Organization of work on speech development of children of primary preschool age. Consultation on speech development (junior group) on the topic

Baby's speech

The baby's speech begins to form from the first moments of life. In order for speech development to occur harmoniously and evenly, parents need to become active participants in this process. Attention to the baby’s speech development will bear fruit soon enough when you see a little interlocutor next to you with whom you can have conversations on various topics. The development of a baby’s speech is facilitated by the daily joint work of parents and children.

Successful speech development of young children depends on certain conditions:

• Does the speech apparatus have a normal structure?
• How actively is the baby involved in communication with parents?
• Is the child’s fine motor skills developing?

It's no secret that all children's skills, starting from birth, are practiced in the form of play. The first games for teaching speech should be aimed at improving the speaking process through naming, onomatopoeia, storytelling and exercises for the development of fine motor skills. And for this it is necessary to provide the baby with not only necessary and useful toys and games (rattles, pyramids, cubes, multifunctional toys with inserts, plasticine and paints).

The formation of a child’s speech occurs, first of all, in the presence of active communication with him. It matters how exactly you explain to your baby the names of objects, phenomena and actions; how a child receives information about objects.

"Advice. In order for the baby to better remember the names of objects and actions, you need to verbalize (speak, explain in words) everything that happens around.”

Features of speech in early preschool age

Features of speech in early preschool age lie in the different stages of development of the baby’s speech.

Stage 1: screaming. The baby screams when he wants to report a problem, to attract attention to himself. Gradually, screaming becomes a means of communication, the first way to conduct a dialogue. By the third month, the baby learns to change the intonation of cries, by which attentive parents can understand what is causing the dissatisfaction: the child is grumbling, whining, something hurts, he wants to eat, etc.

Stage 2: buzzing. Humming is sound variations: drawn-out pronunciations of “agu”, “agi”, “gee”, “ge”, etc. With this type of speech, interaction is also important. By chanting sounds, the baby seeks contact and tries to build a dialogue. Parents should come into contact with the child, respond in a language he understands, introducing the first words into speech. The child will try to imitate you.

Stage 3: babbling. When the baby is 6-7 months old, he will begin to pronounce the first syllables: “ba”, “pa”, “ma”, etc. Gradually they will be repeated many times, which will precede the appearance of the first words.

“Did you know that humming and babbling are important manifestations of a baby’s speech, which prepare him for further speech development. If you do not see these manifestations, then they need to be stimulated. For example, holding the child close to your face, repeat the syllables clearly, recite poems and sing songs. Talk to your child more often using adult language.”

Stage 4: first words. As the child approaches the age of one year, it is important to help the child say his first words. You need to read aloud more, name all the objects around, comment on all actions. At this stage, speech therapists recommend training the muscles of the cheeks and lips - with the help of whistles, harmonicas and soap bubbles, as well as special articulatory gymnastics (simply put, making faces and depicting emotions).

An important point in the development of the speech of younger preschoolers is the appearance of onomatopoeic, simplified words (“av-av”, “lyalya”, “bibika”, etc.). It is currently difficult for your child to pronounce words correctly, but later, with your help, he will learn to name objects and actions correctly.

MAGAZINE Preschooler.RF

The purposeful development of speech in younger preschoolers is one of the leading areas of pedagogical activity, ensuring the timely mental development of children. Speech is the basis of the human mind, the crown of nature’s creation; from early childhood, human life is connected with language.

In the development of a child’s speech, the leading role is played by adults: the family (parents) and the kindergarten teacher. The child’s success in mastering the language depends on the culture of speech of adults and how they talk to the child, how much time they devote to verbal communication.

Thus, an adult’s speech must comply with the norms of literary language and literary colloquial speech both in terms of the sound aspect (diction, tempo, pronunciation of sounds and words) and in terms of the richness of the vocabulary, accuracy of word use, grammatical correctness and coherence.

The main goal of speech development of young children:

— formation of oral speech and verbal communication skills

Main tasks of speech development:

• formation of a dictionary
• development of sound culture of speech
• development of grammatical structure of speech
• development of coherent speech
• introducing children to fiction.

