Currently, the norms of speech development in a child are often a conditional concept, despite the availability of various tables reflecting the speech skills of children in preschool age. Of course, the ability to speak correctly is one of the most important elements of human mental development.

But the development of this skill can occur in both standard and completely unusual ways. It is very important to remember that, according to numerous studies in the field of speech therapy and psychology, speech is closely related to the formation of attention, memory, thinking and imagination.

What does the concept of “a child with normal speech development” include?

Norm speech development in children of different ages recorded in various sources of information. However, psychologists recommend extremely careful approach to comparative characteristics speech skills of a particular child and information from tables and reference books. Indeed, speech disorders are one of the most common problems in the mental development of children. But such disorders are not always present in reality, and some of them can be corrected at home without the involvement of a speech therapist or psychologist.

The very concept of “age norms for children’s speech development” includes not only the number of words a child pronounces and their correct pronunciation. This also includes the ability to compose phrases, sentences, recognize pronouns, change words by case, and manage time using verbs.

An assessment of the child’s vocabulary is also important - it is necessary to take into account the number of both active (which he uses) and passive forms (he does not use, but understands).

This will give an understanding of the primary needs of a child or schoolchild - first of all, it is necessary to expand his vocabulary or it is worth translating passive forms into active ones.

Table of speech development norms for a child from 2 months to a year

Norms of speech development in children preschool age, as a rule, include the child’s emotional and verbal response. That is, not only the sounds and words made by the baby are assessed, but also his perception of the speech addressed to him. In this case, data from the first year of life are especially important, when the baby’s ability to identify and display information received from the outside is clearly visible.

First year .

The main type of communication between a newborn baby and the world around him is screaming and facial expressions. These – so far only two – forms of communication available to a child are universal. They express pain, joy, happiness, dissatisfaction, hunger, fear, thirst and the desire to “talk.” In words addressed to the baby, rhythm, intonation and volume are, first of all, important for him. Loud, sharp sounds cause fear and, as a result, tears, but gentle, rhythmic nursery rhymes or simply gentle words calm, bring joy, and make you smile.

The normal development of a child’s speech is reflected in a table of skills distributed depending on the age of the baby in the first year of his life:

Number of months from birth	Speech skills
	Pronunciation of individual sounds, the appearance of the first spontaneous vocalizations, usually directed towards an adult.
	Experimenting (stretching) with vowel sounds - “uh-uh”, “ah-ah-ah”, “o-o-o”, humming, “cooing” (chest gurgling sounds).
	The transformation of individual sounds into whole roulades and the flow of one sound into another - “o-o-a-a-u-u”.
	The appearance of random babbling, rhythmic humming, the combination of vowels with some consonant sounds - “gu-gu-gu”, “bu-bu-bu”.
	Improving random babble (“na-na-na”, “da-da-da”), merging vowel/consonant sounds, trying to imitate audible sounds, establishing a kind of dialogue with people around.
	Frequent repetition of babbling, understanding the meaning of some words, the appearance of semantic pauses (the child babbled something and fell silent, waiting for an adult to answer).
	Using babble as a way to communicate, attempting pronunciation different sounds and their echolalia (repetition without awareness of meaning).
	It is possible (but not necessary) that the first lightweight words “ba-ba”, “ma-ma” will appear, and babbling will become more complex.
	Carefully listening to the speech of adults, expanding passive vocabulary, pronouncing new syllables and simple words (quite rare) - “av”, “na”.
	An increase in the number of lightweight words or their appearance (if there were none before), semantic content of words and syllables (one word or syllable can have several completely different meanings).
	Ability to understand more than 20 words, pronunciation of 5-10 simplified words, improvement of imitation.

Of course, at this age the concept of “a child with normal speech development” does not yet have the right to exist. Especially if the baby is sick, suffers from constant bloating, or, on the contrary, sleeps a lot. In this case, parents may simply not notice certain evidence of normal speech development of the baby. But in the second year of a child’s life, they become more and more obvious and easier to identify.

Norms of speech development for children aged 1 to 2 years

The development of a child’s speech at 2 years old, the norm of which is still quite vague, gradually moves into the stage of autonomy. The child begins to use amorphous root words, clearly distinguishing them from lexemes pronounced by adults (the child especially often chooses stressed syllables). For example, the word “de-” can mean everything that concerns TREES or CLOTHING, and the word “pa-” can mean a shovel, a stick and a dad. It is also important to understand that a characteristic feature of the age from 1 to 1.5 years is the active expansion of the passive vocabulary, during which the number of spoken words may practically not increase.

However, the norm of speech development in 2-year-old children involves correlating familiar words with their images. That is, the child may well show a ball, a cloud, the sun, a mouse, a fox, etc. In addition, autonomous speech is gradually replaced by “telegraphic”: the child tries to convey the meaning of a whole sentence using monosyllabic expressions, for example, “I’m wet” means “Mom, please change me.” By the end of the second year of life, the baby learns to change words depending on the number of objects named and the time in which this or that event occurred.

Speech development of children at 2-3 years old: what should a child’s speech be like normally?

The norms of speech development of children 2-3 years old are already better subject to generalization, although the individual characteristics of the child’s character may lead parents to believe that the mental development of their child does not meet generally accepted standards. In the 3rd year of life, the child’s speech should theoretically become more coherent. This means that the sentences will become more complex, but the number of grammatical errors in them will still be significant. The intensity of replenishment of the active vocabulary will increase - at 3 years the child will be able to operate almost 1000 words.

However, the norms of speech development of 3-year-old children may be limited by the ability of adults to call the child to talk, thus stimulating his speech activity. At this age, the child is still completely and completely subordinate to his desires and the word “should” does not exist for him. If he doesn’t want to talk, then he won’t (even though he knows how), refuting the most reliable information from various tables and reference books. Therefore, you need to communicate with your baby as much as possible, given that moral teaching and “debriefing” are not considered communication.

In general, the speech development of a 3-year-old child normally comes down to the complication of speech structures and attempts to learn to coordinate intonation and voice volume. Hesitations and intermittence when pronouncing even familiar words are quite normal - the child is still just learning to express his thoughts coherently. But the purity of pronunciation of frequently used lexemes should improve. Ideally, by the end of the third year of life, adults should understand more than 60% of the baby's speech.

Norms of speech development for children aged 3 to 4 years

Speech development norms for children aged 3-4 years require the emergence of new articulatory skills. The child begins to hear the incorrect pronunciation of sounds by other children, and he himself masters the solid phonemes “s”, “ts” and “z”. Sometimes the sound “r”, which is difficult to pronounce, is added, but its full formation occurs later. Speech therapy classes at this stage, most experts consider it inappropriate, since articulation is in the process of formation.

The norms of speech development for children aged 3-4 years include the ability to adequately use names various plants, correct use of pronouns, ability to say your name, age and gender. During the same period, there is an intensive development of cases, verb tenses, and increasingly attempts to coordinate adjectives and masculine or nouns. female are crowned with success. In addition, expanding the child’s horizons helps him understand generalization words (food, dishes, furniture), and they are immediately included in his active vocabulary. The baby also begins to consciously use diminutive suffixes, sometimes creating completely new words - “chair”, “mousy”, etc.

Compliance with the norm of speech development of 4-year-old children can also be traced through the transformation of the form of phrases. Minor members of a sentence are often omitted or placed at the end, and the main essence is conveyed by the subject and predicate, the connection between which is established with the help of prepositions, endings and conjunctions. The formation of phrases can also be influenced by books or poems listened to - in this case, the child’s speech briefly acquires a specific style or rhythm. The child discovers the concept of rhyme and enjoys trying to combine even words that do not rhyme in consonant pairs.

Norms of speech development for children aged 4 to 5 years

The norms of speech development for children 4-5 years old differ significantly from the requirements for three-year-olds. The child must correctly use words of different degrees of generalization, drawing, for example, such a parallel as “chamomile - flower - plant”. In addition, the number of spatial and temporal adverbs in his active vocabulary increases - then, around, soon, etc. Word creation occupies a special place in a child’s speech development, indicating the initial stage of assimilation. various models word formation. Therefore, if a child creates words by analogy, but incorrectly, for example, “painful, more painful” and “louder, louder,” then this indicates that his language development is on the right path.

The norms of speech development for 5-year-old children in the area of ​​pronunciation of sounds allow mixed articulation of hissing and whistling sounds, as well as the absence of a clear vibrating “r”. During this period, it is recommended to read aloud to the child a lot and teach him poems, focusing on the correct pronunciation of sounds. “Growling” games are also useful, helping to form a full-fledged “r” sound. However, there is no need to force the child, since close attention to his pronunciation can cause a backlash - and the clarity of speech will be lost.

Norms of speech development for children 5 to 7 years old

The norms of speech development for children aged 5-6 years indicate a qualitative leap in the ability to construct coherent speech structures. A child at this age is able to retell the text, observing the necessary logical and temporal sequence. During the same period, the so-called inner speech, helping a preschooler plan upcoming activities. In addition, the child can now isolate the first sound in words, taking the first step towards sound analysis.

The norms of speech development of a 7-year-old child suggest sufficient high level proficiency in coherent speech. Grammatical errors are rare, the articulation of all sounds is clear and correct. Sometimes problems arise with the coordination of words in complex sentences and participial phrases. The skill of expressive reading appears, and the ability to change the intonation and volume of the voice according to the moment is improved.

Table of speech development norms for a child from 1.5 to 7 years old

The normal speech development table for children allows you to adequately assess the skills of a preschooler. However, it must be taken into account that deviations from these standards within six months are also allowed. That is, if a five-year-old child does not clearly distinguish between the concepts of tomorrow and today, then there is nothing wrong with that. But if these words remain not fully understandable to him even at 5.5 years old, then perhaps it makes sense to consult a specialist.

Child's age in months/years	Speech skills
	The presence in the active vocabulary of 5-20 words, mainly nouns. Frequent repetition of one phrase or word, willing repetition of emotionally charged jargon (“eat”, “kitsia”, “musenka”, etc.), the ability to fulfill simple requests.
	The ability to name different objects from one’s environment, the use of several prepositions, sometimes not entirely correctly (on, under, in). Composing short sentences - “let me drink”, “look, kitsya”, having in the active vocabulary from 100 to 300 words. Occasionally correct use of the pronouns “I”, “you”, “me”. The question “what is this?” appears.
	Correct use of pronouns, occasional use of some nouns in the plural and verbs in the past tense. Correct use of at least three prepositions – for, on, under; ability to correctly name and show body parts. The active vocabulary ranges from 900 to 1000 words, and the child’s speech is 90% understandable to others. Understanding complex questions (“Are you hungry now?”) and the ability to give an adequate answer to them.
	Correct use of at least 4 prepositions. Understand and reproduce the names of familiar animals and various objects in magazines or books. Correct repetition of words with four syllables, understanding the ratio of big/small, many/little. Easy fulfillment of simple requests, frequent repetition of various syllables, sounds, phrases and words.
	Use of many descriptive words – adverbs and adjectives; speech is 100% understandable to adults, despite the possible presence of some articulation problems. Repeating sentences up to nine words; the ability to name household items and understand what they are needed for. Distinguishing between the concepts of today/yesterday/tomorrow; fulfilling three consecutive requests; reducing the number of grammatical errors in speech.
	The ability to roughly navigate time, compose a coherent story from a picture. The presence of more than 2000 words in the active vocabulary; the emergence of questions “why?”, “why?”, rapid enrichment of vocabulary.
	Mastery of coherent speech, the ability to retell a text heard or read. There may be minor errors in pronunciation complex sentences With participial phrases. Modulation of intonation and volume of the voice, correct articulation of all sounds. Replenishment of active vocabulary up to 3500 words, improvement of speech attention and intensive development of logical thinking.

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METHODS OF SPEECH DEVELOPMENT AS A PEDAGOGICAL SCIENCE, ITS SUBJECT, TASKS AND CONTENT.

The method of RR for children is the science of the laws of ped. d-sti aimed at developing correct oral speech and speaking skills. communication in preschool children.

The subject is the process of children mastering native language. speech and speaking skills. communication in conditions of purposeful ped. air.

Fundamental tasks: 1. research of the processes of children’s acquisition of their native language, speech, speech. communication; 2.studying the patterns of training. native speech; 3.definition of principles and methods of teaching.

Applied tasks: what to teach (what speech skills and language forms children should learn in the learning process);

how to teach (what conditions, forms, means, methods and techniques to use for speech development); why this way and not otherwise (justification for the methodology of speech development).

The goal of speech development is to develop children’s communication skills and develop their oral speech.

RR tasks: 1.Development of vocabulary 2.Education. sound culture of speech 3.Formation of grammar. structure of speech 4. Development of coherent speech: a) formation of dialogic (conversational) speech, b) formation of monologue speech.

