The sound side of speech. Work on the sound speech of preschoolers Work on the sound side of speech

“Find the whistling picture.”

On the playing field there are pictures depicting food products: sugar, bread, butter, roll, cheese, marmalade, salt, chocolate. The speech therapist clearly names each picture, highlighting the sound [s]. Children must name only “whistling” pictures whose names contain the sound [s].

Physical education lesson - logorhythmics

“Little hands, dance once”(French song). Improvisation of movements to the beat of a song.

Little hands, dance once -

You'll have a pie tomorrow!

Oh you, my craftswomen,

Quick hands-sisters!

There will be apple pie

Just dance once!

Translation by N. Gernet and S. Gippius

Thematic series “Parts of the body”

(twelfth week)

Children must learn: names of the main parts of the body; their functions; ability to distinguish between right and left arm and leg; spatial directions (up-down, front-back, right-left, forward-back).

"Answer the questions". Practical use of prepositions in speech on the. Enrichment of vocabulary on the topic.

What's on your head? (Hair, face, ears.)

What's on the face? (Eyes, nose, mouth, cheeks, chin.)

What's on your hand? (Fingers, nails, elbow.)

What's on your leg? (Knee, heel, toes, nails.)

What's on the body? (Chest, stomach, back, thighs.)

« What do you have and what does the doll have? Formation of nouns with diminutive suffixes.

You have a head, but a doll... (head). You have a neck, and a doll... (neck).

"Who is higher, who is lower." Mastering the concepts above and below.

The speech therapist calls two children and asks the others to compare their heights. The children answer, and the speech therapist comments: “That’s right, Misha is tall, and Kolya is short. Misha is taller than Kolya. Kolya is shorter than Misha.” Then he sits Kolya down and calls for a child who is taller than Misha. The game repeats itself.

"My family". Finger gymnastics.

This finger is daddy

This finger is mommy

This finger is grandpa

This finger is grandma

Well, this finger is me,

That's my whole family!

Speech therapist. How many people are in the family? How many fingers?

Reading with the expression of a nursery rhyme (oral folk art).

Legs, legs, where have you been?

We went to the forest to pick mushrooms.

What have you guys been working on?

We collected mushrooms.

And you, little eyes, helped?

We searched and looked

They looked at all the stumps.

Development of coherent speech

"Mashenka." Consolidating children's knowledge on the topic.

“Here is the girl Mashenka. On her face she has eyes, a nose, a mouth, cheeks, and a chin. Mashenka has two arms and two legs..."

Sensory development

« Say it right."

Are your legs up or down?

Is your nose at the back or the front?

Is this hand your right or your left?

Is this finger on your hand or on your foot?

“Trace it with your finger.” Trace the dolls in the picture. The speech therapist's instructions:

We'll take a picture

Let's trace the doll with our finger.

Working on the sound side of speech

“Repeat the sentences.”

My two legs are running along the path. I put my fist on the side. I stomp my foot and tap my palm. Oh-oh, oh-oh, look, I'm big! Misha is very small, but the baby is remote.

Physical education lesson - logorhythmics

“Jump!” For each line of the poem there are four jumps.

Left leg - jump, jump.

With the right leg - jump, jump.

We will jump on two:

Wow, wow, wow, wow!

We'll jump to the left

We'll jump to the right.

We'll go forward

And let's go back!

Thematic cycle “Winter”

(thirteenth week)

Children must learn: properties of snow (white, cold, crumbly, melts); concept of snowfall, snowflakes, frost; main signs of winter.

Lexico-grammatical games and exercises

“Answer correctly.” Development of the ability to answer questions from a speech therapist.

Is snow white or blue?

Is ice hard or soft?

Is it snowing or falling?

Does it snow or fall leaves in winter?

Is the ice slippery or rough?

Is it cold or hot outside?

In winter, do we dress warmly or lightly?

Are they making or building a snowman?

Do they skate or swing?

« What did the children sculpt? Making sentences based on pictures.

Before the walk, the teacher and the children, on the instructions of the speech therapist, sculpt various objects from snow. Children remember what they sculpted. The speech therapist helps with pictures.

The children made snowballs.

The children were making a snowman.

The children were making a doll.

The children were making a slide.

The children sculpted a fortress.

The children were making a car.

The children were making a Snow Maiden.

The children sculpted a rabbit.

Reading a poem "Rabbit".

We made a snowball

Ears were made on it.

And just instead of eyes

We found some coals.

The rabbit is white, as if alive,

Both with a tail and with a head.

Don't pull your mustache:

They are made from straws!..

O. Vygotskaya

"Let's go for a walk." Making sentences based on two reference pictures.

The speech therapist “gets together” with the children for a walk and displays pairs of pictures (pants and a jacket; a scarf and a hat; socks and felt boots, etc.).

The children take turns telling what they are wearing.

I put on pants and a jacket.

I put on a hat and scarf.

Memorizing an excerpt from a poem "First snow".

Morning cat

Brought it on my paws

First snow!

Taste and smell

First snow!

First snow!..

Y. Akim

Development of coherent speech

Story "Winter".

On a tinted playing field, the speech therapist lays out subject pictures: snow (a white strip of paper), trees, a girl and a boy in winter clothes, a snowman, a sled.

"Winter came. There is snow on the ground and on the trees. The children went out for a walk. They put on fur coats, hats, mittens, boots, because it was cold outside. The children made a snowman and then started sledding.”

Sensory development

"Let's draw pictures." The speech therapist distributes “books” (album sheets folded in half) to the children.

Dear kids,

Open your books

Dunno read them

And he stole the pictures!

