Introduction

Speech is a great gift of nature, thanks to which people receive ample opportunities to communicate with each other. However, nature gives a person very little time for the emergence and development of speech - early and preschool age. During this period, favorable conditions are created for the development of speech, the foundation is laid for written forms of speech - reading and writing, and the subsequent speech and language development of the child.

The role of a child’s speech development in preschool age is difficult to overestimate. Mastering speech rebuilds the processes of perception, memory, thinking, improves all types of children's activities and the “socialization” of the child. In psychological, linguistic, psycholinguistic studies of children's speech by such scientists as Vygotsky L.S., Zaporozhets A.V., Lisina M.I., Shakhnarovich A.M., Zhukova N.S., Filicheva T.B., it was proven that any disturbance in the development of speech affects the activities and behavior of children.

In a modern preschool educational institution, a lot of attention is paid to the development of children's speech. The speech development of older preschoolers is characterized by a fairly large and varied vocabulary, which continues to expand, most children correctly pronounce the sounds of their native language, and the stage of mastering the grammatical system of the language is basically completed. The tasks of speech development continue to be the enrichment of vocabulary, the formation of grammatically correct speech, and education sound culture speech, development of coherent speech. All these tasks are quite successfully implemented in the preschool educational institution. But the ultimate goal is mastery of speech as a means of communication.

According to research, children of senior preschool age achieve a relatively high level of development of coherent speech. The formation of coherent speech allows preschoolers to successfully engage in various forms of communication (business, cognitive, personal). But all this can be realized through the organization of effective forms, methods and techniques, due to the use of the most rational means of teaching. However, to build the correct and efficient work First of all, it is necessary to identify disorders and deficiencies in the child’s speech development, which is carried out in the process of diagnostic research. Corrective and preventive work must begin with diagnosis, which is the initial stage of work.

Diagnosis of the speech development of preschool children involves the selection of tools and methods that can be used to objectively assess the speech capabilities of preschool children.

The problems of diagnosing the development of speech in preschool children were considered in the studies of P. Davidovich, O.S. Ushakova, A.I. Maksakova, G.V. Chirkina and others.

An object research – speech development of preschool children.

Item research – diagnostics of children of senior preschool age.

Target research: to identify the features of diagnostic activities to identify the level of speech development of older preschoolers.

Tasks research:

Conduct an analysis of psychological and pedagogical literature on the study of the problem of the development of coherent speech in preschool children;

Determine the features of speech development in preschool children;

To identify the specifics of diagnosing the development of preschool children;

Conduct a diagnostic study to identify the level of speech development in children of senior preschool age;

Analyze the results and offer methodological recommendations.

Research methods: theoretical analysis of literature on the research problem; observation; testing; mathematical data processing.

Chapter 1. Theoretical and methodological analysis of the problem of development of coherent speech in preschool children

1.1. Psychological and pedagogical aspect of studying coherent speech in preschool children

As you know, the development of speech is closely related to the development of consciousness, knowledge of the surrounding world, and the development of personality as a whole. The central link with the help of which a teacher can solve a variety of cognitive and creative problems is figurative means, more precisely, model representations. Proof of this is many years of research conducted under the leadership of L.A. Venger, A.V. Zaporozhets, D.B. Elkonina, N.N. Poddyakova. An effective way to solve the problem of developing a child’s intelligence and speech is through modeling. Thanks to modeling, children learn to generalize the essential features of objects, connections and relationships in reality. A person who has ideas about connections and relationships in reality, who owns the means of determining and reproducing these connections and relationships, is necessary today for society, in whose consciousness significant changes are taking place. Society is trying to comprehend and rethink reality, which requires certain skills and certain means, including the ability to simulate reality.

It is advisable to start teaching modeling in preschool age, since, according to L.S. Vygotsky, F.A. Sokhina, O.S. Ushakova, preschool age is the period of the most intensive formation and development of personality. As the child develops, he actively masters the basics of his native language and speech, and his speech activity increases. Children use words in a wide variety of meanings, express their thoughts not only in simple but also in complex sentences: they learn to compare, generalize and begin to understand the meaning of the abstract, abstract meaning of a word.

The assimilation of the abstract meaning of linguistic units, conditioned by the mastery of the logical operations of generalization, comparison, juxtaposition, abstraction, allows the use of modeling not only for solving development problems logical thinking preschooler, but also to solve problems of speech development, especially coherent speech. The degree of development of the problem and the theoretical basis of the study. Features of children's mastery of language and speech in a variety of aspects: the connection between language and thinking, the connection between language and objective reality, the semantics of linguistic units and the nature of their conditionality - have been the subject of study by many researchers (N.I. Zhinkin, A.N. Gvozdev, L. V. Shcherba). At the same time, researchers call text mastery as the main result in the process of mastering speech. Features of the development of coherent speech were studied by L.S. Vygotsky, S.L. Rubinstein, A.M. Leushina, F.A. Sokhin and other specialists in the field of psychology and methods of speech development.

According to the definition of S.L. Rubinstein, a coherent speech is a speech that can be understood on the basis of its own subject content. In mastering speech, believes L.S. Vygotsky, the child goes from part to whole: from a word to a combination of two or three words, then to a simple phrase, and even later to complex sentences. The final stage is coherent speech, consisting of a number of detailed sentences. Grammatical connections in a sentence and connections between sentences in the text are a reflection of connections and relationships that exist in reality. By creating a text, the child models this reality using grammatical means.

The patterns of development of children's coherent speech from the moment of its emergence are revealed in the studies of A.M. Leushina. She showed that the development of coherent speech goes from mastering situational speech to mastering contextual speech, then the process of improving these forms proceeds in parallel, the formation of coherent speech, changes in its functions depend on the content, conditions, forms of communication of the child with others, and is determined by the level of his intellectual development. The formation of coherent speech in preschool children and the factors of its development were also studied by E.A. Flerina, E.I. Radina, E.P. Korotkova, V.I. Loginova, N.M. Krylova, V.V. Gerbova, G.M. Lyamina.

The methodology for teaching monologue speech is clarified and supplemented by the research of N.G. Smolnikova on the development of the structure of coherent utterances in older preschoolers, research by E.P. Korotkova about the peculiarities of preschoolers’ mastery of various functional types of texts. Methods and techniques for teaching preschoolers coherent speech are also studied in many ways: E.A. Smirnova and O.S. Ushakov reveal the possibility of using the series plot paintings in the development of coherent speech, V.V. writes quite a lot about the possibility of using pictures in the process of teaching preschoolers storytelling. Gerbova, L.V. Voroshnina reveals the potential of coherent speech in terms of the development of children's creativity.

But the proposed methods and techniques for the development of coherent speech are more focused on the presentation of factual material for children's stories; intellectual processes that are significant for the construction of the text are less reflected in them. Approaches to the study of coherent speech of a preschooler were influenced by research carried out under the guidance of F.A. Sokhina and O.S. Ushakova (G.A. Kudrina, L.V. Voroshnina, A.A. Zrozhevskaya, N.G. Smolnikova, E.A. Smirnova, L.G. Shadrina). The focus of these studies is the search for criteria for assessing the coherence of speech, and as the main indicator they highlighted the ability to structure a text and use various ways connections between phrases and parts different types coherent statements, see the structure of the text, its main compositional parts, their interrelation and interdependence.

Thus, the analysis of psychological and pedagogical literature allowed us to discover a contradiction between the characteristics of the speech development of a child of senior preschool age and the theoretical justification for the use of modeling in teaching senior preschoolers coherent speech, between the needs of practice in the use of modeling in the development of coherent speech and the lack of pedagogical technologies oriented on modeling in the work on developing text skills in preschoolers.

1.2. Specifics of speech development in preschool children

Every year, life makes increasingly higher demands not only on adults, but also on children: the amount of knowledge that needs to be passed on to them is steadily growing. In order to help children cope with the complex tasks that await them, care must be taken to ensure timely and full formation they have speeches. This is the main condition for successful learning. After all, through speech the development of abstract thinking takes place; with the help of words we express our thoughts.

At preschool age, a child’s speech acquires new qualitative features. Along with the rapid growth of vocabulary (from 1000-1200 words for a three-year-old child to 3000-4000 words for an older preschooler), there is practical mastery of more complex sentence forms, grammatical structure native language.

The development of speech occurs in the process of communication between the child and others, which becomes richer and more diverse in preschool age thanks to the knowledge accumulated by the child and participation in various group games oh and classes. Improving speech is inextricably linked with the development of a child’s thinking, in particular with the transition from visual-effective to reasoning, logical thinking, which begins to take shape in preschool age.

All this encourages the child to master the means of language and move on to new, more complex forms of verbal statements. The relationship between the two signaling systems changes, the relationship between the word, on the one hand, and visual images and direct actions, on the other. If a young child's speech is connected mainly with what he perceives and does in this moment, then the preschooler, in addition to this, begins to understand and himself conduct conversations about things that are more distant, which he can only imagine, only mentally imagine. This happens, for example, when a preschooler listens to a fairy tale or himself coherently describes what he previously observed or learned from the stories of adults, from a book read to him, etc.

It is easy to understand how the requirements for coherent speech, for the ability to construct sentences grammatically correctly and connect them with each other, grow under these conditions.

The child must learn to correctly use function words - negative particles ne, nor, prepositions, conjunctions; he must learn to understand and use diverse suffixes that change the meaning of a word; he must learn to correctly coordinate words in a sentence in accordance with gender, number and case.

During preschool age, with proper organization of educational work, the child practically learns the basic rules of the grammar of his native language and uses them in his oral speech.
However, the way a child learns grammar in preschool age is very unique and differs significantly from the one followed in school.

A preschooler does not memorize grammatical rules, does not memorize their definitions, he does not even know what a conjunction, preposition, gender, case is. He masters all this practically, listening to the speech of adults, talking with others in everyday life, in games and activities. As the child accumulates experience in verbal communication, unconscious empirical linguistic generalizations are formed, and the so-called sense of language is formed.

The child not only begins to speak correctly himself, but also notices the slightest error in the speech of others, although he cannot explain why it is impossible to speak this way.

Thus, a five-year-old child, hearing a two-year-old say: “Petya walked,” edifyingly corrects him: “I must say, he walked, but did not walk.” But when they ask him why they can’t say that, he answers in bewilderment: “They don’t say that, it’s wrong.” He is not yet sufficiently aware and does not know how to formulate the rules that he already practically uses in his speech.
The physiological basis of the sense of language is a dynamic stereotype that develops at the level of the second signaling system under the influence of the experience of verbal communication with others. Such a stereotype is a system of generalized temporary connections between verbal stimuli that correspond to the grammatical features of the language. When a child observes similar language phenomena, for example, the same type of agreement of verbs and adjectives with the gender of a noun, generalization and generalization of the corresponding neural connections occurs in his brain. As a result, he begins to change and coordinate new words by analogy with how he did with old words already known to him.