There are factors that contribute to the development of speech in younger preschoolers. Let's start with a very significant factor - creating a calm atmosphere in the group. The teacher’s tolerant, friendly attitude towards children, sincere respect for each individual’s personality is the key to the formation of favorable relationships between children. It is important for a child to constantly feel that all his efforts and efforts have not gone unnoticed, are supported by adults, that they are happy with him, that everything is working out for him. Therefore, the success of each child (repeated a word, phrase after an adult, said something on his own initiative) should be noticed.

The full development of speech in younger preschoolers is impossible without targeted pedagogical work outside of class. This work involves a variety of games for repetition and consolidation of program content throughout the day, at all moments. They can be carried out either with a small number of children (2-6 people) or with the whole group.

A factor in successful speech acquisition is the reading of poems, folk songs and nursery rhymes by adults.

Children need to read familiar or new works of fiction every day, as well as any other anthologies and books. Numerous collections of literature contain works that will make communication with children at one time or another in the daily routine more meaningful: when washing, eating, while playing, getting ready for bed, while walking.

For example, the nursery rhyme “Okay, okay...” will help start a conversation with the kids about how they spent their weekends or holidays, which of them visited grandma, how grandma greeted them, what she treated them to.

And before charging or when putting on shoes for a walk, you can tell the following nursery rhyme:

Let's count for the first time, How many shoes we have. Shoes, slippers, boots for Natasha and Seryozhka,

And even boots for our Valentine, and these boots for little Galenka.

And after reading, ask the guys: “What kind of shoes do our guys have on their feet?” , the children will begin to answer, if someone is at a loss, you can give a hint, and here you can also ask the question: “What color are your sandals, Masha?” , “Which ones are big or small?” .

When washing your hands, nursery rhymes are required:

“We know, we know - yes, yes, yes...” , “Water, water, wash my face...” , “Hands must be washed clean, Sleeves must not be wet.” , “I’ll wipe my hands with a fluffy towel very quickly!” . In an early age group, such nursery rhymes should be recited with each child with whom you wash your hands.

Rhymes during meals:

It's a spoon! It's a cup! There is buckwheat porridge in a cup. The spoon was in the porridge - The buckwheat porridge is gone!

Here you can ask the children: what kind of porridge do you think is in your plates? Or - what's on your plates?

On a walk: children, using the text of the corresponding nursery rhyme, show how big legs walk (to-o-o-p, to-o-o-p) and small legs run (top-top-top), while the children develop the ability to use (by imitation) the height and strength of the voice.

Next time you can take the doll, cradle it and read V. Berestov’s poem “The Sick Doll” :

Quiet. Quiet. Silence. The poor doll is sick. Sing what she likes and she will get better.

Children begin to sing a song, using not only those learned in the group, but also their home repertoire.

Singing children's and adult songs by the teacher has a wonderful effect on the mood, behavior and development of children.

It is advisable to sing to children and with children a lot and often, without being embarrassed about your performance. Educational psychologists state that children with whom singing teachers work are noticeably different from their peers whose teachers do not sing: they know how to listen to singing, sing along with adults without difficulty and with pleasure.

The teacher’s speech and his ability to talk with children are of great importance. The teacher’s speech should be clear, expressive, and unhurried.

At a young age, the teacher teaches children to understand the question and answer it. But if for some reason the child is silent and the pause drags on, you need to suggest an answer, repeat it with the children, and after some time ask the child the same question again.

It is known that children are very easy to suggest something to. It is worth remembering this feature when teaching children. (“Anya will succeed... Vova will be able to... Alyosha will think now and will certainly find the right picture (toy)...", etc.).

Any conversation with children should be businesslike, thorough, and the teacher’s interest in what the child says and does should be “seriously interested.” Children unmistakably react to the teacher’s mood, intonation, and gestures. And if the teacher sincerely, with pleasure “blows on hot pancakes and eats them”, shows how goats butt, the child not only becomes infected with the desire to do the same, but strives to do it very well, with good humor.

Also in classes on speech development you need to use the following techniques:

• Alternating various techniques - such as explanation, indication and demonstration with game tasks. For example:

The teacher tells the children: “Aw-aw-aw,” the dog barks. How does she bark? After the children pronounce the onomatopoeia, the teacher continues: “Now we will play wind-up dogs. The dog that I turn on with the key (makes an imitation movement) should bark: aw-aw-aw.”

• A combination of children's choral responses with individual ones.

