Speech development in children of senior preschool age

No child comes into the world talking. The ability to learn speech is a natural human property, inherent from birth. The native language of the “little man” becomes the one spoken by those closest to him. Significant adults for the child are parents or legal representatives.

Senior preschool age is a period of formation of new mental qualities and improvement of processes of cognitive activity. “Perestroika” is taking place: children comprehend information about themselves and analyze the world around them. New opportunities also open up for the baby’s speech.

The period of changes has not spared the preschool education system. The Federal State Educational Standard has made its contribution. The changes affected educational activities and the level of professionalism of teachers and educators. The Federal State Educational Standard identifies 5 educational areas, speech development is one of them.

Speech development of children in older preschool age

Speech development is a designation of stages and techniques in a complex associated with mastering the means of speech, which are characterized by the development of verbal thinking, communication and creativity skills.

Speech is a dynamic phenomenon. Language does not stand still, but adapts to conditions and realities. Children feel these innovations better than us. The preschool stage is determined by intensive speech development. The children are making a leap in expanding their vocabulary. The speech became concrete and meaningful. At older preschool age, a child’s vocabulary already reaches 3-4 thousand words. During this period, children develop a “sense of language.” The young “linguist” intuitively senses the language norm. The child provides comments on the actions. Says: what am I doing now?

The growing needs of a preschooler act as a motive for language acquisition. The speech regulation function develops, which helps control activity and behavior. All activities are related to speech. The preschooler has new tasks and his social circle among peers and adults expands. It is important for a child to be understood by his interlocutors. The “little man” listens to people’s speech and copies the phrases and phrases he likes.

Observations play a role in vocabulary acquisition. The ability to see and feel the beauty of nature is formed during walks in the fresh air. Let them want to talk about the color of the clouds or the shape of the leaves on the trees! In the process of observation, children's vocabulary expands, and sentences acquire complex structures. .

Tasks of speech development in the senior group of kindergarten

Development of speech in children of senior preschool age in an organized pedagogical process Read more: Activating the dictionary

1.2 Tasks of speech development in the senior group of kindergarten

In the program of education and training in kindergarten, edited by A.M. Vasilyeva talks about the following tasks of speech development of children in the senior group of kindergarten [15].

Developmental speech environment

Continue to develop speech as a means of communication. Expand children's understanding of the diversity of the world around them. Offer for viewing handicrafts, mini-collections (postcards, stamps, coins, sets of toys made from a certain material), illustrated books (including familiar fairy tales with drawings by various artists), postcards, photographs with sights of the native land, Moscow, reproductions of paintings (including from the life of pre-revolutionary Russia).

Encourage the child’s attempts to share various impressions with the teacher and other children, clarify the source of the information received (TV show, story from a loved one, visiting an exhibition, children’s play, etc.) [15].

In everyday life, in games, suggest to children forms of expressing politeness (ask for forgiveness, apologize, thank, give a compliment). Teach children to resolve controversial issues and resolve conflicts with the help of speech: to convince, prove, explain.

Formation of a dictionary

Enrich children's speech with nouns denoting objects in their everyday environment; adjectives characterizing the properties and qualities of objects; adverbs denoting relationships between people, their attitude to work.

Exercise children in selecting nouns for the adjective (white - snow, sugar, chalk), words with a similar meaning (naughty - mischievous - prankster), with the opposite meaning (weak - strong, cloudy - sunny).

Help children use words exactly according to their meaning[15].

Sound culture of speech

Strengthen the correct, distinct pronunciation of sounds. Learn to distinguish by ear and clearly pronounce consonant sounds similar in articulation and sound: s-z, s-ts, sh-zh, ch-gu, s-sh, zh-3, l-r.

Continue to develop phonemic awareness. Learn to determine the place of a sound in a word (beginning, middle, end).

Practice intonation expressiveness of speech [15].

Grammatical structure of speech

Improve the ability to coordinate words in sentences: nouns with numerals (nyat pears, three guys) and adjectives with nouns (frog-green belly). Help children notice incorrect placement of stress in a word, an error in the alternation of consonants, and provide the opportunity to correct it themselves [15].

Introduce different ways of forming words (sugar bowl, bread bowl; butter dish, salt shaker; educator, teacher, builder).

Exercise in the formation of cognate words (bear - bear - bear cub, bear), including verbs with prefixes (ran - ran out - ran across). Help children correctly use plural nouns in the nominative and accusative cases; verbs in the imperative mood; adjectives and adverbs in comparative degree; indeclinable nouns.

Learn to form simple and complex sentences based on a model. Improve the ability to use direct and indirect speech.

Connected speech

Develop the ability to maintain a conversation.

Improve the dialogical form of speech. Encourage attempts to express your point of view, agreement or disagreement with a friend’s answer.

Develop a monologue form of speech.

Learn to retell short tales and stories coherently, consistently and expressively.

Teach (according to a plan and model) to talk about the subject, the content of the plot picture, to compose a story based on pictures with a sequentially developing action. Develop the ability to compose stories about events from personal experience, and come up with your own endings to fairy tales.

To develop the ability to compose short stories of a historical nature on a topic proposed by the teacher [15].

By the end of the year, children should be able to

• Participate in conversation.

• Evaluate the answer or statement of a peer in a reasoned and friendly manner.

• Compose stories based on a plot picture, based on a set of pictures; consistently, without significant omissions, retell short literary works.

• Determine the place of sound in a word.

• Select several adjectives for nouns; replace a word with another word with a similar meaning [15].