Practical speech generalizations help the child speak correctly. However, due to excessive generalization and insufficient differentiation of grammatical relations, young children often make characteristic mistakes. Thus, having learned the expression “to knock with a hammer” in the third year of life, the child, by analogy with it, says “to eat with a spoon”, “to wipe with a rag”, etc. Only later, as a result of experience in communicating with people around him, does he begin to differentiate the ending of nouns in the instrumental case , considering their gender.

Forming a sense of language is very important in the development of children's speech. It is an essential condition correct construction oral speech in a preschooler and creates the necessary prerequisites for the conscious acquisition of grammar during schooling.
In the process of speech development, a child must learn not only new words, but also their meanings. The meanings of words, as already indicated, are generalizations of a number of similar objects or phenomena. Therefore, mastering the meaning of a word is a difficult task for a preschooler who still has limited knowledge and insufficient ability to generalize. Sometimes it happens that a child, having mastered a word, does not yet understand its real meaning and interprets this word in his own way, in accordance with his limited experience.

Veresaev describes how, as a child, he was surprised when the man who was called the cook's son turned out to be a big man with a red mustache. He thought that a “son” could only be a little boy, thus giving this word its own special meaning.

The teacher must ensure that, while learning a new word, the child at the same time correctly understands its meaning. A child’s speech takes on a different character at different stages of preschool childhood. The speech of children of primary preschool age has many more features characteristic of the speech of a young child.

To a large extent, the direct connection of children's statements with perception and action is preserved. Kids talk mainly about what they perceive and do at the moment. Thus, when listening to a story from a book with pictures, they focus more on what is drawn in the picture than on the text they listened to. Younger preschoolers usually express their thoughts in short sentences, without connecting them with each other. When answering the teacher’s questions, children find it difficult to construct a coherent story.

The sound pronunciation of the youngest preschooler is still imperfect. Many three-year-olds do not yet pronounce the sounds “r”, “l”, “sh”, “zh” or replace them with others (for example, they say “Zenya” instead of “Zhenya”, “luka” instead of “hand”). Syllables in words are sometimes replaced or moved (for example, "hasir" instead of "sugar"). This is partly explained by the inability to control one’s vocal apparatus, and partly by insufficient development of speech hearing.

Under the influence of properly organized educational work, everyday communication with adults, games and special activities, children move on to more advanced forms of speech construction and master correct sound pronunciation.

The speech of children of middle preschool age becomes richer in content and acquires a more complex structure than that of children. The child's vocabulary increases significantly. Children's conversations often refer no longer to data, directly perceived circumstances, but to what was perceived earlier or told by parents and educators and other children. This expansion of speech communication leads to a change in the structure of children's speech. Along with the names of objects and actions, children begin to widely use various definitions.
The child connects sentences and subordinates them to each other in accordance with the nature of the phenomena described. This change in the structure of speech is closely related to the emergence of reasoning, logical thinking. At the same time, in the speech of a child of middle preschool age, along with new features, the features of the previous stage of development are preserved. Despite the fact that his speech acquires greater coherence than that of a baby, it still often contains replacements of missing nouns with instructions like this, this, there, etc.

In sound pronunciation, a child of middle preschool age achieves great success. Only sometimes, usually as a result of an insufficiently attentive pedagogical approach to the child, do five-year-old children make mistakes in pronouncing certain sounds (most often “r” and “sh”).
Conversations between a teacher and children, listening to fairy tales and other works of children's literature, and children's conversations during collective games and activities are a necessary condition development of children's speech at this age.
In children of senior preschool age, speech further develops. The child’s vocabulary increases significantly (up to 3000-4000 words). Communication with other people, which becomes more complex due to new types of educational activities, group games, and work assignments, leads to the enrichment of the child’s vocabulary and mastery of new grammatical forms of the native language.

At the same time, enriching the child’s experience and developing his thinking affects the change in the structure of his speech, which in turn encourages him to master new, more complex forms of language.

The phrase contains main and subordinate clauses. Words expressing causal (because), target (in order to), and investigative (if) connections between phenomena are widely used by preschoolers. New aspects appear in the child’s attitude to his own speech. Older preschoolers are not only guided in the practice of verbal communication by a sense of language, but also make their first attempts to understand the underlying linguistic generalizations.

The child tries to justify why it is necessary to say this and not another, why this is said correctly and this is incorrect. Thus, a six-year-old child states: “You can’t say: the girl was sitting on a chair; they say that about a boy or an uncle.” Or: “You can’t say: I’m going to the forest tomorrow; I went when I talked about yesterday, but I’ll go here, I must say.”

With proper organization of educational work, when conducting special classes on native language older preschoolers not only learn to express their thoughts coherently, but also begin to analyze speech and become aware of its features. This ability to consciously treat one’s own speech, to make it the subject of one’s analysis, is of great importance for preparing children for school education and for subsequent mastery of literacy.

Further development of children's speech takes place in the context of educational activities. If at earlier stages of development the child acquired the language mainly practically, communicating with others in everyday life, in games and activities, now he is given the special task of mastering all the richness of his native language and learning to consciously use the basic rules of grammar.

1.3. Methods of working on speech development in preschoolers

An analysis of pedagogical literature revealed conflicting points of view on teaching coherent speech to preschool children, its content and the sequence of introducing different types of coherent utterances. Most authors indicate that training should begin with retelling and description (A.M. Borodich, V.V. Gerbova, A.A. Zrozhevskaya, E.P. Korotkova, etc.). A number of studies have proven the possibility of teaching children 4-5 years old narrative speech(T.I. Grizik, G.M. Lyamina, L.G. Shadrina, O.S. Ushakova). They develop such signs of text coherence as completeness of the topic, integration between sentences and parts of the story. But the methodology for developing coherent speech in children of the fifth or sixth year of life has not been sufficiently developed.

To determine the place of work on the development of coherent speech of preschoolers in pedagogical process It is important to develop an adequate methodology for studying the coherence of children’s speech, to identify the most effective methodological techniques for forming the coherence of children’s statements.

Studying the state of work in preschool institutions, it was revealed that practice reflects the same picture that is revealed when analyzing scientific research. methodological literature.

Most preschool institutions work according to the methodological recommendations of V.V. Gerbovaya or O.S. Ushakova.

Analysis of plans for educational work in preschool institutions using the methodology of V.V. Gerbova shows that classes on the development of coherent speech are planned 2 times a month. This represents 24% of the total number of classes. During the school year, 7 classes are held on retelling fairy tales and stories and 11 classes on teaching storytelling (describing toys, paintings), i.e. - 9.4% are occupied by retelling activities and 14.6% by storytelling from pictures and toys (writing descriptions).

Analysis of plans in preschool institutions using the O.S. methodology. Ushakova, showed that classes on the development of coherent speech are planned 3 times a month. During the school year, 4 classes are held on retelling fairy tales and stories and 24 classes on teaching storytelling (describing toys, objects, paintings; drawing up plot stories for a set of toys).

This represents 87.5% of the total volume of classes. Of these, 12.5% ​​are classes in retelling and 75% in storytelling based on pictures and toys (composing descriptions - 65.6%; composing plot stories based on a set of toys - 9.4%).

Reflected in plans and individual work with children, which contributes to the formation of skills in writing a description and retelling a literary example. So, on average, 2 times a week didactic games and exercises are planned to consolidate the skills acquired in class. Once or twice a month, tasks for writing descriptive stories are included in other speech development classes (as part of the lesson).

As an analysis of the documentation showed, in those preschool institutions where they work according to the O.S. Ushakova, much attention is paid to teaching storytelling. Already in the middle group (second half of the year), they begin to develop the ability to make coherent narrative statements and introduce a series of story-based pictures into work with children. The share of storytelling classes throughout the year is much higher than in preschool institutions using V.V.’s methodology. Gerbova, whose methodological recommendations provide only for the formation of description skills in children of the fifth year of life. In teaching storytelling, series of plot pictures are not used at all; individual plot pictures are used extremely rarely. The sources of the utterance are a toy, an object, less often a picture, and the speech pattern of an adult that accompanies the display and examination. visual material. The clarity offered by this technique is monotonous.

Traditionally, the following techniques are used in the development of coherent speech in preschool institutions: speech patterns, questions, explanations, motivated assessment of children’s actions and responses, dramatization games, etc.

Thus, an analysis of the state of practice convinces of the relevance of developing methods for teaching children coherent speech.

The search for a methodology for studying coherent speech can be determined by the characteristics of the latter. The nature of coherent speech largely depends on the tasks and conditions of communication. It was important to select situations in which the expansion, coherence, and compositional completeness of children’s statements were better ensured.

The psychological and pedagogical literature describes the most typical methods for studying the coherent speech of preschoolers. Children are offered tasks at the reproductive (retelling a literary example) and productive (creating an independent coherent statement) levels. Productive tasks are usually offered based on a picture or toy.

Retelling is widely used in the formation of coherent speech in preschoolers. At the same time, some authors believe that retelling, due to low communicativeness, does not allow identifying the features of a coherent statement (A.G. Arushanova).

A number of studies (Z.M. Istomina, T.A. Repina) have proven that the simultaneous use of a literary sample and illustrations significantly improves the quality of children's retellings. Pictures have a positive effect on understanding the text and allow the child to present it more accurately, meaningfully, and consistently.

The scientific and methodological literature contains conflicting data about the possibility of using story pictures in teaching storytelling to children of the fifth year of life. Thus, a number of teachers believe that when teaching storytelling, children of this age should be offered only one story picture, since telling a series of story pictures is not available to them (A.M. Borodich, V.V. Gerbova, E.P. Korotkova, etc.) . In the studies of O.S. Ushakova, as well as work carried out under her leadership, proves that already in the middle group of kindergarten it is possible to use a series of plot pictures when teaching storytelling, but their number should not exceed three.

When teaching storytelling to children of the fifth year of life, one toy is often used. On the other hand, there is data indicating the possibility of using toys and play material, since in stories about games and play actions the coherence and context of children's statements increases (G.M. Lyamina). A number of studies have proven that at the beginning of teaching storytelling, ready-made game situations should be given, which are played out by an adult (M.M. Konina, L.A. Penevskaya, E.A. Flerina).

Considering the presence of different points of view on the study and development of children’s coherent speech, cross-sectional experiments should test the features of children’s coherent utterances depending on the communication situation.

