Speech development in preschool children (features of speech development in preschool children)

Most often, healthy children pronounce their first words at about one year of age. If this does not happen, many parents begin to sound the alarm. However, experts in the field of early development have concluded that the initiation of speech is an individual process for which there is no clear age period. Studies of speech development show that the appearance of speech in a child depends both on the maturation of certain parts of the brain and on the environment in which the child grows. Knowing the characteristics of their child, parents can create a favorable environment for him and help overcome difficulties in the development of your baby's speech.

Stages of speech development in children from birth to school

Language abilities are undoubtedly inherent in humans, but are not yet expressed in the newborn. Language acquisition adheres to some general, universal patterns. However, without an environment that provides language modeling and interaction, a child does not develop the ability for the language he or she is born with. Language development gives a start to a child's life, although expressive language will not emerge until a few months after birth. However, by the time a child reaches 5 years of age, his or her vocabulary will include several thousand words.

The development of speech in preschool children should culminate in good mastery of their native language and sufficient vocabulary. Unfortunately, not all children master this. Therefore, educational standards for kindergartens and development centers place the main emphasis on speech formation.

Who is faster: boys or girls

Of course, each baby is unique and develops at its own pace. In practice, a slight delay in speech development may turn out to be only an individual feature. Moreover, the rate of speech development can be affected by: illness, stress, lack of communication with surrounding adults, or the multilingual environment in which the baby grows up.

And it can still be very difficult to resist the temptation to compare your child with others. Why do some children at the age of 2 already read passages from “Moidodyr” from memory and speak in whole phrases, while others need another 1.5 - 2 years to be at the same level? Should I be worried about this?

In modern psychology, two types of children with normally developing speech are distinguished: “talkers” and “silent ones.”

• “Talkers” show increased activity and interest in the world around them. Such children love to tell stories, ask a lot of questions and easily get accustomed to new surroundings. Sometimes they start talking earlier than other children.
• “Silent people” tend to be contemplative. They always need to adapt to new surroundings. They may start speaking late, but almost immediately without defects. It is important for such kids to be heard and understood. Therefore, parents should try to respond carefully to the child’s questions. However, if the “silent child” has not begun to speak by the age of 2–3 years, you need to contact a specialist.

According to statistics, boys begin to develop speech later than girls. One of the reasons lies in physiology. Brain maturation occurs faster in girls. This affects the growth of vocabulary: by the age of 2, girls usually have twice as much vocabulary as boys of the same age. Plus, they are more emotional by nature and happily share all their impressions, while boys tend to show greater verbal restraint, speaking only “to the point.”

In addition, numerous studies have shown that the higher the child’s motor activity, the better speech development. It makes sense that more active kids might begin to demonstrate advanced language skills before their slower peers.

Playing with a child promotes speech development. Encourage him to move more, and the baby will happily pick up the game.

The importance of children's language development

In young children, language development coincides with the development of thought. Cognitive skills are next to language skills, so a child who puts effort into language development will also be diligent in studying other academic subjects and areas of development.

Language is communication, both expressive and receptive. Expressive language is spoken or communicated using sign language. Receptive language is speech or information that is conveyed or understood.

The influence of speech on writing and reading

Language and literacy (writing and reading) develop together. Early language and literacy skills develop several years before a child starts school and needs social interaction and an environment that engages the child. Previously, experts believed that a child's development of language skills occurred at random, and then only literacy was acquired. However, we now accept that these skills are interrelated and that the child does not develop them in isolation from others.

The influence of speech on school success

The development of a child’s speech directly affects his success in school. This is one of the best ways to predict what he will do in school. When a child has outstanding language skills, it affects all other academic subjects. Essentially, reading has a lot to do with print, and a child is able to perceive these written symbols and attach meaning to them due to early language development.

The influence of speech on emotional development

Language development is also important in a child's ability to express and communicate emotions. It starts with the babbling and cooing of the baby and the bond that is built between the baby and his caregivers. Early speech consists more of cries expressing needs and gradually gives way to more verbalization. When a child's language development improves, there are usually fewer emotional outbursts and tantrums. A child who can express emotions through words will have an easier time coping with school and academic tasks and will be more successful in the school social environment.