Typically one choral response is combined with 3-4 or more individual responses. This significantly increases the density of the lesson, helps to involve all children in the work, and also to find out which of the kids has not mastered the skill being mastered in order to further explain or show something (in class).

• Using a variety of demonstration materials (objects, toys, pictures, tabletop theater figures, etc.). Looking at them maintains children's attention, increases speech activity, and develops the ability to generalize.
• Using tasks aimed at giving children the opportunity to change their position and move around (for example, approach the teacher to look at something with him; look under the chairs to find where the little kitty hid; depict little goats butting, pecking grains chickens, etc.). In some cases, these tasks simultaneously pursue the goal of teaching children the ability to accept an imaginary situation: bake pancakes, catch a snowflake and blow it away. When completing such tasks, children learn the game actions necessary for independent role-playing games.

Techniques for enriching and clarifying vocabulary that help a child hear a new word in the speech of adults, understand its meaning and remember it include the following.

• Display with naming. When developing a child’s speech, you need to take care not so much that he pronounces as many words as possible, but that the words he hears and pronounces are filled with living images and specific content. Therefore, when introducing children to a new object, it is necessary to carefully examine it together with them, tell it its name, and, if possible, examine it. For example, it’s easier to see a tower and a tower in pictures, but it’s better to touch a tower or a box, or even better to try it on.
• Repeating a new word or phrase over and over again. (“This is a tomato. What is it?” says the teacher, showing the vegetable. “Tomato,” the children answer in chorus and individually. “I have in my right hand... (a tomato). And in my left hand there is also a tomato. And now there is only one left tomato".)
• Explanation of the origin of the word. The technique encourages children to listen to the sound of the word and rejoice at the guess. (“Frog frog. Why croak? Why mouse mouse?”)
• Adults use a new word in combination with words familiar to children. (“Pecks. The chicken pecks. She has a beak. And the chickens have beaks. And the chickens peck. They peck at the grains. The chicken pecks quickly, and the chickens try to peck quickly.”)
• Instructions requiring a response with action. (“Find...”, “Bring...”, “Show...”, “Give...”, “Do...”) Motor responses may show that the baby has begun to master the material, although this has not yet been reflected in active speech.

Techniques for activating the dictionary include the following.

• Questions. Children are asked questions about objects both in a simple form: “Who?”, “What?”, and in a more complex form: “What are they wearing?”, “What is they carrying?”, “Who sews what?”, “What does he use to clean them?” ? and so on.

Children should ask questions not only about actions currently being performed (What are you doing? What are the children doing in the picture?), but also about actions that have been performed previously or will be performed. This helps kids learn the relationships and sequence of actions that characterize the situation as a whole.

Children begin to use phrasal speech more actively when they try to think about the questions: “Why?”, “Why?”, “When?”, “How?”. And although such questions are difficult for children of this age, nevertheless, the teacher should use them more often, because the child begins to understand the real relationships between objects earlier than he learns to reflect them in speech.

• Didactic games and exercises involving the use of words belonging to different parts of speech. For example, children explain who voices what (croaks, quacks, meows), what can be done with scissors, a net, a brush; guess what has changed. (“Katya hid behind the house”; “A lot of mushrooms grew”; “Run away far”, etc.) When carrying out such exercises, a variety of pictures, objects, and toys are used.
• Children's finishing of words. This technique is used when repeating familiar fairy tales and nursery rhymes. It is also used when writing stories together with children on everyday and other topics. For example, the teacher begins to talk. Without finishing a sentence, he asks the children a question. The child’s most successful answer forms the basis of the next phrase. (“Murka wanted to eat. Murka went to Katya. Katenka gave Murka... what did she give? (Milk.) Katya poured the milk... where? into what? (into a saucer.) And so on.)
• A combination of demonstration and explanation with children's play. In the first part of the lesson, the teacher demonstrates a performance using toys. Then invites the children to play with them (each child is given a set of toys or one of them). While playing, the child uses words and phrases that he heard from an adult.
• Instructions that require the child to make a detailed statement. This technique is used in a variety of performances. (“Kitsonka, don’t leave us. We love you. We’ll give you milk and give you a sausage.”) Instructions should be widely used outside of class. (“Sasha, ask Anna Ivanovna: “Anna Ivanovna, please take out the matryoshka doll. I can’t do it myself - it’s high up”; Zhenya, tell Katya: “Katenka, I brought you an interesting book”).

