Diagnostic techniques of speech development of preschoolers. Methods for the development of the speech of children of preschool age
2. Diagnostics of senior preschoolers
2.1 Methodology for diagnosing the development of preschoolers
2.2 Methods of studying the ability to extract causal relationships in the proposal
3. Correctional work with Plisci Valery (3 gr)
6. Psychosion about violation of speech development
7. Psycho philantic
8. Evaluation of the hygienic condition from the position of the teacher - a psychologist (assessment of the conducted classes for GR.3).
According to the annual teacher plan - a psychologist, you can allocate activities and planned results in this preschool institution.
The main directions in activity:
1. Strengthening the psychological health of children, given the age and individual features of each child and creating optimal conditions for the development of the identity of preschoolers in kindergarten.
2. Investigation of the dynamics of the intellectual and personal development of preschoolers using modern psychological diagnostics.
3. Continue to form psychological and pedagogical competence in communion from teachers and parents.
4. Expand the knowledge of the pedagogical team and parents about a healthy lifestyle.
Planned results:
1. Preserving the natural mechanisms of child development, preventing any possible distortion and braking.
2. Development of individual qualities of children with constant detection of new creative resources.
3. Formation of teachers and parents of communicative skills and ideas about a healthy lifestyle.
| date | The content of the work |
| 21.09 | Familiarization with preschool institution |
| 22.09 | Acquaintance with a psychologist, educators |
| 23.09- 25.09 | Acquaintance with the documentation of the psychologist, acquaintance with groups of preschool children, drawing up and coordinating the work plan for the period of practice |
| 28.09 | The work of a psychologist with children. Primary diagnosis of newly incoming children. |
| 29.09 | Conducting primary diagnostics in group No. 4. Participation in consultation of teachers on the topic "How to help a child during the adaptation period?" |
| 30.09 | Diagnosis of the Intellectual Development of the Fantasy Groups. Identification of child giftedness. Conducting a methodology for diagnosing speech development in G.№ 3 |
| 1.10 | Correctional and developing lesson with children c. 4 for the development of the cognitive sphere. Participation in the parent meeting. Speech by a psychologist on the topic: "Age peculiarities of psychological and pedagogical education of preschoolers" diagnosis of parents. Questionnaire "What is my parent?" |
| 2.10 | Monitoring to study families in socio-psychological assistance. Registration of advisory and psychological campaigning in a group parental corner on the topic "Age crises of development and conditions that contribute to their prosperous resolution" |
| 5.10 | Diagnosis of intellectual development of children gr. № 3 Participation in consulting teachers on the topic "Features of the psychological safety of the identity of the child" (early age group number 2) |
| 6.10 | Diagnosis of intellectual development of children gr. № 4. Conducting a school teacher "Compliment as one of the means of humanization of communicative advocate skills" |
| 7.10 | Diagnosis of the level of mental development of children gr. № 2 Registration of the information page "Psychologist advises" |
| 8.10 | Conducting the game for the development of communication (G.№3). Psychodiagnostics. Studying the creative potential of teachers (technique E.Turnrans for adults) |
| 9.10 | Certification of psychodastics for children who have difficulty behavior. Conducting a methodology for studying the ability to calculate causal relations in the proposal |
| 12.10 | Carrying therapy for children who have problems in personal development |
| 13.10 | The psychoprophylactic event for the psychological support of the process of adaptation of children G.№ 2. |
| 14.10 | The study of the emotional well-being of children from the families of risk group among peers (Conducting sociometry). Individual developing lesson with a child of 4 years with low levels of development |
| 15.10 | Correctional and developing lesson with c. No. 3 for training for school |
| 16.10 | Psychological training for the psychoprophylaxis of negative personal deviations and school deadaption of c. No. 4. |
2.1 Methodology for diagnosing the development of preschoolers
This technique is designed to determine the level of development of the vocabulary of children of 4-7 years, as well as the ability to use in their speech learned vocabulary. The technique consists of 6 tasks that have a certain focus. Each task is estimated by points and interpreted depending on the result obtained.
Task A. Consider as much words as possible on the letter S. (Time of 1 min.)
Task B. (ending words).
Proceedings: the child is asked: "Guess what I want to say? By ..." If the child is silent (despite the repetition of this syllable) or mechanically repeats the said, not trying to finish the word, then you can go to the next syllable: "And now, what do I want to say? Pon ...", etc.
In total, the child is given 10 syllables, unequally common at the beginning of different words. The syllables are as follows: 1) in, 2) on, 3) for, 4) mi, 5) MU, 6) LO, 7) Che, 8) at, 9) ku, 10) zo.
Task V. (Education of suggestions with these words).
The child is proposed to make a phrase, which would be the following words:
1) girl, ball, doll;
2) Summer, forest, mushrooms.
The task of the city (selection of rhymes). Instruction: "You, of course, know what rhyme is. Rhyme is such a word that is consonant with another. Two words rhymes themselves, if they end the same way. I understand? For example, two words: ox, goal. They sound the same, So they are rhymes. Now I will give you a word, and you pick up as much words as possible, which with this word rhymes. The word it will be "day".
Task D. (word formation). How will the small object be called?
ball - ball; hand - ...; the sun - ...; Grass - ...; shoulder - ...; an ear - ...; Taz - ...
Task E. (word formation). If the item is made of iron, then what is he?
iron - ...; wood - ...; Snow - ...; Pooh - ...; paper - ....
Task J. (General vocabulary). What is the name of a person who teaches, joineryrs, carpets, is building, gardening, translates, spends?
Quest Z. (study of the singularities of the sound analysis of the word).
Instructions: " I will call you words, and as you just hear the word that begins on the letter "D", immediately slam your hands. "
Words for presentation: cottage, hand, cloud, fox, house, dasha, com, road, plate, table, rain, linden, car wash, porridge, shower, bee, smoke, river, cat, fork, grass.
Results of the methodology for diagnosing speech development
The study involved 10 children aged 5 years and 5 months.
The bulk of the participants of the study was called 3-4 words on the letter C, which corresponds to the average result. The same results (75%) showed participants and on the task where it was necessary to complement the syllables. Thus, we can talk about the average level of development in preschoolers of skills and skills of reproduction and add-on words.
With the task to properly draw up phrases, only 35% of preschoolers coped.
One of the most difficult tasks for the participants was the proposal to find the rhymes to the words. Only 25% of the subjects successfully performed this block in the methodology.
If we talk about task for word formation, then a sufficiently large number of children (75%) coped with such tasks successfully. However, it was not always possible to preschoolers to compile forms of such words as pelvis, shoulder.
Common vocabulary average and high in 70% preschoolers. Low vocabulary, based on the results of the technique, possess 30% of the subjects.
2.2 Methods of studying the ability to extract causal relationships in the proposal
Preparation of research
Choose 5-7 tasks for a child; Several unfinished proposals, for example:
1. Malcher was having fun laughed, despite the fact that ...
2. If the winter is a strong frost, then ...
3. If you take aigner high like a bird, then ...
4. The boy fell ill, his temperature rose, despite the fact that ...
5. If a birthday occurs, then ...
6. The girl stood near the window, though ...
7. If the snow melts, then ...
8. In the room went out the light, despite the fact that ...
9. If there is heavy rain, then ..
10. The girl stood and cried, despite the fact that ...
Conducting research.
3 series of experiment are held.
First episode."Task". The child is asked to perform a verbal order. For example, on the table in disarray there are pencils. Test people say: "Collect pencils, put them in the box and put the box on the shelf." After completing the task, they ask: "Where are the pencils now lie? Where did you get them from? "
Second series."Finish the proposal." The child is asked to complete the sentences read by the experimenter.
Third series."Finish the proposal on the contrary." Instructions for this series: "I will read you suggestions, and you think of the end of the phrase, but only such that it does not actually happen, but on the contrary. For example, "I am a lying to bed, because I do not want to sleep."
Then they call one phrase and ask the child to come up with an ending, checking whether he understood the instruction correctly. Since children 6-7 years old are participating in the second and third series of research, the group of the subjects performed only the tasks of the first series.
Diagnostics of speech development of preschool children [Text]: Methodological manual /.- Red: MDOU "Kindergarten" Earlings "with. Red ", 2010.-76c.
The manual contains a brief description of the speech of children of preschool age, as well as diagnosticmethods for examination of different sides of the speech of children of preschool age, recommended,; , The griezik is addressed to teachers of Dow, students of pedagogical colleges, parents interested in the high speech development of children.
Introduction .................................................................................... .2.
1. Characteristic of the speech of children ............................................................ 3
2. Meeting of the dictionary examination of children ....................................... ......... 4
3 Methods of surveying sound culture speech ............................ 31
4. Methods of examination of the grammatical system of speech ........................ .49
5. Meeting of the survey of a connected speech ........................................................... 67
List of references ................................................................................... ... 72
Introduction
Speech one of the main lines of child development. Native language helps the baby to enter our world, opens up ample opportunities for communicating with adults and children. With the help of speech, the kid learns the world, expresses his thoughts and views. Normal speech development requires a child for successful school training.
We are developing a rapid pace, and in the normal 5 years, all the sounds of the native language correctly pronounces; owns a significant vocabulary; mastered the foundations of the grammatical system of speech; Owns the initial forms of connected speech (dialogue and monologue), allowing him to freely come into contact with the surrounding people. In preschool age, the elementary awareness of the phenomena of the native language begins. The child comprehends the sound structure of the word, meets synonyms and antonyms, with the verbal composition of the proposal, etc. It is able to understand the patterns of building a detailed statement (monologue), seeks to master the rules for conducting a dialogue. The formation of elementary awareness of language and speech phenomena develops in children the arbitrariness of speech, creates the basis of successful mastering literacy (reading and writing). In preschool age, along with certain achievements, omissions become obvious and disadvantages in the speech development of the child. Any delay, any violation during the development of the child's speech is negatively affected by its activities and behavior, on the formation of the individual.
Purpose of examination - determine the initial level of speech development of each child and the group as a whole at the beginning of the school year; Determine the effectiveness of working on speech development for the previous year (speech development dynamics per year).
1. Characteristics of the speech of preschool children
Junior age
Under favorable cultivation conditions, the assimilation of the sound system of the tongue occurs to the four years (proper sound testing, the formation of the intonational structure of speech, the ability to transfer the elementary intonation of the question, requests, exclamations). The child accumulates a certain margin of words that contains all parts of speech.
The prevailing place in the children's dictionary is occupied by verbs and names of nouns, denoting items and objects of the nearest environment, their action and condition. The child is actively forming generalizing words. Through the word, the child seizes the main grammatical shapes: a multiple number appears, the accusative and beneficial case of nouns names, diminishing suffixes, present and pastime of the verb, imperative inclination; Complex forms of proposals consisting of main and apparent, in speech reflect the causals, targeted, conditional and other connections, expressed through alliances. Children are mastering the skills of spoken speech, express their thoughts with simple and complex proposals and are summarized to compile connected statements of the descriptive and narrative type. However, other features are also celebrated in the speech of many children of the fourth year of life.
At this age, preschoolers may incorrectly pronounce (or not at all) hissing (sh, w, h, u), sonorny (p, ry, l, l)sounds. It requires improvement of the intonational side of speech, it is necessary to work both over the development of the child's articulation apparatus, and over, the development of such elements of sound culture, like those, diction, votes.
Mastering the main grammatical forms also has its own characteristics. Not all children are able to coordinate words in kind, among the case. In the process of building simple common offers, they omit separate members of the sentence. The problem of speech tumors, which are generated by the word-forming system of the native language, are very bright. The desire to create new words is dictated by a child creative development of the riches of the native language. For the fourth year of life, a simple form of a dialogical speech is available, but they are often distracted by the content of the issue. The speech of the child is situratively, an expressive presentation prevails.
