Speech development in accordance with the Federal State Educational Standard for preschool education

Speech development in accordance with the Federal State Educational Standard for preschool education

 The problem of speech development of preschool children is very relevant today, since the percentage of preschool children with various speech disorders is very high.

According to the Federal State Educational Standard for Additional Education, speech development includes [1]: mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.

Let us consider the criteria for speech development in more detail.

1) Mastery of speech as a means of communication and culture is aimed at developing free communication with adults and children, mastering constructive ways and means of interaction with others.

2) To enrich the active vocabulary, it is important to work on developing the assimilation of word formation and inflection [3].

3) In their work, V.V. Konovalenko, S.V. Konovalenko note that the work on the formation of coherent speech can be differentiated in stages, where one of the stages flows into another [4].

At the preparatory stage, work is carried out on the development of speech (development of speech perception, enrichment and formation of lexical and grammatical categories, correction of sound pronunciation) and thinking.

At the initial stage, dialogical speech is mastered (question-and-answer form of statements, the ability to maintain simple conversations).

At the main stage, monologue speech is formed - storytelling (retelling, composing stories).

4) The use of various literary genres and oral folk art have a beneficial effect on the development of speech creativity of older preschoolers [7]. Children compose simple short stories, compose individual poetic phrases, invent new plots in familiar fairy tales, etc.

5) To form phonemic perception, it is necessary to develop auditory and visual attention, memory, and form the concepts of “sound”, “vowel sounds”; teach the ability to isolate sounds from the beginning of a word, work on the tempo and rhythm of speech [3].

6) In our work, we often practice thematic exhibitions of fairy tales and children's writers, because this helps children become more familiar with book culture, children's literature, and promotes listening comprehension of texts of various genres. Book corners in the group should be designed according to the age of the children.

7) The formation of sound analytical-synthetic activity as a prerequisite for learning to read and write occurs through familiarization with letters, the development of graphic skills, and training in the skills of letter analysis and synthesis.

For the successful development of a preschool child, it is necessary to create conditions that will be equipped with a variety of sensory and play materials.

For the favorable speech development of a child, the speech of an adult also plays an important role, which affects the development of the speech of a preschooler.

The main components of the speech development environment include the correct speech of the teacher and material equipment for each age group.

Methods and means for the speech development of children, material equipment are selected individually for each age group.

In the first junior group, the characteristic principles of speech development are:

− correct speech of the teacher;

− methods and means aimed at developing speech as a means of communication. You can use such techniques as instructions, tips, speech based on a model, conjugate speech, etc.;

− development of listening and hearing skills (reading stories and fairy tales is recommended);

− independent examination of pictures, toys, books (for the development of initiative speech).

In the second junior group:

− correct speech of the teacher;

− methods and means aimed at developing speech as a means of communication. You can use such techniques as instructions, patterns of verbal interaction in different types of activities;

− development of listening and hearing skills (conversations, reading stories, fairy tales).

In the middle group:

− correct speech of the teacher;

− methods and means aimed at developing speech as a means of communication (the desire to perceive and discuss new information; the development of verbal interaction with peers; familiarity with the rules of verbal communication);

− ways and means aimed at developing the ability to listen and hear (listening to a friend, clarifying children’s answers; teacher’s stories;

− creation of an Experimentation Corner in the group (demonstration material (pictures, photographs, postcards), magnifying glasses, kinetic sand, magnets, mirrors, etc.).

In senior and preparatory groups:

− correct speech of the teacher;

− methods and means aimed at developing speech as a means of communication (development of verbal interaction with peers; familiarity with the rules of verbal communication, the formation of question-and-answer forms of statements, the ability to maintain simple conversations);

− methods and means aimed at developing monologue speech skills (retelling and composing stories);

− replenishment of the corner in the “Experimentation Corner” (expanding knowledge and ideas about the world around us, discussing the acquired knowledge);

− creation of a Speech Corner in the group (attributes for performing articulation and finger exercises, breathing exercises, etc.).

With the following characteristic principles of speech development in each age group:

− good conditions are created for the development of children’s speech activity in specially organized and independent activities;

− children’s speech activity increases;

− children master speech skills in a natural conversational environment.

Play is the leading activity in preschool age. The game activates children to communicate. Antonova Yu. V. recommends using games with ready-made texts, outdoor games, didactic games, games that involve dialogic interaction, but do not contain ready-made replicas, etc. [2].

