Coherent speech is the main achievement in the speech development of preschool children

The coherent speech of a preschooler is a significant indicator of his speech and general development. If a child reveals the meaning well in a conversation, logically and consistently talking about something, then adults note that he speaks coherently and coherently. At the same time, do not forget to note the mental development of the baby.

It is gratifying that the ability to speak meaningfully and understandably is developed through training. This means that parents and educators can help a preschooler get comfortable using their native language.

Consideration of the concept of coherent speech

A.V. Tekuchev defines coherent speech as any speech unit that consists of linguistic components, united and interacting with each other using grammatical laws and logic into a single whole.

If we perceive coherent speech this way, then even individual independent sentences also belong to its varieties.

Sokhin F.A. has his own point of view regarding how coherent speech should be defined. In his opinion, speech that simply contains sequential thoughts cannot be considered coherent, even if they are interconnected, the words are chosen correctly and these sentences have the correct structure.

A child’s coherent speech should be the result of investing his entire stock of words and understanding of the grammatical structure of the language into speech. Based on the child’s statements, one can judge how well his speech, as such, is developed.

Coherent speech as a result of thinking

Coherent speech is the result of human thinking. If a child is able to think coherently, then his speech will also be coherent. If you carefully analyze a child’s speech, you can understand what are the features of his logical thinking, his ability to think about what he has perceived, his skills of formatting his thoughts into speech that is understandable to others.

If a child is able to coherently and accurately express his thoughts in words, formalizing them in a literary text, then this has a powerful impact on the formation of the preschooler’s aesthetic perception: when retelling the works he has heard, the preschooler uses figurative expressions in his speech and repeats artistic techniques after the author to describe this or that events or phenomena.

If a child has learned to speak coherently, this greatly helps him in communicating with other people, it prevents the tendency to silence and shyness, such children are quite confident in themselves.

A child’s coherent speech is characterized by the fact that its form and content are unified with each other. If a child belittles the semantic load of speech, this can lead to the dominance of its external manifestation over the internal one.

This means that the rules of grammatical structure are absorbed by a preschooler much faster than the logic of constructing speech utterances. It is difficult for such children to choose the most appropriate words; they often use words incorrectly and do not know how to explain their meaning.

On the other hand, the formal (external) side of speech should also not be underestimated. When a child acquires new knowledge and enriches his ideas, he must be able to correctly express them in verbal statements.

We understand by coherent speech the presentation of thoughts in an expanded form, which is subject to the laws of logic, consistency and accuracy, as well as the competent formulation of these thoughts into speech.

Connected speech, its forms and features of formation in preschool children

Evgenia Shcherbakova

Connected speech, its forms and features of formation in preschool children

Connected speech , its forms and features of formation in preschool children

Psychological studies by L. S. Vygotsky, N. I. Zhinkin, I, A. Zimnyaya, A. A. Leontieva, A, M. Leushina, A.K. Markova, S.L. Rubinstein, D.B. Elkonin and many other scientists reveal the nature of the formation of coherent speech , the problems of its development, as well as the relationship between speech and imagination . From the point of view of the researchers described above, coherent speech is understood as a logical, detailed, consistent and image-based statement of the essence of a phenomenon or object. Rubinstein notes that from the speaker's point of view, any speech in which his thought is conveyed is coherent speech . The structure of the phrase shows the degree to which the child establishes connections between objects or phenomena. In other words, coherent speech is speech that becomes understandable due to its own subject content. Understanding coherent speech does not require taking into account the situation of verbal communication; it is understandable in its context. The intelligibility of coherent speech is the main characteristic. Incoherent speech can be due to two reasons. The speaker's thought does not contain connections , or connections are not realized by the speaker himself. Also, the speaker's thought may contain connections that he does not have the opportunity to express in speech form .

The process of a child’s verbal communication is characterized by the fact that it lacks a coherent semantic whole , “context”

, on the basis of which the listener could understand it.
The nature and characteristics of coherent speech demonstrate the speech and mental development of the child. Speech communication also characterizes the emotional side of the development of preschool children . Simultaneously with the development of the child's thinking, his skill of coherent utterance .
L. S. Vygotsky in his work “Thinking and Speech ”

outlined the essence of the problem of the relationship between speech and thinking.
The transition from mental to speech activity is, according to him, a complex process of dividing thought to recreate it in the form of words .
Coherent speech and verbal communication develop not only in the functional aspect, but also in the communicative aspect. It is important to remember that coherent speech skills are closely related to the child’s level of development, his ability to analyze and compare. Also, based on the skill of coherent speech that a child has, one can judge his level of proficiency in vocabulary, grammatical structures and the sound aspect.

L. S. Vygotsky, A. A. Leontiev, V. M. Leushina, S. L. Rubinstein examined in their studies the development of monologue and dialogic speech skills preschoolers The characteristics of the features of each of these forms of speech prove that young children develop speech skills, starting with dialogue. In addition, dialogue and monologue have completely different linguistic means, as well as psychological nature.

A characteristic feature of dialogical speech is situationality, connection with the environment in the context of which the conversation is conducted. Also, dialogical speech is characterized by the fact that the obviousness of the subsequent utterance is conditioned by the previous one. The dialogue is involuntary, and each replica in it is a direct verbal reaction to a non-verbal stimulus (a statement that completely copies the previous statement.

Monologue speech develops on the basis of dialogue. The essence of a monologue is a mental appeal to a real or imaginary listener. This feature makes monologue speech similar to inner speech . As a type of speech, a monologue has an organized, arbitrary structure, which requires specialized speech education. Arbitrariness in monologue speech presupposes the skill of selective use of linguistic means that would be most appropriate in a particular utterance.

In the course of research into the mechanism of the emergence of coherent speech in a child, it was revealed that at 1-2 years of life its foundation is laid. Direct emotional, practical communication between an adult and a child occurs, speech gradually acquires a coherent and detailed character. During the period of 4-5 years, the oral speech of a child who interacts a lot with adults becomes richer and fuller. However, not a single child, no matter how rich his vocabulary and development of speech, is aware of the mechanism of speech activity. When talking, the child pays attention only to the content of speech, which is associated with the perception of objects around him, as well as with thoughts and images that he is trying to designate in verbal communication. Only in rare cases does the child think about how to pronounce this or that word. S. L. Rubinstein, based on the communicative function of speech, identified two types of speech activity.

1) situational speech - its peculiarity is that speech mainly depicts rather than expresses. While speaking, the child uses more expressive means (facial expressions, gestures, intonation, inversions, repetitions, etc., without paying attention to the meaning of words. This type of speech is typical for a small child, since he expresses his perception of reality, and not its abstract content. The situational nature of the speech of a small child is directed in relation to those people who are united with him by the commonality of the experienced phenomenon. As the child grows up, emotions and means of expressiveness are still preserved in the child’s speech, but a coherent semantic context . The child’s situational speech does not have content, does not reflect the private situation, context. speech helps him communicate with people who are in his environment, with his family and friends who live by his interests, understanding speech perfectly . A small child uses dialogic speech even when communicating in the form of a monologue He talks with real or imaginary interlocutors, or with himself, but he always communicates through dialogue, and not through simple monologue speech .