Middle preschool age
The main direction of the development of speech on the fifth year of life is the development of a connected monologue speech. There are noticeable changes in the development of word formation methods, the explosion of wording begins. Children receive an initial idea of \u200b\u200bthe word as a sound process (it sounds, consists of sounds, sounds are pronounced by each other, consistently). Children of this age are very large to rhyme. They pick up words, sometimes devoid of any meaning. But this occupation itself is far from meaningless: it contributes to the development of speech hearing, forms the ability to select words close to sound.
The child learns to correctly understand and use the terms of the word, sounds, sound, listen to the sounding word, independently find words different and similar sounds, determine the sequence of sound sounds in the word, highlight certain sounds. This period of familiarization of children with the word - his semantic side (it makes sense, denotes some subject, phenomenon, action, quality). The active dictionary of the child is enriched with words denoting the quality of items produced with them. Children can determine the appointment of the subject, functional signs (the ball is a toy: play it). They begin to select words with the opposite value, compare items and phenomena, consume generalizing words (nouns with a collective value).
This is a period of practical assimilation of the rules for the use of grammatical means. Children abounds with grammatical mistakes, neologisms ("children's" words like "Machine", "rejected", "Cleaning"). Children are seized with the morphological means of the language (matching words in kind, the number, the alternation of consonants in the basics of verbs and nouns). The child is summarized to understand the meaningfulness of individual grammatical forms. It assimilates ways to describe nouns with suffixes of emotionally expressive assessment, with suffixes meaning young animals, as well as some methods for the formation of verbs with consoles, degrees of comparing adjectives.
Children master the ability to build different types of statements- description and narration. When drawing up stories, an understanding of the semantic side of speech, the syntactic structure of proposals, the sound side of speech, i.e., all the abilities that are necessary for the child of the fifth year of life for the development of a coherent speech are necessary. Speech activity increases andDUE so that this is the age of "integrity." At the same time, in the speech of the children of the fifth year of life there are violations. Not all children correctly pronounce hissing and sonar sounds, some have not enough intonational expressiveness. There are deficiencies and in the development of grammatical rules of speech (coordination of the names of the nouns and the names of adjectives in childbirth and the number, the use of a multiple number of a small number). The speech of children from four to five years is distinguished by mobility and instability. They can focus on the semantic side of the word, but the exact use of the word causes many children difficulty. Most children do not have a sufficient ability to build a description and narration: violate the structure, sequence, do not own the ability to bind proposals among themselves and parts of the statement. This feature is approximate. The levels of speech development of children of one age are very different. Especially clear these differences are in the middle preschool age. First, by this time most children assimilate the Word - and sound test. Secondly, the child masters a connected speech and begins to build an independent statement, consisting at first and only from several sentences. The level of speech development of children of the fifth year of life can be detected by the method developed for the younger group. However, some tasks are added and complicated.
Senior preschool age
In children of senior preschool age, the development of speech reaches a high level. Most children correctly pronounce all the sounds of their native language, can regulate the voting power, the tempo of speech, the intonation of the question, joy, surprise. A significant margin of words accumulates to the older preschool age. The enrichment of vocabulary (the vocabulary composition of the language, the combination of words used by the child) increases the supply of words similar (synonyms) or opposite (antonyms) in meaning, multivalued words.
Thus, the development of a dictionary characterizes not only an increase in the number of words used, but also an understanding of the child of various values \u200b\u200bof the same word (multivalued). The movement in this regard is extremely important because it is connected with the more complete awareness of the children of the semantics of the words they have already enjoyed.
In the senior preschool age, the most important stage of the speech development of children is mainly completed - the learning of the grammatical language system. The amazing weight of ordinary common offers, complex and complex and complex. Children has a critical attitude towards grammatical errors, the ability to control their speech.
The most vivid characteristic of the speech of children of senior preschool age is the active learning or construction of different types of texts (description, narration, reasoning). In the process of mastering connected speech, children begin to actively use different types of communication of words inside the sentence, between proposals and between parts of the statement, observing their structure (beginning, middle, end).
Children make mistakes and in the formation of different grammatical forms. And of course, it is difficult to make it difficult to build complex syntactic structures, which leads to an incorrect connection of words in the proposal and links of proposals among themselves in compiling a coherent statement.
The main disadvantages in the development of a coherent speech are the inability to build a connected text using all structural elements (beginning, middle, end), to combine parts of the statement.
Speech tasks in relation to children of senior preschool age include in those sections as in previous ages, however, each task is complicated both by the content and according to the training method.
Methods of identifying individuals of the speech development of children. The section discusses individual techniques that reveal the peculiarities of the child with vocabulary, grammar, phonetic native language.
Top levels of speech skills and skills, on different sides of speech development
Junior age)
By the end of the year, children can:
Grammar
1) to form the name of animals and their cubs in the only and plural, using diminutive-laxed suffixes (Cat - Cat - Kitten - Cat - Kittens);
2) to coordinate the names of the nouns and the names of adjectives in childbirth and the number (fluffy kitten, a small kitty);
3) make simple and complex offers on pictures together with adults.
Phonetics
1) pronounce the sounds of the native language, clearly articulate them in sounding and words;
2) clearly utter phrases using the intonation of a whole proposal and regulate the power of the vote and the tempo of speech.
Svyaznoy
1) answer questions on the content of the picture and make a short story together with adults
2) Play the text of a well-known fairy tale;
3) make a story from the personal experience of the child;
4) Use words denoting speech etiquette (thanks, please, hello).
Middle Age (4 - 5l)
By the end of the year, children can:
1) understand words, close and opposite in meaning, as well as different meanings of the meaningful words;
2) to understand and consume generalizing words (furniture, vegetables, dishes);
3) select signs, quality and actions to the name of items;
4) to compare and call items in size, color, magnitude.
Grammar
1) correlate the names of animals and their cubs (Fox - Lisenok, Cow - calf);
2) consume verbs in the imperative ignition (shoot, adolescence);
3) correctly coordinate nouns and adjectives in kind, the number, the case, focusing on the end (fluffy cat, fluffy cat);
4) Compile offers of different types.
Phonetics
1) correctly pronounce the sounds of the native language;
2) find words, similar and different sounds;
3) Properly use a moderate speech rate, voting force, expressive intonation means.
Svyaznoy
1) retell short fairy tales and stories with unfamiliar content earlier;
2) make a story on the picture or about the toy together with adults;
3) describe the item shown in the picture, calling signs, qualities, actions, expressing its assessment;
4) enjoy a variety of polite forms of speech.
Older age (5-6 l)
By the end of the year, children can:
1) intensify the names of adjectives and verbs, select the words accurate in the meaning of the word to the speech situation;
2) select synonyms and antonyms for the specified words of different parts of speech;
3) to understand and use different meanings of multivalued words;
Grammar
1) to form the name of the young animals (Fox - Lisenok, Cow - calf); pick up single words, coordinate the names of the nouns and the names of adjectives in childbirth and the number;
2) to form difficult forms of imperative and subjunctive inclination (hide! Dance! I would seek); PEIGHT case (engaged, foals, lambs);
3) Build complex offers of different types.
Phonetics
1) differentiate pairs of sounds of C-s, C-C, sh-g, lr lrd to distinguish whistling, hissing and sonar sounds, solid and soft;
3) Select the words and phrases similar to the sound.
Svyaznoy
1) in the retelling of literary works to intonationally transfer the dialogue of the acting persons, the characteristics of the characters;
2) to draw up a description, narration or reasoning;
3) Develop a storyline in a series of paintings, connecting parts of the statements by different types of connections.
2. Children's Dictionary Survey
Survey Methodology (Strebel )
Middle age (4-5 l.)
1. Method "Show pictures".
Purpose: Diagnosis of understanding the child functionality of items depicted in pictures.
E6RUCTOR: Pictures depicting items, familiar to the child: hat, mittens, glasses, needle with thread, umbrella, scissors.
Survey course : in front of the child lay pictures, while the speech instruction does not correspond to the sequence of decomposed pictures. The child must choose a picture among others focusing on the following verbal instructions: show that people put on head when go outside . - "What do people wear in winter?" - "What makes a button?" - "What do people need to be better to see?" - "What do paper cut?" - "What do you need to take on the street if it rains?" Fixed: Choosing a child pictures in accordance with the other, the ability to call the items depicted in the picture.
2. Meeting "Name what I will show."
Equipment: Pictures depicting items found in the child's life: apple, cup, cat, car, carrot, coat, clock, candy; Pear, pan, cow, ship, onions, scarf, fox, decide, egg, bathrobe, sofa, elephant, plum, turtle, aquarium, monument. Pictures depicting actions familiar to children from their experience: Reads, rides, feeds.
Move surveys: Adult consistently offers a child to consider pictures depicting various objects of action and call them. In cases of difficulties, the adult asks to show a definite picture, and then call it.
3. "Be careful".
Purpose: checking the substantive and verb dictionary.
Equipment: Pictures with the image of items found in the child's life: Apple, Cup, Cat, Machine, Carrot, Coat, Clock, Candy, Pear, Pan, Cow, Ship, Scarf, Fox, Rope, Egg, Bathrobe, Sofa, Elephant, Plum, turtle, aquarium. Pictures depicting actions familiar to children from their experience: Reads, rolling, feeds.
Survey course: Adult consistently offers a child to consider pictures depicting various objects of action and call them.
In cases of difficulties, the adult asks to show a definite picture, then call it.
4. Methods "Name in one word".
Purpose: Checking the ability to summarize in one word objects and images in pictures grouped according to a functional basis. Toys - machine, bunny, teddy bear, pyramid, matryoshka, pictures depicting several items: clothes and vegetables.
Survey course: the child is offered to consider pictures with the image of clothing and vegetables, as well as toys and call them in one word.
5. Meeting "Tell the opposite".
Purpose: diagnostics of the ability to use words denoting signs of items.
Equipment: pictures with the image of items that have opposite signs: a healthy-patient; clean - dirty, white-black; thick-subtle; high Low.
Move surveys: the child is offered to play, pick up the words and signs with the opposite value. For example: "One boy has clean hands, and another - what?"
5. Meeting "Nazis Laskovo"
Purpose: diagnostics of the formation of the ability to form names are noun with a safe-laquating suffix.
Equipment: Pictures with a small and small items: Flower - Flower, Cap - Hat, Ring - Colepko, Bench - Strike.
Move surveys: the child is offered to consider and call pictures with the image of a large in small items.
Senior age. (5-6 liters)
Detection of mastering the dictionary (accuracy of typing, the use of different parts of speech).
1. Meeting "Name, what is it?"
Purpose: identifying mastering words.
Equipment: pictures with the image: clothes, fruits, furniture.
Survey course: Adult offers a child to consider a number of pictures and call them in one word (clothing, furniture). Then the adult asks the child to list flowers, birds and animals. Next, the child is offered to guess the subject as described: "Round, smooth, juicy, sweet, fruit" (apple). Orange, long, sweet, grows on a garden, vegetable (carrot); Green, long, tasty it salty, delicious it is raw, who is he so? (cucumber); Red, round, juicy, soft, tasty, vegetable (tomato).
2. Method "Who moves?"
Equipment: pictures with pictures of fish, birds, horses, dogs, cats, frogs, butterflies, snakes.
Survey course: Adult offers a child to answer questions: Fish.,. (floats) Bird.,. (flies). Horse .. (jumps). Dog ... (runs) Cat ... (Fights, runs). Frog (how does it move?) - jumps. Butterfly. .. (flies).
3. Meeting "Name Animal and his Cubs".
Purpose: Detection of the level of formation of the vocabulary stock.
Equipment: pictures with the image of domestic and wild animals and their young.
Survey stroke: the child shows a picture with the image of one of the animals and offer to call him and his young. In cases of difficulties, the adult takes pictures and helps the child to answer: "This is a cat, and she has a children's kitten. And this is a dog, what is the name of her cub? "
4. Meeting "pick up the word".
Purpose: Detection of the ability to select words denoting the quality of action.
