend on the motive, as the most important component in the structure of speech activity. Therefore, enriching the motives of children’s speech activity in the learning process is of great importance. In everyday communication, motives are determined by the child’s natural needs for impressions, active activity, recognition and support. During classes, the naturalness of communication often disappears, the natural communicativeness of speech is removed: the teacher invites the child to answer a question, retell a fairy tale, or repeat something. At the same time, it is not always taken into account whether he has a need to do this. Psychologists note that positive speech motivation increases the effectiveness of classes. Important tasks are the teacher’s creation of positive motivation for every action of the child in the learning process, as well as the organization of situations that create the need for communication. In this case, it is necessary to take into account the age characteristics of children, use a variety of techniques that are interesting for the child, stimulating their speech activity and promoting the development of creative speech skills.

The principle of ensuring active speech practice. This principle finds its expression in the fact that language is acquired in the process of its use and speech practice. Speech activity is one of the main conditions for the timely speech development of a child. Repeated use of linguistic means in changing conditions allows you to develop strong and flexible speech skills and master generalizations. Speech activity is not only speaking, but also listening and perceiving speech. Therefore, it is important to accustom children to actively perceive and understand the teacher’s speech. During classes, various factors should be used to ensure the speech activity of all children: an emotionally positive background; subject-subject communication; individually targeted techniques: extensive use of visual material, gaming techniques; change of activities; tasks related to personal experience, etc.

Following this principle obliges us to create conditions for extensive speech practice for all children in the classroom and in various types of activities.

4. Speech development tools

In the methodology, it is customary to highlight the following means of children’s speech development:

· communication between adults and children;

· cultural language environment, teacher’s speech;

· teaching native speech and language in the classroom;

· fiction;

· various types of art (fine, music, theater).

Let's briefly consider the role of each tool.

The most important means of speech development is communication. Communication is the interaction of two (or more) people aimed at coordinating and combining their efforts in order to establish relationships and achieve a common result (M. I. Lisina). Communication is a complex and multifaceted phenomenon of human life, which simultaneously acts as: a process of interaction between people; information process (exchange of information, activities, results, experience); a means and condition for the transfer and assimilation of social experience; the attitude of people towards each other; the process of mutual influence of people on each other; empathy and mutual understanding of people (B.F. Parygin, V.N. Panferov, B.F. Bodalev, A.A. Leontyev, etc.).

Speech, being a means of communication, appears at a certain stage in the development of communication. The formation of speech activity is a complex process of interaction between a child and people around him, carried out using material and linguistic means. Speech does not arise from the very nature of the child, but is formed in the process of his existence in the social environment. Its emergence and development are caused by the needs of communication, the needs of the child’s life. Contradictions that arise in communication lead to the emergence and development of the child’s linguistic ability, to his mastery of ever new means of communication and forms of speech. This happens thanks to the cooperation of the child with the adult, which is built taking into account the age characteristics and capabilities of the baby.

Analysis of children's behavior shows that the presence of an adult stimulates the use of speech; they begin to speak only in a communication situation and only at the request of an adult. Therefore, the technique recommends talking to children as much and as often as possible.

In preschool childhood, several forms of communication between children and adults consistently appear and change: situational-personal (direct-emotional), situational-business (subject-based), extra-situational-cognitive and extra-situational-personal (M. I. Lisina).

Speech communication in preschool age is carried out in different types of activities: in play, work, household, educational activities and acts as one of the sides of each type. Therefore, it is very important to be able to use any activity to develop speech. First of all, speech development occurs in the context of leading activity. In relation to young children, the leading activity is objective activity. Consequently, the focus of teachers should be on organizing communication with children during activities with objects.

In preschool age, play is of great importance in the speech development of children. Its character determines speech functions, content and means of communication. All types of play activities are used for speech development.

The teacher’s participation in children’s games, discussion of the concept and course of the game, drawing their attention to the word, a sample of concise and precise speech, conversations about past and future games have a positive effect on children’s speech.

Outdoor games influence the enrichment of vocabulary and the development of sound culture. Dramatization games contribute to the development of speech activity, taste and interest in artistic expression, expressiveness of speech, artistic speech activity.

Didactic and printed board games are used to solve all speech development problems. They consolidate and clarify vocabulary, the skills of quickly choosing the most suitable word, changing and forming words, practice composing coherent statements, and develop explanatory speech.

Communication in everyday life helps children learn the everyday vocabulary necessary for their life, develops dialogical speech, and fosters a culture of speech behavior.

Communication in the process of labor (everyday, in nature, manual) helps to enrich the content of children's ideas and speech, replenishes the dictionary with the names of tools and objects of labor, labor actions, qualities, and results of labor.

Communication with peers has a great influence on children’s speech, especially from 4–5 years of age. When communicating with peers, children more actively use speech skills. The greater variety of communicative tasks that arise in children’s business contacts creates the need for more diverse speech means. In joint activities, children talk about their plan of action, offer and ask for help, involve each other in interaction, and then coordinate it.

Thus, communication is the leading means of speech development. Its content and forms determine the content and level of children's speech.

However, an analysis of practice shows that not all educators know how to organize and use communication in the interests of children’s speech development. An authoritarian style of communication is widespread, in which instructions and orders from the teacher predominate. Such communication is formal in nature and devoid of personal meaning.