2) contextual speech - its appearance in the child’s speech is associated with a change in the nature of the child’s communication with people around him. Gradually, the construction of a semantic context in the child’s speech occurs. His cognitive activity becomes more complex; the function of speech communication requires greater development of the child’s speech. The means of expression that he used earlier do not ensure the clarity of his statements. According to psychological studies, the appearance of coherent monologue speech in a child is observed as early as 2-3 years, and by 4-5 years there is a transition from external speech to internal (contextual)

.

J. Piaget in his studies notes that the primary and middle preschool ages are characterized by the monologization of the child’s speech. This process is determined by the content and nature of what the child says. Depending on the tasks and conditions of communication, speech can be either situational or coherent . According to Leushina, retelling as a means of expressing thoughts has a consistent nature, strict syntactic design , and extensive speech.

The dependence of the nature of children's speech on the content and conditions of communication is confirmed by the research of Z. M. Istomina. In a situation where the material is well known to the listener, the child does not feel the need to give a detailed statement. The transmission of content unknown to the listener encourages the child to mobilize forces to solve the communicative problem and give a complete, consistent presentation. The studies of psychologists R. E. Levina, A. N. Leontyev, V. E. Syrkina and others indicate that within the conversational style there is a decrease in situational moments in speech and a transition to understanding based on linguistic means themselves. The sphere of communication between a child and a peer, starting from the age of three, is more verbalized; it stimulates to a greater extent the use of speech than communication with an adult. An adult easily understands a child’s situational speech . A peer perceives his partner only in a specific, present situation. As a result, children need detailed, that is, contextual statements for mutual understanding. When communicating with peers, the child’s speech becomes coherent and lexically more diverse.

Speech communication is a motivated process of communication between its participants, aimed at realizing the target setting. This process takes place in the form of feedback in one form or another of speech activity. Speech communication is a component of any other type of activity, be it labor, social or cognitive activity. Pedagogical and psychological studies explain the imperfect speech forms of preschoolers by the fact that they have difficulty mastering coherent speech . Acquisition of the native language, according to G. P. Belyakova, E. N. Negnevitskaya and others, is a creative process; it is not just imitation, reproduction of speech patterns, or unconscious assimilation of language norms. The acquisition of a child’s native language is the development of linguistic generalizations, as well as an elementary awareness of the essence of linguistic phenomena. The process of development of the above-described language components occurs outside of training, during language communication. The fullness of communication will be ensured only if the child masters speech actions and skills. Let’s consider the list of necessary speech actions and skills:

1) Orientation in the situation and content of communication: awareness of communicative intention, i.e. the desire to actively communicate; the ability to determine the subject of speech by its signs, title and beginning, as well as the ability to identify the general nature of a speech work.

2) Planning further speech actions: clarification of the perception task, the ability to prepare for a possible objection from the interlocutor , as well as the skill of supporting the interlocutor’s opinion.

Objectives of language teaching

In order to develop children’s coherent speech, it is necessary to solve other problems of language learning:

• replenishment of the child’s vocabulary (thanks to the rich vocabulary of words, children can correctly express their thoughts, expressing them in words as accurately and completely as possible);
• mastering the grammatical rules of the native language (the child must be able to express his thoughts using correctly constructed sentences, skillfully work with cases, gender and numbers);
• formation of a culture of sound (the child must be able to clearly pronounce the sounds he uses in speech).

In order to form good coherent speech, it is necessary to master the rich vocabulary of the Russian language, master the use of norms and rules existing in the language, and learn to apply them practically. It is also necessary to learn how to work with existing language material, convey the meaning of a read or heard text as completely and clearly as possible, and create your own texts.

Forming coherent speech by writing stories

Essays develop imagery, logic, and expressiveness of statements. By writing stories we mean any stories told by a preschooler.

The more vocabulary a child has, the easier it is for him to express his impressions and fantasies. The finished story contains a number of supporting points, which preschoolers are guided by in the retelling, and in the stories they compose, they freely build all the plot twists.

Story-writing skills begin to develop when the child is asked to describe what he saw on a walk, in the park, or on the playground. Middle-aged and older preschoolers willingly tell episodes from their lives - where they visited, with whom and how they spent time.

The development of coherent speech in preschool children occurs not only in specially organized conditions, when the child is asked to retell, describe, or invent. Every day, in communication and play, children use contextual and explanatory speech, replenish their vocabulary, which increases their speech level.

Types of connected speech

There are two types of connected speech.

The first type is situational. This is speech that is produced based on the current situation. During situational speech, the speaker does not necessarily fully reflect what he thinks.

The second type is contextual. The situation is not taken into account, and the speaker relies only on linguistic means familiar to him.

A child’s coherent speech is a presentation that is conveyed consistently and in detail. There are two types of coherent speech: dialogical speech and monologue speech.

Prerequisites for the development of coherent speech

The very first prerequisites for the development of coherent speech are laid in a child already in the first year of life. He is already beginning to communicate with adults, using his emotions and gestures and facial expressions to express them. The first signs of speech are very primitive, but parents already understand a lot from communicating with their child.

The child most often tries to pronounce his first words at the beginning of the second year of life. Although they do not yet sound like words for adults, they are already full-fledged attempts to say something. Next, the child begins to try to designate different objects with words. And not yet fully formed, the words develop into simple sentences.

The third year is characterized by the fact that speech understanding is formed at a rapid speed, the child begins to actively produce speech utterances himself, his vocabulary begins to rapidly increase, and the structure of sentences becomes more and more complex. The main type of speech used at this age is dialogic.

Since a child’s communication with adults at this age becomes complex and varied, this becomes a catalyst for the development of coherent speech. The content of speech becomes more meaningful and rich, the vocabulary is replenished with new concepts, the child remembers many adjectives and nouns.

The child becomes able to notice different qualities of surrounding objects. As children begin to master many new types of actions, they enrich their speech with verbs. Other parts of speech are also increasingly used.

Three-year-old children already have a good command of the norms of dialogic speech. They can answer questions asked, ask adults questions themselves, and listen to the answer. The skill of clearly expressing one’s thoughts is just beginning to develop.

The child’s coherent speech is increasingly situational in nature. The events are presented expressively. When trying to construct sentences in their speech, children often make mistakes, especially when it comes to naming actions and describing the qualities of objects. The further development of spoken language is a prerequisite for the ability to monologue.

Stages of formation of coherent speech in preschool age

The formation of speech - not only coherent, but also situational - in a child progresses in stages. Features of the speech development of preschool children are determined by the dominant type of thinking.

At 3-4 years old , a child develops visually effective thinking, and his speech practice is firmly tied to specific objects and situations. The younger preschooler already speaks, but in simple phrases using indefinite forms of pronouns and adverbs (that, there).

Read more about how speech development progresses in children 3-4 years old.

