Development of free communication with adults and children

Orientation of children in the educational field

What children will learn about

The teacher creates conditions so that the child can willingly engage in verbal communication with others, ask questions, answer questions, listen to the answers of other children, talk about events, and invite them to activities. Children learn to participate in a group conversation, maintain a general conversation, and speak in turns without interrupting the other person. Convey using figurative language the emotional states of people (the girl was scared, the mother was surprised) and animals (the cat is angry, she didn’t catch the mouse; the monkey is happy - she has a delicious banana).

In the process of communication, preschoolers learn to respond adequately to the emotional state of their interlocutor (express sympathy, help, regret).

Preschoolers practice using the means of intonational speech expressiveness (voice strength, intonation, rhythm and tempo of speech) to attract and maintain the attention of a peer in the process of verbal communication. They learn to use words of participation, emotional sympathy, and compassion in speech to maintain cooperation and establish relationships with peers and adults.

They strive for self-affirmation in a group of peers, show selectivity in relationships and communication with them: preferences in choosing partners for games and communication.

They use elements of explanation and persuasion when conspiring to play a game and when resolving conflicts; in game communication, they are guided by the role statements of their partners and support them.

Coherent speech. Children master dialogical speech skills: in conversational communication they use (with the help of the teacher) different types of sentences depending on the nature of the question posed; notice inaccuracies and mistakes in their speech and in the speech of their comrades, correct them kindly; formulate search questions (Why? Why? For what?).

They master the skills of monologue speech: they compose descriptive stories (5-6 sentences) about objects, stories from personal experience; independently retell literary works, reproduce the text based on illustrations; compose narrative stories based on toys and paintings; make up descriptive riddles and riddles with comparison, descriptive riddles about objects and objects of animate and inanimate nature; use elementary forms of explanatory speech.

Dictionary. Preschoolers learn and use new words in speech. Names of objects and materials from which they are made (fabric, paper, wood, rubber). Names of living beings and their habitats (earth, soil, air), some labor processes (feeding animals, growing vegetables, washing clothes, setting the table, etc.). Words denoting parts of objects, living organisms, life phenomena, their properties and qualities - color shades, taste qualities, degrees of quality of objects (softer, lighter, darker, thicker, harder, etc.), phenomena (cold, wet, sunny, etc.).

Words denoting species categories indicating characteristic features (cups and glasses, dresses and skirts, chairs and armchairs).

Words denoting some generic and species generalizations (toys, dishes, animals, plants and others), as well as the essential features underlying these generalizations (living organisms - grow, multiply, develop; dishes are what people need for food, cooking and storing food, etc.).

Words and expressions necessary to establish relationships with others: words of greeting, gratitude, apology, participation, emotional sympathy and others.

Grammatically correct speech. Children develop the ability to use fluently in speech simple sentences(full, widespread, with homogeneous members). To convey temporal, spatial, cause-and-effect relationships, complex sentences are used. Use suffixes and prefixes correctly in word formation and to express relationships between objects. They learn to independently use the system of endings of nouns, adjectives, and verbs to correctly formulate a speech utterance.

Sound culture speech. Children master the pronunciation of the most difficult sounds - whistling, hissing, [l], [r]. By the age of five, children clearly pronounce all sounds and clearly reproduce the phonetic and morphological pattern of the word.

Learn to speak clearly, at an average pace, in a voice medium strength; read poetry emotionally and expressively, adjusting intonation, timbre, voice strength and speech rhythm depending on the content of the poem.

Preparing for literacy. Preschoolers know the terms “word” and “sound”, understand them correctly and learn to use them.

They know that words are made up of sounds, have different sounds, and can be long or short.

Learn to compare words by length.

They learn to analyze words soundly: pronounce words independently, emphasizing the first sound in them intonationally; recognize words based on a given sound (first based on visualization, then based on presentation); distinguish between vowels and consonants by ear.

Practical mastery of speech norms (mastering the rules of speech etiquette). Children master the ability to use variable forms of greeting in familiar communication situations (“hello”, “good afternoon”, “good evening”, “ Good morning", "Hello"); farewells (“goodbye”, “see you later”, “see you tomorrow”, etc.); appealing to adults and peers with requests (“let me pass,” “give me, please”), gratitude (“thank you,” “ Thanks a lot"), resentment, complaint.

