What is the sound culture of speech in preschoolers. The concept of "sound culture of speech". Sound culture of speech

Children's speech is a special stage in the acquisition of speech by children of early, preschool and primary school age. During preschool childhood, a child masters only one form of speech, oral speech. Oral speech is spoken speech, the basis of which is the phonetic means of the language, namely, its phonetic system, intonation, stress.

In preschool methods of speech development, this aspect is presented in the works of O.I. Solovyova, A.M. Borodich, A.S. Feldberg, A.I. Maksakov, M.F. Fomicheva, F.A. Sokhin and others in educational and methodological manuals

The concept of “sound culture of speech” includes work on correct sound pronunciation, word pronunciation and intonation expressiveness of speech.

Let's define the features of working on each of them.

Education sound pronunciation carried out in accordance with the stages of work adopted in speech therapy.

The first stage is preparatory. It involves preparing the speech apparatus for mastering the sounds of speech: speech motor apparatus, speech hearing, speech breathing. At this stage, game exercises are carried out aimed at developing the organs of articulation: training the muscles of the tongue in order to give it the desired position (“Punish a naughty tongue”: open your mouth a little, calmly put your tongue on your lower lip and, spanking it with your lips, pronounce the sounds “five-five-five”); on lip mobility (“Make a tube”: stretch your closed lips forward like a tube. Hold in this position for a count of one to five to ten); jaws (“Glue the candy”: place the wide tip of your tongue on your lower lip. Place a thin piece of candy on the very edge of your tongue; it should be glued to the roof of your mouth behind your upper teeth); to produce an air jet (" Who will kick the ball further?": smile, place the wide front edge of the tongue on the lower lip and, as if pronouncing the sound “f” for a long time, blow the cotton wool onto the opposite edge of the table); proper breathing ( blowing snowflakes, pieces of cotton wool).

The second stage is the formation of speech sounds, or sound production. At this stage, a special role belongs to sound, motor-kinesthetic and visual sensations. The work begins with sounds that are easy to articulate ( a, o, u, and, uh, and etc.) and ends with more difficult ones ( w, f, h, w, l, etc.). If a child has no sound at all or has unstable pronunciation, then it may be enough to focus the child’s attention on the sound. This technique is called making sounds by imitation or evoking sounds. Learning is based on the isolation of sounds in a word, longer and more intense pronunciation of it (if it can be drawn out) or repeated repetition of it (if it is explosive) by the teacher and, in turn, the child’s perception of it. If it is impossible to imitate a sound, an explanation of the articulation of the desired sound is used and a sample of its pronunciation is given, accompanied by exercises for the children (“Which of you knows how to laugh, but only so that I don’t hear your voice, but see that you are laughing? Look how I laugh (shows, making a sound to himself “ e").

The third stage - consolidation and automation of sounds. During special classes, the teacher gives children sounds in different sound combinations, at the beginning of a word, in the middle, at the end. Various gaming materials are used (mainly didactic games), facilitating the clear and correct use of sounds in words. First, easier conditions are created for pronouncing a sound (a sound in an open syllable, in combination with two vowels, in a closed syllable), then they become more complex. At this stage, systematic training is required. The teacher must create such conditions so that the child pronounces the sound at least 10-20 times during the day. (“Who knows how a goat screams?” “And how does a sheep scream?”). In this case, it is necessary to ensure the use of different analyzers: auditory - leading, visual - showing articulation, tactile-vibrational - feeling the throat trembling with the hand, tactile - feeling the fingers of elongated lips, kinesthetic - feeling the tip of the tongue trembling.

The fourth stage is the stage of differentiation of mixed sounds. This stage corresponds to the child’s correct pronunciation of mixed sounds in any combination, but still does not distinguish the new sound from some similar sounds and confuses them. Here it will be effective to compare two articulatory styles and establish their differences (“Now we’ll go for a walk in the forest. It’s good there, only mosquitoes are in the way. They fly around and ring: “zzz...” How do mosquitoes ring? We drove away the mosquitoes with branches and went to the clearing. And there are many, many beautiful flowers, bugs fly, buzz: "zhzh..." How do beetles buzz? With the help of the teacher, children note the main differences in the articulation of these sounds: lips withh - in a smile, withand - rounded; tongue ath - behind the lower teeth, withand - behind the upper teeth) . When comparing two sounds, you should not compare the correct sound with its distorted version. During the classes, work is carried out both using pictures and using vocabulary material alone (Fomicheva).

Let's consider the sequence of practicing individual sounds by age group.

In the first year of a child’s life, an adult provides the child with a speech environment. The task of an adult at this stage of a child’s development is to provide the child with a basis for mastering the phonetic system of the language and to help in the formation of the articulatory apparatus. The child must see the articulation of an adult, the adult in a conversation must use language complexes accessible to the child and against the backdrop of a positive emotional state Encourage the child to perform his own speech action and to repeat certain complexes.

IN early age the child masters the following groups of sounds: vowels, labial consonants, front-lingual consonants, back-lingual consonants. It should be noted that first of all, the child masters soft consonants, which can be explained by the immaturity of his articulatory apparatus.

In the second younger group, sounds are practiced: a, y, o, i, e, p, b, m, f, c.

IN middle group sounds are processed: t, d, n, k, g, x, s, s, s’, z, z’, c.

In the older group, sounds are practiced: w, w, h, sch, l, l’, r, r’,i.

In the preparatory group for school, the child masters the phonemic system of the language, masters the basic characteristics of speech sounds: hardness-softness, sonority-voicelessness, etc.

1.2. Features of working on word pronunciation

All features word pronunciations at this age are explained by the insufficient development of the articulatory apparatus, phonemic and speech hearing. When speaking about the period of development of active speech in a child, one must keep in mind not only the training of the articulatory apparatus, but also the movement of the fingers. V.M. Bekhterev believed that hand movements have always been closely related to speech and contributed to its development.

Grapho-motor skill is also important for a child’s mastery of the motor function of writing. Its formation is the last link in mastering written language. Research by M.M. Koltsova proved that each finger of the hand has a fairly extensive representation in the cerebral cortex. The development of fine finger movements precedes the appearance of syllable articulation. Thanks to the development of fingers, a projection of the “human body diagram” is formed in the brain, and speech reactions are directly dependent on the fitness of the fingers. Scientists have identified a relationship during the development of a child’s speech: first, subtle movements of the fingers develop, then articulation of syllables appears: all subsequent improvement of speech reactions is directly dependent on the degree of training of finger movements. Development fine motor skills promote finger games, special toys, self-service ( put on socks, fasten buttons, etc.)

Taking into account the age-related characteristics of the development of children’s speech, we will consider the work on the formation of the ZKR at three main stages (Sokhin):

First stage- from one year, six months to three years (the second half of the second early age group and the first junior group). The main formation of sound culture at this stage comes down to the development of phonemic hearing in children and the correct pronunciation of all sounds of their native language with a clear and intelligible pronunciation of words and phrases. Children of this age are characterized by rapid development of active vocabulary. When pronouncing a whole word, previously formed articulatory movements undergo some changes: they become more precise and become more stable. The child’s ability to consciously imitate the pronunciation of a whole word develops. At this stage, methodological techniques such as repetition according to a speech pattern are used ( the teacher pronounces various onomatopoeias or words, the children repeat); didactic material is used - toys, pictures ( the teacher shows a toy, for example, a cow, and invites the children to say how it moos, the children reproduce the onomatopoeia: moo); various gaming techniques ( The teacher invites the children to show, in one exhalation, how a light breeze hums, a strong wind and again a light breeze: quietly - loudly - quietly).

Second phase- from three to five years (second youngest and middle group). At this age, the formation of the phonetic and morphological composition of the word occurs. The improvement of the most difficult movements of the organs of the articulatory apparatus continues (frictional, affricative and sonorant sounds appear). The work is based on children’s conscious attitude to the sound side of the word and is based on the consistent development of the basic sounds of their native language. The leading methodological techniques are speech patterns, memorization (poems, nursery rhymes, riddles), conversations, and didactic games.

Third stage- from five to seven years (senior and preparatory school groups). This stage is, as it were, the final period in the formation of the sound side of preschoolers’ speech. The most difficult isolated articulatory movements have already been formed. It is important to clearly distinguish (both during pronunciation and during auditory perception of speech) sounds that are similar in articulatory or acoustic characteristics ( s-sh, z-zh; s - s, etc.). At this stage, classes are based on the differentiation of basic pairs of sounds, which contributes to the development of phonemic hearing and the assimilation of phonemes as sound and meaning distinguishers (instead of drying - “shushka”).

Work on the formation of word pronunciation goes in parallel with the work on the formation of sound pronunciation. The child’s sound is refined in pronunciation; it is practiced using speech material of varying degrees of complexity. The syllables that are easier to pronounce are taken first. Then these syllables are included in words, and sentences are made from the worked words ( the syllable “sa-sa-sa” is taken, then the word “owl” is introduced, then this word is practiced in the sentence “the owl is flying”).

This work implements the principle from simpler to more complex. Gradually syllabic structures and speech material becomes more complicated. The child not only learns to pronounce sounds correctly, but also to correctly pronounce words of varying degrees of complexity, and later use them in his speech.

Differentiation of any pair of sounds involves three types of work.

The first type of work is differentiation of isolated sounds (carried out as part of the lesson).

Goal: to teach to distinguish sounds when comparing them according to the main qualitative characteristics - acoustic and articulatory (reliance on speech motor, speech auditory and visual analyzers).

Method of work: pictures-symbols are selected for differentiable sounds.

The teacher slowly names the sounds one by one, and the children show the corresponding pictures-symbols. The ability to perceive different sounds by ear is developed.

Then symbol pictures are shown, and the child pronounces the corresponding sounds. The teacher asks what the lips and tongue do when pronouncing this or that sound. The ability to determine the difference in the position of the main organs of the articulatory apparatus when pronouncing differentiated sounds is developed.

To summarize: what is the difference between differentiated sounds when perceived by ear and when pronounced.

The second type of work is differentiation of sounds in words (carried out as part of a lesson, in some cases as a whole lesson).

Goal: to teach children to isolate differentiated sounds from a word and not mix them up.

Method of work: depending on whether this work is carried out as part of a lesson or as a whole lesson, the teacher decides to use one of three types of exercises or all of the listed types of work.

1. Children are offered two words that differ in one of the sounds being differentiated. Using their example, they show children that when one sound is replaced, the meaning of a word changes. The child explains the meaning of each word and indicates in which word each sound is found. For example, the words are suggested Marina - raspberry. The children explain that Marina is a girl and they eat raspberries. In a word Marina sound R , in a word raspberries sound l . The teacher asks: “What needs to be done so that the word Marina turned into a word raspberries?" (instead of R pronounce l ).

2. Children are given pictures (objects, toys) whose names contain one of the differentiated sounds. Each child shows his picture, names it, highlighting the differentiated sound, and puts it in his pocket hanging on the board under the corresponding picture-symbol.

3. Children are offered words (names of toys, objects, pictures) that contain both differentiated sounds, for example: magazine, fisherman, wire, wing etc. Children must correctly name pictures and toys without mixing sounds.

Simultaneously work in progress to improve diction, the correct pronunciation of words is clarified in accordance with orthoepic pronunciation standards.

The third type of work is differentiation of sounds in speech (carried out as a whole lesson).

Goal: to learn to clearly pronounce sounds, differentiate them, highlight them in words, and pronounce them correctly in text.