Work on clarifying and consolidating the correct sound pronunciation begins with vowel sounds (a, u, i, o) and consonants that are simple in articulation (m, p, b, f, v, etc.), despite the fact that most children of this age can pronounce them correctly. Only hissing (zh, sh, ch, sch) and sonorant (r, l) sounds, which are the most difficult to pronounce, are excluded.

When teaching children the correct pronunciation of sounds that are simple in articulation, diction is simultaneously practiced. Clarification and consolidation of sounds has several stages. First, children pronounce an isolated sound and simple sound combinations. In this case, onomatopoeia is most often used. When introducing a child to a sound or sound combination, it is necessary to associate it with a certain image (oo-oo-oo - the steam locomotive is humming, knock-knock-knock - the hammer is knocking, ha-ha-ha - the goose is screaming, etc.).

At subsequent stages, sounds are fixed in words. At the same time, it is important to monitor not only the correct pronunciation of sounds by children, but also the clarity and intelligibility of the pronunciation of words (isolated and included in a sentence).

There are also tasks for protracted and prolonged pronunciation of sounds (for example, children are asked to sing a “long” song: oo-oo-oo-oo - that’s how the locomotive honks. How does it honk? (choral answer), and now let’s listen to how Sasha’s locomotive honks , Colin, Machine, etc.)

A variety of simulation exercises involving listening to poems and short stories (Russian folk songs “Tili-bom” , “Zainka, come...” , “Ladushki, ladushki...” , etc.). A word in combination with a gesture is extremely important in the development of speech and mental activity: the gesture fills the word with specific content. (example)

Sensory education and development are also of great importance in the development of a child’s speech. The child draws his first ideas about the world around him, the material environment, with the help of various analyzers, while the word consolidates the ideas received through sensory means. For kids, words really are the “second originals of reality ,” the first being the images of the world around them, that is, language develops in a visually effective way. For a child to understand a name, he must see the object with which it is associated.

Sensory and speech development occur in close unity, therefore, the work on speech development cannot be separated from the work on the development of the senses and perception.

By becoming familiar with color, shape and size, the child enriches his vocabulary, sound analysis of speech, ear for music, and so on. For example, the game “What color” . Give children pictures depicting various objects, fruits, vegetables (green - cucumber, red - flag, red - strawberry, yellow - lemon, and so on). Then show a square of a certain color and the children who have an object of that color raise their pictures. This is how we get acquainted with color and reinforce the names of objects and enrich the children’s vocabulary.

In conclusion, I will say that a child cannot master speech on his own. Only with the constant attention of parents and preschool institutions to the organization of the child’s speech activity can positive results be achieved in the development of his speech.

One of the necessary qualities of full-fledged oral speech is the correct pronunciation of all speech sounds. Most children master this correct sound pronunciation in preschool age, and this happens without any special training, based on imitation of the correct speech of the people around them.

Speech of children 3-4 years old

In 3-4 year olds, speech develops quite quickly. Usually, by the age of three, a child practically masters his native language. The vocabulary of three-year-olds is growing every day: up to 100 new words come into use per month. A four-year-old child already has a vocabulary of about 2 thousand words. In children of this age, the sound design of words becomes better, phrases sound more developed. It should be noted that not all children develop in the same way. Some children have some delay in speech: they speak unclearly, words and individual sounds are pronounced incorrectly. Children often shorten words, skip and rearrange sounds and syllables. The speech of three-year-old children is of the same type and simple. However, even at such an early age, children show interest in words.

How to determine that a child has speech delay

Delayed speech development is a later acquisition of oral speech in comparison with conventional norms for children under 3 years of age. Delayed speech development can be characterized by qualitative and quantitative underdevelopment.

In order to correctly understand how to determine delayed speech development, it is necessary to know the stages and conditional norms of speech development in children at an early age.

Normally, at 1 year of age, a child’s active vocabulary contains approximately 10 words, and the passive vocabulary contains about 200 words. Up to a certain time, the passive vocabulary is much larger than the active vocabulary. Approximately 1.6 - 1.8 months. words from the passive vocabulary burst into the active vocabulary. In some children, the period of passive speech lasts up to 2 years, although in general speech development is normal.

Deviations in speech development within the normal range are allowed for 2-3 months in girls, and 4-5 months in boys. Only a speech therapist can correctly understand whether a child has a speech development delay or not.