When addressing a peer, use his name; when addressing an adult, use his first and patronymic.

When contacting strangers use polite forms: “please tell me,” “be kind,” “sorry to bother you.”

“Development of coherent speech in preschool children” - Presentation and dissemination of pedagogical experience. Retelling. Speech therapist. Writing a comic story. Development of coherent speech in preschool children. Teachers. Forms of greetings. Development of coherent speech. Retelling the story. Stories based on a series of plot pictures. Compilation of combined stories.

“Development of coherent speech in preschool children” - Silhouette images. Working methods. Creative story. Variety of types of work. Subject pictures. Fragmentary storytelling based on a landscape painting. Geometric figures. Shackled by one goal. Using visual modeling techniques. Creative fairy tale. Description stories based on a landscape painting.

“Means for speech development of preschool children” - Technology for teaching children how to make comparisons. Organization of interaction between pre-school specialists. Techniques for developing coherent speech in preschoolers. Staging. Methods and techniques in the context of children's speech development. Contents of the workshop. Unconventional methods. Resource center for speech development of preschool children.

“Games for speech development” - Telephone. Tongue Twisters. Games for speech development. Who is who. A complex approach. The doll is sleeping. Teach your child counting rhymes. Who takes longer? Apple. Repeat after me. Articulatory apparatus. Long words. Guess the animal. Things to do. A river flows. Show the bear out. Speech development. A leap in speech development. Pipes and whistles.

“Speech development of preschool children” - Formation of communicative competence in preschool children. Structure of the "Origins" program. Communication. Educational area. Educational field "Communication". Working from a closed picture. Tasks speech development. Preschool childhood. Kolobok. Educational goals. Competence-based approach.

“Methods of speech development” - Professional skills. Simulation method. Reasoning. To attract attention. Techniques for working on a dictionary. Retelling method. Actions of the teacher. Conversation method. Sample. Dialogue skills. Didactic requirements. Speech culture. Coherent speech. Sound units of language. Formation of the grammatical structure of speech.

There are a total of 27 presentations in the topic

Nadezhda Dyatlova
Development of speech components in preschool children. Part 1

Any of us came into this world

Do good, hope, love,

Laugh, cry, but at the same time

We must learn to SPEAK.

Speech is the simplest and most difficult way of self-affirmation. Using it is a serious science and considerable art. One of the most important issues Education is the development of children's speech. Correct, well-formed speech is an indispensable condition for a child’s success. Therefore the main target my work experience: “Formation of clear, grammatically correct speech in preschool children.”

The main task of developing the speech of a preschooler is to improve its components: lexical side, pronunciation side of speech, grammatical structure of speech, coherent speech.

In order to implement this task, I use various games.

I use them directly educational activities, in routine moments, in the morning, during the day, in the evening, while walking with one or more children.

I suggest you catalog of games for the development of all speech components, which I developed for preschoolers 4-5 years old.

Vocabulary building games.

Vocabulary work in kindergarten- this is a systematic expansion of children’s active vocabulary due to words that are unfamiliar or difficult for them. It is known that the expansion of the vocabulary of preschoolers occurs simultaneously with their familiarization with the surrounding reality, with the development of a correct attitude towards the environment.

Program objectives:

1. Replenish and activate the vocabulary based on deepening children’s knowledge of their immediate environment. Expand ideas about objects, phenomena, events that did not take place in preschoolers’ own experience.

2. Intensify the use in speech of the names of objects, their parts, and the materials from which they are made.

3. Develop the ability to use the most common adjectives, verbs, adverbs, and prepositions in speech.

4. Introduce nouns denoting professions into the children’s dictionary; verbs characterizing labor actions.

5. Improve children’s ability to determine and name the location of an object (left, right, next, about, between, time of day. Help replace demonstrative pronouns and adverbs often used by children (there, there, such, that) with more precise expressive words; use words - antonyms (clean - dirty, light - dark).