Verbal games, stories, plot pictures, poems, tongue twisters, tongue twisters, riddles, proverbs and other speech material rich in differentiated sounds are selected. The teacher gives instructions to come up with a sentence so that it contains more words with differentiated sounds. You should especially ensure that children use these sounds correctly and do not mix them in their own speech. At the same time, work is underway on speech rate, diction, the ability to use the voice correctly and pronounce words correctly, taking into account literary pronunciation norms.

1.3. Features of working on intonation expressiveness of speech

Also of great importance is teaching children the ability to correctly use intonation, build an intonation pattern for a statement, and the ability to convey not only semantic meaning phrases, but also emotional features. Under intonation is understood as a set of pronunciation means that express semantic relationships and emotional shades of speech (Fomicheva). Intonation includes the rhythm, tempo, timbre and melody of speech. Rhythm is a uniform alternation of stressed and unstressed syllables (i.e., their following qualities: length and brevity, raising and lowering the voice). Tempo - acceleration and deceleration of speech depending on the content of the utterance, taking into account pauses between speech segments. Timbre is the emotional coloring of a statement, expressing various feelings and giving speech various shades: surprise, sadness, joy, etc. The timbre of speech, its emotional coloring is achieved by changing the pitch and strength of the voice when pronouncing a phrase or text. (Fomicheva). Melodics is the raising and lowering of the voice when pronouncing a phrase, which gives speech different shades and avoids monotony. Phrase and logical stress - highlighting with pauses, raising the voice, greater tension and length of pronunciation of a group of words (phrase stress) or individual words (logical stress) depending on the meaning of the statement (Sokhin).

A purposeful system of work on intonation expressiveness of speech begins in middle preschool age. This is explained by the following factors: the child’s speech is initially intonationally expressive, but this expressiveness is involuntary, conditioned by the emotional state of the child, his emotional attitude.

However, work on the intonation expressiveness of speech is carried out in everyday activities, in games, starting from a young age, when children, by imitation when memorizing poetry, reproducing lines in nursery rhymes, and in fairy tales, reproduce the features of the intonation of an adult’s speech.

In middle preschool age, attention is paid to intonation as a means of formalizing statements. To do this, the teacher uses Russian folk tales, in which one line is pronounced differently different heroes: their statements are intonationally formatted differently. Initially, children observe examples of different intonation patterns of statements in the teacher’s speech sample ( fairy tale "The Three Bears": who owns these words: "Who sat on my chair"). At the next stage, the children themselves speak for the hero of the fairy tale, reproducing the intonation features of the remark he utters. The last stage of working on expressiveness is the most difficult when the same set of words, for example: at night, fell, snow- children must pronounce with different intonations, expressing different emotional attitudes and defining the purpose of the statement in different ways: ask, inform, be happy, be upset, be surprised. Particular attention is paid to the intonation of the message and the intonation of the question, thus preparing the child to master punctuation rules based on the delimitation of sentences according to the purpose of the statement. Also in working on intonation expressiveness, such techniques as memorizing poetry, retelling in person, role-playing games: "School", "Shop", "Hospital" and so on.

To form the rhythmic and melodic side of speech, it is necessary to develop such basic qualities of the voice as strength and height. Speaking about the peculiarities of preschoolers mastering the phonetic means of language, we can note the immaturity of the skills to control their own vocal apparatus: the strength of the voice does not correspond to the situation; both too quiet and too loud speech of the child can be inappropriate. To understand the process of controlling voice power, exercises and games are offered, including typical life situations in which you need to speak quietly, with moderate voice power, loudly (ibid.). The listed types of work are offered by M.F. Fomicheva. A game "Loud quiet" aimed at developing voice power: a big car beeps loudly "beep", and a small car beeps quietly t. Game "Who's screaming?" aimed at developing voice pitch: the kitten screams thinly, and the cat in a lower voice.

Thus, more careful attention must be paid to the development of intonation, rate of speech, diction, and voice strength, because this is an important condition for the further development of all aspects of speech.

An important prerequisite for children to master correct sound pronunciation is also the level of development phonemic hearing- a person’s ability to differentiate the sounds of their native language. Phonemic hearing begins to develop in a child already in the first year of life; its development always outstrips the development of the articulatory apparatus: first a sound must be heard, only then it will be pronounced.

In the first junior group, great importance is given to the development auditory attention, namely the ability to hear a certain sound emitted by any object, and its correct correlation with the object and the place where the sound is produced. As well as the development of qualities of auditory attention such as concentration ( Guess who's screaming"), stability ( game "Guess what they're playing on") , switch ( game "Guess what to do").

In the second younger group, auditory attention is also developing, but great importance is given to the development speech hearing- perception of the tempo and rhythm of speech appropriate to the situation (“Guess whether the train is near or far”; game “Guess who said” based on the fairy tale “The Three Bears”).

In the middle group, work continues on the development of phonemic hearing as one of the components of speech hearing. Children are taught to compare phonemes, paying attention to the main features of phonemes ( game "Who needs what?" The teacher offers pictures showing bread, a robe, and a firecracker. “All words have the same sound: what sound is this? Now you will hear small stories, each story should be accompanied by one of these pictures. You will guess which one and name it.”.)

Since the child masters a group of sounds, and not an isolated sound, the content of classes also includes not one sound, but at least a couple of sounds connected by paradigmatic relationships: more often by hardness - softness, less often by sonority - deafness. The presentation of sounds against the background of their paradigmatic connections is significant for the development of a child’s phonemic awareness: pick up the card if you hear a sound With'(soft consonant) if you hear the sound With(hard consonant), which is subsequently the most important condition for mastering literacy, a way of conveying the sound meaning of a polysemantic letter. In the same age group, during classes on the sound culture of speech, the word is introduced into the children’s dictionary sound in the ordinary understanding of the meaning of this word: sound is what we hear, including the sounds of speech.

In the older group, work continues on the development of speech hearing, but special games are no longer played with children. More and more attention is paid to the pronunciation side of speech not only in special classes on the sound culture of speech, but also in all classes in the native language ( when teaching retelling, when learning poems, etc..) At this stage, work continues on the development of phonemic hearing: children learn to distinguish between voiced and voiceless sounds ( sh-f), hard and soft ( l - l’, r - r’).

Three groups of analyzers are involved in mastering the phonetic system and phonetic means of language: auditory, visual, speech motor. In order for a sounding unit to be reproduced by a child in his own speech, he needs to hear this sounding unit, see the articulation of an adult, and perform a speech action himself, repeating this sound. A preschooler learns about the parts of the articulatory apparatus and, using the example of an adult, learns to assign a certain position to the movable organs of the articulatory apparatus and to record articulatory movements (ibid.).

Classes (one or two in each age group) on getting to know the organs of the articulatory apparatus are conducted in an accessible, playful way ( work based on the fairy tale “About the Merry Tongue” from the book by M.G. Gening and N.A. Hermann). Articulatory actions involve the depiction of some objects of reality. M.F. Fomicheva distributes the following basic articulatory movements by age group.

Second younger group - children are told that the mouth, lips, teeth, tongue, and tip of the tongue take part in speech. They are introduced to the following movements of the organs of the articulatory apparatus: lips can smile, exposing their teeth ("house doors open and close"); stretch forward like a tube; the lower jaw lowers and rises, opening and closing the mouth; tongue goes up, goes down ("the tongue jumps and clicks"), can move to the sides, to the corners of the mouth ("looks left, right"), forward and backward ("the tongue came out and entered the house").

Middle group - clarify previous knowledge and introduce new concepts: upper lip - lower lip, upper teeth - lower teeth, tubercles behind the upper teeth. Clarify the movements of the lips and tongue ("kitten laps milk") and learn to make the tongue both wide and thin ("like blacksmiths we will forge a tongue: bite a wide, thin, not tense tongue with your teeth and speak slowly, separatelyta-ta-ta" ) .

Senior group - consolidate everything that children have learned about the organs of the articulatory apparatus and their movements in previous groups. They give concepts about the back of the tongue and teach how to make the tongue wide ("the tongue sticks out and warms the back"), then narrow ("a strong wind blew, the tongue shrank and became narrow).

Preparatory group for school - they clarify the basic movements of the lips and tongue, correlating these movements with the pronunciation of sounds. For example: "The lips know how to smile when we sayAnd, are able to stretch forward like a tube when we pronounceat" etc.

Thus, the main task throughout the preschool period is to ensure the formation of the articulatory apparatus as a condition for mastering the phonetic system of the language.

Also, the formation of sounds is associated with the breathing process. Speech sounds are formed when air moving from the lungs passes through the organs of the speech apparatus. The child knows how to breathe, this is a life support condition, but does not master the technique of speech breathing, because the main respiratory movements in physiological breathing and speech breathing are distributed differently: in physiological breathing, inhalation is longer than exhalation; in speech breathing, exhalation is carried out as long as necessary for pronouncing a certain segment of phonetic division of speech.

Due to the immaturity of speech breathing, the child speaks while inhaling. The lack of development of speech breathing at this age is explained not only by different techniques of speech and physiological breathing, but also by the peculiarities of the child’s physical development. To pronounce while exhaling, you need a long stream of air, provided by the volume of the lungs - in a preschooler, the lung volume is still small; to pronounce many sounds, a strong air stream is needed: developed intercostal muscles compress the lungs, contracting, and from there a strong air stream emerges under pressure, but the intercostal muscles of a preschooler are not yet sufficiently developed. The teacher’s task is to provide the preschooler with another condition for mastering the phonetic means of language, the technique of speech breathing.

In the formation of speech breathing techniques, the following stages can be distinguished:

1) teaching preschoolers to silently inhale (without additional body movements) and to exhale economically for a long time;

2) teaching preschoolers how to use air economically when pronouncing sounds;

3) teaching preschoolers to use air sparingly when pronouncing two-word and three-word phrases.

Let us highlight the main types of work on the formation of speech breathing by age groups.

In the first and second junior groups, the teacher’s task is to provide the technical side sounding speech, the formation of those mechanisms due to which speech sounds appear. Work on the formation of speech breathing at the first stage is carried out without the use of speech material: a game “Whose dandelion will fly away first?”, “Butterfly, fly!”, “Whose bird will fly away further?” For the most part, these exercises are also aimed at developing a directed air stream. The duration of such exercises is no more than two to three minutes.

The inclusion of language sounds at the second stage of speech breathing training is associated with limitations: when exhaling, the child pronounces vowel sounds, which have long been automated, and the child’s attention is focused not on articulation, but on long exhalation and voice formation. The following games are used here: “How does the train hum?”, “How does the wind howl?”, “How does the doll cry?”

At the third stage of work, techniques such as agreeing on part of a phrase (usually a poetic text) for an adult, talking with an adult, memorizing poetry. When talking about memorizing poetry, the teacher must remember such criteria as the correspondence of the texts to the capabilities of the child’s articulatory apparatus and the level of development of speech breathing.

