Speech development in children: the meaning of speech and stages of its formation

The importance of speech development in children at preschool age

The formation of coherent speech is a complex developmental process that begins at birth and actively continues in preschool age. Children learn to express their thoughts using words, influence their environment, and receive a response to their thoughts or feelings.

Timely speech development helps:

stimulate the functions of the brain and central nervous system, which are intensively formed at an early age;
until the speech center in the brain fully matures, accumulate a vocabulary and learn to control the means of the native language;
to form different types of thinking, receptivity to learning and education;
expand your social circle outside the family, increase self-confidence;
connect pronunciation with hearing, develop speech organs through articulation, pronunciation features (intonation, tempo, rhythm, timbre);
explore the world, since speech allows the child to get an idea of the surrounding objects or phenomena;
in the process of teaching primary schoolchildren to develop literacy, reading and writing skills.

In the experience of personality development, learning the native language occupies an important place: the mechanisms of the psyche change, a rational perception of the surrounding world is established.

Features of speech formation in preschool childrenmaterial on speech therapy (middle group)

Features of speech formation in preschool children

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.

V.A. Sukhomlinsky

Preschool age is a period of active acquisition by a child of spoken language, the formation and development of all aspects of speech - phonemic, lexical, grammatical. Full command of the native language in preschool age 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. At preschool age, children's social circle expands. By becoming more independent, children go beyond narrow family ties and begin to communicate with a wider range of people, especially peers. Expanding the circle of communication requires the child to fully master the means of communication, the main one of which is speech. High demands on speech development are also made by the child’s increasingly complex activities.

S.L. Rubinstein said that speech is the activity of communication - expression, influence, communication - through language, speech is language in action. Speech, both one with language and different from it, is the unity of a certain activity - communication - and a certain content, which designates and, designating, reflects being. More precisely, speech is a form of existence of consciousness (thoughts, feelings, experiences) for another, serving as a means of communication with him, and a form of social reflection of reality.

Speech is a process of communication that arises and develops under the influence of the need for communication and serves the purposes of social unification of people. Speech is one of the indicators of child development. It fulfills several needs of the child: communicative, informative, cognitive (developmental), which already speaks of its great significance.

The primary function of speech is communicative. Speech is, first of all, a means of expression and understanding.

The development of speech for a child plays a fundamental role. Speech development is the basis of communication in the family. The development of speech is the main means of achieving desires for an individual. Without the development of speech, full communication of a person in society is impossible. Language development is at the center of a child's learning.

Speech development in preschoolers occurs over several age periods. The most important period is considered to be the age from one year to four years, when the child masters the basic laws of language.

In the process of interacting with the world and the people around him, a child enriches his experience, receives new impressions, and in connection with this, his mental abilities and, accordingly, speech develop.

Work on the development of children's speech must be comprehensive and solve problems associated with all aspects of speech development - phonemic, lexical, grammatical. A comprehensive influence on a child’s speech is a prerequisite for the development of coherent speech. But the spontaneous development of speech cannot raise a child to a high level; the help of an adult is necessary, i.e. targeted learning and communication. In addition, an adult awakens a child’s interest in language and encourages him to be creative.

Timely and complete development of speech in preschool age is one of the main conditions for the normal development of a child and his subsequent successful education at school. Any delay and any disturbance in the development of a child’s speech is reflected in his behavior, as well as his activity in its various forms.

Modern and complete mastery of speech is the first most important condition for the formation of a full-fledged psyche in a child and its further correct development. Modern means started from the first days of a child’s life. Comprehensive means a sufficient amount of language material, encouraging the child to master speech to the best of his ability at each age level.

The speech development of children is considered as the development of skills to understand and use language: the development of phonemic hearing, sound analysis, vocabulary, grammatical categories, the development of communication skills, skills and abilities of coherent speech. Among the many important tasks of raising and educating preschool children in kindergarten, teaching their native language, developing speech, and verbal communication is one of the main ones.

1. Features of speech development in children 2-3 years old.

By the end of the child’s year, we can already talk about speech development, since the foundations of understanding are formed, the child begins to use a few simple words. An adult’s speech to a child can calm him down and encourage him to perform simple actions.

The second year of life is a period of intensive speech formation. Connections between an object, an action and the words denoting them are formed 6 to 10 times faster than at the end of the first year of life. By the age of two, a child’s active vocabulary grows to 200–300 words. The child understands speech addressed to him and begins to speak himself. It is at the age of 2 that speech becomes the main means that a child uses to communicate with loved ones.

Young age is the most important period in the development of a preschooler. It is at this time that the baby transitions to new relationships with adults, with peers and with the objective world around him. By the age of 2, children practically master the skills of using singular and plural forms of nouns, tense and person of verbs, and use some case endings. At this time, understanding an adult’s speech significantly exceeds spoken capabilities.

At the age of 2–3 years, a peak occurs in the development of a child’s speech. He begins to actively listen, and remembers and analyzes information. During the 2nd and 3rd years of a child’s life, a significant accumulation of active and passive vocabulary occurs, along with the expansion of which comes the assimilation of speech sounds.