The means of speech development in a broad sense is the cultural language environment. Imitating the speech of adults is one of the mechanisms for mastering the native language. It should be borne in mind that by imitating those around them, children adopt not only all the subtleties of pronunciation, word usage, and phrase construction, but also those imperfections and errors that occur in their speech. Therefore, high demands are placed on the teacher’s speech: content and at the same time accuracy, logic; appropriate for the age of the children; lexical, phonetic, grammatical, orthoepic correctness; imagery; expressiveness, emotional richness, richness of intonation, leisurelyness, sufficient volume; knowledge and compliance with the rules of speech etiquette; correspondence between the teacher’s words and his deeds.

In the process of verbal communication with children, the teacher also uses non-verbal means (gestures, facial expressions, pantomimic movements). They perform important functions: they help to emotionally explain and remember the meaning of words.

One of the main means of speech development is training. This is a purposeful, systematic and planned process in which, under the guidance of a teacher, children master a certain range of speech skills and abilities.

The most important form of organizing speech and language teaching in the methodology is considered to be special classes in which certain tasks of children’s speech development are set and purposefully solved.

The need for this form of training is determined by a number of circumstances.

Without special training sessions, it is impossible to ensure the speech development of children at the proper level. In-class training allows you to complete the tasks of all sections of the program. There is not a single section of the program where there is no need to organize the entire group.

Classes help to overcome spontaneity, solve problems of speech development systematically, in a certain system and sequence.

Classes help realize the possibilities of speech development in preschool childhood, the most favorable period for language acquisition.

Team training increases the overall level of their development.

The peculiarity of many classes in the native language is the internal activity of children: one child tells, the others listen, outwardly they are passive, internally active (they follow the sequence of the story, empathize with the hero, are ready to complement, ask, etc.). Such activity is difficult for preschool children, since it requires voluntary attention and inhibition of the desire to speak out.

Types of classes in the native language.

Classes in the native language can be classified as follows: depending on the leading task, the main program content of the lesson:

· classes on the formation of a dictionary (inspection of the premises, familiarization with the properties and qualities of objects);

· classes on the formation of the grammatical structure of speech (didactic game “Guess what is missing” - the formation of plural nouns of the gender case);

· classes on developing the sound culture of speech (teaching correct sound pronunciation);

· classes on teaching coherent speech (conversations, all types of storytelling),

· classes on developing the ability to analyze speech (preparation for learning to read and write),

· classes on familiarization with fiction.

Depending on the use of visual material:

· classes in which objects of real life are used, observations of phenomena of reality (examination of objects, observations of animals and plants, excursions);

· classes using visual aids: with toys (looking at, talking about toys), pictures (conversations, storytelling, didactic games);

· activities of a verbal nature, without relying on clarity (general conversations, artistic reading and storytelling, retelling, word games).

Close to this is the classification according to didactic purposes (based on the type of school lessons) proposed by A. M. Borodich:

· classes on communicating new material;

· classes to consolidate knowledge, skills and abilities;

· classes on generalization and systematization of knowledge;

· final, or accounting and verification, classes;

· combined classes (mixed, combined).

Complex classes have become widespread. An integrated approach to solving speech problems, an organic combination of different tasks for the development of speech and thinking in one lesson are an important factor in increasing the effectiveness of learning. Complex classes take into account the peculiarities of children’s mastery of language as a unified system of heterogeneous linguistic units. Only the interconnection and interaction of different tasks lead to correct speech education, to the child’s awareness of certain aspects of language.

Combining tasks in a complex lesson can be carried out in different ways: coherent speech, vocabulary work, sound culture of speech; coherent speech, vocabulary work, grammatical structure of speech; coherent speech, sound culture of speech, grammatically correct speech.

Complex solution of speech problems leads to significant changes in the speech development of children. The methodology used in such classes ensures a high and average level of speech development for the majority of students, regardless of their individual abilities.

Integrative classes, built on the principle of combining several types of children's activities and different means of speech development, received a positive assessment in practice. As a rule, they use different types of art, the child’s independent speech activity, and integrate them according to a thematic principle. For example: 1) reading a story about birds, 2) group drawing of birds and 3) telling children stories based on the drawings.

Based on the number of participants, we can distinguish frontal classes, with the whole group (subgroup) and individual ones.

The structure of the lesson should be clear. It usually has three parts - introductory, main and final. In the introductory part, connections are established with past experience, the purpose of the lesson is communicated, and appropriate motives for upcoming activities are created, taking into account age. In the main part, the main objectives of the lesson are solved, various teaching techniques are used, and conditions are created for active speech activity of children. The final part should be short and emotional. Its goal is to consolidate and generalize the knowledge gained in the lesson. Artistic expression, listening to music, singing songs, round dancing and outdoor games, etc. are used here.

Fiction is the most important source and means of developing all aspects of children's speech and a unique means of education. It helps to feel the beauty of the native language and develops figurative speech. The development of speech in the process of familiarization with fiction occupies a large place in the general system of working with children. On the other hand, the impact of fiction on a child is determined not only by the content and form of the work, but also by the level of his speech development.

