Stages of development of the lexical aspect of speech in ontogenesis.
Methodology of speech therapy work to correct violations of the lexical aspect of speech in preschool children
With general speech underdevelopment
The concept of the lexical side of speech.
Stages of development of the lexical aspect of speech in ontogenesis.
Characteristics of violations of the lexical aspect of speech in general underdevelopment of speech in preschool children.
Basic approaches to the correction of violations of the lexical aspect of speech with general speech underdevelopment in preschool children.
Literature.
1. Zhukova N.S., E.M. Mastyukova, T.B. Filicheva Speech Therapy. Fundamentals of theory and practice. M.: Eksmo, 2011.
2. Speech therapy. Theory and practice / edited by Filicheva T.B. M., Eksmo, 2022.
3. Fundamentals of preschool speech therapy / Filicheva T.B., Orlova O.S., Tumanova T.V. and others. M., Eksmo, 2022.
4. Pyatnitsa T.V. Speech therapy in tables, diagrams, figures. Rostov n/d, Phoenix, 2016
5. Tseytlin S.N. Language and the child: Linguistics of children's speech: Proc. aid for students higher schools, institutions. M: Humanitarian. ed. VLADOS center, 2000.
Speech therapy benefits for preschool children with general speech underdevelopment.
1. Speech therapy manual for enriching the vocabulary of preschool children with general speech underdevelopment.
2. Borovtsova L.A., Volkova E.E. The ABC of antonyms in folklore: a speech therapy guide for the acquisition of antonyms by preschoolers with general speech underdevelopment. Tambov, TSU named after G.R. Derzhavina, 2016.
3. Borovtsova L.A., Shubina K.O. From word to word: a speech therapy guide to enrich the vocabulary of preschool children with general speech underdevelopment through word formation (compiling chains of cognate words). Tambov, TSU named after G.R. Derzhavina, 2022.
7. Borovtsova L.A., Chasovskikh A.Yu. Magic words: a speech therapy guide for the acquisition of phraseological units by preschoolers with general speech underdevelopment. Tambov: TSU named after. G.R. Derzhavina, 2022.
The concept of the lexical side of speech.
Lexical aspect of speech (vocabulary)
is a set of words that is characterized by volume (quantity) and composition of parts of speech (vocabulary quality). Vocabulary or the lexical side of speech is one of the components of the speech system that needs to be formed in children with OSD.
Vocabulary is a set of words that a child can use in his speech. There are two types of vocabulary: active and passive. An active vocabulary is a stock of words that a child understands and actively uses in everyday speech. Passive vocabulary is a stock of words whose meaning the child understands but rarely uses in everyday speech.
With normal development, a child's vocabulary increases quite quickly. Vocabulary is characterized not only by a quantitative indicator, but also by a qualitative one.
As the quantitative and qualitative aspects of the vocabulary increase, the skill of word formation occurs.
Stages of development of the lexical aspect of speech in ontogenesis.
A child's first words appear towards the end of the first year of life. By the age of 1.5 years, the child’s active vocabulary contains about 40 words, and the passive one – 160. They are based on nouns and verbs (“ patik
" - finger, "
santik
" - bunny;
“di”
- go,
“bo-bo”
- it hurts).
By the age of 2, the first adjectives and conjunctions appear in the child’s speech. At this age, the child learns the numeral “two”. During this period, the vocabulary increases to 300 words.
At 2 years 3 months, the child’s vocabulary includes 23 adjectives, and personal pronouns appear. By the end of 2 years, the child has mastered up to 70 adverbs denoting relationships: place (there, here, here), time (yesterday, soon, now), quantity (a lot, a little), modality (possible, impossible), temperature (hot , cold), taste (bitter, tasty), evaluation (good, bad).
By the age of 3, children begin to learn general words (“dishes”, “toys”), by the end of 3 years of age the child uses the numerals “three” and “four” in his speech. The vocabulary at this age is about 1000 words.