Next, the speech therapist invites the children to draw a Christmas tree on the first page, and on the second page - a toy for the Christmas tree. After this, the children take turns telling what they drew on the first page and what on the second.

Speech therapist (can be repeated with children).

We drew pictures

And we talked about them.

Among the various concepts of developmental education based on L. S. Vygotsky’s theory of the child’s zone of proximal development, today the approach developed by V. V. Davydov, V. V. Repkin and others is becoming increasingly understood. In the interpretation of these psychologists, developmental education is training, the content, methods and forms of organization of which are directly focused on the patterns of child development.
For a teacher, according to M. S. Soloveichik, it is not enough to know well the material that will be offered to children and master teaching methods. If a child blindly follows the teacher through a maze knowledge, then he has a chance to go through this path without injuries (mistakes), but will not be able to see his own path through the labyrinth and then move independently. A child can go to school well prepared (be able to read, write, count), but he will never become a student (teaching himself) from being taught.
It is not enough to simply present children with a cognitive task. It must be accepted by the child, that is, it must become his own task. The question to be answered must be the child's own question, otherwise he may not be interested in information that he himself was not looking for. Therefore, the cognitive task must be posed in such a way that the child strives to solve it.
The developmental effect of training is also determined by the extent to which it is oriented not only to the age, but also to the individual characteristics of children. Individually oriented education involves the teacher's concern for each child to realize his or her special qualities and preserve his or her individuality. To do this, the content of training must provide options for solving cognitive problems so that the child has freedom of choice.

The way training is organized determines a lot. Firstly, will children be capable only of performing activities, or will they develop initiative and the ability to independently solve various problems. Secondly, will they develop a thirst for knowledge? Thirdly, will you develop the ability to have your own point of view and at the same time perceive and respect the opinions of others.

If, in the process of learning their native language, a child is only an executor of the plan outlined by the teacher, if he is cognitively passive, then teaching will not contribute to his development and will not have the desired positive impact.
Therefore, in order to ensure children’s successful mastery of their native language, they must be encouraged to independent searches, to mental effort, to mental activity, they “must be taught to work” (A. A. Lyublinskaya). This is the main task of a preschool teacher.

1. What can be considered a strategy for modern teaching of a native language?
2. What does it mean to develop speech?
2.2. The meaning of the native language. Learning Objectives
native language of preschool children
Every year the amount of knowledge that needs to be passed on to the younger generation is steadily growing. For this purpose, new programs are being created to prepare children for school in preschool institutions and study at school. To help children cope with complex problems, you need to take care of the timely and complete development of their speech.
Speech development in preschool age has a diverse impact on children. First of all, it plays a big role in their mentaldevelopment.
The native language is “the key that opens treasures of knowledge to children” (O. I. Solovyova). Through their native language, children become familiar with material and spiritual culture (fiction, folklore, fine arts), and gain knowledge about the world around them (animal and plant kingdoms, people and their relationships, etc.). In words, children express their thoughts, impressions, feelings, needs, desires. And since any word is, to one degree or another, a generalization, in the process of mastering speech the child gradually develops logical thinking. Mastering language gives children the opportunity to reason freely, draw conclusions, and reflect various connections between objects and phenomena.
Teaching your native language creates more opportunities for moral development preschoolers. The word helps develop the joint activities of children, accompanying their games and work. Through the word, the child learns moral norms and moral values. L. S. Vygotsky argued that the formation of character, emotions and personality as a whole is directly dependent on speech.
Mastery of the native language occurs simultaneously with education of aesthetic attitude to nature, man, society, art. The native language itself has the features of beauty and is capable of evoking aesthetic experiences. Of particular importance for aesthetic development are the artistic word, verbal creativity and artistic and speech activity of children.
Thus, the role of the native language in the comprehensive development of a child is enormous and undeniable.
However, developing speech does not only mean providing children with the opportunity to speak more, giving them material and topics for oral statements. Purposeful work on their speech is necessary.
The main goal of work on speech development in preschool institutions is the formation of oral speech and a culture of verbal communication with others. It includes a number of specific private tasks, including: education of sound culture of speech, development of vocabulary, improvement of grammatical correctness of speech, development of coherent speech (dialogical and monological).
Where to start learning? The answer to this question is given by A.P. Usova. She draws the attention of teachers to the fact that all aspects of the language should be in their field of vision. None of these aspects of language can develop properly unless they are closely related and unless their development is guided by adults.
As O. S. Ushakova emphasizes, in each of these sides there is a nodal formation that makes it possible to isolate priority lines of work. IN working on the sound side of speech Particular attention is paid to teaching mastery of such characteristics as tempo, voice strength, diction, smoothness, and intonation when speaking. IN vocabulary work the semantic component comes to the fore, since only a child’s understanding of the meaning of a word (in a system of synonymous, antonymic, polysemic relations) can lead to a conscious choice of words and phrases and their precise use. When forming the grammatical structure of speech, first of all, mastering the methods of word formation of different parts of speech, the formation of linguistic generalizations, and the construction of syntactic structures (simple and complex sentences) are of great importance.
IN development of coherent speech- this is learning the ability to use a variety of means of communication (between words, sentences, parts of the text), the formation of ideas about the structure of the statement and its features in each type of text (description, narration, reasoning).
At the same time, the central, leading task of teaching the native language is the development of coherent speech, which, in the apt expression of F.A. Sokhin, absorbs all the speech achievements of the child.
The tasks of speech development are implemented in a program that determines the scope of speech skills and abilities, the requirements for the speech of children in different age groups.
Currently, preschool institutions use variable programs: “Origins”, “Rainbow”, “Development”, “Childhood”, “Program for the development of speech for preschool children in kindergarten” (O. S. Ushakova). Teachers have a choice. However, when choosing a program, it is necessary to take into account its scientific validity, convincing objectives and educational content. The program must prove why exactly these tasks and content can ensure the speech development of children; the relationship between speech development and other aspects of education and sections of the program must be ensured.
Questions and review task
1. What speech task is the leading one in teaching the native language? Justify your answer.
2. What are the priority lines of work on each side of speech?