Fine arts, music, theater are also used for the benefit of children's speech development. The emotional impact of works of art stimulates language acquisition and creates a desire to share impressions. Methodological studies show the possibilities of the influence of music and fine arts on the development of speech. The importance of verbal interpretation of works and verbal explanations to children for the development of imagery and expressiveness of children's speech is emphasized.

Thus, various means are used to develop speech. The effectiveness of influencing children's speech depends on the correct choice of means of speech development and their relationship. In this case, a decisive role is played by taking into account the level of development of children’s speech skills and abilities, as well as the nature of the language material, its content and the degree of proximity to children’s experience.

5. Methods and techniques for speech development

The method of speech development is defined as a way of activity of the teacher and children, ensuring the formation of speech skills and abilities.

Methods and techniques can be characterized from different points of view (depending on the means used, the nature of the cognitive and speech activity of children, the section of speech work).

Generally accepted in the methodology (as in preschool didactics in general) is the classification of methods according to the means used: visualization, speech or practical action. There are three groups of methods - visual, verbal and practical. This division is very arbitrary, since there is no sharp boundary between them. Visual methods are accompanied by words, and verbal methods use visual techniques. Practical methods are also associated with both words and visual material. The classification of some methods and techniques as visual, others as verbal or practical depends on the predominance of visibility, words or actions as the source and basis of the statement.

Visual methods are used more often in kindergarten. Both direct and indirect methods are used. The direct method includes the observation method and its varieties: excursions, inspections of the premises, examination of natural objects.

Indirect methods are based on the use of visual clarity. This is looking at toys, paintings, photographs, describing paintings and toys, telling stories about toys and paintings. They are used to consolidate knowledge, vocabulary, develop the generalizing function of words, and teach coherent speech. Indirect methods can also be used to get acquainted with objects and phenomena that cannot be encountered directly.

Verbal methods are used less frequently in kindergarten: reading and storytelling of works of art, memorization, retelling, general conversation, storytelling without relying on visual material. All verbal methods use visual techniques: showing objects, toys, paintings, looking at illustrations, since the age characteristics of young children and the nature of the word itself require visualization.

Practical methods are aimed at using speech skills and abilities and improving them. Practical methods include various didactic games, dramatization games, dramatizations, didactic exercises, plastic sketches, and round dance games. They are used to solve all speech problems.

Depending on the nature of children’s speech activity, reproductive and productive methods can be roughly distinguished.

Reproductive methods are based on reproducing speech material and ready-made samples. In kindergarten, they are used mainly in vocabulary work, in the work of educating the sound culture of speech, and less in the formation of grammatical skills and coherent speech. Reproductive methods can conditionally include methods of observation and its varieties, looking at pictures, reading fiction, retelling, memorizing, games-dramatization of the content of literary works, many didactic games, i.e. all those methods in which children master words and the laws of their combination, phraseological phrases, some grammatical phenomena, for example, the management of many words, master by imitation of sound pronunciation, retell close to the text, copy the teacher’s story.

Productive methods involve children constructing their own coherent utterances, when the child does not simply reproduce the language units known to him, but selects and combines them in a new way each time, adapting to the communication situation. This is the creative nature of speech activity. From this it is obvious that productive methods are used in teaching coherent speech. These include generalizing conversation, storytelling, retelling with text restructuring, didactic games for the development of coherent speech, modeling method, creative tasks.

Depending on the task of speech development, methods of vocabulary work, methods of educating the sound culture of speech, etc. are distinguished.

Methodological techniques for developing speech are traditionally divided into three main groups: verbal, visual and playful.

Verbal techniques are widely used. These include speech pattern, repeated speaking, explanation, instructions, assessment of children's speech, question.

A speech model is a teacher’s correct, pre-thought-out speech activity, intended for children to imitate and guide them. The sample must be accessible in content and form. It is pronounced clearly, loudly and slowly. Since the model is given for imitation, it is presented before the children begin their speech activity. But sometimes, especially in older groups, a model can be used after children’s speech, but it will not serve for imitation, but for comparison and correction.

Repeated pronunciation is the deliberate, repeated repetition of the same speech element (sound, word, phrase) with the aim of memorizing it. In practice, different repetition options are used: behind the teacher, behind other children, joint repetition of the teacher and children, choral repetition. It is important that repetition is not forced, mechanical, but is offered to children in the context of activities that are interesting to them.

Explanation - revealing the essence of certain phenomena or methods of action. Widely used to reveal the meanings of words, to explain the rules and actions in didactic games, as well as in the process of observing and examining objects.

Directions – explaining to children the method of action to achieve a certain result. There are instructional, organizational and disciplinary instructions.

Assessment of child speech is a motivated judgment about a child’s speech utterance, characterizing the quality of speech activity. The assessment should not only be of a stating nature, but also educational. The assessment is given so that all children can focus on it in their statements. Assessment has a great emotional impact on children.

A question is a verbal address that requires an answer. Questions are divided into main and auxiliary. The main ones can be ascertaining (reproductive) - “who? What? Which? which? Where? How? Where?" and search, requiring the establishment of connections and relationships between phenomena - “why? For what? how are they similar? Auxiliary questions can be leading and suggestive.