In middle preschool age, due to the immaturity of speech breathing skills, work in this direction continues. Using blowing exercises, the teacher continues to teach economical use of air, long, smooth exhalation, while paying attention to the direction of the air stream ( drive the ball into the goal, the ball is a piece of cotton wool, help the butterfly land on the flower). Work on long, smooth exhalation is carried out using speech material, but for this purpose onomatopoeia is used, including sounds that are already more complex in articulation: hissing, whistling, sonorant, and also on phrase material: in middle preschool age, a child utters a phrase of four to six while exhaling words

Thus, in work on speech breathing in middle preschool age, the “technical” aspect prevails: speech breathing does not correlate with the phonetic division of speech and is not recognized as a means of intonational expressiveness of speech. Of course, it is used as a means of expressiveness by preschoolers, but intuitively, largely based on imitation by adults. Intuitively, speech breathing is also used by preschoolers during syllable division (a syllable is one push of air); if necessary, they can pronounce a word in syllables if they are poorly heard or understood, although they are not aware of the technique of syllable division and the syllable as a unit of phonetic division of speech. When memorizing poetry, children reproduce the intonation of an adult with extreme precision, including repeating pauses.

In middle preschool age, children develop an idea of ​​the culture of speech breathing: do not speak excitedly, inhale silently, do not accompany speech breathing with additional body movements, correlate speech breathing with the rate of speech.

In older preschool age, special games for speech breathing are no longer held. When teaching retelling and learning poems with children, the teacher pays attention to the child’s continuous, smooth speech, which is impossible without well-developed speech breathing.

We also note that the method of preparing preschoolers for learning to read and write is based on working with the sound side of the language. Learning to read begins with introducing the child to the sound reality of language in order to ensure the subsequent acquisition of grammar and associated spelling.

Exercises related to phonetic observation of articulation create the basis not only for the formation of speech hearing, but also for the development of the culture of oral speech in its pronunciation aspect. Understanding the meaning of a word, children associate it with the sounds that make up this word. Next, observations begin on the pronunciation of the word, the phenomenon of alternations of vowels and consonants; preschoolers begin to think about the role of stress in the Russian language and the meaning of intonation.

Main

Alekseeva M. M. Methods of speech development and teaching the native language of preschoolers / M. M. Alekseeva, V. I. Yashina. – M., 2000.

Alekseeva M. M. On the methodology of teaching sound pronunciation // Reader on the theory and methodology of speech development for preschool children / comp. M. M. Alekseeva, V. I. Yashina. – M., 2000. – p. 344 – 351.

Gvozdev A. N. Children’s acquisition of the sound side of the Russian language // Reader on the theory and methodology of speech development in preschool children / comp. M. M. Alekseeva, V. I. Yashina. – M., 2000. – p. 302 – 311.

Gening M. G., Teaching preschoolers correct speech / M. G. Gening, N. A. German. - Cheboksary, 1980

Maksakov A.I., Fomicheva M.F. Sound culture of speech // Development of speech in preschool children / ed. F. A. Sokhina. – M., 1984.

Maksakov A.I. Education of sound culture of speech in preschool children / A.I. Maksakov. – M., 1987

Maksakov A. I. Tumakova G. A. Learn by playing (Games and exercises with sounding words). M., 1983.

Teaching preschoolers literacy: Special course/L. E. Zhurova, I. S. Varentsova, I. V. Durova, etc. M., 1994.

Development of speech in preschool children / ed. F. A. Sokhina. – M., 1984.

Rozhdestvenskaya V. I. Education correct speech/ V. I. Rozhdestvenskaya, E. I. Radina. – M., 1968.

Ushakova O. S. Speech development program for preschool children in kindergarten / O. S. Ushakova. – M., 2002.

Fomicheva M.F. Education of children with correct pronunciation. M., 1989.

Khvattsev M.E. Speech therapy work with preschool children // Reader on the theory and methodology of speech development in preschool children / comp. M. M. Alekseeva, V. I. Yashina. – M., 2000. – p. 319 – 324.

Shvachkin N. Kh. Development of phonemic perception of speech at an early age // Reader on the theory and methodology of speech development in preschool children / comp. M. M. Alekseeva, V. I. Yashina. – M., 2000. – p. 312 – 318.

Additional

Alekseeva M. M. Development of the sound side of speech in preschool age // Development of speech and speech communication of preschoolers. – M., 1995.

Gvozdev A. N. How preschool children observe language phenomena // Questions of studying children's speech. – M., 1961. – p. 33 – 37.

Maksakov A.I., Fomicheva M.F., Sound culture of speech // Development of speech in preschool children / ed. F. A. Sokhina. – M., 1984.

Maksakov A.I. Examination of the state of speech development of children of senior preschool age // Preschool education. – 1986 - No. 2 – 3.

Feldberg A. S. Educating children in correct pronunciation // Teaching literacy in kindergarten / A. S. Feldberg. – M., 1963.

Shvaiko G. S. Games and game exercises for speech development / G, S. Shvaiko; edited by V. V. Gerbova. – M., 1983.

Elkonin D. B. Development of the sound side of speech in preschool age // Psychology of preschool children. – M., 1964. – p. 159 – 169.

Chapter 2. Lexical development of preschool children

2.1. The word in language and speech. The essence of vocabulary work

Vocabulary work in preschool educational institutions is considered as a purposeful pedagogical activity that ensures effective development of the vocabulary of the native language. The development of a dictionary is understood as a long-term process of quantitative accumulation of words, mastering their socially assigned meanings and developing the skills to use them in specific conditions of communication (Alekseeva, Yashina).

Consider the main lines of working with words.

One of the directions in the system of work on vocabulary development is the child’s mastery of word meanings. Therefore, vocabulary work in preschool educational institutions is aimed at creating a lexical base and occupies an important place in general work on speech development. At the same time, it is of great importance for the overall development of the child. Mastering a dictionary is an important condition for mental development, since the content of historical experience appropriated by a child in ontogenesis is generalized and reflected in speech form and, above all, in the meanings of words (Leontyev).

The direction of work on mastering the dictionary solves the problem accumulation and refinement of ideas, formation of concepts, development of the content side of thinking. At the same time, the development of the operational side of thinking occurs, since mastery lexical meaning words occur on the basis of the operations of analysis, synthesis, generalization.

Vocabulary enrichment includes not only expanding its volume, but also instilling in children attention to the content side of a word, its semantics, clarifying the meanings of words, enriching the connections of a word with other words, since in coherent speech the semantics of a single word interacts with the semantics of the entire utterance.

The emotional development of preschool children and the child’s understanding of the emotional state of other people also depend on the degree of assimilation of verbal designations of emotions, emotional states and their external expression. Psychologists believe that the transfer of concrete sensory understanding of emotional states to the level of comprehension is possible only if they are accurately and completely verbalized.

Let us highlight the principles of construction vocabulary work in preschool educational institutions, which stem from the awareness of the word as the most important unit of language and speech, its meaning in the mental development of the child:

1. Work on the word is carried out while introducing children to the world around them on the basis of active cognitive activity.

2. The formation of vocabulary occurs simultaneously with the development of mental processes and mental abilities, with the education of children’s feelings, attitudes and behavior.

3. All tasks of vocabulary work are solved in unity and in a certain sequence.

Defining the essence and meaning of vocabulary work with children, its place in common system work on speech development, it is necessary to define the word, its role in language and speech.

Word is the minimum unit of speech. A word has an external form - a sound shell, a sound or a complex of sounds, formed according to the laws of a given language. However, not every set of sounds will be a word. In addition to the external form, the word must have internal content. The internal content of a word is its lexical meaning.

Meaning of the word- this is the relationship of a word with a certain concept, a phenomenon of reality, and in it a certain structure can be distinguished. Firstly, it is possible to distinguish subject relatedness, i.e. designation of objects, phenomena, actions, signs of relationships, i.e. nomination. Secondly, the word names not only a given, concrete, currently felt (that is, visible, audible, tangible) object, but also a concept. A concept is a thought that unites objects and phenomena of reality in the human mind according to their essential, most important characteristics.

If a person, seeing a lot of cars - cars and trucks, light and dark - knows that they are all cars, then the person has a concept of a car, of what a car is in general. Being attached to a certain concept, the word names a whole series homogeneous objects. The ability of a word to name not only a specific object, but also a concept, makes speech economical.

Thus, a word is a complex of sounds or one sound that has a certain meaning fixed by the linguistic practice of society and functions as an independent whole.

From the point of view of linguistics, such obligatory properties of a word are distinguished as phonetic expressiveness, grammatical form of the word and semantic valence, i.e. the ability of a word to combine with other words. This leads to an important methodological conclusion about the need to master a word in the unity of its lexical, grammatical meaning and linguistic form (sound, morphological) based on active use in speech.

The word can be unambiguous, i.e. have one meaning. Single-valued words are included in a variety of thematic groups, for example, the names of fruits (apple, pear, banana), denoting household items (teapot, saucepan, sugar bowl). However, most words have multiple meanings. The ability of a word to have not one but several meanings, that is, the ability of a word to denote a number of phenomena in objective reality or different aspects of one phenomenon is called polysemy, or polysemy. At the moment of its occurrence, the word is always unambiguous. The new meaning is the result of the figurative use of a word, when the name of one phenomenon is used as the name of another. A prerequisite for using a word in a figurative meaning is the similarity of phenomena or their contiguity, as a result of which all the meanings of a polysemantic word are interconnected. In this regard, it is necessary to distinguish between the meaning and meaning of a word. Meaning is the content of a word in speech, in a certain context. A big role in changing the meaning of a word in speech also belongs to the intonation with which it is pronounced.

It is customary to distinguish homonym words from polysemantic words, that is, words that have different meanings in different contexts. Homonyms are words that have the same sound and the same form, but whose meanings are in no way related to each other, that is, they do not contain any common elements of meaning, no common semantic features. Homonyms are separate, independent double words (Shmelev). Consequently, the methodology for working with homonym words and polysemantic words should be different.

Words in a language do not exist in isolation, but form a system. Each unit of the lexical system is connected with other units both in meaning and in form (synonymous, antonymic relations, thematic and lexical-semantic groups). Mastering a word for a child is a process of mastering the words themselves, and at the same time comprehending the systemic connections between them.

A child can only master the meaning of a word when it is used in phrases, sentences, and coherent statements. Therefore, the formation of vocabulary should take place in close connection with the development of children’s coherent speech. On the one hand, in speech, conditions are created for choosing the most appropriate words in terms of meaning, for the actual development of the vocabulary of the language, and on the other, the accuracy and diversity of vocabulary is the most important condition for the development of coherent speech itself.

Thus, to clarify the essence of vocabulary work in kindergarten, it is very important to emphasize that the meaning of a word can be determined on the basis of establishing three aspects: 1) the correlation of the word with the subject, 2) the connection of the word with a certain concept, 3) the correlation of the word with other lexical units within the lexical language systems (Zvyagintsev). To learn the meaning of a word means to master all its sides.

From a physiological point of view, the word is a universal means of signaling that can replace all possible stimuli for a person. The assimilation of a word is the formation of a temporary nervous connection between it and the image real world. These connections are formed in the cerebral cortex according to the laws discovered by I.P. Pavlov. The word then becomes a substitute for a real object when it is based on specific ideas. If a child, having memorized a word, does not always correlate it with reality, then this indicates a breakdown in the connection between the first and second signaling systems and a distortion of his ideas about the world around him. The physiological essence of the word makes visibility a particularly significant principle in teaching language and speech.