6. Learn to use nouns with a general meaning (furniture, vegetables, animals, etc.).

Remember how the kids’ eyes light up, what impatient anticipation of something pleasant, joyful shines in them when you say: “Let’s play one very interesting game" Here you don’t even need to be a subtle psychologist to understand what a huge and special place play occupies in a child’s life. Games have great importance in the mental, moral, physical and aesthetic education of children.

I offer to your attention only a part of the games; the full version is presented in the PRESENTATION.

IN games “Find the clown by description”, “Who was who or what was what” the vocabulary is activated and knowledge about the environment is expanded.

To develop the speech of preschoolers, I also use information and communication technologies (ICT), which significantly increases the interest of children and the level of their cognitive capabilities. In my group there are interactive board. We not only watch multimedia presentations and educational cartoons, but also PLAY. Interactive games allow us to present educational and developmental material as a system of vivid supporting images.

For example, in game “Guess the object by the names of its parts”, the purpose of which is to activate the dictionary, consolidate the names of familiar objects, I, having previously covered the drawings with a “curtain,” name the parts of the objects, and the children guess. We can check the correctness of the answers by moving the “curtain”. Using it allows you to remake the game right there, you just need to hide some of the objects behind it. Thus, we solve additional problems of memory development.

Games on the sound culture of speech.

Good speech - the most important condition comprehensive development of children. The richer and more correct speech child, the easier it is for him to express his thoughts, the wider his opportunities for understanding the surrounding reality, the more meaningful and fulfilling his relationships with peers and adults, the more active his mental development is. Therefore, it is so important to take care of the timely formation of children’s speech, its purity and correctness, preventing and correcting various violations, which are considered to be any deviations from the generally accepted norms of a given language.

After all, if a child has some kind of speech impairment, problems may arise in communicating with children and adults. Unable to express their thoughts in words, some children withdraw into themselves, others get angry and show aggression towards peers and adults.

Therefore, it is so important to take care of the timely formation of children’s speech, its purity and correctness, preventing and correcting various violations, which are considered to be any deviations from the generally accepted norms of a given language.

Program objectives:

1. Reinforce the correct pronunciation of vowels and consonants, practice the pronunciation of whistling, hissing and sonorant (r, l) sounds. Develop the articulatory apparatus.

2. Continue working on diction: improve the clear pronunciation of words and phrases.

3. Develop phonemic awareness: learn to distinguish by ear and name words that begin with a certain sound.

4. Improve intonation expressiveness of speech.

Articulation gymnastics- special exercises for the development of mobility, dexterity of the tongue, lips, palate, jaw.

A child’s competent, clear and rhythmic speech is characterized by the correct pronunciation of sounds.

Correct pronunciation of sounds is ensured by good mobility and differentiated functioning of the organs of the articulatory apparatus (tongue, lips, palate, etc.).

Articulatory gymnastics helps to develop clear and coordinated movements of the organs of the articulatory apparatus.

Game "Breeze", the purpose of which is the development of phonemic hearing, can be used as physical education, performing various movements after listening to certain sounds.

Games “Guess the Sound” and “Be Careful” similar to the previous one. Goal: to develop the ability to hear sounds [c], [ch], [ts], [sch] in words. So clap your hands, perform physical exercise add variety to games.

Formation of a dictionary

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

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

Help children use words exactly as they mean.

Sound culture of speech

Strengthen the correct, distinct pronunciation of sounds. Learn to distinguish by ear and clearly pronounce consonant sounds similar in articulation and sound: s-z, s-ts, w-f, h-ts, With - w, g - h, l- R.

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

Practice intonation expressiveness of speech.

Grammatical structure of speech

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

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

Exercise in the formation of cognate words (bear - bear - bear cub - bear), including verbs with prefixes (ran - ran out - ran across).

Help children correctly use plural nouns in the nominative and accusative cases; verbs in the imperative mood; adjectives and adverbs in comparative degree; indeclinable nouns.

To develop the ability to compose simple and complex sentences. Improve the ability to use direct and indirect speech.

Connected speech

Develop conversation skills

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

Develop a monologue form of speech.

To develop the ability to coherently, consistently and expressively retell short tales and stories.

To develop the ability (according to a plan and model) to talk about the subject, the content of the plot picture, to compose a story based on pictures with sequentially developing action.

Develop the ability to compose stories about events from personal experience, think of your own endings to fairy tales.