Survey stroke: Adult offers a child to carefully listen to the phrase and pick up the right word to him. For example: "Horse runs. How? Fast". The following phrases are offered: the wind blows ... (strongly); The dog is barking ... (loud); Boat floats ... (slowly); Girl whispers ... (quiet).
Senior age (6-7 l)
1. Meeting "Explain the actions".
Purpose: Identifying the understanding of the semantic shades of the values \u200b\u200bof the verbs formed by the affixing method (with the help of consoles that various shades attach the words).
Survey course: the child is invited to listen to words and explain the meaning of the words:
run-run-run out;
write-sign-rewrite;
play-win-lose;
laugh - laughing-ridden;
she walked-entered.
2. Method "Pick up the word"
Purpose: Detection of understanding of the shades of synonyms - adjectives.
Survey stroke: Adult offers a child to choose words close to the meaning to the name (adjective), for example: smart - reasonable.; Weak - timid -. old.
3. Meeting "Explain"
Purpose: Detection of understanding of the portable value of adjectives.
The progress of the survey: the child is offered to explain the following phrases: evil winter; skillful fingers; Golden hair; spiny wind; light wind.
Survey Methodology (Ushakova, String)
Junior age (3-4 liters)
Purpose: diagnostics of the formation of the dictionary of children.
Task 1. Doll.
The tutor shows a child a doll, asks questions in the following sequence.
1. What is the name of the doll? Come to her the name.
1) The child calls the name in the sentence (I want to call her Marina);
2) gives a name (in one word);
3) does not give a name (repeats the word doll).
2. Tell me what marina?
1) calls two words and more (beautiful, elegant);
2) calls one word (good);
3) Does not call qualities, signs (repeats the word doll).
3. What on her (marina) is wearing?
1) independently calls more than two items of clothing (in a green dress, white socks);
2) With the help of teacher's questions: "What is it? Show ... "(it is socks, it is a dress);
3) shows clothing items, but does not call.
4. How to call in one word? (The teacher calls: "Dress, socks - this ...?")
1) The child calls summarizing words (clothes, things);
2) calls other types of clothing (panties, tights, sweatshirts ...);
3) repeats the words that the teacher called (dress, socks).
5. What clothes do you hope for you?
1) calls more than two words (shirt, jersey, pants);
2) calls two objects of clothing (sundress, shirt);
3) calls only one word (dress) or lists shoes (slippers, shoes).
6. What makes Marina? (The teacher performs actions: the doll sits down, gets up, raises his hand, waving her.)
1) The child calls all actions;
2) calls two actions (rose, raised her hand);
3) calls one word - action (worth it or sits).
7 . What can be done with a doll?
1) calls more than two words (laying sleeping, swing it, play);
2) calls two actions (roll in stroller, feed a doll);
3) calls one word (play).
Task 2. Ball.
1 . What is the ball (give a child)?
1) calls two signs and more (round, rubber);
2) calls one word;
3) Does not call qualities, says another word (play).
2 . What can I do with him?
Toolkit
Diagnostics of the level of development of children on speech development
Perova Vera Nikolaevna,
Senior educator GDOU D / s №62
St. Petersburg
Explanatory note
Diagnostic material includes a technique for three aspects of the speech development of children: vocabulary, grammatical system and readiness for the development of written speech.
Diagnostic tasks will allow to identify the richematic skills appropriate to the age characteristics of children.
The tasks are diverse in content. Each task has developed evaluation criteria, which will allow the teacher to develop a specific plan for pedagogical work with children to improve these parties to speech. A selection of visibility was made to the diagnostic tasks, which will make the diagnostic process interesting for the child and will contribute to the objectivity of the results obtained.
This diagnostic material is focused on the "Program of Education and Teaching Children in kindergarten". It is assumed to include these materials in the operational type of diagnostics.
Imediate group
1. Show pictures on which "toys", "dishes" are drawn.
Objective: to identify understanding specific nouns denoting specific concepts, subjects; Understanding and consuming in your speech of generalizing concepts ..
Material: Pictures depicting: Toys - doll, car, drum, etc. Cookware - a cup, plate, pan, etc.
2. What is the girl doing? / Mom, boy I.T.D. /
Purpose: determine the volume of the verb dictionary; The ability to correctly call actions.
Material: pictures
Criteria: The child correctly calls actions - 3 points
Allows 2 or more errors - 1 point
3. Show in pictures: Cup - cups, mushroom - mushrooms, doll - dolls, ball - balls.
Objective: Determination of understanding of the forms of the only and multiple number of nouns.
Criteria: The child calls correctly and shows items - 3 points
Many mistakes - 1 point
4. Bring the ball into the box, on the table, under the table, per box.
Purpose: Determination of an understanding of the proposed - case-based structures with pretexts: in, on, for, under.
Material: pictures
Criteria: The child correctly understands the meaning of prepositions: in, on, for, under - 3 points
Allows one error - 2 points
Allows 2 errors - 1 point
5. Nose what?
Purpose: Determine the ability to use the names of the nouns in the Parental case of the only number without an excuse.
Is this a tail who? - Foxes.
Is this a bag who? - Moms.
Is this a car? - Boy.
This is the ears who? - Bare.
Material: pictures
Allows one error - 2 points
Allows 2 errors - 1 point
6. Nose affectionate: home - ...., Ball - ...., Hands - ...., Doll - ...
Purpose: Determine the ability to form nouns with diminishing suffixes and consume them in speech ..
Material: pictures
Criteria: The child correctly forms nouns with diminishing suffixes - 3 points
Allows one error - 2 points
Allows two and white errors - 1 point
Instructions for carrying out:
2. Suggest a child to call on the pictures who does what.
3. The child is invited to call the subject in the only and multiple number according to the pictures.
4. Suggest the child to execute the instructions on speech instructions ..
5. The child is proposed to determine who belongs.
6. The child is proposed to call the items depicted in the pictures.
Final grade:
14-18 points - high level
10 - 14 points - Middle level
9 or less points - low level
Diagnosis of the level of speech development of children
Topic: Study of vocabulary and grammatical system
Medium group
1. Name items depicted in the picture in a word:
Kettle - Saucer - Plate - Pan ... / Dishes /
Jacket - Cap - Sweater - Pants ... / Clothing /
Slippers - Sandals - Shoes - Boots - Boots ... / Shoes /
Cucumber - Tomato - Cabbage - Potatoes - Carrot ... / Vegetables /
Apple - Pear - Orange - Banana ... / Fruit /
Objective: to identify understanding specific nouns denoting specific concepts, understanding and consuming in their speech of generalizing concepts.
Material: Pictures depicting: dishes, clothes, shoes, vegetables, fruits
Criteria: The child calls correctly and shows items - 3 points
2. Name items that can be called this word:
animals, Toys, Furniture
Objective: to identify understanding specific nouns denoting specific concepts, understanding and consuming in their speech of generalizing concepts.
Material: image pictures: Bear, Fox, Squirrel, Hare, Wolf; Machine, doll, pyramid, etc., table, chair, sofa, wardrobe.
Criteria: The child calls correctly and shows items - 3 points
Permits 1-2 errors - 2 points
Permits 3 or more errors - 1 point
3. How can I say gently: son, mushroom, house.
Objective: Knowledge and ability to use nouns with diminishing suffixes.
Material: pictures
Criteria: The child correctly calls - 3 points
Permits 1 error - 2 points
Permits 2 or more errors - 1 point
4. Find animals to find their cubs: Higher - ... .., Belka - ......, the bear - ......, the wolf - ......
Criteria: The child correctly calls and shows pictures with animals - 3 points
Allows 1 - 2 errors - 2 points
Permits 3 or more errors - 1 point
5. Tell me right:
Apple. Tanya has a lot ... ..
Wood. In the forest there are many ... ..
Shoes. Oli has no ... ..
Purpose: Ability to use nouns in the form of a Multiple Pet
Numbers.
Material: pictures with the image of these items
Criteria: The child correctly calls - 3 points
Allows one error - 2 points
Allows 2 errors - 1 point
6. Lovely loves cheese. Find all the pieces of cheese in her room and tell the mouse where every piece is located.
Material: pictures
Allows one error - 2 points
Allows 2 errors - 1 point
7. What are the color objects: ball - ..., bucket - ..., dress - ..., car - ....
Objective: Ability to coordinate adjectives with nouns in the singular.
Material: pictures
Allows one error - 2 points
Allows 2 errors - 1 point
8. Name, whose items are. Mom's Bag - Mine
Baby's jacket - ...
Pope newspaper - ...
Nora Fox - ...
/Whose? Whose? whose?/
Material: pictures
Criteria: The child correctly calls - 3 points
Allows one error - 2 points
Allows 2 errors - 1 point
9.Pripping Olya doll. / Olya, Laging /
Bunny catchies fox, how do we cry to him? / Bunny, run. /
Ask the driver of the toy car to take cubes into the conservation corner. /Hezayi./
Objective: Determine the ability to use in the speech forms of imperative inclination.
Criteria:
The child uses the shape of the imperative inclination in the speech - 3 points
Allows one error - 2 points
Allows 2 errors - 1 point
10.Girls correctly:
I have a pencil. /a pen/
I do not have …
I'm drawing …
Dad writes ...
Purpose: Reveal the ability to use nouns in indirect cases without an excuse.
Material:
Criteria: The child correctly calls - 3 points
Allows one error - 2 points
Allows 2 errors - 1 point
Instructions for carrying out:
Before each task, a set of pictures selected for this issue is laid out.
1. The child is invited to choose pictures to these lexical topics and call them.
2. Suggest a child to choose pictures related to a specific group.
3. Suggest affectionately to name items depicted in the picture.
4. Suggest a child to find the appropriate picture and call the young animal.
5. Suggest the child to say the word in the plural.
6. Suggest help a mouse found pieces of cheese in a room using prepositions.
7. Suggest call the subject, and say what color it is.
8. Suggest call, whose items are.
Final grade:
22 - 27 points - high level
15 - 21 points - medium level
14 or less points - low level
Diagnosis of the level of speech development of children
Topic: Study of vocabulary and grammatical system
SENIOR GROUP
1. Support and invocation of a whole object from its parts.
Specify the pictures of the body: head, legs, hands, nose, chest, belly, neck, etc.
Specify the pictures of the clothes: sleeve, collar, buttice.
Name pictures of furniture objects: back, leg, seat.
Same pictures of the car: Door, wheels, steering wheel, cabin.
Allows 1 - 2 errors - 2 points
2. What is the form of objects: round, oval, triangular, square, rectangular, etc.
Purpose: Objective: Ability to coordinate adjectives with nouns in the singular.
Material: Side pictures
Criteria: child correctly forms of objects - 3 points
Allows one error - 2 points
Allows 2 errors - 1 point
3. Many things? Ball - balls, table - ..., house - ..., Birch - ..., Cup - ..., Book - ..., Wood - ..., Leaf - ..., Chair - ..., Ball - ..., Key - ..., Pencil ...
Purpose: Reveal the ability to use nouns in the form of a genitive case
Multiple number.
Material: pictures with the image of these items
Criteria: The child calls correctly and shows items - 3 points
Allows one error - 2 points
Allows 2 errors - 1 point
4. How to call a small subject? Table, ball, house, bed, birch, doll, spoon, wardrobe, bowl.
Objective: Knowledge and ability to use nouns with diminishing
Suffixes.
Material: Side pictures
Criteria: The child correctly called all items - 3 points
Allows one error - 2 points
Allows 2 errors - 1 point
5. Name whose items. Tail Bare - ...
Bear Lap - ...
Wolf wool - ...
Purpose: the ability to form attracted adjectives from nouns.