2.2. Features of vocabulary acquisition by preschool children

The peculiarities of the processes of children's mastering the vocabulary of their native language allow us to highlight two aspects of the methodology of vocabulary work with children. The first is associated with the assimilation of the objective correlation of the word and its conceptual side in the process of familiarization with the environment, with the development of children’s cognitive activity. This aspect has been studied quite widely in the methodology of E.I. Tikheyeva, M.M. Konina, L.A. Penevskaya, V.I. Loginova, V.V. Gerbova, V.I. Yashina and others. The second aspect is associated with solving language problems, with mastering the word as a unit of the lexical system of the language. Here, the development of associative connections of words, their semantic fields, is of particular importance, since it is broad associative connections that provide an arbitrary choice of words that are most suitable in meaning in the context of the statement. Techniques aimed at developing semantics include familiarizing oneself with antonyms, synonyms, epithets, and ambiguous words, revealing the meanings of words, semantic relationships between them, and using them in speech (E.I. Tikheeva, E.M. Strunina, N.P. Ivanova, etc. .).

Thus, vocabulary work in kindergarten is aimed at creating the lexical basis of speech and occupies an important place in the overall system of work on the speech development of children. At the same time, it is of great importance for the overall development of the child.

Features of vocabulary development in preschoolers

There are two aspects to the development of children’s vocabulary:

Quantitative growth of vocabulary;

Qualitative development of the dictionary.

Quantitative growth of the dictionary. In modern domestic methods, the norm is considered to be that a child masters 10-12 words per year. The development of speech understanding significantly outstrips active vocabulary. After one and a half years, the active vocabulary is enriched at a rapid pace, and by the end of the second year of life it is 300-400 words, and by three years it can reach 1,500 words. Such a rapid increase in vocabulary occurs not only and not so much due to borrowing from the speech of adults, but due to mastering the methods of forming words. The development of vocabulary is carried out through words denoting objects in the immediate environment, actions with them, as well as their individual characteristics. In subsequent years, the number of words used also increases rapidly, but the rate of this growth slows down somewhat. The third year of life is the period of greatest increase in active vocabulary. By four years the number of words reaches 1900, at five years - up to 2000-2500, and at six-seven years up to 3500-4000 words. Individual differences in vocabulary are also observed during these age periods. According to D.B. Elkonin, the differences in the vocabulary “are greater than in any other area of ​​mental development.”

The number of nouns and verbs increases especially quickly; the number of adjectives used grows more slowly, which is to a certain extent explained by the abstract nature of the meaning of the adjective.

The composition of the dictionary reflects the range of needs and interests of the child. According to Austrian scientists, a five-year-old child speaks on average about 11 thousand words a day. The word I most often is used, followed by the expressions I WANT, I WILL, I LOVE.

In the speech of children you can find words denoting different areas of life. V.V. Gerbova established the peculiarities of the content of the most common parts of speech in the dictionary of children of the third year of life. Among nouns, the names of household items account for 36%, the names of wildlife objects - 16.5%, the names of vehicles - 15.9%. Among other nouns, the most common are the names of inanimate natural phenomena, body parts, building structures, etc. The third part of all words are verbs. These data indicate that children in the third year of life already have a fairly diverse vocabulary that allows them to communicate with others (Gerbova).

However, it is not the quantitative accumulation of the vocabulary itself that is important, but its qualitative development - the development of word meanings, according to L.S. Vygotsky, representing “grandiose complexity.”

The process of vocabulary acquisition, which begins at the end of the first and beginning of the second year of life, has its own specific characteristics. Due to the visual-effective and visual-figurative nature of thinking, the child masters, first of all, the names of groups of objects, phenomena, qualities, properties, and relationships that are visually presented and accessible to his activities. As A.R. correctly notes. Luria, the fact that the formation of words occurs in a child in the process of assimilating the speech of an adult is beyond doubt, but this in no way means that the child immediately assimilates the words of the language in the very form in which they appear in the speech of an adult.

Another feature is the gradual mastery of the meaning and semantic content of the word. A baby at the end of the first and beginning of the second year of life can, in response to the mother’s question “Where is the window?”, “Where is the lamp?” turn your head and look at the named objects. However, this does not mean that the child immediately masters the clear objective attribution of a given word (Luria).

MM. Koltsova, in her research, drew attention to the fact that a child reacts in the right way to a named word if he perceives it in a certain position, from a certain person, if the word is pronounced in a certain tone and is accompanied by a certain gesture. Once one of the components of the situation is excluded, the child does not respond to the word properly. This means that at the first stages the word is perceived by the child as a component of an entire situation, which also includes a number of extra-speech influences. Only after a certain time does the word acquire its relative independence and begins to denote the named object, regardless of who pronounces this word and in what voice, what gestures it is accompanied by and in what situation it was named (Koltsova). But even at this stage, as psychologists and linguists note, the word does not receive a clear subject assignment and rather causes a certain action than denotes a specific object. Famous Russian linguist A.A. Potebnya observed that the child called the cook and the pies that she served him with the word “pooh”. A.A. Potebnya also believed that the meaning of the first words is not an action, not an object, but a sensory image.

According to F.I. Fradkina, the child begins to respond to the content of the word from 10-11 months. At first, the word baby is associated with only a specific object or phenomenon. Such a word does not have a general character; it only signals the child about a specific object, phenomenon or evokes images of them (for example, the word watch for a child it means only those clocks that hang in his room).

Similar examples are given by V.V. Gerbova. Gradually, with the development of the ability to generalize, the word begins to designate all objects of a given category.

MM. Koltsova characterized the ways of development of generalizations in preschoolers. She identified four degrees of generalization:

The first degree of generalization - the word denotes one specific object (DOLL - only this doll). The word coincided several times with the sensations from this thing, and a strong connection was formed between them. This degree of generalization is available to children of the first - early second year of life.

The second degree of generalization - the word already denotes a group of homogeneous objects (DOLL refers to any doll, regardless of its size, the material from which it is made). The meaning of the word here is broader, and at the same time it is less specific. This degree of generalization can be achieved by children by the end of the second year of life.

The third degree of generalization - the word denotes several groups of objects that have a general purpose (dishes, toys, etc.) Thus, the word TOYS denotes dolls, balls, cubes, and other objects intended for play. The signal meaning of such a word is very broad, but at the same time it is significantly removed from the specific images of objects. This degree of generalization is achieved by children at three to three and a half years old.

The fourth degree of generalization - the word reaches the highest stage of integration. The word seems to give the result of a number of previous levels of generalization (the word THING contains generalizations given by the words TOYS, DISHES, FURNITURE). The signal meaning of such a word is extremely broad, and its connection with a specific subject is traced with great difficulty.

In order for a child to learn words of the first and second degrees of generalization, it is necessary that the sound of the word spoken by the adult coincide in time with the child’s perception of the object or action that it denotes. Moreover, the smaller the child, the greater the number of matches required.

After four or five years, children refer a new word not to one object, but to many objects. However, the system of abstractions and generalizations has not yet been mastered. In the speech of children, there are numerous facts of erroneous word usage, transfer of names from one object to another, narrowing or, conversely, expanding the boundaries of the meanings of words and their application. This is explained by the fact that children do not yet have sufficient knowledge about the realities denoted by these words. Let us also note that the understanding and use of words by children three to five years old depends not only on the degree of generalization, but also on how often these words are used by the adults around them and how the children’s activities with the corresponding objects are organized.

A.A. Bogatereva believes that the dominant feature of the meanings of words in children is the functional feature of the object. Therefore, in the absence of a word, children often resort to indicating the purpose of the objects: case - spectacle case, spectacle case; watering can - WATERER; furniture - SLEEP THERE, etc. And even generalizing words, in the sound image of which a common functional characteristic of objects is fixed, children learn earlier than others, similar in the degree of generalization: toys - to play, clothes - to wear, shoes - to wear.

N.H. Shvachkin drew attention to the following features of understanding the meanings of words by preschoolers:

1. As perceived by preschoolers, each object should have a name specific to it. Therefore, the child looks for a literal reflection of reality in the meaning of the word (idler - the one who makes boats; primary school - the school where the bosses study; stoker - the fireman’s wife, etc.)

2. The child looks for a direct connection between sounds and the meaning of a word, “rebels” against the unmotivated combination of sounds in a word. This explains the preschooler’s need to modify the sound appearance of the word: KUSARIKI - crackers; POLTERGEIST - poltergeist; GRASS - curd; CROVER - carpet.

3. The child puts a living, tangible image into the meaning of the word (front garden - HALF-GARDEN; cockroach - HOLE; motorcycle - SELF-PICK).

4. A preschooler has a tendency to give a literal meaning to the words he pronounces: he calls a pilot an AIRCRAFT, a pig farm a PIGGY, an electrician a LIGHTBUMBER.

Children do not immediately learn figurative meanings of words. First, the basic meaning is learned. Often the use of words in a figurative meaning causes surprise and disagreement among children.

L.S. Vygotsky showed that at different stages behind the meaning of a word there are different forms of generalization. In the early stages of a child’s development, emotional-figurative components predominate in the meanings of words; gradually, with age, the role of logical components increases. For a three- to five-year-old child, the central place is occupied by the process of mastering the clear subject-matter of words and their specific meanings, and at five to six years old - a system of so-called everyday concepts, which are still dominated by emotional-figurative, visual connections.

By older preschool age, children master vocabulary and other components of the language to such an extent that the acquired language actually becomes their native language. However, semantic and grammatical development remains far from complete. Clarification of the semantic content of words by the age of six or seven is still gaining momentum. In children's speech, first unconscious and then conscious use of metaphors appears.

Thus, in teaching and upbringing the native language, an important task is to take into account the patterns of mastering the meanings of words, their gradual deepening, and the formation of skills in the semantic selection of words in accordance with the context of the utterance.

2.3. Methods and techniques of vocabulary work with preschool children

Vocabulary work develops through a system of classes of three types:

1) classes in which vocabulary work is carried out in the process of familiarization with an ever-expanding range of objects and phenomena of the surrounding reality (excursion, demonstration of objects, etc.);

2) classes where vocabulary work is based on deepening children’s knowledge about surrounding objects and phenomena (familiarization with qualities, properties, features);

3) classes that solve problems of vocabulary work in the process of generalizations and concept formation.

IN AND. Loginova defines the general requirements for the organization and methodology of conducting classes:

1. The unity of vocabulary development with the development of cognitive processes (perception, representation, thinking).

2. Purposeful organization of children’s speech and cognitive activity during the lesson.

3. Availability of visibility as the basis for organizing speech and cognitive activity.

4. Unity of implementation of all tasks of vocabulary work in each lesson (Loginova).

In the domestic methodology for speech development, the tasks of vocabulary work in kindergarten were defined in the works of E.I. Tikheyeva, O.I. Solovyova, M.M. Horsemeat and refined in subsequent years.

Today there are four main tasks:

1. Enriching the dictionary with new words, children learning previously unknown words, as well as new meanings for a number of words already in the lexicon. The enrichment of the dictionary occurs, first of all, due to commonly used vocabulary (names of objects, features and qualities, actions, processes, etc.).

2. Consolidation and clarification of vocabulary. This task is due to the fact that children do not always associate a word with an idea of ​​an object. They often do not know the exact names of objects. Therefore, this includes deepening the understanding of already known words, filling them with specific content, based on an exact correlation with objects of the real world, further mastering the generalization that is expressed in them, developing the ability to use commonly used words; mastering polysemy, synonymy, antonymy. It is necessary to pay attention to clarifying the meaning of words on the basis of contrasting antonyms and comparing synonyms, as well as to mastering the shades of meaning of words, including polysemantic ones, to developing the flexibility of the dictionary, to using words in coherent speech, in speech practice.