Develop the ability to compose short stories of a creative nature on a topic proposed by the teacher.

Educational field "Reading fiction"

Formation of a holistic picture of the world, including primary value ideas;

Development literary speech;

Introduction to verbal art, including the development of artistic perception and aesthetic taste."

Formation of interest and need for reading

Continue to develop children's interest in fiction and educational literature. Learn to listen carefully and interestedly to fairy tales, stories, poems; memorize counting rhymes, tongue twisters, riddles. Instill interest in reading large works (chapter by chapter).

Contribute to the formation of an emotional attitude towards literary works.

Encourage people to talk about their perception of a specific action of a literary character. Help children understand the hidden motives of the behavior of the characters in the work.

Cultivate sensitivity to the artistic word; read passages with the most vivid, memorable descriptions, comparisons, and epithets. Learn to listen to the rhythm and melody of a poetic text.

Help to read poetry expressively, with natural intonations, participate in role-playing text reading, and dramatizations.

Continue to explain (based on the work you have read) the genre features of fairy tales, short stories, and poems that are accessible to children.

Continue introducing books. Draw children's attention to the design of the book and the illustrations. Compare illustrations by different artists for the same work.

Russian folklore

Songs.“Like thin ice...”; “The little gander...”; “I’m already pulling the pegs...”; “Like grandma’s goat...”; “You are frost, frost, frost...”: “You knock on the oak tree, a blue siskin flies in...”; “Early, early in the morning...”: “Rooks-kirichi...”; “You, little bird, you are a vagrant...”; " Swallow-swallow...": "Rain, rain, more fun..."; "Ladybug...".

Fairy tales."The Fox and the Jug", arr. O. Kapitsa; “Winged, furry and oily” arr. I. Karnaukhova; “Khavroshechka”, arr. A. N. Tolsto “The Braggart Hare”, arr. O. Kapitsa; “The Frog Princess”, arr. M. Bulatova; “Rhymes”, authorized retelling of B. Shergin’s “Sivka-Burka”, arr. M. Bulatova; “Finist - Clear Falcon”, arr. A. Platonova.

Folklore of the peoples of the world

Songs.“Washed buckwheat”, lit., arr. Yu. Grigorieva; "Old lady." "The House That Jack Built", trans. from English S. Marshak; "Bon Voyage! », Dutch, arr. I. Tokmakova; “Vesnyanka”, Ukrainian, arr. G. Litvak; “Friend by Friend”, Taj., arr. N. Grebneva (abbr.).

Fairy tales.“Cuckoo”, Nenets, arr. K. Shavrova; “Wonderful stories about a hare named Lek,” tales of the peoples of West Africa, trans. O. Kustova and V. Andreeva; "Goldilocks", trans. from Czech K. Paustovsky; "Three golden hairs of Grandfather the Omniscient", trans.

from Czech N. Arosyeva (from the collection of fairy tales by K. Ya. Erben).

works of poets And writers of Russia

Poetry. I. Bunin. "First snow"; A. Pushkin. “The sky was already breathing in autumn...” (from the novel “Eugene Onegin”); “Winter Evening” (abbr.); A.K. Tolstoy. “It’s autumn, our whole poor garden is crumbling...”; M. Tsvetaeva. "At the crib"; S. Marshak. "Poodle"; S. Yesenin. “Birch”, “Birch cherry”; I. Nikitin. "Meeting Winter"; A. Fet. “The cat is singing, his eyes are squinted...”; S. Cherny.

"Wolf"; V. Levin. "Chest", "Horse"; M. Yasnov. "Peaceful counting rhyme." S. Gorodetsky. "Kitty"; F. Tyutchev. “It’s not for nothing that winter is angry...”; A. Barto. "Rope."

Prose. V. Dmitrieva. “Baby and Bug” (chapters); L. Tolstoy. “Bone”, “Jump”, “Lion and Dog”; N. Nosov. " Living hat"; Almazov. "Gorbushka"; A. Gaidar. "Chuk And Huck" (chapters); S. Georgiev. “I saved Santa Claus”; V. Dragunsky. “Childhood Friend”, “Top Down, Diagonally”; K. Paustovsky. "Cat Thief"

Literary fairy tales. T.