Coherent speech first appears in communication with adults and peers. An important condition for its formation is orientation towards the listener and the desire to speak in such a way that the listener understands.

No matter how small a preschooler is, he is faced with the task of acquiring the skills to clearly express the essence of what worries, interests, and worries him. Only in this way can the communicative function of speech be realized.

Signs of coherence appear due to the filling of the active vocabulary and the initial development of the grammatical structure of oral speech. Skills of free use of words are formed. Fragmentary statements are replaced by more detailed sentences.

There comes a period when we can distinguish two forms of coherent speech in preschoolers:

• contextual;
• explanatory.

By the age of 5, the child begins to compose complex sentences that sound like a set of simple ones. For example, five-year-old Katya enthusiastically describes what she just saw: “The duckling jumped into the water, then he swam, and the mother duck led all the ducklings to the shore.” In such statements, the grammatical structure of speech is already clearly manifested.

At this age, the preschooler describes visual situations well. He uses correct sentence structure and tries to present a complete picture of what he saw or heard about. In this case, the preschooler may “lose” the subject or predicate, but his speech is understandable in this context. Therefore, such speech is called coherent contextual.

A six-year-old child, in accordance with the norms of speech development, must actively use detailed statements and use linguistic means, such as comparisons and epithets. What most children cope with successfully. Their conversations are full of made-up stories.

Lenya says: “Look, I’m jumping like a bunny. It's my birthday, forest dwellers came to visit me and brought me a lot of delicious sweet carrots. And I will treat my guests to what they love.”

The coherent speech of children of senior preschool age is based on imaginative thinking. They imagine images and describe their characteristics, or remember events and give details. Older preschoolers use the most complex form of coherent speech - explanatory. Characteristic features are the logical unification of all parts of the message and the reflection of cause-and-effect relationships.

Connected speech of a child of middle preschool age

The middle age of preschoolers is characterized by the fact that the child’s vocabulary is activated. During this period, many children already have an understanding of 2.5 thousand words.

Children not only understand many of these words, but also begin to actively incorporate them into their utterances. Children are already capable of simple generalizations, can draw conclusions and come to independent conclusions.

The structural component of speech also has its drawbacks. When constructing complex sentences, the child forgets to use its main part.

Over time, children gradually begin to strive to independently create short stories based on pictures and toys. But for now, children's stories are more like a retelling of an adult's story. Children have difficulty distinguishing between what is more important and what is secondary.

They also have difficulty identifying more important details in a story. As before, the child’s coherent speech is mostly situational in nature. However, the formation of the foundations of contextual speech, that is, speech utterances born outside the current situation, is noticeable.

Connected speech of preschoolers article on speech development on the topic

What is coherent speech?

Coherent speech is the child’s ability to express his thoughts vividly, consistently, without being distracted by unnecessary details. According to researchers, there are two types of oral coherent speech - dialogue and monologue, which have their own characteristics:

Dialogical speech is supported speech that has an interlocutor, it is simpler, it may contain intonations, gestures, pauses, and stress. It is characterized by the use of colloquial vocabulary and phraseology.

Monologue speech is a long, consistent, coherent presentation of thoughts and knowledge by one person, proceeding for a relatively long time and not designed for an immediate reaction from listeners. It is characterized by literary vocabulary, detailed statements, completeness and logical completeness.

In the dialogue, sentences are monosyllabic, they are filled with intonations and interjections. In a dialogue, it is important to be able to quickly and accurately formulate your questions and give answers to your interlocutor’s questions.

In monologue-type speech, the child needs to speak figuratively, emotionally, and at the same time, thoughts must be focused without being distracted by details.

Connected speech can be situational (related to a specific situation) and contextual (constructed without taking into account the specific situation and relying only on linguistic means).

One of the conditions for the development of speech in a broad sense is the cultural and linguistic environment. The speech culture of children is inextricably linked with the speech culture of the teacher and everyone around them. Speech should be developed not so much through methodological techniques and instructions, but through example and model. One of the main methods of speech development is training in a certain range of speech skills and abilities. Speech development is also carried out in classes in other sections of the kindergarten program. For example, fiction is the most important source and means of developing all aspects of children’s speech and a unique means of education.

The main tasks of speech development: education of the sound culture of speech, vocabulary work, the formation of the grammatical structure of speech, its coherence when constructing a detailed statement - are solved at each age stage, however, from group to group there is a gradual complication of each task. The specific weight of a particular task also changes when moving from group to group.

The development of speech and verbal communication of preschoolers in kindergarten is carried out in all types of activities, in different forms - both in special classes and outside of them.

Exercises related to performing movements can be used in classes (physical education) or while walking. During outdoor games, during morning exercises, exercises are carried out in which speech material is combined with the child’s actions. It is in movement that grammatical rules are effectively learned and a particular artistic image is conveyed.

Sequence of work on coherent speech:

• fostering understanding of coherent speech;
• education of dialogical coherent speech;
• education of monologue coherent speech,

Working methods:

• work on compiling a story - description;
• work on compiling a story based on a series of plot pictures;
• work on compiling a story based on one plot picture;
• work on retelling;
• working on an independent story.

Formation of coherent speech in preschoolers

The method of developing coherent speech includes not only teaching a child the skills of logical presentation of his own thoughts, but also replenishing his vocabulary.

The main means of developing coherent speech are:

• conversations;
• didactic games;
• theatrical games.

When working with your child, you can use the tools that are most suitable for his age and interests, or combine them.

Conversations.

The content of the work on teaching older preschoolers includes teaching children the ability to conduct a conversation, answer questions with detailed and monosyllabic answers, be able to listen to the statements of others and tactfully correct mistakes, supplement answers, and make their own remarks. Kids also need to be taught the quality of speech, that is, to be friendly, tactful, polite, maintain a posture when speaking, and look into the face of the interlocutor.

During the day, the teacher needs to find time for short conversations with all the children; this will include the time of morning reception of children in kindergarten, washing, dressing and walking.

To develop children's dialogical speech skills, the teacher should use verbal instructions. At the same time, the teacher gives the children a sample request, sometimes asking the child to repeat it to check whether he remembers the phrase. This also helps to reinforce forms of polite speech.

To develop the initial forms of speech-interview, the teacher plans and organizes a joint examination with children of illustrations, favorite books, and children's drawings. The teacher’s short emotional stories (what he observed on the bus; how he spent his weekend), which evoke various similar memories in the children’s memory and activate their judgments and assessments, will help stimulate a conversation on a specific topic.

In older groups, the topics of conversation are the most varied and more complex. For example: you can invite children to remember their favorite fairy tale or game. The greatest attention is paid to developing communication skills with adults, and children learning the rules of speech behavior in public places. In collective conversations, children are encouraged to complement each other, correct a friend, and ask a question to their interlocutor.

Communication with children is very important. With its help, you can influence the comprehensive development of a child’s speech: correct mistakes, ask questions, give an example of correct speech, develop dialogic and monologue speech skills. In an individual conversation, it is easier for the teacher to focus the child’s attention on individual errors in his speech. During the conversation, the teacher can better study all aspects of the child’s speech, identify its shortcomings, determine which exercises are best to use for speech development, and find out his interests and aspirations.