Visual techniques - showing illustrative material, showing the position of the organs of articulation when teaching correct sound pronunciation.

Game techniques can be verbal and visual. They arouse the child’s interest in activities, enrich the motives of speech, create a positive emotional background of the learning process and thereby increase children’s speech activity and the effectiveness of classes. Gaming techniques meet the age characteristics of children and therefore occupy an important place in native language classes in kindergarten.

In preschool pedagogy, there are other classifications of teaching methods. Thus, depending on their role in the learning process, direct and indirect methods are distinguished. All of the above verbal techniques can be called direct, and a reminder, remark, remark, hint, advice - indirect.

In the real pedagogical process, techniques are used comprehensively. So, in a generalizing conversation, various types of questions, showing objects, toys, paintings, playing techniques, artistic expression, evaluation, and instructions can be used. The teacher uses different techniques depending on the task, the content of the lesson, the level of preparedness of the children, their age and individual characteristics.

Questions

1. How did the methodology change the understanding of the goals and objectives of children’s speech development?

2. On what basis are the tasks of children’s speech development identified?

3. What are the features of the tasks of familiarization with fiction and preparation for literacy training? How are they related to the tasks of children’s speech development?

4. What tasks of speech development are leading in different age groups?

5. What are the teaching principles? How are they related to general didactic principles? How do teaching principles determine the content, means and methods of speech development? Give examples.

6. Define the speech development program.

7. What is the scientific basis of the speech development program for preschoolers?

8. Why is communication the main means of children’s speech development?

9. Under what conditions does communication become a means of developing children’s speech?

10. What role does a child’s communication with peers and children of other ages play in the development of speech compared to communication with adults?

11. Why is speech training necessary in special classes in a preschool?

12. What are the uniqueness and features of speech development classes in different age groups?

13. How is the relationship between various means of speech development manifested in the holistic pedagogical process?

14. Why is it necessary to characterize methods of speech development from the point of view of the nature of children’s speech activity? Why are productive methods needed?

Part 2. Who came up with the standards for children’s speech development and why you need to know them.

Speech development is a process that a child goes through a number of stages. And there are indicative indicators of a child’s speech development at each age period. All standards for children’s speech development that exist in our country are the result of serious, long-term and in-depth scientific research into child development.

Of course, all children are very individual! But a lag in development of 2-3 periods is already an alarm signal that requires contacting specialists. And if help is provided to the child on time, then everything will be fine. But if you ignore the delay in the development of your child’s speech, then there may be problems at school - great difficulties in writing and in learning in general. The development of speech is closely related to the development of thinking, with communication with peers, so it is very important that the child does not experience problems. And if there are problems, so that they are resolved in a timely manner.

I’ll tell you a little about the approximate indicators in the development of speech in children. You will find a detailed description of them in the article on the development of young children.

A little about the baby’s vocabulary and approximate indicators in his development.

Just today I received a comment on my website: “Ha ha ha. 200-300 words by 2-3 years!” (subtext is unreal!) But this is the modern minimum - the standard for speech development. The reader laughs at these numbers, because... Indeed, many children do not speak at all now at 2-2.5 years old. And she thinks it's normal! But these numbers are not random! This is the minimum, not the maximum! Let's see what the maximum is and what children at 2-3 years old can really do.

To do this, let's go back to our story. 1965 This is 49 years ago. This year, the book “Development and Education of the Child from Birth to Three Years” was published, edited by the remarkable scientist - classic, researcher of early child development N.M. Shchelovanova. I quote from this book:

“In the third year of life, the child’s speech continues to develop rapidly. His vocabulary is growing every day. Over the course of a year, it increases 3-4 times, reaching 1300-1500 words (my note - let’s compare these figures for the number of words in a child’s dictionary by the age of three!). The child, as if on the fly, catches and repeats not only new words, but now entire turns of speech, and easily remembers poems, songs, fairy tales, although he does not understand everything that he grasps so quickly... As has been said more than once , the level of speech development depends on upbringing. The main means of developing the speech of a 2-3 year old child, as well as a younger one, is his communication with adults and the speech of adults.” This was written when I and many of you – my dear readers – were not yet in this world. Pay attention to the number - 1300-1500 words!!! Not 300, but five times more!!!

When I read these old lines about two-year-old children, I involuntarily compare the two-year-olds of 1965 and modern, even non-speaking children. And this despite the fact that we are all intensively engaged in “early development” from the cradle, buying expensive toys, taking them to centers from almost six months and paying quite a lot of money for it. But children lag behind their peers in previous years in speech development! And they lag behind in basic indicators! And after all, speech - all specialists know this - is a mirror of the child’s overall development, which reflects all his achievements and problems. Why is this “mirror” showing us such sad results now? Maybe we lost something very important or missed it in the race for the unimportant and set other goals for speech development?

Yes! This is true!

And when this important thing is revived again, speech problems go away! When we start:

- correctly use lullabies, nursery rhymes, pesters, roll calls from the cradle,

- listen and look closely at your baby and follow him, and not try to impose your ideas and ideas on him,

- conduct communication taking into account the form of communication with the child characteristic of a given age,

- when we, in the course of ordinary affairs, attract the child’s attention to the word and expression of his thoughts and feelings,

- when we try not to speak ourselves, but to create situations for the baby to actively speak -

then children change after us and there is a sharp leap in the development of children’s speech! How sometimes you want children to change on their own. This is unrealistic. When we, adults, change, our children and their speech change after us!