According to research by A.N. Gvozdev, in the speech of 4-year-old children, 50.2% of nouns are used, 27.4% of verbs, 11.8% of adjectives, 5.8% of adverbs, 1.5% of numerals, 11.1% of conjunctions and prepositions, 0.9% - particles. By the age of 4, a child’s vocabulary includes 1,600 words.
By the age of 5, children have 2,200 words in their vocabulary.
With normal speech development, there is a gradual accumulation and comprehension of words. The transition from the pre-speech stage to the first words is the most serious period in a child’s speech development. By this time, his passive vocabulary contains approximately 50-70 words (according to the observations of Western researchers), which can be checked by the reaction to requests: “Bring the shoes”, “Put the ball in the boxes” and the questions: “Where are the eyes?”, “Where are the eyes?” grandmother?" This is what speech therapists usually do when assessing the level of speech understanding. A word enters the active lexicon when a child can begin to use it in spontaneous speech, only after a short and sometimes quite long stage of the word being in the passive lexicon. It is quite difficult to take into account all the words a child understands. Sometimes it is accidentally discovered that a child understands the meaning of a word that the parents never used in conversation with him. The translation of a word from a passive to an active lexicon depends on the availability of the articulatory work required to pronounce the word. This does not mean that the child will dare to pronounce a word only when he is able to master all the sounds that make it up. As a rule, he is satisfied with the sound form of the word that is extremely simplified and modified in accordance with his pronunciation capabilities. What matters is the frequency of situations in which this word is involved, and the inability for a child to get out of a difficult situation by using one or another protosign instead of a word, that is, pointing to an object or defining it with a gesture. If such an opportunity exists, the child willingly takes advantage of it and is in no hurry to move on to verbal signs.
During the transition from babbling words to the first words, individual babbling sound complexes can be preserved even when the child has already begun to use meaningful words. Moreover, babbling acquires a qualitatively different character during this period - it is as if the sound contours of future words are being worked out in it. The child’s attitude towards his own babble changes, he loses his former carefree attitude. The sound similarity between babbling and words sometimes misleads adults, and they mistake certain combinations of sounds for words: “ma-ma”, “tu-tu”, “ba-ba”, etc. What is the difference between babbling and words, even with their sometimes extremely close sound similarity? The babbling complex is not a sign, i.e. does not convey information, does not reflect thought and therefore cannot be regarded as a means of communication. It is involuntary (it is precisely because of involuntary behavior that the child is able to pronounce rather complex babbling complexes). A word is a sign endowed with a permanent meaning. Non-standard “proto-words” occupy a special place in a child’s vocabulary.
It is a common belief that the first word uttered by a child is certainly “mama.” However, this is not always the case. Firstly, many parents who observe the speech of their children do not regard as words the various “av-av”, “bi-bi”, etc., which, as a rule, appear earlier than the mother. Secondly, this combination of syllables is very characteristic of babbling, therefore, “ma-ma” can be considered a word only when there is confidence that such a complex of sounds serves as a verbal sign, i.e., is associated with certain, repeating situations. For example, a child wants his mother to take him in her arms, states that the mother has entered the room. A comparison of the first fifty words of different children allows us to identify some patterns in the formation of the initial lexicon. With all the sometimes very significant individual differences between children, there is a certain fairly standard set of concepts that should receive one or another expression in the child’s initial vocabulary, for example (mom, dad, baba, woof, kap-kap, buy, kup-kup, knock-knock, lalya, etc.).
Noteworthy is the absolute predominance of words from the so-called nanny language, and in their composition - onomatopoeia, i.e. onomatopoeic words. Some words that are widely used by adults, for example “mom”, “dad”, “aunt”, “uncle” - “come from childhood”. The simplicity of their phonetic appearance indicates that they are specially adapted for communicating with children.