Signs of delayed speech development at different stages of speech ontogenesis may be: lack of response to sound and speech, inactive attempts to repeat other people’s words, absence of one’s own speech at different stages of its development, absence of non-speech methods of communication.

Causes of delayed speech development

Why did the child have a delay in speech development? Causes may include disturbances during intrauterine development and the birth process, as well as adverse effects that the child encountered in the first years of his life.

The most severe disorders occur during 3-4 months of intrauterine development. At this time, the fetal nerve cells form brain structures. The causes of delayed speech development in children associated with the course of pregnancy and childbirth can be factors such as early and late toxicosis of pregnancy, extreme prematurity, birth trauma, intoxication with chemicals and drugs. Delayed speech development may be influenced by genetic factors.

Pathologies during pregnancy and childbirth are not always the causes of underdevelopment. Sometimes disorders are caused by factors affecting the health and upbringing of the child - these are reasons of a biological and social order.

Biological factor . Biological factors include complications after vaccination, a slow rate of maturation of the nervous system, as well as long-term diseases that weaken the child’s immunity at an early age. The biological basis of RRD is most often the presence of minimal brain dysfunction in the child caused by perinatal brain damage.

Hearing loss. It is very dangerous if a child has reduced hearing or cannot hear anything. When hearing loss occurs, a child’s speech cannot fully develop. In this case, even minimal deviations from the norm can be considered the cause of RRD. It is very important at what age the baby lost his hearing. If this happened at 5-6 years old, the child can retain speech skills. When a child is born deaf or has hearing loss in the first years of life, the chances of such a child speaking are zero.

Social factors. Such factors include frequent stress, lack of attention and communication in the family.

Prevention

If parents notice that their child’s speech development is lagging behind the norm, then they definitely need to contact the right specialist. Neurologists, speech therapists, defectologists, and corrective teachers are working on solving this problem. In special cases, the help of a facial surgeon or orthodontist may be needed.

In case of impaired understanding of speech, incomplete mobility of the lips, tongue, low level of fine motor skills, if hearing impairment is suspected, the following studies are carried out: hearing test, examination of speech understanding, examination of fine and gross motor skills, examination of articulation organs, examination of vocabulary, examination of phrasal speech.

Based on the results of the examination, the degree of mental retardation is determined and corrective work is planned. How is delayed speech development treated? Drug therapy, magnetic therapy, electroreflexotherapy, dolphin therapy and hippotherapy are carried out; A teacher and proofreader works with the child.

With uncomplicated forms of pathology and with fully completed correctional work, by the time the child starts school, the delay in the development of the child’s speech will be overcome. To do this, it is important that parents support all the requirements and recommendations of specialists.

Measures to prevent speech delay:

1. creating conditions for a favorable course of pregnancy and childbirth, the first years of a child’s life;
2. the formation of a speech environment rich in educational toys and various objects;
3. ensuring normal social conditions for the life and development of the child;
4. assessment of speech development by a speech therapist no later than 2-2.5 years.

In order to quickly compensate for delayed speech development, you need to promptly pay attention to the child’s communication problems. There are several degrees and varieties of RRD, which only a specialist can diagnose. He will also find out the possible cause of the development of a speech defect affecting the central nervous system and brain.

Environment for speech development

For successful speech development of a child, it is necessary to create conditions that would contribute to the formation of good speech skills. Such conditions can be created both in a preschool institution and in the family. The developmental environment will provide different types of activity for the younger preschooler (speech, mental, physical and play) and will successfully form his independent speech activity.

So, what needs to be done to create a cozy environment at home, rich in a variety of educational gaming and educational materials?

1. At home, conditions must be created for the baby’s independent activity - for play, cognition, movement, imagery.
2. Items in the child’s room should be suitable for the baby’s age and correspond to his interests and needs.
3. At home, communication between the child and adults should be organized.
4. Parents should help organize the child’s contacts with peers.
5. Mom and dad should offer the child books, pictures, toys, and objects for independent study in order to deepen knowledge about the world around them.
6. You can organize a “corner” of interesting things with didactic materials that encourage speech activity.
7. Parents should not only actively communicate with the child, naming all actions, but also read and study in the direction of speech development.