This has already been proven by many mothers with children who have completed my online course for parents “Development of language and communication abilities of children from birth to seven years.” The silent children not only began to speak in this course last fall, but now - a year later - they began to speak better than their peers! This result is not a “magic pill”, it is the spiritual work of parents, but the work is very grateful, joyful, creative and interesting! And yet, this is the result of these mothers and fathers’ understanding of the patterns of speech development. And when you understand not only “what and how to do,” but also “why and why exactly to do this,” then a creative spring awakens inside, everything becomes clear and understandable, fits into the system. And there is no need for extra “developmental” courses and toys. Since there is already an understanding of what a child really needs for development and what not.

You will find a small “cheat sheet” on the development of children’s speech in the course of everyday life in the article “20 ideas for developing children’s speech for busy mothers.” And if you want to learn this and find out all the details, welcome to my course. Sign up and receive information about recruiting a new group in the mailing list. I do not advertise the course, since the number of people willing to study on it is always greater than the number of places in the group of the course, which comes with my individual support for each participant and her baby.

Why is it so important to know the standards of speech development? Or about monitoring the speech development of children.

Are standards necessary and do we need to know them if all children have individual developmental characteristics? Yes need. Although very often I read online in mom’s forums that “there are old farts - they came up with standards, they fit everyone into one size fits all.” Of course, this is written by those who know nothing about standards - indicative indicators of the development of children. Or those who prefer not to solve the problems of their baby’s speech development, but to hide their head in the sand like an ostrich - this is not the best tactic. Any problem in the development of a child’s speech can be solved if it is solved and you contact specialists in a timely manner!

“Tentative” – they are called that for a reason. They are like a guideline for us - a lighthouse on our journey through the sea of ​​child development. And we need to notice this beacon and understand what it is signaling to us.

Why is it important and necessary to know them? To track the dynamics of your baby's development. So that if you suddenly have problems, you can immediately notice them, contact a specialist - a doctor or speech therapist, and not waste precious time. To not just watch, but to see your baby - what is constantly changing in him, what new things he is learning, what he needs help with, where he is especially strong, and where he is not yet succeeding and needs to be supported with additional games and exercises.

This is important to know:

When monitoring the development of a child’s speech, it is important not even how much he can now, but
the dynamics
in his development.
And it is important to see that the baby is learning new things, that all the time his development is moving forward
. But if there is no such movement, then there is reason to think. Two reasons may contribute to developmental delay:

A) either we – adults – have “behind” the child and are giving him old tasks that he has long outgrown. And it’s time to give him more complex tasks of verbal communication according to his age

For example, we understand the baby at a glance, we can immediately guess what he will need and what he wants. Why then does the child need to speak? She simply is not needed in his life! No speech! This is one of the reasons that a child’s speech does not appear on time - and a very common reason, which, fortunately, is easy to overcome and correct, and the baby will soon speak.

B) Or there are problems in the child’s development and it is worth consulting with specialists.

I will give examples of the importance of parents and teachers knowing development standards.

Example 1. Baby talk.

All children begin to babble, even the deaf! Moreover, they begin to babble at approximately the same time. And this applies to children of different nationalities and from different social classes. Surprisingly, this is a scientifically proven fact! One gets the impression that babbling appears and develops on its own, and the child babbles “for himself.” But what is important to know: in deaf children, babbling gradually fades away (by the way, babbling also fades away in another case - if the mother does not communicate with the baby, for example, if the baby is in the orphanage). In deaf babies, babbling does not become more complicated (there are certain stages of babbling complexity in the normal development of a child, which are described in the section “Baby development from birth to one year”).

Therefore if:

A) the child does not babble (and he, for example, is already 10 months old),

B) babbling has appeared, but does not become more complex, but remains at the same level,

B) babbling appeared and then began to fade

– then you need to immediately contact specialists.

Example 2. Child’s food and… speech development.

In the “standards”, that is, in the approximate indicators of child development, the approximate age is given when we begin to accustom the baby to solid food. It would seem, what difference does it make when to start giving your child solid food? It turns out that this is very important! I know friends who ignored solid food until they were 3 years old, and processed all their son’s food in a blender (there were no medical indications for this, the mother just wanted it that way - she thought it would be better for the baby’s digestion). The result is that the child has huge problems with articulation and speaks very poorly!

Let's look at why solid food is so important and how it affects speech.

If a baby after a year or even after 2 - 2.5 years eats only pureed food, then it will be difficult for him to start speaking well. Why? Because speaking requires the ability to control the muscles in the mouth and the ability to control breathing. And chewing solid food is not just about nourishing the body and eating, but also about developing the ability to coordinate muscle work. Food for the little ones is a kind of “articulation gymnastics”, which is “carried out” 3-4 times a day (the number of times the child chews solid food, the number of times he trains his muscles, that is, he did such “gymnastics”). Need to know this? Yes! And on time, start giving your child crackers, fruit, cookies, dried fruit. And also provide cocktail straws to drink juice from or play with them - blowing bubbles. This is also useful for muscle development.

