The concept of “speech environment” in psychological and pedagogical literature

In this article we will look at the key concepts: “environment”, “speech”, “speech environment”.

The concept of “environment” is considered in different fields of science. We are primarily interested in its pedagogical interpretation. In O.V. Dybina we find the following definition: “environment is the surrounding space or zone of direct activity of an individual, under the conditions of which the formation and development of personality occurs.”

Let us turn to the consideration of the concept of “speech”. L.A. Samusikova gives the following interpretation: “speech is a system of used sound signals, written signs and symbols used to transmit, process and store any information.”

The concept of speech environment

The speech environment is the speech that a person perceives in natural conditions: the language of the family, radio, television, the language of books, etc.

The speech environment is a natural environment, rationally organized, saturated with a variety of sensory stimuli and gaming materials. The speech environment surrounds a person everywhere. Both personal and public life involve the active use of speech

The competent organization of a child’s speech environment makes it possible to have a powerful educational impact, which is aimed at developing cognitive relationships aimed not only at the surrounding world, but also at the language system, thereby developing basic ideas about the native language and native speech.

Therefore, it is believed that the main direction for increasing the effectiveness of approaches to the formation of speech in preschoolers is the organization of the speech environment.

The speech environment is a concept that includes many elements. This includes all possible language patterns that are perceived by the child: not only the communication of people around, but also the speech heard on radio and television.

L.P. Fedorenko introduced the term “developing speech environment” into scientific circulation. By this concept he meant an environment that activates the process of development of speech communications. This is an environment that reveals the speech potential of children. It does not arise on its own, but is the result of a purposeful sequential action aimed at communication impact.

The speech environment in kindergarten is the speech surrounding children within the children's educational institution. The speech environment can also include a targeted impact on speech development, which is expressed in various program forms used by teachers.

MAGAZINE Preschooler.RF

Features of speech development in preschool children.

In preschool childhood, the child goes through a long and complex process of mastering speech.

The development of speech in a child begins at three months, from the period of humming. This is the stage of active preparation of the speech apparatus for the pronunciation of sounds. At the same time, the process of developing speech understanding is carried out, i.e., impressive speech is formed. First of all, the baby begins to distinguish intonation, then words denoting objects and actions. By nine to ten months, he pronounces individual words consisting of identical paired syllables (mom, dad). By the age of one year, the vocabulary usually reaches 10–12, and sometimes more words. Already in the second year of a child’s life, words and sound combinations become a means of verbal communication for him, that is, expressive speech is formed.

When a child actively uses simple words in his speech, one of the most important stages of mastering his native language begins - mastering the grammatical structure of the language. The assimilation of grammar occurs very intensively, and the child masters the basic grammatical patterns by the age of three or three and a half years. So, by this time he uses in his speech all case forms, verb forms, complex sentences with conjunctions

In early preschool age, children are just beginning to realize the peculiarities of their pronunciation, but at the same time they recognize incorrectly pronounced children's words. Later, subtle and differentiated sound images of words and individual sounds are formed, the child ceases to recognize incorrectly spoken words, he both hears and speaks correctly. By the end of preschool age, the process of phonemic development is completed.

Also, throughout preschool development, children actively develop their speech vocabulary. But for each child, vocabulary replenishment occurs in different ways: some children have a larger vocabulary, others have less, which depends on their living conditions, on how and how much close adults communicate with them. V. Stern gives the following figures: at 1.5 years a child actively uses approximately 100 words, at 3 years – 1000-1100, at 6 years – 2500-3000 words.

A child of 3-5 years old begins to actively master speech and, of course, creatively master linguistic reality. Children often come up with new words themselves according to the laws of the grammar of their native language. This ability to form words independently is called word creation. A lot of examples of children's word creation are collected in the book by K. I. Chukovsky “From two to five” . Word creation is an indicator of the mastery of the morphological elements of a language, which are associated with the quantitative accumulation of words and the development of their meanings.

Mastering the grammatical forms of the language and constantly expanding his vocabulary, the child gradually moves on to contextual coherent speech. He can calmly convey his impressions, talk about events from his life, retell read fairy tales or stories, describe pictures, etc. In the formation of coherent speech, the close connection between the speech and mental development of children, the development of their thinking, perception, and observation is clearly evident. In order to tell a good, coherent story about something, you need to clearly imagine the object of the story (subject, event), be able to analyze, select the main (for a given communication situation) properties and qualities, establish cause-and-effect, temporal and other relationships between objects and phenomena.

But another equally important factor in speech development is full communication with peers and adults. Of course, the success of correct, competent speech development largely depends on adults, including parents. And this applies not only to speech etiquette and communication, which does not allow rudeness and tactlessness. This refers to the use of correct pronunciation of words.

Why is this problem so relevant today?