Chapter 2. The use of diagnostic tools in the development of preschool children

2.1. Features of psychodiagnostics of preschool children

It should be emphasized that the study of the developmental characteristics of preschool children differs significantly from the study of adults and older children, both in the methods used and in the way the work is carried out. The main principle adhered to by the developers of diagnostic methods is the principle of natural behavior of the child, which provides for minimal intervention by the experimenter in the usual everyday forms of behavior of children. Often, to implement this principle, various methods are used to encourage the child to play, during which different age characteristics children's development.

Various varieties are very popular development scales children, providing for conducting analytical standardized observations of the child and subsequent comparison of the data obtained with age-related development norms. The use of these developmental scales requires specialized experience and should be performed by mental health professionals. But since the psychologist has much less opportunity to observe the child in a natural setting than the educator, it is advisable to organize cooperation between the psychologist and the educator - by cross-comparing the psychologist’s own assessments and observations with the assessments and observations of the educator

Since preschoolers are already mastering speech and reacting to the personality of the experimenter, it becomes possible to communicate with the child and, in the course of it, conduct developmental diagnostics. However, a preschooler’s speech is still in its infancy, and sometimes this limits the possibilities of using verbal tests, so researchers give preference to nonverbal methods.

The most important for diagnosing the development of young children is considered to be their motor and cognitive spheres, speech and social behavior (A. Anastasi, 1982, J. Shvantsara, 1978, etc.).

When conducting and evaluating the results of diagnostics of the development of a preschooler, one should take into account the characteristics of personal development at this age. Lack of motivation and interest in tasks can reduce all the efforts of the experimenter to nothing, since the child will not accept them. This feature of preschoolers was pointed out, for example, by A.V. Zaporozhets, who wrote: ... even when a child accepts a cognitive task and tries to solve it, those practical or playful moments that encourage him to act in a certain way transform the task and give it a unique character direction of the child's thinking. This point must be taken into account in order to correctly assess the capabilities of children's intelligence. And further: ...differences in solving similar intellectual problems of younger and older preschoolers are determined not only by the level of development of intellectual operations, but also by the originality of motivation. If younger children are motivated to solve a practical problem by the desire to get a picture, a toy, etc., then among older children the motives of competition, the desire to show intelligence to the experimenter, etc., become decisive.

These features should be taken into account both when conducting tests and when interpreting the results obtained.

The time it will take to complete the test should also be taken into account. For preschoolers, a period of time for testing within an hour is recommended, taking into account the establishment of contact with the child (J. Shvantsara, 1978).

When conducting examinations of preschool children establishing contact between the subject and the experimenter turns into a special task, the successful solution of which will determine the reliability of the data obtained. As a rule, an experienced psychologist, in order to establish such contact, conducts an examination in an environment familiar to the child in the presence of the mother or some close relative, teacher, etc. It is necessary to create conditions under which the child will not experience negative emotions from communicating with stranger(fear, uncertainty, etc.), for which you can start working with the child with a game and only gradually, imperceptibly for the child, include the tasks required by the test.

Of particular importance is the implementation of constant monitoring of the child’s behavior during the examination - his functional and emotional state, manifestations of interest or indifference to the proposed activity, etc. These observations can provide valuable material for judging the level of development of the child, the formation of his cognitive and motivational spheres. Much in the child’s behavior can be explained by the explanations of the mother and teacher, so it is important to organize the cooperation of all three parties in the process of interpreting the results of the child’s examination.

All diagnostic methods developed for preschoolers should be presented individually or to small groups of children attending kindergarten and having experience in group work. As a rule, tests for preschoolers are presented orally or in the form of practical tests. Sometimes pencil and paper may be used to complete tasks (provided simple actions with them).

Actually, much fewer test methods have been developed for preschoolers than for older children and adults. Let's consider the most famous and authoritative of them.

J. Švancar suggests dividing the available methods into two groups: the first includes methods aimed at diagnosing general behavior, and the second includes individual aspects that determine it, for example, the development of intelligence, motor skills, etc.

The first group includes the method of A. Gesell. A. Gesell and his colleagues developed development tables that received his name. They cover four main areas of behavior: motor, speech, personal-social and adaptive. In general, Gesell tables provide a standardized procedure for monitoring and assessing the developmental progress of children aged 4 weeks to 6 years. Children's play activities are observed, their reactions to toys and other objects, facial expressions, etc. are recorded. These data are supplemented by information received from the child's mother. As criteria for evaluating the data obtained, Gesell provides a detailed verbal description of the typical behavior of children of different ages and special drawings, which facilitates the analysis of survey results

When studying preschoolers, a variety of aspects of development can be diagnosed - from motor to personality. For this purpose, the second group of techniques is used (according to the classification of J. Švantsara).

More recent in creation is the Adaptive Behavior Scale (ABC), developed by the American Association for the Study of Intellectual Disability. It can be used to study emotional or other mental disorders. Like the Vineland social maturity scale, it is based on observations of the behavior of the subjects, and its forms can be filled out not only by a psychologist, but also by a teacher, parents, doctors - everyone with whom the child comes into contact.

To study some abilities of children from 2.5 to 8.5 years old, the McCarthy scale was developed. It consists of 18 tests grouped into six overlapping scales: verbal, perceptual, quantitative, general cognitive ability, memory and motor.

To assess the level of mental development of preschoolers, the Stanford-Binet scale, Wechsler test and Ranen test are most often used (they are written about in sufficient detail in 3.4 and 3.5). Piaget's methods can also be used for the same purposes. They represent scales of order because development is assumed to pass through a series of successive stages that can be described qualitatively. Piaget's scales are intended primarily for studying the cognitive, rather than the personal, sphere of the child and have not yet been brought to the level of tests in terms of formal parameters. Piaget's followers are working to create a diagnostic complex based on his theory and intended for diagnosing the developmental psychology of children of different ages.

J. Piaget proposes a method for clinical research into the formation of a child’s cognitive sphere, introducing the concept of a sensorimotor scheme, that is, a class of motor tasks that contribute to achieving a goal when performing actions with objects.

To diagnose motor development, the motor test of N. I. Ozeretsky (N. I. Ozeretsky, 1928), developed in 1923, is often used. It is intended for persons aged 4 to 16 years. The tasks are arranged by age level. The technique was intended to study motor movements of various types. Simple materials such as paper, thread, needles, spools, balls, etc. are used as stimulus material.

Evaluating the scales discussed above, one cannot help but note the lack of a strict theoretical justification for the use of each of them for diagnosing the characteristics of the mental and personal development of preschool children. The exception is Piaget's methods, which are based on the concept of development he created. Unlike foreign ones, domestic researchers strive to build a diagnostic system based on provisions developed in developmental and educational psychology about the characteristics, stages and driving forces of mental and personal development (works of L.I. Bozhovich, L.S. Vygotsky, A.V. Zaporozhets, D.B. Elkonin, etc.). For example, the most developed from this point of view is a set of methods for diagnosing the mental development of preschool children, created under the leadership of L.A. Wenger.

Special diagnostic techniques were developed to study the characteristics of figurative and logical thinking.

So, for example, the child was asked to trace in the drawing the path to the house, which was depicted with. using tangled lines. Analysis of the child’s actions made it possible to determine the level of formed imaginative thinking.

To diagnose logical thinking, a table with geometric figures arranged in a certain sequence was proposed. Some squares were empty, and they needed to be filled in, revealing the patterns of the logical series.

A number of authors are making attempts, based on a generalization of existing diagnostic methods and their own developments, to create a system of diagnostic examination of preschool children, which would not only allow identifying different levels of development, but would also provide long-term observations of the development of children.

Along with the methods described above and intended for studying various aspects of the development of preschool children, quite a lot of them have been developed for diagnosing the readiness of children to study at school.

As a result of the examination of preschoolers, children are identified who need correctional and developmental work, which allows them to form the necessary level of readiness for school. During the examination, children with advanced development are also identified, for whom the psychologist should formulate recommendations for an individual approach.

2.2. Diagnosis of the level of development of coherent speech in children of senior preschool age

Systematic control over how children acquire speech material is important to establish continuity between kindergarten and school. By the time they enter school, children should have approximately the same level of speech development.

Knowledge of the criteria and methods for identifying the state of children’s speech development will help heads of preschool institutions monitor the activities of educators and determine the quality of their work.

An individual comprehensive examination helps to most accurately determine the level of development of a child’s speech, but it requires a lot of time. To reduce the testing time, you can, in addition to a sample survey, combine a number of tasks, simultaneously identifying the state of formation of different sections of speech. Thus, when establishing a child’s knowledge of fiction and inviting him to tell a fairy tale (or read a poem), the examiner simultaneously records sound pronunciation, diction, and ability to use the vocal apparatus; When a child compiles stories based on a picture (identifying the development of coherent speech), the examiner notes which sentences are used (identifying the development of the syntactic aspect of speech), which lexical means (identifying vocabulary), and so on.

Some methodological techniques and tasks can be used to test the mastery of material simultaneously by a whole group or subgroup of children, for example, knowledge of the genre.

When identifying the state of speech development of children, a special place should be given to special observations that are carried out in the process of educational work in everyday life: a teacher or inspector not only observes for a certain time, but also records the speech of children, noting both its shortcomings and positive ones. shifts, as well as difficulties that children experience when mastering program material.

Speech examinations can also be carried out during control and testing classes, when the teacher or examiner sets the task of finding out how children have mastered this or that speech material.

If there are serious deviations in the speech development of children, conversations are held with parents, during which possible reasons child's retardation.

The most important condition for the development of speech culture in preschool children is work on the word, which is considered in conjunction with solving other speech problems. Fluency in a word, understanding its meaning, and accuracy of word usage are necessary conditions for mastering the grammatical structure of a language, the sound side of speech, as well as developing the ability to independently construct a coherent statement.

Research in recent years has proven the need to highlight a special section in the methodology of speech work, which includes, firstly, familiarizing children with the polysemy of words, with synonymous and antonymic relationships between them; secondly, the formation of the ability to accurately use the lexical means of the native language. Discovering the semantic richness of polysemantic words contributes to the expansion of the vocabulary, not by increasing it quantitatively, but by understanding other meanings of already known words.

A feature of the work on enriching and activating the vocabulary, which occupies a significant place in speech work, is its connection with all types of activities of preschoolers. Exploring the world around them, they learn the exact names of objects and phenomena, their qualities and relationships, deepen and clarify knowledge and ideas. Thus, by developing in children the skills, abilities and knowledge necessary to perform physical exercises, visual arts, design, etc., the teacher expands their vocabulary, teaches them to understand and use words that denote the objects, actions, and movements used in this activity. Exploring the world around him, the child learns verbal designations of objects and phenomena of reality, their properties, connections and relationships.

The practice of verbal communication confronts children with words of different meanings, with synonyms and antonyms. In preschool children, orientation towards semantic content is very developed. First of all, the speaker is guided by semantics when choosing one word or another when constructing a statement; It is semantics that the listener seeks to comprehend. Therefore, the search for a word is based on its meaning, and the correctness of the statement depends on how accurately the selected word conveys the meaning.