That is why the norms for the development of a child’s speech are not just written words, they contain very deep factors and patterns of the child’s development. But these patterns and factors are not immediately visible at a glance if you look at the norms superficially! They still need to be seen and understood. I'm glad we got to take a deeper look today! I will continue to reveal some secrets of child development that are familiar to professionals. And if you want to know such secrets, write :-), I will tell you on the website and in my courses. And I already tell you a lot in the course I wrote about above. There is an idea to create a creative workshop - a workshop on communicating such secrets and jointly composing - inventing family speech leisure and activities. Therefore, I will be glad to know your wishes and interests. Write in the comments!

Tasks of speech development of preschool children according to the Federal State Educational Standard

• mastering speech for communication and culture, enriching active vocabulary, developing monologue and dialogue speech in children;
• studying children's literature;
• development of phonemic hearing and intonation culture of speech;
• correction of sound pronunciation.

Speech development in kindergarten

Issues of professional competence of educators and specialists in new conditions

All these tasks fall on the main performer - the educator. And for the successful implementation of these tasks, the teacher must meet professional competencies. A professional in his field strives for constant improvement and obtaining new practical and theoretical knowledge.

Modern requirements for the professionalism of a preschool teacher combine readiness for systematic professional development and specific personality traits of the teacher himself. Self-education also plays an important role.

Educator in new conditions

A person who can qualitatively raise and develop a child, in accordance with modern requirements, must love children, know their age characteristics, and be able to adequately assess the character and abilities of each pupil. Children's age is sensitive to any education that is applied to them while communicating with other people.

Creating a developmental environment for preschoolers

The development of speech in preschool children according to the Federal State Educational Standard is closely related to the environment where the child lives. According to the pyramid of needs, one of the key needs is security. This means that children should feel protected and confident in their developmental environment. Also, the environment must correspond to age-related psychological characteristics. The fullness of the space for the optimal development of the child will be rational and takes into account the interests and inclinations of children of different ages.

Thus, for a full-fledged educational process, the group should include not only an area for cognitive-speech development, but also a social-personal and artistic-aesthetic area. The children's group to which the pupil comes should in itself be conducive to development and interest.

Children's group according to Federal State Educational Standards

If we talk specifically about the corner of speech development, then the following content can be prepared for it:

Analysis of a frontal lesson with a speech therapist at a preschool educational institution

Junior preschool age:

• sensory material for fine motor skills (pebbles, various fabric textures, bags of cereals, pyramids and sorters, mosaics and construction sets, lacing);
• business board with locks, keys, bills, latches and switches;

For different ages (junior, middle, senior, preparatory):

• objects for the formation of speech breathing (disposable cocktail straws, breezes, balloons);

Senior and preparatory preschool age:

• alphabet or primer;
• various cards depicting letters, syllables;
• puppet show;
• various didactic materials with images of the seasons, professions, animals and plants.

The speech development of preschool children according to the Federal State Educational Standard also implies the presence of a literary center in each group. This includes books of different formats:

• music books;
• hardcover books;
• panoramic and folding books;
• books with story pictures;
• fairy tales, poems, thematic works and others.

Note! The fullness of the speech corner in kindergarten again depends on the competence and professionalism of the teachers.

New standards of educational activities according to the Federal State Educational Standard

Today, the Federal State Educational Standard adds new standards in educational activities. Already from elementary school, the tasks of educational work are the development of communication skills, socialization and the formation of analytical and synthetic abilities. In educational areas, project activities are being actively introduced, the product of which is the defense of one’s project. Thus, we can once again note the importance of intensive improvement of speech skills already in a preschool educational institution.

A necessary condition for the holistic development of a preschooler’s personality is interaction in which the family and educational institution take part. The birth of a child is undoubtedly the most important event in everyone's life. Therefore, a child’s education is an area in which the parent plays the most important role. In order for a family to become a teacher’s assistant, forms of work such as joint classes, family holidays, meetings, and others are necessary.

New aspects of speech development of preschool children in the context of the requirements of the Federal State Educational Standard for Education

Already from elementary school, educational psychologists and reading and writing teachers are actively diagnosing dyslexia and dysgraphia in primary schoolchildren. Research confirms that these disorders arise not only as a result of birth injuries, but also in the process of pedagogical neglect in kindergarten. Therefore, the Federal State Educational Standard for Preschool Education dictates new aspects of speech development in preschool children.

Approaches to organizing work with children

Among the approaches to organizing work on the speech development of preschool children according to the Federal State Educational Standard, both group and individual forms of training are actively practiced. The teacher organizes the work in such a way that children perceive as much as possible the speech of others: both elders and peers. This creates a natural environment for the emergence of new emotions and impressions that are conducive to cognition and learning.