Alexandrova. “Little Brownie Kuzka” (chapters); B. Bianchi. "Owl"; B. Zakhoder. "Gray Star"; A. Pushkin. “The Tale of Tsar Saltan, of his glorious and mighty son Gvidon Saltanovich l about the beautiful Swan Princess"; P. Bazhov. "Silver Hoof"; N. Teleshov. "Krupenichka"; V. Kataev. "Seven-flowered flower."

Works of poets and writers different countries

Poetry. A. Milne. "The Ballad of the Royal Sandwich", trans. from English S. Marshak; V. Smith. "About the Flying Cow", trans. from English B. Zakhodera; J. Brzechwa. "On the Horizon Islands", trans. from Polish B. Zakhodera; False Reeves. "Noisy Bang", trans. from English M. Boroditskaya; "Letter co all the children one very much important matter", trans. from Polish S. Mikhalkova.

Literary fairy tales. X. Mäkelä. "Mr. Au" (chapters), trans. from Finnish E. Uspensky; R. Kipling. "Baby Elephant", trans. from English K. Chukovsky, poems from the translation. S. Marshak; A.

Lindgren. “Carlson, who lives on the roof, has arrived again” (abbr. chapters), trans. with Swedish L. Lungina.

For learning by heart

“Knock on the oak tree...”, Russian. adv. song; I. Belousov. "Spring Guest"; E. Blaginina. “Let’s sit in silence”; G. Vieru. “Mom’s Day”, translated by Y. Akim; M. Isakovsky. “Go beyond the seas and oceans”; M. Karem. "Peaceful counting rhyme", trans. from French V. Berestova; A. Pushkin. “By the Lukomorye there is a green oak tree...” (from the poem “Ruslan and Lyudmila”); I. Surikov. "This is my village."

For reading faces

Yu. Vladimirov. "Weirdos"; S. Gorodetsky. "Kitty"; V. Orlov. “Tell me, little river...”; E. Uspensky. "Destruction."

additional literature

Russians folk fairy tales.“Nikita Kozhemyaka” (from the collection of fairy tales by A. Afanasyev); "Boring Tales."

Foreign folk tales."About the Mouse Who Was a Cat, a Dog and a Tiger", ind. lane N. Khodzy; “How the brothers found their father’s treasure”, mold., arr. M. Bulatova; “The Yellow Stork”, Chinese, trans. F. Yarlina.

Prose. B. Zhitkov. “White House”, “How I Caught Little Men”; G, Snegirev. “Penguin Beach”, “To the Sea”, “Brave Little Penguin”; L. Panteleev. “The letter “y””; M. Moskvina. “Baby”; A. Mityaev. “The Tale of Three Pirates.”

Poetry. Ya. Akim. "Greedy"; Yu. Moritz. "House with Rough"; R. Sef. “Advice”, “Endless Poems”; D. Harms. “I was already running, running, running...”; D. Ciardi. "About who has three eyes", trans. from English R Sefa;B. Zakhoder. "Nice meeting"; S. Cherny. "Wolf"; A. Pleshcheev. “My kindergarten”; S. Marshak. "Mail".

Literary fairy tales. A. Volkov. "Wizard Emerald City"(chapters); O. Preusler. "Little Baba Yaga", trans. with him. Yu. Korintsa; J. Rodari. “The Magic Drum” (from the book “Tales with Three Endings”), trans. from Italian I. Konstantinova; T. Jansson. "About the World's Last Dragon", trans. with Swedish L. Braude; "The Wizard's Hat", trans. V. Smirnova; G. Sapgir. “Tall Tales in Faces”, “They Sold a Little Frog”; L. Petrushevskaya. "The Cat Who Could Sing"; A. Mityaev. "The Tale of Three Pirates."

Direction "Artistic and aesthetic development"

Educational field "Artistic creativity"

Development of children's productive activities (drawing, modeling, appliqué, artistic work);

Development of children's creativity;

Introduction to fine arts."

Structural components of speech

Speech, as is known, consists of various structural components, including the sound composition, dictionaries (active and passive) and grammatical structure.

The types of speech are oral and written speech. In the process of performing speech acts, it is customary to distinguish between the impressive (speech perception) and expressive (speech reproduction) aspects of speech.