Kiseleva L.S. believes that “using project activities, children automatically master new concepts and ideas in various areas of life. The main task is to help the child believe in his abilities, since children most fully and clearly perceive what was interesting, what they themselves found and proved” [5].

O. V. Kuzevanova, T. A. Koblova note that musical entertainment, theatrical activities, making books with your own hands, problem situations, discussions contribute to the development of speech in preschool children [6].

Thus, favorable speech development of children occurs if:

− children achieve their goals together, helping each other;

− form and replenish their vocabulary by carrying out speech and practical assignments;

− the teacher encourages and stimulates the child in speech activity and is a coordinator in joint educational activities.

Literature:

1. Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 N 1155 “On approval of the federal state educational standard for preschool education”
2. Antonova Yu. V. Games for the whole family, or away with boredom. - M.: Lada Publishing House/Moscow, 2010.
3. Bardysheva T. Yu., Monosova E. N. Speech therapy classes in kindergarten. Senior group. - M.: Publishing house "Scriptorium 2003", 2010. - 240 p.
4. Konovalenko V.V. Formation of coherent speech and logical thinking in children of senior preschool age with ODD. Some methods and techniques: methodological manual / V. V. Konovalenko, S. V. Konovalenko. - M.: Publishing house GNOM and D, 2010. - 48 p.
5. Kiseleva, L. S. Project method in the activities of a preschool institution / L. S. Kiseleva, T. A. Danilina, T. S. Lagoda, M. B. Zuikova // Manual for managers and practical workers of preschool educational institutions. - M.: Arkti, 2005–96 p.
6. Kuzevanova O. V., Forms of organization of communicative activity of preschool children / O. V. Kuzevanova, T. A. Koblova. // Kindergarten: theory and practice - 2012. - No. 6
7. School of fairy tales. https://www.trizminsk.org

Speech development tools for preschoolers, educational and methodological material

The effectiveness of the speech development of preschool children largely depends on what tools the teacher uses.

An important means of speech development is the language environment. The speech that children constantly heard, everything that is read and told to them, as well as attracting their attention to linguistic material ensure the formation of the so-called “sense of language,” which, in turn, contributes to the assimilation of speech culture.

The speech culture of children is inextricably linked with the speech culture of the teacher and everyone around them. Therefore, it is very important that the speech of adults (in kindergarten and family) is meaningful, literate, varied, expressive, and accurate.

But, unfortunately, in practice we have to deal with shortcomings in teachers’ speech, including:

- verbosity. Some teachers spend a long time explaining the task to the children, not being able to express their thoughts simply and clearly, and as a result, the children do not do what is needed, since they do not catch the thoughts behind the abundance of words. Other teachers repeat everything the children say, praise everyone immoderately, unnecessarily repeat their question several times or give lengthy explanations to the question - in this stream of words the main, essential thing is lost;

- excessive laconicism of speech, when children hear only brief instructions, comments and nothing more. From such a teacher, children will have nothing to learn about their native language;

- frequent use of words with diminutive suffixes (plate, bed, cup, pens, etc.); if they are used excessively, the emotional connotation of the word is lost;

- careless, sloppy pronunciation of sounds and words (words are pronounced as if through teeth, the endings of words are left out, individual sounds are swallowed, consonants are pronounced indistinctly);

- monotony of speech, which tires children and reduces interest in the content of the text. Listening to such speech, children begin to get distracted, look around, and then stop listening altogether;

- poverty of language (limited vocabulary, monotonous figures of speech, inexpressiveness, dryness). Such speech is a bad example for children, it leaves them indifferent to its content;

- abuse of unnecessary words (“so to speak”, “means”, “here”, “well”), use of words with characteristic features of local dialects, with incorrect stress in words (“shop”, “Kilometer”, “beets”).

The teacher must be self-critical of his own speech and, if there are shortcomings in it, strive to eliminate them.

When communicating with preschool children, it is necessary to take into account their age characteristics and speak to them in such a way that everything is clear to them, so that the teacher’s speech reaches the children’s consciousness, evokes vivid images in them and affects their feelings.

The meaningful life of children in kindergarten is of great importance in the development of speech. An interesting life, rich in impressions, enriches and activates children’s speech; they have a desire to share what has deeply affected them. A variety of games, entertainment, activities with materials, walks and observations, caring for animals and plants, looking at paintings, active participation in organizing one’s life, colorful children’s parties, etc. - all this becomes the content of their speech. And if the teacher also shows a sensitive and friendly attitude (always ready to listen to what the children are saying, ready to talk about it), then the possibility of the need to express their feelings in speech increases sharply.

