Development of active speech of preschool children. Special exercises and techniques for the development of children's speech activity

Development conditions active speech preschool children.

Every adult dreams of seeing their children as full-fledged, harmoniously developed people who are able and willing to receive interesting, necessary information about life, communicate with other people and enjoy this communication.

Among children of preschool age, there are often children with difficulties in communication and learning. And one of the reasons for the emergence of such difficulties can be considered insufficient development of the speech of children. Therefore, the main task of an adult remains to help the child master the system mother tongue.

From the birth of a child, a lot of sounds surround: people's speech, music, the rustle of leaves, etc. But of all sounds, speech sounds, and then only in words, serve the purposes of his communication with adults, a means of transmitting various information, stimulating action.

Purity, correctness of speech depends on many factors. The intelligibility and purity of speech depends primarily on the state and mobility of the articulatory apparatus; also, the purity of pronunciation is ensured primarily due to the correct pronunciation of consonant sounds, the mastery of which takes place over several years.

Of great importance for the correct development of the pronunciation side of speech is a well-developed speech breathing, which ensures normal sound and voice formation.

In order to learn to speak, to pronounce words clearly and correctly, the child must hear sounding speech well. But often parents do not immediately notice that the child has hearing loss.

The process of speech development largely depends on the development of phonemic hearing, that is, the ability to distinguish one speech sound from another. Often, parents do not even suspect that the child pronounces words incorrectly due to the insufficient formation of auditory perception, phonemic hearing. Therefore, in order to develop good diction in a child, to ensure a clear and harmonious pronunciation of words and each sound separately, it is necessary to develop his articulatory apparatus, speech breathing, improve phonemic hearing, and teach him to listen to speech. And, of course, to acquaint with the outside world and talk more with it.

For preschoolers, the leading activity is the game, therefore, the development, learning of the child goes through the game using game methods. There are many games for the development of speech, each of which is aimed at the formation, development of any one or two components of speech.

But individual games cannot provide the most complete development of speech, since the formation of speech also depends on the degree of development of other structures.

So, for example, it is known that the higher the motor activity of the child, the better his speech develops. The formation of movements occurs with the participation, or rather, the dynamic performance of exercises for the legs, torso, arms, head, prepares the improvement of the movements of the articulatory organs.

The development of subtle movements of the fingers is especially closely connected with the formation of speech. So the following pattern was revealed: if the development of finger movements corresponds to age, then speech development is within the normal range. Therefore, it is recommended to stimulate the speech development of children by training the movements of the fingers.

Consequently, the development of speech depends on how well the child's general and fine motor skills are formed; to what extent mental processes are developed (memory, attention, thinking) and on how developed the organs involved in the formation of speech.

On the topic: methodological developments, presentations and notes

Brief description of the experience (system of work, individual techniques or methods): Since the mid-80s, it has been proven that the development of small muscles of the fingers stimulates the development of certain zones of the...

"The role of singing in the development of active speech of preschool children"

The problem of children's adaptation to kindergarten is not new and has long been in the spotlight. Some children go to kindergarten with pleasure at first. But, as experience shows, parents rejoice early. Tears and...

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Introduction

1. Theoretical aspects of the development of speech of preschool children

1.1 general characteristics speech development in preschool children

1.2 Features of the formation of active speech in young children

1.3 Creating conditions for the correct development of speech in young children

2. Experimental work on the formation of active speech of children through oral folk art

2.1 Studying the level of formation of active speech in young children

2.2 Formation of active speech of children with the help of small forms of oral folk art

2.3 Analysis and evaluation of experimental work

Conclusion

List of used literature

Applications

Introduction

Language and speech have traditionally been considered in psychology, philosophy and pedagogy as a "knot" in which various lines converge. mental development- thinking, imagination, memory, emotions. Being the most important means of human communication, knowledge of reality, language serves as the main channel for introducing the values ​​of spiritual culture from generation to generation, as well as necessary condition education and training. The development of oral monologue speech in preschool childhood lays the foundation for successful schooling.

Preschool age is a period of active assimilation by a child spoken language, formation and development of all aspects of speech - phonetic, lexical, grammatical. Full knowledge 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.

At preschool age, the circle of communication of children expands. As children become more independent, they move beyond narrow family ties and begin to communicate with a wider range of people, especially with peers. Expanding the circle of communication requires the child to fully master the means of communication, the main of which is speech. The increasing complexity of the child's activity also makes high demands on the development of speech.

Early age is the most important in the development of all mental processes, and especially speech. The development of speech is possible only in close connection with an adult.

The main achievements that determine the development of the child's psyche in early childhood are: mastery of the body and speech, as well as the development of objective activity. Among the features of communication of a child of this age, one can single out the fact that the child begins to enter the world social relations. This is due to a change in the forms of communication with adults.

In objective activity, through communication with adults, a basis is created for mastering the meanings of words and linking them with images of objects and phenomena. The previously effective form of communication with adults (showing actions, controlling movements, expressing what is desired with the help of gestures and facial expressions) is no longer sufficient.

The growing interest of the child in objects, their properties and actions with them prompts him to constantly turn to adults. But he can turn to them only by mastering verbal communication.

During the second year, if the child is spoken to, his active speech expands every day, he pronounces more and more words. Studies show that under favorable conditions for development and upbringing, by the age of two, a child's speech can contain up to 250 - 300 words.

For a year, from two to three years, the vocabulary of children develops significantly and rapidly, and under good conditions, the number of words that a child of this age owns reaches a thousand. Such a large vocabulary allows the child to actively use speech.

By the age of three, children learn to speak in phrases, sentences. They can already express their desires in words, convey their thoughts and feelings.

With systematic work and under favorable conditions, by the age of three, the speech of children develops so much that they are able to express in words their desire, thought, repeat what they remember. They can recite small poems, sing songs.

The development of active speech goes in several directions: its practical use in communication with other people is being improved, at the same time, speech becomes the basis for the restructuring of mental processes, an instrument of thinking. This is what causes relevance this topic.

Thingom research is the development of active speech in preschoolers.

An objectohm- children of preschool age.

Hypothesis- the development of active speech of preschool children will be more successful through the use of oral folk art.

TargetYu thesis - to investigate the development of active speech in preschool age.

In accordance with the goal, the the following tasks: preschool age speech creativity

To study the development of active speech of preschoolers;

To identify the features of speech development in different periods of childhood.