/Whose? Whose? /
Material: pictures
Criteria: The child correctly calls - 3 points
Allows one error - 2 points
Allows 2 errors - 1 point
6.And the offer:
We went to Zoo / on what? / (Subway)
My sister learns to play / what? / (On piano)
Purpose: the ability to use the unlock noun.
Material: Side pictures
Criteria: The child completes the proposal correctly - 3 points
Allows one error - 2 points
Allows 2 errors - 1 point
7.Nate, show and tell. Where Mom is a squirrel and her bakery.
Purpose: Understanding the proposed - case structures with pretexts: in, on, for, under.
Material: pictures
Allows one error - 2 points
Allows 2 errors - 1 point
8. Look carefully in the pictures. Becoming the profession of those who are depicted on it.
Material: pictures with the image of a builder, seller, teacher.
Criteria: The child correctly forms nouns with diminishing suffixes - 3 points
Allows one error - 2 points
Allows 2 errors - 1 point
9.Scages, where the kitten is located.
Purpose: Understanding the proposed - case structures with pretexts: in, on, for, under.
Material: pictures
Criteria: The child correctly understands the meaning of prepositions: in, on, for, under - 3 points
Allows one error - 2 points
Allows 2 errors - 1 point
10. Finished Proposal: one house, two ...
One doll, two ...
One ball, two ...
One beetle, two ...
Material: Side pictures
Criteria: child correctly - 3 points
Allows one error - 2 points
Allows 2 errors - 1 point
Instructions for carrying out:
Before each task, a set of pictures selected for this issue is laid out.
2. The child is put alternately cards with the image of various items and offer to call parts of which consists.
3. The child is put alternately cards with the image of various items and offer to answer the question.
4. The child is invited to consider cards and call the objects depicted on them.
5. The child is put cards with the image of animals and parts of the body, and offer to call whose parts.
6. Do you end the child to finish the proposal.
7. The child is put cards with the image of the protein and the lush, they ask the child to say where the shreddes from the mother of the squirrel were hidden.
8.Prip the child to list the professions on cards and answer the question "Who is doing?"
9. Forced child put cards, ask the child to tell where the kitten is located.
10. Do you end the child to complete the offer on the picture.
Final grade:
24 - 30 points - high level
14 - 23 points - Middle level
13 or less points - low level
Diagnosis of the level of speech development of children
Topic: Study of vocabulary and grammatical system
Preparatory to school group
1. Drawing up and calling a whole object from its parts.
Same pictures of body parts: elbow, knee, fingers, nail.
Same pictures of clothes: collar, cuff, loop.
Same pictures of the stems of the window: frame, windowsill, glass.
Call pictures of the car: body, cab, headlights, motor.
Purpose: The development of higher mental functions of thinking - attention, analysis and synthesis of parts and the whole.
Material: Side pictures
Criteria: The child correctly calls and shows parts of the whole - 3 points
Allows 1 - 2 errors - 2 points
Permits 3 or more errors - 1 point
2. Who does what? / Using profession /
Purpose: to identify the knowledge of children about the work of adults.
Material: pictures with the image of adults, their professional activities
Criteria: The child correctly calls - 3 points
Allows one error - 2 points
Allows 2 errors - 1 point
3. Zakuchi offer: a pencil - two pencils, five pencils, the key is ...., Leo - ..., Lake - ..., Door - ...
Objective: The ability to coordinate nouns with numerical.
Material: Side pictures
Criteria: The child correctly coordinates nouns with numerical - 3 points
Permits a small number of errors - 2 points
Many mistakes - 1 point
4. Help the animal to find their cubs: the cow - ..., the horse - ..., the dog - ...
Purpose: ability to form young animal names
Material: pictures with the image of animals and their young.
Criteria: The child calls correctly and shows - 3 points
Allows one error - 2 points
Allows 2 errors - 1 point
5. Name, from which it is done: a pencil from a tree - wooden, handicrafts from paper - ..., a hat of straw - ..., a pillow from the fluff - ..., a babe of snow - ..., rubber wheel - ...
Purpose: The ability to form relative adjectives from nouns.
Material: pictures
Criteria: The child correctly calls - 3 points
Allows one error - 2 points
Allows 2 errors - 1 point
6. Actions: What do children do? / walks, goes, enters, it turns out, goes /
Purpose: Remove the ability to form beefing verbs.
Material: Scene Pictures
Criteria: The child correctly forms beefing verbs - 3 points
Allows one error - 2 points
Allows 2 errors - 1 point
7. What does the boy do?
Purpose: Understanding the proposed - case structures with pretexts: in, on, for, under.
Material: Scene Pictures
Criteria: The child correctly understands the meaning of prepositions: in, on, for, under - 3 points
Allows one error - 2 points
Allows 2 errors - 1 point
Instructions for carrying out:
Before each task, a set of pictures selected for this issue is laid out.
1. The child put cards with the image of a whole object and individual fragments, the child is proposed to pick up and call the parts to the whole.
2. Ask a child to list professions on cards and answer the question "Who does, do?"
3. Suggest a child to complete the offer on the picture.
4. Last child put cards with the image of animals and their young, offer the child to find a young animal and call it.
5. For a child put cards with the image of items, to offer the child to find and call items of which they are manufactured.
6. To do a child in the picture to determine what children are doing.
7. The child is put cards, ask the child to tell what the boy does.
Final grade:
17- 21 points - high level
12 - 16 points - medium level
11 and less points - low level
Why do you need diagnosis of speech development of preschool children? This special technique is used to evaluate and recognize the correct development of speech. Each child studies new sounds for him and words at different speeds. In the early stages of the development of speech in children, there are often minor lags. In order for them to negatively affect the formation of speech in a child, certain diagnostic methods will help them to eliminate them.
Proper speaker in the development of speech in children
The child's speech skills continue to be improved in adolescence. The main stages of development in speech, children reaches up to 5-6 years.
Already from the birth of a child, parents should carefully monitor how the kid flows the formation of speech. For classes with children, it is necessary to use developing training material, with which the child's speech will improve.
Communication in children of preschool age consists of imitation of sounds, expressiveness of the language of gestures, understanding words and their use in speech
In accordance with age, the dynamics of speech development in children is divided into several stages. The table indicated below shows the list of communicative skills that fall to a certain children's age.
| Up to 1 year | From 1 to 3 years | From 3 to 5 years |
| In the first months of life, babies study sounds. They recognize the voice of their mother, distinguish between sound rhythm and respond to them with humane. By the first year of birth, babies know the vote and other family members (Pope, sisters, brothers). They can also pronounce brief words (for example, "Mom", "Baba", "Grandfather"). Some children know a few words a year, remember the heard sounds and try to repeat them. | Speech skills are rapidly improving. Every word acquires meaning for him. At this age, children may indicate objects that they cause interest. They also understand the meaning of the phrases (a cat fluffy, summer day). In 2 years, the child knows about 50 words and understands the importance of items placed in the house or depicted in the books. In addition, children understand short phrases: "Mom came," "Your dad", "Bear is good", etc. Everyone who over 2 years old knows some parts of the body and try to name items, relying on the first letters of their names ("Bull" - "Buka", "Kisa - Kiki", "Mouse" - "Cape") |
In 3 years, children use 100-150 words in their communication and understand the instructions of the parents (for example, "remove toys", "put a book on the table", "Passing hands"). At the same years, children can pronounce the letters complex for them ("F", "P") and make proposals in different times of the verb and call words in the plural. At 4 years old, children communicate with long proposals, know how to ask questions, describe the events that have occurred and retelling stories. In general, by 4 or 5 years old, a child can support a dialogue with an adult man. Moreover, in 5 years, some children are able to study the language and express words in writing |
These age frameworks will help parents to control the correct development of speech in children.
Methods for diagnosing speech development in children
In what cases do not avoid diagnostics in the speech development of the child? The reason for the visit to the doctor is a violation of the dynamics in improving speech in children 3-4 years. As a rule, at this age, the lexical stock of the child is more than 200 words and at the same time, it continues to grow rapidly. In 4-5 years, children are able to pronounce the letters complex for them, such as "p", "f", "etc., etc. They give less preference to a gesture language and are trying to communicate as much as possible with peers and adults in verbal form.
The diagnostic method for identifying delays and defects in the development of speech will help the child promptly adjust communication skills in a timely manner.
Typically, a defectologist is engaged in a survey and treatment of violations in speech. By diagnostics, this doctor finds the main reasons that may interfere with the development of speech (for example, poor memory, hearing problems and some dysfunctions of the speech apparatus).
The defectologist diagnoses a violation of speech and cognitive abilities in a child with several types of testing, such as auditing, speech rhythm perception, the ability to play the heard sounds. This also includes tests for associative and logical types of thinking.
If the child does not lag behind in cognitive abilities and only the small defects of speech (for example, the non-fragmentation of the letters "L", "F") is identified, in which case a defectologist, but a speech therapist, should be engaged.
Parents may also diagnose speech development in preschool children at home. One of these methods is the author's work, which F.G. developed Dascalova (spectatologist spectatologist). Almost every organization, school and clinic, whose activities are aimed at the early development of the child, uses the material F.G. Daskalova for diagnostic purposes.
Parents are recommended to use this method only if their child does not suffer mental or autistic disorders. With such violations, children need a professional examination and serious treatment.
All you need to know about the speech development of the child, watch the video below.
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Introduction ................................................................................ Chapter 1. Theoretical and methodological analysis of the problem of the development of connected speech from preschoolers 1.1. Psychological and pedagogical aspect of studying connected speech in children of preschool age ........................................................ 1.2. The specificity of speech development in preschoolers ............... .. 1.3. Methods of work on the development of speech from preschoolers ......... Chapter 2. Application of diagnostic agents in the development of preschoolers 2.1. Features of psychodiagnostics children of preschool age 2.2. Diagnostics of the level of development of connected speech in children of senior preschool age ............................................................................. Chapter 3. Experimental work on the development of the speech of preschoolers 3.1. Determining the level of speech development of preschoolers by means of psychodiagnostics ................................................ ... ... ... Conclusion ......................................................................................... .. Bibliography………………………………………………………………. Application…………………………………………………………………. |
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Introduction
Speech is a great gift of nature, thanks to which people get ample opportunities for communicating with each other. However, nature takes a very little time for the emergence and formation of speech, the Early and Preschool Age. During this period, favorable conditions for the development of speech are being created, a foundation is laid for written forms of speech - reading and writing, and the subsequent speech and linguistic development of the child.
The role of the development of the child's speech in preschool age is difficult to overestimate. Passing the speech rebuilds the processes of perception, memory, thinking, improves all types of children's activities and the "socialization" of the child. In psychological, linguistic, psycholinguistic studies of the children's speech of such scientists as Vygotsky L.S., Zaporozhets A.V., Lisin M.I., Shakhnarovich A.M., Zhukova N.S., Phileeva T.B., was proven that any violation during the development of speech is reflected in the activities and behavior of children.
In the modern pre-school educational institution, a lot of attention is paid to the development of the speech of children. For speech development of senior preschoolers, a fairly large and diverse vocabulary, which continues to expand, most children pronounce the sounds of their native language correctly, is mainly completed by the stage of learning the grammatical language system. The tasks of the development of speech continue to be the enrichment of the dictionary, the formation of grammatically correct speech, the education of sound culture of speech, the development of a coherent speech. All these tasks are quite successfully implemented in DOU. But the ultimate goal is a speech mastery as a means of communication.
According to research, the children of senior preschool age reaches a relatively high level of development of connected speech. The formation of a coherent speech allows preschoolers to successfully join different forms of communication (business, cognitive, personal), but all this can be implemented due to the organization of effective forms, methods and techniques, due to the use of the most rational learning tools. However, to build proper and efficient work, first of all, it is necessary to identify violations and disadvantages in the speech development of the child, which is carried out in the process of diagnostic research. Correctional and prophylactic work should be started with diagnostics, which is the initial stage of work.