3. Activation of the dictionary. Words acquired by children are divided into two categories: passive vocabulary (words that the child understands, associates with certain ideas, but does not use) and active vocabulary (words that the child not only understands, but also actively, consciously uses in speech). When working with children, it is important that a new word enters the active vocabulary. This happens only if it is fixed and reproduced by them in speech, since when reproducing speech, not only the auditory, but also the muscular-motor and kinesthetic analyzers are involved.

4. Elimination of non-literary words (dialectal, colloquial, slang) from children’s speech (Alekseeva, Yashina).

All the considered problems are interrelated and are solved at a practical level, without using the appropriate terminology.

Throughout preschool childhood in different age groups, the content of vocabulary work becomes more complex in several directions. IN AND. Loginova identified three such areas:

Expanding the vocabulary based on familiarization with a gradually increasing range of objects and phenomena;

Mastering words based on deepening knowledge about objects and phenomena of the surrounding world;

Introduction of words denoting elementary concepts based on the distinction and generalization of objects according to essential characteristics (Loginova).

The content of vocabulary work is determined on the basis of an analysis of the general program for the development and upbringing of children: this is the vocabulary necessary for a child to communicate, meet his needs, navigate the environment, understand the world, develop and improve various types of activities. From this point of view, the content of the dictionary work highlights words denoting material culture, nature, man, his activities, methods of activity, words expressing an emotional and value-based attitude to reality.

Everyday vocabulary includes names of parts of the body, face; names of toys, dishes, furniture, clothing, toiletries, food, premises; natural history dictionary - names of inanimate natural phenomena, plants, animals; social science dictionary - words denoting phenomena of social life (people’s work, native country, national holidays, army, etc.); emotional-evaluative vocabulary - words denoting emotions, experiences, feelings (brave, honest, joyful), qualitative assessment of objects (good, bad, beautiful); words formed with the help of suffixes of emotional-expressive assessment (darling, little voice), semantic-stylistic synonyms (came - tangled, laughed - giggled); phraseological units (to work carelessly); vocabulary denoting time, space, quantity.

Children's active vocabulary should also contain names of actions, states, characteristics (color, shape, size, taste), properties and qualities; words expressing specific (names of individual objects), generic (fruits, dishes, toys, transport, etc.) and abstract generalized concepts (good, evil, beauty, etc.), that is, children’s dictionaries should contain words of all main parts of speech .

Kindergarten programs do not provide instructions regarding the amount of vocabulary, only some words are given as examples. When selecting words, the teacher must take into account the following criteria (Yu.S. Lyakhovskaya, N.P. Savelyeva, A.P. Ivanenko, V.I. Yashina, etc.):

Communicative expediency of introducing words into children's dictionaries;

The need for words to master the content of ideas recommended by the kindergarten program;

The frequency of use of the word in the speech of adults with whom the child communicates;

The attribution of a word to common vocabulary, its accessibility to children in terms of lexical, phonetic and grammatical features;

Taking into account the level of mastery of the vocabulary of the native language by children of this group;

The significance of words for solving educational problems;

The significance of the word for children of a given age understanding the meaning of works of art;

Selection of words related to different parts speech.

In kindergarten, vocabulary work is carried out in two aspects: onomasiological (the name of objects - what is this called?) and semasiological (the meaning of the word - what does this word mean?).

Let's take a closer look at the features of the vocabulary work methodology in different age groups.

Children of primary preschool age master the specific content of words that they need for generalization and denoting objects in their immediate environment, parts of objects, and actions with them. A significant feature of the speech of children of this age is distortion of the sound and morphological structure of word names. The thinking of younger preschoolers is concrete and figurative. Characteristic feature is a high emotionality of perception. The child's attention is primarily attracted to objects with clearly visible features. These features of children’s development determine the content and methodology of vocabulary work with children.

Nouns - names of items of clothing, dishes, furniture, toys, plants ( tree, grass, flowers), vegetables ( carrots, cabbage, turnip, tomato, cucumber), fruits ( apple, pear, orange, lemon), pets ( rooster, chicken, horse, cow, dog, cat), their young ( chick, foal, calf, puppy, kitten) and etc.;

Verbs denoting certain actions ( wash, wipe, cook, treat and etc.);

Adjectives ( big, white, small, red, yellow, green, blue, black, hot, cold, sour, round);

Adverbs ( yesterday, today, tomorrow, close, far, low, high).

The teacher must accompany his actions and the actions of the children with words. It is necessary to combine the direct perception of objects, the word of the teacher and the speech of the child himself. New words must be pronounced clearly and distinctly. Intonation emphasis of the word is used, its articulation is somewhat enhanced, and children repeat words and phrases. From the point of view of physiology and psychology, the role of these techniques is caused by the need to memorize a word, preserve its sound image in memory, and form kinesthetic sensations that arise when it is pronounced repeatedly.

Role-playing games on everyday topics, as well as children’s work, are of great importance for mastering vocabulary. However, everyday everyday activities, as research shows, have very limited opportunities for children’s speech practice. The most favorable conditions are created in special classes that enrich the child’s sensory experience. Walks and inspections of the premises (Tikheeva) are organized. You can connect the inspection with a game of errands: “Let’s see how our dolls live, whether they are happy, whether they are being bullied. Let’s put the doll Katya at the table, and put the doll Kolya Galya on the chair,” etc.. E.I. Tikheyeva recommended examinations to clarify a number of concepts: “What kind of furniture do we have”, “What’s in the cupboard”, “Our cribs”. Targeted walks are conducted with children of this age (preparation for future excursions). Observations during walks are carried out repeatedly, in different time year, in different weather. Here it is necessary to pay special attention to the remark of E.I. Tikheeva: “In the interests of making maximum use of the excursion for the purpose of developing children’s speech, it is necessary to establish in advance those speech forms (exact nomenclature, etc.) that will be consolidated or offered for the first time” (Tikheeva).

In vocabulary work with children, it is of great importance visibility. She always activates children's speech and encourages them to make verbal statements. Therefore, direct observation of objects and phenomena, as well as visual clarity - toys and paintings - are widely used.

A large place is occupied by special classes on familiarization with the objective world, the main goal of which is to introduce into children’s speech the names of objects, their parts, some signs, properties and qualities (Tikheeva, Loginova). In junior groups, two types of classes are held: 1) for initial familiarization with subjects, 2) for deepening knowledge about subjects.

In classes for initial familiarization with subjects, it is necessary to correctly organize children’s perception, the formation of ideas and the corresponding vocabulary. The most effective techniques are: drawing attention to the subject, action and drawing attention to the word. The name of the object is given only when the child’s attention is focused on it. The word acts as a sign of an object. A connection is established between the word and the idea of ​​the object. Next, a search situation is created and the question is asked: where is the doll? In response to the search for the object, the teacher shows it again and repeats the word. Then the word is repeated by the child when the object appears or disappears.

In classes to deepen knowledge about objects, a child’s holistic understanding of the object is formed: a connection is established between the purpose of the object and its structure, the material from which it is made, and the specific features of the object are determined. The following requirements are imposed on such activities: cognitive activity must be mediated by practical tasks and be based on gaming techniques; objects should be familiar to children; children must actively act with objects, choose suitable ones and motivate their choice; The teacher guides cognitive and speech activities through instructions and questions.

During the classes, methods of viewing and examining objects are used. Familiarization with the subject proceeds in stages:

Familiarization with appearance subject, with its purpose;

Perception of parts, details of an object;

Acquaintance with the properties and qualities of objects, materials from which they are made ( glass, paper, wood, metal; glass is transparent, fragile, breaks; paper wrinkles, tears, gets wet).

Activities with figurative toys predominate. The most typical games are activities with a doll. In such classes, a word is associated with an action and can be repeated several times in different combinations, changing in different ways. This creates conditions for children to develop numerous and varied associative connections for the same word.

Didactic games with toys are widely used: “Find the toy”, “Guess the toy by touch”, “Find out what has changed”, “Guess what was hidden”, as well as didactic games and activities: “Let's prepare a salad”, “Let's learn to brew tea” and so on. It is useful to conduct round dance games: children sing or pronounce the text and accompany it with actions.

Consolidation and activation of the vocabulary occurs in the process of viewing pictures. Wall subject and subject paintings are used. Object pictures serve to clarify the names of objects, features ( rooster, cockerel, big, beautiful, he has a comb, beard, beak, legs, tail). Thematic pictures serve to activate the vocabulary (“Our Tanya”, “We are playing”). When choosing paintings, strict gradualism should be observed, a transition from accessible, simple subjects to more complex ones. In these cases, the picture provides scope for broadening one’s horizons and increasing one’s vocabulary. In kindergarten, didactic paintings specially created for kindergarten are used ( series “Wild Animals”, “Pets”, “Who to Be”, “Seasons”), and reproductions of paintings by famous artists A.K. Savrasova, I.I. Shishkina, I.I. Levitan and others. It is important to accurately determine the amount of knowledge and the corresponding vocabulary, outline the main methodological techniques (questions, explanations, using artistic words, summarizing children’s answers).

Fiction plays a great role in enriching children's vocabulary. Vocabulary work acts as an important link in working with text. The quality of text perception is directly dependent on the understanding of linguistic means, especially the meanings of words. In the program content, along with educational tasks, it is advisable to determine both the volume and nature of work on the word. This can be not only the vocabulary used by the author, but also the vocabulary necessary to characterize the characters and their actions. Fairy tales, poems, nursery rhymes, and jokes are especially valuable for introducing emotional vocabulary. Children's vocabulary is enriched with apt words and expressions of folk speech: a clumsy bear, a cockerel - a golden comb, a red sun, an ant grass, a runaway bunny, a frog frog.

Already in younger groups, children’s attention is drawn to the word, to different words that can be used to name the same object ( cat, pussy, kitty), and to the same words denoting different objects and states ( spout at the doll and spout at the kettle; coming man and coming rain; ruddy apple and rosy girl).

Special vocabulary work already in the younger group contributes to a more intensive enrichment of vocabulary. The child begins to show interest in naming objects, which is expressed in an increase in the number of questions like “What is this called?” The assimilation of words has a positive effect on children’s behavior and on the improvement of objective and play activities.

Middle preschool age is a qualitatively new stage in a child’s development. At this stage, the vocabulary is further enriched and the ability to generalize develops. This is due to the expansion of the child’s life experience and his circle of communication with adults and other children.

Over the course of a year, the vocabulary of a child of the fifth year of life increases by approximately 600-800 words. The number of nouns and verbs especially increases. There is a deepening of concepts and the associated assimilation of the meanings of words. There appears a pronounced critical attitude towards the speech of others, and sometimes towards one’s own, and an attempt to comprehend the meaning of words. Children begin to use more precise names of objects, define an object in a more varied way by clarifying its qualities (apple - juicy, tasty, ripe, smooth, round), differentiate concepts ( good, smart, kind, affectionate, beautiful– previously all these qualities were called one word good), use more verbs to name similar actions ( runs, rushes, rushes). Increased interest in words is manifested in word creation.

Despite the rapid growth of the vocabulary, its growth lags behind the growth of ideas, and a gap appears between the passive and active vocabulary. Hence the abundance of demonstrative pronouns and adverbs in children’s speech that, this, there, such.

The methodology for vocabulary work has much in common with the methodology for younger groups, but there are features in the use of various means of the dictionary; new methodological techniques appear that are based on the ability to perceive speech without visual accompaniment. Speech reflexes in children of this age are formed quickly, but quickly fade away and are unstable. Therefore, in the middle group it is necessary to repeat the same classes.