1.3 Conditions for speech development in children of senior preschool age

Speech is the most important creative mental function of a person, the area of ​​manifestation of the inherent ability of all people for cognition, self-organization, self-development, for building one’s personality, one’s inner world through dialogue with other individuals, other worlds, other cultures.

Dialogue, creativity, cognition, self-development - these are the fundamental components that are involved in the sphere of attention of the teacher when he addresses the problem of speech development of a preschooler. These are the foundations on which modern didactics of preschool age as a whole is built and which form the foundation of the basic development program for a preschool child.

Raising clear speech in preschool children is a task of great social significance, and both parents and teachers should be aware of its seriousness[16].

Communicative competence is considered as a basic characteristic of the personality of a preschooler, as the most important prerequisite for well-being in social and intellectual development, in the development of specifically children's activities - group games, construction, children's artistic creativity, etc.

In order for the process of speech development in children to proceed in a timely and correct manner, certain conditions are necessary. Thus, the child must: be mentally and somatically healthy; have normal mental abilities; have normal hearing and vision; have sufficient mental activity; have a need for verbal communication; have a full-fledged speech environment[12].

Normal (timely and correct) speech development of a child allows him to constantly learn new concepts, expand his stock of knowledge and ideas about the environment.

Thus, speech and its development are most closely related to the development of thinking.

Methods of psychological development of speech in preschool children are: communication with adults; communication with peers; didactic games and exercises; dramatization games; observation lessons; nature; material culture; pedagogically sound didactic environment; excursions; social environment; play and work.

So, let's consider all the psychological methods for developing the speech of children of senior preschool age.

An indispensable condition for the comprehensive development of a child is his communication with adults. Adults are the guardians of the experience accumulated by humanity, knowledge, skills, and culture. This experience can only be conveyed through language. Language is “the most important means of human communication.”

Among the many important tasks of raising and educating preschool children in kindergarten, teaching their native language, developing speech, and verbal communication is one of the main ones. This general task consists of a number of special, private tasks: nurturing the sound culture of speech, enriching, consolidating and activating the vocabulary, improving the grammatical correctness of speech, forming colloquial (dialogical) speech, developing coherent speech, cultivating interest in the artistic word, preparing for literacy [ 16].

In kindergarten, preschoolers, mastering their native language, master the most important form of verbal communication - oral speech. Speech communication in its full form - speech understanding and active speech - develops gradually.

Speech communication between a child and an adult is preceded by emotional communication. It is the core, the main content of the relationship between an adult and a child in the preparatory period of speech development - in the first year of life.

The child responds with a smile to the smile of an adult, makes sounds in response to an affectionate conversation with him. He seems to be infected by the adult’s emotional state, his smile, laughter, and gentle tone of voice. This is emotional communication, not verbal, but it lays the foundations for future speech, future communication with the help of meaningfully pronounced and understood words.

In the general system of speech work in kindergarten, vocabulary enrichment, consolidation and activation occupy a very important place. And this is natural. The word is the basic unit of language, and improving verbal communication is impossible without expanding the child’s vocabulary. At the same time, cognitive development and the development of conceptual thinking are impossible without the assimilation of new words that express the concepts acquired by the child and consolidate the new knowledge and ideas he receives. Therefore, vocabulary work in kindergarten is closely related to cognitive development[16].

The “Program of Education in Kindergarten” includes a new special task in the range of tasks for the development of speech and teaching the native language in the preparatory group for school, the solution of which ensures the preparation of children for learning to read and write: “In the preparatory group, speech for the first time becomes a subject of study for children. The teacher develops in them an attitude towards oral speech as a linguistic reality; he leads them to the sound analysis of words.” Children are taught how to compose sentences of 2-4 words, divide sentences of this composition into words, as well as divide words into syllables and compose them from syllables.

“From a psychological point of view,” writes O.I. Solovyova, “the initial period of learning to read and write is the formation of a new attitude towards speech. Speech itself, its external sound side, becomes the object of consciousness, whereas previously children’s cognition was directed to the objects designated in speech.” Further, O.I. Solovyova notes that the verbal composition of speech becomes the subject of consciousness, along with the sound side of the word; children practically become familiar with a sentence, a word, a part of a word - a syllable, a sound.

In the development of children's speech, the leading role belongs to adults: the teacher in kindergarten, parents and loved ones in the family. The speech culture of adults, how they speak to the child, and how much attention they pay to verbal communication with him, largely determine the success of a preschooler in language acquisition[16].

It is necessary that the teacher’s speech corresponds to the norms of the literary language, literary colloquial speech, both in terms of the sound side (pronunciation of sounds and words, diction, tempo, etc.), and in terms of the richness of the vocabulary, accuracy of word use, grammatical correctness, coherence.

Special attention should be paid to the sound side of speech, since its shortcomings are overcome by the speaker himself worse than, for example, shortcomings in word usage.

At senior preschool age, one of the most important periods of a person’s life (and, perhaps, the most important), his first “university” ends. But unlike a student at a real university, a child studies in all faculties at once. He comprehends (of course, within the limits available to him) the secrets of living and inanimate nature, and masters the basics of mathematics. He also takes an elementary course in public speaking, learning to express his thoughts logically and expressively. He also becomes familiar with the philological sciences, acquiring the ability not only to emotionally perceive a work of fiction and empathize with its characters, but also to feel and understand the simplest forms of linguistic means of artistic expression. He also becomes a little linguist, because he acquires the ability not only to pronounce words correctly and construct sentences, but also to realize what sounds a word is made of, what words a sentence is made of. All this is necessary for successful study at school, for the comprehensive development of the child’s personality[1]6.