The diagnosis of speech development of preschoolers involves the selection of tools and techniques for which an objective assessment of the speech capabilities of children of preschool age is possible.
Problems of diagnosis of the development of preschoolers were considered in research P. Davidovich, O.S. Ushakova, A.I. Maksakova, G.V. Chirkina et al.
An object Research is the speech development of preschool children.
Thing Research is the diagnosis of children of senior preschool age.
purpose Studies: identify the features of diagnostic activities to identify the level of development of the speech of senior preschoolers.
Tasks Research:
Conduct analysis of psychological and pedagogical literature on the study of the problem of the development of connected speech in preschoolers;
Determine the features of speech development in preschoolers;
Identify the specificity of diagnosis of preschoolers;
To conduct a diagnostic study to identify the level of speech development in children of senior preschool age;
To analyze the results and suggest guidelines.
Research methods: Theoretical Analysis of Literature on Research Problems; observation; testing; Mathematical data processing.
Chapter 1. Theoretical and methodological analysis of the problem of the development of connected speech from preschoolers
1.1. Psychological and pedagogical aspect of studying connected speech in preschool children
As is known, the development of speech is most closely associated with the development of consciousness, the knowledge of the surrounding world, the development of the person as a whole. The central link, with which the teacher can solve a variety of cognitive and creative tasks, are examples, more precisely, model representations. Proof of this - perennial studies conducted under the direction of L.A. Wenger, A.V. Zaporozhets, D.B. Elkonina, N.N. Podyakova. An effective way to solve the problem of the development of intelligence and speech of the child is to receive modeling. Thanks to modeling, children learn to generally represent the essential signs of objects, communications and relationships in real reality. Personality with ideas about connections and relations in real reality, which owns the means of determining and reproducing these relationships and relations, is needed today, in which significant changes occur in consciousness. The society is trying to comprehend and rethink reality, for which certain skills are needed and certain funds, including the skill to simulate validity.
Training modeling is advisable to start in preschool age, because, according to L.S. Vygotsky, F.A. Sokhina, O.S. Ushakova, preschool age is the period of the most intensive formation and development of the person. Developing, the child actively assimilates the foundations of the native language and speech, its speech activity increases. Children use words in a wide variety of values, express their thoughts not only simple, but also complex offers: learn to compare, to generalize and begin to understand the meaning of the abstract, distracted meaning of the word.
The assimilation of the distracted value of the linguistic units caused by mastering the logical transactions of generalization, comparisons, comparison, abstraction, allows the use of modeling not only to solve the tasks of the development of logical thinking of a preschooler, but also to solve the tasks of speech development, primarily connected speech. The degree of development of the problem and theoretical base of the study. Features of the mastery of children and speech in a wide variety of aspects: communication language and thinking, communication of the language and objective reality, the semantics of language units and the nature of their conditionality - were the subject of studying many researchers (N.I. Zhinkin, A.N. Gvozdev, L. V. Shcherba). At the same time, as the main result in the process of mastering the speech, researchers call the mastery of text. Features of the development of a connected speech were studied by L.S. Vygotsky, S.L. Rubinshtein, A.M. Leushina, F.A. Sokhin and other specialists in the field of psychology and methodology for the development of speech.
By definition S.L. Rubinstein, connected calls such a speech that can be understood based on its own substantive content. In mastering speech, LS believes Vygotsky, the child comes from the part to the whole: from the word to the combination of two or three words, hereinafter - to a simple phrase, even later - to complex proposals. The final stage is a coherent speech, consisting of a number of deployed proposals. Grammatical ties in the proposal and links of proposals in the text there is a reflection of the relationships and relations that exist in reality. Creating text, a child with grammatical means modeling this reality.
The patterns of the development of a coherent speech of children from the moment of its occurrence are revealed in the studies of A.M. Leushina. She showed that the development of a connected speech comes from mastering a situational speech to master the contextual, then the process of improving these forms proceeds in parallel, the formation of a connected speech, the change in its functions depends on the content, conditions, forms of communication of the child with others, is determined by the level of its intellectual development. The formation of a connected speech in children of preschool age and the factors of its development were also studied by E.A. Fleirina, E.I. Radar, E.P. Korotkova, V.I. Loginova, N.M. Krylova, V.V. Herb, G.M. Lyamina.
Specify and complement the methodology for learning monologic speech Research N.G. Smolnikova on the development of the structure of a connected statement from senior preschoolers, research E.P. Short about the peculiarities of mastering preschoolers with various functional types of texts. Methods and techniques are also being studied by the methods and methods of training for preschoolers of a connected speech: E.A. Smirnova and O.S. Ushakova reveal the possibility of using a series of scene paintings in the development of a coherent speech, about the possibility of using the picture in the process of training preschoolers, telling a lot of quite a lot of V.V. Herb, L.V. Voroshnina reveals the potential of a coherent speech in terms of developing children's creativity.
But the proposed methods and techniques for the development of connected speech are more oriented to the representation of actual material for children's stories, intellectual processes that are significant for building text, they are less reflected in them. The approaches to the study of the connected speech of the preschooler influenced the research carried out under the guidance of F.A. Sokhina and O.S. Ushakova (G.A. Kudrina, L.V. Vorosnina, A.A. Visozhevskaya, N.G. Smolnikova, E.A. Smirnova, L.G. Shadrina). The focus of these studies is the search for the criteria for assessing the communications of speech, and the ability to structurally build the text and use various ways of connections between phrases and parts of different types of connected statements, to see the structure of the text, its main composite parts, their relationship and interconnection .
Thus, the analysis of psychological and pedagogical literature allowed us to detect a contradiction between the characteristics of the speech development of the child of senior preschool age and the theoretical substantiation of the use of modeling in the training of senior preschoolers of connected speech, between the needs of practitioners in the use of modeling in the development of a coherent speech and the absence of pedagogical technologies oriented on modeling in work on the formation of preschoolers skills in the field of text.
1.2. Specificity of speech development in preschoolers
Every year, life imposes more and higher demands not only to adult people, but also to children: the volume of knowledge that needs to be transmitted is steadily growing. In order to help children cope with those who expect them difficult tasks, you need to take care of the timely and full-fledged formation of speech. This is the basic condition for successful learning. After all, after speech, the development of abstract thinking is committed, with the help of the word we express our thoughts.
In preschool age, the child's speech acquires new qualitative features. Along with the rapid growth of the dictionary (from 1000-1200 words at a three-year child up to 3000-4000 words from a senior preschooler), there is practical mastering more complex forms of proposal, the grammatical system of the native language.
The development of speech occurs in the process of communicating a child with others, which becomes richer in preschool age and more diverse thanks to the knowledge gained and participation in various collective games and classes. Improving speech is inextricably linked with the development of the child's thinking, in particular with the transition from visual-effective to reasoning, logical thinking, which begins to develop in preschool age.
All this encourages the child to master the means of the tongue, move to new, more complex forms of verbal statements. The relationship between the two signal systems, the relationship between the word, on the one hand, and visual images and direct actions, on the other hand. If the speech of an early child's child is connected, mainly with what he perceives and does at the moment, the preschooler, in addition, begins to understand and itself talk about things more distant, which he can only imagine, only to imagine himself . So it turns out, for example, when the preschooler listens any fairy tale or himself well describes what he had previously watched or found out of the stories of adults, from the books read him, etc.
It is easy to understand how the requirements for connected speech grow in these conditions, to the ability to grammatically correctly build suggestions and link them with each other.
The child must learn how to use official words - negative NE particles, nor, excuses, unions; He must learn to understand and use diverse suffixes, changing the meaning of the word; He must learn how to properly coordinate words in the proposal in accordance with the genus, number and case.
Throughout preschool age, with the right organization of educational work, the child practically assisted the basic rules of grammar of the native language and enjoys them in their oral speech.
However, the path of assimilation of grammar grammar in preschool age is very peculiar and is significantly different from which school learning goes.
The preschooler does not memorize the grammatical rules, does not memorize their definitions, he does not even know what the union is, the preposition, the genus, the case. He mastering all this practically, listening to the speech of adults, speaks himself with the surrounding in everyday life, in games and, classes. As the experience of speech communication is accumulated, the child is formed unconscious empirical language generalizations, the so-called sense of language is formed.
The child not only begins to speak correctly, but notices the slightest mistake in the speech of others, although it cannot explain why so cannot speak.
So, a five-year-old child, hearing, like a two-year-old says: "Petya went," it becomes editing him: "I need to say - I went, and did not go." But when he is asked why it is impossible to say, he is inappreciating: "So they do not say, so wrong." He is still not aware enough and does not know how to formulate the rules that are already practically enjoyed in their speech.
The physiological basis of the sense of language is a dynamic stereotype, folding at the level of the second signaling system under the influence of the experience of speech communication with the surrounding. Such a stereotype is a system of summarized temporary links between verbal stimuli, corresponding to the grammatical characteristics of the language. When a child observes similar phenomena of the language, for example, the same type of harmonization of verbs and adjectives with a noun, generalization is generalized in its brain, the generalization of the corresponding nervous connections. As a result, he begins to change and coordinate new words by analogy with how he did with the old words already known to him.
Practical speech generalizations help the child correctly speak. However, due to excessive generalization, lack of differentiation of grammatical relations, small children often admit characteristic errors. So, at the third year of life, the expression "knocking the hammer", by analogy with him, says to "eat a spoon", "wipe the cloth", etc. , given them.
The formation of a sense of language is very important in the development of children's speech. It is a significant condition for the proper conservation of oral speech at the preschooler and creates the necessary prerequisites for the conscious assimilation of grammar during the school learning.
In the process of developing speech, the child must learn not only new words, but also their meanings. The meaning of words, as mentioned, is a generalization of a number of similar objects or phenomena. Therefore, mastering the meaning of the word is a challenging task for a preschooler who has even limited knowledge and insufficient ability to generalize. Sometimes it happens that the child, having learned any word, does not understand his actual value and interprets this word in its own way, in accordance with its limited experience.
Veresaev describes how in childhood he was surprised when the man who was called the son of the cook turned out to be a big man with red mustes. He thought that the Son could be only a little boy, thus attached to this word, its special meaning.
The educator must ensure that, absorbing a new word, the child at the same time understood its meaning. The speech of the child acquires a different character at different stages of preschool childhood. The speech of children of junior preschool age has many more features characteristic of young children's speech.
Mostly the immediate relationship of children's statements with perception and action is preserved. The kids speak mainly that they are at the moment perceive and do. So, listening to a story from a book with pictures, they are more focused on what is painted in the picture than on the listened text. Younger preschoolers are usually expressed by short proposals without connecting them with each other. Responding to the teacher's questions, children are hampered in building a connected story.
The sound testing of the younger preschooler is still imperfect. Sounds "P", "L", "W", "F" Many three-year hundreds do not yet pronounce or replace others (for example, "Zenya" instead of "Zhenya", "Luka" instead of "hand"). Sounds in words are sometimes replaced or moved (for example, Hasir instead of "sugar"). This is explained in part in the inability to own its voice apparatus, partly the insufficient development of speech hearing.
Under the influence of properly organized educational work, everyday communication with adults, games and special occupations, children go to more perfect forms of constructing speech and master the right sound.
The speech of children of mid preschool age becomes richer in its content and acquires a more complex structure than kids. The dictionary is significantly increased by the dictionary of the child. The conversations of children often belong not to the data directly perceived circumstances, but to what was perceived earlier or told parents and educators and other children. Such an expansion of speech communication leads to a change in the structure of children's speech. Along with the names of objects and actions, children begin to use various definitions widely.
The child binds the sentences and subordinates their friend in accordance with the character of the described phenomena. This change in the structure of speech is closely related to the advent of reasoning, logical thinking. At the same time, in the speech of the child of the middle preschool age, along with new features, the features of the previous development phase are preserved. Despite the fact that his speech acquires a greater connection than that of the baby, nevertheless there are often replaced by the missing nouns of the instructions like the one, there, and so on.