To study the level of formation of active speech in young children

Among psychologists, teachers, linguists who created the prerequisites for an integrated approach to solving the problems of speech development of preschoolers, L.S. Vygotsky, A.N. Leontiev, S.L. Rubinstein, D.B. Elkonin, A.V. Zaporozhets, A.A. Leontiev, L.V. Shcherba, A.A. Peshkovsky, A.N. Gvozdev, V.V. Vinogradov, K.D. Ushinsky, E.I. Tiheeva, E.A. Flerina, F.A. Sokhin. This served methodological basis this thesis work.

Research methods:

1. Study and analysis of psychological and pedagogical literature on the research topic.

2. Observation of the activities of children in the classroom for the development of speech

3. Experimental work.

Research base: MADOU MO Kindergarten No. 7 "Crane"

Work structure: introduction, two chapters, conclusion, list of references and applications.

1. Theoretical aspects of the development of speech of preschool children

1.1 General characteristicsspeech development in preschool children

Speech is very complex. mental activity subdivided into various types and forms. Speech is a specifically human function that can be defined as the process of communication through language. Being formed in the child as he masters the language, speech goes through several stages of development, turning into an expanded system of means of communication and mediation of various mental processes.

The speech of the child is formed under the influence of the speech of adults and to a large extent depends on sufficient speech practice, a normal speech environment, and on education and training that begin from the first days of his life.

Speech is not an innate ability, but develops in the process of ontogenesis in parallel with the physical and mental development of the child and serves as an indicator of his overall development.

Researchers studying the relationship between speech and thinking in children L.S. Vygotsky, A.R. Luria showed that all mental processes in a child (thinking, perception, memory, attention, imagination, purposeful behavior) develop with the direct participation of speech. Vygotsky L.S. proved that the meaning of children's words does not remain unchanged, but develops with the age of the child. Speech development consists not only in the enrichment of the dictionary and not only in the complication of grammatical structures, but first in the development of the meaning of the words themselves.

Meshcheryakova S.Yu., Avdeeva N.N. distinguish the following features of the development of speech of preschool children - from 3 to 5 years.

By the beginning of the 3rd year of life, the child begins to form the grammatical structure of speech.

At this time, most children still have incorrect sound pronunciation, and understanding of adult speech significantly exceeds pronunciation capabilities.

Over a period of 3 to 7 years, the child increasingly develops the skill of auditory control over his own pronunciation, the ability to correct it in some possible cases. In other words, phonemic perception is formed.

During this period, a rapid increase in vocabulary continues. The active vocabulary of a child by the age of 4-6 reaches 3000-4000 words. The meanings of words are further refined and enriched in many ways. In parallel with the development of the dictionary, the development of the grammatical structure of speech also takes place, children master coherent speech. After 3 years there is a significant complication of the content of the child's speech, its volume increases. This leads to a more complex sentence structure. By the age of 3, children have formed all the main grammatical categories.

Children of the 4th year of life use simple and complex sentences.

In the 5th year of life, children relatively freely use the structure of complex and complex sentences. By the age of 4, a child should normally differentiate all sounds, i.e., he should have formed phonemic perception.

Of course, these stages cannot have clear, strict boundaries, each of them smoothly passes into the next one.

Consider the stages of speech development in the preschool period.

By the age of 3, the pronunciation side of speech in children is still not sufficiently formed. There remain some imperfections in the pronunciation of sounds, polysyllabic words, words with a confluence of several consonants. The absence of most sounds affects the pronunciation of words, which is why the speech of children is still not clear and intelligible. Children of this age are not always able to use their vocal apparatus correctly, for example, they cannot answer the questions of an adult loudly enough and at the same time speak quietly when the situation requires it when preparing for bed, during meals.

At the age of 3 years there is an intensive accumulation of vocabulary by the child. The number of named items not only of everyday life, but also those that the baby often (but not constantly) uses increases; in his statements he uses almost all parts of speech; masters the elementary grammatical structure of the native language (acquires case endings, some forms of verbs from 2.5 years old), begins to coordinate adjectives with nouns, lengthens simple sentences, uses non-union compound sentences and situational speech. Simultaneously with the development of speech, thinking, memory, imagination of the child develops. At this age, children's tendency to imitate is great, which is a favorable factor for the development of a child's active speech. Repeating words and phrases after an adult, the baby not only remembers them; exercising in the correct pronunciation of sounds and words, he strengthens the articulatory apparatus.

The fourth year of life is marked by new achievements in the development of the child. He begins to express the simplest judgments about the objects and phenomena of the reality around him, to draw conclusions about them, to establish a relationship between them.

In the fourth year of life, children usually freely come into contact not only with loved ones, but also with strangers. Increasingly, the initiative of communication comes from the child. The need to expand one's horizons, the desire to know more deeply the world force the baby to turn to adults more and more often with a wide variety of questions. He understands well that every object, action performed by himself or by an adult has its own name, that is, it is indicated by a word. However, it should be remembered that in children of the fourth year of life, attention is still not stable enough and therefore they cannot always listen to the end of the answers of adults.

By the end of the fourth year of life, the child's vocabulary reaches approximately 1500-2000 words. Dictionary becomes more diverse and qualitatively. In the speech of children of this age, in addition to nouns and verbs, other parts of speech are increasingly common: pronouns, adverbs, numerals appear (one, two), adjectives that indicate abstract signs and qualities of objects (cold, hot, hard, good, bad) . The child begins to use official words (prepositions, conjunctions) more widely. By the end of the year, he often uses in his speech possessive pronouns(mine, yours), possessive adjectives (daddy's chair, mother's cup). The active vocabulary that a child has at this age stage gives him the opportunity to communicate freely with others. But often he experiences difficulties due to the insufficiency and poverty of the dictionary, when it is necessary to convey the content of someone else's speech, retell a fairy tale, a story, convey an event in which he himself was a participant. Here he often makes inaccuracies. Simultaneously with the enrichment of the vocabulary, the child more intensively masters the grammatical structure of the language. In his speech, simple common sentences predominate, but complex ones (compound and complex) also appear. Children of this age still make grammatical errors: they mismatch words, especially neuter nouns with adjectives; incorrect use of case endings. At this age, the child is not yet able to consistently, logically, coherently and understandably for others to independently tell about the events that he witnessed, cannot sensibly retell the content of the fairy tale or story read to him. Speech is still situational. The child's utterances contain short, common sentences, often only remotely related in content; it is not always possible to understand their content without additional questions; there is not yet that unfolding in the statement that is characteristic of monologue speech. A child of the fourth year of life also cannot independently reveal or describe the content of the plot picture. He only names objects, actors or lists the actions that they perform (jumps, washes). Having good memory, the kid is able to remember and reproduce small poems, nursery rhymes, riddles when repeatedly reading the same fairy tale, he can almost verbatim convey the content, often without understanding the meaning of the words.