The RR methodology is associated with other sciences, primarily with the science of language - linguistics: phonetics and orthoepy, dealing with the sound, pronunciation side of the language; lexicology and grammar - study the vocabulary of a language, the structure of words and sentences (morphology and syntax). MRR is based on anatomy, psychology, and pedagogy. Closely related to doshk. didactics. They have a common object of study - ped. gardening process. MRR uses basic concepts and terms doshk. didactics (goal (Comprehensively developed harmonious personality), objectives (Method of educating and educating preschool children in accordance with the requirements of modern society), methods (1. Theoretical: analysis; synthesis; comparison; generalization; modeling. 2 .Imperial (practical): verbal, visual, practical) and teaching methods), as well as its provisions relating to laws, principles, means.

Professional training of specialists incl. mastering the theory of development of children. speech and mastering the skills to manage the process of speech and speech. communication. The specialist must know the basics. principles of speech communication and master the methods of speech. communication with children and adults; see and understand age and individual. features of RR and speech. communication between preschoolers at different age stages; have knowledge about the organization of work on PP in conjunction with work aimed at mental, moral. and aesthetic development of the district; determine the content of speech. work, analyze the result; stimulate the study of innovative work experience in RD and the desire to create their own original ways impact on children's speech.

THEORETICAL FOUNDATIONS OF METHODS FOR SPEECH DEVELOPMENT IN PRESCHOOL CHILDREN.

Language is a system of verbal signs intended for the purposes of verbal communication. Speech is the implementation of the language system in speech activity. Types of speech: listening (listening), speaking, reading, writing. Language ability (Vygotsky) is the ability of speech skills and abilities that develop on the basis of linguistic instinct or sense of language.

At preschool age children master 4 forms of communication (Lisina):

1. Situational-personal (emotional) (up to 6 months);

2. Situational business (young preschool age);

3. Extra-situational-cognitive (average age 4-5 years);

4. Extra-situational-personal (senior/age 6-7 years).

The linguistic basis for working with children is the study of language as a sign system. This doctrine speaks of the systemic organization of language (the presence of lexical, grammatical, phonetic subsystems). This teaching requires the development of all aspects of children's speech. The psychological basis of the methodology is the teaching of psycholinguistics about speech as a speech activity. In the structure there is a section. several stages (incentive-motivational, orientation-research, performing, reflection). The natural scientific basis of the methodology is phenomena. Pavlov's teaching about 2 signal systems and their relationship (sensitive (sensory) system and word system (speech). The pedagogical basis of advanced education pedagogy (medium, methods, techniques, forms of work).

Children's speech is studied by the science of ontolinguistics, which studies the ontogenesis of a child's language and its development.

FORMATION OF METHODS FOR CHILDREN'S SPEECH DEVELOPMENT.

Komensky - “Mother’s school, or about caring education. youth in the first 6 years” - RR is dedicated to chapter (8): man by nature has reason and speech, this distinguishes him from an animal → the mind and language of a person should be developed. Recommendations: up to 3l. - correct pronunciation; 4-6l. - on the basis of the perception of things - enriching speech, calling by word what the r-k sees. → attention is paid to clarity, consistency and gradual complexity of the material.

Pestolozzi book “How Gertrude teaches her children” (letter 7): exposition. teaching methodology relatives language: 1.hearing. ex. with sounds: imitating the mother’s speech → 2. learn to pronounce vowels first, → consonants in separate. syllables → 3. study letters and move on to reading syllables and words; → 4.control to add to noun. attached 5. compilation of common sentences (containing definitions of the characteristics of objects and their relationships). Pestalozzi overestimated the capabilities of children; in practice, his exercises were tedious, mechanical, and formal.

K.D. Ushinsky argued the need for education. and training in the native language, wide development of the beginning. schools for the people, believed that the native language should be Ch. subject of initial training. Goals of the system: 1. development of the gift of speech (the ability to express one’s thoughts in oral and written speech); 2. assimilation of language forms developed by both the people and the arts. lit-roy; 3. mastering the grammar, or logic, of the language. The principles of the management system: visibility; accessibility; systematization; developed training – “Native Word” and “Det. world".

E. I. Tikheyeva created her own system for developing the speech of preschool children in a public preschool. I believed that RR must necessarily be associated with some kind of educational activity (game, work, holidays, intellectual activity). Issues such as vocabulary enrichment (plan-program for familiarization with the environment; methods of working on children’s vocabulary), development of coherent speech (stories about games and cards, classes on living words) were developed in most detail. The practical recommendations contained in the book “Speech Development for Preschoolers” are still widely used today.

E.A. Flerina paid serious attention to working with children's books. She dealt most deeply with the problem of thinning. reading to children, considering it as an integral part of the overall aesthetic system. education. Book “The Living Word in the Nursery” (1933) Main. sections are devoted to colloquial speech and conversation, art. reading and telling stories to children, children. storytelling.

In the “Guide for V-la d/s” (1938), RR children were first given an independent status. chapter. Ch. Attention in the Guide was paid to the culture of speech. communication, expressing children. speech. As a basis means → reading and telling to children were put forward.

Gradually, with reissues of the Handbook, the content of the speeches. work was supplemented→in 1947 The section “Education” was introduced. sound. “cultures of speech”, increased attention to children. storytelling.

A.P. Usova (1953 lesson - the main form of training) developed a general work system. in d/s based on the material of the native language. She put forward a position on the need for a system of knowledge and skills for preschoolers - general knowledge that reflects simple patterns and dependencies between phenomena of the real world. Sokhin → RR det. has its own meaning and should not be considered only as an aspect of familiarization with the environment. peace. Determinations were made. conclusions → speech program developed. child development, method. manuals for v-lei, reflecting an integrated approach to speech. development and considering speech acquisition as a creative process.

SYSTEM OF WORK FOR CHILDREN'S SPEECH DEVELOPMENT IN PRESCHOOL EDUCATION INSTITUTIONS.

The goal of children's speech development is mastery of two closely related languages ​​at the communicative level, which is determined by the sociolinguistic situation. The general goal is specified in a number of specific tasks:

1. Development of coherent speech in children - development of children’s communication skills and abilities (development of dialogical speech), learning to retell, describe, narrate, reasoning.

2. Vocabulary development – ​​vocabulary forms the basis of children’s speech development. 3. Education of the sound culture of speech 4. Formation of the grammatical structure of children’s speech - children’s mastery of the categories of gender, number, case, tense (development of the morphological aspect of speech); mastering different types of sentences (development of the syntactic side) and mastering methods of word formation.

5. Forming children’s elementary awareness of the phenomena of language and speech is a task aimed at preparing children for learning to read and write. Knowledge of the structure of speech: sound, word, syllable, sentence, sound, syllabic and verbal composition of speech; about the various connections and relationships between words in a language.

6. Introducing children to art. literature - the development of perception, the cultivation of interest in books, the development of artistic and speech activity, the formation of erudition.

Methodological principles of children's speech development:

1. The principle of the communicative-activity approach to the development of children’s speech requires the organization of meaningful learning with children in different types of activities.

2. The principle of the relationship between sensory, mental and speech development of children: 3. The principle of an integrated approach to the development of children's speech - the development of all aspects of children's speech (lexical, phonetic, grammatical). 4. The principle of motivating children’s speech activity requires creating interest in this complex type of activity. Game motives predominate. 5.Development of linguistic flair, sense of language - children’s unconscious mastery of the laws of language. 6. Formation of a conscious attitude towards linguistic phenomena requires enrichment of children’s elementary linguistic knowledge. 7. Ensuring active speech practice: involving all children in the communication process, constant communication with them.

Methods: 1. Verbal (story, reading, general conversation, retelling) 2. Visual (looking at pictures, toys, observation, excursions, inspections) 3. Practical: didactic games, role-playing, dramatization, crops,

Techniques: 1. Verbal (sample, indication, explanation) 2. visual (showing articulation, pictures, illustrations)

3. Gaming

Mediums: communication, teacher’s speech, types of activities, types of art (theater, music, children’s art literature), native nature, special classes.

Conditions: - organization of meaningful developmental communication with children and children with peers in different types of activities; - creation of a cultural bilingual speech environment, language environment, special requirements to the teacher's speech; - timely diagnosis of the level of speech development - equipment of the pedagogical process of children's speech development. - the presence of speech subject development zones in groups (book corner, artistic speech activities, all types of theaters, attributes for role-playing games); - correct methodological management of the process of children’s speech development by the administration of the preschool (control, methodological assistance, creation of conditions); - cooperation between kindergarten and family:

PREPARATION OF CHILDREN PRE-CHILDREN AGE FOR LEARNING LITERACY.

Learning to read and write is the process of mastering the skills of reading and writing one’s native language. Required program The DO determines the tasks and content of this work.

Preparation for the exhaust gas begins on Wednesday. gr: children are introduced to the terms “sound” and “word” → words consist of sounds, sound. pronounced in a specific sequence, words can be long or short; learning to distinguish between hard and soft consonant sounds by ear; highlight the first sound in words by ear. In Art. the group uses terms for the quality characteristics of sounds: vowel, consonant; hard and soft; stressed - unsound vowel; sound-syllable-word-sentence. Forming the skills of sound and syllable analysis of words; an-for the verbal composition of the pre-I. On the 7th year. Pre-training in reading and writing.

Methodology for familiarizing yourself with the sound structure of a word: 1. You need a special one. teach a special drawn-out pronunciation of a sound, its intonation (dddom, kkkot). In this case, the word should be pronounced together - one sound cannot be separated from the other. Techniques for comparing speech sounds with the “songs” of the wind - shshsh, pump - sss, their pronunciation, detection of sound (“songs”) in words pronounced by adults (with intonation emphasis on sound). → they suggest naming pictures and toys so that the “song” of the wind can be heard: shshshar, catshshshka, pencilshshsh; “song” of a beetle – zhzhbuk, scissors. Consolidation in game tasks“Say it like I do,” “Say it so that everyone can hear the sound s in the word oil,” “Name the words.” 2. learn to determine where the desired sound is located - at the beginning, middle or end of the word. 3. Children themselves name words that contain the desired sound. 4. developing the ability to name an isolated sound and produce 1 sound in a word: hard and soft consonant sounds: pppetukh (p"), kkkit (k"). Game technique: paired phonemes (m-m\s-s") are called big and little “brothers”).

Methodology for conducting sound anal. words: define a word to parse, number of sounds (according to the cells on the diagram); pronounce the word with intonation and highlight each sound in it. take turns; reb. define and name this sound, give it a characteristic, designate it with the desired feature. First For analysis, words from 3 stars (poppy, house, nose), then 4 and 5 are offered.

M-a training doshk-kov syllable analysis of words. 1. two-word words consisting of direct open syllables (Masha, fox). Games situations: the words are pronounced in a chant, drawing out the syllables (“The girl got lost, and they called her loudly: Ma-sha! Ma-sha! The boys started playing, their mother called them home: Sa-sha! Whoa!”) - asked to repeat. 2. We teach ways to count syllables in a word (claps, palm on the chin). Graph. image words: in the form of a horizontal line, divided in the middle by a small vertical line. 3.enter words consisting of 3 parts (ma-li-na, kar-ti-na); 4. monosyllabic words (cheese, house). Didact. game: Children are given pictures and asked to distribute them according to appropriate patterns, guided by the number of syllables.

Planning work on children's speech development.

The work plan for children's RR in preschools is a system of measures that provides for the order, sequence and terms of implementation of all areas of work.

4.complexity - establishing the unity of all parts of the pedagogy. process

In the research of scientists Zvereva and Pozdnyak, 3 levels of planning were identified: strategic (educational program for 3-5 years), tactical (yearly, long-term), operational (long-term plan for 5-10 days or a month; calendar or block (1 block – training in class; 2 – organization of different types of children’s activities (play, work, communication, etc.); 3 – children’s own activities))

In the annual plan, based on an analysis of the work for the previous year, specific ways to improve work on RR are outlined: the content of seminars and consultations in order to improve the qualifications of workers; content ped. a council at which materials from work experience can be heard (for example, “Formation of coherent speech in preschoolers”); open events; organization of control over the assimilation of the program in various ways. age groups; content and forms of joint working with parents.

Perspective plans are a method. d/y materials will be developed by the group with the participation of d/y management. Compiled for the current quarter: 1. distribution of program tasks according to definition. topic: for example, for the coming month you can outline a list of new words for children to learn about the season. phenomena, outline the sequence of work on difficult word forms or sounds for a year. 2. comprehensive distribution of program tasks throughout the “Speech Development” section.

The calendar outlines the content and organization of speeches. number of children during the day. When developing it, it should be taken into account that RR classes are held on the regular day 2 p.m. per week in all preschools. groups. Contains:

1. Special organ department (classes), program tasks are noted: a) training, b) developing, c) educational.

2. Interaction between the teacher and children: individual. work, communication, did. and basement games, educational and practical. d-st.