Onomatopoeia is distinguished by the following features: simplicity of sound appearance; accessibility for articulation at a young age; motivation of a sound form that has a “sound-imaginative” character that is understandable to a child. The transition from trying to hear a sound made by an object or a living creature (“Listen to how the crow says: caw-craw.”) to its designation through a sound complex is clear and simple. The motivation of onomatopoeia is very conditional, and we do not so much teach the child to hear a sound as we impose on him our idea of what this sound should be. Children gradually move from onomatopoeia to normative words. As a rule, a period of parallel use of both words is fixed, and after that the onomatopoeia is replaced by a normative word. An interesting phenomenon is observed in the speech of children from one to two years old: they create words according to their own rules, which are not accepted in their native language. The need to select nominations for different phenomena with lexical deficit leads to the creation of compound names from elements acquired earlier.
Children's active vocabulary is also formed in a unique way; a child pronounces an average of 3 words per year, 3 months per year. – 19 words, in 1 year 6 months. – 22 words, in 1 year 9 months. – 118 words. If up to 1 year 8 months. The active dictionary is replenished quite smoothly (6-7 new words per month), then in 1 year 9 months. Most children experience a rapid increase. This usually coincides with the end of the period of one-word sentences and the transition to two-word and then multi-word ones. Replenishment of the dictionary is a necessary condition for lengthening the chains of syntactic components of a sentence and for the emergence of new types of syntaxemes. The child’s advancement in cognitive development, which is consolidated in the formation of new syntactic structures, requires more and more new lexical material to represent syntaxemes. On the other hand, reliance on a significantly expanded vocabulary determines the further development of combinatorial technology, syntactic technology itself. Note that it is the active dictionary that increases abruptly. As for the passive vocabulary, here the development occurs quite smoothly. Lexical takeoff cannot be considered a period when the passive vocabulary includes many words (they have already been accumulated by this moment). This is the period of updating words, transferring them from passive to active.
Speaking about quantitative changes in the dictionary, one cannot help but touch upon the internal, substantive side of the lexical units used by the child. In the studies of L.S. Vygotsky and A.R. Luria convincingly demonstrated that children's words only gradually acquire the status of full-fledged verbal signs. The meanings assigned to them are constantly changing and developing. As the child develops in language, words become more and more freed from the captivity of the situation with which they were originally associated. E. Sapir in 1921 metaphorically defined the word as “a kind of capsule in which a thought is placed and which absorbs thousands of cases of previous experience and is ready to accommodate new thousands.”
The iconic nature of a word presupposes its subject and conceptual correlation. It is the latter that underlies what we traditionally call lexical meaning. Actions significantly speed up familiarization with objects and the assimilation of names that designate them. If a child answers the question: “Where is the ball?” points to one, another, third ball, then the necessary generalization (generalization) of homogeneous objects (denotations) has already arisen. They united in the child’s mind and a significative was formed, which constitutes the actual meaning of the word.
The formation of a significative meaning is the next stage in mastering the meaning of a word. To form a signifier, it is necessary to separate the essential and non-essential characteristics of an object, i.e. to realize that a ball is something round, hollow inside, smooth to the touch, elastic, that you can play with a ball by hitting it against a wall or the floor, and at the same time it bounces . You also need to realize that the color and size of an object do not matter to understand the meaning of a word. Later, when the child is given, for example, a tennis ball, he will be able to conclude that “smooth” is an unimportant attribute of the object. Based on such experience, a conceptual correlation of words with objects is formed. However, the concepts of a three-year-old child are radically different from the concepts in the linguistic consciousness of an adult.
The basis for assimilating the meanings of words is the child’s constant work to generalize his experience. He sees a lot of cats, some of them are fluffy and smooth-haired, they are all different colors, etc. At some stage of his development, the child must understand that the word “kitty” can be used to describe any cat, both toy and living. . When understanding the meanings of words, a child has many difficulties. It is not as easy as it seems for an immature mind to classify objects and phenomena.
In a child with ODD, the formation of vocabulary occurs completely differently than in normal preschoolers. The time of appearance of the first words in children with speech development disorders does not differ sharply from the norm. However, the period during which children continue to use individual words without combining them into a two-word amorphous sentence is purely individual. A complete absence of phrasal speech can occur at the age of -2-3 years, and at 4-6 years. It is interesting to note that modern parents begin to worry about delayed speech development when the child reaches 2-2.5 years old, and not 4-5.