In the fourth year of life, the articulatory apparatus is further strengthened: the movements of the muscles involved in the formation of sounds (tongue, lips, lower jaw) become more coordinated. At this age, the child is still not always able to control his vocal apparatus, change the volume, voice pitch, speech rate. The speech hearing of the child is improved. By the end of the fourth year of life, the pronunciation of children improves significantly, the correct pronunciation of whistling sounds is fixed, and hissing sounds begin to appear. In four-year-old children, individual differences in the formation of the pronunciation side of speech are especially pronounced: in some children, speech is clear, with the correct pronunciation of almost all sounds, in others it may still not be clear enough, with incorrect pronunciation a large number sounds, with softening of hard consonants, etc. The educator should pay special attention to such children, identify the causes of the lag in the development of speech and, together with the parents, take measures to eliminate the shortcomings.

So, in the fourth year of life, children notice a noticeable improvement in pronunciation, speech becomes more distinct. Children know and correctly name objects of the immediate environment: the names of toys, dishes, clothes, furniture. They begin to use more widely, in addition to nouns and verbs, other parts of speech: adjectives, adverbs, prepositions. The beginnings of monologue speech appear. In speech, simple, but already common sentences predominate; children use compound and complex sentences, but very rarely. The initiative to communicate more and more often comes from the child. Four-year-old children cannot independently isolate sounds in a word, but they easily notice inaccuracies in the sound of words in the speech of their peers. The speech of children is mainly situational in nature, it is not yet sufficiently accurate in terms of vocabulary and perfect in grammatical terms, and in terms of pronunciation it is still not sufficiently pure and correct.

A child of the fifth year of life has significant progress in mental and speech development. The kid begins to highlight and name the most significant features and qualities of objects, establish the simplest connections and accurately reflect them in speech. His speech becomes more diverse, more precise and richer in content. The stability of attention to the speech of others increases, he is able to listen to the answers of adults to the end. The older the child becomes, the more influence family and social education has on his speech development.

An increase in the active vocabulary (from 2,500 to 3,000 words by the end of the year) creates the opportunity for the child to build his statements more fully, to express his thoughts more accurately. In the speech of children of this age, adjectives appear more and more often, which they use to designate the signs and qualities of objects, reflect temporal and spatial relationships; to determine the color, in addition to the main ones, additional ones are called (blue, dark, orange), possessive adjectives begin to appear (fox tail, hare hut), words indicating the properties of objects, qualities, the material from which they are made (iron key). Increasingly, the child uses adverbs, personal pronouns (the latter often act as subjects), complex prepositions (from under, around, etc.), collective nouns appear (dishes, clothes, furniture, vegetables, fruits), but their child still uses rarely. A four-year-old child builds his statement from two or three or more simple common sentences, uses complex and complex sentences more often than at the previous age stage, but still not enough. Vocabulary growth The use of structurally more complex sentences by a child often leads to the fact that children begin to make grammatical errors more often: they incorrectly change verbs (“want” instead of want), do not agree on words (for example, verbs and nouns in number, adjectives and nouns in gender), allow violations in the structure of sentences.

At this age, children begin to master monologue speech. For the first time, sentences with homogeneous circumstances appear in their speech.

In four-year-old children, interest in the sound design of words sharply increases.

At this age, children have a great attraction to rhyme. Playing with words, some rhyme them, creating their own small two, four lines. Such a desire is natural, it contributes to the development in the child of attention to the sound side of speech, develops speech hearing and requires any encouragement from adults.

At the fifth year of life, sufficient mobility of the muscles of the articulatory apparatus enables the child to carry out more precise movements of the tongue, lips, clear and correct movement and their position is necessary for the pronunciation of complex sounds.

At this age, the sound pronunciation of children improves significantly: the softened pronunciation of consonants completely disappears, the omission of sounds and syllables is rarely observed. In the fifth year of life, a child is able to recognize by ear the presence of a particular sound in a word, to pick up words for a given sound. All this is available, of course, only if, in the previous age groups, the educator developed phonemic perception in children.

Sufficiently developed speech hearing of the child makes it possible for him to distinguish in the speech of adults (of course, if given in comparison) an increase and decrease in the volume of the voice, to notice the acceleration and deceleration of the tempo of speech, to catch various intonation means of expression used by adults, conveying in fairy-tale situations, as he or she says another animal - affectionately, rudely, in a low or high tone. By the end of the fifth year of life, many children correctly pronounce all the sounds of their native language, but some of them still incorrectly pronounce hissing sounds, the sound of r.

So, by the age of five, there is a sharp improvement in the pronunciation side of children's speech, most of them complete the process of mastering sounds. Speech as a whole becomes cleaner, more distinct. The speech activity of children is increasing, they are increasingly asking questions to adults. Children begin to master monologue speech.

The growth of the active vocabulary, the use of sentences of a more complex structure (five-year-old children can use sentences consisting of 10 or more words) is often one of the reasons for the increase in the number of grammatical errors. Children begin to pay attention to the sound design of words, to indicate the presence of a familiar sound in words.

In older preschool age, children on this life stage the improvement of all aspects of the child's speech continues. The pronunciation becomes cleaner, more detailed phrases, more precise statements. The child not only singles out essential features in objects and phenomena, but also begins to establish causal relationships between them, temporal and other relationships. Having a sufficiently developed active speech, the preschooler tries to tell and answer questions so that it is clear and understandable to the listeners around him what he wants to tell them. Simultaneously with the development of a self-critical attitude towards his statement, the child also develops a more critical attitude towards the speech of his peers. When describing objects and phenomena, he makes attempts to convey his emotional attitude to them. Enrichment and expansion of the vocabulary is carried out not only through familiarization with new objects, their properties and qualities, new words denoting actions, but also through the names of individual parts, details of objects, through the use of new suffixes, prefixes that children begin to use widely. Increasingly, generalizing nouns, adjectives denoting the material, properties, state of objects appear in the child's speech. During the year, the dictionary increases by 1000 - 1200 words (compared to the previous age), although in practice it is very difficult to establish the exact number of learned words for a given period. By the end of the sixth year of life, the child more subtly differentiates generalizing nouns, for example, not only calls the word animal, but can also indicate that the fox, bear, wolf are wild animals, and the cow, horse, cat are domestic animals. Children use abstract nouns, adjectives, verbs in their speech. Many words from the passive vocabulary move into the active vocabulary.

Despite the significant expansion of vocabulary, the child is still far from the free use of words. A good test and indicator of vocabulary mastery is the ability of children to select words that are opposite in meaning.