A necessary condition when planning a single speech. space in parole yavl. study of the state of oral speech of preschoolers, which is concluded. in carrying out speech diagnostics. development children (2 times a year). D-ka different aspects speech d-sti - lexical, phonetic, grammatical, coherent speech - is necessary for the correct determination of the content and methods of teaching, implementation of the individual. approach to children, and is also designed to help teachers and parents build pedagogy correctly. communication with each child.

Methods for studying children's speech for children (in the entire program)

PEDAGOGICAL CONDITIONS FOR EFFECTIVE PRE-MATHEMATICS. PREPARATION OF CHILDREN IN NURSING NURSES

In order to thoroughly prepare children for school in various regions, including

number and in the region. formation and development of elementary mathematics. representations created special. educational standard, which indicates the amount of knowledge, skills and abilities that children must acquire before entering school. Its requirements are fully consistent with the national one. pr. "Praleska", the region provides not only a volume of knowledge, but also takes into account the age and individual characteristics of children. All material in it is divided into age groups. It also provides for a personal approach to each child, indicating the need to conduct not only subgroup classes on FEMP, but also extensive individual work, both with lagging children and child prodigies.

FEMP methods: practical, visual, verbal, game. When choosing a method, a number of factors are taken into account: program tasks being solved at this stage, age and individual characteristics of children, the availability of didactic tools, etc. leading phenomenon practical method - its essence lies in organizing the practical activities of children, aimed at mastering strictly defined methods of acting with objects or their substitutes (images, graphic drawings, models, etc.). The salient features of this method are:

1. performing a variety of practical actions that serve as the basis for mental activity.

2. wide use of didactic material.

3. the emergence of ideas as a result of practical actions with didactic material.

4. development of counting, measurement and calculation skills in the most basic form.

5. widespread use of formed ideas and mastered actions in everyday life, play, work, i.e. in various types of activities. This method involves organizing special ex., which can be offered in the form of a task, organized as actions with demonstration material, or proceed in the form of self-expression. working with handouts.

Ex. There are collective ones (in which children do everything together) and individual ones - carried out by an individual child at the board or table. Collective exercises in addition to assimilation and consolidation, they can be used for control. Individual exercises They also serve as a model. Game elements are included in exercise. in all age groups.

Forms of organization of children's activities - classes (once a week), educational and developmental games (as part of classes and in everyday life), individual work with lagging behind and child prodigies, mathematics. Entertainment.

MASTERING ADVANCED SIMPLE FUNCTIONAL DEPENDENCIES, REGULARITY (PRINCIPLE) OF CONSERVATION OF QUANTITY.

PEDAGOGICAL DESIGN OF THE SUBJECT PROCESS. DOSH PREPARATION.

Planning is one of the ways to manage the FEMP process in children. Makes it possible to purposefully and systematically distribute program tasks and ways of their implementation over time.

Principles of planning (Davidchuk A.N.):

1. perspective – focus on the development prospects of children in accordance with their age. and individual opportunities;

2. continuity - determining the conditions for the further development of children, taking into account the achieved level;

3. specificity – transformation of general problems into specific ones, determination of ways to solve them in specific conditions;

4.complexity - establishing the unity of all parts of the pedagogy. process

Work plan for FEMP → in 3 forms: a) year. d/u plan; b) long-term plan; c) work schedule.

In the annual plan, based on an analysis of the work over the previous year, specific ways to improve the work on FEMP are outlined: the content of seminars and consultations in order to improve the qualifications of workers; content ped. advice: you can listen to materials (for example, “Continuity in teaching mathematics in elementary school and kindergarten”); open events; organization of control over the assimilation of the program at different ages. groups; content and forms of joint slaves with family.

Long-term plans are among the methodological ones. d/y materials, developed by the group with the participation of d/y management. Usually compiled for the current quarter. 2 ways of planning: 1.program distribution. tasks according to definition topic (quantity and count, size, etc.). 2.comprehensive distribution of program tasks throughout the section “Development of elementary mathematics. representations."

When developing a calendar plan, it should be taken into account that mathematics classes are held once per scheduled day. Contains:

1. Specially organized d-st (classes), program tasks are noted: a) training, b) development, c) education.

2. Interaction between the teacher and children: individual. work, communication, didactic. and basement games, cognitive-practical d-st.

The program content of the lesson determines its structure and its specific department. parts: from 1 to 4-5 depending on the number, volume, nature of the tasks and the age of the children: the older the children, the more parts there are in the lessons.

Types of classes in FEMP: 1. in the form of didactics. ex.; 2.in the form of didactic. games; 3.in the form of didactic. exercises and games.

The generally accepted classification of classes: a) on imparting new knowledge to children and consolidating them; b) received by closing and application. ideas in solving practical problems. and knowledgeable. tasks; c) accounting, control, testing classes; d) combination units.

The knowledge gained in the lesson is consolidated in the process of individual work, on a walk, and during games.

Form of work with personnel: Collective: pedagogical meetings; seminars, workshops, open screenings; ped. trainings; netrad-e merop-ya (ped-e rings, ped-e KVN, etc.); schools ped. master-va. Individual: consultations, conversations with teachers, mutual visits, visits and analysis of classes.

PLANNING WORK TO FAMILIARIZE PRE-SCHOOLS WITH NATURE.

The purpose of the natural history district is based on the image. area “Child and Nature”: implementation of the formation of a knowledge system, gradual increase (expansion and deepening) of the content of knowledge, formation of practical. skills and abilities, ways of learning. d-sti.

Meaning: a comprehensive solution to educational images. tasks as a result of establishing connections with other images. region programs: with fine arts and music. d-stu - aesthetic. will educate Development of speech in the process of understanding with pr-doy - mind. will educate

In the research of scientists Zvereva, Pozdnyak L.V. 3rd level plans: strategic (plan for 3-5 years), tactical (annual, long-term), operational (long-term plan for 5-10 days or a month; calendar or block (1 block - training in class; 2 - organization of different types of children's activities (play, work, communication, etc.); 3 - independent activities for children))

The work to familiarize schools with nature is carried out in 3 forms: a) annual kindergarten plan; b) long-term work plan for the season; c) work schedule.

The year of planning is being carried out by the deputy head, head of the school in collaboration with the teachers. Specific ways to improve work have been outlined. according to nature: content of seminars and consultations with the aim of increasing qualifications; Contents of the teachers' council for the cat. you can hear materials from work experience; open events; organization of control over the working ped-in according to the program section; contents and forms of joint work. with parents according to the shaping personality of children and the environment of nature.

Long-term plans for the season are among the educational materials of the kindergarten; they are developed by members of the group with the direct participation of the leadership of the kindergarten.

Contents: 1.tasks of familiarization with nature for the season in certain terms. group; 2. the content of knowledge, skills and abilities that need to be developed in a given period; 3.list of classes indicating the leading method and a brief description of the program tasks; 4. a list of observations and content of work on walks and in a corner of nature, indicating the main. techniques for teaching children; 5.list of didactics. nature games for outside classes; 6) books for additional reading.

The calendar plan is drawn up for 1 day or a week.

1 floor day. Morning is an individual. and with subgroups of observation in a corner of nature, organization of labor (assignments and duties), didactic. games. In terms of → content, purpose, material, forms and methods of organizing children.

Classes: structure, program. content, visual material, the individual’s needs are taken into account. work.

On a walk → observation: object of observation, goal, main. techniques, ways of recording what you see. Work: content, tasks, list of work. skills, forms of organization of children, equipment for labor education. Games of natural content: name, purpose, techniques.

2nd half of the day plan: - children's work in the corner of the pr-dy; - observation in the corner of the avenue and from the window; - didactic games; - reading children's nature books; - viewing filmstrips about the project; - organization of holidays and entertainment.

In RB. BASIC CONCEPTS OF PHYSICAL THEORY. EDUCATION. GOAL, OBJECTIVES, MEANS.

Physical system will educate - This is a historically determined type of social. physical practice education, including ideological, theoretical and methodological, program standards. and organizational foundations that provide physical. improvement of people and the formation of a healthy lifestyle.

Phys. kul-ra - part of the general culture, characterizing the achievements of the community in the region. physical, mental and social person's health

Phys. will educate – ped. process aimed at achieving good health, physical. and the engine of development of the river.

Phys. development is the process of formation, formation and subsequent change throughout the life of an individual of the morphofunctional properties of his body and the physical properties based on them. qualities and properties. 3 groups of indicators: physique (length, body weight, posture, volumes and shapes of individual parts of the body). health, reflecting morphological and functional changes physiologist. systems of the human body; physical development qualities (strength, speed, endurance, etc.).

Phys. preparedness - level of development of motor skills and abilities, physical. qualities

Motor performance of a person - performance, basic. a component of which is movement and which, for example, on physical. and engine development

Motor activity (LA) is an innate biological activity. the need for movement, the satisfaction of which is the most important factor in health and diversity of the population.

Phys. exercises - movements, motor skills, which are used to solve physical problems.

Sports – special. d-st, aimed at achieving the highest. rez-tov in various types of physical ex., revealed during competitions.

Health is a state that characterizes physical, mental, social. well-being and absence of disease; a value to which one must strive.

The purpose of physical education – the formation of physical education in children, including healthy lifestyle skills.

In order to make the goal realistically achievable in physical education. education, a set of specific tasks is solved (must be solved in obligatory unity, in a complex):

Health objectives: protecting the lives and strengthening the health of children, their comprehensive physical. development, improvement of body functions, increased activity and overall performance.

Educational objectives: development of motor skills in children, development of physical skills. qualities, children mastering basic knowledge about their body, the role of physical. ex. in his life, ways to strengthen his own health.

Educational tasks are aimed at the diversified development of children (mental, moral, aesthetic, labor), the formation of their interest and need for systematic physical exercises. ex.

To successfully solve physical problems. will educate Infant and early childhood children require complex use of physical therapy. ex., ecological and natural (solar, air and water procedures - hardening) and psychohygienic. (observance of sleep and nutrition regimens, physical activity and rest, body hygiene, massage, etc.) factors.

PHYSICAL EDUCATION IN THE CURRICULUM OF PRESCHOOL EDUCATION.

Physical education in preschool education is the unity of goals, objectives, means, forms and methods of work aimed at improving health and comprehensive physical education. children's development.

Phys. development of phenomena one of the main directions of development of the district. Provides for the formation of the fundamentals of a healthy lifestyle, physical. culture, physical and personal qualities of the child, his activity, cheerfulness, positive attitude to the world and to oneself, mastering movements, forming primary knowledge about health, ways to preserve and strengthen it, forming adaptive abilities, survival, the foundations of safe life. Realized through an image. areas: “Phys. culture", "Child and society".

On: physical health (components: health and personal hygiene; physical activity);

Development of movements (components: training in movements and education of physical qualities);

Life activity (components: culture, nutrition; life safety).

Purpose: provision high level children's health; development of healthy lifestyle skills; physical education personal culture.

Tasks for the development of the student in activities:

Stimulate the physiological maturity of the body's systems and functions, taking into account age-related capabilities;

Promote the development of r-com movements in accordance with age and individual capabilities;

Create a safe environment for the child;

Provide adequate nutrition for the child;

Develop the body's defenses and improve health.

Creating safe living conditions for prisoners in parole is one of the important directions in our work. process.

Aimed at:

Children's understanding of the value of their own. life and health;

Familiarization with natural phenomena (earthquake, storm, thunderstorm, hail, etc.), their origin, characteristic features, negative consequences;

Developing understanding of fire hazards, electrical. current, training in fire safety rules, developing the ability to quickly find the right way out of their emergencies;

Forming a cautious attitude towards medications and chemicals(mercury in a thermometer, pesticides against garden pests, household chemicals);

Enriching knowledge about poisonous plants (berries, mushrooms);

Formation of knowledge of the rules traffic, rules of behavior on the street, pedestrian crossing etc.;

Formation of the ability to help oneself and others with injuries received as a result of an accident.

In each age group, daily routines and hardening systems, indicators of physical development are presented.

INDEPENDENT MOTOR ACTIVITY OF CHILDREN.

Independent movement occurs on the initiative of children. It is organized at different times of the day: in the morning before breakfast, between classes, after a nap, during walks. When studying independently, r-k focuses his attention on actions leading to achieving a goal that captivates him. Achieving success, he changes methods of action, comparing them and choosing the most appropriate. The duration of SDD depends on the individual manifestations of children. Should be 2/3 of the total YES.