A preschool is a place where a child is just beginning to receive the basics of primary education. And it is at this stage that he needs to lay the foundations of competent literary speech, because during the preschool period, education takes place without any rules and regulations, but only on one example from adults: educators and parents. It is known that a preschool child easily inherits the incorrect pronunciation of adults, adopts local dialects, dialectisms, and vulgarisms. A child will learn to speak correctly faster if he hears the correct literary speech of adults around him.

Speech environment and its influence on the speech development of a preschooler.

The speech environment is any language patterns that a child perceives: this is the speech of the adults and children close to him, teachers, as well as television, films, theater, the speech of people in transport and shops, in a museum and on the street, etc. But for a small child of preschool age, the speech environment is, first of all, the speech of those people with whom he communicates constantly - that is, parents and teachers of a kindergarten or children's center. By imitating them, the baby adopts all the subtleties of constructing phrases, intonation, tempo and melody of speech, and the use of words, but he also accepts all the mistakes!

So, are we talking to children correctly? Here are a few rules to help organize a developing speech environment for the successful formation of a child’s speech.

Rule 1. In speech, one must avoid the constant use of proverbs: “as if” , “in fact” , “so to speak” , “like” , “means” , “this” , “well” - they make the speech funny, torn, incoherent. L.V. Shcherba called such words “packaging material” , completely unnecessary for conveying meaning.

Rule 2. The rule for using verbs when addressing a child/children. Very often, parents and teachers address children in the past tense: “So, I got up and went to wash myself!” , “We stood up, straightened our shoulders. Let's do exercises . This is unacceptable - this is a gross speech error. Imagine that someone says to you on the bus: “Okay, stand up and give up your seat!” - what will you feel? Children feel the same way when they are told in this manner. Children should be asked in the present tense: “Let's stand up. Raise your hands up. . " Or: “Please get up and go wash .

Rule 3. Do not ask your child questions that initially contain a negation with the particle NOT, for example: “You don’t know why birds fly south?” . Instead, ask, “Why do birds fly south in the fall?” . Don't doubt your child's abilities!

Rule 4. Avoid verbosity. Instead of asking: “Now I’ll ask you a difficult question, and I’m wondering whether you will answer it or not and how you will answer it - why did people come up with different types of transport?” Simply ask: “Why do you think people came up with so many different types of transport?”

Rule 5. Arrange questions for your child in a logical sequence with gradual complication:

• first simple questions (what he sees, what he knows, what he hears)
• then questions that require reflective analysis
• at the end there are creative questions that require a way out of a problematic situation.

For example, 1) what types of transport do you know - 2) why do people need transport? Why did people come up with so many different types of transport: water, air, underground, land? – 3) What would happen if transport ceased to exist? What types of transport will people come up with in the future? If you immediately ask a complex, problematic question, you will not be able to get a detailed answer from the child. He needs to “step up” to a high bar, “getting up to speed” on simple questions.

Rule 6. Grammatical and orthoepic correctness of speech, that is, the correct pronunciation of words and their use.

A little about pronunciation and stress in Russian.

Correct pronunciation and stress are evidence of cultural, literate speech. Incorrect, unliterary pronunciation of some words immediately reveals the low level of speech and general culture of the speaker. These are well-known “pearls” : calls, funds, agreement, catalogue, quarter and others. However, perhaps no regulatory area causes such fierce debate and so many difficulties as orthoepy - the science of correct pronunciation and stress.

Orthoepic norms are flexible - they develop quickly, often representing the coexistence of several variants of pronunciation and stress. The reasons for this are varied. Some words have old and new pronunciation and stress variations. In addition, the colloquial element has a certain influence on oral speech. The pronunciation of new borrowed words that have not yet been established is in a special situation.

Russian stress is the most difficult area of ​​the Russian language to master. The stress in the Russian language is dynamic (forceful, that is, vowel sounds under stress are pronounced with tension and clearly. Russian stress is characterized by variability and mobility. Variation is the ability of stress to fall on any syllable of Russian words: on the first - Iconography, on the second - expert, on the third - blinds, the fourth - apartments. In many languages ​​of the world, stress is attached to a specific syllable. Mobility is the property of stress to move from one syllable to another when changing (declension or conjugation) of the same word: water - water, hozhU - you walk Most of the words in the Russian language (about 96%) have movable stress. Stress helps to distinguish between homonym words and different grammatical forms of the same word: zamok - lock, sleep - fall asleep.