To identify older preschoolers’ understanding of the meaning (meaning) of a word, they are offered various tasks. First, their characteristics are given (what a particular question reveals, in what context it is presented), then the features of performing each task and options for their assessment are revealed.

In the process of diagnosing one of the aspects of speech, the results obtained are analyzed:

Pronunciation side of speech.

The following is noted: the poem was read loudly enough;

Speed ​​(tempo) of speech: moderate;

Intonation expressiveness: the poem is read expressively.

In the process of reading the poem and talking with the child, it was established:

Clarity (diction) of the child’s speech: clear ability to comply with literary norms of pronunciation (spelling): no deviations;

Sound pronunciation – the child pronounces sounds quite well.

Deviations in the speech development of older preschoolers manifest themselves at various levels:

Phonetic;

Phonemic;

Lexico-grammatical (predominant violation of morphemic and morphological analysis, i.e. difficulties in distinguishing parts of a word and parts of speech, violation of inflection and form changes, violation of a coherent statement, planning, predicting speech).

Communication disorders.

To determine the strategy for correctional speech work, the teacher first of all observes children in the process of their natural communication, speech accompaniment of productive activities, activities, and games. Observation makes it possible to form a preliminary idea about the capabilities of each child in the field of coherent utterance, about initiative and the ability to enter into a conversation and maintain a dialogue, about the composition of phrases, the correctness of composing simple and complex sentences, about the correctly executed syllable structure, about vocabulary, about grammatical design phrases, about the phonetic filling of words, about the features expressive means and tempo-rhythmic coloring.

It is important that the data obtained as a result of observations are compared with information about the child’s speech development outside kindergarten. For this purpose, the teacher can invite the child’s family and friends to answer a number of questions.

What is the child's relationship with other family members? Who does he prefer? Does he experience a lack of attention to him, a negative attitude, or overprotection? Does the child have a negative attitude towards any family member? Who is raising the child?

Does he communicate easily with other children and adults? Are you selective in your communication? What do his parents think is his relationship with other children? Is he a leader?

Does he use verbal means when communicating - exclamations, intonation, individual sounds, chains of sounds and syllables, words, phrases? Are there any lines of dialogue?

What books and at what age should children be read? How long can he listen to the reading? What interests him more - illustrations, content, or both? Do you have any favorite films or records?

Does your child like to draw, sculpt, or play with construction sets at home? Is this activity accompanied by verbal means? Does it play on its own? Does he turn to adults for help in difficult situations?

What are its emotional manifestations: adequate, restrained, indifferent, stormy? How does a child react to a new toy? Are emotional manifestations accompanied by speech?

What is the child’s character – friendly, obedient, affectionate; hot-tempered, capricious, aggressive? How does he behave at home?

Does he have the opportunity and need for psychological release? How does this manifest itself: does it scream, retire, become quiet, “communicate” with toys, trying to reproduce the situations that have excited him, listen to music, draw, design?

Does the child have animals, birds, plants? How does he feel about them? How does he communicate and play with them?

How does the family spend their leisure time, weekends, vacations?

The parents' answers complement the teacher's understanding of the child and the characteristics of his speech development.

Observing the behavior of a child, an adult gets an idea of ​​how he talks; what vocabulary does he use; whether elements of autonomous, childish speech characteristic of an early age remain in his vocabulary.

A teacher, observing children in natural conditions, during classes, on a walk, while performing routine tasks, has the opportunity to create a fairly objective picture of the characteristics of the child’s speech activity and, in difficult cases, recommend contacting a speech therapist. The teacher clarifies the main indicators of speech development individually.

In a group, during collective communication, the teacher, first of all, must note whether the child is proactive in verbal communication and can ask questions; Does his vocabulary include the interrogative words “which, which, what, where?” He should also pay special attention to the presence/absence of interrogative words “why, why”, showing a well-formed understanding of cause-and-effect and target relationships.

Indicative for speech development is the ability to correctly ask a question about the content of a conversation or fairy tale; a question addressed to someone selectively; a question whose answer changes the course of the conversation. It is important to pay attention to whether the degree of speech activity depends on who and where communicates with the child.

It must be remembered: during a conversation, a child without deviations in speech development is able to maintain communication with remarks, voice modulation, intonation, facial expressions, gestures and other non-verbal means.

It is also important to observe the child during role-playing games, because this allows one to identify a number of features. Children with speech development disorders cannot maintain interest in playing in a group for a long time, in the actions of other children, and experience difficulties in unfolding the plot, in analyzing the role behavior of the players in predicting the outcome, in coordinating their actions with the actions of other children. Difficulties are associated with speech and mental operations: it is difficult for children to isolate the particular from the whole - the plot of a fairy tale, an everyday plot (agree on who will play what role, what they will do, say); and vice versa, to combine particulars (the role and behavior of each player) into a single plan.

The possibilities of using substitute words and the variability of vocabulary can be studied during a game that confronts the child with the need to use various objects and substitute words.

It is also necessary to check whether the child can reproduce “living and non-living” sounds, imitate different voices, and whether he can change the pitch and strength of his voice. To this end, questions are usually asked: “How does the plane sound? What voice does the bear speak in? and so on.". In order to answer them correctly, the child is forced to imitate various sounds and choose emotional and expressive means (intonation, facial expressions, gestures).

It is important for the teacher to be sure that the child correctly perceives the spoken speech, that he is attentive to sounding word and sound. Lack of auditory attention affects not only sound pronunciation, but also the understanding of the meaning of words, the perception and understanding of sentences in general, and the understanding of hidden meaning and subtext. In addition, this will affect the child’s mastery of written language. For this purpose, you can offer a number of didactic games: “Guess what it sounds like?”; “How and where does the bell sound?”; "Echo". You can offer the following tasks: “Show, repeat and complete”; “What is a puddle? What are skis? etc. To attract attention to a sounding word, it is good to use the game of “flip words”.

To work on speech development, it is extremely important for the teacher to determine whether the child knows what common categorical names, generalizing words, synonyms, antonyms, paronyms are, and whether he knows associative connections.

Lexical exercises and tasks perform the following functions:

Contribute to the development of attention to changes in the meaning and significance of words depending on grammatical categories, word-formation and formative features;

They strengthen the formation of connections between words, thereby forming a coherent statement.

Associative connections

Contribute to the development of speech-mental operations (the ability to select, select and accurately use words);

They assume the development of variability in the use of vocabulary and fluency in grammatical categories.

In the coherent utterance of children, not only lexical and grammatical features are manifested, but, above all, difficulties in planning and correctly structuring the utterance; it is possible to replace the text with paralinguistic means - facial expressions, gestures, expressive movements, accompanied by emotional exclamations - interjections.

When determining deviations in a child’s speech development, it is important to understand the attitude of the child himself to the difficulties he experiences. In case of tempo-rhythmic deviations, carefully monitor under what conditions the state of speech improves or deteriorates (in a familiar, unfamiliar, unfamiliar environment), whether the child reacts to a “new” interlocutor, with whom it is easier to communicate - with an adult or a peer. In communication, the teacher must not only analyze the state of the question-answer system, dialogue, rhythmic forms, possibilities for compiling a retelling, speech accompanying productive activities, but also determine what forms and types of speech activity are available to the child.

Timely identification of deviations in speech activity will make it possible to provide early corrective assistance by a speech therapist, carry out preventive and developmental work by a teacher, and correct the personal characteristics of children.

Chapter 3. Experimental work on the development of speech in preschool children

3.1. Determining the level of speech development of preschool children using psychodiagnostics

To determine the level of speech development of older preschoolers using psychodiagnostics, a confirmatory experiment was conducted. The study was conducted on the basis of a preschool educational institution"Firefly". The experiment involved 10 children aged 5-6 years.

The purpose of the experimental work is to diagnose the speech development of children and study the communication skills of children.

Communicative and rhetorical skills are associated, firstly, with the ability to analyze and evaluate communication and, secondly, with the ability to communicate, when the ability to navigate a situation is assessed.

Indicators for assessing children's speech:

The ability to navigate in different communication situations, taking into account who is speaking, to whom the speaker is addressing, for what purpose, what - about what, how, etc.;

The ability to analyze and evaluate one’s own speech behavior and the speech behavior of another, what the speaker said, what he wanted to say, what he said unintentionally, etc.;

Mastering the culture of listening, listening carefully to your interlocutor, responding adequately to the speaker’s speech;

It is appropriate to use the rules of speech etiquette and conduct an etiquette dialogue;

Correlate verbal and nonverbal means of communication, mastery of nonverbal means (facial expressions, gestures, body movements).

To identify the level of speech development in older preschoolers, the “Speech Development according to the Rainbow program” diagnostic was used.

Diagnosis of children in the senior group for speech development was carried out in the following areas.

1. To diagnose the sound culture of speech, it was determined whether the child had speech defects. Which?

The following tasks were proposed:

a) The child was asked to name any words with a sound With.

“For example, I remembered now,” says the teacher, these are the words: pine... aspen... sowed... . It's your turn. Continue!"

b) A game was offered. You are given a sheet of paper with a grid to determine the position of a sound in a word and a counter. The rules of the game are explained: “Repeat the word after me.” river. Do you hear the sound R in this word? Is it heard at the beginning of a word or in the middle of it? Place the chip in the first window, as in the word river sound R stands at the beginning of a word. Listen to another word - rhinoceroses. Where is the sound heard? R? Place the chip in the second window. Let's say the word together fire. And I put a chip in the third window. Am I right or wrong? Now work on your own. I will say the word, you say it after me and put the chip in the right box: cancer... lilac... cheese.”

2. To examine speech understanding and the level of active vocabulary, the following was proposed.

a) The teacher says: “The little puppy’s ear hurts a lot. He whines. Needs your sympathy. What do you tell him? Start like this: “You are mine...”

b) The children were asked to look at the picture. The question was asked what happened to the chickens. It was suggested to come up with a title for the story.

The teacher asks to take a closer look at the hen who saw not yellow, but black and grimy chickens; describe her condition. She… .

3. Fiction.

a) The child is asked to read his favorite poem

b) They offer to name fairy tales that the child is ready to listen to more than once. If he cannot remember the name of the fairy tale, let him start telling it, you can suggest the name.

c) The child is asked to remember the writers whose books they read in kindergarten and at home; artists who made beautiful drawings for children's books.

Assessment of task completion:

9-12 points (high level) – answers all tasks correctly, without prompting from adults, answers quickly and willingly.

5-8 points (average level) – answers most questions correctly, but uses an adult’s hint, answers slowly but willingly.