In the third year of life, children look at pictures in books and listen to stories. Not only does their stock of commonly used words increase, but they also develop a desire for word creation—new words are invented. By the age of 3, the need for independence arises, the desire to act independently of adults, and self-esteem develops. This is reflected in speech behavior, in the choice of lexical and emotional-expressive means. The child begins to talk about himself in the first person. By this time, the child’s active vocabulary includes up to 1,500 words. Instead of a simple two-syllable phrase, he begins to use detailed sentences of 5–8 words, having mastered the plurality of nouns and verbs. The child says his name, gender, age; understands the meaning of simple prepositions - performs tasks such as “put the cube under the cup”, “put the cube in the box”, uses simple prepositions and conjunctions in sentences - because, if, when. He understands short stories and fairy tales read with or without the help of pictures, can evaluate his own and others’ pronunciation, and asks questions about the meaning of words. With the mastery of phrasal speech, the assimilation of the grammatical system of the language improves. By the age of 3, the child uses all parts of speech in speech and constructs 5 complete grammatical sentences. Characteristic signs of verbal communication appear. According to the definition of A.N. Gvozdeva, by the age of 3, children have formed all the basic grammatical categories.

2. Features of speech development in children 3-4 years old.

The age of 3–4 years is a very important stage in a child’s life. At this age, the foundations of the future personality are formed, the “foundation” is laid for the physical, mental, and moral development of the child. It is still difficult for a three-year-old child to control his behavior. The formation of self-esteem begins, where the leading place belongs to the adult.

Speech development in children 3–4 years old occurs especially quickly. As a rule, by the age of 3, a child has almost mastered his native language. The active vocabulary of children from 3 to 4 years old grows literally by leaps and bounds, up to about 100 new words per month. If at the age of three a child needs a few hundred words to communicate, at the age of 4 this figure reaches 1.5 - 2 thousand words.

The sound design of words also improves quickly, and phrases become more developed. However, not all children have the same level of speech development: by the age of three, some often and correctly pronounce words, while others do not speak clearly enough and pronounce words incorrectly; others do not speak clearly enough and pronounce individual sounds incorrectly. The most typical errors are omission and replacement of sounds, rearrangement of sounds and syllables, and violation of syllabic structure.

The speech of three-year-olds is the same. They pronounce all verbs in the present tense. A child's understanding of the past and future is still limited. The sentences are similar to each other: the subject comes first, and then the predicate, then the object. At this age, children develop a special interest in words. They try to establish the meaning of words, their origin, create their own words (a mug instead of a spring). Children are attracted by the sound design of words, and he even tries to correct poorly speaking peers, although he still cannot determine which sound or often the word is pronounced incorrectly.

At 3–4 years old, children already correlate knowledge with speech form. Having certain life experience helps them enrich their monologues with words - definitions. Based on the picture, children can even tell a short fairy tale they know. They are able to comprehend short stories without pictures. At this age, children are characterized by dialogical speech.

The child speaks a lot himself, loves to listen to short fairy tales, stories, memorizes poems and recites them with pleasure.

At 4 years old, the phrases spoken by the child already include sentences consisting of 5–6 words. There are complex and complex 6

sentences use prepositions “by, before, instead”, conjunctions “what, where, how much”. At this age, they begin to accompany their play with speech. He actively uses generalizing words (clothes, vegetables, animals, etc.), names a wide range of objects and phenomena of the surrounding reality.

3. Features of speech development in children 4–5 years old.

The average preschool age of 4–5 years is characterized by increasing volitionality, intentionality, and purposefulness of mental processes, which indicates an increase in the participation of the will in the processes of perception, memory, and attention.

What is most striking about a four- to five-year-old child is his success in mastering his native language. By the age of five, the vocabulary exceeds 2000 words. Abstract concepts appear in it. The baby is trying to understand the meaning of general categories: happiness, tenderness, justice, love. The child wants to comprehend the meaning of words and explain their origin. He is interested in all the characteristics of words: meaning, sound form, melody and musicality. The child seems to be playing with words, as before he carefully and for a long time examined various objects. The baby can spend hours modifying words, inventing new ones. He “plays” with rhymes, but this is not poetry. Most often, the rhyme is not related to the content, but only sounds special.

In the fifth year of life, children improve their ability to perceive and pronounce sounds, they are able to recognize by ear this or that sound in a word, and select words for a given sound. The pronunciation of individual sounds in some children may still be unformed.

In the child’s speech, in addition to simple sentences, complex sentences also begin to appear. The baby swaps parts of speech and often uses conjunctions and prepositions.

At this age, at some point, the child begins to speak only in interrogative sentences - so much, why and why, he attacks his parents! This age is sometimes called the age of “why”. The child is even able to ask a question – a prediction: what will happen?

His verbal (verbal) activity is aimed at solving global problems. If a 2-3 year old child uses his motor abilities to thoroughly and instantly explore space, a 4-5 year old child, having mastered language, uses it to explore this unknown outside world. The child strives to understand: what is good, what and why?

Simultaneously with the enrichment of the child’s vocabulary, he more intensively masters the grammatical structure of the language. He answers adult questions with detailed phrases. His speech is dominated by simple common members, nouns and verbs in the plural. In children's speech, the number of abbreviations, rearrangements, and omissions decreases, and words formed by analogy appear.

In the fifth year of life, the morphological composition also changes due to the more frequent use of verbs, adjectives and adverbs. Sentences with homogeneous circumstances appear in their speech. They agree adjectives with nouns correctly. This contributes to the appearance of simple, common and complex sentences in speech. Speech becomes more coherent and consistent.

Children begin to master monologue speech. At this age, the child is not yet able to logically and clearly talk about events on his own. His speech is still situational in nature. But with a little help from adults, a 4-5 year old child can convey the content of a well-known fairy tale, recite a short poem by heart, describe a picture, and clearly convey his impressions of what he saw to others.

A child at this age learns grammar rules and remembers letters more easily than ever. With proper organization of a child's literacy training, he can easily and quickly learn to read.

Features of speech development in children 5-6 years old.