Classes with older preschoolers also widely use didactic games and exercises, are based on communicative and gaming motivation, have entertaining elements, and include plastic exercises (physical education minutes). But they clearly use teaching techniques, especially when mastering the means and methods of constructing a coherent statement.

Communication between the teacher and children is democratic in nature. Lesson is an effective form of teaching the native language in older preschool age. The effectiveness of teaching depends not so much on the form, but on the content, methods used and style of communication between the teacher and children. Systematic classes accustom children to work with linguistic information, cultivate interest in solving problematic speech problems, and a linguistic attitude towards words [2].

In the fifth year of life, special attention is paid to encouraging word formation and word creation; in the sixth year - elementary analysis of sentence structure, formation of grammatical correctness (in inflection); in the seventh year - basic awareness of grammatical connections between derivative words, speech creativity, and arbitrary construction of complex syntactic structures.

Individual and group work with children, as a rule, is organized on the same program content as compulsory collective classes, and is aimed at consolidating what has been learned, taking into account individual characteristics. At the same time, sometimes you should conduct games and exercises on material that will only be included in the collective lesson. In such cases, two goals can be pursued: to prepare individual children for the upcoming work so that they feel more confident in the classroom, and to gradually introduce students to forms of work that are new to them.

In order for preschoolers to gain experience in speech creativity, games should include material that, although familiar to children, has not yet entered their active vocabulary [2].

Dramatization games based on fairy tales and literary works contribute to improving the syntactic aspect of speech. Older preschoolers willingly play fairy tales “The Fox, the Hare and the Rooster”, “The Cat, the Rooster and the Fox”, “The Clapping Fly”, “Geese and Swans”. They also like very children's fairy tales: “The Wolf and the Seven Little Goats”, “Turnip”, “Kolobok”. Children borrow figurative expressions, apt words, and figures of speech from fairy tales. This cycle of means includes making and guessing riddles, interpreting proverbs and sayings, folk games “Geese-Swans”, “Turnip”, “Colors”, “Where we were, we won’t tell”, etc.

The enrichment of speech with complex syntactic structures and the overcoming of formal compositional connections is facilitated by the situation of “written speech,” in which the child dictates his composition and the adult writes it down. Such dictation can be used in the production of children's books, an album of children's creativity, and in correspondence[2].

The methodology puts forward so-called observation lessons as the basis for the development of children’s speech in connection with the development of the world of their ideas. Their basic principle is this: each newly acquired idea must be directly attached to the corresponding word, enriching its active vocabulary. The word and the provision are indivisible: they should never be separated[18].

Observation lessons, understood in the sense of systematically conducted techniques tending to develop children's powers of observation and speech, should take place already in the first years of their life, when their speech begins to form. The outside world invades the child’s inner world mainly through the organs of vision and hearing. It largely depends on the mother and adults to ensure that the ideas that this world evokes are formed in that sequence, in that qualitative and quantitative selection that favors the clarity and digestibility of the image and corresponds to the age, interests and psyche of the child [18].

The material environment, as a rich source of educational material, should in turn be used by the teacher from three sides:

1) nature,

2) material culture and

3) pedagogically sound didactic environment.

Nature is the most natural and powerful setting in its educational impact. It strengthens the child’s health and strength, heals, refines the organs of perception, develops the conditions for perfect clarity, enriches with ideas and knowledge, provides everything necessary for the manifestation of the creative collective activity of children in play and work, i.e., it develops all the conditions for both children and the teacher , conducive to the enrichment and development of children’s language [18].

Raising a child in close proximity to nature is the best way to develop his feelings, strengths and abilities. Children should be brought closer to nature, if possible included in it according to the interests of a particular age, and nature should be brought closer to children. Objects of living nature should not be concentrated in one corner of nature, but should be scattered throughout the institution, presented in every room. Simplified conditions are required to observe children. They are often difficult to create in challenging outdoor natural settings, but indoors are always possible.

Children's work outdoors, in the garden and vegetable garden, gradual acquaintance with the world of animals, plants, insects, with all types of production and human labor, excursions and everything that they put forward should also serve to expand the world of children's perceptions, increase their stock of knowledge and systematization of the latter, as well as the development and enrichment of their language.

Finally, a deliberately created pedagogical and didactic environment is distinguished by the fact that it is entirely the product of the teacher himself, subordinated to his pedagogical goals and the requirements of the pedagogical process [18].

Teachers must take care to replenish the rooms in which children live with pedagogically sound material content. First of all, we introduce objects of living nature into them. Children most of all love everything living and moving. We will do everything in our power to create corners of nature in the immediate vicinity of children's homes, within the walls of the latter. Children need toys, without which the joy of childhood fades; they need a wide variety of aids, materials, tools for games and work. We need special teaching material. Children must not only be provided with objects, but also the objects must be arranged so that their use is easy, convenient and expedient.

The environment of material culture also offers ample opportunities for a culture of observing children and developing their speech. The city in all the diversity of material values ​​represented in it, the village, any corner of the earth where the creative hand of man creates these values, generously provides the educational material we need[18].

Social environment as a preschooler’s speech development

Articulate speech is the main attribute of a person’s social essence and develops exclusively in a social environment. Its development depends on what the environment is and to what extent it contributes to this development.