In the sound balance of the child of the middle preschool age reaches great success. Only sometimes, usually as a result of a not attentive pedagogical approach to the child, five-year-old children meet errors in the pronouncement of some sounds (most often "P" and "sh").
Conversations of the teacher with children, listening to fairy tales and other works of children's literature, conversations of children in the process of collective games and classes are a prerequisite for the development of children's speech at this age.
In children of senior preschool age, there is a further development of speech. Significantly increases dictionary of the child (up to 3000-4000 words). Complementary in connection with new types of training sessions, collective games, labor orders Communication with surrounding people leads to enrichment of the dictionary of the child and mastering new grammatical forms of the native language.
At the same time, the enrichment of the child's experience, the development of his thinking affects the change in the structure of his speech, in turn encourages him to master new, more complex forms of language.
The phrase highlights the main and pressing offers. The word preschooler words expressing causals (because), targets (in order), investigative (if) links between phenomena. With respect to the child, new moments appear to their own speech. Senior preschoolers are not only guided in the practice of speech communication with a sense of language, but also make the first attempts to realize the linguistic generalizations underlying.
The child tries to justify why you need to speak, and not otherwise, why it says correctly, and it is wrong. So, a six-year-old child declares: "You can not say: the girl was sitting on a chair; It is about the boy or uncle so they say. " Or: "You can not say: I went to the forest tomorrow; I went this when about yesterday, but I must say here. "
With the right organization of educational work, when conducting special classes in the native language, the senior preschoolers are not only learned to communicate their thoughts, but also begin to analyze speech, to realize its features. This ability to deliberately treat his own speech, to make it the subject of its analysis, is of great importance for the preparation of children for school learning, for subsequent mastering diploma.
Further development of children's speeches is already under training activities. If at earliest steps of the child digeted the language mainly practically, communicating with themselves to everyday life, in games and classes, now in front of him there is a special task to master all the wealth of the native language and learn to consciously use the basic rules of grammar.
1.3. Methods of work on the development of speech from preschoolers
Analysis of pedagogical literature discovered contradictory points of view to teaching the connected speech of children of preschool age, its content and sequence of introducing different types of connected statements. Most authors indicate that training should be started with the recovery and descriptions (A.M. Borodich, V.V. Herbova, A.A. Visozhevskaya, E.P. Korotkov, etc.). In a number of research, the possibility of learning children is 4-5 years of narrative speech (T.I. Grisik, G.M. Lyamin, L.G. Shadrina, O.S. Ushakov). They form such signs of connectivity of text, as the completion of the topic, integration between proposals and parts of the story. But the methodology for the development of connected speech in children of the fifth-sixth year of life has not been developed.
To determine the place of work on the development of a connected speech of preschoolers in the pedagogical process, it is important to develop an adequate methodology for studying the connectivity of children's speech, to identify the most effective methodological techniques for the formation of a connectedness of children's statements.
Studying the state of work in preschool institutions, it was rejuvenated that the practice reflects the same picture that is found in the analysis of scientific and methodical literature.
Most preschool institutions operate according to the Methodological Recommendations V.V. Coat of arms or O.S. Ushakova.
Analysis of educational and educational work plans in preschool institutions using the Methodology of V.V. The coat of arms, shows that classes on the development of connected speech are planned 2 times a month. This is 24% of the total number of classes. During the school year, 7 classes are held on the retelling of fairy tales and stories and 11 studies on teaching telling (description of toys, paintings), i.e. - 9.4% occupy a retelling classes and 14.6% teaching on pictures and toys (descriptions of descriptions).
Analysis of plans in preschool institutions using the OS methodology Ushakova, showed that the sessions for the development of connected speech are planned 3 times a month. During the school year there are 4 classes in retelling of fairy tales and stories and 24 studies on learning to tell (description of toys, objects, paintings; drawing up scene stories on the set of toys).
This is 87.5% of the total exercise. Of these, 12.5% \u200b\u200boccupy a retelling classes and a 75% teaching on pictures and toys (descriptions of descriptions - 65.6%; compiling plot stories on toys - 9.4%).
It is reflected in the plans and individual work with children, which contributes to the formation of the skills of drawing up a description, the recovery of the literary sample. So, on average, didactic games and exercises for the consolidation of skills received in the classroom, 2 times a week are planned. One or twice a month of the task of drawing up the descriptions of the descriptions is included in other studies on the development of speech (as part of the lesson).
As the analysis of the documentation showed, in those preschool institutions, where they work according to the OS method. Ushakova, great attention is paid to learning to tell. Already in the middle group (second half of the year), the skill of a connected narrative statement is beginning to form the ability to work with the children of the series of plot pictures. The proportion of training for teaching the story during the year is much higher than in preschool institutions using the Methodology of V.V. The coat of arms whose methodological recommendations provide for only the formation of description skills in the children of the fifth year of life. In training, the series does not use a series of plot pictures at all, separate scene pictures are used extremely rarely. Sources of statements are the toy, the subject, less often the picture and the speech sample of an adult, which accompanies the show and considering visual material. Visuality offered by this technique, monotony.
Traditionally, the following techniques are used in the development of connected speech in preschool institutions: a speech sample, questions, explanations, a motivated assessment of the actions and responses of children, staging games, etc.
Thus, the analysis of the status of practice convinces in the relevance of the development of the methodology for teaching children of connected speech.
The search for a methodology for studying connected speech can be determined by the peculiarities of the latter. The nature of the connected speech largely depends on the tasks and conditions of communication. It was important to take away such situations in which the exploration, connectivity, composite completion of children's statements were more developed.
The psychological and pedagogical literature describes the most typical methods of studying the connected speech of preschoolers. Children are offered tasks on reproductive (retelling of a literary sample) and productive (creating an independent coherent statement) levels. The tasks of a productive nature are usually offered to a support for a picture or toy.
The retelling is widely used in the formation of a connected speech of preschoolers. At the same time, some authors believe that retelling due to low communicativeness does not allow to identify the features of a connected statement (A.G. Arushanova).
In a number of studies (Z.M. Istomy, T.A. Repin) It has been proven that the simultaneous use of literary sample and illustrations significantly improves the quality of children's retellings. Pictures have a positive effect on the understanding of the text and allow the child more precisely, meaningful, sequentially express it.
The scientific and methodological literature contains conflicting data on the possibility of using plot pictures in teaching the story of the children's fifth year of life. Thus, a number of teachers believe that the children of this age, when teaching a telling, it is necessary to offer only one storyline, as they are not available on the series of plot paintings (A.M. Borodich, V.V. Herbova, E.P. Krobok . In studies, O.S. Ushakova, as well as works carried out under her leadership, it is proved that already in the middle group of kindergarten it is possible to use a series of plot pictures when teaching a telling, but their number should not exceed three.
When teaching the story of the fifth year of life, one toy is used more often. On the other hand, there is data indicating the possibility of using toys and gaming material, as the contee, the context of children's statements (G.M. Lyamina) increases in the stories about games and play actions. In a number of studies, it is proved that at the beginning of training, the telling should be given ready-made play situations that the adult is playing (M.M. Konified, L.A. Penyevskaya, E.A. Fleina).
Considering the presence of different points of view on the issues of studying and developing a coherent speech of children, in cross-experiments, the features of the connected statements of children should be checked depending on the situation of communication.
Chapter 2. Application of diagnostic agents in the development of preschoolers
2.1. Features of psychodiagnostics children of preschool age
It should be emphasized that the study of the peculiarities of the development of preschoolers is significantly different from the study of adults and older children, both used methods and in the method of working. The main principle that the developers of diagnostic techniques adhere to the principle of the child's behavior, which provides for the minimum experimental intervention in the usual everyday forms of children's behavior. Often, for the implementation of this principle, a variety of ways of encouraging a child to the game are used, during which various age-related features of the development of children are manifested.
Very popular are varied development scales Children involving analytical standardized child observations and subsequent comparison of the data obtained with the age standards of development. The use of these scales of development requires special experience and must be carried out by psychological specialists. But since the psychologist has a much less possibility to observe the child in a natural setting than the educator, it is advisable to organize the cooperation of the psychologist with the educator - by cross-comparison of own estimates and observations of a psychologist with the assessments and observations of the educator
Since preschoolers already master the speech, react to the identity of the experimenter, it becomes possible to communicate with the child and during its diagnosis of development. However, the speech of the preschooler is still in the formation stage, and sometimes it limits the possibilities of applying verbal tests, so researchers prefer non-verbal techniques.
The most important for the diagnosis of the development of young children is recognized by its motor and educational spheres, speech and social behavior (A. Anastasi, 1982, J. Schwancera, 1978, etc.).
When conducting and evaluating the results of the diagnosis of the development of the preschooler, the features of personal development at this age should be taken into account. Lack of motivation, interest in tasks can reduce all the efforts of the experimenter on no, since the child will not accept them. This feature of preschoolers pointed out, for example, A. V. Zaporozhets, who wrote: ... Even when a child takes a cognitive task and tries to decide it, those practical or game moments that encourage it to act in a certain way, transform the task and give a peculiar character The direction of the child's thinking. This moment must be taken into account in order to correctly appreciate the possibilities of children's intelligence. And further: ... the differences in solving similar intellectual tasks of junior and senior preschoolers are determined not only by the level of development of intellectual operations, but also by the originality of motivation. If younger children encourage the decision of the practical task to get a picture, a toy, etc., then the elders are crucially acquired by the motives of the competition, the desire to show the figure in the experimentator, etc.
These features should be taken into account both when conducting tests and in the interpretation of the results obtained.
You should consider the time that will need the day of testing. For preschoolers, it is recommended a segment of time to test within an hour, considering and establishing contact with the child (J. Schwancera, 1978).
During preschool surveys establishing contactbetween the subject and the experimenter turns into a special task, from a successful solution of which will depend on the reliability of the data obtained. As a rule, an experienced psychologist for establishing such contact conducts a survey in a familiar child at the presence of a mother or some close relative, an educator, etc. It is necessary to create conditions in which the child will not experience negative emotions from communicating with an unfamiliar person (fear , uncertainty, etc.), for which work with the child can start with the game and only gradually, imperceptibly to include the task required for the child.
Of particular importance is the implementation of continuous monitoring of the behavior of a child during a survey - its functional and emotional state, manifestations of interest or indifference to the proposed activities, etc. These observations can give valuable material for judgment on the level of development of the child, the formation of its cognitive and motivational spheres . Much in the child's behavior can explain the explanations of the mother, the educator, so it is important to organize the cooperation of all three parties in the process of interpreting the results of the child survey.
All diagnostic methods designed for preschoolers should be made individually or small groups of children visiting the kindergarten and has experience in collective work. As a rule, tests for preschoolers are presented orally or in the form of tests for practical actions. Sometimes to perform tasks can be used pencil and paper (provided simple actions with them).
Actually test techniques for preschoolers are designed much less than for older children and adults. Consider the most well-known and authoritative of them.
The existing methods of J. Schvazar proposes to divide into two groups: the first one belongs to the methods aimed at the diagnosis of general behavior, and to the second one - those defining its individual parties, for example, the development of intelligence, motility, etc.
The first group include the Methodology of A. Gezella. A. Gezell with colleagues developed the development tables that received his name. They cover the four main areas of behavior: motor, speech, personality and adaptive. In general, using GEllla tables, a standardized procedure is provided for observing and evaluating the development of children aged 4 weeks to 6 years. There is a game activity of children, their reactions to toys and other items, facial expansion are recorded, etc. This data is complemented by the information received from the mother of the child. As criteria for evaluating the obtained Data Gezell leads a detailed verbal description of the typical behavior of children of different ages and special drawings, which makes it easier to analyze the results of the survey
When studying preschoolers, a variety of development aspects may be subject to diagnosis - from motor to personal. For this, the second group of methods is used (according to the classification of J. Shvanzara).
