Where to start
The result of insufficient attention from adults to working on a child’s speech is a delay in its development, which, in turn, negatively affects the formation of memory, perception, thinking, imagination, and the sensory sphere. In a word, speech is a skill that affects the quality of a person’s entire life. That is why work on its development must begin as early as possible.
With regular communication with the baby, already in the first weeks of life, he begins to develop the ability to listen to the sounds of speech and focus attention on them. During this period, the baby is already able to distinguish human speech from the general stream of sounds surrounding him.
The ability to distinguish the intonation with which an adult addresses the baby and respond to it accordingly is the next step in the work when speech is formed. This skill is observed in most babies by four to five months. Further work on the development of speech skills in infants is aimed at the ability to understand the meaning of words, short phrases and respond correctly to them.
Organization of special classes
Speech is a complex skill, the full development of which requires specially organized training for children. That is why most of the time in children's education and development programs in schools and kindergartens is devoted to the issue of speech development.
In special classes in kindergarten and school lessons, it is recommended to include the following types of work:
- enrichment of the child’s passive and active vocabulary;
- development of dialogic and monologue speech;
- familiarization with works of fiction created by masters of words;
- learning by heart;
- retelling
The result of systematic work should be the child’s ability to describe the subject in detail, outline the course of certain events, and conduct basic reasoning with evidence.
Tips for conducting classes aimed at developing speech
At first glance, the recommendations below seem very simple. But experience suggests that following them gives effective results. Parents and teachers should:
- talk to your baby as much as possible;
- repeat the same technique several times during the day;
- address the baby more often with words of affection and show your friendly attitude.
All actions performed at the moment of communication with a child must be performed against the background of sounding speech, that is, the adult pronounces what he is doing and why.
An adult’s speech should be emotional and expressive, and serve as a role model.
Problems of speech development in middle-aged preschoolers
1. Situational speech - inability to construct complex and complex sentences. In such children, speech patterns are formed, as a rule, from sentences that consist of two or three words.
2. Small vocabulary.
3. Speech that contains slang and non-literary expressions.
4. Poor diction.
5. Speech therapy speech disorders.
6. Inability to construct a dialogical speech, ask a question correctly, give a short or detailed answer, based on the situation.
7. Inability to construct a monologue speech: retell the plot of a story close to the text or in your own words, compose a descriptive story on a specific topic.
8. Inability to use logical reasoning in one's own conclusions.
9. The culture of speech has not been formed: the child cannot select intonation, tempo of speech, voice volume and other parameters in a specific speech situation.
Requirements for baby's speech
Teachers and parents are required to know what literary standards the child’s speech should comply with. This is a whole complex of characteristics.
In the monologue speech of students, the correct grammatical structure of sentences is visible - they can be simple and complex. The sound corresponds to orthoepic standards. Speech is intonationally colored. There are no defects in the pronunciation of individual sounds. The active vocabulary is quite diverse - the child uses words of the same root, which Russian speech is so rich in. In addition, the student skillfully uses forms of the same word. The entire process of language acquisition takes a long time and requires diligence on the part of the child and the adults who work with him.
How to develop coherent speech in preschoolers?
What do classes for developing coherent speech include? Coherent speech means the ability to accurately, figuratively, logically and consistently present any information. The speech must be constructed grammatically correctly. Connected speech includes:
- Dialogue. Assumes knowledge of the language and ensures live communication between children. The dialogue can be built in the form of individual remarks, conversations between participants, and statements of the “question-answer” type. Speech development classes in the middle group involve the development of interactive speech skills: the child learns to briefly and succinctly answer questions posed, and enter into a discussion with the teacher and peers. The classes continue to develop communication culture skills: children are taught to listen to their interlocutor, not to interrupt the speaker, not to be distracted, and to include synonymous forms of etiquette in their speech.
- Monologue. It represents the coherent speech of one person; the skill is formed by the age of five. The complexity of such speech lies in the fact that a child in middle preschool age is not yet able to program his own statement, express thoughts logically, consistently and continuously. Classes on speech development in the middle group involve teaching three types of monologue speech: reasoning, narration and description. At the same time, kids learn to describe an object and retell short texts.
Working on coherent text
As the child grows up, namely in preschool and primary school age, adults are faced with a task, as a result of which his independent speech should be formed. This skill can be assessed during children's free oral statements on a specific topic. It is also good to look at the level of speech proficiency when students perform such types of written work as presentation and composition.