What to pay attention to

The development schedule for speech skills was given above. Children develop differently, and even the most talented talkers can only master all the necessary skills for their age group once they reach its upper limit. Therefore, the norms of timely development do not always serve as reliable guidelines for understanding whether a particular child is mastering speech correctly. We’ll take a different approach and tell you what should be the reason to contact a specialist:

• By the end of the 1st month, the baby does not cry before feeding;
• By the end of the 4th month he does not smile when spoken to and does not gurgle;
• By the end of the 5th month does not listen to music;
• By the 7th month, does not recognize the voices of loved ones, does not respond to intonations;
• By the end of the 9th month, there is no babbling and the child cannot repeat sound combinations and syllables after adults, imitating the intonation of the speaker;
• By the end of the 10th month, the baby does not wave his head as a sign of denial or his hand as a sign of goodbye;
• By the age of 1 year, the child cannot utter a word and does not fulfill the simplest requests (“give”, “show”, “bring”);
• By 1 year 4 months, cannot call mom “mom” or dad “dad”;
• By 1 year 9 months cannot pronounce 5–6 meaningful words;
• By the age of 2, does not show body parts that are named to him; does not comply with two-action requests (“go into the room and take a book”), does not recognize loved ones in photographs;
• At 3 years old, cannot retell short poems and fairy tales, cannot say his first and last name; speaks in such a way that others do not understand him; speaks very quickly, swallowing endings, or very slowly, drawing out words.

Diagnosis of speech development in preschool children

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

The child must answer the questions:

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

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

The results of the examination are recorded and analyzed.

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

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

Speech development of preschool children

First word

What should a baby's first word be? Early development specialists believe that it does not necessarily have to be familiar and familiar to us. Experts tend to consider any recognizable set of sounds that denote a person, object or action (for example, “baka” instead of “dog”, “ka” instead of “porridge”) as a peculiar word.

Usually children say their first word at the age of 8-9 months. Most often these are onomatopoeias or words of two repeated syllables.

How to understand that a child said exactly a word, and not just a set of sounds? If the child’s statements are repeated under the same circumstances, even if you cannot understand them, rest assured that your baby said a word, his speech apparatus is simply not yet developed enough to pronounce this word legibly. To prevent your child’s speech development from slowing down, you should not speak to your baby in his “baby” language. If your child says “beep beep” while pointing at a car, say, “That’s right, it’s a car.” While walking in the yard, ask your child to show you the car. And to translate the word “car” from a child’s passive vocabulary to an active one, point to the car and ask: “What is that?” Then your baby will certainly learn a new word and learn to pronounce it correctly.

There is a myth that a child’s first word must be the word “mother.” Indeed, some children say “mom” as early as 4-5 months. Also, even before one year old, children can say “Lala”, “Baba”, etc. These are all easy-to-pronounce words that are formed from the repeated babble of a child. The words that are easy to pronounce come first.

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

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

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

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

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

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

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

Developing a preschooler’s speech: how to help a child talk about everything in the world

Compiled by:

Chakhova Valentina Petrovna, speech therapist teacher

Russia, Tyumen, municipal autonomous institution

preschool education child development center

kindergarten No. 158 in Tyumen,

Abstract: Figurative speech, rich in synonyms, additions and descriptions, in preschool children is a very rare phenomenon. Meanwhile, mastering speech between the ages of 3 and 7 years is of key importance, because this period is the most sensitive to its acquisition. To help a child learn to speak grammatically correctly, constructing detailed sentences, it is necessary not only to talk to him often and a lot, but also to ask him to talk, ask questions and help him answer them.

Key words: speech, development, vocabulary, verbal-logical thinking, detailed story.

Children learn their native language by imitating the spoken speech of those around them. Unfortunately, busy parents nowadays often forget about this and let the process of developing their child’s speech take its course. The child spends little time in the company of adults (more and more at the computer, in front of the TV or with his toys), rarely listens to stories and fairy tales from the mouths of his mother and father, and systematic developmental activities for mastering speech are generally rare. So it turns out that by the time a child enters school, many problems arise with his speech. As they say, in order to cope with the enemy, you need to “know him by sight,” therefore, setting the task of developing the speech of your preschooler, we will consider what problems parents and teachers most often encounter in this area.