Speech development in older preschool age is one of the central tasks of education. The formation and development of the grammatical aspect of speech is the foundation for the subsequent acquisition of the native language.

In improving the grammatical structure of the speech of older preschoolers, the central task is the formation of linguistic generalizations, which is based on teaching children to independently form new words, understand the semantic nuances of a word, as well as the use of various grammatical structures and methods of connection between sentences in a coherent statement. Awareness of the verbal composition of a sentence is the basis for mastering literacy and consciously operating the language in any coherent utterance.

A child of 5–6 years old strives to know himself and another person as a representative of society, and gradually begins to realize the connections and dependencies in social behavior and relationships between people. The child makes a positive moral choice (mainly in the imaginary plane).

At this time, a change occurs in the child’s ideas about himself; the assessments and opinions of their comrades become significant for them. The creativity and stability of relationships with peers increases. Communication becomes less situational.

By the age of 5, preschoolers have a fairly large stock of ideas about the world around them, which they gain thanks to their activity, desire to ask questions and experiment.

At this stage, children are usually ready to correctly perceive and pronounce all the sounds of their native language; correct pronunciation becomes the norm. The child is able to detect speech defects in the pronunciation of other children and some shortcomings in his own speech.

The vocabulary of a child aged 5–6 years increases to 2500–3000. Generalizing words appear in the active dictionary; children correctly name a wide range of objects and phenomena of the surrounding reality. In the process of using words, their pronunciation improves. In the speech of a child of the sixth year of life, as a rule, there are no omissions or rearrangements of words and sounds. The only exceptions are some difficult, unfamiliar words.

Older preschoolers freely use means of intonation expressiveness and are able to regulate the volume of their voice and the pace of speech. The dictionary is actively updated with nouns, verbs, adjectives and adverbs.

In the sixth year of life, the entire speech system continues to improve. The dictionary is enriched with generalizing concepts and systematized (the relations of antonymy-synonymy, polysemy are learned). The function of inflection develops: the child learns to change nouns by cases, verbs by persons and numbers. The sound aspect of speech is improved. The child begins to distinguish newly acquired sounds (whistling, hissing, sonorant).

Actively mastering the system of declension and conjugation, the child encounters historical alternations (for example: mowing - mowing, guest - guest, writing writing), which are difficult for children of this age, especially against the backdrop of the ongoing formation of the phonemic system: insufficiently formed phonemic perception and auditory - pronunciation differentiation of whistling, hissing, whistling - hissing, and sonorant sounds. To master these phenomena, a lot of language practice is required.

At this age, children's vocabulary is improved and enriched. Children can compose complex sentences; many retell and compose stories on their own. Dialogue and monologue speech of children is more perfect. Children can read, form words from sounds, and identify the location of a sound (at the beginning, in the middle and at the end).

5. Features of speech development in children 6–7 years old.

At this age, the preschool period of child development ends, the main result of which is readiness for systematic learning.

A child of senior preschool age, 6–7 years old, recognizes himself as an independent subject of activity and behavior. He can make positive moral choices not only in the imaginary plane, but also in real situations. By the end of preschool age, significant emotional developments occur. At this time, generalized emotional representations are formed, which allows them to anticipate the consequences of their actions. Thanks to such changes, the preschooler’s behavior becomes less situational and is more often structured taking into account the interests and needs of other people.

The child’s sound pronunciation is fully formed, and work is underway to improve diction and the ability to correctly use sounds in the flow of speech.

In older preschoolers 6–7 years of age, phonemic perception and auditory–pronunciation differentiation of the following oppositional phonemes are formed: S–Z, Sh–Z (they differ in the functioning of the vocal cords); S_Sh, S-Shch, Z-Zh (differs in the place of formation); T_Ts, S-Ts, Th – Ch, Shch-Ch, R-L (differs in the method of formation).

The child already understands that changing one phoneme in a word (dar-dal, sor-bor-khor) or their sequence (sol-los, lock-smear) changes the meaning or destroys the word.

The ability to isolate from a variety of sounds, perceive, separate from others and remember certain semantic distinctive reasons for phonemes is the fruit of the combined work of several brain systems: speech-auditory and speech-motor analyzers.

Preschoolers continue to develop speech: sound, grammatical structure, vocabulary. Coherent speech develops. Children's statements reflect both the expanding vocabulary and the nature of generalizations that are formed at this age. Children begin to actively use generalizing nouns, synonyms, adjectives, etc.

The vocabulary of a 6-7 year old child increases to 3000-3500 words, figurative words and expressions, and stable phrases are actively accumulating in it. Grammar rules for changing words and combining them in sentences are learned. Children accurately use words to convey their thoughts, feelings, and ideas. They can explain the meaning of words that are unfamiliar or close in meaning. But despite a fairly large stock of words, their use is characterized by a number of features: a discrepancy between active and passive vocabulary, inaccurate use of words.

At the age of 6-7 years, the child has well-developed dialogic speech and actively develops monologue speech. The child can retell or narrate coherently and consistently. He is critical of mistakes and strives for accuracy and correctness of statements. Uses complex (conjunctive and non-conjunctive) sentences in speech.

Children show creative activity: they come up with an ending to a story, a new plot, write riddles, and dramatize excerpts from works.

By the end of preschool age, the child accumulates sufficient reading experience.

Thus, preschool childhood is a period of intensive development of communicative forms and functions of language activity, practical speech skills, and awareness of speech activity.

The development of speech in a child occurs as a process of mastering his native language, the richness of its vocabulary and grammatical forms necessary for each person to understand other people and the ability to express their thoughts, desires, and experiences.