Communication with children can be individual and collective. The whole group or several children participate in a collective conversation. The best time for group conversations is a walk. Morning and evening hours are best for individual communication. But whenever a teacher speaks to children, the conversation should be beneficial, interesting and understandable.

The role of role-playing games in the development of coherent speech in preschool children

In preschool age, play is of great importance in the speech development of children. Play is not just entertainment, it is the creative, inspired work of a child, it is his life. During the game, the child learns not only the world around him, but also himself, his place in this world.

There are no patterns or correct patterns in the game; nothing constrains the child. Not to teach or teach, but to play with them, fantasize, compose, invent - this is what a child needs. The development of thinking, imagination and speech largely depends on the level of development of the game. While playing, the child replaces missing objects with substitute objects, sometimes even imaginary ones. And this is not just a game, it is the formation of a substitution function that the child will encounter constantly in the future. In the game, he learns to plan and regulate his actions, as well as the actions of his playing partners.

But in order for the game to become truly educational for the baby, one must teach how to play - first, simply operate with toys, imitate real actions, their logic, their sequence. Then, when the child already knows how to act independently, master the science of role-playing games, play out entire plots in which the main thing is a reflection of the relationships between people. The basis of the role-playing game is an imaginary or imaginary situation, which consists in the fact that the child takes on the role of an adult and performs it in a play environment created by him. The main component of a role-playing game is the plot; without it, there is no role-playing game itself. The plot of the game is the area of ​​activity that is reproduced by children.

The plots of the games are varied. They are conventionally divided into:

• household (family games, kindergarten),
• production ones, reflecting the professional work of people (games in the hospital, store),
• public (games celebrating the city’s birthday, going to the library, flying to the moon).

The plot of the role-playing game is embodied by the child through the role he takes on. A role is a means of realizing the plot and the main component of a role-playing game. For a child, a role is his playing position: he identifies himself with a character in the plot and acts in accordance with his ideas about this character. Submission of the child to the rules of role-playing behavior is the most important element of role-playing play. For preschoolers, a role is an example of how to act. Based on this sample, the child evaluates the behavior of the participants in the game, and then his own. The point of the game for preschoolers is the relationships between the characters. Therefore, the child willingly takes on those roles in which the relationships are clear to him (the teacher takes good care of the children, the captain leads the ship, makes sure that the sailors work well, so that the passengers are comfortable). The child depicts these relationships in play using speech, facial expressions, and gestures.

There are two types of speech - dialogical and monologue, which are more acceptable when conducting a role-playing game. Thus, the form of dialogical speech (a conversation between two or more people, asking questions and answering them) encourages incomplete, monosyllabic answers. Incomplete sentences, exclamations, interjections, bright intonation expressiveness, gestures, facial expressions are the main features of dialogic speech. For dialogical speech, it is especially important to be able to formulate and ask a question, construct an answer in accordance with what is heard, supplement and correct the interlocutor.

Monologue speech is characterized by expansion, completeness, and interconnection of individual parts of the narrative. A monologue, a story, an explanation require the speaker to pay more intense attention to the content of the speech and its verbal design; At the same time, it is very important to maintain liveliness and spontaneity of speech.

Role-playing games provide an opportunity to activate the existing vocabulary. In games, the child finds himself in a situation where he is forced to use previously acquired knowledge and vocabulary in new conditions. In role-playing games on everyday topics, everyday vocabulary is activated, in games on industrial topics - professional vocabulary, in construction games - words denoting the qualities and spatial arrangement of objects, as well as corresponding verbs.

Plot-role-playing game is the very speech situation where purposeful training of dialogical speech occurs. It is aimed at developing the skills to negotiate during communication, question the interlocutor, enter into someone’s conversation, follow the rules of speech etiquette, express sympathy, convince, and prove your point of view.

It can be argued that role-playing games have a positive effect on the development of coherent speech. During the game, the child talks aloud to the toy, speaks both for himself and for it, imitates the drone of an airplane, the voices of animals, etc. Thus, in the role-playing game, children’s speech activity develops.

The role of word games in the development of coherent speech in children of senior preschool age

The greatest effect of work on developing the speech of a preschooler will be obtained if it is carried out through a variety of games. One type of game is a verbal didactic game. Word games are built on the words and actions of the players. In such games, children learn, based on existing ideas about objects, to deepen their knowledge about them, since in these games it is necessary to use previously acquired knowledge in new connections, in new circumstances.

They are actively involved in verbal and speech games. In the junior and middle groups, games are aimed at developing speech, cultivating correct sound pronunciation, clarifying, consolidating and activating vocabulary, and developing correct orientation in space. And in older preschool age, children actively begin to develop logical thinking, and games are selected with the aim of developing mental activity and independence in solving problems: children must quickly find the right answer, formulate their thoughts accurately and clearly, and apply knowledge in accordance with the task.

For the convenience of using verbal games in the pedagogical process, I use four groups of games proposed by Bondarenko A.K. Let me give brief characteristics of each group:

1. group - games that develop the ability to identify essential features of objects and phenomena: “Shop”, “Guess it?”, “Radio”, “Yes - No”, “Whose things?”
2. group - games used to develop children’s ability to compare, contrast, notice differences, and make correct conclusions: “Similar - not similar,” “Who will notice more fables?”
3. group - games with the help of which the ability to generalize and classify objects according to various criteria is developed: “Who needs what?”, “Name three words”, “Name in one word”.
4. group - games to develop attention, quick wits, quick thinking, endurance, sense of humor: “Broken Phone”, “Paints”, “Flies - Doesn’t Fly”, “Don’t Name White and Black”.

The use of verbal and play activities increases the effectiveness of children’s speech development and allows them to develop a variety of skills that will become the basis for further successful learning. Properly organized and systematically conducted games help the development of coherent speech, significantly replenish vocabulary, and make children’s speech more literate and expressive.

One of the most effective forms of work on the development of coherent speech is theatrical play.

In the dramatization game, dialogical, emotionally rich speech is formed, and the child’s vocabulary is activated. With the help of dramatization games, children master the elements of communication - facial expressions, posture, intonation, voice modulation. The child assimilates the richness of his native language, its means of expression, uses intonations that correspond to the character of the characters and their actions, and tries to speak clearly so that everyone understands him.

At the initial stage of working on a dramatization game, it is necessary to choose the right work of art. It is very important that it interests children and evokes strong feelings and experiences. And there was an interestingly developing plot: it should have one or more main characters along with episodic characters actively participating in the events taking place.

Having chosen a work for a dramatization game, the teacher reads it to the children several times, looks at the illustrations with them, and talks about what they read.