Any educated person in case of difficulties turns to the dictionary. The classic spelling dictionary is a work edited by R. I. Avanesov. But many modern dictionaries are also appearing. An article by Natalya Lebedeva ( Rossiyskaya Gazeta, September 3, 2009) talks about which dictionaries are authoritative in modern linguistics. The article begins with the following remark: “From September 1, 2009, any citizen of our country who discusses “Wednesday agreements” and drinks “delicious coffee” with “yogurt” will be considered a fully educated and literate person.” The author of the article is also about “lying” ? For clarification, the author of the article turned to the President of St. Petersburg State University, Academician of the Russian Academy of Sciences Lyudmila Verbitskaya. She explained: “It is impossible to believe that from September 1 what is written in these dictionaries suddenly became the norm. Of course, these dictionaries can be taken into account, but you absolutely cannot limit yourself to their recommendations . Therefore, you need to be very careful and careful when using modern dictionaries.

This manual presents some examples of literary pronunciation, which are most often used in everyday speech, including when working with children.

The culture of speech of the teacher and parent. Do you make these mistakes?

So after all: is it ringing or is it ringing? Emphasis. Typical mistakes.

1) It is correct to say “they are calling”, “calling”, “calling back”, “let’s call”, etc.

- Now we’ll call mom and tell her everything.

2) Cottage cheese or cottage cheese? The emphasis on the second syllable is considered more correct and traditional: “tvorOg” . True, it is quite acceptable to use this word in speech with the emphasis on the first syllable.

— Today for breakfast we have cottage cheese with sour cream.

3) Beet or beet? Here the answer is clear: beets. To teach this rule to children, they even came up with an original “memo” :

“Not Fekla, but FYokla, na beet, but beet”.

4) Cakes or cakes? In this case, too, there is no need to think twice - of course, Cakes! To check, use the diminutive “cakes” . The same rule applies to the word bAnty, not bowY.

— Mom baked delicious cakes for the holiday.

5) To pamper or to pamper? In accordance with the rules of the Russian language, in the word “pamper” the stress should be placed on the last syllable - “pamper” . It is this version of pronunciation that is recorded in dictionaries as normative, literary, and the only correct one. The pronunciation of “balovat” with an emphasis on “a” in the first syllable is marked as not recommended and erroneous.

- We completely spoiled you!

6) More beautiful or more beautiful? According to the spelling dictionary, the emphasis in the word more beautiful is placed on the letter “I”

—Which dress is more beautiful for a doll: red or white?

7) Did you understand or understood? In many verbs in the past tense only in the feminine form, the accent is on the ending:

take away - Took away - took away - Took away;

understand - understood - understoodA - understood;

start - started - started - started.

“I still didn’t understand what he wanted to tell me.”

On Wednesdays or on Wednesdays? Correct: on Wednesdays, if we are talking about the day of the week; environment, if the environment is an environment, habitation, presence or environment is a substance that fills any space, for example, environment, social, air, liquid, etc.

-On Wednesdays we have speech development classes.

9) Quarter or quarter? Regardless of whether it is 14 years or 14 cities, put the emphasis on the last syllable: quarter.

— Long-term planning for the first quarter.

10) Security or security? Of course, the normative option is the one with the emphasis on the third syllable – “provision” . However, a number of dictionaries published in recent years cite both options as correct - both “providing” and “providing” .

11) To scoop or scoop? In this word, the emphasis is on the syllable with the letter E - scoop.

— We draw knowledge from books.

12) Will it turn on or turn on? It will turn on correctly. That is, the emphasis falls on the ending not only in this form, but also in other forms of the verb include.

- Now Maria Ivanovna will turn on a cartoon for us.

“Dress” or “put on” ? That's the question... Typical pronunciation errors.

1) You can dress someone, put something on (on something):

— Dressing a capricious child is quite difficult; When it's cold, I put a jumpsuit on him.

2) “Lie down” or “put down” ? Here it is important to understand that when choosing how to say correctly - “lay down” or “put down” , you need to start from the specific action and word that will need to be obtained as a result. “Put” is used only without a prefix. In all other situations, it would be more correct to take the root -false- and “assemble” the word

— I put the book on my lap, but I put the book on my lap.

3) “Lie down” or “lie down” ? The only correct form of the imperative mood of the verb “to lie” is “lie down” or . ”

- Lie down on the bed.

4) “Theirs” or “theirs” . In the Russian literary language, to indicate belonging to the 3rd person in the plural. In number, a personal pronoun is used in a possessive meaning in the gender form. case - them:

- their book, their duties.

5) Sherbet or sherbet? the spelling and pronunciation of "sherbet" is erroneous, despite its popularity.

-Sherbet with peanuts and almonds.

Tips for parents!

• Monitor your children’s speech and correct deficiencies in a timely manner.
• Remember that it is your speech that is a role model, so it should always be correct.
• Correct speech is the key to successful schooling.

Bibliography:

1. Orthoepic dictionary of the Russian language: Pronunciation. Emphasis / I. L. Reznichenko. – M.: LLC “AST Publishing House” , 2003. – 1182 p.
2. Rosenthal D. E. Speak and write Russian correctly. Moscow. Iris and press 2009
3. Modern Russian language / D. E. Rosenthal, I. B. Golub, M. A. Telenkova. – 11th ed. – M.: Iris-press, 2010 – 448

The role of the educator in the formation of the speech environment

The teacher’s speech is the main means of teaching and shaping preschoolers. Didactic communications are the basis of the speech environment, which can have great potential for the development of children's speech.