Typical speech development problems of a preschooler:

1. Monosyllabic speech consisting only of simple sentences (so-called “situational” speech). Inability to construct a common sentence grammatically correctly.
2. Poverty of speech. Insufficient vocabulary.
3. Littering speech with slang words, using non-literary words and expressions.
4. Poor dialogical speech: the inability to formulate a question competently and clearly, or to construct a short or detailed answer.
5. Inability to construct a monologue: for example, a plot or descriptive story on a proposed topic, retelling the text in your own words. (But it is simply necessary to acquire this skill before school!)
6. Lack of logical justification for your statements and conclusions.
7. Lack of speech culture skills: inability to use intonation, regulate voice volume and speech rate, etc.
8. Poor diction.

When the method of speech development was just being created in Russia, it set an even more interesting and even higher-level task - to educate a child not just in correct expressive speech, but in an individual speech style! Pushkin, Lermontov, Gogol and other writers have an individual style of speech - we will never confuse the authors with each other, feeling their author's style.

Alas, in the modern situation there is no time for this task, because... Usually children do not “mature” to this level. We are already talking about the fact that almost every child has a disorder in speech development! But a huge number of these violations simply could not have happened if the child had been properly treated and communicated in the family and in the kindergarten!

How to develop a child's speech?

Children need to learn to pronounce correctly and not skip sounds, clearly construct words and express thoughts. It is not recommended to correct and force the child to repeat words with problematic sounds if the child cannot pronounce this sound correctly or completely misses it. It is much more effective if you, by example, clearly and correctly, give your child an example of vocal communication. By the way, scientists have proven that the development of fine motor skills and the development of speech are very closely related, so we advise you to widely use games to develop fine motor skills.

If the correct speech of a preschooler has not been formed by the age of five, it is necessary to seek help from a speech therapist, a specialist at a children's clinic. It is not recommended to postpone visiting a speech therapist; the child must be prepared in terms of communication before the start of school. It is known from practice that children who cannot pronounce certain sounds correctly make the same mistakes in spelling. Before the age of six, it is possible to correct all defects.

Correct pronunciation is only part of the story. If children are deprived of preschool education in special institutions, home exercises are necessary. It is necessary to achieve a conscious understanding of words by children's perception, focusing on a refined understanding of all the nuances of their meaning.

In the development of speech in preschool children , it is important that the preschooler learns to listen, understand the meaning and respond by answering questions. Don't put your baby to sleep just by reading. For this, frequent conversations are necessary, teaching him to retell what he has read, and clearly express his thoughts and opinions. It is very good to develop memory, learn small poems and verses from songs. To develop coherent speech, you need to come up with different stories, for example based on comic books. Or get interested in a task such as composing the end of a story, stopping reading at the most exciting point. This effectively develops imagination, activity and logical thinking.

Many parents rely on kindergarten to solve the problem of speech development. It is believed that systematic classes in a group will help the child in this difficult task. Very often these hopes are not justified: in many kindergartens, insufficient attention is not paid to speech development. But even if you are lucky with the kindergarten, and native speech is given a worthy place in the classroom, it makes sense to monitor whether the baby is developing enough diction, vocabulary, the ability to use intonation, build a dialogue, and detailed answers containing justification (evidence). If not, you’ll have to think about how to diversify your preschooler’s speech practice at home.

Let's see what exercises we can do with our child ourselves. To do this, we, of course, need to know when and what stages of speech development a preschooler goes through. Therefore, we accompanied each exercise game with a detailed commentary.

Exercises for developing the speech of a preschooler:

1. Exercise “Conversation based on a picture.”

This exercise is suitable for children 3-6 years old and is aimed at developing coherent speech. Any beautiful picture, preferably with a plot, is suitable for constructing a conversation. It is most convenient to do this exercise while reading a book, putting together a puzzle or some other entertaining game, so that the child does not have the feeling of a “boring lesson”. Try to involve your child in a question-and-answer game. Ask different questions using a variety of question words: What? Where? Where? Where? How? When? For what? Why? etc. To “talk” the child, use introductory phrases (“What do you think (do you think)?”, “Have you ever seen something like this...”) or assumptions (“What if...”, “Maybe there is a I mean...", "What would you do..."). If your child finds it difficult to answer, help him construct a sentence, demonstrate how and what he can talk about. Pay attention to generalizing words and the construction of subordinate clauses, encourage the child when he uses them. This helps children learn to think abstractly without relying on specific material or situations.