2.3. Methodological principles of teaching children their native language

The organization of the speech development of preschool children should be built taking into account not only didactic (visuality, accessibility, systematicity, consistency, repetition, etc.), but also methodological principles, with the help of which the intensification of the learning process is ensured.
Methodological principles determine the choice of content, methods and techniques for teaching speech in accordance with the objectives of speech education of children.
Under methodological principles are understoodare commoninitial rules, guided by which the teacher chooses (or creates)
means of education. Methodological principles reflect the specifics of teaching native speech and are interrelated with each other
.
One of the important methodological principles of teaching is principle of speech formationactivitieschildren as an active process of speaking and understanding. This is dictated by the fact that speaking and understanding are two types of the same speech activity. They have a similar internal psychological nature and require the same conditions. Both the creation and understanding of speech presuppose mastery of the language system, that is, the system of those ways in which language conveys certain phenomena and relations of reality. For example, to correctly understand the statement “bring the pencils,” you need to feel that the “and” at the end of the word “pencil” is an indicator of plurality. The one who creates the statement must feel the same if he wants to get some pencils. A child listening to speech does not perceive it passively; he immediately becomes involved in the process of actively processing what he hears in order to extract content and thoughts from the utterance. P. P. Blonsky wrote that listening to speech “is not just just listening, to a certain extent we seem to be speaking together with the speaker.” A. A. Leontyev emphasized that “any methodological concept that fundamentally opposes listening to speaking is incorrect at its very core.”
Teaching the native language is also based on the principle of interconnection of all its sides: phonetic, lexical and grammatical. The unity of all aspects of language is manifested primarily in its communicative function, which acts as the main property of language, its essence.
The sound form inherent in any word creates the opportunity for communication: words are physically reproduced and perceived. However, the sound structure of a language does not exist by itself. Not any set of sounds, but only those that have a certain meaning, can serve the purposes of communication. The word acts as such a sound complex. The vocabulary of a language, its vocabulary, is a kind of building material that serves to express thoughts. However, no matter how rich the vocabulary of a language is, without grammar it is dead, since it does not perform a communicative function. For the purpose of communication, words are grammatically organized, that is, they enter into certain relationships with each other in the structure of a sentence. Thanks to this, thoughts receive a harmonious form of expression.
The uniqueness of each aspect of language is manifested in the specificity of linguistic units; for phonetics, such units are the sound of speech, the phoneme; for lexicology - a word from the point of view of its systematic meaning and use; for grammar - a word in its forms, as well as a phrase and a sentence.
The provisions given below determine the methodology for teaching the native language of preschoolers, taking into account intra-subject connections.
1. Based on the fact that all sides of the language are interconnected and at the same time, each of them is characterized by specific features, for conscious mastery of language, children must learn the characteristics of each of the sides of the language And connection between them.
The system of teaching the native language in preschool age should be built taking into account the essence of the connection between the sides of the language. This provision must be implemented both when determining the sequence of training and in the content of training itself.
2. Since the interaction of all sides of language is manifested in its communicative function, then in order for preschoolers to master the essence of this interaction, it is necessary to carry out training taking into account the leading role of the communicative function of language, i.e., realizing the significance of each of the sides of language and their unity in the process of communication.
For these purposes, when educating the sound culture of speech and preparing for literacy, a large place is given to explaining to preschoolers the unity of the semantic and pronunciation aspects of a word and the meaningful role of sounds.
In dictionary work, special attention is paid to showing the unity of all aspects of a word: pronunciation, lexical meaning, and the totality of grammatical features. In this case, it is necessary to achieve an understanding of both the nominative (nominal) function of the word and the lexical meaning.
When teaching grammar, the leading direction is to develop in children the ability to use sentences of different structures.
Language is acquired through the process of using it. Therefore, it is very important to promptly include children in the sphere of communication with others and organize active speech practice for them. The forms of including children in active speech practice are varied:
this is reading works of art, looking at illustrations and retelling their content; repetition of poems; asking riddles, didactic games and exercises, various types of children's theaters, etc. Children need, under the guidance of a teacher, to solve speech cognitive problems, compare, contrast.
Children's speech practice contributes to the development of what is usually called a “sense of language” or linguistic flair, which is the ability to use linguistic means appropriate to a given speech situation, without involving knowledge about language. This skill needs to be developed. If the spontaneously emerging orientation in the language is not supported, it collapses.
An important methodological principle is the principle speech action. The teacher must remember that not every utterance of speech sounds (even if it is entire texts) is speech. The phrases that the child speaks will be the result of a speech act only if a number of conditions are met:
if the student has an internal motive (Why this must be said);
- if there is a goal (Forwhat this must be said);
- when there is a thought (what content needs to be conveyed in words).
The learning process must be structured so that the child’s actions are truly verbal at every moment of learning.
As a result of training, children should develop those speech skills without which it is impossible to create any, even the most elementary utterance (skills in choosing words, changing them, choosing a construction, observing “grammatical obligations,” changing words in accordance with them, etc. ). A speech skill can be considered formed only if it is transferred to new words and speech situations that the child has not yet encountered.
Researchers (L. P. Fedorenko, E. P. Korotkova, V. I. Yashina) also name other methodological principles:
- the relationship between sensory, mental and speech development of children;
- communicative-activity approach to speech development;
- enrichment of motivation for speech activity; organizing observations of language material;
- formation of elementary awareness of language phenomena, etc.
.
Based on the above methodological principles, a methodology is built for teaching children the sound culture of speech, vocabulary work, the formation of the grammatical structure of speech and the development of coherent speech.
Review task /
List the methodological principles of teaching your native language, reveal their essence.