Children's initial vocabulary includes:
- several correctly pronounced words of 1-2 syllables (consisting of the sounds of early ontogenesis of speech);
- contour words of 1-2 syllables, rarely 3 syllables;
- onomatopoeic words (reduplicate);
- words-fragments of the names of objects, animals.
Already the first words of children can signal an unfavorable beginning of the development of their speech: “ma” (instead of mom),
“pa” (instead of
dad),
“ba”
(woman)
or the word “mother” refers to father and other persons. Regardless of whether the child began to pronounce the first words entirely or only individual parts of them, it is necessary to distinguish between “speechless” children according to their levels of understanding of someone else’s speech. Some children's level of language comprehension (i.e., impressive language) includes a fairly large vocabulary and a fairly nuanced understanding of word meanings. Parents usually say about such a child that he understands everything, but he just doesn’t speak. However, a speech therapy examination will always reveal deficiencies in their impressive speech. Other children have difficulty navigating the verbal material addressed to them.
A striking feature of speech dysontogenesis is the persistent and long-term absence of speech imitation of words new to the child. In this case, as already mentioned, the child repeats only initially. It is possible that some children (with the help of their parents) develop with age the ability to repeat individual sounds after an adult (up to the sound [r]) with a complete inability to combine them into the simplest words. The child repeats only the words he initially acquired (most often there are no more than 10), but persistently refuses words that are not in his active vocabulary. Such a “stop” can occur during normal speech development, but no more than within 5-6 months after the appearance of the first 3-5 words.
In speech dysontogenesis, this phenomenon can occur over several years of a child’s life. This state of speech in preschool children with preserved intelligence and hearing is sometimes diagnosed by psychoneurologists as selective mutism.
The experience of speech therapy work with non-speaking children shows that one of the crucial moments is when a child with a sufficiently developed understanding of speech has a need to repeat words or parts of them after an adult. The emergence of an active desire to imitate the words of an adult ensures that the child is transferred from the category of “non-speakers” to the category of “poor speakers.” When speech imitation appears, the reproduction of words is carried out not within the framework of the predominant reproduction of the prosody of the whole word, as is normal, but only of its stressed part. This part, as a rule, is the stressed syllable of the word in its open version.
An interesting feature of abnormal child speech during this period of its development is the child’s desire to use open syllables. The desire to “open a syllable” manifests itself most clearly in the addition of vowel sounds to the ends of words in cases where the word ends in a consonant. The absence of many articulatory structures does not stop children from reproducing words or parts (fragments). The sound that is most often chosen as a substitute is one that contains a component of the articulatory pattern that is common to the desired sound, or several common components. In case of speech development disorders, the substitute sound and the replaced sound may differ from each other by two or more components, i.e. are articulatory distant, which is almost never observed normally, where sounds replacing each other are articulatory close. Shortening a word due to the omission of syllables or one syllable is one of the characteristic symptoms that accompanies children with speech development disorders for many years of life. As speech develops, this defect can gradually disappear, but it always reveals itself as soon as the child encounters a new complex sound-syllable and morphological structure of a word. The first words of abnormal child speech can be classified as follows:
1) correctly pronounced: “mom”, “dad”, “give”, “no”;
2) words-fragments, i.e. those in which only parts of the word are stored;
3) words-onomatopoeia, which the child uses to designate objects, actions, situations;
4) contour words, or “outlines”, in which prosodic elements are correctly reproduced - stress in the word, number of syllables;
5) words that do not at all resemble words of the native language or their fragments.
Normally, when a child accumulates up to 30 verbal units in his active vocabulary, he moves on to mastering the first two-word constructions. Therefore, normal speech development does not know cases where, in the complete absence of verbal combinations, the child’s active vocabulary includes a large number of words (for example, more than 100). The fewer words in a child’s vocabulary, the more words are pronounced correctly. The more words there are, the greater the percentage of words that are distorted. Speech dysontogenesis is often characterized by an expansion of the nominative vocabulary to 50 or more units with an almost complete absence of word combinations. However, the most common cases are those when the assimilation of the first syntactic structures begins when there are up to 30 words in active speech, but at an older age than is normal.