The process of preparing a theatrical game itself solves many problems in the development of coherent speech:

1) systematic implementation of game exercises aimed at developing facial expressions and pantomime, due to which movements acquire greater confidence. Children begin to switch more easily from one movement to another, to understand the subtleties of gestures, facial expressions and movements of another child;

2) introduction of games and exercises to develop breathing and freedom of the speech apparatus, correct articulation, clear diction, varied intonation;

3) transition to dramatization of poems, jokes, nursery rhymes: children memorize texts in advance, then act them out using various types of theater (finger theater or table theater);

4) transition to a more complex type of activity - dramatization of stories and fairy tales, where different masks or costume elements and types of theaters are used - tabletop, finger, bi-ba-bo, children can act out the text as actors.

Scientists have long noticed that speech and manual actions are very closely related.

A lot of books and manuals have been written recently about fine motor skills. And this is no coincidence.

Scientists have come to the conclusion that the formation of a child’s oral speech begins when the movements of the fingers reach sufficient accuracy. In other words, speech formation occurs under the influence of impulses coming from the hands. This is important for timely speech development, and - especially - in cases where this development is disrupted. In addition, it has been proven that both the thought and the child’s eye move at the same speed as the hand. This means that systematic exercises to train finger movements are a powerful means of increasing brain performance. Research results show that the level of speech development in children is always directly dependent on the degree of development of fine movements of the fingers. Imperfect fine motor coordination of the hands and fingers makes it difficult to master writing and a number of other educational and work skills. Psychologists say that finger exercises develop a child’s mental activity, memory and attention.

The poems accompanying the exercises are the basis on which the sense of rhythm is formed and improved. They teach to listen to rhyme, stress, and divide words into syllables. A sense of rhythm is also important when learning to write (for developing smooth handwriting), for memorizing poetry, and for preventing writing disorders (omission of vowels).

Conclusion.

The development of coherent speech in children is not a spontaneous process. It requires the purposeful actions of an adult. Our task is to help the child grow up as an educated person with competent speech.

List of used literature

1. Alekseeva M.M., Ushakova O.S. Interrelation of tasks of speech development of children in the classroom // Education of mental activity in preschool children. - M, 2008. - pp. 27-43.
2. Arushanova A.G. On the problem of determining the level of speech development of a preschooler // in collection. scientific articles: Problems of speech development of preschoolers and primary schoolchildren / Responsible. ed. A.M. Shakhnarovich. - M.: Institute of National Problems of Education MORF, 2008. - p. 4-16.
3. Boguslavskaya Z.M., Smirnova E.O. Educational games for preschool children. - M.: Education, 2010. - 213 p.
4. Bondarenko A.K. Didactic games in kindergarten: A manual for kindergarten teachers. - M.: Education, 1985. - 160 p.
5. Gerbova V.V. Classes on speech development in the senior preschool group of children
6. .Gerbova V.V. Composing descriptive stories // Preschool education. - 2011. - N 9. - p. 28-34.
7. Dyachenko O. Main directions of work under the “Development” program for children of the senior group / O. Dyachenko, N. Varentsova // Preschool education. - 2007. - No. 9. — P. 10-13.
8. Ladyzhenskaya T.A. System of work for the development of coherent oral speech of students. - M.: Pedagogy, 1974. - 256 p.
9. Tikheyeva E.I. Children's speech development. / Ed. F. Sokhina. - M.: Education, 2011. - 159 p.
10. Uruntaeva G.A. Workshop on the psychology of preschoolers / G. A. Uruntaeva. - M.: Academy, 2009. - 368 p.
11. Ushakova O.S. Speech development of preschool children / O. S. Ushakova. - M.: Publishing House of the Institute of Psychotherapy, 2008. - 240 p.

municipal budgetary preschool educational institution "Kindergarten of general developmental type No. 12" of the Samara city district

443114, Samara, Kirova Avenue 317 a

(846) 956-93-57,

[email protected]

Development of coherent speech in preschoolers through play

Sokolova N.N.

2016

Features of coherent speech in older preschoolers

Older preschoolers already have a fairly good command of coherent speech.

In order to develop children's thinking abilities, we need to help them form ideas and develop general concepts. This way, children will quickly learn to generalize something, draw independent conclusions, and voice their own conclusions.

At this age, you can already answer the questions posed quite well. Children are able to compose not only short, but also quite detailed answers that are endowed with precise meaning. Children are also starting to formulate their own questions quite well. They can also complement or correct their peer during dialogic communication.

Summary of a lesson on the development of coherent speech in the senior group

Summary of a lesson on the development of coherent speech in the senior group with presentation.
Topic: Retelling the fairy tale “The Postal Snail” Purpose: teaching a coherent, sequential retelling of the text based on graphic diagrams depicting the sequence of events. Objectives: 1. Educational:
- introduce the fairy tale “The Postal Snail”;
— learn to compose simple sentences, independently relying on graphic diagrams; - consolidate children’s ideas about the features of a fairy tale, its differences from a story. 2. Developmental:
- continue to develop the ability to listen carefully to a work of art, understand its meaning, and the ability to answer questions posed;
— develop basic mental operations: analysis, synthesis, generalization; - develop monologue speech; - improve coherent speech. 3. Educational:
- to create interest in speech activity;
independence, initiative in solving speech problems; - cultivate a value-based attitude towards literature. Preliminary work : reading fairy tales of other peoples, fairy tales of Russian writers, reading fiction about nature, looking at illustrations depicting flora and fauna, guessing riddles, didactic and outdoor games. Vocabulary work : herbivore, moisture-loving, postman, employees puzzled, valuable envelope, responsible employee. Methods and techniques : 1) Game-based: game motivation, physical education. 2) Verbal: conversations, reading fiction, explanations. 3) Visual: looking at illustrations, pictures. 4) Practical: working with reference diagrams. Equipment : slide show, illustrations for a fairy tale, graphic diagrams for a fairy tale, easel.
Progress of educational activities
1. Org. moment. Educator: - Look guys, we have guests today, let's say hello to them. — What’s your mood today? (children's answers) - I am also in a good, joyful mood today. Greeting game Gentle, kind girls! Strong, brave boys! Let's stand in a circle and let's all hold hands and smile joyfully at each other! Educator : - Let us smile and give our mood to everyone who surrounds us. 2. Motivational – orientation stage. Educator: - Today I invite you to go to the wonderful world of animals. Where we have to discover the most interesting secrets of animal life, their most unusual features and learn a lot of new things. And today we will talk... And about whom, you will find out if you guess my riddle: The house is always his own, Even goes to visit in it... There are horns, but not butts, Who sticks to the palm? (Snail) 1 slide - What does a snail eat?

Educator : - The snail is a herbivore. What does it mean? Herbivore means it eats grass and other plants and vegetables. Slide 2 - How does a snail eat?

Educator: - On the snail’s tongue, like on a file, there are hundreds of small teeth, with which the snail cuts and grinds food. Slide 3 - How does a snail live?

Educator: - Moisture-loving - this means she loves moisture. In dry weather, the snail hides under stones, in the shade of plants or in damp moss. Usually it spends the day hiding in its shell and comes out to feed at night. The snail is most active at night or after a rainstorm. Slide 4 - How does a snail move?