2.4. Activity as a condition for speech development

and teaching native language

Speech serves the most important areas of human activity. A person’s activity in these areas is closely related to how well he speaks. The same applies to preschoolers. (Articles 32-32 are missing)

Denoting volitional and intellectual actions, they constitute
6.24%, and medal verbs - 3%. The imperativeness of the verb is reduced by about 10%. The ratio of the index fingers changes
and personal pronouns in favor of personal ones. From the age of four appears
indirect speech.
Extra-situational-personal form of communication typical for children five to seven years old. At the age of five to seven years, communicative tasks come to the fore. Preschoolers actively talk with adults about what is happening between people; persistently trying to figure out what to do; think about both their own actions and the actions of other people. These conversations are theoretical in nature (questions, discussions, disputes). Children talk about themselves, ask adults about themselves, talk about their group friends, and love to listen to stories about everything that concerns people. Older preschoolers turn any activity into a springboard for discussing issues that concern them. They strive for mutual understanding and empathy. Children are characterized by the greatest degree of speech directed towards their partner compared to other stages. Unaddressed speech makes up 40% of all speech. Children speak in more complex sentences (14.9%). Adjectives define, in addition to attributive properties (69.8%), aesthetic (14.6%), ethical properties of characters (2.32%), their physical and emotional state (9.3%). The share of verbs of volitional and intellectual action is increasing (9.7% of all verbs). The share of imperative verbs decreases to 4.8%. Personal pronouns make up 69.7% of all pronouns. Children begin to use both indirect and direct speech.
So, the development of speech in preschoolers occurs in their communication with adults. Under the influence and initiative of an adult, children transition from one form of communication to another, and a new content of the need for communication is formed.
However, the child communicates not only with adults, but also with his peers. Communication with peers, which occurs in children in the third year of life, has the following features:
- bright emotional intensity. If a child usually talks to an adult more or less calmly, without unnecessary expressions, then a conversation with peers, as a rule, is accompanied by sharp intonations, shouting, antics, etc. In communication between preschoolers, there are almost 10 times more expressive and facial expressions than in communication with adults;
- non-standard children's statements, lack of strict norms and rules. When communicating with an adult, even the smallest child adheres to certain norms of statements, generally accepted phrases and speech patterns. When talking to each other, children use the most unexpected, unpredictable words, combinations of words and sounds, phrases (buzz, crackle, imitate each other, come up with new names for familiar objects);
- predominance of proactive statements over reactive ones. When communicating with peers, it is much more important for a child to speak out himself than to listen to another. Therefore, conversations, as a rule, do not work out: children interrupt each other, each talking about his own things, without listening to his partner. A child perceives an adult in a completely different way. The preschooler most often supports his initiative and proposal, tries to answer his questions, and listens more or less carefully to messages and stories. When communicating with an adult, a child would rather listen than speak;
- children’s communication with each other is much richer in its purpose and functions. Here: managing your partner’s actions (showing how you can and can’t do it), and controlling his actions (make a timely remark), and imposing your own patterns (force him to do exactly that), and playing together (decide together how we will play) , and constant comparison with yourself (I can do this, and you?). From an adult, the child expects either an assessment of his actions or new cognitive information.
From the above, the conclusion follows: an adult and a peer contribute to the development of different aspects of a child’s personality. In communication with adults, a child learns to speak and do the right thing, listen and understand others, and acquire new knowledge. In communicating with peers - to express oneself, manage other people, enter into various relationships. In addition, a peer can teach many things much better, for example, the ability to speak correctly. Research by A. G. Ruzskaya, A. E. Reinstein and others showed that a child’s speech addressed to a peer is more coherent, understandable, detailed and lexically rich. Communicating with other children, the child expands his vocabulary, replenishing it with adverbs of manner of action, adjectives that convey an emotional attitude, personal pronouns, and more often uses a variety of verb forms and complex sentences. Researchers explain this by saying that a child is a less understanding and sensitive partner than an adult. It is the peer’s lack of understanding that plays a positive role in the development of children’s speech.
When talking to an adult, the child does not make much effort to be understood. An adult will always understand it, even if the child’s speech is not very clear. Another thing is a peer. He will not try to guess the desires and moods of his friend. He needs to say everything clearly and clearly. And since children really want to communicate, they try to more coherently and clearly express their intentions, thoughts, and desires.

By communicating with an adult, a preschooler masters speech norms and learns new words And phrases. However, all these learned words and expressions may remain “passive” and not be used in everyday life. A child may know many words, but not use them because there is no need. For passive knowledge to become active, there needs to be a vital need for it. This need arises in a child when he communicates with a peer.