Improving coherent speech is impossible without mastering grammatically correct speech. In the sixth year, the child masters the grammatical system and uses it quite freely. However, grammatical errors still occur in children's speech. The grammatical correctness of a child's speech largely depends on how often adults pay attention to the mistakes of their children, correct them, giving the correct sample. A child of the sixth year of life is improving coherent, monologue speech. Without the help of an adult, he can convey the content of a short fairy tale, story, cartoon, describe certain events that he witnessed. At this age, the child is already able to independently reveal the content of the picture, if it depicts objects that are familiar to him. In the sixth year of life, the muscles of the articulatory apparatus have become sufficiently strong and children are able to correctly pronounce all the sounds of their native language. However, in some children at this age, the correct assimilation of hissing sounds, the sounds l, r, is just finishing. With their assimilation, they begin to clearly and distinctly pronounce words of varying complexity.

A five-year-old child has a fairly developed phonemic hearing. He not only hears sounds well, but is also able to perform various tasks related to the selection of syllables or words with a given sound from a group of other syllables or words, to select words for certain sounds, and to perform other more complex tasks. However, some children do not distinguish all sounds equally easily by ear.

The pronunciation of six-year-old children is not much different from the speech of adults; difficulties are noted only in cases where new words are difficult to pronounce or words saturated with combinations of sounds that, while pronouncing, they still do not clearly differentiate. But by the age of seven, subject to systematic work on sound pronunciation, children are doing quite well with this.

So, by the end of the sixth year, the child reaches a fairly high level in speech development. He correctly pronounces all the sounds of his native language, clearly and distinctly reproduces words, has the vocabulary necessary for free communication, correctly uses many grammatical forms and categories, his statements become more meaningful, expressive and accurate.

In the seventh year of life, in quantitative and qualitative terms, the child's vocabulary "reaches such a level that he freely communicates with adults and peers and can maintain a conversation on almost any topic that is understandable at his age. When telling, he seeks to accurately select words, to reflect more clearly their thoughts, linking various facts into a single whole.In the active vocabulary of the child, a differentiated approach to the designation of objects is increasingly common (a car and a truck, and not just a car; clothes, winter and summer shoes). belonging, while noting some of the actions and operations that adults perform in the process of labor, and the quality of their work, uses these words in his game.The child more often begins to use abstract concepts, compound words (long-legged giraffe), use epithets, understand metaphors (the sea laughed)." The ambiguity of the use of words is expanding (a clean shirt, clean air), the child understands and uses words with a figurative meaning in his speech, in the process of speaking he is able to quickly select synonyms (words that are close in meaning) that would more accurately reflect the quality, properties of objects, actions, done with them. He can accurately pick up words when comparing objects or phenomena, aptly noticing similarities and differences in them (white as snow), more and more often uses complex sentences, includes participles and adverbial phrases Fluency, accuracy of speech with free expression is one of the indicators of the child's vocabulary and the ability to use it correctly. Big influence the formation of grammatically correct speech is influenced by the state of adult speech culture, the ability to correctly use various forms and categories, correct the child's mistakes in a timely manner.

In the seventh year of life, the child's speech became more and more structurally accurate, fairly detailed, and logically consistent. When retelling, describing objects, the clarity of presentation is noted, the completeness of the statement is felt. At this age, the child is able to independently give a description of the toy, object, reveal the content of the picture, retell the content of a small artwork watching a movie, he can come up with a fairy tale, a story, tell in detail about his impressions and feelings. He is able to convey the content of the picture without seeing it, only from memory, not only to tell about what is shown in the picture, but also to imagine events that could precede them, to come up with and tell how events could develop for the baby. Lyubina G.A. notes that the pronunciation of the speech of a child of the seventh year of life reaches a fairly high level. He correctly pronounces all the sounds of his native language, pronounces phrases clearly and distinctly, speaks loudly, but depending on the situation he can speak quietly and even in a whisper, knows how to change the pace of speech, taking into account the content of the statement, clearly pronounce words, taking into account the norms of literary pronunciation, uses intonation means of expression.

In preschool childhood, of course, the process of mastering speech does not end for the child. And his speech as a whole, of course, is not always interesting, meaningful, grammatically correct. The enrichment of the dictionary, the development of grammatically correct speech, the improvement of the ability to express one's thoughts with the help of speech, to convey the content of a work of art in an interesting and expressive way will continue in school years, throughout life.

1.2 Features of the formation of active speech in young children

The process of language acquisition, according to D.P. Gorsky, consists in mastering the lexical stock of the language, its grammatical structure and phonetic features. The child, developing, masters all three sides of the language at the same time. Learning to correlate (and then to pronounce) this or that sound complex with the object that it designates, the child simultaneously masters both the lexical composition of the language and its phonetic structure.

The development of the speech function occurs in accordance with a certain language system, which is built on the basis of intonational structures and phonemic composition, assimilated by the child, both at the level of understanding and at the level of his own active speech.

A child with normal development learns to articulate on the basis of auditory perception of the speech of others. Even mildly pronounced hearing loss in a child can make it difficult to master speech. The structures of speech sounds, phonemes and their compounds are fixed on the basis of the formed kinesthetic stereotypes. I.P. Pavlov said: "The word consists of three components: kinesthetic, sound and visual." Visually, the child perceives some movements of the speech apparatus of those around him, and this plays a role in building his articulation process.

The first voice reactions of the child are quite distinct. The birth is normally accompanied by the cry of a newborn, and in the first months of life, children cry quite a lot. The initial vocal manifestations of newborns have a purely psychological function, which consists in the fact that with their help the subjective states of the baby are expressed. In the first month of life, with the help of screaming and crying, the child expresses his only negative undifferentiated states. As a result of the gradual development of general psychophysiological mechanisms, these vocal phenomena later turn out to be capable of expressing positive states, and then, with the normal development of the child, will turn into his speech.

According to V.M. Smirnov, the first functional connections in the corresponding morphological structures occur when a newborn cries. The acoustic characteristics of the cry of a newborn carries the same components as the sounds of speech, occurs at the same frequencies, which means that the cry perceived by the child's hearing organs stimulates the functional activity of the speech zones of the cortex.. E.A. Mastyukova in this regard notes that vowel-like sounds with a nasal connotation predominate in the cry.

A child of younger preschool age (from 2 to 4 years old) already masters speech to a large extent, but speech is still not sufficiently pure in sound. The most characteristic speech defect for children of this age? softening of speech. Many three-year-old children do not pronounce the hissing sounds Sh, Zh, Ch, Shch, replacing them with whistling ones. Three-year-olds often do not pronounce the sounds R and L, replacing them. There is a replacement of posterior lingual sounds with anterior lingual ones: K - T, G - D, as well as stunning voiced sounds.