1-4 points (low level) – answers most of the questions incorrectly, even with prompting from an adult, answers few and reluctantly.

The analysis of the data obtained was entered into the child’s individual card (see Appendix), where data about the child was indicated. Below is a summary table of test subjects' data for all three types of tasks (see Table 1).

Table 1.

As a result of summing up the data obtained, the results presented in Diagram 1 were revealed.

Diagram 1.

Thus, in the process of diagnosing the speech development of children of senior preschool age, it was found that only 2 out of 10 children had high, i.e. normal level of speech development, 5 children have an average (satisfactory) level, and 3 children have a low level.

Work to determine the characteristics of coherent speech in older preschoolers has shown that children of this age make many mistakes in word usage and construction of not only complex, but also simple sentences; use uniform ways of connecting sentences in the text. Some preschoolers violate the sequence of presentation of thoughts; it is difficult for them to start or finish a statement. Often their stories contain elements of narrative and description. Most often, children turn to the help of an adult; they cannot always cope with the task on their own. This indicates the need for special training in order to master an active vocabulary, the formation of a sound culture of speech, the development of skills in transferring knowledge on fiction, and constructing a coherent monologue statement.

Parents often do not pay attention to the formation of speech in preschoolers. But at school, even small deviations in speech development can lead to specific errors in mastering writing. Parents themselves can resolve problems with speech skills, but sometimes they cannot do without the help of a speech therapist. Children who did not go to kindergarten must be tested for speech readiness. If the baby visited preschool, then there children are prepared for school according to a certain program. But often the teacher focuses on the average level of development of children, so it is still worth checking certain speech skills of the baby. It is no secret that the better a child’s speech is developed, the easier it is for him to master writing and reading.

1. First of all, you need to pay attention to whether the child can pronounce all sounds clearly. Otherwise, the child will write words exactly the same way as he pronounces them, i.e. with grammatical errors.

2. The child must determine by ear how many letters there are in a word. For example, the word “cat” has three letters or three sounds. To test such skills, you need to ask your child to write the word that you pronounce. But replace all letters with sticks or circles. For example, the word “cat” is three sticks, the word “tree” is six sticks.

3. You need to pay attention so that the child understands which sound is a letter. Children often confuse letters that sound similar. For example, B and P or Z and S. Therefore, when writing words, children cannot choose correct letter and make mistakes. You can test your ability to distinguish sounds by using images of two different objects that differ only in one letter.

4. Parents and educators need to pay attention to the child’s vocabulary. It must be at least 2000 words. You can determine whether a child knows so many words using several tasks:

Exercise 1. Ask your child to name a group of objects in one word. For example, cup, spoon, plate, pan -...? T-shirt, T-shirt, pants, dress -...?

Task 2. The child must name as many names as possible that belong to one group or another. For example, names of animals, flowers, trees.

Task 3. Test your knowledge of adjectives. For example, what kind of dress is it - beautiful, red; what a hat – warm, blue; what a sun – bright, warming.

Task 4. The child must know not only the names of objects, but also what is done with them. For example, a toy - buy, play; flowers are planted, watered, books are read, examined.

Task 5. The opposite of the fourth. There is an action - you need to figure out what object it happens with. They draw – a house, a car, a picture; ironing – clothes, a kitten; cook - dinner, soup.

Task 6. We select words - synonyms. For example, big - huge, gigantic; light – snow-white, sunny.

Task 7. We select anonymous people. For example, big - small, slow - fast, beautiful - terrible.

5. Even if a child pronounces all words clearly, has a large vocabulary and does not confuse sounds, this is not all. The child must correctly form phrases and words themselves. As a rule, there are no problems with this if adults themselves speak correctly. But sometimes even a schoolchild can hear such words as “I got there by meter”, “run faster”, “hot coffee”, etc.

6. Little schoolchildren should be able to express their thoughts. Mastering coherent speech is necessary for them, since it will be impossible to answer in class without certain skills. To help your child master this last and difficult step, ask him to retell the story. This could be a story about today, about a trip to the circus, or ask them to retell a new fairy tale.

Diagnosing a child’s speech development is not a matter of one day. But if deficiencies in the speech development of a preschooler have nevertheless been identified, then it is necessary to help the child master this science.

Conclusion

Summarizing the results of this study, it should be noted that the relevance of the problem of children's speech health has increased significantly over many years. With the increase in neuropsychic and somatic diseases of preschool children, the formation of all mental functions in children is delayed and, as a result, more and more children are appearing with speech disorders, while at present the requirements for the speech development of children of senior preschool age have increased significantly. In normally developing preschoolers, by the beginning of school, speech is separated from direct practical experience, and it acquires new functions.

Prevention of speech disorders in children of senior preschool age in the educational work of preschool educational institutions, the formation of correct speech acquires special importance, since the readiness or unpreparedness of the child to start school depends on the level of speech development.

Diagnosis of the characteristics of coherent speech in older preschoolers showed the presence of the following typical errors for children of this age:

In word usage, construction of not only complex, but also simple sentences;

Using uniform ways of connecting sentences in the text;

Violation of the sequence of presentation of thoughts; it is difficult for them to start or finish a statement;

The predominant presence of narrative and description elements in stories;

Frequent recourse to an adult’s help, inability to complete a task independently, etc.

All this indicates the need for special training in order to master an active vocabulary, form a sound culture of speech, and construct a coherent monologue utterance.

Bibliography

1. Alekseeva M.M., Ushakova O.S. Interrelation of tasks of speech development of children in the classroom // Education of mental activity in preschool children. – M, 2003. - p.27-43.

2. Belkina V.N. Child psychology. – Yaroslavl: YaGPU im. K.D. Ushinsky, 1994.

3. Wenger L.A. Diagnostics of mental development of preschool children, M., 1998.

4. Issues of speech generation and language teaching / Ed. A.A. Leontyev and T.V. Ryabova. – M.: MSU, 1967.

5. Voroshnina L.V. Features of constructing descriptive stories by children of the 5th year of life // Problems of studying the speech of preschoolers: Sat. scientific works / Ed. O.S. Ushakova. – M.: Publishing house. RAO, 1994. – pp. 104–108.

6. Vygotsky L.S. Thinking and speech // Collection. Op. – T. 2. – M., 1986.

7. Gvozdev A.N. Issues in studying children's speech. – M., 1991.

8. Gerbova V.V. Speech development classes in middle group kindergarten. M.: Education, 1993.

9. Gerbova V.V. Composing descriptive stories // Preschool education. - 2006. - No. 9. - p. 28-34.

10. Glukhov V.P. Methods for developing coherent monologue speech in preschoolers with general speech underdevelopment. – Moscow, 1998.

11. Grizik T.I. Speech development in children aged 6-7 years. – M.: Education, 2007.

12. Diagnostics of mental development of preschool children / Ed. L.A. Venger, V.M. Khomlovskaya. - M.: Pedagogy, 2005.

13. Erastov N.P. Processes of thinking and speech activity (Psychological and didactic aspect): Author's abstract. dis. ... Doctor of Psychology Sci. – M., 1971.

14. Yolkina N.V. Formation of coherent speech in preschool children: Tutorial. – Yaroslavl: Publishing House YAGPU im. K.D. Ushinsky, 2006.

15. Zaporozhets A.V. Selected psychological works. – M., 1986.

16. Leontiev A.A. A word about speech activity. – M.: Nauka, 1965.

17. Methods for examining children’s speech: a guide for diagnosing speech disorders / Ed. G.V. Chirkina. - 2nd ed., add. – M., 2003.

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21. Tikheyeva E.I. Development of children's speech / Ed. F. Sokhina. – M.: Education, 1992.

22. Tkachenko T.A. In first grade without speech defects. – St. Petersburg, 1999.

23. Ushakova O.S. "Diagnostics of speech development of preschool children." – M.: RAO. Research Center for Family and Childhood, 1997.

24. Ushakova O.S. Speech education in preschool childhood (development of coherent speech): Author's abstract. dis. ... Dr. ped. Sci. – M., 1996. – 40 p.

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Application

Analysis of the received data

Last name, first name of the child ____________________________

Exercise 1

Task 2.

MBDOU "Combined kindergarten No. 67 "Nadezhda"

Speech development report

Preparatory group for school

Completed by: teacher

Maltseva M.K.

Naberezhnye Chelny, 2016

Report on children's speech development.

Preschool age is a period of active learning by a child spoken language, formation and development of all aspects of speech - phonetic, lexical, grammatical. Full command of the native language in preschool childhood is a necessary condition for solving the problems of mental, aesthetic and moral education of children in the most sensitive period of development. The sooner learning the native language begins, the more freely the child will use it in the future.

We consider the development of cognitive and speech activity to be one of the most important sections of preschool pedagogy and that it is aimed at the mental development of the child. We are confident that the better the cognitive and speech activity of children is organized, the higher the guarantee of success in school education.

Cognitive - speech development includes several areas:

• Cognitive development;
• Speech development;
• Social and communicative development;
• Artistic and aesthetic development.

Target : to develop in preschool children cognitive and speech abilities (perception, thinking, memory, attention, imagination), which represent different forms of the child’s orientation in the world around him, in himself and regulate his activities.

Tasks:

• Enrich the cognitive sphere of children with information through educational activities, observations, experimental activities, and speech.

• Enrich the emotional and sensory sphere of children in the process of direct communication with objects, phenomena, and people.

• To help organize information about the world around us, to form ideas of its integrity.
• Shape careful attitude to the surrounding world, consolidate positive emotions, the ability to express them.
• Create conditions that facilitate the identification and maintenance of interests, the manifestation of independence and cognitive and speech activity.

We support the conditions for the development of cognitive and speech processes of preschoolers in all types of activities.

The educational field “Speech Development” involves:
- mastery of speech as a means of communication and culture; enrichment of the active vocabulary;
- development of coherent, grammatically correct dialogical and monologue speech;
- development of speech creativity;
- development of sound and intonation culture of speech, phonemic hearing;
- acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature;
- formation of sound analytical-synthetic activity as a prerequisite for learning to read and write. (FSES DO)

Techniques and technologies that we use in the formation of cognitive and speech activity of children:

Visual - observations, viewing paintings, showing films, presentations, slides, etc.

Practical – exercises, games, experiments and experiences, modeling, project activities.

Verbal – story, reading, questions, conversations, use of literary words.

To achieve our goals, we use a series of paintings and story pictures:

Winter
Winter fun
Moms and babies
Wild animals
Pets
Animals on the farm
Tell children about bread
Automobile transport

Birds
Space

Sport equipment
Fairy tale heroes
Fruits
Visually - a didactic guide to artistic creativity.