Thus, for the development of children’s speech, it is necessary for the child to communicate with both adults and peers, since each of the areas of communication influences the development of certain aspects of the speech of preschoolers.
One of the important activities for speech formation is training in special classes.
OccupyI- it is a part, a fragment of a single whole, a kind of “cell” of the educational process, in which the signs inherent in the entire phenomenon appear. Teaching a native language in the classroom is a planned, systematic process of developing all aspects of a child’s speech and thinking, a process of purposefully developing his speech skills.
Speech activity is the main activity of children in their native language classes. It is closely related to mental activity, mental activity: children listen, think, answer questions, ask them themselves, compare, draw conclusions, generalizations. Children not only perceive an adult’s speech, but also, expressing thoughts in their speech, select from the vocabulary the right word that more accurately characterizes an object or phenomenon and reflects the attitude towards it.
The unique feature of many activities is the internal activity of children despite their external inhibition. For example, one child talks and the rest listen. Listeners are outwardly passive, but internally active (follow the sequence of the story, empathize with the hero, etc.).
In classes, children gain new knowledge, learn to perform tasks in accordance with verbal instructions, acquire initial skills of organized mental work, and learn to study. Classes enable the teacher to see successes and failures in the acquisition of knowledge and the formation of skills of each child.
In the early 90s. XX century Some authors proposed abandoning classes on speech development, leaving them only in the senior and preparatory groups as classes in preparation for learning to read and write. They proposed solving the problems of speech development in other classes and in the process of everyday life, arguing that in classes: it is not possible to provide each child with sufficient speech practice; many children limit themselves mainly to listening; Reproductive teaching methods predominate; The relationship between the teacher and children is built on an educational and disciplinary basis; teaching the native language is little aimed at developing communicative activities, etc. .
This point of view was not supported either by researchers studying the problems of speech development of preschool children or by practitioners. The need for special classes by M. M. Alekseev and V. I. Yashin is explained by a number of circumstances:

These studies prove that active speech is the basis for speech development. Therefore, targeted training in speech and verbal communication is necessary. The central task of such training is the formation of linguistic generalizations and elementary awareness of the phenomena of language and speech on the basis of developing in children the ability to think, learning mental operations: analysis, synthesis, comparison, generalization, etc.

Share your work on social networks

If this work does not suit you, at the bottom of the page there is a list of similar works. You can also use the search button

PAGE 21

Lecture No. 2

Didactic foundations for the development of speech in preschool children

2.1 . Strategy and tactics of modern education of preschool children

native language

 A child who has crossed the threshold of kindergarten for the first time already can speak . But his speech arsenal insufficient to express thoughts, impressions, feelings: for this he is at a loss for words.

Visit to kindergartenexpands speech development opportunitieschildren. Under the guidance of a teacher, they are watching natural phenomena, human labor activity, communicate with peers, listening works of art read to them by the teacher, etc. But you also need to work over children's speech.

Task:  Connect the highlighted words in this paragraph, convey orally as a conclusion.

 Develop speech this does not mean only give children the opportunity to talk more , provide material and topics for oral statements. Develop speech means systematically systematically work on its content, its sequence, teach sentence construction, thoughtful choicethe right word and its forms , constantly work on the rightpronunciation of sounds and words. Without special work on the content and its verbal expression, children will only learn to babble, which is harmful to their general and speech development.

Develop speech this means………………(finish the phrase).

Formulate a question, give an answer

 It is also important thatteaching the native language was conscious, meaningful,since on this basis orientation in linguistic phenomena is formed, conditions are created for independent observations of language, and the level of self-control when constructing a statement increases.

Awareness is the process of a person reflecting reality with the participation of words. “To realize means to reflect objective reality through socially developed generalized meanings objectified in words.”

H A person, receiving impressions from the objects (phenomena) of reality affecting him, can verbally name them, express the relationship between them using language. Thanks to the word, he has the opportunity to give himself an account of what is being reflected, which means that his impressions become conscious. Thus,awareness is possible through language.

According to F.A. Sokhin, awareness of linguistic reality (linguistic development) is the identification of a new area of objective knowledge for the child, and is an important point enrichment his mental development and is crucial for the subsequent systematic study of the native language course at school (119).

The accessibility of preschool children’s awareness of linguistic reality has been confirmed by numerous studies:

awareness of the sound composition of a word in the process of learning to read and write(D.B. Elkonin, L.E. Zhurova, N.S. Varentsova, G.A. Tumakova, etc.);

awareness semantic structure of the word(F.I. Fradkina, S.N. Karpova, E.M. Strunina, A.A. Smaga, etc.);

awareness word-formation relations(D.N. Bogoyavlensky, F.A. Sokhin, A.G. Arushanova-Tambovtseva, E.A. Federavichene, etc.);

awareness coherent statements(T.A. Ladyzhenskaya, O.S. Ushakova, N.G. Smolnikova, A.A. Zrozhevskaya, etc.).

These studies prove thatspeech development is based on active. creative process of language acquisition, formation of speech activity. researchers emphasize the importance of special work on developing a conscious attitude towards linguistic reality in order to develop in children the ability to “operate not with language, but on language” (A.A. Leontyev).Therefore it is necessarytargeted training in speech and verbal communication. Centralthe task of such training is the formation of linguistic generalizations and elementary awareness of the phenomena of language and speech based on the formation in children of the ability to think, teaching mental operations:analysis, synthesis, comparison, generalizationand so on. with the help of which meaningful knowledge is acquired, systematized and used both for speech development and for mental development in general. Many psychologists and teachers pointed out this (L.S. Vygotsky, V. Davydov, Sh.A. Amonashvili, etc.): “Who demands from the school only knowledge, skills and abilities and does not prioritize spiritual, moral, mental and physical developmentchild, he is essentially trying to put the cart before the horse. Onthe first place should be the development of the child,which will allow the student to acquire knowledge, develop skills and abilities"(17 P.2) (Let's enter a new school: Report on the fourth meeting of experimental teachers // Teacher's newspaper. 1988. October 18).Today, the task of child development comes first. A development mindset can be consideredmodern strategy for teaching the native language to preschool children.

Among the various concepts of developmental education based on the theory of L.S. Vygotsky’s concept of the child’s zone of proximal development, today the approach developed by V.V. is becoming increasingly understood. Davydov, V.V. Repkin and others. In the interpretation of these psychologistsdevelopmental training this is training, the content, methods and forms of organization of which are directly focused on patternschild development.