The main signs of speech underdevelopment in a preschooler

Organization of work on speech development in a special preschool institution

CONTENT

1. Objectives and content of work on speech development in a special preschool institution. 3

2. Forms and means of organizing work on speech development. 6

3. Features of organizing work on speech development in different age groups 7

References.. 11

1. Objectives and content of work on speech development in a special preschool institution

The significance of a preschool institution as a leading social institution in a child’s life is very clearly reflected in the statement of K.N. Ventzel: “A kindergarten should be looked at not as preparation for school, but as an educational institution that allows children to experience childhood within the limits age, which is covered by kindergarten, in the fullness of its life demands and its inherent tasks and aspirations.” A preschool educational institution is the first and most responsible link in the general education system. Mastery of the native language is one of the most important acquisitions of a child in preschool childhood. It is preschool childhood that is especially sensitive to speech acquisition. Therefore, the process of speech development is considered in modern preschool education as the general basis for raising and educating children. Domestic psychologists and teachers (L.S. Vygotsky, A.N. Leontiev, T.A. Markova, A.P. Usova, E.A. Flerina and others) showed that the so-called higher, specifically human mental functions (logical thinking, voluntary attention, creative imagination) are carried out with the help of the social ways of cognition and transformation of reality acquired by the child, and, consequently, their very structure has a social origin, formed during life under the influence of training and upbringing. The enormous potential possibilities hidden in the nature of every child do not manifest themselves, but require educational influence for their realization.

The most important condition for full mental development is the child’s timely and correct mastery of speech. The program content of teaching the native language in a preschool institution is based on the formation in children of language generalizations, an elementary awareness of the phenomena of language and speech, interest in different aspects of linguistic reality, and speech self-control, which gives the process of the child’s speech development a creative character. In a preschool institution, the development of children's speech is carried out by teachers in different types of activities: exercises are conducted, the purpose of which is to develop the sound side of speech and enrich the children's vocabulary; Games and exercises are conducted to develop the grammatical structure of speech and coherent speech.

Teachers use the opportunity to correctly and clearly name an object, parts of an object, characterize its features and qualities in different types of activities (on a walk, in a group, during various routine processes, in a game). At the same time, teachers clearly formulate the task and accurately pose questions. This allows you to maintain the relationship between understanding and using words, which in turn improves children’s ability to accurately and completely express thoughts and increases the effectiveness of verbal communication.

In order to maximize children’s speech, teachers conduct classes and games-activities, the purpose of which is to involve children in a conversation on a certain topic and allow them to express their thoughts on a number of questions posed by an adult. In educational games, children take on certain roles, but do not play them, but pronounce them. Teachers strive to realize such qualities of speech as accuracy, correctness, coherence, and expressiveness. They pay special attention to the development of children’s understanding of speech by practicing following verbal instructions. Children show great interest in the way they speak: “... the child is not alien to curiosity in relation to the physiology of pronunciation. He wonders which organs are involved in pronunciation, and is even ready to experiment in this direction” (Gvozdev A.N.).

Teachers are active participants and organizers of verbal communication between older children. They invite the child to tell other children about his news, attract children’s attention to the questions and statements of other children, encouraging them to answer them and speak out. In a conversation with a child, teachers pay attention to the content and form of the message and delicately correct grammatical errors. In their free time from classes, teachers work individually with the child, developing that aspect of speech development that causes difficulties for the child. Educators provide children with the opportunity to talk about what they saw during a walk, on the way to kindergarten, using questions of motivation, observation, and actively respond to the manifestation of word creation, the child’s play with words, because this allows you to develop figurative speech.

Teachers try to give children examples of correct literary speech, they try to ensure that the speech is clear, clear, colorful, complete, grammatically correct, expressive, and concise. Include various examples of speech etiquette in speech. “Speak to children slowly, in an accessible, understandable language, avoiding difficult, incomprehensible expressions, but in an impeccably correct and literary language, without at all imitating the sweet, but always incorrect manner of children’s speech” (E.I. Tikheeva). Through cultivating an interest in linguistic wealth, through developing the ability to use a wide variety of expressive means in their speech, children’s speech becomes figurative, spontaneous and lively. This problem is solved through theatrical, musical, educational and other types of activities in a complex. In this direction, circles operate in preschool institutions, the purpose of which is to activate the child’s verbal creativity, as an important indicator of speech development. Speech training in a preschool institution takes place in two forms: in free speech communication and in special classes. Objectives of work on speech development in a special preschool institution:

1. Elimination of defects in sound pronunciation (education of articulatory skills, sound pronunciation, syllabic structure) and development of phonemic hearing (the ability to carry out operations of discrimination and recognition of phonemes that make up the sound shell of a word).

2. Development of sound analysis skills (special mental actions to differentiate phonemes and establish the sound structure of a word)

3. Clarification, expansion and enrichment of the vocabulary of preschoolers with ODD.

4. Formation of the grammatical structure of speech.

5. Development of coherent speech in older preschoolers.

6. Development of communication skills, success in communication.

The effectiveness of correctional and educational work is determined by the clear organization of children during their stay in kindergarten, the correct distribution of the load during the day, coordination and continuity in the work of all subjects of the correctional process: speech therapist, parent and teacher. Determining priority areas and establishing successive connections in the correctional activities of participants in the educational process, taking into account the structure of children’s defects

Forms and means of organizing work on speech development

Speech therapist: frontal (subgroup) correctional classes, individual correctional classes. Educator:

· frontal, subgroup classes on speech development using didactic games and exercises for the development of all components of speech;

· excursions, observations, experimental activities;

· Conversations, familiarization with works of fiction.