The sound composition of speech is studied by such a science as phonetics, lexicology is the study of dictionaries, and the grammatical basis of speech is studied by grammar. Therefore, phonetics, vocabulary and grammar form a single system of language. In their structural totality, all linguistic components form a single whole and are in structural relationships with each other. In particular, sound structure, grammar and vocabulary are interconnected and interdependent.

In this list of structural components, the greatest generalizing power belongs to the vocabulary, because it is the vocabulary that has the greatest degree of coverage of other elements of the language.

The word is generally considered the main structural unit of language and, in the entirety of its grammatical forms, is the basis for the construction of speech. Grammar is represented by two large sections: morphology (laws of changing words) and syntax (laws of combining words in a sentence).

Morphological changes in words are made using a system of endings of certain types of declensions and conjugations while the stem (root) remains unchanged and a system of phonemic alternations in stems and changes in the place of stress in certain forms.

Words, as the main structural elements of language, form other units of speech - sentences. Sentences are formed from words in a person’s dictionary, connected through their form and order of placement in a sentence, function words (prepositions, conjunctions, particles), and intonation.

Thus, morphology studies the problems and solutions of shape formation, inflection and word formation, and syntax studies issues of the structural composition of sentences, the connection of words included in sentences, and types of sentences.

The mutual connection of words in the Russian language is usually expressed by means of coordination, control and adjacency. In the overwhelming majority, coordination and control connections are observed, to a lesser extent - methods of adjacency.

The agreement of words consists in a strong level of visibility of the relationship between the subordinating word and the subordinate (ripe rye swayed or ripe rye was mowed). When controlling during a change in the subordinating word, the subordinate does not change (proud of victory, pride of victory). The adjacency differs in that an unchangeable word is used as a subordinate word (he sat on the right, read while standing, the sun shines brightly).

As for syntactic and morphological analysis, syntactic analysis is broader than morphological analysis. The peculiarity of syntactic analysis is that it goes beyond words, while morphological analysis is based on significant parts of words (root, suffix, prefix, inflection).

All of the above patterns are necessarily reflected in the child’s speech development and occur as consistently as speech development itself (with normal speech development).

Speech development is divided into the pre-speech period associated with the accumulation of primary life experience child, and the speech period, during which both the accumulation of vocabulary, the development of the sound structure of speech, and the development of all of the above relationships are realized.

Let us take a closer look at the speech period of a child’s development and its patterns.

The formation of a vocabulary begins in a child at the very beginning of the speech period, which determines the name of the period itself. Vocabulary acquisition begins at the end of the child’s first year of life. This period is characterized by the absence of separation between sound, word and sentence; the word is a sentence and is expressed various variations onomatopoeia (a - the child calls his mother, ooh - he asks for a car, am-am - a dog). This is explained by the fact that in this period of speech development, the meaning of the child’s request or thought is more expressed by the intonation and rhythm reflected in a particular sound. With the development of vocabulary, intonation and rhythm begin to perform a service function and subordinate to the word, and subsequently to the phrase.

As has already been said, in our speech vocabulary, sound pronunciation and grammatical structure are interconnected and interdependent, but it should be noted that the development of each of them depends on the mental characteristics of the child.

Usually, from the age of 3 months to a year, a child must systematically master the mechanisms of pronunciation of most sounds: laryngeal sounds during humming, labial and anterior lingual plosives, the articulation of which is similar to the act of sucking, then fricative consonants (f - v, s - z) and other sounds. Many children even master the rolling sound of r.

The sequence of appearance of sounds is explained by: a) the proximity of sound articulation to motor unconditioned reflex reactions (acts of sucking, chewing, swallowing); such, for example, are the sounds p, b, m; b) the complexity of the articulatory patterns of sounds (the most complex sounds in terms of articulation are hissing sounds, r and l appear the very last).

After the initial mastery of sounds, their pronunciation is reinforced by the child through repeated repetition of simple open syllables during the period of babbling like pa-pa-pa, yes-da-da, etc. Repetition also has its own characteristics: at the beginning it is based on reflexive self-imitation, and from the age of 5 months it is based on echolalic repetition of surrounding people. The age period from 5 months is also characterized by the assimilation of the articulation of others.