Leadership Techniques:

1. establishing contact with each person to fulfill his interest in games, exercises, benefits - provide each person with a place for movement so that no one interferes, protect this space; relieve tension, stiffness etc. children with a smile, encouragement; if the patient finds it difficult, choose a manual for movements, help with a question, a riddle, or advice;

2. skillful influence of the teacher on motor activity children - the individual must know the inflammation. especially for children, keep all children in sight and provide assistance if necessary;

3.establishing connection in the content, organized and independent. motor d-sti;

4. rational use of physical education aids - give preference to aids and toys that require active actions; change their location more often, ensure rotation not only during the week, but also during the day; play with new aids, showing how differently you can act with them. For example, on a board - walk, run, jump, crawl, roll a car, a ball; You can twist the jump rope together, make a path or a circle out of it, and then perform various movements, including with a doll; ball - rotate in place, roll, toss, throw, hit, play together, etc.;

5.organization of space for SDD - the motor environment should be saturated with various equipment and sports equipment that contribute to the development of the game.

6.doing exercises together - sometimes getting involved in a joint game with one of the children in order to show new movements or actions and arouse interest in them;

7.encouragement of creativity. initiative and independence of the district;

8. uniting children with different YES level in cooperative games. According to the degree of mobility, children are differentiated in three directions: optimally mobile, sedentary, hypermobile. Try to unite children of different mobility in joint pair play without imposition, providing them with one object for two (ball, doll, hoop, jump rope, etc.) and showing options for action, if necessary.

9.use of gaming exercises. varying degrees of intensity. Gradually involve sedentary children in active activities, and switch overly active ones to a calmer activity.

A wide range of hand techniques with the movements of the boards and varying their application depending on the individual. motor characteristics of children allows the teacher to achieve the optimal level of DA for each child.

METHODOLOGY FOR TRAINING PRESENTERS

PHYS. EXERCISES.

Basic means of physical development culture dosh-kov - physical. ex.

Classification of physical exercises: gymnastics (combat exercises, general developmental exercises, as well as basic types of movements (walking, running, throwing, jumping, climbing)), games (moving, low mobility), sports exercises. (skiing, sledding, skating, cycling (from 4 years old), swimming) simple tourism.

The basis of all methods of using physical. ex. are the regulation of the load (duration and intensity of exercise), as well as the variability of the combination of load and rest.

Stages of learning physics. ex.:

1. initial learning of exercise. Basic The task is to familiarize children with a new action, influencing all senses - visual, hearing. Techniques: demonstration, explanation and practical. testing.

2.in-depth learning, multiple repetition - 1.demonstration in a “step-by-step” mode with an explanation of all actions. 2. display without division into separate small movements.

3. consolidation of the exercise (training). The teacher’s task at this stage is to correct partially incorrect physics. children’s movements, help (show, remind) in performing movements.

Teaching methods are selected depending on the assigned tasks, the age characteristics of the children, their preparedness, the complexity and nature of the exercise, the stage of training - verbal, visual and practical. Each method is implemented using method. techniques included in this method. For example, the display method can be carried out using different techniques: showing ex. in profile or full face, showing at the required pace or slowly, etc.

Specifics of teaching methods in physics. ex. children in different age groups:

In ml. d/v when teaching physics. ex. They use demonstration, imitations, visual and sound cues to a greater extent. Verbal techniques are combined with demonstration and help clarify the exercise technique.

On Wednesday. and Art. At age, with the expansion of children's motor experience, the role of verbal techniques (explanations, commands, etc.) without accompanying demonstration increases, more complex visual aids are used (photos, drawings, films, films and filmstrips), and exercises are more often performed in a competitive form.

Assessment: brief, specific, indicating some. errors.

1. How was the problem of children’s speech development solved in the pedagogical systems of the past?

2. Describe your views on your native language and its role in the life of society and the education of the individual.

3. Why is the formation of methodology as a science associated with the names and?

4. Name the main directions modern research in the field of speech development of children.

5. How do modern approaches to studying children’s speech differ?

Chapter III System of work on speech development in kindergarten

§ 1. Goal and objectives of children’s speech development

The main goal of work on speech development and learning native language children – development of oral speech and skills verbal communication with others on the basis of mastering the literary language of their people.

In the domestic methodology, one of the main goals of speech development was considered to be the development of the gift of speech, that is, the ability to express precise, rich content in oral and written speech ().

For a long time, when characterizing the goal of speech development, such a requirement for a child’s speech as its correctness was especially emphasized. The task was “to teach children to speak their native language purely and correctly, that is, to freely use the correct Russian language in communicating with each other and adults in various activities characteristic of preschool age." Correct speech was considered as: a) correct pronunciation of sounds and words; b) correct use of words; c) the ability to correctly change words according to the grammar of the Russian language (See: Solovyov’s development of speech and teaching the native language in kindergarten. - M., 1960. - P. 19–20.)

This understanding is explained by the then generally accepted approach in linguistics to the culture of speech as its correctness. At the end of the 60s. in the concept of “culture of speech” two sides began to be distinguished: correctness and communicative expediency (,). Correct speech is considered necessary, but a lower level, and communicative and expedient speech is considered the highest level of mastery of a literary language. The first is characterized by the fact that the speaker uses linguistic units in accordance with the norms of the language, for example, without socks (and not without socks), putting on a coat (and not wearing them), etc. But correct speech can be poor, with a limited vocabulary, with monotonous syntactic structures . The second is characterized as the optimal use of language in specific communication conditions. This means choosing the most suitable and diverse different ways expressions of a certain meaning. School methodologists, in relation to school practice of speech development, called this second, highest level good speech (See: Methods of speech development in Russian language lessons / Ed. - M., 1991.)

Signs of good speech are lexical richness, accuracy, and expressiveness.

This approach, to a certain extent, can be used in relation to preschool age; moreover, it is revealed when analyzing modern programs kindergarten, methodological literature on problems of speech development of children. Speech development is considered as the formation of skills and abilities of precise, expressive speech, free and appropriate use of language units, and adherence to the rules of speech etiquette. Experimental studies and work experience indicate that by older preschool age children can master not only correct, but also good speech.

Consequently, in modern methods, the goal of the speech development of preschool children is the formation of not only correct, but also good oral speech, of course, taking into account their age characteristics and capabilities.

The general task of speech development consists of a number of private, special tasks. The basis for their identification is the analysis of forms of speech communication, the structure of language and its units, as well as the level of speech awareness. Research into problems of speech development in recent years, carried out under the guidance, made it possible to theoretically substantiate and formulate three aspects of the characteristics of speech development problems: structural (formation of different structural levels of the language system - phonetic, lexical, grammatical); functional, or communicative (formation of language skills in its communicative function, development of coherent speech, two forms of verbal communication - dialogue and monologue); cognitive, cognitive (formation of the ability to basic awareness of the phenomena of language and speech).

Let us visualize the identification of the tasks of children’s speech development.

Basic units of language	Forms of verbal communication	Speech development tasks
		1 Dictionary development
		2 Education of sound culture of speech
Word form Collocation Offer		3 Formation of grammatical structure of speech
	Dialogue Monologue	4 Development of coherent speech a) the formation of dialogic (conversational) speech, b) formation of monologue speech

Let us briefly look at the characteristics of each task. Their content is determined by linguistic concepts and psychological characteristics of language acquisition.

1. Vocabulary development.

Mastering vocabulary is the basis of children's speech development, since the word is the most important unit of language. The dictionary reflects the content of speech. Words denote objects and phenomena, their signs, qualities, properties and actions with them. Children learn the words necessary for their life and communication with others.

The main thing in the development of a child's vocabulary is mastering the meanings of words and their appropriate use in accordance with the context of the statement, with the situation in which communication takes place.

Vocabulary work in kindergarten is carried out on the basis of familiarization with the surrounding life. Its tasks and content are determined taking into account the cognitive capabilities of children and involve mastering the meanings of words at the level of elementary concepts. In addition, it is important that children master the compatibility of a word, its associative connections (semantic field) with other words, and features of use in speech. In modern methods, great importance is attached to the development of the ability to choose the most appropriate words for statements, to use polysemantic words in accordance with the context, as well as to work on lexical means of expression (antonyms, synonyms, metaphors). Vocabulary work is closely related to the development of dialogic and monologue speech.

2. Nurturing the sound culture of speech is 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).

It involves: the development of speech hearing, on the basis of which the perception and discrimination of phonological means of language occurs; teaching correct sound pronunciation; education of orthoepic correctness of speech; mastering the means of sound expressiveness of speech (tone of speech, timbre of voice, tempo, stress, voice strength, intonation); developing clear diction. Much attention is paid to the culture of speech behavior. The teacher teaches children to use means of sound expressiveness, taking into account the tasks and conditions of communication.

Preschool childhood is the most favorable period for developing the sound culture of speech. Mastery of clear and correct pronunciation should be completed in kindergarten (by age five).

3. The formation of the grammatical structure of speech involves the formation of the morphological side of speech (changing words by gender, number, cases), methods of word formation and syntax (mastering different types of phrases and sentences). Without mastering grammar, verbal communication is impossible.

Mastering grammatical structure is very difficult for children, since grammatical categories are characterized by abstractness and abstraction. In addition, the grammatical structure of the Russian language is distinguished by the presence of a large number of unproductive forms and exceptions to grammatical norms and rules.

Children learn grammatical structure practically, by imitating the speech of adults and linguistic generalizations. In a preschool institution, conditions are created for mastering difficult grammatical forms, developing grammatical skills and abilities, and preventing grammatical errors. Attention is paid to the development of all parts of speech, the development of different methods of word formation, and various syntactic structures. It is important to ensure that children freely use grammatical skills and abilities in verbal communication, in coherent speech.

4. The development of coherent speech includes the development of dialogic and monologue speech.

a) Development of dialogic (conversational) speech. Dialogue speech is the main form of communication among preschool children. For a long time, the methodology has been discussing the question of whether it is necessary to teach children dialogic speech if they master it spontaneously in the process of communicating with others. Practice and special research show that preschoolers need to develop, first of all, those communicative and speech skills that are not formed without the influence of an adult. It is important to teach a child to conduct a dialogue, develop the ability to listen and understand speech addressed to him, enter into a conversation and support it, answer questions and ask himself, explain, use a variety of language means, and behave taking into account the communication situation.

It is equally important that in dialogic speech the skills necessary for a more complex form of communication – monologue – are developed. A monologue originates in the depths of dialogue ().

b) The development of coherent monologue speech involves the formation of the skills to listen and understand coherent texts, retell, and construct independent statements of different types. These skills are formed on the basis of basic knowledge about the structure of the text and the types of connections within it.

5. The formation of an elementary awareness of the phenomena of language and speech ensures the preparation of children for learning to read and write.

“In the pre-school group, speech for the first time becomes a subject of study for children. The teacher develops in them an attitude towards oral speech as a linguistic reality; he leads them to the sound analysis of words.” Children are also taught to perform syllabic analysis of words and analysis of the verbal composition of sentences. All this contributes to the formation of a new attitude towards speech. Speech becomes the subject of children's awareness (Soloviev, development of speech and teaching the native language in kindergarten. - M., 1966. - P. 27.)

But speech awareness is not only associated with preparation for literacy. noted that work aimed at basic awareness of the sounds of speech and words begins long before the preparatory group for school. When learning correct sound pronunciation and developing phonemic hearing, children are given tasks to listen to the sound of words, find the most frequently repeated sounds in several words, determine the location of a sound in a word, and remember words with a given sound. In the process of vocabulary work, children perform tasks to select antonyms (words with the opposite meaning), synonyms (words that are similar in meaning), and look for definitions and comparisons in the texts of works of art. Moreover, an important point is the use of the terms “word” and “sound” in the formulation of tasks. This allows children to form their first ideas about the distinction between words and sounds. In the future, in preparation for learning to read and write, “these ideas deepen, since the child isolates word and sound precisely as units of speech, has the opportunity to “hear” their individuality as part of the whole (sentences, words) (Sokhin speech development//Speech development of preschool children /Ed. – M., 1984. – P. 14.)

Awareness of the phenomena of language and speech deepens children’s observations of language, creates conditions for self-development of speech, and increases the level of control over speech. With appropriate guidance from adults, it helps to foster interest in discussing linguistic phenomena and love for the native language.

In accordance with the traditions of Russian methodology, another task is included in the range of speech development tasks - familiarization with fiction, which is not speech in the proper sense of the word. Rather, it can be considered as a means of accomplishing all the tasks of developing a child’s speech and mastering language in its aesthetic function. The literary word has a huge impact on the education of the individual and is a source and means of enriching children’s speech. In the process of introducing children to fiction, the vocabulary is enriched, figurative speech, poetic ear, creative speech activity, aesthetic and moral concepts. Therefore, the most important task of a kindergarten is to cultivate in children an interest and love for the artistic word.

The identification of speech development tasks is conditional; when working with children, they are closely related to each other. These relationships are determined by objectively existing connections between different units of language. By enriching, for example, the dictionary, we simultaneously make sure that the child pronounces words correctly and clearly, learns their different forms, and uses words in phrases, sentences, and in coherent speech. The interrelation of different speech tasks based on an integrated approach to their solution creates the prerequisites for the most effective development speech skills and abilities.