Later on time to create is an adaptive behavior (ABC), developed by the Committee of the American Association for the study of mental inferiority. It can be used to study emotional or any other psyche violations. As well as the social maturity scale, it is based on observations of the behavior of the surveyed, and its forms can be filled not only by a psychologist, but also a teacher, parents, doctors - by whom the child contacts.
To explore some abilities of children from 2.5 to 8.5 years, McCarthy scale has been developed. It includes 18 tests grouped into six partially coinciding scales: verbal, perceptual action, quantitative, general cognitive abilities, memory and motor.
To estimate the level of mental development of preschoolers, the Stenford-Bine scale is most often used, the test of the boost and the test is wounded (they are written quite in detail in 3.4 and 3.5). For the same purposes, the methods of the Piaget can be used. They represent the scale of order because it is assumed that the development takes place a number of stages of themselves, which can be qualitatively described. Piaget's scales are mainly designed to study the cognitive, not personal sphere of the child and have not yet been brought to the formal parameters to the test level. Piage followers are underway to create a diagnostic complex based on its theory and intended for the diagnosis of psychology of the development of children of different ages.
J. Piaget offers a method of clinical study of the features of the formation of the cognitive sphere of the child, introducing the concept of a sensitor circuit, that is, the class of motor problems that contribute to the achievement of the target when performing actions with objects.
Motor test N. I. Laketsky is often used to diagnose motor development (N. I. Ozertesky, 1928), developed in 1923. It is intended for people aged 4 to 16 years. Tasks are located in the age levels. The technique was intended to study motor movements of different types. Simple materials are used as a stimulus material, such as paper, threads, needles, coils, balls, etc.
Assessing the scales discussed above, it is impossible not to note the absence of a strict theoretical justification of the use of each of them for the diagnosis of the peculiarities of the mental and personal development of preschoolers. The exception is the methods of waters, which are based on the concept of development created by it. Unlike foreign, domestic researchers seek to build a system of diagnosis, based on the provisions developed in the age and pedagogical psychology on the peculiarities, stages and the driving forces of mental and personal development (works L.I. Bowovich, L.S. Vygotsky, A. V. Zaporozhets, D.B. Elkonina, etc.). For example, the most developed from this point of view is a set of methods for diagnosing mental development of preschoolers, created under the direction of L.A. Hanger.
Special diagnostic techniques have been developed to study the features of figurative and logical thinking.
So, for example, the child was asked to trace the path to the house to the house, which was depicted with. using confusing lines. An analysis of the actions of the child made it possible to determine the level of formed figurative thinking.
To diagnose logical thinking, a table was proposed with geometric shapes located in a specific sequence. Some squares were empty, they needed to fill, revealing the patterns of the logical series.
A number of authors are attempts are made based on the generalization of already existing diagnostic techniques and their own developments to create a system of diagnostic examinations of preschoolers, which would not only identify different levels of development, but also ensured Long-thyne observations of children's development.
Along with the methods described above and designed to study various aspects of the development of preschoolers, there are quite a lot of them developed to diagnose children's readiness for school training.
As a result of the examination of preschoolers, children are revealed in need of correctional and developing work, which makes it possible to form the necessary level of readiness for school. In the course of the survey, children with advanced development are revealed for whom the psychologist should formulate recommendations on an individual approach.
2.2. Diagnostics of the level of coherent speech in children of senior preschool age
Systematic control over how children absorb speech material, is important to establish continuity between kindergarten and school. By the time of arrival in school, children should have approximately the same level of speech development.
Knowledge of criteria and ways to identify the state of speech development of children will help the leaders of pre-school institutions control the activities of educators, determine the quality of their work.
An individual comprehensive examination contributes to the most accurate establishment of the level of development of the child's speech, but requires a lot of time. To reduce the timing of the check, you can, besides the sample examination, combine a number of tasks, while at the same time detecting a state of formation of different sections of speech. So, establishing knowledge of the child of fiction and offering him to tell the fairy tale (or read the poem), which checks at the same time fixes sound-proof, diction, the ability to use the voice apparatus; When drawing up a child of stories in the picture (identifying the development of a coherent speech), checking notes which suggestions are used (identification of the formation of the syntactic side of speech), which lexical means (identifying the vocabulary) and so on.
Some methodological techniques and tasks can be used to verify the assimilation of the material simultaneously in the whole group or subgroup of children, such as knowledge of the genre.
When identifying the state of speech development of children, a special place should be given to special observations, which are conducted in the process of educational and educational work in everyday life: a teacher or checking for a certain time not only observes, but also fixes the speech of children, noting both its shortcomings and positive Shifts, as well as difficulties who experience children when mastering software material.
Speech surveys can be carried out on control and audit classes when an educator or verifier puts the task to find out how children traded one or another speech material.
If there are serious deviations in the speech development of children, conversations are held with parents, during which the possible causes of the lag of the child are revealed.
The most important condition for the development of the speech culture of preschool children is working on the word, which is considered in relationship with the solution of other speech tasks. Free ownership of a word, understanding its meaning, the accuracy of the wording is the necessary conditions for the development of the grammatical system of the language, the sound side of speech, as well as the development of the ability to independently build a coherent statement.
Studies of recent years have proved the need to allocate in the method of speech work of a special section, including, first, familiarization of children with the meaningfulness of words, with synonymic and antonymic relations between them; Secondly, the formation of the ability to accurately use the lexical tools of the native language. The disclosure of the semantic wealth of multivalued words contributes to the expansion of the dictionary, without increasing it quantitatively, and at the expense of the understanding of other values \u200b\u200bof already known words.
A feature of the enrichment and activation of a dictionary that occupies a significant place in speech work is its connection with all kinds of activities of preschoolers. Critting the world around, they assimilate the exact names of objects and phenomena, their qualities and interrelations, deepen and clarify the knowledge and presentation. So, forming the skills, skills and knowledge needed to perform physical culture exercises, visual activities, design, etc., the teacher expands their dictionary, teaches to understand and use words that designate objects used in this activity, action, movements. Covering the world, the child, assists the verbal designations of objects and phenomena of reality, their properties, connections and relations.
Practice of speech communication is encountered by children with various words, synonyms, antonyms. In preschool children, the semantic content orientation is very developed. First of all, the semantics is guided by speaking, choosing this or that word when building a statement; It is semantics who seeks to comprehend the listening. Therefore, the search for a word is based on its meaning, and the correctness of the statement depends on how accurately the selected word transmits.
To identify understanding by senior preschoolers of meaning (meanings), they are offered different tasks. First, their characteristic is given (which reveals this or that question, in which context it is presented), then the features of the execution of each task and variants of their estimates are revealed.
In the process of diagnostics, one of the parties of the speech is analyzed by the results obtained:
Sponge side of speech.
The following is noted: a poem read quite loudly;
Speed \u200b\u200b(tempo) speech: moderately;
Intonation expressiveness: Poem is read expressive.
In the process of reading a poem and conversation with a child:
Coldness (diction) of the child's speech: a clear ability to comply with literary norms of pronunciation (orthoepium): no deviations;
Soundlessness is quite well the child pronounces sounds.
Deviations in the speech development of senior preschoolers are manifested at various levels:
Phonetic;
Phonderatic;
A lexico-grammatical (preemptive impairment of morphem and morphological analysis, i.e., difficulties in distinguishing parts of the word and parts of speech, violation of the word opinion and formation, violation of a coherent statement, planning, and speech prediction).
Violations of communication.
To determine the strategy of correctional and speech work, the educator primarily monitors children in the process of their natural communication, speech accompaniment of productive activities, classes, games. Observation makes it possible to make a preliminary idea of \u200b\u200bthe possibilities of each child in the sphere of a connected statement, on initiative and ability to enter into a conversation and maintain a dialogue, about the composition of phrases, the correctness of the preparation of simple and complex proposals, about the correctly executed syllated structure, the lexical stock, about the grammatical design. phrases, phonetic filling words, on the peculiarities of expressive means and the tempo-rhythmic coloring.
It is important that the data obtained as a result of observations compared with the information about the speech development of the child outside the kindergarten. To this end, the teacher can offer his relatives and close to the child to answer a number of questions.
What are the relationship of a child with other family members? Who does he prefer? Does not have a lack of attention to him, negative relationship, hyperteks? Does the child have a negative attitude towards anyone from family members? Who is engaged in raising a child?
Does it easily contact with other children and with adults? Is it elected in communication? What, according to parents, his relationship with other children? Is he leader?
Does it use speech tools when communicating - exclamations, intonation, individual sounds, chains of sounds and syllables, words, phrases? Is there a replica dialog?
What books and from what age are the child read? How long can he listen to reading? What interests it more - illustrations, content or even? Are there any favorite movies, records?
Does the child love to draw, sculpt, play with the designer? Does this work accompanies speech tools? Does it play yourself? Did you turn to adults in difficult situations?
What are his emotional manifestations: adequate, discreet, indifferent, stormy? How does the child react to a new toy? Are the emotional manifestations of speech funds accompanied?
What is the character of a child - friendly, obedient, gentle; hot-tempered, capricious, aggressive? How does he behave at home?
Does he have the opportunity and need for psychological discharge? How this manifests itself: screaming, retires, subsides, "communicates" with toys, trying to reproduce the excitedness of his situations, listening to music, draws, designed?
Does the child have animals, birds, plants? How does he relate to them? How communicates, plays with them?
How does the family spend leisure, weekends, vacation?
Parents' answers complement the presentation of the teacher about the child, about the peculiarities of his speech development.
Watching the child's behavior, an adult is an idea, as he speaks; What vocabulary uses; Whether the elements of autonomous, children's speech, characteristic of early age remained in its dictionary.
The educator, watching children in vivo, during classes, on a walk, when performing regime moments, it has the ability to make a fairly objective picture of the characteristics of the speech activity of the child and in difficult cases, to apply to contact the speech therapist. Clarification of the main indicators of the development of speech teacher conducts individually.
In the group in the process of collective communication, the tutor must first of all should be noted whether the child in speech communication is initiative whether questions may ask; Is there any question words in his lexical stock "What, what, where". And also should pay special attention to the presence / lack of questioning words "why, why" show the formation of an understanding of causal and target relations.
An indicative of speech development is the ability to correctly ask a question on the content of the conversation, fairy tales; The question addressed to someone selectively; The question is, the answer to which changes the course of the conversation. It is important to pay attention to whether the degree of speech activity depends on who and where communicates with the child.
It must be remembered: in the process of conversation, the child without deviations in speech development is able to maintain communication with replicas, modulation of voice, intonation, facial expressions, gestures and other non-verbal means.
Watch the child is important and during the plot game, because it allows you to identify a number of features. Children with deviations in the development of speech can not long maintain interest in the game in the team, to the actions of other children, have difficulties in expanding the plot, in the analysis of the role-playing behavior in the forecast of the result, in coordinating their actions with the actions of other children. Difficulties are associated with read-honored operations: Children are hard from the whole - the plot of fairy tales, a household plot - to highlight a private (negotiate, who will play what a role, what will happen, speak); And vice versa, particular (the role and behavior of each player) to unite into a single intention.
The possibilities of using substitute words, variations of vocabulary can be studied during a game that puts the child before the use of various objects and words substitutes.
It is also necessary to check whether the child can reproduce "live and non-living" sounds, imitate different voices, can change the height and power of the voice. To this end, you usually ask questions: "How is the aircraft buzzing? What voice does the Bear say? etc.". In order to correctly answer them, the child is forced to imitate various sounds, choose emotional and expressive means (intonation, facial expressions, gestures).