It is very important that when mastering a dictionary, the child begins to master the pronunciation of sounds again, but as part of words. Therefore, the initial period of vocabulary acquisition is characterized by instability in the child’s pronunciation of many sounds and different quality of pronunciation of the same sound in different words.

In junior preschool age Most children experience instability in pronunciation and speech defects are noted both in the pronunciation of whistling and hissing sounds, sonors r and l. Less common are softening defects, as well as voicing and iotation defects. All these violations are minimized through daily pronunciation practice. Pronunciation is becoming more automatic, accurate and stable. Everyday experience of communication and the physiology of speech mechanisms allows the child not only to pronounce words, but also to hear himself in order to subsequently correct what is being said. The same is observed when mastering the articulation of others and their pronunciation: the child repeats talking people, honing the quality of pronunciation of sounds and words.

In the process of developing speech and mastering vocabulary, a child needs to master the correct motor pronunciation skills, exercise control over his pronunciation and correct the pronounced sounds from the word. All this becomes possible thanks to phonemic hearing, i.e. the ability to compare what is heard and what is spoken. Phonemic hearing is also not formed in a child immediately, but along with the development of speech.

At the age of 5-6 years, the child is already subject to the syllabic structure of words and sound pronunciation, if the child’s development occurs harmoniously. However, some preschoolers may still experience some deviations in speech development. It should be noted that a child’s communication with others begins to develop long before the development of correct speech skills. Through reduction and simplification syllable structure words and the use of mastered sounds, as well as replacing unlearned ones with them, the child builds his speech without yet having a formed pronunciation.

During childhood, vocabulary development occurs also quickly, both quantitatively and qualitatively. Thus, the quantitative characteristics of a preschooler’s vocabulary should be as follows: at the age of one year - several words, at the age of two years - 200-300 words, at the age of three years - 1500-2000 words (Table 1). The formation of a child’s vocabulary and the development of grammatical skills are directly influenced by the child’s developmental conditions, therefore significant deviations from standard values.

Table 1 - Vocabulary growth according to Bühler.

	Maximum
1g6m - 1g 8m
1g 9m - 1g 11m
2g 3m - 2g 6m

In the qualitative development of the dictionary, changes occur in content and form. The content changes through enrichment, enrichment and differentiation of the semantic content of the words used and the concepts denoted by them. The form of the dictionary is determined by the development of more complex rhythmic-intonation, sound and syllabic techniques. This development occurs gradually and consistently. Thus, considering the differentiation of the content of the words used, its development and growth usually occur in the following sequence: first nouns are mastered, then verbs, and only then adverbs. Some forms of pronouns are distinguished by quick development and strong memorization. The use of adjectives begins to be mastered much later, as well as numerals. At the last stage of the initial formation of the dictionary, the child learns and memorizes function words, as well as participles and gerunds.

Statistical scientific data indicate that by the age of 4 (with a dictionary of 598-2346 words), the number of nouns in a child’s vocabulary can be within 50.2%, verbs 27.4%, adjectives 11.8%, adverbs 5.8%, numerals 1.9%, conjunctions 1.2%, prepositions 0.8%, interjections and particles 0.9%.

The general speech development of a child can be examined in more detail through the prism of four periods accepted in pedagogical science.

Thus, the first period is distinguished by a small vocabulary; in its composition there are more babbling words and words consisting of one syllable. Their pronunciation is associated with the primary skills of onomatopoeia.

Describing the first so-called words of a child in the first period of speech development, it can be noted that these words are unchangeable roots that not only indicate the object itself, but often also actions with it and its qualities. To clarify their meanings, the child often uses facial expressions and gestures. The ambiguity of the root words used in the first period of a child’s speech development simultaneously indicates their narrowness in content when compared with the words of an adult.

Subsequently, in the first period of the child’s speech development, two-syllable words appear in his vocabulary, which most often consist of two repeating syllables (mom, dad, etc.). Often in the first speech period, the rhythmic-intonation structure of the word prevails over its sound design.