Pronunciation of words at this age has features. In Russian, children have difficulty pronouncing two or three adjacent consonant sounds, and, as a rule, one of these sounds is either skipped or distorted, although the child pronounces these sounds correctly in isolation. Often in a word one sound, usually more difficult, is replaced by another sound in the same word. Sometimes these substitutions are not related to the difficulty of pronouncing a sound: just one sound is likened to another, because the child quickly caught it and remembered it. Very often children make a permutation of sounds and syllables in words.

According to M.F. Fomicheva, the pronunciation of each sound by a child is a complex act that requires precise coordinated work of all parts of the speech-motor and speech-auditory analyzers. Most children of three years old have physiological, not pathological, shortcomings in sound pronunciation, which are of a non-permanent, temporary nature. They are due to the fact that in a child of three years the central auditory and speech apparatus still function imperfectly. The connection between them is not sufficiently developed and strong, the muscles of the peripheral speech apparatus are still poorly trained. All this leads to the fact that the movements of the child's speech organs are not yet sufficiently clear and coordinated, the sounds are not always accurately distinguished by ear. The most important condition for the correct pronunciation of sounds is the mobility of the organs of the articulatory apparatus, the child's ability to master them. The author also notes that 3 - 4 years? this is the period of awareness of the process of mastering sounds, the period when children begin to be interested in the sound side of speech. .

Children of the second year of life show a pronounced interest in the speech of the people around them. They understand much of what adults say about objects and actions known to them, they love it very much when they are addressed directly to them with a conversation. And this does not distinguish children of the second year of life from children of the end of the first year.

But in a very special way in the second year of life, the child relates to a conversation that is not directly related to him. It happens that the kid is busy with his own business, but if the grandmother says: “I can’t find glasses,” the grandson takes off, finds glasses and brings them, although no one asked him about it. Thus, the child not only connects the word with a certain object, but also responds to it with an action, the purpose of which he determines independently. At this age, the child understands well the meaning of an adult’s speech addressed to him, knows how to fulfill his simple requests and instructions: “Bring a newspaper”, “Pick up a toy”, etc.

In addition to the meaning of speech for children of the second year of life, the very combination of sounds, their rhythm, tempo and intonation with which words and phrases are pronounced are often interesting. This has long been noticed by adults, which led to the creation of a kind of speech music in such jokes and sayings as “magpie-crow”, “horned goat”, etc.

Thus, the word acquires an independent meaning for the child of the second year of life, becomes a special subject, which he masters in its semantic content and in sound.

In the second year of life, the intensive development of the child's own speech begins, which is commonly called active.

There are two periods in the development of active speech. The first - from the end of the first year of life to one and a half years; the second - from the second half of the second year of life to 2 years. Each of them has its own characteristics, qualitative differences.

In the second half of 2 years - the stock of active words increases rapidly, and the child begins to use them quite widely. At the same time, the character of the baby's words changes.

The first period in the development of children's speech in the second year of life is characterized by the intensive development of understanding the speech of others and the emergence of the first words. The first words of a child have a number of specific features that distinguish them so much from the speech of adults that they are called autonomous children's speech.

By the age of one and a half, babies readily and easily repeat the words they utter after adults. When adults sing a song or say little rhymes, children "persuade", repeat their endings, if they are not difficult in terms of sound composition.

The second period in the development of speech usually begins after a year and a half and is characterized by an increase in the pace of development, the promotion of independent speech to the fore. . The stock of words accumulated during the first half of the year becomes the active vocabulary of the baby. It is rapidly increasing; words denoting objects become more stable and unambiguous. In addition to nouns, verbs and some grammatical forms appear in speech: past tense, third person. By the end of the second year, the child forms small sentences of two or three words.

By the end of the second year of a child's life, speech becomes the main means of communication. Relationships with adults are verbalized. The child turns to others on various occasions: asks, demands, indicates, calls, and later informs.

Children of the third year are distinguished by high speech activity. They talk a lot, accompanying almost all their actions with a speech, sometimes not addressing anyone. They repeat everything they hear, reproduce complex speech structures and unfamiliar words, often without even understanding their meaning; They “play” with words, repeating one word with different intonations, they rhyme words with pleasure (“Natka-Karpatka”, “Svetka-Karbetka”). Speech becomes a special subject of activity for children, in which they discover more and more new sides.

A child of the third year of life not only likes to listen to an adult's speech, poems, fairy tales, he can remember and reproduce a poem; by the end of the third year - to retell a fairy tale heard from an adult.

At this age, all aspects of the child's speech are rapidly developing. Speech is included in almost all aspects of his life.

The reasons for his appeal to an adult become more diverse. He asks questions about everything he sees around him. It is characteristic that a child can ask the same question about an object known to him and about its name. This fact indicates that he seeks from an adult not only information about the environment, but also encourages him to communicate. He likes adult attention and his own ability to ask questions. .

By the age of three, the child has a large vocabulary, uses almost all parts of speech, case and time appear in it. In the third year, he masters prepositions and adverbs (above, under, on, near), some conjunctions (like, because, but, and, when, only, etc.).

The structure of speech becomes more complicated. The child begins to use verbose sentences, interrogative and exclamatory forms, and eventually complex subordinate clauses. His speech is rapidly approaching the speech of an adult, opening up more and more opportunities for versatile communication of the baby with others, including peers.

However, even during this period, children quite often have grammatically incorrect phrases (“This is Milochkin’s grandmother”, “I’m running at a run”). They do not always cope with grammatical forms, replace one word with another, create their own words. All this makes their speech peculiar, attractive, expressive.

Features of the pronunciation of children in the third and fourth years of life A.N. Gvozdev characterizes as a period of assimilation of sounds, when, along with the correct pronunciation, omissions, substitutions, likening of sounds, softening them are observed.

Let's single out stages of the formation of speech: - vocabulary development, distinguish and name parts of objects, their qualities (size, color, shape, material), some objects similar in purpose (shoes - boots), understand generalizing words: toys, clothes, shoes, dishes, furniture; development of coherent speech: they answer the questions of an adult in monosyllables when examining objects, paintings, illustrations; repeat after an adult a story of 3-4 sentences, composed about a toy or according to the content of the picture; participate in the dramatization of excerpts from familiar fairy tales. .