If children do not have vivid impressions, if the children’s life is poor and monotonous, then their speech develops poorly, they have nothing to talk about, nothing to ask about, their vocabulary increases slowly. At the same time, the teacher should be careful in striving to enrich the lives of children with more and more new impressions every day, since by doing this he will only burden their memory, and they will not be able to firmly assimilate anything.

The most important means of speech development is fiction. It is used to form the sound culture of speech, assimilate morphological patterns and syntactic structures. A literary text is an example of constructing a coherent statement, which is reinforced during retelling and creative storytelling.

E.A. Flerina notes that a literary work gives the child ready-made linguistic forms, verbal characteristics of images, definitions with which he subsequently operates.

According to N.S. Karpinskaya, the fiction book represents excellent examples of literary language.

The contextual meaning of words and expressions included in literary works contributes to the enrichment of the vocabulary, as well as the means of verbal expression and figurative speech (O.S. Ushakova, L.A. Kolunova, etc.).

Literary plots are used as a basis for developing speech situations in language teaching, in the formation of analytical and synthetic activities, as well as for developing imagination and expanding the range of ideas about the world around us.

For the purpose of children's speech development, artistic means are used.

Drawing has a significant impact on the formation of speech. Researchers draw analogies between the development of drawing and speech and consider drawing to be a special type of speech. In particular, L.S. Vygotsky considers children's drawings as a kind of graphic art. Speech, which can be considered a harbinger of future writing, and emphasizes that this speech is symbols of the first order, directly meaning objects or actions.

K. Büller believes that active drawing begins only when verbal expression has already made great strides, and A. Rybnikov expresses the opinion that until a certain age he himself looks at his drawing as a special type of speech; with its help, he tries to tell everything he knows about the subject.

It has been established that preschool children almost never draw silently: some whisper something, others talk loudly. Including speech in the drawing process, according to researchers, can significantly change the flow of the image: the child begins to analyze his drawing, understand what he has done well, and what still needs to be worked on. The word allows you to comprehend the process of depiction, makes the child’s movements more targeted, thoughtful, helps to use a variety of materials, different drawing techniques.

In turn, in the process of drawing, children learn to use words denoting objects, their characteristics (color, shape, size, etc.), properties, temporal and spatial relationships. The vocabulary of preschoolers is replenished with figurative terms (“line”, “stroke”, “color”, etc.), clarified by the meaning of individual words, such as “big”, “large”, “larger”, “small”, “less”, “short”, “shorter”, “less”, “etc. Children practically learn synonymous shades of word meaning (“large circle,” “small circle,” “large picture,” etc.). Verbal comprehension of the drawing contributes to the emergence and development of the idea in the process of depicting it. Ideas that arise while drawing and putting them into words more often remain in the child’s memory and are reflected in various means.

Thus, drawing and speech are two interconnected and mutually enriching means through which the child expresses his attitude towards the environment.

Music also plays a great role in the development of speech. Music is akin to speech, but if verbal speech is predominantly logical, then music is emotional. Music is the language of feelings, experiences, moods. “Music begins where the word ends,” wrote G. Heine. But music can be combined with verbal speech. Music and speech have many common concepts, diverging only in particulars: “language of music”, “musical style”, “intonation”, “rhythm”. In the world of music, speech creates a subject basis and draws the contours of life situations.

The text brings music closer to the flow of life (in song, romance, opera). At the same time, there are genres in which text and music change places, i.e. the leading role is played by the text (ditties, satirical couplets, recitative in epics).

An important component that contributes to a child’s organic mastery of speech is singing, the task of which is to teach children to understand sounds and to make it possible for children to enter the rich world of sounds. Singing puts children in a good mood. Often children begin to sing before they speak. The children gradually develop and sharpen their ear for music and, at the same time, develop expressive speech.

Incomparable joy is caused in children by theatrical performances, which influence young spectators with a whole range of means: artistic images, bright design, precise words, music. What they see and experience in a real theater and in amateur performances broadens children’s horizons and evokes the need to talk about their impressions, which undoubtedly contributes to the development of speech, the ability to conduct a dialogue, and convey their feelings and experiences in a monologue.

One of the means of speech development is visual aids for speech development, which arouse natural interest in children, the work of thought and speech activity.

In preschool institutions, natural objects (clothing, dishes, tools, plants, etc.) are used as visual aids, as well as visual aids that convey objects (phenomena) of the world indirectly, in a conventional form (paintings, photographs, filmstrips, etc. .d.). a special type of visual aids is didactic material (printed board games, homemade aids, etc.).