The appearance of the first words and the first sentences often occurs simultaneously. However, repeating the experience of the first spoken root words, the child uses the first sentences more amorphously. We can say that the first sentence in a child’s speech is an amorphous word; further steps in constructing sentences consist of combining two or more amorphous words (Mama give porridge, Tata pat (sleep)). further development The use of sentences in a child’s speech is characterized by their complication by adding several words, as well as the use of correctness in the construction of sentences by changing the endings of the words used and the variety of relationships between them.

The second period of child speech development is characterized by rapid growth of vocabulary, consistent mastery of various parts speech, complication of the rhythmic-intonation structure and clarification of the sound design of the dictionary. However, along with this, various speech distortions also increase, designated by the term literal paraphasias, which are subsequently independently corrected and eliminated by the child from his own speech in the process of speech development, unless, of course, the origin of paraphrases is pathological and is not associated with organic disorders in the development of the child’s mental functions .

The second period of a child’s speech development is also distinguished by natural changes in the acquisition of the grammatical structure of the language. This is how children develop not only simple ones. but also complex sentences. Amorphous root words are replaced by words morphologically divided into elements, and this process moves immediately in the direction of several grammatical categories: in relation to the noun - singular and plural, nominative, accusative, genitive cases and diminutive forms; in relation to the verb - imperative, indicative, subjunctive mood, present and past imperative tense. The process of mastering the grammatical structure of speech is accompanied by the development of numerous endings of words according to their meaning, and separating them from the roots of words.

It should be noted that the process of identifying morphological elements is unconscious, but determines the beginning of the largest turning point in the development of the grammatical structure of speech. The second period of speech development is characterized by only partial grammaticalization. Nouns and verbs are most fully assimilated, adjectives and prepositions are partially assimilated. The use of function words is not yet characteristic of the child in this period of speech development, therefore non-conjunctive sentences are used.

At the stage of the third period of speech development of the child, the morphological system continues to be assimilated, the forms become stable. The child’s vocabulary becomes more complex and increases, and the semantic side of speech develops from concrete concepts to abstract categories. The semantic aspect of vocabulary development gradually leads to its connection with the acquired grammatical structure of the language. Their natural merging and unification occurs.

Syntactic basics are mastered faster than morphological ones. Complex sentences increasingly fill the child’s vocabulary, and the necessary grammatical components are learned. As already noted, complex sentences are characterized by increasing abstractness.

The third period of speech development is distinguished by a feature that is expressed in dividing it into two parts: mastering the system of endings for individual types of declensions and conjugations and mastering the system of alternating sounds in stems and stress places for individual forms. This division is associated with the peculiarities of children’s speech acquisition: the system of endings of certain types of declensions and conjugations and the system of alternating sounds in stems and stress places in forms are studied.

The fourth period of the child’s speech development is characterized by very high level language acquisition, grammar systems of both syntactic and morphological orders have been mastered. However, this only applies oral speech child, since the development of written language for children with speech development normally occurs during school age.

Subsequently, at the stage of the fourth period of speech development, the child moves on to mastering the inflectional system of endings (declensions and conjugations) with the base remaining unchanged, i.e. mastering the laws of form formation and word change.

Children learn the laws of word formation more difficult, i.e. the system of using sounds at the base and moving stress requires additional effort from the child, which is expressed in active, diverse word formation and inflection. At this age, children are characterized by a special sensitivity to various forms of the Russian language, observation of them, in particular, the attention of children is attracted by various word-forming suffixes (diminutives, endearments, collectives, etc.).

The semantic meaning of all grammatical changes plays a huge role in mastering the grammatical structure of speech at this age, and mastering the semantic meaning always precedes its external expression.

The child’s school period is characterized by the development of literacy and written speech, which implies an increasing fusion of the grammatical structure of speech and its sound content, as well as the active development of the child’s vocabulary.

Thus, the development of speech consists of the consistent development of all its structural elements: sound, lexical content and grammatical patterns. The strongest link in mastering speech is the formation and development of a child’s vocabulary, without which further mastery of the language, the laws of word formation and the grammatical structure of speech utterances are impossible. In the pedagogical literature, speech development is divided into two periods: pre-speech and speech. The speech period includes four successive stages of mastering all the mechanisms of constructing oral speech and preparing the child to learn literacy and master writing.