The Picture Conversation exercise is aimed at developing so-called “contextual” speech. Initially, the child’s speech is directly related to the action and naming of objects. “Dad, give me”, “Mom let’s go”, “I want a doll (car, etc.)” are the first sentences that we hear from the baby’s lips. This so-called “situational” speech is a completely normal phenomenon under the age of three. However, after three, the child should begin to master abstract speech that is not directly related to the subject or situation.

If this does not happen, then our preschooler begins to suffer from pronounced tongue-tiedness and unclear speech. To construct a coherent story, a meaningful question, he needs new speech means and forms, and he can only learn them from the speech of those around him. To help a child, it is necessary not only to talk to him often and a lot, but also to ask him to talk, ask questions and answer them.

2. Exercise “Big - small”.

This exercise can be performed with a child 2.5 – 5 years old. To conduct the lesson, you can use a book with pictures or baby toys. Look at the pictures with your child and ask him to name what he sees. For example:

- Look who’s that in the picture?

- A girl and a boy.

- Which girl?

- Small.

- Yes, the girl is younger than the boy, and the boy is her older brother. The boy is tall, and the girl is shorter.

- What kind of braid does the girl have?

- Big.

- Yes, the girl’s braid is long. There is even a saying: “A long braid is a girl’s beauty.” Why do you think a long braid was considered more beautiful than a short one?

And so on.

This exercise is aimed at enriching the child’s vocabulary. After all, poor vocabulary is not only ignorance of the names of objects, phenomena and concepts. This problem concerns the entire structure of speech: the presence in it of a rich range of adjectives, verbs, adverbs, conjunctions, and participles. So, for example, if a baby uses the ubiquitous “big” instead of the adjectives “long”, “elder”, “tall”, “wide”, “thick”, “huge”, “roomy”, “great”, you should think about the use of synonyms .

3. Reading (and singing) lullabies and nursery rhymes.

Starting from birth, read traditional nursery rhymes, lullabies, jokes, and fairy tales (especially poetic ones) to your baby every day. It is very useful to read at night. When reading, make sure that the pronunciation is clear and clear, correctly emotionally charged.

Lullabies and nursery rhymes are invaluable material that allows a child to “feel” the language, feel its melody and rhythm, become imbued with tradition, and clear his language of endless slang words. Lullabies and nursery rhymes enrich children's vocabulary due to the fact that they contain a lot of information about objects and the world around them; they teach children to form words with the same root (for example, “cat”, “kitten”, “kitten”), and allow them to memorize words and forms of words and phrases , and a positive emotional coloring makes development more successful. Repeated sound combinations, phrases, and onomatopoeia develop phonemic hearing and help memorize words and expressions.

4. Interview.

This exercise is for children from 4 years old. Invite your child to do an interview like a real journalist. You will be a famous scientist or doctor, and the kid needs to prepare an article about you. You can prepare a list of questions together. Don't forget to prepare detailed answers! You will not only have a great time in the company of your child, but also instill in him social skills, and also develop the baby’s dialogical speech.

A very important technique is used in interviews: the child must ask the question correctly in order to get the answer he needs. He will have to use all his language skills to competently build a dialogue with the interviewee - that is, with you. On the other hand, the child will have to remember your answer so as not to repeat it in questions. The game can be diversified: interview on a variety of topics. This will enrich the child’s vocabulary and teach him to construct questions. You can also change roles - then the child will be able to master (following your model) the behavior of the other side and learn to competently construct detailed answers.

5. “Guess the riddle.”

The game is suitable for children from 3 to 7 years old. Guessing riddles develops children's speech in many ways. In riddles, the most striking signs of objects or phenomena are given in a condensed form. Therefore, solving riddles develops in children the ability to analyze, generalize, and the ability to identify the characteristic features of an object and draw conclusions. Some riddles enrich children's vocabulary due to the polysemy of words and help them see the secondary, figurative meanings of words. And, of course, they teach children imaginative thinking.

To arouse your child's interest in the proof, draw the child's attention to the fact that without proof you can offer a different answer. For example, the well-known riddle “The red maiden sits in a dungeon, her braid goes out onto the street.” We ask what it is. If the child has guessed the answer and shouts “carrot,” we ask why. "Because it's red." Well, strawberries are also red - does that mean this is also the correct answer?