Thus, with normal speech development, there is a gradual accumulation and comprehension of words. In preschool children with general underdevelopment of speech, untimely appearance of active speech imitation, pronounced syllabic elision and untimely mastery of the first verbal combinations, even if grammatically and tongue-tied, are combined with each other, should be considered the leading signs of dysontogenesis of speech in the first stages of its development.
3. Characteristics of violations of the lexical aspect of speech in general underdevelopment of speech in preschool children.
Preschoolers with ODD have a vocabulary that lags sharply behind the norm. The limited vocabulary of preschool children with general speech underdevelopment was studied by such specialists as: N.S. Zhukova, R.I. Lalaeva, E.M. Mastyukova, N.V. Serebryakova and others.
As a result of their research, scientists came to the conclusion that children with ODD have a serious discrepancy in the volume of active and passive vocabulary.
In preschool children with general speech underdevelopment of the first speech level, the active vocabulary is in its infancy. As a child with ODD (I) grows up, some commonly used words begin to appear in active speech. Often children are guided by the external similarity of objects, and in connection with this, a phenomenon called polysemy appears in the child’s speech, when a child can call the same object differently: “beetle” or “flies”
(“fly”), then
“uk”
(“spider”), then
“akan”
(“cockroach”).
Characteristic is the use of babbling words that can mean not only the object itself, but also its actions (for example, “kika”
is both “book” and “read”).
The passive vocabulary of children with the first level of speech development is much wider than the active one. One gets the impression that children understand everything, but cannot say it themselves.
Poor vocabulary in OHP (I) forces the child to resort to the use of paradigmatic means of speech.
The volume of the active vocabulary of children with the second level of speech development increases significantly, but is far from normal. Words denoting an object or action begin to appear in speech. Children begin to actively use personal pronouns, some prepositions and conjunctions in their speech. In the verb dictionary of preschoolers with ODD (II), the most common actions are those that surround the child every day (“sleep”, “eat”, “bathe”, etc.). Often there are replacements of one word with another that is similar in meaning: “ironing” - “carrying out”
, “knits” -
“sews”
.
The name of some actions is replaced by the name of the objects at which it is directed or by which it is performed and is simultaneously accompanied by a corresponding gesture (“driving” - “car”
and a gesture characteristic of turning the steering wheel). As at the previous level, the polysemantic use of words and various semantic substitutions are preserved.
Characteristic is the use of words in a narrow sense. A child can use the same word to name objects that are similar in shape, purpose, function, etc. “ tufi
” - “shoes,” “slippers,” “sneakers.”
Limited vocabulary is manifested in ignorance of many words denoting parts of the body, dishes, baby animals, etc. (“ yuka
” - “hand”, “elbow”; “
aska
” - “cup”, “saucer”, etc. .).
It is quite difficult for a child to learn generalizing words, words denoting qualities, signs, shape, color, material.
The volume of the passive vocabulary is much wider than the active one. In their speech, children continue to use paradigmatic means: the child, instead of saying the word “telephone,” puts his hand to his ear.
At the third level of speech development, vocabulary approaches the lower limit of the speech norm. The difference in the volume of passive and active vocabulary is reduced.
As a result of many numerical studies, it was found that children with OHP (III) have impairments in the formation of subject, verb vocabulary and a vocabulary of signs.
This category of children is characterized by an inaccurate understanding and use of general concepts and words with abstract and figurative meaning (“dishes” - “ bowls”
"), ignorance of the names of objects that go beyond the scope of everyday communication: parts of the human body (“bridge of the nose”, “nostrils”), animals (“hooves”, “mane”), names of professions (“machinist”, “ballerina”) and actions associated with them (“drives”, “performs”).
There is a tendency towards multiple lexical substitutions of various types: confusion based on signs of external similarity (“tassel” - “brush”
), substitutions of objects similar in purpose (“chair” -
“armchair”
), situational mixtures (“garden” -
“fruit”
), substitutions according to the value of the functional load (“hole” -
“hole”
), species-generic mixtures (“ bird" -
"pigeon"
, "saucepan" -
"dishes"
), substitutions within one associative field ("dive" -
"swim"
).