We have already talked about the influence that the speech of others has on the formation of children’s language. Children are great masters of imitation, and the manifestations and features of adult speech quickly become features of children's speech. Teachers and educators should not forget this. Often they do not understand that before embarking on the responsible task of developing the speech of their pupils, they should take care of the development and streamlining of their own speech.

Excursions as a method of developing children's speech

How to develop the precious ability of observation in children, teach them to use their senses, their motor apparatus for the consistent accumulation of practical experience and the images, ideas and speech skills determined by it? There is only one way for this - organized acquaintance of children with the concrete reality around them and provision of systematic assistance to them in using it in the interests of their development. The external world, presented consciously, intelligently and systematically to children, is the arena in which the edifice of their perceptions is erected. Promoting the orderly growth of this building is the main goal of observation classes and excursions.[18]

Their second, no less important goal should be to reflect this world of perceptions in speech. The representation must precede the word, but the word must follow the representation. An idea that is not translated into clear, explanatory words loses a significant part of its value. The things and phenomena we know are colored by human speech, human concepts expressed in words. A person who is face to face with himself clarifies his thoughts with words.

Observation classes should be conducted in such a way that the word accompanies and reinforces what is being observed. This is one type of training. We know what a huge role self-education plays in the development of a child in the early stages of his life. Self-education of a baby already needs the help of an adult. As the child advances through the age stages, the role of the adult guiding his learning becomes more significant and complex.

There are two ways to methodically use the content of the environment in the interests of children’s development: the subject, included in pedagogical work as educational material, is brought closer to the children and presented to them. But this is not always possible. There are objects and phenomena that cannot be brought closer to children. In this case, the second path is inevitable - bringing children closer to the object, to the phenomenon. This second way is translated into a method known as excursions. Excursions with children are conducted outside the institution. But even in the institution itself, you can conduct a kind of excursion-inspection, because in any apartment, even a room, there may be objects that cannot be brought closer to children, but to which the children themselves should be brought close[18].

Play and work as the development of children's speech

Language and thinking have been and continue to be inextricably linked with labor processes and human activity.

The community in a child’s life is the group of children in which he lives and develops. His main activity is playing.

A child gains significant experience through play. From his play experience, the child draws ideas that he associates with the word. Play and work are the strongest incentives for the manifestation of children's initiative in the field of language; they should be primarily used in the interests of children's speech development.

The child comes into frequent repeated contact with the objects presented in the game, as a result of which they are easily perceived and imprinted in memory. Each object has its own name, each action has its own verb.

The word is part of reality for the child. It follows from this how important it is, in the interests of stimulating the activity of children and the development of their language, to thoughtfully organize their play environment, provide them with an appropriate selection of objects, toys, tools that will nourish this activity and, based on the enriched stock of specific ideas it enriches, develop their language[ 18].

We know what a big role adults play in children's language development. The teacher’s participation in children’s free play cannot be limited to organizing the environment and selecting play materials. She should show interest in the process of play itself, give children new words and expressions associated with new situations; talking to them about the essence of their games, influence the enrichment of their language. Guiding the observations of children when familiarizing them with the environment, the teacher must help ensure that the life observed by children stimulates them to reproduce in play, and therefore in language, their positive, best sides.

Today it is customary to identify four main tasks:

1. Enriching the dictionary with new words, children learning previously unknown words, as well as new meanings for a number of words already in their vocabulary. The enrichment of the vocabulary occurs, first of all, due to the vocabulary used.

2. Consolidation and clarification of vocabulary.

This task is due to the fact that in children the word is not always associated with the idea of ​​the object. They often do not know the exact names of objects. Therefore, it is necessary to deepen the understanding of already known words, fill them with specific content, based on an exact correlation with objects of the real world, further mastery of the generalization that is expressed in them, and the development of the ability to use commonly used words.

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Features of speech development of older preschoolers

A child of 5-7 years old monitors the pronunciation features of his peers and some errors in his own speech, and masters the sound analysis of words. It is not immediately possible without errors: sibilants are not pronounced clearly, in complex words syllables are rearranged, the letter “P” is not pronounced. A kindergartener's number of simple, common and complex sentences increases. Errors occur when changing words by case, especially when forming nouns in the genitive plural (“no gloves”). Teachers guide children in the correct use of grammatical forms. To understand how nouns are formed, let’s introduce children to the concept of a word-formation pair; Let's tell you how, with the help of the same suffix, words are formed that indicate a person (work-worker, gardener-gardener) or an object (rain-raincoat).

At this age, the child retells fairy tales or short stories, and comes up with a plot based on a series of paintings. Children are able to identify a topic and arrange parts of a text sequentially. With the help of adults, he selects words with the same root. The children form and use comparative adjectives in speech (strong - stronger; bright - brighter). They correctly understand and use prepositions without errors. Having heard an unfamiliar word, preschoolers often change it into one that is known. Mistakes occur, this is due to the identity of the roots: robber-rake.

Some children do not know how to use intonation or monitor the speed and volume of speech. In the senior group of kindergarten, a new type of work is introduced: children are introduced to the verbal composition of a sentence. Working on the intonation and expressiveness of speech will also help: we teach children to express their attitude to what is happening with their voice (raising and lowering their voices, placing logical stresses).

Road safety lessons for children in kindergarten

Dialogical speech is important for a child: he lives in society. Teachers are working to improve it. Here we include:

• Ability to listen and understand the interlocutor;
• Formulate questions;
• Build a replica based on the task at hand;
• Use the norms of speech etiquette (greetings, farewells).