We understand that the speech environment is the family, kindergarten, adults and peers with whom the child constantly communicates. Therefore, we always speak clearly and competently, so that our speech is an example for preschoolers.
The subject-development environment is of great importance for the development of young children who do not yet read, especially in their independent
activities. Therefore, we have enriched the environment and provided it with the means for a variety of child activities.

Methods of speech development.

Reading and storytelling
Didactic games
Observation in nature
Dramatization Games

Dramatizations
Summary conversation
Storytelling without relying on visual material
Round dance games
Learning by heart

Observations

Excursions

Retelling

Development of coherent speech through learning to compose stories based on a picture and a series of plot pictures. Therefore, we set the following goals:

Formation of skills in composing stories based on paintings and plot pictures;
- Enrichment of vocabulary and formation of the grammatical structure of children’s speech in the process of working with paintings and plot pictures.

Speech development through fiction

Fiction serves as a powerful, effective means of mental, moral and aesthetic education provides children
a huge impact on the development and enrichment of a child’s speech. When planning educational activities, we include reading fiction every day.

Speech development through didactic and educational games

Using didactic games, we develop children’s speech: we replenish and activate the vocabulary, form correct sound pronunciation, develop coherent speech, and the ability to correctly express one’s thoughts.

Theatrical activitiesmakes children's lives interesting, meaningful, filled vivid impressions, the joy of creativity, introduces children to the world around them in all its diversity through images, colors, sounds, and skillfully posed questions encourage them to think, analyze, draw conclusions and generalizations, children’s speech develops,
there is an opportunity for self-realization. Over the past academic year We showed the theater many times not only in the group, but also to other children. We plan theater activities once a week.

Role-playing gamehas a positive effect on speech development. During the game, the child talks aloud to the toy, speaks both for himself and for it, imitates the hum of an airplane, the voices of animals, etc. Dialogue speech develops.

Speech development while walking.

A walk is not only an important routine moment, but also a wonderful way to develop a child’s speech. The territory of the kindergarten is varied: birch trees and lilacs grow here. In the warm season, the flower beds are full of flowers. On walks, children note everything they see around them and try to express their impressions in words.

Walks and excursions.

In the preparatory group we conduct a lot of excursions, which is important in the development of a preschooler’s speech.

Working with parents.

We conduct conversations, give recommendations for memorizing poems, riddles, proverbs, nursery rhymes, counting rhymes, tongue twisters, and simple twisters with children at home;
consultations and advice on what books children of this preschool age should read; Thematic parent meetings are organized.

Software and methodological support.

1. “Program of education and training in kindergarten/Ed. M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova
2. Gerbova V.V. Classes on speech development with children 4-6 years old (senior mixed-age group): A book for kindergarten teachers - M.: Prosveshchenie 1987. -207p.
3. Gerbova V.V. Classes on speech development in the middle group of kindergarten. Lesson plans – M.: MOSAIC - SYNTHESIS – 2010. – 80 p.
4. Gerbova V.V. Speech development in a mixed-age kindergarten group. Lesson plans - M.: Mozaika-Sintez - 2009.
5. O.S. Rudik Speech development of 6-7 year old children in free activity. Guidelines. – M.: TC Sfera, 2009. -176 p.
6. O.S. Rudik Speech development of 4-5 year old children in free activity. Guidelines. –M.: TC Sfera, 2009. -192 p.
7. Volchkova V.N. Lesson notes for the senior group of kindergarten. Speech development.
8. Practical guide for educators and methodologists of preschool educational institutions. – Voronezh: TC “Teacher” 2005.-111 p.
9. Ushakova O.S. Classes on speech development for children 3-5 years old - M.: TC Sfera 2010. -192 p.
10. Ushakova O.S. Speech development 6-7 years. Program, methodological recommendations, lesson notes, games and exercises - M.: Ventana-Graf 2008.-288 p.
11. Detailed long-term planning according to the program edited by M. A. Vasilyeva, V. V. Gerbova, T.
S. Komarova. / auto - comp. V. I. Mustafaeva and others - Volgograd: Teacher, 2010.- 87 p.

“CREATIVE REPORT ON THE TOPIC Experience on the topic “Development of speech of preschool children through theatrical activities"Introduction Mastering your native language, speech development -..."

CREATIVE REPORT ON

Work experience on the topic “Development of speech of preschool children through

theatrical activities"

Introduction

Mastering your native language and developing speech is one of the most

important acquisitions of a child in preschool childhood and is considered in

modern preschool education, how general basis education and

teaching children. L.S. Vygotsky wrote: “There are all factual and theoretical

there are grounds to assert that not only the intellectual development of a child, but also the formation of his character, emotions and personality as a whole is directly dependent on speech.”

Working with children, I was faced with the fact that they have poorly developed coherent monologue speech, they have difficulty talking about the events of their lives, and cannot retell literary works. Therefore, as the main topic of my activity, I chose: “Development of speech of preschool children through theatrical activities.”

Theatrical games are a constant favorite among children.

Preschoolers enjoy playing with familiar works, transforming themselves into their favorite characters. The child voluntarily accepts the character’s character traits, facial expressions and gestures. Children rejoice when good triumphs, and sigh with relief when heroes overcome difficulties and a happy ending occurs.

E.A. Flerina, a major teacher in the field of aesthetic education, saw the advantage of storytelling over reading in that the narrator conveys the content as if he were an eyewitness to the events taking place.

She believed that storytelling achieves a special immediacy of perception.

Children are especially fond of fairy tales; the language of fairy tales is very picturesque; it contains many apt comparisons, epithets, figurative expressions, dialogues, monologues, and rhythmic repetitions that help the child remember the fairy tale and enrich his vocabulary. Theatrical art is close and understandable to both children and adults, primarily because it is based on play. Theatrical play is one of the brightest emotional means that shapes a child’s personality, independent creativity, and his emancipation. In the process of theatrical play, vocabulary, grammatical structure of speech, sound pronunciation, tempo, and expressiveness of speech are activated and improved. Participation in theatrical games brings joy to children, arouses active interest, and captivates them. Reflecting on the issue of increasing the level of children's speech, I came to the conclusion that theatrical activities could help.

Why theatrical activities? Theatrical activities are one of the most effective ways to influence children, in which the principle of learning is most fully and clearly demonstrated: learn by playing.

Studying psychological, pedagogical and methodological literature, I came to the conclusion that theatrical play has a great influence on a child’s speech development. Stimulates active speech by expanding vocabulary and improving the articulatory apparatus. The child learns the richness of his native language and its means of expression. Using expressive means and intonations that correspond to the character of the characters and their actions, he tries to speak clearly so that everyone understands him.

In theatrical play, emotionally rich speech is formed.

Children better assimilate the content of the work, the logic and sequence of events, their development and causality.

The founder of the Moscow Puppet Theater S.V. Obraztsov once expressed the idea that every child has a natural desire for acting. And we know that acquaintance with the theater occurs in an atmosphere of magic, festivity, and high spirits, so it is not difficult to interest children in the theater.

It is known that children love to play; they should not be forced to do so.

While playing, we communicate with children on their territory. By entering the world of childhood play, we can learn a lot ourselves and teach our children. And the thought said by the German psychologist Karl Gross, which is still popular: “We play not because we are children, but childhood itself is given to us so that we play.” All of the above determined my final choice of topic for the work experience “Developing the speech of preschool children through theatrical activities.”

Relevance of work experience.

The period of preschool childhood is considered the foundation for the further development of all aspects of speech. The success of children's education for school largely depends on the level of mastery of coherent speech. The purposeful formation of coherent speech is of utmost importance in the overall system of working with children. The formation of coherent speech of children in kindergarten is carried out both in the process of various practical activities during games, routine moments, observations of the environment, etc., and in the process of organized activities of children.

Preschool childhood is a special period of child development, the formation of general abilities necessary in any type of activity. The ability to communicate with other people, act together with them, learn new things, see and understand life in your own way - this and much more is inherent in preschool childhood.

Speech is one of the most important lines of child development. Thanks to his native language, the baby enters our world and receives ample opportunities to communicate with other people. Speech helps to understand each other, shapes views and beliefs, and also plays a huge role in understanding the world around us.

Speech, a wonderful gift of nature, is not given to a person from birth. It takes time for the child to start talking. And adults must make a lot of effort to ensure that the child’s speech develops correctly and in a timely manner.

The development of coherent speech is the central task of children's speech education. This is due, first of all, to its social significance and role in the formation of personality. It is in coherent speech that the main, communicative, function of language and speech is realized. Connected speech - highest form speech mental activity, which determines the level of speech and mental development of the child (T.V. Akhutina, L.S. Vygotsky, N.I. Zhinkin, A.A. Leontiev, S.L. Rubinstein, F.A. Sokhin, etc. .).

The fifth year of life is a period of high speech activity of children, intensive development of all aspects of their speech (M.M. Alekseeva, A.N. Gvozdev, M.M. Koltsova, G.M. Lyamina, O.S. Ushakova, K.I. Chukovsky, D.B. Elkonin, V.I. At this age, there is a transition from situational to contextual speech (A.M. Leushina, A.M. Lyublinskaya, S.L. Rubinshtein, D.B.

Elkonin).

Problem.

In the course of studying methodological literature and work experience, I came to the conclusion that it is necessary to solve the main problem, which is the need to develop the speech of preschoolers. This problem is a key problem in the course of my teaching career.

After analyzing the initial situation and conducting examinations of the children’s speech, I realized that they do not have a rich vocabulary, they cannot fully express their thoughts, they are constrained creative imagination, poorly developed skills of coherent speech, expressive speech, motor skills, and lack of communication skills. And I came to the conclusion that in addition to classes with a speech therapist, it is necessary to use in my work such methods and techniques that would contribute to the development of children’s speech. The child is longer time in a preschool educational institution together with peers and the teacher, and it is necessary to create such a situation, a problem, in order to direct the development of speech in the right direction. During the research, I came to the conclusion that it is necessary to develop children's speech through theatrical activities. Therefore, in the course of my innovative activities, I decided to investigate this problem and create a series of activities aimed at developing coherent speech.

The leading pedagogical idea of ​​work experience.

Interest in children's speech has not waned for many years. A great contribution to the development of speech development methods was made by: K.D. Ushinsky, F.A. Sokhin, E.A. Flerina, A.A. Leontiev, M.M. Konina and many others.

The development of coherent speech is the main task of speech education of children.

It is in it that the main communicative function of language is realized.

Coherent speech is the highest form of mental activity, which determines the level of speech and mental development of the child - this was noted in their works:

Vygotsky L.S., Leontiev A.A., Rudinshtein S.L. and others. Mastering coherent oral speech is the most important condition for successful preparation for school.

Research conducted by psychologists, teachers, linguists, E.A. Tikheeva, E.A. Flerina, F.A. Sokhina, created the prerequisites for integrated approach to solving problems of speech development of preschool children.