1.3 Creating conditions for the correct development of speech in young children

The necessary conditions for the formation of the correct speech of the child are his good health, the normal functioning of the central nervous system, the speech motor apparatus, the organs of hearing, vision, as well as the diverse activities of children, the richness of their direct perceptions, providing the content of children's speech, a high level of professional skills of teachers. These conditions do not arise by themselves, their creation requires a lot of work and perseverance; they need to be constantly maintained so that they turn into strong traditions preschool. .

Hygiene of the organs of hearing and speech involves the provision of kindergarten general hygienic conditions, and special preventive measures for the protection of these organs.

Particular attention, as is known, is paid to the protection of the hearing organs of children, for which the fight against noise is being carried out. The teacher must know the state of hearing of each child in the group, be sensitive to children's complaints about the ears, explain to parents the harm of "home" remedies (infusions, etc.) blindly used in the treatment of ear diseases.

Hygiene of the organs of speech also includes taking care of the lungs and airways of the child, for which the correct air regime in kindergarten is important, the development of lung capacity, and the strengthening of the abdominal muscles. Easily vulnerable, the child's upper respiratory tract needs special hardening, timely treatment.

Simultaneously with the creation of hygienic conditions, the attention of educators should be attracted to the development of cultural skills in children that contribute to the protection of the speech organs. Every kindergarten employee should remember to take care of the delicate vocal cords of children: avoid harsh screams, squeals, singing in the cold air. A doctor or nurse, in conversations with parents, talks about local hardening of the auricles, neck, which is very important for preventing colds that adversely affect the condition of the speech organs of children.

Just as important is development of the potential of the speech environment. Speech develops in the process of imitation. According to physiologists, human imitation is an unconditioned reflex, an instinct, that is, an innate skill that is not learned, but already born with, the same as the ability to breathe, suck, swallow, etc.

The child first imitates the articulations, speech movements that he sees on the face of the person speaking to him (mother, teacher).

This imitation of speech movements is still unthought, instinctive. Imitation will be almost instinctive even later, when the child, having already in his stock certain complexes of sounds (“baba”, “porridge”, “give-give”), learns to associate phenomena of reality with them (a person, food, a certain action); he will do this by imitating the one who taught him to make this connection. In kindergarten, the child in his speech actions will imitate the teacher, in school - teachers, in addition, he will imitate the speech of all people living in the area, and over time, if he stays to live there, his speech will have all those common for a given locality, features of the language that distinguish it from strict literary norm, i.e. the child will speak the local dialect.

Adults are also prone to imitation in speech: a person who speaks quite literary, having lived one or two months in an area with dialect speech, involuntarily, instinctively adopts the features of this speech. But an adult can still consciously regulate his speech. The child, on the other hand, is not able to choose an object for imitation and unconsciously adopts the speech that he hears from the lips of others. He adopts even speech defects. For example, in a family in which the elders burr, the children also turn out to be burry until they get to kindergarten or school, where a speech therapist begins to work with them.

The emerging spontaneous speech environment in which the child is brought up is called the natural speech environment. The natural speech environment can be favorable for speech, and therefore for general mental development (if people with correct speech communicate with the child, if they constantly react to his “speech”, in early age support his attempts to speak, later answer his questions, etc.) and unfavorable (when communication with the child is limited only to feeding, when they do not speak to him, that is, they do not respond to his “speech”, and also if the speech of others the child of people is incorrect - with poor diction, and even with obvious defects - burr, lisp, etc.).

The developing possibilities of the speech environment in which the child grows up are called the developing potential of the speech environment. The developing potential of the natural speech environment develops spontaneously, is not regulated.

In children's institutions - in a nursery, kindergarten, at school - they specially organize the speech environment in such a way that its developing potential is made high, optimal for each age level. A speech environment with a purposely established high developmental potential is called an artificial speech environment.

Educator's speech as a factor in the development of children's speech in the framework of personality-oriented interaction

MM. Alekseeva notes that, imitating adults, the child adopts "not only all the subtleties of pronunciation, word usage, phrase construction, but also those imperfections and errors that occur in their speech."

That is why high demands are placed on the speech of a teacher of a preschool educational institution today, and the problem of improving the culture of the teacher's speech is considered in the context of improving the quality of preschool education.

The quality of a child's speech development depends on the quality of the teachers' speech and on the speech environment they create in a preschool educational institution.

Researchers such as A.I. Maksakov, E.I. Tiheeva, E.A. Flerin, paid special attention to the creation of a developing speech environment in kindergarten as a factor in the development of children's speech. In their opinion, preschool workers should be charged with creating an environment in which "children's speech could develop correctly and without hindrance."

Cultural and methodological requirements to the speech of the teacher, it is assumed that the content of the speech of the educator strictly corresponds to the age of the children, their development, the stock of ideas, based on their experience; teachers' possession of methodological skills, knowledge of the techniques necessary to exert an appropriate influence on the speech of children, and the ability to apply them in all cases of communication with preschoolers, etc.

In the studies of E.I. Tiheeva, F.A. Sokhin and other founders of the methodology for the development of active speech in young children, it is noted that children learn to speak through hearing and the ability to imitate.

Among the requirements for the speech of a teacher of a preschool educational institution are:

Correctness - compliance of speech with language norms. The teacher needs to know and follow the basic norms of the Russian language in communicating with children: orthoepic norms(rules of literary pronunciation), as well as the norms of formation and change of words.

Accuracy is the correspondence between the semantic content of speech and the information that underlies it. The teacher should pay special attention to the semantic (semantic) side of speech, which contributes to the formation of accuracy skills in word usage in children.

Logic - an expression in the semantic connections of the components of speech and the relationship between the parts and components of thought. The teacher should take into account that it is at preschool age that ideas about the structural components of a coherent statement are laid, the skills of using various ways intratext communication.

Expressiveness is a feature of speech that captures attention and creates an atmosphere of emotional empathy. The expressiveness of the teacher's speech is a powerful tool for influencing the child. The teacher's possession of various means of expressiveness of speech (intonation, rate of speech, strength, pitch of voice, etc.) contributes not only to the formation of the arbitrariness of the expressiveness of the child's speech, but also to a more complete understanding of the content of the adult's speech, the formation of the ability to express his attitude to the subject of conversation.

Wealth is the ability to use all language units in order to optimally express information. The teacher should take into account that the foundations of the child's vocabulary are formed at preschool age, therefore the rich vocabulary of the teacher himself not only contributes to the expansion of the child's vocabulary, but also helps to form his skills in word usage accuracy, expressiveness and figurativeness of speech.

Relevance - the use of units in speech that correspond to the situation and conditions of communication. The appropriateness of the speech of the teacher implies, first of all, the possession of a sense of style. Taking into account the specifics of preschool age aims the teacher at the formation of a culture of speech behavior in children (communication skills, the ability to use various formulas of speech etiquette, focus on the situation of communication, interlocutor, etc.).