Instill in children the ability to build a dialogue: ask, support, thank, answer, ask for forgiveness.
To do this, conversations are held on various topics that are related to life in the family and in kindergarten. The baby learns to listen to the interlocutor and ask questions. The skills that a child acquires during the construction of dialogic speech will also be useful in monologue. Parents often devote themselves to everyday work without reserve, so they do not pay due attention to the child’s speech development. The preschooler has a poor vocabulary.

Close cooperation between family and kindergarten is the path to correct speech and a rich vocabulary. It is important that you talk to your child at home: read books aloud, discuss the events of the day.

MAGAZINE Preschooler.RF

Authors:

• Krasnokutskaya Svetlana Petrovna
• Patokina Tatyana Nikolaevna
• Martynova Lyudmila Viktorovna

Teachers of the MDOU "Combined Kindergarten No. 19 in the village of Razumnoye, Belgorod district, Belgorod region"

In the 30s of the 20th century, the largest Russian psychologist L. Vygotsky proved that a child’s imagination develops gradually as he acquires certain experience. He managed to prove that all images of the imagination, no matter how bizarre they may be, are based on the ideas and impressions that we receive in real life.

L. Vygotsky wrote: “The first form of connection between imagination and reality lies in the fact that any creation of the imagination is always built from elements taken from activity and containing in a person’s previous experience . When working with children, we pay attention to the fact that when we give them the task of composing, inventing, or retelling something, the children get lost, experience certain difficulties, or complete the task in a traditional and uninteresting way. Only a few preschoolers will be able to complete this task creatively. And that is precisely why imagination must be developed from childhood, and the most sensitive, “sensitive” age for the development of imagination, as L. Vygotsky noted, is preschool childhood. The most difficult thing for six-year-olds is to create an outline of the text in order to consistently convey the content of the text. For example, we are adults, we keep such a plan in our minds, sometimes we write it down and make sketches. In the same way, children in preliminary classes learn to direct their imagination in accordance with the task at hand. The adult gives the idea, the child must develop it, following his images and ideas. Training in preliminary planning can be carried out on the basis of children retelling various texts, which will help to demonstrate the arbitrariness of the imagination function. In preschool age, the child’s imagination begins with relying on a toy, then composing fairy tales, stories and drawing. The child’s imagination develops in connection with the acquisition of speech. In kindergarten there are such types of activities as artistic - speech, music, constructive, visual, which contribute to the development of imagination. First, the children learned to retell fairy tales with the help of models, then the children were given a creative task, to invent, compose, but on their own. To increase the level of free imagination, it is advisable to organize special communication between children on the construction and use of models, both for a consistent and meaningful retelling of a work of art, and for composing their own stories. Models for retelling the fairy tale “Teremok” , compiled by children. (Children independently choose the size, color, shape of substitutes in accordance with the storyline.)

At an older age, children create such a model on their own. They must imagine some schematic concept of a fairy tale, capture this concept in the form of a model, and then tell their tale, using their model and unfolding it into a complete story. That is, children sketch a model or lay it out from geometric shapes. The model provides just such an opportunity - 3-4 squares, which depict several colored circles or sticks of different lengths, or schematic images and the model is ready. Visual modeling acts as one of the general intellectual abilities that is revealed when solving various problems. In the older group, we use ready-made models when retelling fairy tales. That is, it is necessary, according to the model set by adults - a plan to come up with and tell your own story; the model should organize and direct children's imagination, helping to create plot-based works. But in the preparatory group we use ready-made subject models when creating our own work, children independently construct a model of their own composition. Here children independently express their idea in the form of a model; draw up a visual plan for their essay, and then, using this plan, compose their work. Then preschoolers can move on to motor modeling, inventing and acting out all the actions with substitutes on their own. Next, children can learn to independently express their idea in the form of a model, that is, first draw up a visual plan for their composition, and then, using such a plan, compose a complete work. Having mastered this activity, they will be able to make a similar plan in their mind. In our free time from classes, scraps of colored paper help us in coming up with different stories. Together with the children, we look at the scraps, each of the details resembles some kind of image: “This is a fairy-tale hut , “This is a bat , “This is a snake . Children choose scraps at will and try to see an image in it, create a composition and write a story or story based on their picture. Children also love to make illustrated appliques from waste materials: seed husks, wire, dry herbarium, candy wrappers, etc. And also with the help of origami and applique from waste material. And they come up with different funny stories based on their work. We come up with fairy tales or stories using the appliqué technique from ready-made forms (we cut out any objects, images, etc. from old magazines, books, newspapers) and involve parents in our work. It follows that writing fairy tales here is a favorite pastime for children and adults. Everyone comes up with their own work and designs it in a special way.

When working with preschoolers to develop their imagination, their age characteristics should be taken into account. For example, the necessary exercises should be carried out in a playful way, continuing them as long as the children are interested, and stopping immediately as soon as they get bored with these exercises. It is necessary to strive to develop in children a readiness for purposeful fantasy. In the preschool period, the main goal of the teacher’s work on developing children’s imagination should be mainly to exercise their ability to transform the impressions that they acquire from the surrounding reality. The extent to which children master this skill will determine the transformative properties of their fantasy. Let the child fantasize more! Without it there is no imagination. It is imperative to read more educational literature, play educational games with children, in which they will need to develop the ability to invent fairy tales and stories, which plays a significant role in the development and improvement of coherent, expressive speech, its vocabulary, and also helps to activate children's imagination and thinking in general.