Thus, a well-prepared developmental environment will contribute to the formation of speech skills of younger preschoolers and will ensure their independent natural speech development.

We walk and talk

You can develop the speech of younger preschoolers on walks. Such “activities” are very natural, bring children a lot of impressions, and contribute to their knowledge of the world. While walking, the baby will begin to ask a lot of questions, many of which encourage the thought process and require the expression of emotions and thoughts using words. And all parents can do is communicate with the child, expanding his vocabulary, enriching his knowledge. This is how the child learns new words and concepts that will soon become mandatory in his everyday speech. Don't be afraid that the baby won't understand you. During these valuable moments of communication, the baby listens and learns to perceive his native speech.

“Did you know that walking is one of the most effective ways to develop a child’s speech? All that remains is to organize it correctly.”

During the walk we recommend:

• describe everything that surrounds you
• keep your baby interested in what is happening around him
• use different parts of speech to name objects, their signs and actions
• speak emotionally and intonation richly, in a calm tone.

Educational didactic games

At the age when the child gradually moves from babbling to words (1.5-2 years), you can start playing useful didactic games with him for speech development:

1. “What object is this?” The mother takes the prepared toy out of the bag, describes it, and then offers to describe it to the baby.
2. “Guess what toy.” There are 3-4 toys in front of the baby. Mom describes one of them, and the baby guesses it from the description.
3. “Describe the doll.” The mother invites the child to describe the doll in detail.
4. "Mystery Box" Mom put themed pictures in a bright box in advance. The kid takes out one picture at a time and describes what he sees.
5. “Tell me what object?” The child takes toys out of the box and names their characteristics (adjectives).
6. "Wonderful cubes." The baby throws a dice with pictures. The red picture appears - the child says what he sees and gives a description of the depicted object.
7. “Where is the toy?” The mother lays out toys in the room and invites the child to name where each of them is located. Mom should tell the baby how to correctly use the words “in”, “on”, “behind”, “under”, “about”, “next to”, “between”, “right”, “left”.
8. "Postcard". The mother shows the child postcards with images of people and animals performing different actions. The child must name what action is depicted on the postcard.

These games are suitable for children from 1.5 to 4 years old. There are many such games. Parents, if desired, can come up with them themselves, making activities with their baby enjoyable leisure time, full of the joy of new discoveries.

How to quickly develop the speech of a primary school student

If your child is already a junior in school, and he still constructs sentences clumsily, finds it difficult to express his thoughts, cannot write summaries and essays, and retells them poorly, then you need to sound the alarm. But it is advisable not to force the child to do something, but to interest him.

To do this, I compiled a workbook, which in the hands of a child turns into his creation - a self-written book with stories of his own composition.

All children love to dream and fantasize. This is inherent in them by nature itself. If this talent has not yet manifested itself in a little person, then it needs to be illuminated so that it shines with all the rainbow colors.

Nowadays it is very difficult to be successful without developed speech. And every parent wants his child to stand on his own two feet and achieve a lot in life. This will largely be facilitated by confident speech, creative thinking, a flexible mind and competent writing.

The “I Can Compose” workbook activities address these challenges.

The notebook can be used both individually for creative work at home and in the classroom by a teacher.

These tasks will serve as a good help for lessons on the development of students' speech. Children will learn not only to fantasize and think figuratively, but also to construct sentences beautifully and correctly format them in writing. After these exercises, it will be much easier for children to write essays and presentations.

The notebook can be used in different ways.

This can be individual work throughout the year with periodic exchange and reading of each other's work by classmates. Children love this very much, and at the same time they are fully involved in the process and grasp the necessary skills on the fly. It is advisable to reward the most successful works with positive assessments. You can organize work in pairs or groups. Which also arouses considerable interest and brings children closer together.

As a result, each child will have a whole book written by him with interesting stories, and at the same time a developed imagination and more confident literate speech.

The workbook contains 22 tasks for composing stories on a given topic, and there are also pages for free creativity, which, if desired, you can always print out more.

As practice shows, children who have undeveloped speech also read poorly. Therefore, it is advisable to combine speech development classes with exercises to increase the quality and speed of reading. Training with specially written texts and exercises is perfect for this.

The books are written in such a way that you can study them without being a professional. That is, every parent, if desired, can become a good tutor for their child. And if you are a teacher, then these developments will be a good help in your work.