L.P. Fedorenko divides the speech environment into two components: this is a natural communicative environment, these are free conversations with peers and this is an artificial speech environment. Let's look at all these types in more detail.

A natural communication environment arises without the teacher’s efforts, on its own. But at the same time, it has an impact on the formation of the child’s abilities. It has a positive effect on mental development and the formation of speech abilities.

This happens if those who communicate with the child are those who have correct speech, who react to the preschooler’s statements and answer the children’s questions. But this environment can also be negative if adults do not pay attention to the child’s statements and do not communicate with him. Often such children develop speech defects.

This includes not only communication with teachers and parents, but also any communication of the child with people of different ages.

A newborn needs communication

It may seem strange, but speech begins to develop before the child is born: he hears the internal and external voice of the mother.
Therefore, it is very important that this voice carries only a positive beginning - it is calm and joyful. In the first weeks of life, the baby, without responding in any way, listens carefully to speech. Then he begins to hum and make short sounds, which are a consequence of interaction with the outside world and people; later, emotionally rich sounds and babbling speech appear. Attentive attitude on the part of adults to the voice exercises of a newborn helps to shape future communication skills and the need to express one’s thoughts. It is important for parents to constantly talk to their baby, thus preparing his vocabulary.

Free and artificial speech environment

A free speech environment is an environment of communication with peers and teachers. Communication inevitably arises during sensitive moments in kindergarten. While walking, during everyday activities, while working or playing, children inevitably communicate with each other.

It is important to use the full potential of play to form the speech of preschoolers.

An artificial environment is an environment that is organized by a teacher to achieve specific tasks and using certain techniques and methodological tools. This allows you to reveal all your formative potential and direct it in the right direction.

Methodological means are training. Training refers to a specially organized process that occurs systematically so that children can acquire certain speech skills.

Learning involves the use of various pedagogical means, such as joint reading of literary works, familiarization with illustrations in books, holding conversations or activities, joint entertainment and holidays.

The environment that shapes a child’s speech is an environment that is specially organized to influence different speech aspects of a preschooler’s development.

This environment is organized for a specific purpose: to fill the surrounding object space with those components that would have a positive impact on the formation of children's speech.

Tasks of the speech environment

There are the following tasks of organizing the speech environment:

• give children the opportunity to perceive and observe someone else’s literate speech;
• development of sensory concepts;
• independent speech activity of a preschooler;
• comfortable emotional state of children in the process of verbal communications;
• the child has the opportunity to experiment and observe the language system.

There are the following components that make up the RRS: special equipment, working methods and teacher speech.

Thus, following L.P. Fedorenko, we will consider the speech environment as an environment that stimulates speech communications, an environment in which the developmental potential does not develop spontaneously, but is systematic and consistent in nature, directing communicative activity.

Related posts:

1. Features of creating a speech environment in preschool educational activities Creation of a speech environment - features of the organization, why a well-organized...
2. Implementation of the conditions for designing a developing educational space using modern gaming technologies Conditions for designing an educational space in kindergarten using gaming technologies….
3. Pedagogical conditions for creating a speech environment in the preparatory group of a kindergarten Conditions for creating a speech environment in a preschool educational institution. Techniques and methods of organizing...
4. Teaching children to read and write - methods and techniques Teaching literacy in the process of play activities - play situations, didactic...

Motivated speech activity of a child

The effectiveness of pedagogical influence depends on the child’s activity in terms of speech activity. HE. Somkova emphasizes that research in recent years (G.I. Vergeles, O.V. Solntseva) indicates that the intensity of a child’s development in activity (in this case, speech) directly depends on the degree to which he has mastered the position of the subject of this activity: the more active the child , the more he is involved in an activity that interests him, the better the result.

It is important for a teacher to encourage children to engage in speech activity, to stimulate speech activity not only in the process of daily communication, but also in the process of specially organized training.

The successful development of coherent speech is impossible if the child answers only out of the need to complete the teacher’s task (the teacher asks - you must answer).

During teaching, when each statement is motivated only by submission to the authority of the teacher, when coherent speech represents only “complete answers” ​​to endless questions, the desire to speak out (the motive of speech) fades away or weakens so much that it can no longer serve as an incentive for children to speak out [2]. In order for children to speak vividly, emotionally, and interestingly, so that they strive to improve their speech, it is necessary to “introduce children into the role of a fascinating storyteller” [3]. In particular, in the work of V.V. Gerbova recorded an increase in the level of coherence of speech and its development in children, when they understood the importance of the task and felt the need for a coherent statement [3].