Speech develops in the process of a child’s daily communication with adults and peers. The success of speech development is ensured not only by the richness and correctness of the adult’s speech, but also by the growing needs of the child. The need for communication, the desire to learn, understand something new, the desire to be understood, to inform another about something, the need to influence another are the motives that encourage a child to actively master a language.

The level of development of coherent speech is closely related to the level of mastery of all aspects of the native language: vocabulary, grammatical structure, sound composition.

With age, an increasingly important role in the general and specifically speech development of a child is played by listening, reading, conversations, arguments, reasoning - specific forms of human speech activity. In such forms of communication, the child masters speech as a means of influencing others and himself, as a means of self-knowledge and self-regulation.

Formed in the process of communication between a child and an adult in the child’s various practical activities, speech goes through a number of stages in its development: mastering the word as a signal that generalizes on the basis of identifying essential features, and mastering simple grammatical forms; mastery of situational speech, rapid increase in understood and spoken words; transition to mastering situational coherent and expressive speech, mastering more complex grammatical structures; the emergence of inner speech.

By the time a child enters school, he has mastered the correct sound design of words, pronounces them clearly and clearly, has a certain vocabulary, mostly correct speech: constructs sentences of different constructions, coordinates words in gender, number, case, accurately conjugates frequently used verbs; fluently uses monologue speech: is able to talk about experienced events, retell the content of a fairy tale, stories, describe surrounding objects, reveal the content of a picture, some phenomena of the surrounding reality. The development of speech development features is considered as the core of the full formation of the personality of a child - a preschooler, who provides rich opportunities for solving many problems of mental, aesthetic and moral education.

Speech development is becoming a pressing problem in modern society. Forming the speech of the younger generation is the responsibility of teachers involved in speech development.

Speech development tasks

At all stages of growing up, a child masters different levels of oral interaction: the babble of a baby a few months old, the first words and sentences of older children.

Speech expands the possibilities for knowledge. In addition to manipulating objects around him, the child begins to fantasize and learn new things from the stories of others or fiction.

What tasks are performed during speech development:

master your native speech as a tool for communication and learning;
enrich your vocabulary (know and use many words);
learn to speak clearly and correctly, to conduct a dialogue;
learn the culture of communication (listen to your opponent, do not interrupt, consistently express your thoughts);
get acquainted with the basics of speech creativity (retelling, composing stories, plots about your impressions of the phenomenon seen);
listen and understand fairy tales and stories from children's literature;
remember the correct language structures for future literacy learning.

What factors influence speech development

Factors influencing the development of a child's speech.

A child’s mastery of oral speech is determined by the following conditions:

Heredity, structure of speech organs. Incorrect anatomy of the organs of the articulatory apparatus and undeveloped facial muscles complicate the development of speech in children 1-3 years old. Drinking through a straw and inflating balloons help strengthen your facial muscles. Whereas physiological problems are solved by medical methods.
Correct functioning of the central nervous system, speech zone of the brain. Disturbances in the functions of the nervous system or Broca's center are often accompanied by delayed speech development in children. To develop these functions, exercises for fine motor skills are used.
Pregnancy, childbirth without complications. Research confirms that anemia during gestation, premature birth before 35 weeks, hypoxia and other pathologies delay speech development at an early age.
Contact with parents and close relatives from the first days of life. The foundation for future communication and healthy development of the newborn is a sense of security, physical closeness to the mother, and provision of physical and emotional needs.
Constant interaction between parents and child. He learns about communication from changes in facial expression, movements, and gestures. Then he begins to perceive addressed speech, distinguish between emotions and voice intonations. Therefore, it is recommended to pronounce your actions, call the baby by name, and do not ignore babbling or crying.

Speech development of preschool children according to the Federal State Educational Standard

Preschool education is the main stage in a child’s development. At preschool age, the child learns to study, which he will later need at school. He is happy to learn new things, and the speech of a preschooler should become his assistant. Therefore, the development of speech in preschool age is one of the primary tasks of teachers.

In kindergarten, every program aimed at developing speech in preschoolers involves communication and communication with the child. The child learns to ask and answer questions, learns to conduct a dialogue and make various requests.

At this age, every effort must be made so that the child learns to speak freely and easily. To teach language in kindergartens, various thematic classes are practiced. These classes include different methods for developing speech in preschoolers.

The development of speech of preschoolers according to the Federal State Educational Standard solves such problems as:

Forming children's speech in such a way that they communicate freely with peers and adults.
Enrichment of the child’s active vocabulary.
Development of creative speech: writing stories, fairy tales, poems.
Introduction to reading books, familiarization with different genres of children's literature.
Development of phonemic awareness so that children correctly learn stress and hear sounds in words.

Preschool specialists perform these tasks using various techniques and exercises. But classes alone within the kindergarten are not enough, speech development is systematic work, and only in everyday life will a child be able to accumulate vocabulary and gain experience in communication.

Psychological characteristics and stages of speech formation in preschool children

In the first years of life, the child develops mentally and physically, learns to control his body, think, and masters his native language. The formation of speech occurs sequentially; different age intervals have their own norms.

The ability to speak is an acquired skill that is developed in all children according to a similar scenario. In order to promptly notice deviations in speech development, it is necessary to know the patterns of mental maturation at an early age.

How a child’s speech is formed from birth to 3 years

In the first year after birth, all systems of the newborn actively develop: the structure of the brain matures and becomes more complex, phonemic hearing is formed, and the speech apparatus is trained during crying or involuntary sounds.

Stages of child speech development.