However, the availability of benefits in itself does not solve the problems of children's speech development. They will not have a noticeable impact on the development of speech in preschoolers and will only be a means of entertainment if their use is not accompanied by the teacher’s word, which will guide the children’s perception, explain and name what is being shown.

Thus, a variety of means are used to develop speech, the choice of which depends on the level of development of children’s speech skills and abilities; from the life experiences of children; on the nature of the language material and its content.

Conditions for successful speech development of a preschooler

Not all parents understand what features should be paid attention to and what means to use in order to favorably influence the speech development of their child. However, everyone knows what result they expect: every year the baby should speak better and better, should know and use more and more words in speech, pronounce sounds more clearly, and construct sentences correctly.

Taking into account this natural request of parents, let's try to determine the conditions that create suitable soil for the development of speaking skills in children.

The formation of any skills and abilities requires training. Accordingly, in order for a preschooler’s speech skills to improve every month in terms of pronunciation, enrichment of vocabulary and coherence of statements, he needs to:

1. Constantly hear and listen to the speech of other people, preferably literate and expressive.
2. Talk a lot yourself.
3. Get acquainted with new words, their concept and meaning.

The child’s closest people are fully responsible for creating such conditions: mother, father, grandmother, grandfather, nanny...

What is surprising is that despite the simplicity of the conditions listed, adults often use them so little that children do not receive nourishment, and their speech development is delayed.

Here it should be noted that usually the speech of a 4-5 year old child does not yet sufficiently correspond to the norms of literate adult speech. However, already at this age, from the preschooler’s active vocabulary and his manner of speaking, it is easy to determine whether the formation of his speech skills is proceeding properly or whether this process leaves much to be desired.

Means for implementing a speech development program in kindergarten

The speech development program is implemented in one or another activity of children (educational, play, work, everyday life).

Since education in the broad sense (and the formation of speech included in this concept) is carried out by adults through some kind of activity, these types of activities can be conditionally called means. Thus, we can consider learning, play, work, household or everyday activities, perception of works of art as means of speech development, that is, any activity if it is led and directed by an adult.

In everyday life, children use speech independently. But if they are left without the guidance of an adult, negative qualities of speech can become entrenched: slang, abusive expressions, rude intonations, primitive vocabulary, grammatical errors, etc. At the same time, poorly organized activities that occur in silence or while passively listening to the instructions of the teacher, will also not have a noticeable effect on children’s speech.

In the context of public education, the leading means of shaping a child’s speech is teaching.

Teaching a native language is a systematic, purposeful process of developing children’s cognitive abilities, their assimilation of a system of basic knowledge about the environment and the corresponding vocabulary, and the formation of speech skills.

The main form of preschool education is classes.

According to didactic goals, the following types of classes in the native language can be distinguished: classes on communicating new material; consolidation of knowledge, skills and abilities; generalization and systematization of knowledge; final or accounting and verification (control); combined (mixed, combined).

In kindergarten, the concept of “new material” for speech development is sometimes relative, since children are faced with those linguistic phenomena that they use every day in their speech (sounds, intonation, grammatical forms, words). And yet we can speak with confidence about presenting new things to children. This is an interpretation, an explanation of familiar facts, the accumulation of new ideas, the formation of new skills. A.P. Usova noted that the ideas that practice introduces into the consciousness and behavior of children seem to be completely familiar to them, but are scattered, random, and interpreted from a child’s point of view. Classes should teach children what to see, how to see, and how to act.

Approaches and means to stimulate speech development

The speech development of preschool children at different age stages is more effectively influenced by not the same methods and means. Each age has its own techniques. For example, it would seem that pictures are suitable stimulus material for speech development. However, there is a catch to using them. If you show a plot image to a 3-4 year old preschooler and ask him to tell him what he sees, the child will use more situational speech (“Here is a boy standing”, “The dog ran there”, etc.).

Based on this fact, in no case should pictures be abandoned, but when using them, children of primary preschool age should be encouraged to clarify details and express themselves in detail. Already at the age of 5, preschoolers, using illustrations as a visual support, are able to compose a completely logical and complete story, and the situational nature of their speech is greatly reduced.

Preschoolers aged 6-7 years have a large enough vocabulary to compose a full-fledged story, looking at both a series of pictures and an artistic canvas.

K.D. Ushinsky argued that a painting is a powerful means of “untying” a child’s language: he asks questions about what he sees in the painting, shares his impressions, and describes how the plot of the image seems to him.