Inspections of premises take on a different character. Children get acquainted with the kitchen, the manager's office, and the hall. Excursions are conducted along the city streets, to the nearest forest and park. It is recommended to conduct excursions to the same place at different times of the year, thanks to which children’s ideas become more orderly. With each repeated excursion, the child gains new knowledge, begins to remember, compare, establishes connections between phenomena, and, consequently, refines his vocabulary. Nature provides a lot of interesting things for observation and for the development of vocabulary (in winter - trees are in winter gear, frost, blizzard, snowdrifts; in spring - drops, buds, icicles, streams).

We examine objects on the basis of comparison, distinction and generalization. A visually effective method of familiarization with objects is used. In classes to familiarize yourself with the qualities and properties of objects, handouts are used for a thorough sensory examination and comparison of opposite qualities and properties of objects ( hard – soft, transparent – ​​opaque).

Comparison techniques are used more often than before. During the comparison process, both objects being compared should be before the eyes of the children. The game situation is widely used: “Two girlfriend dolls came to visit us. They had not seen each other for a long time and began to look at their clothes. Let's help them". Children of this age notice differences more easily. Therefore, comparison begins with identifying differences and then establishing similarities.

A new type of activity appears - a conversation about toys, which is also accompanied by comparison and description. A description of toys and composing riddles based on them are used. This is a very difficult exercise, since children do not always identify the essential features of objects. Games like “Toy Store”, “Find and Describe”.

To consolidate and activate the vocabulary, the same didactic games and viewing of paintings are carried out. At the same time, various didactic tasks are solved: fixing the names of objects, describing them based on visual perception and without relying on clarity, comparison by color, size, shape and purpose; classification, consolidation of grammatical forms of words, use of words denoting spatial relationships ( “Wonderful bag”, “Look and remember”, “Guess what has changed” and so on.). Dramatizations and performances with toys are widely used, in which the correct use of words is reinforced. The dynamics of game actions create conditions for the repeated motivated use of words and thereby contribute to the strengthening of the correct skill.

Thus, the complication of vocabulary work in the middle group is associated, first of all, with the expansion and deepening of knowledge about the world around us. This makes it possible for the middle group to use word games without relying on visuals.

Senior preschool age is marked by the fact that the child begins to think on the basis of general ideas, his attention becomes more focused and stable. The personality as a whole develops, consciousness grows and develops. The range of interests is expanding, activities are improving. On this basis, there is a further expansion and deepening of the range of ideas and growth of the vocabulary. Children of five to seven years old speak everyday vocabulary at the level of the spoken language of adults, use words not only with a general, but also with an abstract meaning ( grief, joy, courage). They develop a great interest in the word and its meaning. By the age of seven, nouns make up 42% of a child’s vocabulary, verbs – 43%, adjectives – 7%, adverbs – 6%, function words – 2%.

In older preschool age, work continues to expand children's vocabulary and activate it. The same methods and techniques are used, but some changes are made to the content of the classes. In classes to enrich children's vocabulary (excursions, inspections of premises, examination of objects, examination of paintings, objects and living objects, comparison of objects), the complication consists in expanding the range of objects, in increasing the set of objects and materials, and their characteristics. One of the new rules for introducing new words into a child’s vocabulary is to familiarize them with the word in context.

Classes are conducted on the formation of generic concepts, conversations about toys, conversations about paintings, writing stories, descriptions based on paintings and coming up with a name for the painting. Fiction plays an important role in enriching children's vocabulary with words of all parts of speech.

The main task of vocabulary work in senior preschool age is to develop the skills of conscious and appropriate use of words in accordance with the context of the statement, selecting the most accurate word to denote an object and its properties. That is why working with polysemantic words, synonyms and antonyms takes on new meaning (Strunina, Ushakova).

Explanation and comparison of the meanings of ambiguous words in context: eyelet needles and eyelet bunny;

Selection of words close in meaning to each meaning of a polysemantic word: old house - dilapidated, old bread - stale;

Selection of antonyms for each meaning of a polysemantic word: old bread - fresh, an old man - young;

Compiling sentences with ambiguous words;

Drawing on the theme of a polysemantic word;

Finding polysemantic words in proverbs, sayings, riddles, tongue twisters and literary works (fairy tales, poems, stories);

Coming up with stories and fairy tales on the topic of polysemantic words.

Techniques for working on synonyms:

Selection of a synonym for an isolated word;

Explanation of the choice of words in the synonymous series;

Replacing a synonym in a sentence, discussing variant meanings: “ I got upset and cried gray bunny" ( burst into tears, burst into tears, burst into tears);

Compiling sentences with synonymous words;

Compiling a story with synonymous words.

Techniques for working on antonyms:

Selecting an antonym for a given word: high – (low), difficult – (easy);

Finding antonyms in stories, proverbs, sayings: Hard in learning - easy in battle;

Agreement of sentences with antonyms: It's hot in summer and winter … (Cold);

Composing sentences and coherent statements with a given pair of antonyms ( smart - stupid, fun - boring).

Explanation of the meaning of a word becomes possible not only through clarity, but also through already acquired words. The following techniques are widely used in practice:

Explaining the meanings of words by showing pictures;

Comparing a word with other words ( put on - what?, dress - who?);

Explanation of the etymology of the word (hare- deciduous plants, fox in winter m eats);

Compiling phrases and sentences with the word being explained;

Selecting an antonym for the word ( slob - clean, tidy);

Selecting a synonym for the word ( slob - dirty, untidy);

Explanation of the word through a detailed definition ( hero - a person who has accomplished a feat);

Comparison of words by sound and meaning, selection of rhyming words (Alekseeva, Yashina).

Vocabulary work in the classroom should be combined with the activation of words in various types of activities and in broad speech practice.

Timely development of vocabulary is one of the factors in preparation for schooling. Indicators of a certain level of speech awareness and readiness to learn to read and write are the following skills: focusing one’s attention on a verbal task; construct your statements arbitrarily and deliberately; choose the most appropriate language means to perform a verbal task; think about possible solutions; evaluate performance on a verbal task. Consequently, it is of great importance to educate children to pay attention to the content side of a word, its semantics, clarify the meanings of words, enrich the connections of words with other words and develop the accuracy of word use skills. Children with a rich vocabulary learn educational material better and are more active in mental work in class.

Main

Alekseeva M. M. Methods of speech development and teaching the native language of preschoolers / M. M. Alekseeva, V. I. Yashina. – M., 2000.

Alekseeva M. M., Yashina V. I. Mastery of evaluative vocabulary as a condition for the formation of social activity of older preschoolers // Reader on the theory and methodology of speech development in preschool children / comp. M. M. Alekseeva, V. I. Yashina. – M., 2000. – p.252-257.

Vygotsky L.V. Thought and Word // Reader on the theory and methods of speech development for preschool children / comp. M. M. Alekseeva, V. I. Yashina. – M., 2000. P. 23-27.

Ivanova N.P. Vocabulary exercises // Reader on the theory and methods of speech development for preschool children / comp. M. M. Alekseeva, V. I. Yashina. – M., 2000. – p.240-249.

Loginova V.I. Formation of a dictionary // Reader on the theory and methods of speech development for preschool children. – M., 2000. – p.226-237.

Luria A. R. Development of the meaning of words // Reader on the theory and methodology of speech development for preschool children. – M., 2000. – p.195-199.

Come up with a word / ed. O. S. Ushakova. – M., 2001.

Development of speech and creativity of preschool children / ed. O. S. Ushakova. – M., 2001. – p. 66 – 87.

Sokhin F.A. Problems of speech development // Psychological and pedagogical foundations of speech development of preschoolers. – M., 2002.

Strunina E. M. Work on the semantic side of the word // Reader on the theory and methodology of speech development for preschool children / comp. M. M. Alekseeva, V. I. Yashina. – M., 2000. – p.248-252.

Stavtseva E. A. Features of the formation of emotional and evaluative vocabulary in children of senior preschool age // Strategy preschool education in the 21st century. Problems and prospects. – M., 2001.- p. 142-143.

Tikheeva E. I. Development of speech in children (early and preschool age) / E. I. Tikheeva; edited by F. A. Sokhina. – M., 1981.

According to children's speech researchers M.M. Alekseeva, V.I. Yashinasound culture of speech- the concept is quite broad, including pronunciation qualities that characterize sound speech (sound pronunciation, diction, etc.), elements of sound expressiveness of speech (intonation, tempo, etc.), associated motor means of expressiveness (facial expressions, gestures), as well as elements of the culture of speech communication (the general tone of children's speech, posture and motor skills during the conversation).

A.I. Maksakov believes thatsound culture of speechis an integral part of the general speech culture. It covers all aspects of the sound design of words and spoken speech in general: correct pronunciation of sounds, words, volume and speed of speech utterance, rhythm, pauses, timbre, logical stress, etc.

The normal functioning of the speech motor and auditory apparatus, the presence of a full-fledged speech environment are essential conditions for the timely and correct formation of speech sound culture.

IN modern literature Several aspects of the sound side of speech are considered: physical, physiological, linguistic:

1) acoustic (physical)the aspect in which sound is considered as oscillatory movements of the air environment caused by the organs of speech;

2) articulatory (physiological)the aspect in which sound acts as a product of the work of the human pronunciation organs (articulatory apparatus);

3) functional (linguistic)aspect where sound is considered as one of possible options realization of a phoneme (sound type) in the process of functioning, performing a semantic-distinctive and construction function.

Studying various aspects of the sound aspect of speech contributes to understanding the patterns of its gradual formation in children and facilitates the management of the development of this aspect of speech.

The formation of the sound side of speech in the first stages of development depends on the degree of formation of kinesthetic and phonemic perception, as well as on their interaction with each other in speech practice.

Education of sound culture of speech- a multifaceted task, which includes more specific microtasks related to the development of perception of the sounds of native speech and pronunciation (speaking, speech pronunciation).

Education of sound culture involves solving the following particular problems:

1. Development of speech hearing and speech breathing.The leading analyzer in the assimilation of the sound side of speech is hearing. As the child develops, auditory attention and perception of noise and speech sounds gradually develop.

Speech breathing - one of the foundations of voice formation and speech (speech is a voiced exhalation). The teacher’s task is to help children overcome age-related deficiencies in their speech breathing and teach correct diaphragmatic breathing. Particular attention is paid to the duration and force of exhalation during speech and a silent deep breath before pronouncing a phrase.

Speech (phonemic) hearing- includes the ability for auditory attention and understanding of words, the ability to perceive and distinguish different qualities speech: timbre, means of expression, etc.

1. Formation of correct sound pronunciation and word pronunciation.

Sound pronunciation- the ability to correctly reproduce the sounds of the native language. The inaccuracy of their pronunciation negatively affects the perception and understanding of speech by listeners.

Sound of speech - minimal speech unit. Sounds as material signs of language perform two functions: bringing speech to auditory perception and distinguishing significant units of speech (morphemes, words, sentences). Each language is characterized by one or another system of sounds. Therefore, the sound side of each language has its own characteristics and distinctive qualities. The sound side of the Russian language is characterized by the melodiousness of vowel sounds, the softness of the pronunciation of many consonants, and the originality of the pronunciation of each consonant sound. Establishing correct sound pronunciation is closely related to the development of better coordination of the organs of the articulatory apparatus of children. In this regard, the content of this task includes the following: improving the movements of the organs of the articulatory apparatus, consistent work on the clear pronunciation of vowels and simple consonants already mastered by children, and then on complex consonants that make it difficult for children; strengthening the correct pronunciation of sounds in contextual speech.