What is the initial stage based on:

listening to everyday sounds, spoken speech and one’s own voice;
imitation of an adult (repetition of heard sounds, syllables, and, at the age of about 12 months, words);
the basics of understanding the meaning of what was said (mainly through emotions, intonation and facial expressions);
the state of the articulatory apparatus (determines coherence in pronunciation, mobility of speech organs).

In the second year of life, there is a leap in the development of active speech.

The following is typical for communication at this age:

attempts to use words meaningfully (to name an object);
up to 1.5-1.8 years there are no common sentences, they are replaced by 1 word (“Drink” as a request);
at 1.8-2 years the composition of phrases expands, but there is still no grammatical connection between words;
vocabulary increases (100-300 words depending on the conditions, frequency and quality of communication with adults);
the development of articulatory organs continues, but the voice has not yet become stronger;
intonation is mastered;
individual sounds are pronounced incorrectly (vowels are softened, consonants are skipped, syllables are confused), words are simplified (“Beep” instead of “Machine”).

Development of child speech from 3 to 4 years old

In the third year of life, the cognitive function of speech increases. The child becomes interested in the world around him, begins to ask simple questions, and engages in dialogue with peers.

The speech development of a three-year-old child includes the following stages:

vocabulary is enriched (2-3 times compared to two years of age);
verbs are used more often (up to 30% of the active vocabulary), prepositions and pronouns;
there are errors in agreeing the gender of adjectives for naming objects;
complex non-conjunctive sentences appear in speech (by the end of 3 years - complex sentences);
listening comprehension of children's literature improves;
the speech apparatus becomes mobile, but speech coherence and voice volume remain weak;
when pronounced, long words with a complex structure are often shortened, syllables are swapped or dropped out;
memory improves, creative thinking and imagination begin to develop;
attention remains unstable, the child is distracted.

Interest in surrounding objects stimulates the preschooler to communicate with adults and be the first to start a conversation. In dialogue, the child learns to reason and begins to determine the simple relationship between phenomena.

What features of speech development distinguish the 4-year stage:

the ability to select names for any objects or actions increases, including those that do not constantly surround the child;
the arsenal of words is expanding (adjectives, numerals, adverbs, pronouns are actively used);
retelling events or someone else's speech, talking about one's impressions remain inaccurate due to the inability to correctly choose the right words;
illogicality and inconsistency of presentation remain, but the grammatical structure of speech improves;
communication remains situational, requires clarification, the story is tied to the situation;
memorization of poems, riddles, fairy tales improves, the child easily repeats them, but mostly does not understand the meaning;
the speech apparatus is improved at an individual pace (by the end of 4 years, children can already speak clearly, intelligibly, or continue to simplify sounds).

Development of speech in a 3-4 year old child.

Formation of speech skills in children from 4 to 5 years old

At the age of five, a preschooler becomes receptive to the social environment. There is an interest in the development of speech hearing through word creation, attempts to rhyme or singing. The formation of speech occurs intensively, the child imitates the manner of communication in the family or kindergarten.

What stages of speech development do 5-year-old children go through:

the colorfulness and variety of speech increases (in addition to the names of objects, the child knows their signs and is able to logically connect several objects with each other, relying on properties);
attention does not dissipate, becomes stable;
the vocabulary is replenished to 2.5-3 thousand words, which stimulates the development of monologue skills, but increases the number of errors and inconsistent phrases in speech;
the speech organs are sufficiently trained for correct pronunciation, the coherence and clarity of sounds improves, speech becomes understandable to strangers and other children;
in 30% of cases there are difficulties in pronouncing the sounds r, l, hissing;
phonetic hearing develops, the ability to distinguish the subtleties of pronunciation (voice pitch, timbre, intonation, tempo).

Features of speech development of a preschooler aged 5-7 years

Children of senior preschool age master coherent speech and compose a monologue from complex sentences and extended phrases. People around you understand the child without further questions.

Signs of the formation of contextual speech in children 6 years old:

abstract logical thinking develops, understanding of connections and relationships between phenomena, objects, people improves;
the vocabulary is replenished with forms of already familiar words (prefixes or suffixes are added), 4-6 thousand words are actively used;
the child operates with generalizing words, collects words into groups based on a common property, and is able to select pairs of antonyms;
the number of grammatical errors decreases;
the development of the basic functions of the articulatory organs and mobile muscles of the face is completed, which is why sounds are pronounced clearly;
With regular implementation of developmental oral exercises, by the age of 7 it is possible to improve the pronunciation of hissing sounds, r, l.

The speech of a seven-year-old child is practically no different from that of an adult.

Creative methods and techniques.

Development at this age is aimed at consolidating the following skills:

The stock of words that are used daily continues to expand, and the child divides the same concepts according to characteristics (winter or summer clothes);
means of expression are used (metaphors, epithets, comparisons), words in a figurative meaning (light ball or light hand);
the monologue becomes detailed and logical, the child does not jump from one thought to another;
grammatical errors occur rarely, mainly in the absence of prompts from adults;
the voice becomes loud, the pronunciation is clear, while the child controls the intonation and tempo;
Emotionality, personal attitude and point of view appear in statements, and individuality actively develops.

PSYCHOLOGICAL AND PEDAGOGICAL ASPECTS OF SPEECH DEVELOPMENT OF A CHILD

Author: Kovalenko Lidiya Aleksandrovna

PSYCHOLOGICAL AND PEDAGOGICAL ASPECTS OF SPEECH DEVELOPMENT OF A CHILD

The native language plays an important role in the development of a child’s personality. Language and speech have traditionally been viewed in psychology, philosophy and pedagogy as a node at which various lines of mental development converge: thinking, imagination, memory and emotions.