Children's speech still lacks synonyms and antonyms.
The vocabulary of children with the fourth level of speech development corresponds to the lower limit of the age norm. In the subject dictionary, there may be difficulties in using some words that are rarely found in everyday speech practice: names of animals (“hummingbird”, “platypus”), plants (“blueberry”, “narcissus”), professions (“architect”, “ photographer"), parts of the human and animal body (“bridge of the nose”, “thigh”; “piglet”, “tusks”). In the children’s answers there is a mixture of species and generic concepts (“owl”, “tit” - “ bird”
", "saucepan", "cup" -
"bowl"
).
When denoting actions and attributes of objects, children with the fourth level of speech underdevelopment have stereotypies: “ellipsoidal”, “oval” - “round”
;
“knit”, “sew”, “sew up” - “sew”
, etc.
The nature of lexical errors is manifested in the replacement of words that are similar in situation ( "Masha brushes her teeth with a brush"
instead of "Masha brushes her teeth with a brush"), in the confusion of features ("tall snowman" - "
long
", "small cup" - "
small
").
The active vocabulary contains a sufficient number of words describing people of various professions, but at the same time children have difficulty differentiating between masculine and feminine professions ( “teacher”
instead of “teacher”,
“vestka”
instead of “scout”, etc.).
Children cope with tasks where they are required to find synonyms for words (“kind” - “good”
, “building” -
“house”
), antonyms (“high” -
“low”
, joy - “
sadness
”).
Difficulties only arise when selecting antonymic relationships (“walking” - “stand”, “run”, “jump”; “kindness” - “angry”, “rude”, “polite”). Most often, in children's answers to the task of selecting antonyms, there are initial words with the particle “not-” (“young” - “not young”
).
The unformed lexical side of speech manifests itself in specific errors in word formation.
In children with ODD of the first and second levels of speech development, the volume of the passive vocabulary exceeds the volume of the active one, which is a violation. In children with level 3 ODD, the volume of the active vocabulary exceeds the volume of the passive one, which is also not the norm.
To enrich the vocabulary of children with general speech underdevelopment, classes are needed to familiarize themselves with the world around them.
Speech therapy work to enrich the vocabulary of children with general speech underdevelopment is most effectively carried out with an integrated approach from all specialists interacting with the child.
To successfully accumulate vocabulary, work must be structured in accordance with specially developed lexical topics. For each lexical topic, certain lexical material must be selected, depending on the age of the child and the year of his education. As a final lesson, it is recommended to hold a matinee on this lexical topic, where children will be able to show their skills: read poetry, sing songs, transform into heroes of lexical topics.
Thus, vocabulary is a set of words that a person uses in his speech. There are active and passive vocabulary. Active vocabulary is a stock of words used in everyday speech. Passive vocabulary is a stock of words whose meaning is understood, but is little used in speech.
Children with general speech underdevelopment at each level of speech development have specific vocabulary features such as: insufficient volume of active and passive vocabulary, polysemy, difficulties in understanding and using words, difficulties in learning antonyms and synonyms, and, finally, limited volume and monotony of the vocabulary signs and verb dictionary.
The concept of grammatical structure of speech, its meaning in learning by preschoolers
Each grammatical form, each morphological element (prefix, suffix, ending) has a specific meaning. So, in the doll and doll forms, the ending a is singular and feminine, and the ending s is plural. The finale indicates gender, number, and case.
A child’s assimilation of the grammatical structure of a language is of great importance, since only morphologically and synthetically designed speech can be understood by the interlocutor and can serve as a means of communication with adults and peers.
Mastering the grammatical norms of a language contributes to the fact that the child’s speech begins to perform, along with a communicative function, a message function when he masters the monologue form of coherent speech. Syntax plays a special role in the formation and expression of thoughts, that is, in the development of coherent speech.