The sound units of language differ in their role in speech. Some, when combined, form words - these are linear (arranged in a line, one after another) sound units: sound, syllable, phrase. Only in a certain linear sequence does a combination of sounds become a word and acquire a certain meaning.

Other sound units, prosodemes, are supralinear. This is stress, elements of intonation (melody, strength of voice, tempo of speech, its timbre). They characterize linear units and are a mandatory feature of oral speech. Prosodic units are involved in the modulation of articulatory organs.

For preschoolers, first of all, the acquisition of linear sound units of speech (sound and word pronunciation) is of particular importance, since the most difficult thing for a child is mastering articulation individual sounds(r, l, f, w). In phonetic and speech therapy manuals, the work of the articulation organs is described in detail. The participation of prosodemes in the modulation of sounds is less studied.

1. Development of diction.Diction is a clear, intelligible pronunciation of each sound and word individually, as well as the phrase as a whole.
2. Formation of expressiveness of speech- mastery of the means of speech expressiveness presupposes the ability to use the height and strength of the voice, the tempo and rhythm of speech, pauses, and various intonations. It has been noted that in everyday communication a child has natural expressiveness of speech, but needs to learn voluntary, conscious expressiveness when reading poetry, retelling, and storytelling. Easy to understand, pleasant speech is characterized by the following qualities: medium tempo, rhythm, moderate strength and average height vote. They can act as permanent, habitual qualities that determine the overall individuality of speech. At the same time, the pace of speech and the quality of the voice must be sufficiently mobile and flexible to express individual states and feelings, that is, you need to be able to speak in a whisper, and loudly, and slowly, and quickly.
3. Education of spelling correct speech- ability to speak according to the norms of literary pronunciation. Orthoepic norms cover the phonetic system of the language, pronunciation of individual words and groups of words, individual grammatical forms. Orthoepy includes not only pronunciation, but also stress, i.e., a specific phenomenon of oral speech.
4. Fostering a culture of verbal communication as part of etiquette.This concept includes the general tone of children's speech and some behavioral skills necessary in the process of verbal communication.

In the sound culture of speech, there are two sections: the culture of speech pronunciation and speech hearing. Therefore, work should be carried out in two directions:

Development of the speech motor apparatus (articulation apparatus, vocal apparatus, speech breathing) and on this basis the formation of the pronunciation of sounds, words, clear articulation;

Development of speech perception (auditory attention, speech hearing, the main components of which are phonemic, pitch, rhythmic hearing).

Researchers of children's speech and practitioners note the importance of correct pronunciation of sounds for the formation of a child's full personality and the establishment of social contacts, for preparing for school, and in the future for choosing a profession. Child with good developed speech easily communicates with adults and peers, clearly expresses his thoughts and desires. Speech with pronunciation defects, on the contrary, complicates relationships with people, delays the child’s mental development and the development of other aspects of speech.

Correct sound pronunciation becomes especially important when entering school. One of the reasons for the failure of primary school students in the Russian language is the presence of deficiencies in sound pronunciation in children. Children with pronunciation defects do not know how to determine the number of sounds in a word, name their sequence, and find it difficult to select words that begin with a given sound. Often, despite a child’s good mental abilities, due to deficiencies in the sound aspect of speech, he experiences a lag in mastering the vocabulary and grammatical structure of speech in subsequent years. Children who cannot distinguish and isolate sounds by ear and pronounce them correctly have difficulty mastering writing skills.

Nurturing sound culture is one of important tasks speech development in kindergarten, since preschool age is the most sensitive for its solution.

From the materialist doctrine of language and thinking it follows that sound language has always been the only language of society. Language is the most important means of human communication due to its sound matter.

The sound side of speech represents a single whole, but a very complex phenomenon that needs to be studied from different angles. Modern literature examines several aspects of the sound side of speech: physical, physiological, linguistic.

Studying various aspects of the sound aspect of speech contributes to understanding the patterns of its gradual formation in children and facilitates the management of the development of this aspect of speech.

Each language is characterized by one or another system of sounds. Therefore, the sound side of each language has its own characteristics and distinctive qualities. The sound side of the Russian language is characterized by the melodiousness of vowel sounds, the softness of the pronunciation of many consonants, and the originality of the pronunciation of each consonant sound. The emotionality and generosity of the Russian language are expressed in the richness of intonation.

Sound culture of speech is a fairly broad concept; it includes phonetic and orthoepic correctness of speech, its expressiveness and clear diction.

Education of sound culture involves:

formation of correct sound pronunciation And word pronunciations, why is it necessary to develop speech hearing, speech breathing, and motor skills of the articulatory apparatus;

education of spelling correct speech- ability to speak according to the norms of literary pronunciation. Orthoepic norms cover the phonetic system of the language, the pronunciation of individual words and groups of words, and individual grammatical forms. Orthoepy INCLUDES not only pronunciation, but also stress, i.e. a specific phenomenon of oral speech. The Russian language has complex system variable and mobile stress;

formation of expressive speech- mastery of the means of speech expressiveness presupposes the ability to use the height and strength of the voice, the tempo and rhythm of speech, pauses, and various intonations. It has been noticed that in everyday communication the child has natural expressiveness of speech, but needs to learn voluntary, conscious expressiveness when reading poetry, retelling, and storytelling;

development of diction- clear, intelligible pronunciation of each sound and word separately, as well as the phrase as a whole;

nurturing a culture of verbal communication as part of etiquette.

The concept of sound culture of speech, the tasks of its education are revealed by O. I. Solovyova, A. M. Borodach, A. S. Feldberg, A. I. Maksakov, M. F. Fomicheva and others in educational and methodological manuals.

In the sound culture of speech there are two sections: culture speech pronunciations And speech hearing. Therefore, work should be carried out in two directions: the development of the speech-motor apparatus (articulation apparatus, vocal apparatus, speech breathing) and on this basis the formation of the pronunciation of sounds, words, clear articulation;

development of speech perception (auditory attention, speech hearing, the main components of which are phonemic, pitch, rhythmic hearing).

The sound units of a language differ in their role in speech. Some, when combined, form words. These are linear (arranged in a line, one after another) sound units: sound, syllable, phrase. Only in a certain linear sequence does a combination of sounds become a word and acquire a certain meaning.

Other sound units, prosodemes, are supralinear. This is stress, elements of intonation (melody, strength of voice, tempo of speech, its timbre). They characterize linear units and are a mandatory feature of oral speech. Prosodic units are involved in the modulation of articulatory organs.

For preschoolers, first of all, the acquisition of linear sound units of speech (sound and word pronunciation) is of particular importance, since the most difficult thing for a child is mastering the articulation of individual sounds (r, l, f, w). In phonetic and speech therapy manuals, the work of the articulation organs is described in detail. The participation of prosodemes in the modulation of sounds is less studied.

Researchers of children's speech and practitioners note the importance of correct pronunciation of sounds for the formation of a child's full personality and the establishment of social contacts, for preparing for school, and in the future for choosing a profession. A child with well-developed speech easily communicates with adults and peers and clearly expresses his thoughts and desires. Speech with pronunciation defects, on the contrary, complicates relationships with people, delays the child’s mental development and the development of other aspects of speech.

Correct sound pronunciation becomes especially important when entering school. One of the reasons for the failure of primary school students in the Russian language is the presence of deficiencies in sound pronunciation in children. Children with pronunciation defects do not know how to determine the number of sounds in a word, name their sequence, and find it difficult to select words that begin with a given sound. Often, despite a child’s good mental abilities, due to deficiencies in the sound aspect of speech, he experiences a lag in mastering the vocabulary and grammatical structure of speech in subsequent years. Children who cannot distinguish and isolate sounds by ear and pronounce them correctly have difficulty mastering writing skills.

However, despite the obvious importance of this section of work, kindergartens do not use all opportunities to ensure that every child leaves school with clear speech. According to survey materials, 15-20% of children enter school from kindergarten with imperfect pronunciation of sounds; such children at the age of five are about 50%.

The problem of forming the sound side of speech has not lost its relevance and practical significance at the present time.

§ 2. Features of the acquisition of the sound aspect of speech by preschoolers*

In the pedagogical and psychological literature, the process of mastering the sound structure of the Russian language by preschool children has been studied and described quite fully in the works of A. N. Gvozdev, V. I. Beltyukov, D. B. Elkonin, M. E. Khvattsev, E. I. Radina . The acquisition of sounds itself begins in the first year of life, when the child masters his speech and hearing aids. Initially, based on a certain emotional state, babbling appears, which does not yet have social significance. The assimilation of the sound side of a language, according to D. B. Elkonin, begins from the moment when the language begins to serve as a means of communication. On the one hand, this is the understanding of words addressed to the child, on the other, the first independent words.

A child's early perception of words is based on rhythmic-melodic structure. The phonemic composition of the word is not perceived. N. X. Shvachkin called this stage “pre-phonemic development of speech.” At 10-11 months. the word begins to serve as a means of communication and acquires the character of a linguistic means. The period of phonemic development of speech begins.

By the end of the first year, the first breakdowns appear. From the beginning of the second year of life, differentiation of sounds begins. First, vowels are differentiated (separated) from consonants. Further differentiation occurs within the group of consonants. Sonorant sounds are contrasted with noisy ones, dull ones with voiced ones, hard ones with soft ones, etc. Then the assimilation of socially assigned vowel sounds begins.

A characteristic feature of the formation of sounds in the initial period is the instability of articulation during their pronunciation. Even in one word pronounced several times in a row, several sound variants alternate in place of one sound 1 .

New phonetic elements appear in groups, and the order of acquisition of consonant groups depends on the articulatory features of the sounds that make up these groups. Most sounds are formed in the correct form not immediately, but gradually, through intermediate, transitional sounds.

Great importance has a study of the change of “substitute sounds”. The process of replacing sounds is complex and unique. A. N. Gvozdev believed that sounds missing from pronunciation in the process of speech development are replaced by other sounds that are at the child’s disposal. The system of replacing some sounds with others is based mainly on the articulatory similarity of sounds, primarily on grouping them according to the place of formation, less often - according to the method of formation.

Mastering a new type of articulatory movements brings to life a number of related sounds. When assimilated, a new sound appears only in some words, and in other words it is still a substitute (substitute). Consonants, emphasized M. E. Khvattsev, are differentiated gradually through transitional sounds, for example, from passes into w through stages: With- sya - w.

Children, when transitioning to the correct pronunciation of sounds, begin to use them in necessary and unnecessary cases, replacing with them even those sounds that themselves were substitutes for the first ones. Having mastered the pronunciation of sound w(previously pronounced s), the child says “shobaka”, “voloshi”. M.E. Khvattsev explains this phenomenon of “overuse” or reverse replacement of sound by the fact that the newly acquired sound for some time becomes a strong irritant - a dominant and, due to insufficient differentiation with the substitute, the latter is forced out even from its rightfully occupied places.

The child goes through the main path of development of the phonetic side of speech in pre-preschool age. By the age of three, a child masters the entire system of sounds of the language, with some exceptions. Hissing ones are more difficult for him (w, f), sonorous (r, l) and whistling (with, h) sounds.

To correctly solve the problem of educating sound culture, it is important to consider the anatomical, physiological and psychological prerequisites for mastering the correct pronunciation of sounds in preschool age. Speech is carried out by the activity of a complex anatomical and physiological apparatus, consisting of central and peripheral organs. All speech organs are inextricably linked and interact under the regulatory influence of the cerebral cortex.