At the same time, the central, leading task is the development of coherent speech. This is explained by a number of circumstances. Firstly, in coherent speech the main function of language and speech is realized - communicative (communication). Communication with others is carried out precisely with the help of coherent speech. Secondly, in coherent speech the relationship between mental and speech development is most clearly evident. Thirdly, coherent speech reflects all other tasks of speech development: the formation of vocabulary, grammatical structure, and phonetic aspects. It shows all the child’s achievements in mastering his native language.

The teacher’s knowledge of the content of the tasks is of great methodological importance, since it determines proper organization work on speech development and teaching the native language.

§ 2. Methodological principles of speech development

The process of forming children's speech should be built taking into account not only general didactic, but also methodological principles of teaching. Methodological principles are understood as general starting points, guided by which the teacher chooses teaching tools. These are principles of learning derived from the patterns of children’s acquisition of language and speech. They reflect the specifics of teaching native speech, complement the system of general didactic principles and interact with such of them as accessibility, clarity, systematicity, consistency, awareness and activity, individualization of learning, etc. Methodological principles also act in conjunction with each other (). The problem of the principles of teaching the native language has been little developed. Methodists approach it from different positions and in this regard name different principles (See: Fedorenko teaching the Russian language. - M., 1973; Korotkova teaching speech in kindergarten. - Rostov-on-Don, 1975.)

In relation to preschoolers, based on an analysis of research on the problems of speech development of children and the experience of kindergartens, we will highlight the following methodological principles of speech development and teaching their native language.

The principle of the relationship between sensory, mental and speech development of children. It is based on the understanding of speech as a verbal and mental activity, the formation and development of which is closely related to knowledge of the surrounding world. Speech is based on sensory representations, which form the basis of thinking, and develops in unity with thinking. Therefore, work on speech development cannot be separated from work aimed at developing sensory and mental processes. It is necessary to enrich the consciousness of children with ideas and concepts about the world around them; it is necessary to develop their speech on the basis of the development of the content side of thinking. The formation of speech is carried out in a certain sequence, taking into account the peculiarities of thinking: from concrete meanings to more abstract ones; from simple structures to more complex ones. The assimilation of speech material occurs in the context of solving mental problems, and not through simple reproduction. Following this principle obliges the teacher to widely use visual teaching aids and use methods and techniques that would contribute to the development of all cognitive processes.

The principle of a communicative activity approach to speech development. This principle is based on the understanding of speech as an activity involving the use of language for communication. It follows from the goal of developing the speech of children in kindergarten - the development of speech as a means of communication and cognition - and indicates the practical orientation of the process of teaching their native language.

This principle is one of the main ones, since it determines the strategy of all work on speech development. Its implementation involves the development of speech in children as a means of communication both in the process of communication (communication) and in various types of activities. Specially organized classes should also be conducted taking this principle into account. This means that the main directions of work with children, and the selection of language material, and all methodological tools should contribute to the development of communicative and speech skills. The communicative approach changes teaching methods, highlighting the formation of speech utterances.

The principle of development of linguistic flair (“sense of language”). Linguistic flair is an unconscious mastery of the laws of language. In the process of repeated perception of speech and the use of similar forms in his own statements, the child forms analogies at a subconscious level, and then he learns patterns. Children begin to use the forms of language more and more freely in relation to new material, to combine elements of language in accordance with its laws, although they are not aware of them (See Zhuikov mastering grammar in the primary grades. - M., 1968. - P. 284.)

Here the ability to remember how words and phrases are traditionally used is manifested. And not only remember, but also use them in constantly changing situations of verbal communication. This ability should be developed. For example, according to the opinion, spontaneously emerging orientation in the sound form of language should be supported. Otherwise, “having fulfilled to a minimal extent its function necessary for mastering the grammatical structure, it collapses and stops developing.” The child gradually loses his special linguistic “giftedness”. It is necessary to encourage in every possible way various exercises in the form of playful manipulation of words, which at first glance seem meaningless, but have meaning for the child himself. deep meaning. In them, the child has the opportunity to develop his perception of linguistic reality. The development of a “sense of language” is associated with the formation of linguistic generalizations.

The principle of forming elementary awareness of language phenomena. This principle is based on the fact that the basis of speech acquisition is not only imitation, imitation of adults, but also an unconscious generalization of language phenomena. A kind of internal system rules of speech behavior, which allows the child not only to repeat, but also to create new statements. Since the task of learning is the formation of communication skills, and any communication presupposes the ability to create new statements, then the basis of language learning should be the formation of linguistic generalizations and creative speech ability.

Simple mechanical repetition and accumulation of individual linguistic forms is not enough for their assimilation. Researchers of children's speech believe that it is necessary to organize the process of the child's cognition of linguistic reality itself. The center of training should be the formation of awareness of the phenomena of language (). identifies three methods of awareness, which are often mixed: free speech, isolation, and actual awareness. In preschool age, voluntary speech is first formed, and then its components are isolated. Awareness is an indicator of the degree of development of speech skills.

The principle of interconnection of work on various aspects of speech, the development of speech as a holistic formation. The implementation of this principle consists in constructing work in such a way that all levels of the language are mastered in their close interrelation. Mastering vocabulary, forming a grammatical system, developing speech perception and pronunciation skills, dialogic and monologue speech are separate, isolated for didactic purposes, but interconnected parts of one whole - the process of mastering the language system. In the process of developing one of the aspects of speech, others simultaneously develop. Working on vocabulary, grammar, and phonetics is not an end in itself; it is aimed at developing coherent speech. The teacher’s focus should be on working on a coherent statement that summarizes all the child’s achievements in language acquisition.

The principle of enriching the motivation of speech activity. The quality of speech and, ultimately, the measure of learning success depend on the motive, as the most important component in the structure of speech activity. Therefore, enriching the motives of children’s speech activity in the learning process is of great importance. In everyday communication, motives are determined by the child’s natural needs for impressions, active activity, recognition and support. During classes, the naturalness of communication often disappears, the natural communicativeness of speech is removed: the teacher invites the child to answer a question, retell a fairy tale, or repeat something. At the same time, it is not always taken into account whether he has a need to do this. Psychologists note that positive motivation speech increases the effectiveness of classes. Important tasks are the teacher’s creation of positive motivation for every action of the child in the learning process, as well as the organization of situations that create the need for communication. In this case, it is necessary to take into account the age characteristics of children, use a variety of techniques that are interesting for the child, stimulating their speech activity and promoting the development of creative speech skills.

The principle of ensuring active speech practice. This principle finds its expression in the fact that language is acquired in the process of its use and speech practice. Speech activity is one of the main conditions for the timely speech development of a child. Repeated use of linguistic means in changing conditions allows you to develop strong and flexible speech skills and master generalizations. Speech activity is not only speaking, but also listening and perceiving speech. Therefore, it is important to accustom children to actively perceive and understand the teacher’s speech. During classes, various factors should be used to ensure the speech activity of all children: an emotionally positive background; subject-subject communication; individually targeted techniques: extensive use of visual material, gaming techniques; change of activities; tasks related to personal experience, etc.

Following this principle obliges us to create conditions for extensive speech practice for all children in the classroom and in various types of activities.

§ 3. Speech development program

The tasks of speech development are implemented in a program that determines the scope of speech skills and abilities, the requirements for the speech of children in different age groups.

Modern speech development programs have their own history of development. Their origins are found in the first program documents of the kindergarten. The content and structure of the programs developed gradually. In the first programs, speech development tasks were general character, the need to connect the content of speech with modern reality was emphasized. The main emphasis in the programs of the 30s. was done at work with a book and a picture. With the development of pedagogical science and practice, new tasks appeared in the programs, the scope of speech skills was clarified and supplemented, and the structure was improved.

In 1962, the “Kindergarten Education Program” was created for the first time, which defined the tasks of speech development of children from two months to seven years. Unlike the previously published “Guides for Kindergarten Teachers,” program requirements are separated from methodological instructions, the repertoire of works of fiction for reading and telling to children has been significantly revised. In the preparatory group for school (distinguished for the first time in the program), preparation of children for learning to read and write is provided.” Model program of education and training in kindergarten" (1983 - 1984) is essentially the basis for the development of modern educational content. In this regard, we will give a description of this particular program.

It takes into account the unique nature of speech activity, which “serves” all types of activity and, thus, is connected with the entire life activity of the child. In this regard, the speech development program is built on the basis of an activity approach: the requirements for speech skills and abilities are reflected in all sections and chapters of the program. The nature of speech skills is determined by the characteristics of the content and organization of each type of activity.

For example, in the “Game” section, the need is pointed out for teaching children the rules and norms of verbal communication, developing the ability to use speech when agreeing on the theme of the game, distributing roles, developing role-playing interaction, in theatrical games - acting out scenes based on familiar fairy tales, poems, and improving performing skills. In the “Labor Education” section, attention is paid to the ability to name objects, their characteristics, qualities, and labor actions. In teaching the beginnings of mathematics, it is impossible to do without mastering the names of shape, size, spatial arrangement of objects, cardinal and ordinal numbers.

The requirements for communication skills and culture of verbal communication are set out in the section “Organization of life and raising children.” Similarly, you can highlight the content of speech work in other chapters of the program.

The independent chapter “Speech Development” is highlighted in the “Learning in the Classroom” section, and in the senior and preparatory school groups in the “Organization of Life and Raising Children” section. In the preparatory group for school, the requirements for the speech development of children are reflected in the chapter “Native Language”, since it is at this age that some linguistic knowledge is imparted and children’s awareness of the phenomena of language and speech deepens.

It should be noted that in the program documents of the kindergarten up to 1983–1984. the tasks of speech development were indicated along with the tasks of familiarization with the surrounding life. For the first time in the “Model Program” they are given separately from each other, “taking into account the fact that the formation of the majority of actual language skills and abilities (choosing a word from a synonymous series, using expressive means, comparisons, definitions, mastery of elements of word formation and inflection, development of phonemic hearing, etc.) cannot be ensured along the way when familiarizing children with the environment, which requires the organization of special forms of training (verbal didactic games, creative tasks, performances, dramatizations, etc. ) (Standard program of education and training in kindergarten/Ed., . – M., 1984. – P. 5).

The kindergarten program was developed taking into account scientific data on the patterns of speech development of preschool children and the experience of preschool institutions. Requirements for different aspects of speech reflect age-related indicators of speech development. The tasks of vocabulary development have been significantly clarified and specified (here more attention is paid to revealing the semantic side of the word); the tasks of forming the grammatical structure of speech are more clearly formulated; For the first time, the tasks of developing skills and abilities of word formation and the formation of the syntactic structure of speech are highlighted. The program for teaching storytelling has been clarified, the sequence of using different types of storytelling and their relationship has been determined, the task of developing coherent speech is introduced starting from the second junior group. The content of artistic and speech activity of children is determined.

In general, we can say that this program makes an attempt to reflect the level of correct speech and the level of good speech in the requirements for children's speech. The latter is most pronounced in older groups.

The program has a close connection with the program of work on familiarization with the environment (although they are presented separately). This is especially true for the size of the dictionary. The dictionary reflects the content of knowledge about the world around us. It is known that they are based on the sensory experience of children. In this regard, the program clearly shows the idea of ​​the unity of sensory, mental and speech development.

Most speech development tasks are set in all age groups, but their content has its own specifics, which is determined by the age characteristics of children. So, in junior groups The main task is the accumulation of vocabulary and the formation of the pronunciation side of speech. Starting from the middle group, the leading tasks are the development of coherent speech and the education of all aspects of the sound culture of speech. In older groups, the main thing is to teach children how to construct coherent statements of different types and work on the semantic side of speech. In the senior and pre-school groups, a new section of work is being introduced - preparation for literacy and literacy training.

Continuity is established in the content of speech education in age groups. It manifests itself in the gradual complication of the tasks of speech development and learning the native language. Thus, when working on a word, tasks become more complex from mastering the names of objects, signs, actions, mastering a generalization that is expressed in different words, to distinguishing the meanings of polysemantic words, synonyms and the conscious choice of the word most suitable for a particular case. In the development of coherent speech - from retelling short stories and fairy tales to the compilation of coherent statements of various types, first on a visual basis, and then without reliance on visualization. The program is based on taking into account “end-to-end” trends in the development of vocabulary, grammatical structure, phonetic aspects of speech, and connected speech.

Continuity is also manifested in the repetition of individual requirements in adjacent groups in order to develop strong and sustainable skills and abilities (the use of forms of speech etiquette, consistent and logical construction of coherent statements, etc.).

Along with continuity, the program also shows promise for the development of children’s speech. This means that at each stage of learning the foundations are laid for what will be developed at the next stage.

The kindergarten program creates prospects for the development of children in school. It has continuity with the Russian language program in primary school. In kindergarten, such qualities of oral speech are formed that are further developed in the first grade of school. A rich vocabulary, the ability to clearly and accurately express one’s thoughts, and selectively and consciously use language means are prerequisites for successful learning of the Russian language and mastery of all academic subjects.