R A child can go to school well prepared (be able to read, write, count), but from being taught he will never become a student (teaching himself) (106).

It is not enough to simply present children with a cognitive task. It must be accepted by the child, that is, become his own task. The question to be answered must be the child's own question, otherwise he may not be interested in information that he himself was not looking for. Therefore, the cognitive task should be formulated in such a way thatso that the child strives for her decision.

The developmental effect of training is also determined by the extent to which it is oriented not only to the age, but also to the individual characteristics of children.Individually Focused Trainingprovides care teacher about every child could realize his special qualities and preserve his individuality. To do this, the content of training must include options for solving cognitive problems so that the child has freedom of choice.

The way training is organized determines a lot. First, will children be capable only of performing activities, or will they developsolve various problems. Secondly, do they have a thirst for knowledge? Thirdly, will you develop the ability to have your own point of view and at the same time perceive and respect the opinions of others.

Therefore, in order to ensure children’s successful mastery of their native language, they need toencourage independent searches, mental effort, To mental activity, they “must be taught to work"(A.A. Lyublinskaya). This is the main task of a preschool teacher.

Exercise :carefully read the contents of the first paragraph of the second chapter and answer the questions: 1.What is the strategy for modern teaching of the native language?{ 2.What does it mean to develop speech?

 2. 2. The meaning of the native language. Objectives of teaching your native language

Preschool children

Every year the amount of knowledge that needs to be passed on to the younger generation is steadily growing. For this purpose, new programs are being created to prepare children for school in preschool institutions and study at school. To help children cope with complex problems,care must be taken to ensure timely andfull formation of their speech.

Speech development in preschool age has a diverse impact on children. First of all, it plays a big role in theirmental development.

Mother tongue is “the key that opens treasures of knowledge to children"(O.I. Solovyova). Children through their native language are communed to material and spiritual culture (fiction, folklore, fine arts), gain knowledge about the surrounding world (animal and plant kingdoms, about people and their relationships, etc.). In a word, children express your thoughts, impressions, feelings, needs, desires. And since any word is, to one degree or another, a generalization, then in the process of mastering speech the child gradually developslogical thinking. Mastering language gives children the opportunity to reason freely, draw conclusions, and reflect various connections between objects and phenomena.

Teaching your native language creates more opportunities for moral development of preschool children. The word helps develop the joint activities of children, accompanying their games and work. Through the word, the child learns moral norms and moral values.L.S. Vygotsky argued that character formation, emotions and personality in general are directly dependent on speech.

Mastery of the native language occurs simultaneously witheducation of aesthetic attitudeto nature, man, society, art. The native language itself has the features of beauty and is capable of evoking aesthetic experiences. Of particular importance for aesthetic development are the artistic word, verbal creativity and artistic and speech activity of children.

Thus, the role of the native language comprehensively the development of a child is enormous and undeniable.

However, developing speech does not only mean providing children with the opportunity to speak more, giving them material and topics for oral statements.Purposeful work on their speech is necessary.

Main PURPOSE OF WORK ON THE DEVELOPMENT OF Speech in preschool institutions formation of oral speech and a culture of verbal communication with others. It includes a number of specific tasks, including: education of sound culture of speech, development of vocabulary, improvement of grammatical correctness of speech, development of coherent speech (dialogue and monologue).

A.P. Usova draws attention to the fact that all sides of the language should be in their field of vision, should beare closely related to each other and their development shouldguided by adults[Usova A.P. Education in the senior group of kindergarten / News of the APN of the RSFSR. M.; L., 1948. No. 16].

O.S. Ushakova emphasizes that in each of these sides there is a nodal formation that allows us to identify priority lines of work. [Ushakova O.S. Speech development of preschoolers / O.S. Ushakova. M., 201). Working on the sound side of speech special attention is paid to teaching mastery of such characteristics astempo, voice strength, diction, fluency, and intonationwhen speaking.In dictionary workthe semantic component comes to the fore, since only a child’s understanding of the meaning of a word (in a system of synonymous, antonymic, polysemic relations) can lead to a conscious choice of words and phrases and their precise use. When forming the grammatical structure of speechgreat importanceFirst of all, they have mastered the methods of word formation of different parts of speech, the formation of linguistic generalizations, and the construction of syntactic structures (simple and complex sentences).

In the development of coherent speechthis is training in the ability to usevarious means of communication(between words, sentences, parts of the text), the formation of ideas about the structure of the statement and its features in each type of text (description, narration, reasoning).

At the same time The central, leading task of teaching the native language is the development of coherent speech, which, as aptly putF.A. Sokhina, absorbs all the speech achievements of the child.

The tasks of speech development are implemented in a program that determines the scope of speech skills and abilities, the requirements for the speech of children in different age groups.

Currently used in preschool institutions variable programs: " Origins", "Rainbow", "Development", "Childhood", "Program for the development of speech for preschool children in kindergarten" (O.S. Ushakova). Teachers have a choice. Programs must ensure the speech development of children, ensure the relationship of speech development with other aspects of education and sections of the program.

? 1.What speech task is leading in teaching your native language? Justify your answer.

2.What are the priority lines of work on each side of speech?

2.3. Methodological principles of teaching children their native language

Methodological principles determineselection of content, methods and techniques for teaching speech in accordance with the objectives of speech education of children.

Methodological principles are understood as general initial rules, guided by which the teacher chooses (or creates) teaching aids. Methodological principles reflect the specifics of teaching native speech and are interrelated with each other [Korotkova E.P. Principles of teaching speech in kindergarten / E.P. Korotkova. Rostov n/D, 1975. P.3].