The above requirements include the correct use by the teacher of non-verbal means of communication, his ability not only to speak with the child, but also to hear him. .

Of course, the knowledge by the teacher of a preschool educational institution of these requirements, their observance and constant improvement of the quality of their speech is the key to the success of work on the speech development of children in a preschool educational institution.

In modern studies of the problems of improving the culture of speech of a teacher, the components of his professional speech and the requirements for it are distinguished.

The components of a teacher's professional speech include:

The quality of the language design of speech;

Value-personal attitudes of the teacher;

Communicative competence;

A clear selection of information to create an utterance;

Orientation to the process of direct communication.

2. Experimental work on the formation of active speech of children through oral folk art

2.1 Studying the level of formation of active speech in young children

In the practical part, we conduct a diagnostic examination of the speech development of children 2-3 years of age. The base of the study is MADOU MO No. 7 "Crane", Nyagan. The children were divided into 2 groups: experimental and control.

We will characterize the speech development of children by conducting diagnostics according to the following plan:

Level of speech understanding;

auditory perception;

Fine motor skills;

self-care skills;

Reproduction of onomatopoeia;

connected speech;

subject dictionary;

Dictionary of actions;

Glossary of definitions;

The grammatical structure of speech.

Initially, we diagnose children in the control group.

1. Learning to understand speech

Study preparation.

Prepare a doll and 4-5 items familiar to children (for example, a cup, a rattle, a dog, etc.), a box and cubes.

Conducting research.

The study is carried out individually.

1 Situation - check whether the child responds to his name;

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The development of speech in a child goes through several stages. Most often, four periods of speech development in a child are distinguished:

First period is the period of preparation of verbal speech. This period lasts until the end of the first year of a child's life.

Second period - this is the period of initial mastery of the language and the formation of dissected sound speech. Under normal conditions, it proceeds quite quickly and, as a rule, ends by the end of the third year of life.

Third period - this is the period of development of the child's language in the process of speech practice and generalization of linguistic facts. This period covers the preschool age of the child, that is, it begins at the age of three and lasts up to six or seven years.

Last, The fourth period associated with the child's mastery of written speech and the systematic teaching of the language at school.

Let us consider in more detail the main features and patterns of development of a child's speech at these stages.

First period - the period of preparation of verbal speech - begins from the first days of a child's life. As you know, voice reactions are already observed in newborns. This is whimpering, and a little later (three or four weeks) - rare abrupt sounds of the beginnings of babbling. It should be noted that these first sounds lack the function of speech. They arise, probably, due to organic sensations or motor reactions to an external stimulus. On the other hand, already at the age of two or three weeks, children begin to listen to sounds, and at the age of two or three months, they begin to associate voice sounds with the presence of an adult. Hearing a voice, a three-month-old child begins to look for an adult with his eyes. This phenomenon can be considered as the first rudiments of verbal communication.

After three or four months, the sounds uttered by the child become more numerous and varied. This is due to the fact that the child begins to unconsciously imitate the speech of an adult, primarily its intonational and rhythmic side. Singing vowels appear in the child's babbling, which, when combined with consonant sounds, form repeating syllables, for example, “yes-yes-yes” or “nya-nya-nya”.

From the second half of the first year of life, the child has elements of real verbal communication. They are expressed initially in the fact that the child has specific reactions to the gestures of an adult accompanied by words. For example, in response to a calling gesture with the hands of an adult, accompanied by the words “go-go”, the child begins to stretch his arms. Children of this age also react to individual words. For example, to the question “Where is mom?” the child begins to turn towards the mother or look for her with his eyes. From the age of seven to eight months, the number of words that a child associates with certain actions or impressions increases.

The first understanding of words by a child occurs, as a rule, in situations that are effective and emotional for the child. Usually this is a situation of mutual action of a child and an adult with some objects. However, the first words acquired by the child are perceived by him in a very peculiar way. They are inseparable from emotional experience and action. Therefore, for the child himself, these first words are not yet a real language.

The emergence of the first meaningful words uttered by a child also occurs in active and emotional situations. Their rudiments appear in the form of a gesture accompanied by certain sounds. From eight to nine months, the child begins the period of active speech development. It is during this period that the child has constant attempts to imitate the sounds uttered by adults. In this case, the child imitates the sound of only those words that evoke a certain reaction in him, i.e., have acquired some meaning for him.

Simultaneously with the beginning of attempts at active speech, the number of understood words rapidly increases in the child. So, up to 11 months, the increase in words per month is from 5 to 12 words, and in the 12th-13th months this increase increases to 20-45 new words. This is explained by the fact that, together with the appearance in the child of the first words he utters, the development of speech occurs in the process of proper speech communication. Now the child's speech begins to be stimulated by the words addressed to him.

In connection with the beginning development of speech communication proper, which stands out as an independent form of communication, there is a transition to the next stage in the child's mastery of speech - period of initial language acquisition. This period begins at the end of the first or at the beginning of the second year of life. Probably, this period is based on the rapid development and complication of the child's relations with the outside world, which creates in him an urgent need to say something, i.e., the need for verbal communication becomes one of the child's vital needs.

The first words of a child are unique. The child is already able to indicate or designate any object, but these words are inseparable from the action with these objects and the attitude towards them. The child does not use the word to denote abstract concepts. Sound similarities of words and individual articulate words in a given period are always associated with the child's activity, manipulation of objects, and the process of communication. At the same time, a child can name completely different objects with the same word. For example, the word "kiki" in a child can mean both a cat and a fur coat.

The next feature of this period is the fact that the child's statements are limited to just one word, as a rule, a noun that performs the function of a whole sentence. For example, turning to the mother can mean both a request for help and a message that the child needs to do something. Therefore, the meaning of the words uttered by the child depends on the specific situation and on the gestures or actions of the child accompanying these words. The significance of a particular situation remains even when the child begins to pronounce two or three words that are not yet grammatically comparable with each other, since speech at this stage of development is not grammatically differentiated. These features of the child's speech are internally related to the fact that his thinking, in unity with which speech is formed, still has the character of visual, effective intellectual operations. Generalized ideas that arise in the process of the child's intellectual activity are already formed and fixed in his mind with the help of the words of the language, which themselves are included in thinking at this stage only in a visual, practical process.

The phonetic side of speech is not sufficiently developed at this stage either. Children often make individual sounds and even whole syllables in words, for example, “Enya” instead of “Zhenya”. Often in words, the child rearranges sounds or replaces some sounds with others, for example, "fofo" instead of "good."