You need to try to draw the child’s attention to the other signs indicated in the riddle. If the kid has figured it out and claims that “sitting in prison” means “growing in the ground,” then you can wonder if this is not a radish - after all, it also grows in the ground and is also red? Now pay the child’s attention to the fact that it is “she” who is sitting in the dungeon, so that masculine objects (onions, garlic, radishes) immediately disappear.

The child must learn that even little things sometimes play a very significant role in proof. Then think about what else is growing in the garden. Why couldn’t the author of the riddle mean beets, since they also seem to be red when you cut them? Let the child express his guesses. Suggest your version: beets are actually not red, but dark brown. Try to come up with your own riddles about vegetables of a different color: for example, “The yellow maiden sits in a dungeon” (turnip). Explain that the beauty of the carrot riddle is that the phrase “red maiden” has a double meaning, i.e. the author may not have in mind the color at all, but the beauty of the object.

The same leading questions can be used if the child has not guessed the answer. In this way, the baby will learn to think and express his thoughts, build reasoning.

6. “What would that mean?” Exercise for children from 5 to 7 years old.

The intonation and emotional coloring of speech have the same meaning as the words we speak, because it is by tone that we often determine the mood of the speaker and the meaning of what he is trying to convey to us. To show children the importance of this aspect of speech, it is best to use proverbs, sayings, and phraseological units of the Russian language. In phraseological units of the folk language, not only the ideas and thoughts themselves are succinctly and accurately expressed, but also their emotional connotation (condemnation, encouragement, joy, sadness, affection, anger, etc.). Tell your child a number of phraseological units or proverbs. Think with him what they could mean.

For example, what does it mean to “knuckle down”, “to hang your nose”, “to give a headache”, “as simple as a steamed turnip”. Familiarity with phraseological units improves oral speech skills, develops thinking and imagination.

7. Sayings and tongue twisters.

Pronouncing sayings and tongue twisters is useful for all children, even if the child’s diction seems fine at first glance. Preschoolers do not yet have sufficiently coordinated and clearly functioning speech apparatus. Some children do not pronounce words clearly, are in a hurry, and swallow endings; others, on the contrary, speak slowly and draw out their words unnecessarily. It must be remembered that diction is developed with the help of special classes; no one has perfect pronunciation by nature. Therefore, use the good old tongue twisters, and your baby will have fewer problems with speech.

So, about all of the above, we can conclude that speech, as a historically established form of communication, develops in preschool childhood in two interrelated directions. Firstly, its practical use is improved in the process of communication between the child and adults and peers. Secondly, speech becomes the basis for the restructuring of thought processes and turns into a tool of thinking. Mental activity is impossible without speech.

The child learns correct pronunciation and correct understanding of speech addressed to him, his vocabulary increases significantly, he masters the correct use of grammatical structures of his native language. From situational speech develops into contextual, coherent, and then explanatory. The child masters speech practically, without realizing either the patterns to which it obeys or his actions with it. And only towards the end of preschool age does he begin to realize that speech consists of individual sentences and words, and the word consists of individual sounds, he comes to the “discovery” that the word and the object designated by it are not the same thing, i.e. a word can be used as a substitute for an object even in its absence, used as a sign of an object. By mastering speech, the child also acquires knowledge about objects, signs, actions and relationships, embodied in the corresponding words. At the same time, he not only acquires knowledge, but also learns to think, since to think means to speak to oneself or out loud, and to speak means to think. The word is the material shell of thought. However, this thesis is true if behind each word the child has an image of the object that this word denotes. If a child hears adults in speech or uses words that do not have images behind them, mental activity does not occur.

After a child masters speech, the world around him seems to double. Thus, the word doubles the world and allows the child to mentally operate with objects even in their absence. This expands the boundaries of his cognitive activity: he can use indirect means of expanding his horizons (a work of art, an adult’s story, an explanation).

At the stages of early and preschool age, the most important tasks of speech development are solved: enriching the vocabulary, nurturing the sound culture of speech, forming a grammatical system, developing coherent speech. It is also necessary to develop a culture of dialogical speech: the ability to speak clearly, expressively, and to the point; listen to the interlocutor, try to understand him, do not interrupt; do not jump from subject to subject, etc. These tasks are the most important and priority in modern preschool education.