One of the important methodological principles of teaching is principle formation of children's speech activity as an active process of speaking and understanding.This is dictated by the fact that speaking and understanding are two types of the same speech activity. They have a similar internal psychological nature and require the same conditions. Both producing and understanding speech involve masterylanguage system, i.e. system of technical methodswords, with the help of which language conveys certain phenomena and relationships of reality. For example, to correctly understand the statement “bring the pencils,” you need to feel that the “and” at the end of the word “pencil” is an indicator of plurality. The one who creates the statement must feel the same if he wants to get several pencils. A child listening to speech does not perceive it passively, he immediatelyis involved in the process of active processing of what it hears in order to extract content from the utterance, thoughts. P.P. Blonsky wrote that listening to speech “is not just listening, to a certain extent we seem to be speaking together with the speaker.” A.A. Leontyev emphasized that “any methodological concept that fundamentally opposes listening to speaking is incorrect in its very basis.”

Teaching the native language is also based on the principlethe interrelationships of all of itsides: phonetic, lexical and grammatical. Unity all aspects of language is manifested primarily in its communicative function, which acts as the main property of language, its essence.

The sound form inherent in any word creates the opportunity for communication: words are physically reproduced and perceived. However, the sound structure of a language does not exist by itself. Not any set of sounds, but only those that have a certain meaning, can serve the purposes of communication. As suchthe sound complex is the word. The vocabulary of a language, its vocabulary is a kind of buildingmaterial used to express thoughts. However, no matter how rich the vocabulary of a language is, without grammar it is dead, since it does not perform a communicative function. For the purpose of communication, words are organized grammatically, i.e. enter into certain relationships with each other in the structure of the sentence. Thanks to this, thoughts receive a harmonious form of expression.

The uniqueness of each aspect of language is manifested in the specificity of linguistic units. For phonetics Such units are the sound of speech, the phoneme; for lexicology a word from the point of view of its systematic meaning and use; for grammar a word in its forms, as well as a phrase and a sentence.

The provisions given below determine the methodology for teaching the native language to preschoolers, taking into account intra-subject connections.

1 .Based on the fact thatall aspects of language are interconnectedand at the same time, each of them is characterized by specific features; in order to consciously master the language, children must learn the features of each of the aspects of the language and the connection between them.

The system of teaching the native language in preschool age should be built taking into account the essence of the connection between the sides of the language. This provision must be implemented both when determining the sequence of training and in the content of training itself.

2 . Since the interaction of all aspects of language is manifested in its communicative function, then in order for preschoolers to master the essence of this interaction, it is necessary to carry out training taking into account the leading role of the communicative function of language, i.e. realizing the importance of each side of language and their unity in the process of communication.

For these purposes, when educating the sound culture of speech and preparing for literacy, a large place is given to explaining to preschoolers the unity of the semantic and pronunciation aspects of a word and the meaningful role of sounds.

In dictionary work, special attention is paid to showing the unity of all aspects of a word: pronunciation, lexical meaning of a set of grammatical features. At the same time, it is necessary to achieve an understanding of how nominative (nominal) functions of the word, and lexical meaning.

When teaching grammar, the leading direction is to develop in children the ability to use sentences of different structures.

Language is acquired through the process of using it. Therefore, it is very important to include children in a timely mannerin the sphere of communication with others, organize active speech practice for him. The forms of including children in active speech practice are varied:reading works of fiction, looking at illustrations and retelling their content; repetition of poems; asking riddles, didactic games and exercises, various types of children's theaters, etc. Children need guidanceThe teacher solves speech cognitive problems, compares, contrasts.

Children's speech practice contributes to the development of what is usually called“sense of language” or linguistic flair, which is the ability to use linguistic means appropriate to a given speech situation, without involving knowledge about the language. This skill needs to be developed. If the spontaneously emerging orientation in the language is not supported, it collapses.

An important methodological principle isprinciple of speech action.The teacher must remember that not every utterance of speech sounds (even if it is entire texts) is speech. The phrases that the child speaks will be the result of a speech act only if a number of conditions are met:

if the student has an internal motive (why this needs to be said);

if there is a goal ( For what this must be said);

when there is a thought (what contentneeds to be conveyed in words).

The learning process must be structured so that the child’s actions are truly verbal at every moment of learning.

As a result of training, children should develop those speech skills without which it is impossible to create any, even the most elementary utterance (skills in choosing words, changing them, choosing a construction, observing “grammatical obligations.” A speech skill can be considered formed only if it is transferred to new words and speech situations that the child has not yet encountered.

Researchers (L.P. Fedorenko, E.P. Korotkova, V.I. Yashina) also name other methodological principles:

the relationship between sensory, mental and speech development of children

communicative-activity approach to speech development;

enrichment of motivation for speech activity; organizing observations of language material;

formation of elementary awareness of language phenomena, etc.

Based on the above methodological principles, a methodology is built for teaching children the sound culture of speech, vocabulary work, the formation of the grammatical structure of speech and the development of coherent speech.

Exercise :highlight methodological principles teaching your native language.

2.4. Activity as a condition for speech development

Native language teaching

Speech serves the most important areas of human activity. A person’s activity in these areas is closely related to how well he speaks. The same applies to preschoolers.

Without mastering their native speech, the education and development of children is impossible. If a child has poor command of the language, he cannot freely and clearly express his thoughts, his thoughts do not receive a clear, clear design, and the child does not understand and assimilate the material well. And vice versa, the more successfully a child masters speech, the more successful his development is.

Mastery of speech occurs as the child’s consciousness is enriched with new ideas and concepts, as the need arises to express a thought, convey it to others, and as life experience accumulates. Activity plays a big role in this process.