]
Educator: - The snail moves very slowly. Let’s all try to say the following words together: “Snail, crawl a little on your leg!” (Children say these words in chorus.) Look, while we were talking, the snail managed to crawl this distance. (Showing a segment 1.5 cm long). Slide 5 - Why does a snail need horns?

Educator: - A snail doesn’t just have horns, but one pair of horns, one pair of antennae. The antennae are small, the snail sniffs them. And the big horns are eyes. Both the horns and antennae of snails are very sensitive: if they accidentally touch any object, the snail immediately removes them inside. - That's how much we learned about the life of a snail. 3. Search stage Educator: - Guys, I want to tell you one interesting fairy tale, sit down more comfortably, take a listening position, so.... Reading the fairy tale “The Postal Snail.” More than anything else, the snail wanted to be a postman. “How wonderful it is,” she thought, “to spread good news and deliver valuable packages! Being a postman is the most interesting, most important and most joyful job!” But the postmen did not take the snail. You probably already guessed why: she crawled very slowly. - How will you spread the news? – laughed at the little girl at the post office. -Snails are not accepted as postmen. By the time you reach the recipient, the news will be outdated! This will no longer be news, but some kind of “old age”! Who will need them? “Eh,” sighed the snail, “why wasn’t I born a hare or a dove? Then no one would laugh, they would immediately accept it! I wish I could be as fast as them!” And she decided to train to become faster. Every morning the little girl woke up in the dark and went for a run. By dawn she was already on the treadmill. And by lunchtime she had crawled as much as two meters! Then two meters and a little more... But, alas, no matter how hard she tried, she remained a little fast, but still a snail. And she was still unsuited to work at the post office. - Give up this idea! - the hare shouted, adjusting his bag filled with letters and magazines as he ran. - You're just wasting your time. Even the fastest snail in the world cannot work as a postman! The snail understood that he was right, but she still couldn’t give up her dream. But one day a letter with a special note arrived in the mail. “Dear postman,” it was written on the envelope, “please be careful with this letter: it is full of tender feelings and may be damaged.” The postal employees were puzzled. Who can you trust to deliver such a valuable envelope? What if the hare remembers tender feelings? Or will they be damaged by shaking? - Snail! – the magpie suddenly remembered. - This is who can cope with such a task! True, she will not be able to deliver tender feelings quickly, but they will arrive safe and sound! And everyone agreed that it would be better this way. The snail tried really hard! And, of course, she did it! Now the little girl works at the post office and is very happy. When something needs to be delivered very carefully and accurately, they trust the snail. And everyone is very proud that they have such a responsible employee! (material from the Internet) Work on content. Educator: - Guys, did you listen to the fairy tale carefully? (Children's answers). - Let's talk to you about the content of this fairy tale. We answer with a full sentence. - Tell me, who is this fairy tale about? (Children's answers) - Who did the snail want to be? — Why did she like the profession of a postman? — Why didn’t the postal employees take the snail to work? - What efforts did the snail make to become fast? — What did the hare advise the snail? - What happened next? (Children’s answers) - What do you mean “the employees are puzzled”? (Children's answers) The teacher gives a definition of the expression. - “Puzzled” means to find yourself in a difficult situation, difficulty with an answer. - What did the magpie suggest? — What does “responsible employee” mean? The teacher gives a definition of the expression. - “Responsible worker” means one who does the job carefully, perfectly. Educator: - And now I invite you to a snail walk. Physical education A snail crawls along the path. It carries its house on its back. He crawls quietly, in no hurry, always looking around. Well, when she gets very tired and wants to rest, she can quickly curl up and turn into a round ball. Re-reading a fairy tale. Educator: - I will read the fairy tale to you again, you listen carefully, then we will retell it. And I will read the fairy tale based on the diagrams. The teacher displays diagrams while reading. 4. Practical stage. Retelling a fairy tale with the support of a diagram (you can use a presentation) Educator: - Guys, it’s difficult to retell such a big fairy tale alone. And if you break the text into parts, the tale can be retold by three people, even four people. Retelling a fairy tale based on diagrams (chain by part) . Educator: - Guys, please, who wants to tell you about the diagrams? What will you call your story? (calls 4 children to the easel, then 4 more children) - How would you title this fairy tale? OOD analysis. Educator: - What fairy tale did you get acquainted with today? — What do you remember most from the fairy tale? Individual analysis of children's activities in the classroom. 5. Reflective-evaluative stage. -Who was the hero of our lesson?
— What did you learn new there? - Next time we will introduce you to another good and instructive fairy tale. Presentation on the topic: Postal snail

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Speech and thinking

The child’s mental activity develops very quickly. This has a powerful effect on the level of formation and speech too. The content of the speech becomes rich, the form is literate and understandable. Children begin to cope well with identifying more significant details in phenomena and objects.

In older preschool age, children love to take part in conversations. They have primary skills in arguing, are able to reason, are highly motivated to defend their own point of view, and in some cases try to convince a peer of something. They now not only name an object or phenomenon, but also describe their qualities and properties, and are also able to highlight their most important features. They are able to conduct oral analysis of phenomena and objects.

The fact that children are already able to establish connections between objects is manifested in their monologues.

Children are able to be selective in choosing new knowledge, and also select a more appropriate form of statements during the story. They are increasingly able to use complex sentences in their speech, so there is a shift in attention towards them from simple and incomplete ones.

Children also begin to correctly compose plot stories. They also manage to work well with writing descriptive stories. However, they still need the teacher to show them an example of how to do it first. Difficulties are caused by the task of expressing in your story the emotional perception of the described object, phenomenon or situation.

Dialogue and monologue in coherent speech of preschoolers

Language acquisition is realized through two main speech forms: dialogical and monologue.

Dialogical speech is primary in the development of a child. The children's vocabulary consists of a small number of words, and sentences have a simple structure. A preschooler learns to express a request to someone with whom he is working together, learns to answer questions, ask them and perceive the answers.

At first, for many children, even simple treatment seems overwhelming. The adult shows the child an example of how to make a request to a peer, and then encourages him to repeat it. To involve a preschooler in a dialogue, an adult asks him questions, asks him to talk about everyday events (where he was, what he saw, etc.). Thanks to the interlocutor's remarks, the little storyteller develops a coherent description.

Fascinating dialogue

As the child grows up, dialogues become longer and logically connected. When talking with a preschooler, an adult asks him about his impressions, about the qualities of objects or phenomena, trains the ability to give detailed answers, and observe the sequence of remarks. Older preschoolers use a similar practice in communicating with peers.

Monologue speech is a more voluminous and lengthy statement than a dialogue line. A monologue is subject to logic and expresses in detail the thought or opinion of one person. It can take the form of a story about some events. Can describe phenomena or objects. Often sounds like reasoning or persuasion.

The importance of monologue speech for a preschooler lies in the fact that the child learns to adhere to the chosen topic and logically structure his statement. In a monologue there is a “coherence of thoughts”, which ensures the coherence of speech.