Mastering grammatically correct speech affects a child’s thinking. He begins to think more logically, consistently, generalize, distract from the specific, and correctly express his thoughts. It is not for nothing that K. D. Ushinsky, forming the third goal in teaching the Russian language, called grammar the logic of language. Speaking about its study, he wrote: ... the taught grammar logically begins to develop human self-awareness, that is, precisely that ability as a result of which a person becomes a man among animals
Mastering grammatical structure has a huge impact on the overall development of the child, providing him with a transition to learning the language at school.
In kindergarten, the task of studying grammar is not set; children learn to become familiar with its rules and laws of language through the practice of live speech.
In preschool age, a child needs to develop the habit of speaking grammatically correctly. K.D. Ushinsky emphasized the need to form the habit of correct speaking from an early age.
The basis for mastering the grammatical structure is knowledge of the relationships and connections of the surrounding reality, which are expressed in grammatical forms. From a grammatical point of view, the speech of a small child is amorphous (formless). The morphological and syntactic amorphism of speech indicates that he does not recognize the relationships and connections that exist in life.
A child’s knowledge of the world around him helps to discover connections between objects and phenomena. Cognizable connections are formed grammatically and reflected in speech. This is due to knowledge of the native language, its vocabulary and grammatical structure. The establishment of various connections and understanding of the logical relationship of observed phenomena is reflected in a noticeable change in the structure of children's speech: an increase in the number of prepositions and adverbs, and the use of complex sentences. In general - in improving the structure of children's speech, in mastering word formation, morphology and syntactic structures.
The child learns connections between objects and phenomena, first of all, in objective activities. The formation of a grammatical structure occurs successfully provided that subject-related activities are properly organized, children’s daily communication with peers and adults, special speech classes and exercises aimed at mastering and consolidating complex grammatical forms.
A child who has a developed grammatical structure of speech is emotionally healthy: he is not constrained in communicating with peers, is not embarrassed, is not afraid in speech statements, in expressing his own thoughts, feelings, mood; painlessly enters the school community, feels like a full and equal participant in collective activities.
But, despite its importance, the problem of forming the grammatical structure of speech became the subject of study only in the 50s. XX century after the publication of the fundamental work of the Academy of Sciences. Gvozdeva Formation of the grammatical structure of the Russian child’s language, which describes in detail the grammatical categories, elements and structures in the child’s speech at each age stage.
When studying the grammatical structure of speech of preschool children AG. Arushanova identifies several areas.
The first direction is related to the correction (prevention) of inaccuracies and errors inherent in children (conjugation of verbs, plural and gender of nouns, prepositional control, etc.). The lists of words that are difficult for children to change have been clarified; Situations have been identified in which children can harden the desired shape.
The second direction is the identification of essential links in the mechanism of children’s acquisition of grammatical structure, the development of understanding of grammatical forms, the formation of grammatical generalizations, their abstraction and transfer to new areas of reality. Research has shown that the most favorable situation is when, with the correct use of a grammatical form, the accuracy of its sound appearance acquires a signaling value in activity. Game and practical activities should be organized so that the success of this activity depends on the correct orientation in the sound part of the word.
The third direction is related to the conditions of education, identifying the pedagogical grammatical structure of the mechanism in syntax and derivation. The study made it possible to determine the features of the formation of the grammatical component of language abilities in different periods of childhood, the influence of different organization of playing conditions and speech activity on the activation of syntactic structures.
The listed studies made it possible to highlight the developmental function of grammatical work in kindergarten.
So, we have found out that the grammatical structure of speech is a product of long historical development. Grammar defines a type of language as its most stable part. A rapid change in it will interfere with the understanding of the Russian language. Many grammar rules are passed down from generation to generation and are sometimes difficult to explain. Mastering the grammatical norms of a language contributes to the fact that the child’s speech begins to perform, along with a communicative function, a message function when he masters the monologue form of coherent speech. Syntax plays a special role in the formation and expression of thoughts, that is, in the development of a child’s coherent speech.