The problems of speech development in preschool children were studied by such scientists as L.S. Vygotsky, A.A. Leontyev, D.B. Elkonin, E.I. Tikheyeva, S.L. Rubinshtein, O.I. Solovyova and others.

Let's consider how the concept of “speech” is revealed in psychological and pedagogical literature, and what significance it has for development.

A.A. Leontyev considers speech as follows: “The activity of cognition, i.e. such activity, which consists in the “distribution” of reality using the language of cognitive tasks, highlighted by the course of social practice.

This activity is communication, communicative activity. Speech can act as a tool for planning speech or non-speech actions” [13, p. 18].

Revealing the structure that any speech utterance has, A.A. Leontiev notes a number of skills: quick orientation in communication conditions, the ability to plan your speech and select content, and for this you need to find linguistic means to convey it and be able to provide feedback, otherwise communication will be ineffective and will not give the expected results. At the same time, the most important means of acquiring speech skills is the ease of transferring language units to new, not yet encountered combinations. This is where the so-called sense of language comes into force, which gives the child the opportunity to use speech skills on unfamiliar language material, to distinguish correct grammatical forms from incorrect ones. If a child instantly orients himself in linguistic material and attributes a new word to some class of language phenomena already known to him (for example, the definition of gender or number), then we can talk about his developed sense of language.

There are various aspects of speech development.

The physiological basis for the development of speech is the teaching of I.P. Pavlova about two signaling systems of higher nervous activity in humans, explaining the mechanism of speech formation. Speech activity is ensured by different, very complex physiological mechanisms, depending on the content of various speech phenomena (naming objects, understanding words, phrasal speech, etc.). When perceiving and reproducing speech, there is primarily an unconscious or conscious choice of words based on their meaning. In physiology, a word is considered as a special signal that replaces direct signals: sensations, perceptions and ideas, and language as a whole is considered as a second signaling system.

The linguistic basis for the development of speech is the doctrine of language as a sign system. At the same time, the issue of the difference and relationship between the concepts of “language” and “speech” is resolved.

It is advisable to consider language as a sign system that encodes the reality surrounding a person.

Speech represents different forms of using language in different communication situations. It is interpreted as an activity included in the general system of human activity.

Speech without language acquisition is not possible, while language can exist and develop relatively independently of a person, according to laws not related to either his psychology or his behavior. Linguistics studies language as an abstract system, as a system in the unity of all its levels: phonetic, lexical, word-formation, morphological and syntactic.

The psychological aspect of speech development is based on the position of L.S. Vygotsky that the development of speech is closely related to the development of thinking and consciousness. Considering the problem of concept formation, Vygotsky said that the accumulation of associations and groups of ideas does not lead to their formation, “a concept is impossible without words, thinking in concepts is impossible without verbal thinking” [1, p. 124]

A.V. attached great importance to the interaction of speech and thinking. Zaporozhets. Giving examples of studies of the speech of young children, he emphasized that only in preschool age a complex system of speech connections develops. Zaporozhets O. [2, p. 98]

S.L. Rubinstein spoke about the interaction of thinking and speech: “Speech is not just the outer clothing of thought, which it sheds or puts on without thereby changing its essence. Speech, the word, serves not only to express, to externalize, to convey to another a thought that is already prepared without speech. In speech we formulate a thought, but in formulating it, we very often form it. Speech here is more than an external instrument of thought; it is included in the very process of thinking as a form associated with its content. Thinking and speech, without being identified, are included in the unity of one process. Thinking is not only expressed in speech, but for the most part it is accomplished in speech.” [5, p.117]

It is at the moment when the child finds a new speech solution in any specific situation that the development of language ability occurs. And here the most important task becomes training, the formation in the child of this ability, the basis of which is the semantic component.

Considering the pedagogical foundations, it can be noted that even Jan Amos Comenius, the great Slavic teacher, establishing the sequence of studying different disciplines, believed that first one must master the language (grammar), then the real sciences and, finally, rhetoric.

Works by K.D. Ushinsky has not lost its significance to this day. It was he who came up with the idea that the native language is the main, central subject, included in all other subjects and collecting their results.

All pedagogical research related to the development of children's speech refers to the legacy of Ushinsky, since he owns works that emphasize the role of the native language in raising a child and reveal specific teaching methods.

Ideas of L.N. Tolstoy and especially K.D. Ushinsky was developed by E.I. Tikheyeva, who is the founder of the method of speech development. She believed that to master all types and manifestations of speech means to master the instrument of human mental development.

A great contribution to the development of the problem of speech development was made by AM Leushina, who proposed to reveal the strong positive aspects of children's speech, to understand for themselves all the wealth of its potential capabilities in order, based on them, to develop what is already available in children's speech. [4, p.232]

In the development of monologue speech, many researchers have focused on the issues of perception of fiction: A.V. Zaporozhets, O.I. Nikiforova, N.S. Karpinskaya, A.E. Shibitskaya, L.Ya. Pankratova, S.M. Chemortan, L.M. Gurovich.

I would like to note that questions of speech development have long been of interest to many researchers. Each of them has their own understanding of the problem of teaching, their own attitude to the methodological solution of the problem, their own positions in developing the content and methods of speech development.

Considering the main tasks aimed at developing children's speech, it should be noted that preschool age is a period of active acquisition by a child of spoken language, the formation and development of all aspects of speech: phonemic, lexical, grammatical. Full mastery 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.