The list of types of tasks used in working on connected text is huge, but we can highlight those that are most popular among children and teachers.
The work of composing a story from a picture can begin very early. At the same time, the content of the pictures can be very diverse. The main condition is that it must be understandable to the child and appropriate to his age.
Retelling a text with a change in its beginning or end is popular with fantasy children. It is only important for the teacher to listen carefully to the narrator and unobtrusively correct errors that arise in the speech.
Similar actions are required from the teacher when a retelling is performed with a change in the person from whom the story is told. Of particular interest are exercises where the child is invited to become a direct participant in events and tell a story in the first person.
Thanks to regular performance of such exercises, children subsequently successfully master the skills of monologue oral and written speech.
How to analyze a lesson on speech development?
Analysis of a speech development lesson is necessary not only for reporting, but also in order to understand which teaching methods are the most successful and suitable for increasing the level of speech development in this particular group. During the analysis process, the teacher can control how much time it took to master new material, which of the children did not learn the material or did so at a low level. During the analysis process, you need to pay attention to the following points:
— how successful was it in motivating each participant to learn;
- how correctly each person followed the teacher’s instructions;
— what moments went wrong;
- what methods and techniques were used, which of them turned out to be inappropriate;
— whether the material was presented in an accessible way;
— what is the general emotional climate of the lesson;
- what points you need to pay attention to in the next lesson;
— what skills and abilities need correction;
— which of the children needs to be given more attention.
Speech correction classes
How is speech development carried out (middle group)? Classes are aimed at expanding vocabulary, diction, developing the ability to correctly use intonation and detailed answers, build evidence, and compose a dialogue. For the development and correction of speech in the middle group, a set of exercises is used:
- Conversation based on a picture - it implies a story based on the plot of the illustration. This task allows you to select words that are close in meaning (synonyms) and remember the meaning of words. Special printed publications are suitable for classes, which contain tests and various exercises aimed at developing these skills.
— Tongue twisters, tongue twisters, proverbs and sayings not only expand the vocabulary of children of middle preschool age, but also help coordinate the speech apparatus. Such exercises allow you to correct speech defects when a child swallows the endings of words during a conversation or, conversely, stretches out words when speaking.
- Games like “What does this mean?” or “Why do they say that?” allow you to select words that are close in meaning when explaining a particular concept. To do this, it is recommended to use phraseological units, proverbs and sayings.
— The game “Journalist” allows children to develop conversational speech skills. The child learns to write questions for an “interview” and to express his thoughts consistently and clearly.
Speech development techniques
Elements of speech development methods are called techniques.
Methods of speech development in pedagogical practice are used comprehensively.
Their use depends on:
- assigned tasks;
- age of trainees;
- individual qualities of children;
- subject of study;
- degree of training of students.
A stable classification of techniques for improving coherent speech has not been created, so the techniques are conventionally divided according to the role played by clarity and the emotional component. Accordingly, there are methods:
- straight;
- indirect.
Direct
Direct methods for developing coherent oral speech skills include:
- verbal samples;
- instructions;
- explanations.
Speech patterns mean the correct language activity of a teacher or educator. The sample needs clarification and guidance. The speech pattern precedes children's coherent utterances.
With the help of instructions, adults explain to children what means and actions are used to achieve the desired result.
The instructions are used for the following purposes:
- to train;
- organize;
- discipline.
It is easier to reveal to students the essence of the actions taking place with the help of explanations, so this technique is especially often used in work on mastering words and expanding vocabulary.
Indirect
Indirect (indirect) methods are usually called:
- recommendations;
- tips;
- amendments;
- targeted appeals;
- objections;
- comments.
Indirect methods of developing coherent speech are usually used in combination with others. Purpose: thanks to the variety of techniques used, the child is encouraged to perform certain speech actions.
Verbal techniques
Verbal techniques for developing coherent speech in children include:
- memorizing poetry and prose;
- retelling what was heard;
- composing different stories with and without reliance on visual aids;
- conversations about what they saw and heard;
- commenting on actions;
- repeated pronunciation (repetition);
- indirect communication through a toy.
An important condition for the development of a child’s coherent speech is the creation of comfortable conditions and constant assistance from adults in the acquisition of grammatical and lexical norms of oral speech by children.