Bibliography.

• Chizhova I. I. Development of the imagination of preschoolers in the process of composing fairy tales [Text] // Theory and practice of education in the modern world: materials of the IV international. scientific conf. (St. Petersburg, January 2014). - St. Petersburg: Zanevskaya Square, 2014. - P. 65-68. sound
• O.M. Dyachenko “Development of the imagination of preschoolers” Methodological manual for educators and parents M.: Mozaika - Synthesis, 2008 -128 p.

Diagnosis of speech development in children of senior preschool age

In the preschool period, shortcomings in the child’s speech development become obvious. Delay in speech development negatively affects the baby’s behavior and activities. Disturbances in the child’s speech development are identified during diagnostic testing. Corrective work begins with diagnosis.

When examining a child, they analyze: the development of sound analysis, phonemic hearing, the composition and richness of the vocabulary, communication skills, and the grammatical structure of speech.

Diagnosis of children is carried out on the basis of diagnostic methods for examining different aspects of the speech of preschool children, recommended by O.S. Ushakova, E.A. Strebeleva, E.M. Strunina. Based on the diagnostic results, the levels of children's speech development are revealed: high, average, below average, low. Levels of formation reflect a set of universal educational actions that a kindergartener acquires after mastering the educational program. Diagnosis is carried out according to several criteria.

1. Vocabulary : richness of vocabulary; the ability to select words that denote the qualities of an object; understanding the characteristics and qualities of an object.
2. Sound culture of speech : auditory attention; the ability to distinguish vowels and consonants; the ability to characterize sounds in a word; the ability to combine sounds into groups.
3. Grammatical structure of speech : the ability to describe an object (a picture from a book or a toy); the ability to create a description without visualization, based on life experience; ability to write a story based on pictures; ability to retell according to a pattern.

Techniques for the development of coherent speech : speech patterns, questions, explanations, motivated assessment of children’s answers and actions, skit games.

The literature describes methods for studying the coherent speech of preschoolers. Children are given tasks at the reproductive and productive levels. In the first case, the preschooler is given a template to retell or repeat. In the second, we use a toy or a picture from a magazine. The child creates an independent statement. When teaching, it is permissible to use 2-4 toys: in stories about games and play actions, the coherence of children's statements increases. At the beginning of teaching storytelling, ready-made game situations are used, which are played out by an adult.

Analysis of preschool education and development programs allows us to determine the existing requirements for the development of speech of children of senior preschool age: correctly perceive and understand statements or messages addressed to children, differentiate and correctly pronounce phonemes, intonation, stress, separation using speech pauses, speak clearly; have sufficient vocabulary and grammatically correct speech; the ability to interact with another person; retell and discuss what you heard and saw; express your point of view.

At the same time, in the 80-90s of the twentieth century, new approaches to understanding the essence of speech development in older preschoolers and younger schoolchildren were determined - from the position of the theory of speech activity (works by A.A. Leontyev, I.A. Zimnyaya, N.I. Zhinkin , T.A. Ladyzhenskaya, N.A. Plenkina, V.I. Kapinos, A.Yu. Kupalova, M.R. Lvova, M.S. Soloveichik). First, psychologists, then teachers, came to the conclusion that speech is also a unique human activity, and the very content of this activity, its features, began to be defined based on the concepts of “speech” and “language”.

Speech development involves teaching children speech, which is possible only in the conditions of organized educational speech activity.

Speech activity is considered by us as a communicative process that is carried out during communication, and therefore presupposes the presence of partners, i.e. the one who creates speech (speaks, writes), and the one who receives it (listens, reads).

“Speech activity... is a process of active, purposeful, language-mediated and situation-conditioned communication of receiving or issuing a speech message in the interaction of people with each other (with each other).” [1]

Children enter into certain relationships with other people, and therefore they need to understand the speech statements of others as accurately as possible, and be able to correctly express their impressions, experiences, intentions and thoughts in speech; possess verbal communication skills, have a sufficient level of speech (verbal) thinking.

A child’s mastery of his native language in the process of pedagogically organized speech development, limited by the needs of the child’s communication with the people around him, does not correspond to the child’s potential capabilities either in mastering linguistic reality as a special object of cognition, or in the development and improvement of speech itself.

The child’s entry into such educational and cognitive activities, in accordance with the theory of A.N. Leontiev, is ensured by the very structure of the activity: “Every activity has a ring structure: initial afferentation – effector processes that implement contacts with the objective environment – ​​correction and enrichment with the help of feedback of the initial afferent image.” [3]

Like any other activity, speech activity has an object (thought) and structure. “In any activity, the same structural components can be identified. It has four stages: a) the stage of orientation in the conditions of activity; b) the stage of developing a plan in accordance with the results of the orientation; c) stage of implementation (implementation) of this plan; d) control stage.” [3]

Let's consider a schematic representation of the structure of any human activity, proposed by A.N. Leontyev:

where a need is understood as an experienced need, a motive as an incentive to activity, a goal as a consciously projected image, an action as a unit of activity, a task as a goal of activity given in certain conditions, an operation as a way of carrying out an action.

Let’s correlate these concepts with the content of speech activity:

Subject – thought (expressed or perceived).

Need – desire for communication (communicative need).

Motive is an opportunity through communication (with a person, a book, etc.) to understand, learn, communicate, express, prove, etc. (cognitive interest, personal motive).

The goal is the projected result (the interlocutor’s reaction, finding an answer, knowing the information, understanding the text, etc.).