Research by psychologists, educators, linguists (L.S. Vygotsky, S.L. Rubinshtein, D.B. Elkonin, A.V. Zaporozhets, A.A. Leontyev, L.V. Shcherba, A.A. Peshkovsky, A. N. Gvozdev, V. V. Vinogradov, K. D. Ushinsky, E. I. Tikheeva, E. A. Flerina, F. A. Sokhin, L. A. Penevskaya, A. M. Leushina, O. II. Solovyova, M.M. Konina) created the prerequisites for an integrated approach to solving problems of speech development of preschool children.

O.S. Ushakova says that there are three main directions for developing psychological and pedagogical problems in the development of speech in preschoolers, improving the content and methods of teaching their native language. Firstly, structural (formation of different levels of the language system: phonetic, lexical, grammatical); secondly, functional (formation of language skills in its communicative function: development of speech, verbal communication); thirdly, cognitive, educational (formation of abilities for elementary awareness of the phenomena of language and speech). All three areas are interconnected, since the issues of developing awareness of phenomena are included in the problems of all studies studying different aspects of the development of speech in preschool children. [6, p.203]

The problem of speech development in preschool children has been and remains the focus of attention of psychologists and teachers. Correct, competent speech is the key to a person’s successful adaptation in society. Therefore, many teachers and psychologists directed their efforts towards solving this particular problem.

Bibliography

1. Vygotsky L. S. Thinking and speech. - Collection op. in 6 volumes - M.: “Pedagogy”, 1983. - T.2. — 340 s.

2. Zaporozhets A.V. Psychology of fairy tale perception by a preschool child. // Psychology of preschoolers. Reader / Comp. G.A. Uruntaeva - M.: ed. "Pedagogy", 1998. - 138 p.

3. Leontiev A.A. Language, speech, speech activity. – M.: Education, 1969. -214 p.

4. Leushina AM Development of coherent speech in a preschooler. // Reader on the theory and methods of speech development in preschool children. / Comp. M.M.Alekseeva, V.I.Yashina. -M.: Publishing House, 1999. -560 p.

5. Rubinshtein S.L. Development of coherent speech. //Anthology on the theory and methods of speech development in preschool children. / Compiled by M.M. Alekseeva, V.I. Yashina.-M.: Publishing House, 1999.-560 p.

6. Ushakova O.S.
Development of speech in children four to seven years old // Preschool education. – 1995. – No. 1. – P.59-66 comments powered by HyperComments

Parents' activity in the development of their child's speech

Parents are the first to introduce their newborn to communication. By observing the stages of speech development every day, they can notice violations in time and correct them.

To help a preschooler’s speech development, at home parents need to:

from the first days pronounce words clearly, do not distort sounds when imitating baby babble;
use a lot of words, name surrounding objects, describe everyday actions to introduce the child to different concepts;
in the form of a game, invent new word forms with the preschooler to understand their native language;
enrich speech with emotions, accompany spoken words with expressive facial expressions and gestures (smile = joy, frown = sadness);
introduce children's books, tell short stories, setting an example of a coherent monologue, invite the child to come up with a continuation or retell the plot.

Diagnosis of speech development in preschool children

Diagnostics of speech development is designed to identify the child’s vocabulary and understanding of the words he uses. Children are examined individually. To do this, they are shown objects or pictures with their images, and the pictures can also show signs of objects and certain actions.

The child must answer the questions:

Who (what) is this?
Which?
What is he doing?

The presence of generalizing words in the vocabulary is also checked when a group of objects is presented.

The results of the examination are recorded and analyzed.

It is customary to use several levels when assessing children’s vocabulary using specific words:

zero – the word is absent in the child’s active and passive dictionaries;
first - the word is present in the active dictionary, but its understanding is incorrect or completely absent;
second – the word is present in the dictionary, but there are errors in its use or its use in speech is limited (only in certain situations);
third - the word, regardless of the situation, is used and understood correctly.

Speech development of preschool children

How to help young children develop speech

To stimulate the formation of speech from an early age, it is necessary to develop all modes of perception. In the first years, the child learns about the world around him through sensations, his own actions and the feedback he receives.

Recommendations for speech development through the sensory system:

Touch. Tactile senses give the first ideas about life. It is important to constantly touch the newborn, massage, and exercise. It is also recommended to introduce him to textures: choose toys from different materials, offer to touch water, grass or flowers outside, cereals or sand.
Vision. Teaches you to focus, concentrate, pay attention to an object and hold it with your gaze. In addition to the mobile or the bumpers in the crib, it is also necessary to show the situation in the apartment and introduce objects (cars, trees, birds, etc.) on the street.
Hearing. It is recommended to create a rich sound space: everyday sounds, music, singing. From birth, you are required to constantly talk to your child, comment on your actions, and name objects around you. It is important to respond to babbling and repeat sounds in order to stimulate imitation of adult speech.
Taste. When offering an unfamiliar product, you need to name it, describe its taste (sweet applesauce), properties (cottage cheese is made from milk given by a cow). This will introduce the child to new concepts.
Smell. Smells are associated with the objects they correspond to. Through the sense of smell, the child learns to distinguish between pleasant and unpleasant sensations and expands the sensory range.
Motor skills. Mobility contributes to understanding the world, so movement should not be limited. In a safe space, self-confidence increases, curiosity and play skills develop. The connection between fine motor skills and speech has been scientifically proven. Finger games, any exercises with small objects, everyday activities (tying shoelaces, eating independently with a spoon) contribute to the development of precision of movements and pronunciation.

Methods of speech development in preschoolers.