It should be noted that the considered period of speech development in a child can be conditionally divided into several stages. The features described above refer to the first stage - stage "word-sentence ". The second stage begins in the second half of the second year of a child's life. This stage can be characterized as stage of two-three-word sentences , or how stage of morphological dissection of speech . With the transition to this stage, fast growth the active vocabulary of the child, which by the age of two reaches 250–300 words with a stable and clear meaning.

At this stage, the ability to independently use a number of morphological elements in the meaning inherent in them in the language arises. For example, the child begins to more competently use the number in nouns, diminutive and imperative categories, cases of nouns, tenses and faces of verbs. By this age, the child masters almost the entire system of sounds of the language. The exception is smooth R and l whistling with and h and hissing well and w .

The increase in the rate of language acquisition at this stage can be explained by the fact that in his speech the child tries to express not only what is happening to him at the given moment, but also what happened to him before, i.e., what is not connected with visibility and the validity of a particular situation. It can be assumed that the development of thinking necessitated a more accurate expression of the formed concepts, which pushes the child to master the exact meanings of the words of the language, its morphology and syntax, to improve the phonetics of speech.

The release of the child's speech from relying on a perceived situation, on a gesture or on an action symbolizes the beginning of a new period of speech development - the period of development of the child's language in the process of speech practice . This period begins at about two and a half years of age and ends at six years of age. Main Feature This period is that the child's speech at this time develops in the process of verbal communication, abstracted from the specific situation, which determines the need for the development and improvement of more complex language forms. Moreover, speech for the child begins to have a special meaning. So, adults, reading short stories and fairy tales to a child, provide him with new information. As a result, speech reflects not only what the child already knows from his own experience, but also reveals what he does not yet know, introduces him to a wide range of facts and events that are new to him. He himself begins to tell, sometimes fantasizing and very often distracted from the current situation. With with good reason it can be assumed that at this stage verbal communication becomes one of the main sources of development of thinking. If at the stages discussed above, the dominant role of thinking for the development of speech was noted, then at this stage, speech begins to act as one of the main sources for the development of thinking, which, developing, forms the prerequisites for improving the speech capabilities of the child. He must not only learn a lot of words and phrases, but also learn the grammatically correct construction of speech.

However, at this stage, the child does not think about the morphology or syntax of the language. His success in mastering the language is associated with practical generalizations of linguistic facts. These practical generalizations are not conscious grammatical concepts, since they are “model building”, that is, they are based on the child’s reproduction of words already known to him. Adults are the main source of new words for him. In his speech, the child begins to actively use the words heard from adults, without even understanding their meaning. For example, quite often there are cases when a child uses swear words and even obscene words in his speech that he accidentally heard. Most often, the originality of the child's vocabulary is determined by the words that are most commonly used among his immediate environment, i.e. his family.

However, the speech of the child is not a simple imitation. The child shows creativity in the formation of new words. For example, wanting to say "a very small giraffe", a child, just like adults construct neologisms, speaks by analogy of "giraffe".

It should be noted that for this stage of the development of the child's speech, as well as for the previous stage, the presence of several stages is characteristic. The second stage begins at the age of four or five years. This stage is characterized by the fact that the development of speech is now closely connected with the formation of reasoning logical thinking in children. The child moves from simple sentences, in most cases not yet connected with each other, to complex sentences. In the phrases formed by the child, main, subordinate and introductory sentences begin to differentiate. Causal (“because”), target (“to”), investigative (“if”) and other links are drawn up.

By the end of the sixth year of life, children usually fully master the phonetics of the language. Their active vocabulary is two to three thousand words. But from the semantic side, their speech remains relatively poor: the meanings of words are not precise enough, sometimes too narrow or too broad. Another essential feature of this period is that children can hardly make speech the subject of their analysis. For example, children who have a good command of the sound composition of the language, before learning to read, cope with the task of arbitrary decomposition of a word into sound components with great difficulty. Moreover, the studies of A. R. Luria showed that the child experiences significant difficulties even in determining the semantic meaning of words and phrases that sound similar in sound (“son of a teacher” - “teacher of a son”).

Both of these features are overcome only during the next stage of speech development - stage of speech development in connection with language learning . This stage of speech development begins at the end of preschool age, but its most significant features are clearly manifested when studying the native language at school. Enormous shifts are taking place under the influence of learning. If before, at the early stages of speech development, the child mastered the language practically, in the process of direct verbal communication, then when studying at school, the language becomes the subject of special study for the child. In the process of learning, the child must master more complex types of speech: written speech, monologue speech, and techniques of artistic literary speech.

Initially, the speech of a child coming to school largely retains the characteristics of the previous period of development. There is a large discrepancy between the number of words a child understands (passive vocabulary) and the number of words they use (active vocabulary). In addition, there is also a lack of accuracy in the meanings of words. Subsequently, a significant development of the child's speech is observed.

Teaching language at school has the greatest impact on the development of awareness and controllability of a child's speech. This is expressed in the fact that the child, firstly, acquires the ability to independently analyze and generalize the sounds of speech, without which it is impossible to master literacy. Secondly, the child moves from practical generalizations of the grammatical forms of the language to conscious generalizations and grammatical concepts.

The development of a child's awareness of the language, which occurs in the process of learning grammar, is an important condition for the formation of more complex types of speech. Thus, in connection with the need to give a coherent description, a consistent retelling, an oral composition, etc., the child develops an extended monologue speech, which requires more complex and more conscious grammatical forms than the forms that the child used before in dialogic speech.

A special place at this stage of speech development is occupied by written speech, which initially lags behind oral speech, but then becomes dominant. This is because writing has a number of advantages. By fixing the speech process on paper, written speech allows you to make changes to it, return to what was previously said, etc. This gives it exceptional importance for the formation of correct, highly developed speech.

Thus, under the influence schooling the child's speech develops further. It should be noted that in addition to the four indicated stages, one more could be named - the fifth stage of speech development, which is associated with the improvement of speech after the end of the school period. However, this stage is already strictly individual and is not typical for all people. For the most part, the development of speech is completed with the completion of school classes, and the subsequent increase in vocabulary and other speech capabilities is extremely insignificant.

Basic concepts and keywords: language, lexical composition, phonetic composition, context, speech, emotional and expressive side of speech, complex kinetic speech, vocal apparatus, speech centers, sensory aphasia, Wernicke's center, motor aphasia, Broca's center, types of speech, speech forms, speech functions, speech development.

Help your child speak! The development of speech in children 1.5-3 years old Elena Yanushko

Development of active speech of the child