Action - speaking, reading, writing, listening, when language is used as a means of speech activity.

A task is a product of activity (sentence, text, conclusion, etc.).

Operation – a method of action (selection of content for expression, use of linguistic means to express this content, etc.).

The concept of types of speech activity belongs to the famous linguist and teacher L.V. Shcherbe and is considered by us both methodological and psychological. Usually there are four main types of speech activity: reading, listening (listening) - receptive types of speech activity; oral speech (speaking) and writing, which are called productive types.

The concept of types of speech activity in the methodology allows you to more clearly imagine the psychological patterns of the formation of relevant skills and abilities: methodological techniques, types of exercises, etc. must be correlated with the structure and formation of corresponding psychological mechanisms, always complex and multi-level.

This means that in practice, the need to ensure the formation of individual psychological operations and their complexes cannot but take into account the fact of the interaction of different types of speech activity , their mutual intertwining, especially when solving complex communication problems. It is hardly correct to deal completely separately and incoherently with preschoolers with reading, listening, and oral speech. It is better to build classes with preschoolers as integrated from the very beginning. [2]

The statement of L.S. is widely known. Vygotsky: “It is not thinking that thinks, it is man who thinks,” which can be continued: the hand does not write, the tongue does not speak, the ear does not listen. It is especially important to take this into account in relation to teaching reading.

Let us note that the process of learning to read at the preschool stage is traditionally perceived as teaching a child to reproduce a printed word (text) aloud, and it is precisely at what age such learning can begin that, as a rule, there is debate. Reading as a type of speech activity is practically not considered in relation to preschoolers. The main research is related to the methodology of teaching children 3-6 years old to speak (oral coherent speech) in a sensitive period for this.

In addition, for some reason it is generally accepted that by teaching a child to read aloud, we ensure his ability to read in general. However, according to A.A. Leontyev, “learning to read aloud is not so much learning to read as learning oral speech and the development of the articulatory apparatus.” [3] Fully sharing the position of the scientist, we also note that in the process of listening to what adults read to preschoolers, the reader-listener engages three of the four spheres of the reader’s perception of the text: the emotional sphere, the sphere of imagination and reaction to the content of the text. Our research confirmed the initial assumption that readers aged 5-7 years practically do not involve the sphere of reaction to artistic form in the reading process.

Thus, the nature of older preschoolers’ perception of the text, which, as a rule, is read to them by an adult, suggests that children are more likely to be involved not so much in the listening process as in the reading process. The type of speech activity when the text is perceived by ear, and at the same time the inclusion of emotions, imagination and reaction to the content of what is read is ensured, we call reading-listening.

Of course, children need to be taught reading and listening, and we consider the age of an older preschooler as an extremely sensitive period for solving this problem. The child, most likely, will not be able to do what we did not specifically teach him. Many troubles in the future study of the school literature course are rooted precisely in the fact that we did not teach older preschoolers to read (perceive) a literary text as fiction.

In general, full-fledged training in various types of speech activity at the stage of preschool education is a condition for the successful future educational activity of a schoolchild and at the same time “it is a tool for his self-development, something that makes possible his self-education, socialization, his further cognitive, personal, artistic and value development.” [2]

Ways to improve the speech activity of older preschoolers and younger schoolchildren were suggested by M.S. Soloveitchik:

1. broadening their horizons, ensuring the renewal of children’s thoughts and feelings, potential subjects of their speech activity;
2. children’s awareness of the language system, the purpose of various language units;
3. developing the ability to choose language means taking into account the communication situation and correctly formulate one’s thoughts;
4. developing the ability to select content for expression and organize it in accordance with the plan;
5. understanding the significance of all elements of a “foreign” text, developing the ability to extract meaning from each element of the text.

So, today, preschool specialists are faced with the task of ensuring the full speech development of preschool children, revealing rather complex phenomena of a new language reality for them, cultivating interest in language and thereby increasing activity in its acquisition.

Based on the above, we can outline the main content of the work that ensures the development of speech activity of older preschoolers:

Literature: 1. Zimnyaya, I.A. Psychology of teaching a non-native language. / I.A. Winter. – M, 1989. – P. 133. 2. Leontiev, A.A. Language and speech activity in general and educational psychology: Selected articles. psychol. works / A.A. Leontyev. – M.: Publishing house of the Moscow Psychological and Social Institute; Voronezh: Publishing house NPO "MODEK", 2003. – 536 pp. 3. Leontyev, A.N. Consciousness, activity, personality./ A.N. Leontyev. – M.: Politizdat, 1977. – P.86.

Children of senior preschool age and speech creativity

The imagination of preschoolers differs from the imagination of adults. At this age, imagination is comparable to intellectual activity, which is aimed at changing the world around us. The baby “rises” above the situation and sees what is happening through the eyes of objects, fairy-tale characters and even phenomena.

Teaching creative storytelling is a difficult stage of work that forms a child’s coherent speech. Children learn to come up with a plot, course of events and denouement, describe the place and time of action, observe logical connections in the development of the plot, distinguish reality from fiction. Preschoolers imagine the characters' outfits, describe their character, facial features, and hairstyle. Provide your child with a field for creativity - endowing objects with magical powers, composing fairy tales, fantasizing, adapting a fictional character to life. The main characters of fairy tales are favorite toys and cartoon characters. A child easily compares himself with a fairy-tale character: girls dream of a dress like a princess, and boys dream of a cloak that gives magical powers.