The educator is important to be sure that the child correctly perceives the sounding speech that he is attentive to the sounding word and sound. The insufficiency of auditory attention is reflected not only for sound suspension, but also on understanding the meaning of words, on the perception and understanding of proposals in general, on the understanding of the hidden meaning, the subtext. In addition, this will affect the assimilation of a written speech. To this end, you can offer a number of didactic games: "Guess what sounds?"; "How and where does the bell sound?"; "Echo". You can offer such tasks: "Show, repeat and execute"; "What is a puddle? What is skis? " etc. To attract attention to the sounding word, it is good to use the game in the "words-reversals".
To work on the development of speech, the tutor is extremely important to determine whether the child knows that such common categorical names, generalizing words, synonyms, antonyms, paronyms, owns whether it is associative connections.
Lexical exercises and tasks perform the following functions:
Contribute to the development of attention to changing the meaning and meaning of words depending on the grammatical categories, word-forming and formation signs;
Enchant the formation of links between words, thereby forming a coherent statement.
Associative connections
Contribute to the development of read-honored operations (the ability to choose, selection and accurate word use);
Provides the development of variability in the use of lexical stock, free possession of grammatical categories.
In a coherent statement of children, not only lexical and grammatical features are manifested, but above all the difficulties in planning and proper structuring of the statement; There is a replacement of text by paralynguistic means - facial expressions, gestures, expressive movements, accompanied by emotional exclamations - interjections.
Determining the deviations in the speech development of the child, it is important to understand the attitude of the child himself to the difficulties experienced. At the tempo-rhythmic deviations, carefully traverse, under what conditions there is an improvement or a deterioration in the state of speech (in a familiar, unfamiliar, unfamiliar situation), whether the child responds to the "new" interlocutor, who is easier to communicate with adult or peers. In communication, the educator not only must analyze the state of the question of the response system, dialogue, rhythmized forms, the possibilities of drawing up the reaction, speech, accompanying productive activities, but also to determine what form and types of speech activity is available to a child.
The timely detection of deviations in speech activity will provide early corrective assistance to a specialist-speaker, conduct a preventive and developing work as an educator, corrected the personal features of children.
Chapter 3. Experimental work on the development of the speech of preschoolers
3.1. Determining the level of speech development of preschoolers by psychodiagnostics
To determine the level of speech development of senior preschoolers, a statement experiment was carried out by psychodiagnostics. The study was conducted on the basis of the pre-school educational institution "Firefly". The experiment involved children of 5-6 years in the amount of 10 people.
The purpose of experimental work is to diagnose the speech development of children, to study the communicative skills of children.
Communicative and rhetorical skills are related first, with the ability to analyze and evaluate communication and secondly, with the ability to communicate when the ability to navigate the situation in the situation.
Children's speech assessment indicators:
The ability to navigate in different situations of communication, given who says to whom it turns to talking, for what purpose, what is what, like others;
Ability to analyze and evaluate your own speech behavior and the speech behavior of another that said talking on what he wanted to say that he said unsightened, etc.;
Mastering the culture of the hearing, listen carefully to the interlocutor, adequately respond to the speaker's speech;
Appropriate to use the rules of speech etiquette, lead a launch dialogue;
Relate verbal and non-verbal means of communication, ownership of non-verbal means (facial, gestures, television).
To identify the level of speech development in senior preschoolers, the diagnosis of "Development of the Rainbow program" was used.
Diagnosis of children of the older speech development team was carried out in the following directions.
1. To diagnose the sound culture of speech, it turned out whether the child has speech defects. What kind?
The following tasks were proposed:
a) the child was asked to call any words with sound from.
"For example, I remembered now," says the teacher, that's what words: Pine ... Aspen ... sowed ... Now your turn. Go on! "
b) a game was offered. A leaf of paper with a grill to determine the position of the sound in the word and chip is. The rules of the game are explained: "We repeat the word river. You hear the sound r In this word? Does he heard at the beginning of the word or in the middle of it? Put the chip in the first end, because in the word riversound R stands at the beginning of the word. Listen to another word - rhinos. Where the sound is heard r? Put the chip on the second window. Let's say the word fire. And I put a chip in the third end. Am I right or not right? Now work yourself. I will call the word, you say it after me and put the chip in the desired window: cancer ... Lilac ... Cheese. "
2. For the examination of the speech and the level of active dictionary, the following was suggested.
a) the teacher says: "A little puppy has a lot of ush. He sculits. Needs your sympathy. What do you say to him? Start this way: "You are mine ..."
b) Children were asked to consider the picture. The question asked what happened with chickens. It was proposed to come up with a name for the story.
The educator requests a request to consider the chicken, having seen not yellow, but black and chumasy chickens; Describe its condition. She is… .
3. Artistic literature.
a) the child is asked to read the favorite poem
b) propose to call fairy tales that the child is ready to listen more than once. If he cannot remember the name of the fairy tales, let it start to tell it, you can tell the name.
c) the child is asked to remember writers whose books read in kindergarten and houses; Artists who made wonderful drawings to children's books.
Task Performance Assessment:
9-12 points (high level) - responds to all tasks correctly, without tips from adults, responds quickly and willingly.
5-8 points (medium level) - to most of the questions are responsible correctly, but uses the adult tip, responds slowly, but willingly.
1-4 points (low) - to most of the questions are responsible incorrectly, even with a tip of an adult, responds little and reluctantly.
Analysis of the data was entered into an individual card of the child (see Appendix), where the child data was indicated. Below is a summary table of these tests for all three types of tasks (see Table 1).
Table 1.
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Sound culture of speech |
Understanding of speech, active dictionary |
Fiction |
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1. Marina V. |
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2. Artem B. |
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3. Glory T. |
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4. Roman S. |
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5. Diana N. |
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6. Konstantin D. |
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8. Light V. |
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9. Daniel J. |
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10 Alina L. |
As a result of the summation of the data obtained, the results presented in the diagram 1 were identified.
Diagram 1.
Thus, in the process of diagnosing the speech development of children of senior preschool age, it was found that only 2 children out of 10 are high, i.e. The normal level of speech development, 5 children are an average (satisfactory) level, and 3 children are low.
Work on the definition of the singularities of a connected speech in the senior preschoolers showed that the children of this age allow many mistakes in the wording, building not only a complex, but also a simple sentence; Enjoy monotonous ways to communicate proposals in the text. Some preschoolers violate the sequence of thoughts, it is difficult for them to start or finish the statement. Often there are elements of narration and descriptions in their stories. Most often, children refer to the help of an adult, they can not always cope with their own task. This indicates the need for special training in order to assimilate the active dictionary, the formation of sound culture of speech, the development of knowledge of knowledge of the artistic literature, the construction of a coherent monologue statement.
Often, parents do not pay attention to the formation of speech from preschoolers. But at school, even small deviations in the development of speech can lead to specific errors in mastering the letter. To eliminate problems with speech skills, you can my parents yourself, but sometimes without the help of a speech therapist can not do. Children who did not go to the kindergarten need to be fully tested to speech readiness. If the baby visited the pre-school institution, then there are children to school according to a specific program. But often the educator focuses on the average level of development of children, so it is still worth checking certain toddler speech skills. It is no secret that the better the child's speech is developed, the easier it will master the letter and reading.
1. First of all, you need to pay attention if the child can pronounce all the sounds. Otherwise, the child will write words, just as they say, i.e. with grammatical errors.
2. The child must determine the rumor as in the word letters. For example, in the word "cat" - three letters or three sounds. To check such skills you need to ask the baby to write the Word that you say. But all the letters are replaced with chopsticks or circles. For example, the word "cat" is three sticks, the word "tree" - six sticks.
3. You need to pay attention to the child to understand which sound is the letter. Often, children are confused by the sound of the letter. For example, B and P or C and C. Therefore, when writing words, children cannot choose the right letter and make mistakes. You can check the skill to distinguish sounds using an image of two different items that differ only in one letter.
4. Parents and caregivers need to pay attention to the vocabulary of the child. It should be at least 2000 words. To determine whether the child knows so many words using several tasks:
Exercise 1. Ask a child to call in one word a group of items. For example, a cup, spoon, plate, saucepan - ...? T-shirt, Mike, Pants, Dress - ...?
Task 2. The child must call as many items as possible, belonging to a particular group. For example, the names of animals, colors, trees.
Task 3. Check adjectives. For example, what dress is beautiful, red; What a hat is warm, blue; What sun is a bright warming.
Task 4. The child should know not only the names of the objects, but what they do with them. For example, a toy - buy, play; Flowers - plant, watered, book - read, view.
Task 5. The opposite fourth. There is an action - you need to come up with what item it happens. Draw - house, machine, painting; stroke - clothing, kitten; Cook - dinner, soup.
Task 6. We select words - synonyms. For example, large - huge, giant; Light - snow-white, sunny.
Task 7. We select - anonymous. For example, big is small, slowly - quick, beautiful - terrible.
5. Even if the child clearly displays all the words, has a large vocabulary and does not confuse sounds - it's not all. The child must correctly form the phrase and the words themselves. With this, as a rule, no problems arise if the adults themselves speak correctly. But sometimes even a schoolboy you can hear such a "subsidiary", "Bezh faster", "hot coffee", etc.
6. Little schoolchildren should be able to express their thoughts. Mastering a connected speech is necessary for them, since it will be impossible to respond at the lesson without certain skills. To help the baby master this last and hard step, ask for it to retell. It may be a story about today's day, about a trip to the circus or ask to retell a new fairy tale.
Diagnostics of the development of the child's speech is not one day. And if all the same, there were deficiencies in the speech development of a preschooler, then it is necessary to help the kid to master this science.
Conclusion
Summing up the present study, it should be noted that the relevance of the problem of speech health of children over many years has increased significantly. With the growth of neuropsychic and somatic diseases of preschoolers, the formation of all mental functions in children is delayed and, as a result, children with speech impairment appear increasingly, whereas at present, the requirements for the speech development of children of senior preschool age have increased significantly. Normally developing preschoolers at the beginning of school learning there is a separation of speech from direct practical experience, it acquires new features.
Prevention of speech violations of children of senior preschool age in educational work DOA, the formation of the right speech is of particular importance, since the readiness or unwillingness of the child to the beginning of school learning depends on the level of speech development.
The diagnosis of the singularities of a connected speech in senior preschoolers showed the presence of the following typical errors for children of this age:
In typing, building not only complex, but also a simple sentence;
Use of monotonous ways to link proposals in the text;
A violation of the sequence of thoughts, it is difficult for them to start or finish the statement;
Predominant presence in the stories of the elements of the narration and descriptions;
Frequent appeal to the help of an adult, the inability to cope with the task itself, etc.
All this indicates the need for special training in order to assimilate the active dictionary, the formation of sound culture of speech, the construction of a connected monologue statement.
Bibliography
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10. Glukhov V.P. Methods for the formation of a connected monologic speech of preschoolers with a common speech underdevelopment. - Moscow, 1998.
11. Grisik T.I. Development of children's speech 6-7 years. - M.: Enlightenment, 2007.
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23. Ushakov O.S. "Diagnostics of the speech development of preschoolers." -M.: RAO. Research Center of Family and Childhood, 1997.
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25. Ushshinsky k.d. Selected pedagogical writings. - M.: Stockedgiz, 1984.
26. Photokova TA , Akhutina T.V. Diagnosis of speech violations of schoolchildren using neuropsychological methods: allowance for speech therapists and psychologists. - M., 2002.
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application
Analysis of the data obtained
Surname, child name ____________________________
Exercise 1
Task 2.
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Start of year |
The end of the year |
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a) how many consolation phrases pronounced a child |
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b) Record the name of the story. From your point of view: |
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Good answered |
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Worse than spectable peers |
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Little and reluctant |
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Methods of child speech survey: allowance for the diagnosis of speech disorders / ed. G.V. Chirkina. - 2nd ed., Add. - M., 2003. - P. 31. Photokova TA , Akhutina T.V. Diagnosis of speech violations of schoolchildren using neuropsychological methods: allowance for speech therapists and psychologists. - M., 2002. |