Preschoolers begin to use monologue as soon as they become interested in the game. Girls like to talk edifyingly to their dolls, imagining educational moments. Boys can play with a car for a long time and at the same time voice their actions, talk with imaginary fellow travelers, traffic inspectors, etc. Such simple monologues contribute to the formation of coherent speech.

The origin of speech functions

The preschool period is characterized by the fact that speech is separated from the child’s practical experience. A new speech function - planning - begins to emerge. This function of speech takes a contextual monologue form. Children acquire the ability to construct various types of coherent speech.

This can be a description of something; children are also able to reason or talk about something. Moreover, the child’s coherent speech can be based on visual materials, or it can be produced completely independently. The syntactic structure is becoming more perfect: children are increasingly using complex sentences.

Thus, by the time they start school, children have fairly highly developed coherent speech.

Coherence in spoken language

The simplest and most elementary speech is colloquial speech. As a rule, it occurs between two or more interlocutors. This speech is situational in nature. It is usually emotional, since people perceive each other very well, interact with each other not only with verbal statements, but with facial expressions and gestures, as well as the pace of speech, intonation and its other properties. Usually, during a conversation, a familiar topic is discussed.

The syntax of such speech is also very simple: people tend to use unfinished sentences, often ask and answer questions, and make short remarks.

Despite its simplicity, colloquial speech must also meet certain requirements: it must be understandable to another person, logically consistent - only in this case will it cope with its task of communication. Preschoolers are able to master spoken language well only under the guidance of an adult.

Age-related features of speech in children

Children under three years old are very easily distracted from conversations. Their participation in dialogical speech largely depends on the development of memory, thinking abilities, vocabulary and the degree of mastery of the grammatical structure of speech.

At the age of 4-5, children gradually begin to use fragmentary statements less and less often, and are increasingly consistent in their reasoning. They often ask various questions. At five years old, a child can already talk for a long time with an interlocutor. At this time, he can ask questions, listen to answers, and answer the interlocutor’s questions himself.

The formation of monologue speech

Monologue speech is more complex than conversational speech. It requires more detailed content, since there is a need to bring the interlocutor up to date, to give them the opportunity to understand the meaning of what was said. For a monologue, your memory must work well. A person should be more focused on the content of his statements.

Monologue speech depends even more on a person’s thinking; it has a clearer logical sequence than dialogical speech.

It is of great importance for a person whether he knows how to tell a story. The child uses this method of communication in order to learn something new, test his own knowledge, and express his judgments and assessments.

Story as an element of speech

A child’s coherent speech will be successfully formed only if he can think logically. Also, the basic foundation for mastering monologue speech is a rich active vocabulary and mastery of the grammatical structure of speech.

Psychologists believe that already at the age of five, a child should be capable of simple monologue speech.

According to D.B. Elkonin's lifestyle changes significantly during this period of time. He faces new relationships with adults. He masters new types of activities.

This leads to the fact that the functions of his speech and its form are differentiated. New functions of speech appear: the child now uses it to tell others about his impressions, emotions and plans. The child learns a new speech form - messages in the form of a monologue.

By the age of six, children should already be able to freely tell and retell things. These types of speech are not only similar to each other, but also have significant differences.

What kind of speech of a preschooler is called coherent?

The coherence of statements is not a randomly occurring characteristic. This is the result of the development of cognitive processes, enrichment of vocabulary and mastery of grammatical fundamentals.

Inspiration

The speech of a preschooler acquires coherence if it is filled with semantic content. And meaning appears only when sentences are constructed using appropriate words and taking into account the rules of grammar.

The first sentence is followed by the second, third... All together they reveal the content of the speaker’s thoughts or intentions.

A simple chain for an adult. But the preschooler has yet to learn to put the need to speak into understandable verbal forms.

Connected speech is a form of oral speech consisting of successive logical statements that reveal the content and meaning of a certain thought.

The development of coherent speech in preschool children is a qualitatively new stage. By learning to express his thoughts logically and consistently, a preschooler acquires the main new development in speech development.

Retelling in a child's speech

Retelling is accessible to children's thinking because to complete it you must first become familiar with the model. This pattern affects the child's feelings, makes him experience certain emotions, which leads to memorization. Thus, retelling something is quite simple.

This is how children master artistic speech. After all, the finished sample that children receive contains the artistic techniques and words used by the author, which the child tries to reproduce in the process of retelling. By retelling a grammatically and literaryly rich text, children learn many speech techniques used by professional authors. Therefore, it is necessary to use truly highly artistic texts for such activities.

Comparative analysis of the story and retelling

What is the difference between a story and a retelling? Let us consider this type of monologue speech in more detail.

The story can be either factual or creative. The factual story is based on real events that are preserved in the child’s memory - the creative component is minimal. When a child composes a creative story, he expresses in words the product of his own imagination.

If the child writes a factual story, he must ensure that its content is completely consistent with what happened. He can talk about his feelings and ideas.

For example, stories of this kind include stories about a weekend spent, a movie watched, or some other interesting event. You need to listen carefully to what the child is saying, as this will help you determine what interests him and how you can influence him.

When children resort to composing a creative story, they use fictional material, and they sometimes include their own experiences in this story, but this experience is superimposed on an imaginary event with imaginary conditions.

Fairy tale and speech

Seven-year-old children, after listening to a fairy tale, are able to invent fairy tales themselves, in which they endow various characters with fantastic abilities.

At this age, children are able to build a competent structure when composing a story based on a plot; they are able to create a denouement and include the direct speech of the characters in the content. However, the content of stories at this age is not always logical and diverse.

The fact that in preschool age children often engage in independent activities leads to the fact that children begin to develop the intellectual functions of speech: they are able to reason, explain how to act correctly, and plan something step by step.

It turns out that the child’s coherent speech acquires new functions - the child begins to plan his activities and regulate them with the help of speech. By the first grade of school, children master all types of speech activity that are available to adults.

It is worth noting that children will only fully master coherent speech if they are purposefully taught this. Important conditions for a successful result are: the development of motivation, the formation of the need for monologue speech, the development of self-control, and mastery of existing syntactic means for constructing detailed statements.

Concept and types of coherent speech. Development of forms of coherent speech

1. Characteristics of the qualities of coherent speech.

2. Types of coherent speech (dialogue, monologue).

3. Age-related features of the development of forms of coherent speech in preschoolers. Features of situational and contextual speech.

1. The concept of “coherent speech” is used in the methodology of speech development in several meanings. Coherent speech, as a complex of speech skills and abilities necessary for communication and mutual understanding, is a semantic, detailed statement. Coherent speech is also called one of the complex qualities characterized by a number of features. Speech coherence criteria for preschoolers were developed by O.S. Ushakova. These include:

— meaningfulness (completeness of conveying the content of the text and thoughts);

- logical sequence (the ability to independently start and finish a presentation, move from one part to another without repetition);

— grammatical and phonetic correctness;

— accuracy (selection of words and phrases in accordance with the text or thoughts);

— expressiveness (richness of linguistic means).