Within each task, the core points underlying the formation of communicative and speech skills are identified. In the development of a dictionary, this is work on the semantic side of a word; in monologue speech, it is the selection of the content of a statement, mastering ways of combining words and sentences; in the development of dialogical speech - the ability to listen and understand the interlocutor, interact with others, and participate in a general conversation.

A special feature of the program is the brevity of the presentation of tasks and requirements. The teacher must be able to specify the general requirement, taking into account the individual characteristics of the children.

Based on the standard program, education and training programs were created in the Union republics (now the CIS countries). The Russian Federation also developed a “Program of Education and Training in Kindergarten” (1985), approved by the Ministry of Education. It preserved the fundamental approaches to the speech development of children, the main content of program tasks and the sequence of their complication, structure. At the same time, the specific cultural and national conditions of Russia were taken into account. The explanatory note to the program drew attention to the fact that “in national preschool institutions, where work is carried out in their native language, children from the first nursery group are taught oral native speech according to a program developed in the autonomous republic, territory, region, and from the senior group - Russian conversation (2 lessons per week). In those preschool institutions where work with children of non-Russian nationality is carried out in Russian, from the senior group, teaching the native language is introduced (2 hours per week) according to a program developed locally” (Program of education and training in kindergarten / Responsible editor. – M., 1985. – P.6).

Currently, so-called variable programs are used in preschool institutions of various types. Among them, the most famous are “Rainbow” (ed.), “Development” (scientific supervisor), “Childhood. Program for the development and education of children in kindergarten" (, and others), "Program for the development of speech for preschool children in kindergarten" ().

The Rainbow program, recommended by the Ministry of Education of Russia, takes into account modern requirements for the speech development of children, highlighting generally accepted sections of work on speech development: sound culture of speech, vocabulary work, grammatical structure of speech, coherent speech, fiction. One of the most important means of development of preschool children is the creation of a developmental speech environment. Much attention is given to the development of dialogical speech through communication between the teacher and children, children with each other in all areas of joint activities and in special classes. A carefully selected literary repertoire for reading, telling to children and memorizing.

The Development program is focused on developing children's mental abilities and creativity. Classes on speech development and familiarization with fiction include three main areas: 1) familiarization with fiction (reading poetry, fairy tales, stories, conversations about what you read, play improvisations based on the plots of the works you read); 2) development special means literary and speech activity (means artistic expression, development of the sound side of speech); 3) development cognitive abilities based on familiarization with children's fiction. Mastery different sides speech occurs in the context of familiarization with works of art. The idea of ​​the unity of sensory, mental and speech development is clearly expressed and implemented. IN middle group preparation for learning to read and write is set as an independent task, and in the senior and preparatory groups - learning to read (Development Program. (Basic provisions). - M., 1994.)

In the methodology, it is customary to highlight the following means of children’s speech development:

· communication between adults and children;

· cultural language environment, teacher's speech;

· teaching native speech and language in the classroom;

· fiction;

· different kinds arts (fine, music, theater).

Let's briefly consider the role of each tool.

The most important means of speech development is communication. Communication is the interaction of two (or more) people aimed at coordinating and combining their efforts in order to establish relationships and achieve a common result (M. I. Lisina). Communication is a complex and multifaceted phenomenon of human life, which simultaneously acts as: a process of interaction between people; information process (exchange of information, activities, results, experience); a means and condition for the transfer and assimilation of social experience; the attitude of people towards each other; the process of mutual influence of people on each other; empathy and mutual understanding of people (B.F. Parygin, V.N. Panferov, B.F. Bodalev, A.A. Leontyev, etc.).

In Russian psychology, communication is considered as a side of some other activity and as an independent communicative activity. The works of domestic psychologists convincingly show the role of communication with adults in the general mental development and development of the child’s verbal function.

Speech, being a means of communication, appears at a certain stage in the development of communication. The formation of speech activity is difficult process interaction of the child with people around him, carried out using material and linguistic means. Speech does not arise from the very nature of the child, but is formed in the process of his existence in social environment. Its emergence and development are caused by the needs of communication, the needs of the child’s life. Contradictions that arise in communication lead to the emergence and development of the child’s linguistic ability, to his mastery of ever new means of communication and forms of speech. This happens thanks to the cooperation of the child with the adult, which is built taking into account the age characteristics and capabilities of the baby.

Isolating an adult from environment, attempts to “cooperate” with him begin very early in the child. The German psychologist, an authoritative researcher of children's speech, W. Stern, wrote back in the last century that “the beginning of speech is usually considered the moment when the child first utters sounds associated with the awareness of their meaning and the intention of the message. But this moment has a preliminary history that essentially begins from day one.” This hypothesis has been confirmed by research and experience in raising children. It turns out that a child can distinguish a human voice immediately after birth. He separates the adult's speech from the ticking of the clock and other sounds and reacts with movements in unison with it. This interest and attention to the adult is the initial component of the prehistory of communication.

Analysis of children's behavior shows that the presence of an adult stimulates the use of speech; they begin to speak only in a communication situation and only at the request of an adult. Therefore, the technique recommends talking to children as much and as often as possible.

In preschool childhood, several forms of communication between children and adults consistently appear and change: situational-personal (direct-emotional), situational-business (subject-based), extra-situational-cognitive and extra-situational-personal (M. I. Lisina).

First, direct emotional communication, and then business cooperation, determine the child’s need for communication. Emerging in communication, speech first appears as an activity divided between an adult and a child. Later, as a result of the child’s mental development, it becomes a form of his behavior. The development of speech is associated with the qualitative side of communication.

In studies conducted under the leadership of M. I. Lisina, it was established that the nature of communication determines the content and level of speech development of children.

The characteristics of children's speech are associated with the form of communication they have achieved. Move to more complex forms communication is associated: a) with an increase in the proportion of extra-situational statements; b) with an increase in general speech activity; c) with an increase in the share of social statements. A study by A.E. Reinstein revealed that with a situational-business form of communication, 16.4% of all communicative acts are carried out using non-verbal means, and with a non-situational-cognitive form - only 3.8%. With the transition to non-situational forms of communication, the vocabulary of speech and its grammatical structure are enriched, and the “attachment” of speech to specific situation. The speech of children of different ages, but at the same level of communication, is approximately the same in complexity, grammatical form and sentence development. This indicates a connection between the development of speech and the development of communicative activity. Important concludes that for speech development it is not enough to offer a child a variety of speech material– it is necessary to set new communication tasks for him, requiring new means of communication. It is necessary that interaction with others enriches the content of the child’s need for communication (See Communication and speech, speech development in children in communication with adults / Ed. M. I. Lisina - M., 1985)

Therefore, the organization of meaningful, productive communication between teachers and children is of paramount importance.

Speech communication in preschool age is carried out in different types of activities: in play, work, household, educational activities and acts as one of the sides of each type. Therefore, it is very important to be able to use any activity to develop speech. First of all, speech development occurs in the context of leading activity. In relation to young children, the leading activity is objective activity. Consequently, the focus of teachers should be on organizing communication with children during activities with objects.

In preschool age, play is of great importance in the speech development of children. Its character determines speech functions, content and means of communication. All types of play activities are used for speech development.

In a creative role-playing game, communicative in nature, differentiation occurs between the functions and forms of speech. Dialogue speech is improved in it, and the need for coherent monologue speech arises. Role-playing contributes to the formation and development of the regulating and planning functions of speech. New needs for communication and leading gaming activities inevitably lead to intensive mastery of the language, its vocabulary and grammatical structure, as a result of which speech becomes more coherent (D. B. Elkonin).

But not every game has a positive effect on children's speech. First of all, it must be a meaningful game. However role-playing game although it activates speech, it does not always contribute to mastering the meaning of the word and improving the grammatical form of speech. And in cases of relearning, it reinforces incorrect word usage and creates conditions for a return to old incorrect forms. This happens because the game reflects children’s familiar life situations, in which incorrect speech stereotypes previously developed. The behavior of children in play and the analysis of their statements allow us to draw important methodological conclusions: children’s speech improves only under the influence of an adult; in cases where “relearning” occurs, you must first develop a strong skill in using the correct designation and only then create conditions for including the word in children’s independent play.

The teacher’s participation in children’s games, discussion of the concept and course of the game, drawing their attention to the word, a sample of concise and precise speech, conversations about past and future games have a positive effect on children’s speech.

Outdoor games influence the enrichment of vocabulary and the development of sound culture. Dramatization games contribute to the development of speech activity, taste and interest in artistic expression, expressiveness of speech, artistic speech activity.

Didactic and printed board games are used to solve all speech development problems. They consolidate and clarify vocabulary, the skills of quickly choosing the most suitable word, changing and forming words, practice composing coherent statements, and develop explanatory speech.

Communication in everyday life helps children learn the everyday vocabulary necessary for their life, develops dialogical speech, and fosters a culture of speech behavior.

Communication in the process of labor (everyday, in nature, manual) helps to enrich the content of children's ideas and speech, replenishes the dictionary with the names of tools and objects of labor, labor actions, qualities, and results of labor.

Communication with peers has a great influence on children’s speech, especially from 4–5 years of age. When communicating with peers, children more actively use speech skills. The greater variety of communicative tasks that arise in children’s business contacts creates the need for more diverse speech means. In joint activities, children talk about their plan of action, offer and ask for help, involve each other in interaction, and then coordinate it.

Communication between children of different ages is useful. Association with older children puts children in favorable conditions for the perception of speech and its activation: they actively imitate actions and speech, learn new words, master role-playing speech in games, the simplest types of stories based on pictures, and about toys. The participation of older children in games with younger children, telling fairy tales to children, showing dramatization, telling stories from their experience, inventing stories, acting out scenes with the help of toys contribute to the development of content, coherence, expressiveness of their speech, and creative speech abilities. It should, however, be emphasized that the positive impact of such a union of children of different ages on speech development is achieved only under the guidance of an adult. As the observations of L.A. Penevskaya showed, if you leave it to chance, elders sometimes become too active, suppress the kids, begin to speak hastily, carelessly, and imitate their imperfect speech.

Thus, communication is the leading means of speech development. Its content and forms determine the content and level of children's speech.

However, an analysis of practice shows that not all educators know how to organize and use communication in the interests of children’s speech development. An authoritarian style of communication is widespread, in which instructions and orders from the teacher predominate. Such communication is formal in nature and devoid of personal meaning. More than 50% of the teacher’s statements do not evoke a response from the children; there are not enough situations conducive to the development of explanatory speech, evidence-based speech, and reasoning. Mastering culture, a democratic style of communication, and the ability to provide so-called subject-subject communication, in which interlocutors interact as equal partners, is the professional responsibility of a kindergarten teacher.

The means of speech development in a broad sense is the cultural language environment. Imitating the speech of adults is one of the mechanisms for mastering the native language. Internal mechanisms of speech are formed in a child only under the influence of systematically organized speech of adults (N. I. Zhinkin). It should be borne in mind that by imitating those around them, children adopt not only all the subtleties of pronunciation, word usage, and phrase construction, but also those imperfections and errors that occur in their speech. Therefore, high demands are placed on the teacher’s speech: content and at the same time accuracy, logic; appropriate for the age of the children; lexical, phonetic, grammatical, orthoepic correctness; imagery; expressiveness, emotional richness, richness of intonation, leisurelyness, sufficient volume; knowledge and compliance with the rules of speech etiquette; correspondence between the teacher’s words and his deeds.

In the process of verbal communication with children, the teacher also uses non-verbal means (gestures, facial expressions, pantomimic movements). They perform important functions: they help to emotionally explain and remember the meaning of words. The corresponding well-aimed gesture helps to assimilate the meanings of words (round, big) associated with specific visual representations. Facial expressions and phonation help clarify the meaning of words (cheerful, sad, angry, affectionate.) associated with emotional perception; contribute to deepening emotional experiences, memorizing material (audible and visible); help bring the learning environment in the classroom closer to that of natural communication; are role models for children; Along with linguistic means, they perform an important social, educational role (I. N. Gorelov).

One of the main means of speech development is training. This is a purposeful, systematic and planned process in which, under the guidance of a teacher, children master a certain range of speech skills and abilities. The role of education in a child’s mastery of his native language was emphasized by K. D. Ushinsky, E. I. Tikheeva, A. P. Usova, E. A. Flerina and others. E. I. Tikheyeva, the first of K. D. Ushinsky’s followers, used the term “teaching their native language” in relation to preschool children. She believed that “systematic teaching and methodical development of speech and language should form the basis of the entire system of education in kindergarten.”

From the very beginning of the formation of the methodology, teaching the native language is considered widely: as a pedagogical influence on children’s speech in everyday life and in the classroom (E. I. Tikheeva, E. A. Flerina, later O. I. Solovyova, A. P. Usova, L. A. Penevskaya, M. M. Konina). As for everyday life, this refers to promoting the child’s speech development in the joint activities of the teacher with the children and in their independent activities.