Internet resources:

https://www.rebenok.com/info/library/childrengarden/

https://rodnaya-tropinka.ru/razvitie-rechi-detej/

https://ds29.detkin-club.ru/editor/1877/files/9a4e4cde59bead50b2fe657cdd0d68cf.pdf

https://studopedia.ru/3_33601_vospitanie-lyuboznatelnosti-i-poznavatelnih-interesov.html

https://www.referatbank.ru/market/referat/rw/13630/kursovaya-gendernyie-osobennosti-rechi-doshkolnikov-.html

https://nsportal.ru/detskiy-sad/razvitie-rechi/2013/09/13/issledovatelskaya-rabota-razvitie-rechi-detey-srednego

https://doshvozrast.ru/rabrod/rodsodranie10.htm

detsad83.ucoz.ru/razvitie_rechi_u_rebjonka.ppt

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

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

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

Through conversations

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

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

Your task is to organize communication as often as possible.

Through finger and breathing exercises

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

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

Through reading and writing

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

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

Through the environment

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

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

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

Through poems, songs, games

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

Through educational games

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

Through watching cartoons

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

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

Speech development in preschoolers

How to continue your child's education

What happens next?
And then we teach the child to use what he has accumulated, that is, to express his thoughts correctly and coherently - to explain, prove, build a narrative logic and compose. This is a more complex process that goes beyond everyday speech and is related to verbal creativity. Future works take their origins here. Let's start this stage with the basics - the ability to compose a short story about any living or inanimate object or item. In the future, this kind of information will be useful for your first-grader to prepare reports: after all, very often it is the inability to correctly manage a large amount of information that leads to the fact that the child finds it difficult to start a story, to compose a story from a picture. This process is comparable to the question from adult life: “How are you?”, when you can talk at length and in various ways on the proposed topic, but most limit themselves to the answer: “Fine.” Let's use diagrams - these universal maps, which are clear step-by-step instructions and do not allow you to stray from the right path of word creation, at the same time, eliminating repetitions and hesitations in speech.

What is a story outline? Who → Which group does it belong to → Description → Where does it live → What does it eat → What benefits does it bring → Features

For example, here is a story about a dog that can be compiled according to this scheme:

“A dog is a pet. The appearance of a dog depends on the breed. Dachshunds are small, with a long body, elongated muzzle and long tail. Their legs are short. These dogs are designed for hunting foxes in narrow holes. Boxers have a flattened muzzle, a wide chest, and strong paws - they are a fighting breed. In villages, dogs live outside in a kennel. In cities, dogs are kept in apartments. They eat meat and special food. Since ancient times, the dog has been a friend and indispensable assistant to man. She helped him guard the house, herd sheep, hunt wolves, foxes, birds, and saved people both on the water and in the mountains. There are special guide dogs for the blind.”

A similar scheme applies to inanimate objects. What → Which group does it belong to → Parts → What is it made of → What is it used for

After the child has learned to compose descriptive stories, you can move on to the next stage - learning to compose stories based on a series of pictures. What is important here is the ability to build a logical chain: arrange the pictures in the correct order, because all our actions in ordinary life are carried out according to certain patterns.

It is important to convey to the child that pictures and the events taking place in them are not abstract stories, but what surrounds the child in everyday life. Let the child identify himself with the main character. He will tell you what he would feel, say and do in the character’s place. Let him give his name and the names of his friends to the children drawn.

Let the child tell you the rules of playing hide and seek, tag, what you need to do to brush your teeth, boil water in a kettle, or go down to the first floor.

It is very important to expand your child’s horizons, talk about everything that surrounds him - this will greatly help enrich your baby’s vocabulary and quickly develop full-fledged literate speech. Try to visit different places with your child, try as many different things as possible, play a variety of games. For example, if a child has never been fishing, he will not be able to write a story about the fun adventures of fishing boys on a river, since there are different laws and terminology here.

Then we teach the child to write stories based on the pictures. Let's use our imagination and turn one picture into a series of three, mentally imagining the beginning and then the ending of our story.

And the last stage - the most difficult - is the ability to compose a story-description of nature from a picture. At first glance, there is no action, no heroes, just one forest. But, closing your eyes and stepping out of reality into the very thicket of an imaginary forest, you discover that life here is in full swing. In order not to get lost in this thicket, again, a diagram-description of the signs of the seasons will come to our aid.