The coherence of speech reflects the coherence of thoughts, it manifests the logic of thinking, the ability to understand the surrounding reality. The development of coherent speech is closely related to the improvement of mental processes: perception (the ability to observe, notice features of the surrounding world), memory (preservation of images), thinking (mental operations of comparison, generalization) and attention to the form and content of the statement. It is in the process of developing coherent speech that verbal-logical thinking begins to form in children of senior preschool age.

Coherent speech is the highest achievement of speech development in preschool children. This is the result of the development of all aspects of speech: vocabulary, grammatical structure, sound culture.

Familiarizing children with fiction also plays a major role in the development of coherent speech. A literary work is for preschoolers an example of a coherent statement, from which children first learn to retell and then independently compose texts.

Thus, all tasks of speech development in preschool children find their completion in the development of coherent speech, which is organized according to the laws of logic and grammar and represents a single whole, has completeness, independence and is divided into interconnected parts.

Senior preschool age is a sensitive period for the development of coherent speech, which contributes to the development of intellectual functions of speech (reasoning, explanation, thinking about the plan of expression, searching for ways to express thoughts, etc.). The development of storytelling skills is necessary to prepare for school, since oral, coherent speech is the basis for teaching children written speech.

2. The main types of coherent speech include dialogue and monologue.

Dialogue speech is considered by scientists as the primary form of linguistic communication, which is based on the exchange of statements. It is characterized by such forms as question, answer, comment, addition, explanation, distribution, objection, speech etiquette formulas.

Monologue speech is an extended type of speech, which is characterized by arbitrariness and organization. A monologue is a complete statement in the form of a text, united by a semantic and grammatical connection.

By comparing dialogue and monologue according to various features and characteristics, a number of differences can be identified:

The development of coherent speech in preschool children proceeds from dialogue to monologue. Dialogue is of paramount importance for a child in the sociologization of personality. With proper training in dialogical speech in early preschool age, the child develops the important ability to follow the logic of his narration; this is when the emergence and development of monologue speech occurs.

While exploring the problem of the ontogenesis of dialogue and monologue, Swiss psychologist Jean Piaget discovered and analyzed the phenomenon of egocentric speech . He described it as “speech to oneself” and called it a sign of the immaturity of a child’s thinking. Since the child accompanies his actions with such speech, Piaget concluded that the development of speech proceeds from monologue (ego) to dialogue (socialized speech). Piaget's opponent in the study of the ontogenesis of children's speech was L.S. Vygotsky. He proved in an experiment that a child’s egocentric speech is a temporary phenomenon.

Dialogical speech develops in children in the process of communication with adults and in a group of peers. Monologue speech presupposes the ability to selectively use the most appropriate linguistic means for a given statement and therefore requires special training.

3. When analyzing the age-related characteristics of coherent speech in preschool children, it is necessary to consider the relationship between situational and contextual speech. These two types of speech were identified by S.Ya. Rubinstein, depending on the nature of the connection with the external objective plane, the communication situation.

Situational speech is typical for young children. Its content is understandable to others only if they are familiar with the situation about which the child is speaking. Such speech is incoherent and lacks semantic integrity. At first, the child’s situational speech reflects the immediate reality, the situation in which the child finds himself. This colloquial speech is directed at the interlocutor and expresses a request, desire, question, that is, the situational form corresponds to the main content and purpose.

But as the content and function of speech changes, the child, in the process of learning, masters contextual speech , which can be understood in a certain context of communication. When a child develops contextual speech, it does not supplant situational speech. A child, like an adult, uses one or the other, depending on the content and nature of communication. They switch to contextual speech when a coherent presentation of a topic that goes beyond the boundaries of the situation is required.

There are four stages in the development of coherent speech in children.

Stage I – preparatory (first year of life). It is characterized by the maturation of the speech centers of the cerebral cortex, the improvement of the functions of the speech organs, the development of speech hearing and the articulatory apparatus.

Stage II – development of speech understanding (second year of life). First, the child correlates the word with an emotional experience, with an object, with an action, with the place where the object is located, and with the situation associated with it. Then the meaning of the word is differentiated and the connection between the sound and visual image is consolidated. By the age of two, communication between an adult and a child is based on understanding speech. The child understands speech addressed to him well at the everyday level, knows the names of many objects, follows simple and two-step instructions, and is active in verbal communication. Children often use facial expressions, gestures, movements and various onomatopoeias when communicating. The so-called autonomous speech is formed, which serves as a preparatory stage in the development of independent speech. Autonomous speech consists of onomatopoeic words, with which the child replaces literary words that are difficult to pronounce (bi-bi, lalya, kitty, tu-tu).

Stage III – development of phrasal speech. This is the stage at which the dialogue begins to develop. By the end of the second year of life, speech becomes the main means of communication. Dialogue with children is most often carried out in question-and-answer form. Children learn to answer simple questions: who is this? What? Which? Where? Where? What is he doing? First in one word, then in a phrase of 2-3 words. Dialogues with children are short in time, often situational, related to a specific object, toy. Gradually, the child learns to answer generalized questions when there is no direct indication of the subject: what do you want? What will you play? What book should I read? In the process of dialogue, children develop the function of expressing their thoughts and basic interaction with their interlocutor. Children also use phrasal speech in joint games, commenting on their play actions (feed a doll; garage for a car) or communicating with peers (let's build together).

Stage IV – transition to monologue speech. The first form of monologue that appears in children is message speech. It arises in the process of a detailed answer to any question in 2-3 phrases. At the same time, the child often uses demonstrative pronouns “this”, “there”, replacing nouns and adjectives with them, and there are errors in the sound and grammatical design of speech. According to O.S. Ushakova, the construction of sentences in 90% of cases follows the “subject - predicate” scheme. Children's first monologues are most often associated with a specific situation.

The development of monologue speech in older preschool age is a powerful reserve of their mental development. Teaching children to compose stories of various types is a leading area of ​​work on speech development and in the context of preparing children for school.

Children of the sixth year of life can retell a familiar literary text in accordance with the author’s words, and compose their own story based on a sample. The level of storytelling in many respects (content, verbal format, grammatical correctness and accuracy) increases noticeably. The types of connections between sentences, within sentences and between words become more diverse. Smoothness appears in children's stories, fewer stops, pauses, and hesitations. However, children do not always correctly convey the structure of stories. It is especially difficult for children to write stories with complex plots. In order to talk coherently about something, you need to clearly imagine the object of the story (subject, event), analyze, select basic facts, establish cause-and-effect and temporal relationships between objects and phenomena. Therefore, the content, logic, and consistency of monologue speech are closely related to the intellectual development of children.

Literature

1. Starzhinskaya, N.S. Teaching children to tell / N.S. Starzhinskaya, D.M. Dubinina, E.S. Belko. – Minsk: Adukatsiya i vyhavanne, 2003. – 144 p.

2. Ushakova, O.S. Speech development of preschoolers / O.S. Ushakova. – M.: Publishing House of the Institute of Psychotherapy, 2001. – 240 p.

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