The most important form of organizing speech and language teaching in the methodology is considered to be special classes in which certain tasks of children’s speech development are set and purposefully solved.

The need for this form of training is determined by a number of circumstances.

Without special training sessions, it is impossible to ensure the speech development of children at the proper level. In-class training allows you to complete the tasks of all sections of the program. There is not a single section of the program where there is no need to organize the entire group. The teacher purposefully selects the material that children have difficulty mastering and develops those skills and abilities that are difficult to develop in other types of activities. A.P. Usova believed that the learning process introduces qualities into the speech development of children that under normal conditions develop poorly. First of all, these are phonetic and lexico-grammatical generalizations, which form the core of a child’s linguistic abilities and play a primary role in language acquisition, sound and word pronunciation, construction of coherent statements, etc. Not all children spontaneously, without the targeted guidance of an adult, develop language generalizations, but this leads to a lag in their speech development. Some children master only elementary forms of spoken language, find it difficult to answer questions, and cannot tell a story. And on the contrary, in the learning process they acquire the ability to ask questions and tell stories. “Everything that previously belonged to the qualities of a “creative” personality, was attributed to special talent, during training becomes the property of all children” (A.P. Usova). Classes help to overcome spontaneity, solve problems of speech development systematically, in a certain system and sequence.

Classes help realize the possibilities of speech development in preschool childhood, the most favorable period for language acquisition.

During classes, the child’s attention is purposefully fixed on certain linguistic phenomena, which gradually become the subject of his awareness. In everyday life, speech correction does not give the desired result. Children who are carried away by some other activity do not pay attention to speech patterns and do not follow them,

In kindergarten, compared to the family, there is a deficit in verbal communication with each child, which can lead to delays in the speech development of children. Classes, when organized methodically, help to a certain extent compensate for this deficiency.

In the classroom, in addition to the teacher’s influence on the children’s speech, the children’s speech interacts with each other.

Team training increases the overall level of their development.

The uniqueness of classes in the native language. Classes on speech development and teaching the native language differ from others in that the main activity in them is speech. Speech activity is associated with mental activity, with mental activity. Children listen, think, answer questions, ask them themselves, compare, draw conclusions and generalizations. The child expresses his thoughts in words. The complexity of the classes lies in the fact that children are simultaneously engaged in different types of mental and speech activity: speech perception and independent speech operation. They think about the answer, select from their vocabulary the right word that is most suitable in a given situation, form it grammatically, and use it in a sentence and coherent statement.

The peculiarity of many classes in the native language is the internal activity of children: one child tells, the others listen, outwardly they are passive, internally active (they follow the sequence of the story, empathize with the hero, are ready to complement, ask, etc.). Such activity is difficult for preschool children, since it requires voluntary attention and inhibition of the desire to speak out.

The effectiveness of classes in the native language is determined by how fully all the program tasks set by the teacher are implemented and ensures that children acquire knowledge and develop speech skills and abilities.

Types of classes in the native language.

Classes in the native language can be classified as follows: depending on the leading task, the main program content of the lesson:

· classes on the formation of a dictionary (inspection of the premises, familiarization with the properties and qualities of objects);

· classes on the formation of the grammatical structure of speech (didactic game “Guess what is missing” - the formation of plural nouns of the gender case);

· classes on developing the sound culture of speech (teaching correct sound pronunciation);

· classes on teaching coherent speech (conversations, all types of storytelling),

· classes on developing the ability to analyze speech (preparation for learning to read and write),

· classes on familiarization with fiction.

Depending on the use of visual material:

· classes in which objects are used real life, observations of phenomena of reality (examination of objects, observations of animals and plants, excursions);

· classes using visual aids: with toys (looking at, talking about toys), pictures (conversations, storytelling, didactic games);

· activities of a verbal nature, without relying on clarity (general conversations, artistic reading and storytelling, retelling, verbal games).

Depending on the stage of training, i.e. depending on whether a speech skill (skill) is being formed for the first time or is being consolidated and automated. The choice of teaching methods and techniques depends on this (at the initial stage of teaching storytelling, joint storytelling between the teacher and the children and a sample story are used, at later stages - a plan for the story, its discussion, etc.).

Close to this is the classification according to didactic purposes (by type school lessons), proposed by A. M. Borodich:

· classes on communicating new material;

· classes to consolidate knowledge, skills and abilities;

· classes on generalization and systematization of knowledge;

· final, or accounting and verification, classes;

· combined classes (mixed, combined).

(FOOTNOTE: See: Borodin A. M. Methods of developing children's speech. - M., 1981. - P. 31).

Complex classes have become widespread. An integrated approach to solving speech problems, an organic combination of different tasks for the development of speech and thinking in one lesson are an important factor in increasing the effectiveness of learning. Complex classes take into account the peculiarities of children’s mastery of language as a unified system of heterogeneous linguistic units. Only the interconnection and interaction of different tasks lead to correct speech education, to the child’s awareness of certain aspects of language. Research carried out under the guidance of F.A. Sokhin and O.S. Ushakova led to a rethinking of their essence and role. This does not mean a simple combination of individual tasks, but their interrelation, interaction, mutual penetration on a single content. The principle of uniform content is leading. “The importance of this principle is that children’s attention is not distracted by new characters and manuals, but grammatical, lexical, and phonetic exercises are carried out on already familiar words and concepts; hence the transition to constructing a coherent statement becomes natural and easy for the child” (Ushakova O. S. Development of coherent speech // Psychological and pedagogical issues of speech development in kindergarten / Edited by F. A. Sokhin and O. S. Ushakova. - M., 1987. P.23-24.)

Such types of work are integrated that are ultimately aimed at developing coherent monologue speech. The central place in the lesson is given to the development of monologue speech. Vocabulary, grammatical exercises, and work on developing the sound culture of speech are associated with completing tasks for constructing monologues of various types. Combining tasks in a complex lesson can be carried out in different ways: coherent speech, vocabulary work, sound culture of speech; coherent speech, vocabulary work, grammatical structure of speech; coherent speech, sound culture of speech, grammatically correct speech.

An example of a lesson in the senior group: 1) coherent speech - inventing the fairy tale “The Adventure of the Hare” according to the plan proposed by the teacher; 2) vocabulary work and grammar - selection of definitions for the word hare, activation of adjectives and verbs, exercises for agreeing adjectives and nouns in gender; 3) sound culture of speech - practicing clear pronunciation of sounds and words, selecting words that are similar in sound and rhythm.

Complex solution of speech problems leads to significant changes in the speech development of children. The methodology used in such classes ensures a high and average level of speech development for the majority of students, regardless of their individual abilities. The child develops search activity in the field of language and speech, and develops a linguistic attitude towards speech. Education stimulates language games, self-development of language ability, manifested in the speech and verbal creativity of children (See: Arushanova A.G., Yurtaikina T.M. Forms of organized teaching of the native language and the development of speech in preschoolers//Problems of speech development of preschoolers and primary schoolchildren/ Edited by A. M. Shakhnarovich. - M., 1993.)

Lessons dedicated to solving one problem can also be built comprehensively, on the same content, but using different teaching methods.

For example, a lesson on teaching the correct pronunciation of the sound w may include: a) showing and explaining articulation, b) an exercise in pronunciation of an isolated sound, c) an exercise in coherent speech - retelling a text with a frequently occurring sound w, d) repeating a nursery rhyme - a practice exercise diction.

Integrative classes based on the principle of combining several types of children’s activities and different means speech development. As a rule, they use different types of art, the child’s independent speech activity, and integrate them according to a thematic principle. For example: 1) reading a story about birds, 2) group drawing of birds and 3) telling children stories based on the drawings.

Based on the number of participants, we can distinguish frontal classes, with the whole group (subgroup) and individual ones. The smaller the children, the bigger place should be given to individual and subgroup lessons. Frontal classes with their obligatory nature, programming, and regulation are not adequate to the tasks of forming verbal communication as subject-subject interaction. On initial stages teaching, it is necessary to use other forms of work that provide conditions for involuntary motor and speech activity of children (See: Arushanova A. G., Yurtaikina T. M. Forms of organized teaching of the native language and the development of speech of preschoolers//Problems of speech development of preschoolers and primary schoolchildren/ Edited by A. M. Shakhnarovich. - M., 1993. - P. 27.)

Classes on speech development and teaching the native language must meet didactic requirements, justified in general didactics and applied to classes in other sections of the kindergarten program. Consider these requirements:

1. Thorough preliminary preparation to class.

First of all, it is important to determine its objectives, content and place in the system of other classes, connections with other types of activities, teaching methods and techniques. You should also think over the structure and course of the lesson, and prepare appropriate visual and literary material.

Correspondence of the lesson material to the age-related capabilities of the mental and speech development of children. Children's educational speech activities should be organized at a sufficient level of difficulty. Training should be developmental in nature. Sometimes it can be difficult to determine children's perception of the intended material. The children's behavior tells the teacher how to change the pre-planned plan, taking into account their behavior and reactions.

Educational nature of the lesson (principle of educational training). During the classes, a complex of problems of mental, moral, and aesthetic education is solved.

The educational influence on children is ensured by the content of the material, the nature of the organization of training and the interaction of the teacher with children.

Emotional nature of activities. The ability to assimilate knowledge, master skills and abilities cannot be developed in young children through coercion.

Great importance has their interest in activities, which is supported and developed through entertainment, games and gaming techniques, imagery and colorful material. The emotional mood in the lesson is also ensured by the trusting relationship between the teacher and the children, and the psychological comfort of children in kindergarten.

The structure of the lesson should be clear. It usually has three parts - introductory, main and final. In the introductory part, connections are established with past experience, the purpose of the lesson is communicated, and appropriate motives for upcoming activities are created, taking into account age. In the main part, the main objectives of the lesson are solved, various teaching techniques are used, and conditions are created for active speech activity of children. The final part should be short and emotional. Its goal is to consolidate and generalize the knowledge gained in the lesson. Artistic expression, listening to music, singing songs, round dancing and outdoor games, etc. are used here.

A common mistake in practice is mandatory and not always appropriate, often formal assessments of children’s activities and behavior.

An optimal combination of the collective nature of learning with an individual approach to children. An individual approach is especially needed for children who have poorly developed speech, as well as those who are uncommunicative, silent or, conversely, overly active and unrestrained.

2. Proper organization of classes.

The organization of the lesson must meet all hygienic and aesthetic requirements for other classes (lighting, air purity, furniture according to height, location of demonstration and handout visual material; aesthetics of the room, aids). It is important to ensure silence so that children can correctly hear the teacher's speech patterns and each other's speech.

Relaxed forms of organizing children are recommended, contributing to the creation of a trusting atmosphere of communication, in which children see each other’s faces and are at a close distance from the teacher (psychology notes the importance of these factors for the effectiveness of verbal communication).

Taking into account the results of the lesson helps to monitor the progress of learning, children’s assimilation of the kindergarten program, and ensures the establishment feedback, allows you to outline ways of further work with children both in subsequent classes and in other types of activities.

Connection of the lesson with subsequent work on speech development. To develop strong skills and abilities, it is necessary to consolidate and repeat the material in other classes, in games, work, and in everyday communication.

Classes for different age groups have their own characteristics.

In younger groups, children do not yet know how to study in a group, and do not relate to themselves the speech addressed to the whole group. They do not know how to listen to their comrades; A strong irritant that can attract children's attention is the teacher's speech. These groups require extensive use of visualization, emotional teaching techniques, mainly playful, surprise moments. The children are not given a learning task (no information is given - we will study, but the teacher offers to play, look at a picture, listen to a fairy tale). Classes are subgroup and individual. The structure of the classes is simple. At first, children are not required to give individual answers; the teacher’s questions are answered by those who want to, all together.

In the middle group, the nature of learning activities changes somewhat. Children begin to become aware of the features of their speech, for example, the features of sound pronunciation. The content of classes becomes more complicated. In the classroom, it becomes possible to set a learning task (“We will learn to correctly pronounce the sound “z”). The requirements for the culture of verbal communication are increasing (speaking in turns, one at a time, and not in chorus, if possible in phrases). New types of activities are appearing: excursions, teaching storytelling, memorizing poetry. The duration of classes increases to 20 minutes.

In the senior and preparatory groups for school, the role of compulsory frontal classes of a complex nature increases. The nature of activities is changing. More verbal classes are conducted: various types of storytelling, analysis of the sound structure of a word, the composition of sentences, special grammatical and lexical exercises, and word games. The use of visualization is taking on other forms: paintings are being used more and more - wall and tabletop, small, handouts. The role of the teacher is also changing. He still leads the lesson, but he promotes greater independence in children’s speech and uses speech patterns less often. Children's speech activity becomes more complex: collective stories, retellings with text restructuring, reading in faces, etc. are used. In the preparatory group for school, classes are closer to school-type lessons. The duration of classes is 30–35 minutes. At the same time, we should not forget that these are children of preschool age, so we must avoid dryness and didacticism.