When creating a fairy tale, the child independently makes a selection of events, drawing material from personal and literary experience. He also creates his own images of heroes, events, and draws a plot. With children of senior preschool age, they play out stories of a fairy-tale nature: “The Story of an Old Chest,” “The Adventures of Santa Claus in the Forest,” “My Favorite Cartoon.” The development of thinking has a positive effect on the development of the semantic side of a preschooler’s speech activity.

Such tasks develop imagination, improve vocabulary, and enrich the structure of speech. Science has proven that children’s understanding of the world is formed earlier than coherent speech. Often, during a retelling, the child strives to say more: as a result, he becomes silent, remembers, and selects words. Help your child translate words from passive to active vocabulary. To do this we use:

• Logic problems;
• Games for mastering gender categories;
• Games for the formation of figurative speech;
• Games for the development of personal business qualities;
• Games for the ability to find fables and true events in the text.

It is worth mentioning the acquaintance with children's literature and book culture. They don't read in the family, i.e. Children have no experience of family reading and active listening; the book is not valuable. The development of the child is carried out in a complete developmental environment. The natural environment is filled with sensory tools and play materials. In a group room, you can’t do without an audio and video library. Classes are held in a friendly environment.

Take into account one more methodological point - the speech activity of the teacher. At the same time, the teacher does not interfere with the child’s creativity, understands and accepts the child’s position. A preschooler teaches himself independently, relying on creativity and personal experience. Even a shy baby opens up.

At preschool age, children's speech is formed. During this period, speech requires attention from adults. Under its influence, views, consciousness, sense of will and character are formed. Cognitive processes are also improved with the help of speech. By the beginning of the first academic year at school, children have mastered the word-formation model of their native language, and the traditional norms of pronunciation of words are fixed in their heads.

“Development of speech in older preschoolers through different types of activities”

The 21st century is the era of computer technology. Children seem to have everything for their development: Computers, phones, televisions, but for some reason there are more and more children with speech disorders.

Observing children, you come to the conclusion that in our time, when parents are constantly busy, they do not have time to communicate with their children. But the formation of a child’s speech occurs primarily in constant communication with adults. Timely and comprehensive speech training in preschool age is one of the main conditions for the normal development of a preschooler, and subsequently for his successful education at school.

Knowledge of the native language and speech development are one of the most important acquisitions of a child in preschool age and are considered in modern preschool education as the general basis for raising and educating children. L. S. Vygotsky wrote: “There is every factual and theoretical basis to assert that not only the intellectual development of a child, but also the formation of his character, emotions and personality as a whole is directly dependent on speech.”

Speech is a tool for the development of the higher parts of the human psyche. By teaching a child their native language, adults contribute to the development of his higher intelligence and emotions, and prepare the conditions for successful learning at school.

Good speech is the key to literacy and successful development. It is known that children with poorly developed speech can lag behind in various subjects. The development and development of learning and language skills in preschool children is one of the most important tasks of teachers, since the further development of the child’s personality and acquisition of knowledge depends on the degree of their formation. Since the child spends most of his time in kindergarten, I decided to develop the preschooler’s speech by engaging in various activities, such as: - play activity is one of the most effective means of cognitive and speech development of preschoolers. And if a child gains knowledge in the course of organized educational activities, then during the game he has the opportunity to reflect knowledge about the world around him, share this knowledge with friends, and find like-minded people with similar interests. Certain types of games have different effects on cognitive and language development. Games stimulate children's speech and personality development.

The use of games in kindergarten and at home combines the efforts of adults to ensure successful speech development of the child;

- cognitive and research activities enable the child to independently find a solution, confirmation or rejection of his own ideas, which enriches and stimulates the speech development of older preschoolers;

— stage activity is an excellent stimulus for the development and improvement of speech, promotes the development of coherent and grammatically correct speech in a restrained form, and is a necessary condition for exciting activity.

Musical activity has a significant influence on the development of speech.

Singing training plays a particularly important role in speech development. Conventionally, learning to sing takes place from three sides: work on breathing, work on diction and voice training.

Speech tasks are also solved together:

-improving the vocal apparatus for singing, at the same time improving for the speech of a preschooler;

— a culture of expressive performance, which is necessary in singing, forms speech expressiveness;

— developing the skill of solo singing lays the foundation for monologue speech;

- development of modal feeling, musical intonation, opens the ability to speech intonations.

Finger theater is an exciting didactic game that:

-stimulates the development of fine motor skills; introduces the child to the following concepts: shape, color, size;

- develops imagination, memory, thinking, attention;

- helps improve vocabulary and activates speech skills

functions.

Lacing games promote the development of:

-sensorimotor coordination;

- spatial orientation, contribute to the assimilation of the concepts “above”, “below”, “right”, “left”

-creative abilities.

Thanks to this approach, children will more consciously use linguistic means when conveying their thoughts and in various situations of verbal communication, speech activity will increase, and a keen interest in independent cognition and reflection will appear. In addition, in any type of activity, children receive an emotional boost, show positive character qualities such as: resourcefulness, mutual assistance, courage, the ability to empathize, the ability to work in a team, willpower, determination, aesthetic needs of the individual, radiate energy, cheerfulness, love creative tasks, They enjoy participating in theatrical productions, puppet shows, games and dramatizations. In the process of working on speech development, educational tasks are also solved: children try to listen more carefully to the stories of the teacher and peers, help each other in case of difficulty, notice speech and logical errors and correct them kindly.