Musical director: musical and rhythmic games; exercises for the development of auditory perception, motor memory; sketches for the development of expressive facial expressions and gestures; dramatization games. Fine Arts Specialist:

· games, exercises for the perception of color and shape;

· exercises for the development of auditory perception, motor memory;

· commenting on your activities (saying out loud the next action);

· discussion of the characteristic features and proportions of objects and phenomena.

PHYSICAL specialist: games and exercises for the development of general and fine motor skills; exercises to develop correct physiological breathing and phonation exhalation; outdoor, sports games with speech accompaniment to consolidate the skills of correct pronunciation of sounds; games to develop spatial orientation. Parents:

· games and exercises to develop a child’s articulatory motor skills;

· control over the completion of tasks and the child’s pronunciation;

· following the recommendations of the speech therapist.

3. Features of organizing work on speech development in different age groups

a) early age: development of auditory attention and perception of addressed speech; presence of impressive and expressive speech; compliance of vocabulary with age standards;

b) younger age: development of auditory attention and perception of addressed speech; development of fine and gross motor skills; development of the articulatory apparatus and speech breathing; level of sound pronunciation appropriate for age; compliance of vocabulary with age standards; use of grammatical categories in accordance with program requirements; formation of prerequisites for coherent speech.

c) middle age: state of speech attention and phonemic perception; development of motor functions of the hand; readiness of the articulatory apparatus to pronounce all speech sounds; level of sound pronunciation appropriate for age; features of vocabulary; compliance of the grammatical structure of speech with age standards; development of dialogical speech; developing communication skills with adults and peers.

d) older age: level of sound pronunciation corresponding to age; state of phonetic-phonemic perception (differentiation of speech sounds); development of fine and gross motor skills, preparing the hand for writing; understanding of various speech structures and grammatical forms, the state of an active vocabulary; formation of word formation and inflection skills, overcoming agrammatisms; developing skills in mastering monologue and dialogic speech; state of sound analysis and synthesis of words; development of communication skills and speech culture; development of higher mental processes: memory, attention, imagination, thinking

The formation of a person’s personality largely depends on pedagogical influence, on how early it begins to be provided. Therefore, preschool institutions in our country are included in the public education system and are an important link in which the foundation for personal development is laid.

In kindergarten, the mental, moral and aesthetic education of children is carried out in the process of speech development. The content of teaching speech to children of early and preschool age, the organization and basic methods of work are determined by the “Education Program in Kindergarten”.

The content of speech acquired by a child of early and preschool age, as is known, is the surrounding reality reflected in his consciousness, perceived by his senses: himself, parts of his body, close people, the room where he lives, the interior of the kindergarten where he is brought up , courtyard, park, nearby streets, city, human labor processes, nature - inanimate and living. The content of the speech development of older preschoolers also includes ethical concepts associated with the concept of duty in relation to surrounding people, nature, ideas about the phenomena of social life, and holidays. Therefore, the “Kindergarten Education Program” combines work on speech development with work on familiarizing children with the environment, as well as with fiction, and defines the farms of this work. The program names two main forms of speech training: the first is work on developing children’s speech in free communication with the teacher, with all other kindergarten workers, and in children’s communication with each other; the second is special classes on speech development.

Free verbal communication of a child in kindergarten occurs: a) in everyday life (morning, evening toilet, eating, etc.); b) during walks; c) during games; d) when getting acquainted with the environment (social life and nature in all seasons); e) in the process of labor (household, manual, labor in nature); f) during holidays and entertainment; g) during non-verbal classes: on the formation of elementary mathematical concepts, drawing, modeling, design, physical education, music.

Special classes on speech development are introduced starting from the first junior group. Their goal is to promote the child’s acquisition of speech both as a means of communication and cognition, and as a means of regulating his own behavior. In classes, he learns to correlate his speech actions with the model shown by the teacher and with his words (what to do? and how to do it?); learns to perform educational activities together with other children: listen to explanations, stories, music together, watch pictures and filmstrips together; learns to talk, take part in didactic games, sing together; gets used to focusing attention on a specific object, holding back, speaking in turns. In classes, children gain new knowledge (along with new words and grammatical forms denoting relationships between phenomena of reality), learn to carry out academic work in accordance with given verbal instructions, and learn to evaluate their work. In class they are taught to be disciplined.

In the program, the content of special classes on speech development for each age group is given in the sections: “Acquaintance with the environment and speech development”, “Acquaintance with nature and speech development”, “Speech development”, “Fiction”, “Native language”.

In classes on familiarization with the environment and nature, observed objects and phenomena, their actions, signs, relationships constitute the objects of study, and the teacher’s speech, naming what children see, is the main source of enrichment of their vocabulary, a kind of stimulator for the development of speech - dialogical and monological .

In classes on familiarization with fiction, the main source of speech enrichment is the text of the literary work, which the teacher reads or tells to the children, and an additional source remains the speech of the teacher himself, commenting on the text.

The classes designated in the “Kindergarten Education Program” as “Speech Development” are aimed at helping children “notice” their own speech, treat it as an objectively existing phenomenon and gradually learn to evaluate its quality.

In classes called “Native Language” and conducted only in the preparatory group for school, the rudiments of literacy are given.

Bibliography

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