Conducting classes in a mixed age group is more difficult, since different educational tasks are being solved at the same time. There are the following types of classes: a) classes that are conducted with each age subgroup separately and are characterized by content, methods and teaching techniques typical for a particular age; b) classes with partial participation of all children. In this case, younger students are invited to class later or leave earlier. For example, during a lesson with a picture, all children participate in looking at it and talking. The elders answer the most difficult questions. Then the kids leave the lesson, and the older ones talk about the picture; c) classes with the participation of all children in the group at the same time. Such classes are conducted on interesting, emotional material. This can be dramatization, reading and storytelling with visual material, filmstrips. In addition, classes are possible with the simultaneous participation of all students on the same content, but with different educational tasks based on taking into account the speech skills and abilities of the children. For example, in a lesson on a painting with a simple plot: the younger ones are active in looking, the middle ones write a description of the painting, the older ones come up with a story.

A teacher of a mixed-age group must have accurate data on the age composition of children, know well the level of their speech development in order to correctly identify subgroups and outline the tasks, content, methods and techniques of teaching for each (Examples of classes in different age groups see: Gerbova V.V. Classes on speech development with children 4–6 years old. – M., 1987; Gerbova V.V. Classes on speech development with children 2–4 years old. – M., 1993.)

In the early 90s. A discussion ensued, during which classes as a form of organized education for preschoolers were sharply criticized. The following disadvantages of the classes were noted: learning in the classes is the main object of attention of the teacher to the detriment of other types of activities; training sessions are not related to children’s independent activities; the regulation of classes leads to formal communication between the teacher and the children, a decrease and suppression of children’s activity; The teacher’s relationship with children is built on an educational and disciplinary basis; for the teacher, the child is an object of influence, and not an equal partner in communication; frontal classes do not ensure the activity of all children in the group; they use the school uniform of the organization; teaching the native language is little aimed at developing communicative activities; in many classes there is no motivation for speech; Reproductive teaching methods (based on imitation of a model) predominate.

Some authors believe that special classes on speech development should be abandoned, leaving them only in senior and preparatory school groups as classes in preparation for learning to read and write. The problems of speech development need to be solved in other classes, in the process of live communication between the teacher and the children (and the joint activities of the children themselves), the child’s story telling to an interested listener, and not in special classes on retelling a given text, describing objects, etc. (Mikhailenko N. Ya., Korotkova N. A. Guidelines and requirements for updating content preschool education. – M., 1991.)

We cannot agree with this point of view; it contradicts scientific data about the role and nature of teaching native speech. Without detracting from the importance of the teacher’s communication with children, we once again emphasize that a number of speech skills and abilities that form the basis of language ability are formed only in the conditions of special education: development of the semantic side of the word, mastery of antonymic, synonymous and polysemic relationships between words, mastery of coherent skills monologue speech, etc. In addition, an analysis of the shortcomings in the organization and methodology of classes does not indicate their inexpediency, but the need to improve them and increase the level of professional training of the teacher. A kindergarten teacher must master a methodology for conducting classes that corresponds to general didactic and methodological principles, and the ability to interact with children, taking into account their characteristic form of communication.

Speech development is also carried out in classes in other sections of the kindergarten program. This is explained by the very nature of speech activity. The native language acts as a means of teaching natural history, mathematics, music, visual arts, physical culture.

Fiction is the most important source and means of developing all aspects of children's speech and a unique means of education. It helps to feel the beauty of the native language and develops figurative speech. The development of speech in the process of familiarization with fiction occupies a large place in the general system of working with children. On the other hand, the impact of fiction on a child is determined not only by the content and form of the work, but also by the level of his speech development.

Fine arts, music, theater are also used for the benefit of children's speech development. The emotional impact of works of art stimulates language acquisition and creates a desire to share impressions. Methodological studies show the possibilities of the influence of music, visual arts on speech development. The importance of verbal interpretation of works and verbal explanations to children for the development of imagery and expressiveness of children's speech is emphasized.

Thus, various means are used to develop speech. The effectiveness of influencing children's speech depends on the right choice means of speech development and their relationship. In this case, a decisive role is played by taking into account the level of development of children’s speech skills and abilities, as well as the nature of the language material, its content and the degree of proximity to children’s experience.

To assimilate different material, a combination of different means is required. For example, when mastering lexical material that is close to children and associated with everyday life, direct communication between children and adults in everyday activities comes to the fore. During this communication, adults guide the process of children's vocabulary acquisition. The skills of correct use of words are refined and consolidated in a few classes that simultaneously perform the functions of verification and control.

When mastering material that is more distant from children or more complex, the leading activity is educational activity in the classroom, appropriately combined with other types of activity.

Olga Asmandiyarova

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The main goal of speech development work– mastering constructive ways and means of interaction with other people.

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...is achieved through solving private, special problems. The basis for their identification is the analysis of forms of speech communication, the structure of language and its units, as well as the level of speech awareness. Let us visualize the identification of the tasks of children’s speech development:

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Let us dwell briefly on the characteristics of each task - direction of speech development.

1. Vocabulary development.

Mastering vocabulary is the basis of children's speech development, since the word is the most important unit of language. The main thing in the development of a child's vocabulary is mastering the meanings of words and their appropriate use in accordance with the context of the statement, with the situation in which communication takes place.

2. Nurturing sound culture of speech– a multi-aspect task, which includes more specific micro-tasks related to the development of perception of the sounds of native speech and pronunciation (speaking, speech pronunciation).

It involves: the development of speech hearing; teaching correct sound pronunciation; education of orthoepic correctness of speech; mastering the means of sound expressiveness of speech (tone of speech, timbre of voice, tempo, stress, voice strength, intonation); developing clear diction. Much attention is paid to the culture of speech behavior.

3. Formation of the grammatical structure of speech involves the formation of the morphological aspect of speech (changing words by gender, number, case, methods of word formation and syntax (mastering different types of phrases and sentences). Mastering the grammatical structure is very difficult for children. Children learn the grammatical structure practically, by imitating the speech of adults and linguistic generalizations .

4. Development of coherent speech includes the development of dialogic and monologue speech.

a) Dialogue speech is the main form of communication among preschool children. It is important to teach a child to conduct a dialogue, develop the ability to listen and understand speech addressed to him, enter into a conversation and support it, answer questions and ask himself, explain, use a variety of language means, and behave taking into account the communication situation.

A monologue arises in the depths of a dialogue.(F.A. Sokhin)

b) The development of coherent monologue speech involves the formation of the skills to listen and understand coherent texts, retell, and construct independent statements of different types.

5. The formation of an elementary awareness of the phenomena of language and speech ensures the preparation of children for learning to read and write.

In older preschool age, speech first becomes a subject of study for children. But the work itself, aimed at basic awareness of the sounds of speech and words, begins long before this. An important point is the use of the terms “word” and “sound” in the formulation of tasks. This allows children to form their first ideas about the distinction between words and sounds.

6. In accordance with the traditions of Russian methodology, another task was included in the range of tasks for speech development - familiarization with fiction that is not speech in the proper sense of the word. It was considered as a means of accomplishing all the tasks of developing a child’s speech and mastering language in its aesthetic function.

The teacher’s knowledge of the content of the tasks is of great methodological importance, since the correct organization of work on speech development and teaching the native language depends on it.

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Principles of speech development:

Methodological principles are understood as general starting points, guided by which the teacher chooses teaching tools. They reflect the specifics of teaching native speech, complement the system of general didactic principles and interact with such of them as accessibility, clarity, systematicity, consistency, awareness and activity, individualization of learning, etc.

1. The principle of the relationship between sensory, mental and speech development of children is based on the understanding of speech as speech-mental activity, the formation and development of which is closely related to knowledge of the surrounding world. Speech is based on sensory representations, which form the basis of thinking, and develops in unity with thinking. Following this principle obliges the teacher to widely use visual teaching aids and use methods and techniques that would contribute to the development of all cognitive processes.

2. The principle of a communicative-activity approach to speech development.

This principle is based on the understanding of speech as an activity involving the use of language for communication.

3. The principle of development of linguistic flair (“sense of language”).

Linguistic flair is an unconscious mastery of the laws of language.

Here the ability to remember how words and phrases are traditionally used is manifested. And not only remember, but also use them in constantly changing situations of verbal communication.

The development of a “sense of language” is associated with the formation of linguistic generalizations.

4. The principle of forming elementary awareness of language phenomena

is based on the fact that the basis of speech acquisition is not only imitation, imitation of adults, but also an unconscious generalization of language phenomena, the formation of creative speech ability.

5. The principle of interconnection of work on various aspects of speech.

The implementation of this principle consists in constructing work in such a way that all levels of the language are mastered in their close interrelation. In the process of developing one of the aspects of speech, others simultaneously develop.

6. The principle of ensuring active speech practice.

Repeated use of linguistic means in changing conditions allows you to develop strong and flexible speech skills and master generalizations. Speech activity is not only speaking, but also listening and perceiving speech. Therefore, it is important to accustom children to actively perceive and understand the teacher’s speech.

7. The principle of enriching the motivation of speech activity.

During classes, the naturalness of communication often disappears, the natural communicativeness of speech is removed: the teacher invites the child to answer a question, retell a fairy tale, or repeat something. At the same time, it is not always taken into account whether he has a need to do this. Psychologists note that positive speech motivation increases the effectiveness of classes.

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Speech development tools:

communication between adults and children;

Cultural language environment, teacher’s speech;

Teaching native speech and language in the classroom;

Fiction;

Various types of art (fine, music, theater);

Classes in other sections of the program.

The effectiveness of influencing children's speech depends on the correct choice of means of speech development and their relationship. In this case, a decisive role is played by taking into account the level of development of children’s speech skills and abilities, as well as the nature of the language material, its content and the degree of proximity to children’s experience.

The most important means of speech development is communication.

Speech does not arise from the very nature of the child, but is formed in the process of his existence in the social environment. Its emergence and development are caused by the needs of communication, the needs of the child’s life. Contradictions that arise in communication lead to the emergence and development of the child’s linguistic ability, to his mastery of ever new means of communication and forms of speech. This occurs thanks to the cooperation of the child with an adult, which is built taking into account the age characteristics and capabilities of the child, and starting from the age of 4–5 years, communication with peers has a great influence on the speech of children.

The means of speech development in a broad sense is the cultural language environment.

Imitating the speech of adults is one of the mechanisms for mastering the native language. It should be borne in mind that by imitating those around them, children adopt not only all the subtleties of pronunciation, word usage, and phrase construction, but also those imperfections and errors that occur in their speech. Therefore, high demands are placed on the teacher’s speech: content and at the same time accuracy, logic; appropriate for the age of the children; lexical, phonetic, grammatical, orthoepic correctness; imagery; expressiveness, emotional richness, richness of intonation, leisurelyness, sufficient volume; knowledge and compliance with the rules of speech etiquette; correspondence between the teacher’s words and his deeds.

In the process of verbal communication with children, the teacher also uses non-verbal means (gestures, facial expressions, pantomimic movements). They perform important functions: they help to emotionally explain and remember the meaning of words. An appropriate, well-aimed gesture helps to master the meanings of words (round, big, associated with specific visual representations, etc.

One of the main means of speech development is training. This is a purposeful, systematic and planned process in which, under the guidance of a teacher, children master a certain range of speech skills and abilities.

The native language acts as a means of forming a holistic picture of the world and elementary mathematical representations, teaching fine arts, music, physical education, etc.

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Forms (methods and techniques) of speech development:There are three groups of methods– visual, verbal and practical.

This division is very arbitrary, since there is no sharp boundary between them. Visual methods are accompanied by words, and verbal methods use visual techniques. Practical methods are also associated with both words and visual material. The classification of some methods and techniques as visual, others as verbal or practical depends on the predominance of visibility, words or actions as the source and basis of the statement.

Visual methods and game techniques are used more often in kindergarten. Verbal techniques are also widely used. These include speech pattern, repeated speaking, explanation, instructions, assessment of children's speech, question.

Speech sample- correct, pre-thought-out speech activity of the teacher, intended for imitation by children and their orientation. The sample must be accessible in content and form. In real pedagogical process All forms are used comprehensively, depending on the task, the content of the lesson, the level of preparedness of the children, their age and individual characteristics.

Literature:

1. Somkova O. N. Educational field “Communication”. How to work according to the “Childhood” program. - St. Petersburg. :, 2012.

2. Skorolupova O. A. Educational program of a preschool educational institution. - M., 2008.

3. Solovyova O.I. Methods of speech development and teaching the native language in kindergarten. – M., 1966.

4. Sokhin F. A. Problems of speech development // Development of speech in preschool children / Ed. F. A. Sokhina. – M., 1984.