In classical preschool pedagogy The idea of ​​combining learning with play belongs to the German teacher F. Frebel. The theory of play learning was developed in the works of many foreign and domestic scientists - M. Montessori, A.P. Usov, V.N. Avanesov, E.N. Vodovozov and others. The influence of vocabulary work on coherent speech is described in detail by E.M. Strunina and O.S. Ushakova. O.A. Shokhova. presented two areas of work with preschoolers: fairy tale therapy and classes on the development of coherent monologue speech. Domestic pedagogy has accumulated sufficient theoretical, practical and methodological material on the study and development of the lexical and grammatical aspects of speech in preschool children.

Existing programs for teaching and raising children describe in detail the content and structure of frontal classes on the development of the lexicogrammatical aspect of speech.

Numerous studies have shown the importance of games as a form of learning that promotes the assimilation, consolidation and systematization of knowledge and the ability to use it in the speech development of preschool children.

To develop and experimentally test a model of children's speech development through theatrical activities.

In accordance with the purpose, object and subject of the study, a research hypothesis can be determined: the development of children’s speech in a preschool educational institution will be effective if:

The criteria, indicators and level of development of children's speech have been determined;

An education model has been developed taking into account age characteristics;

Subject to joint interaction between the educational institution and the family.

Research objectives:

To study the state of work on the development of speech in children of the middle and older groups.

Study the literature on this issue.

Conduct a diagnosis of children in the “speech development” section at the beginning of the year and at the end of the year.

Develop and test a long-term plan for working with children and parents on speech development through theatrical activities.

Create a series of scripts, games and performances.

Practical significance.

A set of scenarios, leisure activities for children and parents on speech development, as well as a selection of developments for theatrical games can be used in the work of a preschool educational institution.

The leading pedagogical idea of ​​the work experience: the development of speech in preschool children through theatrical activities. The educational possibilities of theatrical activities are enormous: its topics are not limited and can satisfy any interests and desires of the child. Their speech becomes more expressive and literate. They begin to use new words, proverbs and sayings from the script, and in everyday situations that coincide with their semantic content.

The positive emotional charge received from the performance and the acquired belief in one’s own abilities increase children’s self-esteem. Many of them cope with their complexes, learn to think, analyze their behavior and the behavior of other people, and become more attentive and tolerant of each other. Their play activity becomes more active, acquires a creative character and emotional richness.

In the soul of every child lies the desire for free theatrical play, in which he reproduces familiar literary plots. This is what activates his thinking, trains memory and imaginative perception, develops imagination, and improves speech. S.Ya. Rubinstein wrote: “The more expressive the speech, the more the speaker, his face, himself appears in it.”

The educational possibilities of theatrical activities are enormous; its topics are not limited and can satisfy any interests and desires of the child.

Tasks:

Develop a sustainable interest in theatrical and gaming activities;

Enrich children's vocabulary, activate it;

Improve dialogic and monologue speech.

Bring up positive attitude to theatrical games, the desire to play with theatrical dolls, an emotionally positive attitude towards peers, the development of will and self-confidence, respect for the traditions and culture of the people.

To promote the manifestation of independence and activity in playing with characters and toys.

Expected results:

By getting acquainted with fiction, children learn to apply grammatical skills and abilities in dialogical (answering questions, conversations) and monological (verbal creativity) speech, and to use means artistic expression language and its grammatical means.

Parents.

Maintain the child's interest in theatrical activities. Whenever possible, try to attend children's performances. Celebrate achievements and identify ways for further improvement. Offer to perform the role you like at home, help act out your favorite fairy tales, poems, etc.

The development of theatrical activities in preschool educational institutions and the accumulation of emotional and sensory experience in children is a long-term work that requires the participation of parents. It is important that parents participate in theme nights in which parents and children are equal participants.

It is important for parents to participate in such evenings as role players, text authors, scenery and costume makers, etc. In any case collaboration teachers and parents promotes the intellectual, emotional and aesthetic development of children.

Work experience on the topic “Development of speech in preschool children through theatrical activities” was implemented at the MKDOU “Kindergarten No. 4 of a combined type” in the middle group in two areas:

joint activities with children, interaction with parents.

The work was carried out in three stages: preparatory, main, final.

Stage 1 - preparatory.

At the first preparatory stage of my work, I studied the basic program of a preschool educational institution, methodological material, and the subject-developmental environment of the group. During all this work, some shortcomings were identified.

There are not enough methodological developments on the development of children's speech and little information and visual material for working with parents.

Therefore, I conducted a survey of the state of formation of coherent speech, the purpose of which was to identify the level of development of children’s coherent speech.

Analysis of the results for the middle group showed that they mainly correspond to the low and average level.

Simultaneously with diagnosing the children, I conducted a survey of parents in order to identify their pedagogical knowledge and problems in communicating with children.

Prepared: selection of games for the development of hearing, onomatopoeia, subject matter

– game actions, speech formation, finger, articulation and breathing exercises; scenarios of fairy tales, theatrical games, sketches.

After analyzing the survey, I came to the conclusion that many parents do not consider the problem important enough; they are convinced that children will eventually learn to speak on their own and learn everything as they grow up.

So, the results of the diagnostic stage allowed me to determine the following stages of work:

1.develop a system of theatrical games for children.

2.optimize work with parents on this issue using a variety of methods and techniques.

In order to realize the main goal of the work and solve the assigned tasks, I have developed a long-term plan for conducting theatrical games, entertainment and leisure activities with parents, which includes a variety of forms and methods.

She developed and selected games for hearing development, onomatopoeia, speech formation, finger exercises, articulation and breathing exercises.

She developed scenarios for joint entertainment and leisure activities for children and their parents, “Journey to a Fairy Tale”, “Spring Tale”.

Prepared and conducted parent meetings on the topics “The role of the family in the speech development of a 3-4 year old child”, “Theatre is our friend and helper”, a report for the parent meeting on the topic: “Speech development in preschool children”.

Prepared questionnaires for parents on the topics “Speech development of the child”, “Theatrical activities of children”, “Your child”, “Speech development of children”, developed a memo “Word games”, “Useful tips for parents”, consultations “The importance of theatrical activities on development of a child’s speech”, “Home education tool - puppet show", "Theater games as a means of comprehensive development of the child", "How interesting it is to spend leisure time with your family", "What is theater?", "Development of children's speech in the family", KVN on theatrical activities for parents.

I collected a number of proverbs and sayings, tongue twisters, and a selection of fairy tales.

Stage 2 is the main one.

Techniques and methods for organizing the educational process. In organizing theatrical games, she widely used practical teaching methods: games, the method of play improvisation (serving as a bridge between the child’s games in everyday life and the art of the actor), exercises, the method of effective analysis (sketch technique), staging and dramatization.

Of the verbal methods, she used storytelling, reading, children's stories, conversations, and learning works of oral folk art.

I used all the methods and techniques in combination, developing attention, memory, imagination, and creative imagination.

1.Reading works of fiction, fairy tales, poems.

2. Playing out sketches and theatrical games.

3. Showing fairy tales in the middle group: “Zayushkina’s hut”, “Fox-sister and the wolf”, “Turnip”, theatrical performance of the fairy tale “Teremok”

Dramatization of “Telephone” by K Chukovsky.

4. Showing fairy tales for parents: ““ New Year's adventure Kolobok", "The Frog Princess".

In this case, the process of education turns out to be natural. The children's interest intensifies when strangers (teachers, parents and children of other groups) took part in the skits. Great importance also has the use of a variety of technical means. These are video and audio recordings.

Requirements for conducting theatrical games, I built them so that each subsequent one was based on the previously acquired experience and knowledge of the children.

A fairy tale must be present in a child’s life. A fairy tale that educates, entertains, calms and even heals. Therefore, in everyday life, I often used fairy tales to raise my children.

To improve teaching skills:

1. Developed a long-term plan for working with children and working with parents in the middle group.

2. Developed and selected games for children to develop speech, finger exercises, articulation and breathing exercises.

3. She took part in the work of the teachers’ council on the development of children’s speech, where she presented a report from her work experience “Theatrical games for works of art, as a means of developing the speech of preschool children."

Stage 3 is the final stage.

At the end of the main stage, children were re-diagnosed and parents were surveyed.

Repeated diagnosis of children showed a higher level of their knowledge.

In the middle group.

Level of development First Second diagnosis diagnosis High - 24.2% Average 44.2% 75.8% Low 55.8% General diagnostic indicators for the middle group high level increased by 24.2%, average by 31.6%, with a low level at the end of the year no children identified.

My hypothesis was confirmed, as the children’s speech improved. I'm in my work, in joint activities children and the teacher, systematically conducted a theatrical game. Theatrical games are games of performance. In them, with the help of such expressive means as intonation, facial expressions, gesture, posture and gait, specific images are created.

Thanks to theatrical games, children develop their emotional sphere, the experience of children’s cooperation expands and enriches, both in real and imaginary situations. In addition, theatrical activities contain enormous opportunities for the development of children’s speech.

In my work experience, I achieved my goals and objectives. I have shown in my work that through theatrical games you can improve

“Appendix 12 Analysis of the main national (state) standards of the member states of the Customs Union in the field of safety of children's products, dietary and medical nutrition. The main task in creating a regulatory framework is to establish modern scientifically based requirements...”

"State budgetary educational institution of Moscow School No. 1164 WORK PROGRAM IN TECHNOLOGY FOR 1ST CLASS Compiled on the basis of an approximate program" art and artistic work", published in the collection of subject line manuals for teachers of general education..."

Natalya Kokh
Communication report

"Implementation of a program for activating the process of speech development in the course of various types of children's activities"

The development of speech is determined by the principle of interconnection between various sections of speech work: enriching and activating the vocabulary, working on the semantic side of the word, forming the grammatical structure of speech, nurturing the sound culture of speech, developing an elementary awareness of linguistic phenomena. It is the interconnection of different speech tasks that creates the prerequisites for the most effective acquisition of speech skills.

The main task of speech development - the education of the sound culture of speech, vocabulary learning, the formation of the grammatical structure of speech, its coherence when constructing a detailed statement - are solved throughout preschool childhood, but at each age stage Each task is gradually becoming more complex, and teaching methods are changing. Each of the listed tasks has a whole range of problems that must be solved in parallel and in a timely manner.

The main type of work on speech development is the NOOD “Communication”, where the teacher strives to comprehensively develop children’s speech.

Each lesson also solves educational problems. Children develop a culture of verbal communication in the broad sense of this concept, moral qualities, ethical ideas and moral feelings are formed.

Education of sound culture of speech

Work on the formation of correct sound pronunciation is always highlighted as the leading line of speech development for children of primary preschool age.