Methods of speech development for preschool children in kindergarten and at home

There are several methods that take into account the peculiarities of speech development in preschoolers and help children master speech. They need to be used in combination so that the child hears, speaks and understands words correctly.

In the first years of life, a child’s vocabulary rapidly expands. By the time a child is three years old, he will, on average, know about 2,000 words. Speech development in kindergarten and at home should occur purposefully, but unobtrusively. The task of teachers and parents is to help the child develop speech skills by turning activities such as reading, singing and memorizing poetry into entertainment.

Through conversations

The development of speech in a child is impossible without constant communication. Be sure to talk to your children throughout the day so they can practice their language skills. The child should have the opportunity to hear your speech constantly, so try to comment on your actions, even the most mundane ones.

Don’t forget to ask your child questions so that he can not only listen, but also react independently to someone else’s speech. For example, if your child is playing with blocks, ask what he is building. While doing arts and crafts or drawing, ask what he sculpts or draws, what color of paint or plasticine he uses, what tools he will need. Ask older children about how they spent the day, what they liked, remembered, didn’t like and why.

Your task is to organize communication as often as possible.

Through finger and breathing exercises

Do finger exercises and games every day for 15 minutes. It has already been proven that fine motor skills have a positive effect on a child’s mental development. Any actions with hands and fingers have a beneficial effect on speech.

Breathing exercises also promote correct speech by creating a long exhalation. You can blow on a feather, pieces of cotton wool as if they were snowflakes, blow away dandelion seeds.

Through reading and writing

Reading books broadens your horizons, gives you a reason to discuss the plot and characters, and brings adults and children closer together. Try to read to your children every day, and encourage parents to do the same. Choose small books and pay attention to looking at the illustrations, point out to the kids various details of the images, ask them to find one or another character in the book, ask questions about the shape and color of the objects depicted.

If you work with your child individually, point to the word when you say it out loud so that the child can relate what is written to what is said. In group work, ask the children to write a short story and dictate it to you. Write down what the children say on a large piece of paper or on the board. Offer children stories of their own composition and ask them to draw illustrations for them.

Through the environment

The development of speech in kindergarten is significantly influenced by the environment. Consider the interior of the kindergarten group in such a way that it will help children develop speech skills. Hang posters of the letters of the alphabet on the walls, name each letter and point to its picture at the same time, or chant the entire alphabet while also showing the corresponding symbols on the posters.

Bring as many different books as possible to the group: baby books with short texts, picture books, comics, children's magazines. Decorate your walls with posters of different pictures and words or quotes. Set up a writing corner with paper, pencils, and crayons so kids can practice writing at any time.

We recommend reading: “Designing corners in kindergarten (group zoning)”

Through poems, songs, games

With the help of songs and short rhymes, you can also help kids develop speech skills. Songs in which singing must be accompanied by appropriate body movements or actions will allow children to learn simple everyday phrases. Practice some fun nursery rhymes with your group and make them an integral part of every activity. For example, a specific poem or song may precede each lesson. During classes, offer children games in which they will need to sing or recite poems, memorize or recall certain words.

Through educational games

Use educational games. For one of the simplest games, you can use a matryoshka doll; using its example, you can show how objects differ in color or size. And to develop auditory perception, you can organize a game in which the child must guess an object or animal by sound.

Through watching cartoons

Children's speech develops well by watching cartoons followed by discussion of plots and characters. Thanks to cartoons, a positive emotional background is created that promotes good learning of the material.

You can choose other effective and interesting methods for developing the speech of preschoolers. Just remember that all speech development classes, like others, should be conducted in a playful way, unobtrusively, so that the child enjoys it.

Speech development in preschoolers

Methods of speech development in preschoolers

Preschoolers learn their native language in different ways. Communication is the basis of speech development in children over 3 years old, therefore, in a group, speech development occurs faster. Games with peers always require comments, explanations, and questions.

Other tips on developing speech skills for kindergarten teachers:

observe the world - not only show surrounding objects, but also pictures, books, films, etc.;
come up with your own stories - the teacher tells the beginning of the story, describes a phenomenon or toy, then invites preschoolers to compose a continuation;
reading children's works - teaches attention, develops listening skills, sometimes after reading children are asked to retell it in their own words;
develop diction - dialogues, word creation, short poems with clear pronunciation of sounds in order to train the articulatory apparatus;
gaming methods - didactic games, dramatizations teach monologue and colloquial speech, communication culture, and enrich vocabulary.

These methods help consolidate acquired skills and expand the child’s communication capabilities.

Development of children's speech in different types of activities

The relationship between speech and the content of activity intensifies with age. The need for verbal expression differs in different types of activities.

While playing with his toy, the preschooler conducts a dialogue with it. This one-sided conversation can be internal, not expressed in words. But more often the child says out loud all his calls to his toy friend.

Playing with peers offers other conditions. It is necessary to contact your partner, it is also important to hear him and exchange information. If at younger preschool age verbal communication in the game is simple and may be limited to role-playing participation, then older preschoolers often use explanatory speech.

The speech of a preschooler, which presents a holistic message and fully describes the situation, is called explanatory.

Explanatory speech develops well when preschoolers agree on the rules of the game or coordinated actions and explain the structure of the toy.

The creative activity of a preschooler is also permeated with speech. A child's drawing often needs explanation. And not only due to the fact that the adult asks what is shown on the sheet. More often than not, the author himself wants to tell what he drew. Speech description invariably enriches the content of the picture. Or dots the i's if something incomprehensible is depicted.

With the help of speech, children convey the character of their characters, thus overcoming the limitations of their own artistic abilities.