Day and Night → Weather → Flora → The world of birds, animals, insects.

Here is an example of a story about autumn, compiled according to this scheme:

“In autumn, the days become shorter and the nights longer. At the beginning of autumn the days are fine. This time is called “Indian summer”. But then the sky frowns, becomes cloudy and the tedious rain drizzles all day long. A piercing cold wind is blowing. The trees dress up in painted clothes - yellow, red, orange, purple. The wind will blow and a colorful rain of leaves will fall from the trees. Autumn is the time of leaf fall. Birds gather in flocks and fly away to warmer regions. Animals are preparing to hibernate, fattening up, and storing food for the winter. Squirrels and hares change their summer coats for winter ones.”

Exercises for developing a child's speech

Special exercises help the child to better master speech according to his age. When selecting tasks, it is important to remember that the speech development of preschool children must be carried out in an unobtrusive playful form.

Here are some speech development exercises that can be used in kindergarten and at home:

1. Name the objects in one word, which object is gone.
2. Comparison exercises, writing rhymes to words, writing fairy tales from pictures.
3. Finding errors in the description and correcting them.
4. Name objects in plural and singular.
5. To develop articulation, pronounce onomatopoeic words and imitate animal voices.
6. For diction, pure sayings, rhymes with a certain group of sounds, and exercises where the child must complete a word are suitable.
7. Exercises to form verbs: add a word; name the actions of animals and people; name all possible actions with the object.
8. Form verbs using suffixes (they play the pipe, they play the guitar).
9. Exercise on the correct use of spatial prepositions.
10. Coming up with a continuation of a fairy tale, retelling.
11. Exercises on the sound of a word, finding the first sound, words with a given sound, pronouncing words that sound similar and different.
12. Exercises to understand the structure of the text: what is the beginning, the main part, what happens at the end.
13. Exercises to practice the phonetic side of speech: tongue twisters, riddles, nursery rhymes, poems.

This is not a complete list of exercises that it is advisable to do regularly to stimulate speech development in preschool children.

To summarize, we can say that speaking skills develop at an early age. It is important for parents to know and remember that constant, systematic play activities with children will help them master correct and literate speech in time. Everyday communication becomes the basis for speech development - this is one of the main methods in the development of speech in preschoolers. We should not forget that it is important to praise the child during classes, never scold him, and mistakes should be corrected very carefully and slowly.

Conclusion on Chapter I

From the very first days of life until the end of the preschool period, children have the most important task - the formation and development of speech. Each year of a child’s life is divided into stages and at each of them speech is improved - from the first infant cry to the composition of complex sentences.

During early childhood, children undergo intensive speech development. During this time, the child’s active vocabulary exceeds the passive one; the child learns that each object has its own name; after he hears the word, he tries to repeat it; he learns to compose simple and complex common sentences.

The development of a child’s speech is closely related to communication with adults, and a lack of this communication can lead to delayed speech development and also affect the development of the baby’s psyche. A child’s communication with the people around him allows him to increase his passive and active vocabulary, improve his pronunciation and the content of his speech.

Types of speech

Speech can be active or passive:

1. Active - the one that the baby uses. The child knows the words he has learned, can confidently pronounce them, and construct sentences with their help.
2. Passive is the one that the child understands, but for certain reasons does not pronounce. For example, he may know the word “TV”, but not say it because it is difficult for him.

It is very important to develop both active and passive speech of a child.

How to create an activity at home?

The main principles of homework:

1. Regularity. Exercise every day, but without overloading the baby and taking into account his age and well-being. You can start with 3-5 minutes a day, gradually increasing to 15-25.
2. Game form. Only you know what your child will like most: retelling an interesting story or a competition to see who can pronounce a tongue twister the fastest. Start with tasks that are more interesting to your baby, gradually moving on to less exciting ones.
3. Comfortable environment. For many types of activities you need, at a minimum, a table, a comfortable chair, and often a mirror on a stand.
4. Patience. It is impossible to achieve amazing results in one mini-lesson. Encourage your child, praise him for successes and don’t get angry for mistakes, don’t laugh or imitate. Otherwise, the baby will withdraw into himself, and speech problems may worsen.
5. Do not do tasks for your child if he cannot cope with them. The point of the classes is to benefit the baby, and not to impress the speech therapist.