Work on the correct pronunciation of vowel sounds by their differentiation is necessary for the formation of clear articulation of all other sounds that are included in the sound system of the native language. With a clear pronunciation of a word or phrase, the child comes to understand the terms “sound” and “word”.

To solve this problem: we used didactic exercises“Leaves are flying”, “Snowflakes are flying”, “Football” - for the development of long exhalation, to facilitate pronunciation: vowels, hissing and whistling sounds. The didactic game “Who Lives in the House” allows you to consolidate sound pronunciation. Learning simple phrases for different sounds allows children to focus on pronouncing different sounds. Singing chants: dividing words into syllables during pronunciation helps children clearly pronounce all the sounds of these words.

This work is part of each NOOD on communication, integration educational process allows you to engage in the education of ZKR in other non-school educational institutions, as well as in individual work, didactic games, and independent games of children.

Involving parents in this problem, a parent meeting was held on the topic: “Speech development in middle-aged children.” Where we explained to parents the comprehensive tasks of children's speech development. We advised parents to pay attention to the speech of their children and contact a speech therapist. The multimedia installation showed a video clip in which children sang, read poetry, and expressed their opinions on to the question asked. Watching this video evoked positive emotions among parents. We decided that for the preparatory group we would make a second version of this video, compare it and get great pleasure for the development of children.

Vocabulary work.

The main attention is paid to the accumulation and enrichment of vocabulary based on the expansion of knowledge and ideas from the life around the child; activation of different parts of speech, not only nouns, but also adjectives and verbs.

It is necessary to teach how to distinguish objects according to their essential characteristics, to name them correctly, answering the questions: what is this? who it is, see their features, highlight characteristic features and qualities (which one, as well as actions associated with them, their condition and possible human actions: What does he do? What can be done with him?

From naming the visible and vivid signs of an object (toy), you need to move on to listing its properties and qualities.

When naming and acting on an object, the child is taught to see the beginning and end of the action.

Children are introduced to general concepts (“clothes”, “dishes”, “toys”) and taught to use these concepts in speech.

On a visual basis, preschoolers learn to distinguish words with opposite meaning(big - small, high - low, compare objects (toys, pictures).

In general, vocabulary work is aimed at leading the child to understand the meaning of a word, enriching his speech with semantic content, i.e., at the qualitative development of the dictionary.

To achieve these goals, we use didactic games: “What is this object?” “Who can do what?” “What is it like? (apple, cloud)" "What is he doing? (parsley, cat)" Storytelling using pictures: "What comes first, what comes next?" This work is carried out by a subgroup method, individually, in the NOOD not only in communication, but also in FEMP, the formation of a holistic picture of the world, drawing, sculpting, and appliqué.

Formation of grammatical structure of speech

From early preschool age, a large share of work is occupied by children’s mastery of the grammatical means of the language.

Learning to change words by case, agreeing nouns in gender and number (small horse, long tail) is carried out through special games and exercises. The activation of spatial prepositions in the child’s speech (in, on, for, under, about) simultaneously leads him to the use of case forms.

Much work is being done to teach different methods of word formation: the names of animals and their young, the names of utensils are formed using a wide variety of suffixes (hare-hare-hares; sugar bowl, bread box)

A special place is occupied by familiarizing children with the formation of onomatopoeic verbs (a sparrow chirps, chirps, a duckling quacks, quacks).

As for the syntax of children's speech, the child should develop the ability to construct sentences of different types - simple and complex. The use of pictures depicting actions and imaginary situations helps the child construct simple common sentences, connecting them in meaning, using various means of communication.

Work on the grammatical forms of words and sentences should be considered in close unity with vocabulary work and the development of coherent speech. By doing grammar exercises, children learn to correctly coordinate words in gender, number and case and combine not only words, but also individual offers. With regard to syntax, the primary task is to teach the child to construct sentences of different types and, at an elementary level, to combine them into a coherent statement.

When doing this work, we use didactic games such as: “What’s missing?”, “What’s missing from the doll Masha?”, “Who’s doing what?”, “Add a word,” etc.

The formation of the grammatical structure of speech in our group is problematic due to the fact that some of the children in the group speak Russian with an accent; Russian is not the native language of their parents. And in the family they do not hear literary Russian speech

Development of coherent speech

Only the relationship in solving various speech problems (education of the developmental skills of children, children and children) are a prerequisite for the development of coherent speech. Children are introduced to retelling literary works, developing the ability to reproduce the text of a familiar fairy tale or short story first with questions from the teacher, and then without them. When looking at pictures, preschoolers are taught to answer questions about the content and are led to compose short stories, first together with an adult, then independently.

When examining toys and objects, children answer questions prompting them to describe the toy, its qualities and actions, the purpose of the objects, and are led to compose stories.

Together with an adult, storytelling involves teaching the child to construct short, coherent statements. The adult must start the sentence and the child must finish it.

It is necessary to form in children an idea of ​​the elementary structure of statements (descriptive and narrative types).

When teaching children to compose stories of a narrative type, it is necessary to develop the ability to see the structure of the story (beginning, middle and end, encourage the use of appropriate verbal vocabulary.

Given the different speech levels of children, individual work with each child, as well as play-based forms of learning both in and outside of class, are of particular importance. Guidance from an adult is carried out in an environment of natural communication between play partners.

Children with high level speech development, you can offer short, but quite complex in content schemes (“It’s arrived... Guys... They have become...")

In individual communication, it is easier to teach children to compose stories on topics from personal experience (about favorite toys, family members, about weekend vacations).

Development of communication skills

Particular attention is paid to the development of communication skills in children who come from families who are inactive and less talkative when communicating with children and the teacher.

It is very important to develop proactive speech in preschoolers, the ability to maintain dialogue with adults and children, and acquaint them with the rules of basic cultural behavior.

Taking into account the different speech and communication levels of children, therefore, individual work with each child, as well as playful forms of learning both in class and especially outside of class, are of particular importance.

Individual work aims to develop the speech characteristics of each child. Individual work is carried out in the morning and evening hours. If phonetics and grammar exercises are carried out, they can easily and naturally write a joint story in the context of the chosen topic. At the same time, it is important to develop dialogical speech skills: the ability to listen to an adult, answer questions, and ask yourself.

The work we are doing will allow us to complicate each of the speech development tasks in the senior and preparatory groups. using teaching methods that are more accessible to older children.

Senior group"B"
Educator: Sosnina G.V.

During the first half of the year, children were taught their native language in various types activities: in classes on speech development, at music lessons, individual lessons, during routine processes, during didactic and outdoor games.

During the first half of the year, 25 classes were held in the organized educational activity “Communication”.

During the first half of the year, the following tasks were set in the education of pure speech in children of the senior group:
1. Development of free communication with adults and children.
2. Development of all components of children's oral speech.
3. Practical mastery of speech norms.

When solving these problems, I tried to expand children’s understanding of the diversity of the world around them. She offered postcards, calendars, albums, illustrated books, encyclopedias, photographs of landmarks for viewing. native land. Encouraged children to try to share a variety of experiences. She suggested to the children forms of expressing politeness (ask for forgiveness, apologize, thank, give a compliment). She taught children to resolve controversial issues and resolve conflicts through speech.

The development of components of children's oral speech consisted of particular tasks:

Nurturing the sound culture of speech.
The correct and distinct pronunciation of sounds was reinforced. She taught children to distinguish by ear and clearly pronounce consonant sounds similar in articulation and sound: s-z, s-ts, sh-zh, ch-gu, s-sh, zh-3, l-r. She taught me to determine the place of a sound in a word (beginning, middle, end).
I practiced intonation expressiveness of speech.

Formation of a dictionary.
She trained the children in selecting nouns for adjectives, in selecting words with similar and opposite meanings.
Improving grammatical correctness of speech.

Helped children notice incorrect stress placement in words. Improved the ability to coordinate words in sentences. Introduced children to different ways of forming words.

Helped children use nouns correctly plural in the nominative and accusative cases; verbs in the imperative mood; adjectives and adverbs in comparative degree; indeclinable nouns. Learn to compose simple and complex sentences.

Development of coherent speech.
Developed the ability to maintain a conversation and conduct a dialogue. Encouraged attempts to express their point of view. She taught me to retell short tales and stories coherently, consistently and expressively. She taught (according to a plan and model) to talk about a subject, to compose a story based on pictures. She developed the ability to compose stories about events from personal experience and come up with her own endings to fairy tales.

To conduct the classes I used the methodological recommendations of O.S. Ushakova and “Complex classes” by M.A. Vasilyeva.
A variety of demonstration material was used in the classes.
When conducting classes, I used proverbs, sayings, and short poems.
The tasks were carried out in a game form.

There were many games played in and outside of class:
“Say which one”, “Find the exact word”, “Echo”, “Name it in one word”, “Find the sound”, “Who has whom?” and many others.

Conducted in classes vocabulary work with an explanation of unfamiliar words.

They systematically staged fairy tales, starting with simple ones, and then complicated them, and began to play out more complex ones. Through the dramatization of fairy tales, I tried to evoke in children the communicative need and desire to communicate with each other. Almost every children's party re-enactments were included.

Very effective method When teaching children, it turned out to be the use of the “written speech” situation. The guys tried to compile interesting stories, because they knew that their parents would read them.

Attention was also paid to individual lessons. Individual sessions were conducted with children who missed more than one lesson.
In order to see the results of the work for the first half of the year, I carried out diagnostics.

At the end of the first half of the year, out of 22 children tested:
The knowledge of 15 children was formed.
At the formative stage in 4 children.
3 children have poorly developed knowledge (poorly developed vocabulary, incorrect pronunciation of sounds, cannot speak coherently and expressively).

I also noted that the children’s speech has improved compared to the beginning of the year. Children actively engage in dialogue and know how to ask and answer questions. Able to select several adjectives for nouns; replace a word with another word with a similar meaning. Children consistently and expressively retell short tales and stories.
They are able to distinguish by ear and clearly pronounce similar-sounding consonant sounds. Most children learned to pronounce sounds clearly with the qualified help of a speech therapist. The children's visits to a speech therapist led to very good results. I believe that in kindergarten the presence of a speech therapist is necessary and the joint work of the teacher and speech therapist will be very effective.

In the second half of the year, in my work on developing dialogical speech, I want to use an unconventional method - the interviewing method. I believe that this method will help enrich children's vocabulary and teach the child to be an active and independent interlocutor.

In the second half of the year I plan to hold an “Open Doors” day.

Title: Report “On the implementation of the speech development program in the senior group for the 1st half of the year”
Nomination: Kindergarten, Methodological developments, Programs at preschool educational institutions, Senior group

Position: teacher
Place of work: MDOBU DS No. 39 MO Korenovsky district
Location: Korenovsk city, Korenovsky district, Krasnodar region