Thus, it is important for adults to use approaches and means that are appropriate to the child’s actual development and allow them to take a step forward. Let us present several means and methods that are most suitable for preschool age.

Speech development in the game

The game creates excellent conditions for the development of explanatory speech. Agree on the rules of the game or explain to your partner what his role in the game plot is; to explain the action of a toy or to defend his opinion with reason - in such circumstances, the preschooler will have to go beyond the context, abandon situationally oriented phrases and meaningfully express his thoughts.

We still have to wait until the time when a preschooler will explain himself in a game with his peers. And at 3-4 years old, the role of play partner will have to be played by parents or grandparents.

Many people are familiar with how adults accept an invitation to play and a child’s conditions without specifying anything. Frankly speaking, most often they automatically and formally supposedly participate in the game, while simultaneously going about their business. But even just five minutes of real attention in a game can have an impact on the development of a child’s speech skills. Asking the child what roles should be played, helping him formulate the rules of the game, paying attention to the attributes - all these are ways to get the child talking and, moreover, lay the foundations of communication skills.

Fairy tales and literature as a means of speech development

Fairy tales and children's literary works develop the child's perception and understanding of speech. While listening to a work, a preschooler focuses on a complex plot with several lines, simultaneously keeps in memory and tracks the fate of several characters, immerses himself in the description of events and captures many details. Moreover, the older preschooler independently determines the main idea of ​​the story, the moral of the tale, and evaluates the characters.

Already from the age of three, listening and telling fairy tales, stories, and rhymes perform two important speech functions:

• secreting;
• synthesizing.

The highlighting function when perceiving literary texts (as well as oral narratives that fill our lives) is responsible for ensuring that the child identifies the main points that make up the content of a work or a lengthy reference to it. In simple words, thanks to the highlighting function, the child understands what is being said.

The task of the synthesizing function is to combine individual elements into a single plot or to apply familiar images and speech patterns in a new context.

We can say that the use of literature in raising children has a global impact on their speech development. The child learns to grasp the main thing, receives an example of expressing thoughts, masters ready-made speech patterns, etc.

Where else, if not in literary works, can a child hear so many artistic techniques of speech. The preschooler first uses epithets, comparisons and other means of expression mechanically, retelling the plot. Over time, the means of linguistic expression become firmly established in the child’s vocabulary and are used arbitrarily.

A more detailed discussion of the formation of speech skills with the help of children's works is presented in the article Fairy Tale in the Development of Preschooler Speech.

Elements of theater to help speech development

Everyone knows how much preschoolers love to try on different images. Either they, in the role of a doctor, sternly ask the “patient” about their well-being, then they act as a sorcerer and pronounce magic spells, then they alternately voice each toy, starting a dialogue between them.

That is, all children, to a certain extent, are born artists who easily take on the role and speak on behalf of the hero. This beneficial potential and theatrical activities should be used as a means of speech development.

In a theatrical game, you can either act out ready-made plots, or you can improvise during the action. If this is a favorite fairy tale, then the child already knows many of the characters’ phrases and monologues and repeats them with pleasure.

An adult’s prompts help not to limit oneself only to those phrases that are already familiar to the child, but encourage him to continue speaking on behalf of the character.

To help, the article Development of children's speech through theatrical activities.

It is very useful to memorize short literary texts and poems that are understandable to a preschooler, and then voice them “like an artist.” Correct literary speech allows a child to feel the beauty of his native language, use words to express his speech and enrich his active vocabulary.

Possibilities of logorhythmics in speech development

Accessible and effective means of speech development also include such a modern approach as logorhythmics. However, the only modern thing here is the name. And many years ago, children used a combination of certain actions and rhythmic recitatives in their games. Now a new term has become widespread

Logorhythmics is a technology aimed at the comprehensive development of a child. By pronouncing words and performing certain movements, the baby trains speech skills, articulation and motor skills.

These exercises are fun for children. They easily remember and willingly perform poetry and recitatives, sing songs with various sounds that imitate animals and natural phenomena (meow-meow, drip-drip-drip, etc.), while incorporating movements. An effective technique for speech development in children 3-4 years old.

Logorhythmics is especially useful at the stage of active pronunciation formation and covers an even wider age range - from 2.5 to 4.5 years. By performing exercises, children learn to combine speech and movements, which has a direct impact on the formation of rhythm, tempo and melody of speech. At the same time, speech breathing is trained.