The sound pronunciation process, as is known, is based on speech breathing and the activity of the speech motor apparatus.

Speech is formed under the control of hearing. IN studies have noted the possibility of very early formation of the activity of the auditory analyzer, which provides early development sound side of speech.

By the end of the second year of life, the child uses phonemic perception of all sounds of the Russian language to understand speech (N.Kh. Shvachkin).

There is a certain relationship in the activities of the auditory and speech motor analyzers.

Contributes to the formation of correct sound pronunciation children’s special sensitivity to the sound side of language, the child’s interest in speech sounds, desire to master their pronunciation.

Consequently, an important prerequisite for mastering pure sound pronunciation in preschool age is the corresponding development of the auditory analyzer and phonemic hearing, complemented by a special sensitivity to the sound side of the language, children’s love for speech sounds, and the desire to master them.

Of great importance in pronunciation is the activity of the speech motor apparatus, which is formed by preschool age, but has some features.

The ability to pronounce sounds and words develops gradually as the child accumulates life experience. As is known, the process of articulation of the sounds of human speech consists of the formation of connections between the sensations caused by the contraction of the muscles of the speech apparatus and the auditory sensations from the sounds that a person pronounces. These connections are also joined by visual sensations(from the perception of the speaker’s articulation). Visual perception helps to capture the visible articulation of sounds and thereby clarify one’s own movements (F. F. Rau).

One of the important prerequisites for speech formation is the child's ability to imitate.

The child masters the phonetic side of speech by repeating the speech of the adults around him. The presence of speech imitation has been noted by many researchers.

Imitation of speech sounds occurs in the second half of the first year of life, and it develops especially intensively in the second year. At 8-9 months. You can develop such imitation when a child is able to repeat after an adult the sound he pronounces. At 10-11 months. the ability to repeat after an adult new sounds that the child himself has not yet uttered in babble arises.

Thus, in preschool age there are all prerequisites for successful mastery of the sound side of the Russian language. These include the corresponding development of the cerebral cortex as a whole, phonemic perception of speech and the speech motor apparatus. Such characteristics of a preschool child as high plasticity of the nervous system, increased imitation, special sensitivity to the sound side of language, and love of children also contribute to mastering the sound composition of speech. To sounds of speech.

According to most scientists, preschool age is the most favorable for the final formation of all sounds of the native language.

Any deviation from correct pronunciation at the age of over five years, says E. F. Rau, must be considered as protracted tongue-tiedness, which can turn into a child’s habit. Therefore, it is during this period that it is necessary to especially seriously monitor children’s pronunciation and prevent tongue-tiedness in time.

Causes of speech disorders in children can be classified as:

Organic - congenital and acquired as a result of injury, disease, changes in the central part of the nervous system associated with speech function. They are not subject to reverse development;

Functional - when there are no changes in anatomical structures or severe painful processes in the speech organs and parts of the central nervous system.

Depending from localization defect violations are divided into:

Central - damage to any part of the central nervous system;

Peripheral - damage or congenital anomalies of a peripheral organ or nerve.

At the age of up to five years, the cause of incorrect pronunciation (in the absence of organic disorders) is insufficient development of the speech apparatus, both its central and peripheral parts. In children, the centers that control the speech-perceiving and speech-motor apparatus, speech hearing and the respiratory system are insufficiently developed, the articulatory apparatus is imperfect (the vocal cords and larynx are shorter than in an adult; the tongue is less flexible and mobile, occupies a larger part of the oral cavity than in an adult, etc. .d.). Here we should talk about age-related, functional imperfections in children’s speech.

After five years, shortcomings in sound pronunciation are explained by the pedagogical neglect of children and the lack of proper education.

Imperfect pronunciation is consolidated as a result of the incorrect speech of others, as well as the unfavorable environment in which the child lives during the period of speech development (noise, screams, bustle, tiring And interfering with clearly perceiving speech).

M.E. Khvattsev also calls one of the reasons for children’s incorrect speech “insufficient consideration by adults of the child’s tendencies to assimilate the speech of others” (the articulation of sound is not shown, interest in correct pronunciation is not aroused).

A speech load that is unbearable for a child, on the other hand, leads to overwork of the physiological mechanisms of speech and deficiencies in sound pronunciation are even more consolidated.

. § 3. Typical phonetic age features

children's speech and learning content

TO three Over the years, children mainly master sound pronunciation. However, their speech is still phonetically imperfect. It is characterized by a general softness (“zyuk”- beetle, "syuba"- fur coat, "no"- No and so on.); replacement of back-lingual sounds k, g front-lingual - t, d ("too-tonka" instead of doll, "dusi" instead of geese), sometimes replacement sonorous sounds deaf.

A significant proportion of three-year-old children do not know how to pronounce hissing sounds, most often replacing them with whistling sounds (“sapka”, “mow”, “zuk”). There is an inability to pronounce sounds R(omission or replacement), distortion of the sound l.

The pronunciation of words by younger preschoolers also has its own characteristics, these include: abbreviation (elision) of words (“tool” instead of chair, "vesiped" instead of bike); permutations (metathesis) of words and sounds (“hat” instead of hat, gofli instead of knee socks, Corvik instead of rug); assimilation (assimilation) of one sound to another (“baba-ka” instead of dog); merging (contamination) of two words into one ("Mafeda" instead of Maria Fedorovna); adding sounds (“guys”, “rusty”) and premature utterance of the subsequent sound (anticipation).

By the beginning of the fourth year of life, a child, under favorable upbringing conditions, masters the sound system of the language. A significant proportion of children master many sounds; word pronunciation improves; The child’s speech becomes understandable to others. At the same time, there are still a number of imperfections in children’s speech. Individual differences are observed in children's speech disorders.

Note that in practice there is a widespread opinion that by the age of four, children’s pronunciation corresponds to age characteristics and program requirements; no major deviations from the norm are observed. Imperfections in the pronunciation of children of primary preschool age are usually considered as an age-related pattern that goes away on its own. Hence the underestimation of the need for training in the formation of the sound side of speech at this stage.

In fact, this is an apparent prosperity, because by the age of five, without special education, about 50% of children do not learn all the sounds of their native language.

Mastering correct pronunciation in early preschool age is hampered by insufficient development of motor skills of the speech apparatus and phonemic hearing, and insufficient stability of neural connections. Children do not yet have a conscious attitude towards the imperfections of their pronunciation. At the same time, positive factors are greater imitation, children’s desire for playful actions, to imitate, and emotionality when perceiving sounds.

The characteristics of age also determine the content of training: overcoming the general softness of pronunciation; education of correct articulation and clear pronunciation of vowel sounds: a, y, and, o, uh; clarification and consolidation of the pronunciation of consonants p, b, m, t, d, n, k, g, f, c; whistling sounds - s, z, c; development in children of speech breathing, auditory attention and phonemic hearing, motor skills of the speech apparatus; preparation of the articulatory apparatus for the pronunciation of sibilants and sonorants (l, r) sounds.

Children middle preschool age master the pronunciation of all sounds of their native language, including sounds that are difficult to articulate. The process of mastering sounds is complex; it is characterized by instability of pronunciation, when a child pronounces sounds correctly in one sound combination, but incorrectly in another. Typical are “reverse replacement” of sounds or “reuse of sound” (a newly acquired sound is put in place of the old substitute - "y/yun", "shobaka").

Some children have imperfect pronunciation of whistling, hissing and sonorant sounds. (r, l) sounds due to insufficient development of speech motor mechanisms.

In the development of the sound side of speech in children in the fifth year, a kind of inconsistency is observed. On the one hand - special sensitivity, special susceptibility to speech sounds, sufficiently developed phonemic hearing; on the other hand, insufficient development of the articulatory apparatus and complete indifference to articulation.

At this age, the child develops awareness of his pronunciation skills. Under the influence of training, a significant part of children begins to correctly evaluate the pronunciation of their comrades and their own.

The kindergarten program aims to teach children to correctly pronounce all the sounds of their native language by the age of five. However, some preschoolers aged five years have defects in the pronunciation of whistling, hissing and sonorant sounds. (r, l) sounds. It is alarming that these deficiencies are present in a significant number of five-year-old children, despite the opportunities available to overcome them.

Pronunciation imperfections in senior preschool age atypical: when correct positioning By this time, children can master the pronunciation of all sounds.

Sound pronunciation is improving, but some children have not yet fully formed sounds that are difficult to articulate (hissing and R). The process of formation of these sounds, even with targeted systematic training, is slow, since the skill of incorrect pronunciation becomes more durable, and special sensitivity to the sound side of the language due to the restructuring of mental activity and switching attention to the semantic meaning of words fades to some extent (with sound w children choose words - wardrobe, table, sideboard).

However, by older preschool age, children develop the ability to self-control, awareness of the imperfections of their speech and, accordingly, the need to acquire knowledge and the need for training. That's why educational activities becomes more serious. Children show cases of mutual assistance - attention to each other's speech, a desire to help comrades.

By the senior preschool age, with the correct setting of work, children master the pronunciation of all sounds of their native language. Their speech hearing, articulatory apparatus and speech breathing are sufficiently developed. Phonemic perception and the ability to sound speech analysis develop.

The child begins to be critical of his pronunciation, realizes his defects, is embarrassed by them, and sometimes refuses to answer.

Due to pronunciation disorders, children replace words with a defective sound in their speech with those where it is absent (not "oguets" A cucumber). For the same reason, they may perform the task incorrectly, replacing the necessary words with others similar in meaning to the first ones (instead of horse- horse, instead of bear - bear, instead of car - truck).

The desire to master the correct pronunciation of sounds, interest in language, self-control in relation to their own speech are especially characteristic of children preparing to To entering school.

Nurturing the sound culture of speech in senior preschool age is aimed at improving the pronunciation of sounds, developing a clear pronunciation of words, the ability to distinguish and correctly pronounce mixed sounds, and differentiate sounds With- h, s- ts, s - sh, sh- and, h - c, f- h, l- R. In the pre-school group, the focus is on the development sound analysis words (isolating the necessary sounds in words and phrases, naming words with a given sound), determining the place of a sound in a word (beginning, middle, end).

Work continues to develop intelligibility of pronunciation, the ability to correctly use stress, pauses, intonation (expressiveness of speech), voice strength, and tempo of speech.

The patterns of mastery of the sound side of speech make it possible to determine the priority lines for the formation of one or another mechanism at different age stages. In the early stages, there is a predominant development of speech hearing and auditory attention, perception and understanding of the oral speech of others (its meaning, sound design, intonation expressiveness, etc.).

In the fourth year of life, the development of speech hearing and motor skills of the articulatory apparatus (equivalently), work on diction, and preparation for the pronunciation of sounds that are difficult to articulate are carried out.

In the fifth year, all the sounds of the native language begin to form; since all phonetic differentiation is completed and children’s speech hearing is sufficiently developed, the development of motor skills of the articulatory apparatus is a priority; Due to the correct and clear pronunciation of all sounds, it becomes possible to improve the strength of the voice and the pace of speech.

In the sixth year, they improve the articulation of sounds, the differentiation of mixed sounds, and continue to develop speech perception; cultivate the sound expressiveness of speech - develop the strength of the voice and its timbre, tempo and rhythm of speech, melody, and skills in using different intonations.

In the seventh year, the primary development of phonemic perception and sound analysis of speech occurs; education of intonation and sound expressiveness of speech; work on spelling correct speech.