Peculiarities of mastering the grammatical structure of speech by preschoolers
In the work on the formation of the grammatical structure of speech, the following areas are distinguished: to prevent the appearance of grammatical errors in children, especially in complex cases of morphology and word formation, to effectively correct errors that exist in children’s speech, to improve the syntactic side of speech, to develop sensitivity and interest in the form of their speech, to promote grammatically correct speech of the adults around the child.
In accordance with this, we can identify the main tasks of work at each age stage.
In younger and middle ages, the main attention is paid to mastering the morphological side of speech: the consistency of words, the alternation of sounds in stems, the formation of the comparative degree of adjectives. Children are helped to master the techniques of word formation of nouns using suffixes and verbs using prefixes. There is also an improvement in the older groups. Complication of the syntax of children's speech. Memorizing individual forms, exceptions to the morphological order, mastering the techniques of word formation of all parts, including participles. During this period, it is important to form in the child an orientation towards the sound side of words, to cultivate interest and a critical attitude towards the formation of word forms, to strive for the correctness of his speech, the ability to cope with mistakes, and the need to learn grammatical norms.
When determining the content of work on morphology, first of all you need to be guided by the instructions contained in the section on getting to know the outside world, Kindergarten Education Program. It is advisable to reinforce the complex grammatical forms of those words that children are introduced to in this age group. Observational studies have found that preschoolers most often complicate the following grammatical forms: Parent endings of plural nouns.
At primary school age, children are added to the genitive inflection of the plural to the most commonly used words ending - s matryoshka, boots, mittens... etc. the main thing is only in certain words... Here are examples of the correct forms of some complex fishing: oranges, eggplants, tangerines, tomatoes, apples; knee socks, socks, sandals, loops, sheets, leggings, sleeves, stockings, bloomers, scarves; saucers, pancakes, meatballs, flatbreads; hoops, pistols; rails, drivers.
— Formation of plural nouns. Designation of baby animals: goslings, foals, lion cubs, lambs; declension of nouns denoting animals: wolf, wolves, chickens, bears.
Using nouns in no descending order (listed in the order in which children are introduced to them): coat, coffee, cocoa, mashed potatoes, piano, cinema, radio, jelly.
Gender of nouns, especially neuter ones: cookie, apple, wheel, ice cream, sky.
Stress in declension of nouns:
- constant tension (its place is unchanged in all cases): rake, noose, shoes, feeding trough;
- movable stress (its place changes with declination): wolf - wolf - wolves - wolves; sheet - sheets, sheets - sheet - sheets;
- shifting the emphasis to the preposition: on the head, descent, from the forest, on the legs, on the floor.
Formation of the comparative degree of adjectives:
- in a simple (syntactic) way using suffixes - her (her), - e, especially with alternating consonants: higher, longer, more expensive, thinner, louder, simpler, sharper, sweeter, drier, denser;
- using other roots: good is better, bad is worse.
Formation of verb forms:
- conjugation of the verbs to want, to run (multiple conjugations);
- conjugation of verbs with special endings in personal forms: eat, give (children's mistakes: eat a bun, give me);
- present, past tense, imperative mood of verbs with alternating sounds, especially the following: wipe, burn, drive, ride, lie down, wave, cut, ride, guard, pinch.
In some areas of children's speech there may be errors caused by grammatical features of dialects (behind mushrooms, with flags). The teacher must correct these mistakes.
At the same time, the morphological and syntactic aspects of children's speech develop. But syntactic errors are more persistent than morphological ones, and sometimes persist even by the time the child goes to school. These errors are not so noticeable to others due to the fact that children mainly use simple, unusual, and also incomplete sentences, which are quite acceptable in oral speech. The teacher must be familiar with the peculiarities of the formation of the syntactic side of the speech of preschoolers and know what mistakes children can make. For example, in early and middle preschool (years four and five), children may omit and rearrange words in a sentence, omit or replace conjunctions; They mostly use sentences consisting of subject, predicate, object, and very rarely use modifiers or adverbials. Even by the end of the fifth year, the child does not use circumstances of reason, purpose, conditions.