In preschool age, the development of speech and verbal communication is carried out in different types of activities (communication, educational activities, games, work, everyday activities), which contain potential pedagogical opportunities. Plays a decisive role in the development of speech communication.

The idea of a connection between the development of children’s speech and communication is developing and becoming more specific.in the works of M.I. Lisina and her staff. They showed that speech development determined by the types of activities of the child and the forms of his communication with others about these typesactivities. M.I. Lisina identifies four forms of b -

words: situational-personal, situational-business, extra-situational-cognitive and extra-situational-personal communication. Let us consider the features of the speech of children with different forms of communication, presented in the studies of A.G. Ruzskaya, A.E. Reinstein.

The situational-personal form of communication is typical for children of two to six months. During the 4-6 weeks of a baby's life, a close adult takes the position of the main object of his attention. To keep the adult near him, the child smiles and exhibits motor animation and vocalization. The “revitalization complex” responds to praise by strengthening one or another action. The “revitalization complex” includes vivid indicative reactions to an adult’s face and the sound of his voice. Children focus their attention for a long time on the articulation and facial expressions of the person speaking. Then the child develops his own speech reactions as an expression of emotional states; imitation of the speech of adults begins with the reproduction of its intonation side. Then the child begins to perceive the rhythmic and later the sound aspects of speech. At this stage, the baby develops a qualitatively new attitude towards the adult, not as an object, but as a subject, a communication partner.

Situational business form of communicationtypical for children over six months of age up to three years . In the second half of the first year of life, the child is alreadygrasps the meaning of some words of adults and reacts to them. It is from this age that it beginsdevelopment of speech contacts between a child and an adult. Listening to the adult’s speech, the child himself begins to reproduce some words.

In the second and third years of life, pre-speech forms of communication no longer satisfy the child. There is a need for intensive development of verbal forms of communication and a new form of communication appears in the form of dialogue. A.M. Leushina believes thatthe dialogical form of speech is closely intertwined with activity. This is a dialogue that occurs within anythe child’s activities and about them. But gradually it begins to acquire an independent character. This is facilitated by intensive mastery of words, development of understanding of their meaning and a sharply increasing interest in the surrounding reality. The child begins to be interested in the name and purpose of objects. There is a development of understanding of the speech message.

Children's speech consists of simple and short sentences. Vocabulary related tospecific subject situation. This is expressed in the large proportion of nouns in speech. Adjectives are either absent altogether or define the attributive properties of objects (color, size), which make up 96.4% of all adjectives. Verbs record specific objective actions (98% of all verbs), 27% of verbs are used in the imperative mood, usually performing the function of an indicative gesture. The pronoun in 61% also functions as a pointing gesture (“that”, “that”).

Extra-situational-cognitive form of communicationtypical for children three five years . At the age of three to five years, the child first begins theoretical,mental cooperationwith adults. His spiritual life acquires a special richness and filling. It is no longer so inextricably tied to the practical knowledge of reality as it was before. The child’s thought rushes into the depths of things, and his imagination takes him into the past and future. The main role is played by the tasks of obtaining information from adults about objects and phenomena of the surrounding world, methods of action, and regulation of interaction with adults.. These communication tasks require verbal means.

At this stage of child development, sentences lengthen and complex sentences appear. Vocabulary is freed from attachment to a specific situation. The vocabulary associated with reflecting the perceived qualities of objects in the surrounding world is expanding. Along with attributive properties (88.7% of all adjectives), children also determine aesthetic and emotional relationships to objects and phenomena. The verbs the child uses become more diverse. The share of verbs of specific objective action decreases to 89%. Verbs denoting volitional and intellectual actions account for 6.24%, and modal verbs 3%. The imperativeness of the verb is reduced by about 10%. The ratio of demonstrative and personal pronouns changes in favor of personal ones. From the age of 4, indirect speech appears.

Extra-situational-personal form of communicationTypical for children five to seven years old, communicative tasks come to the fore. Preschoolers actively talk with adults about what is happening between people; They persistently try to figure out how to act; think about both their actions and the actions of other people. These conversations are theoretical in nature (questions, discussions, disputes). Children talk about themselves, ask adults about themselves, talk about their group friends, and love to listen to stories about everything that concerns people. Older preschoolers turn any activity into a springboard for discussing issues that concern them. They strive for mutual understanding and empathy. Children are characterized by the greatest degree of speech directed towards their partner compared to other stages. Unconverted speech makes up 40% of all speech. Children speak in more complex sentences (14.9%). Adjectives define, in addition to attributive properties (69.8%), aesthetic (14.6%), ethical properties of characters (2.32%), their physical and emotional state (9.3%). The share of verbs of volitional and intellectual action is increasing (9.7% of all verbs). The share of imperative verbs decreases to 4.8%. Personal pronouns make up 69.7% of all pronouns. Children begin to use bothindirect and direct speech Yu.

So, the development of speech in preschoolers occurs in their communication with adults.Under the influence and initiative of an adult, children transition from oneforms of communication to another, a new content of the need for communication is formed.

However, the child communicates not only with adults, but also with his peers. which occurs in children in the third year of life, has the following features:

bright emotional intensity. If a child usually talks to an adult more or less calmly, without unnecessary expressions, then a conversation with peers, as a rule, is accompanied by sharp intonations, screaming, antics, etc. In communication between preschoolers, almost 10 times more expressive and facial expressions are observed than in communication with adults;

non-standard children's statements, lack of strict norms and rules. When communicating with an adult, even the smallest child adheres to certain norms of statements, generally accepted phrases and speech patterns. When talking to each other, children use the most unexpected, unpredictable words, combinations of words and sounds, phrases (buzz, crackle, imitate each other, come up with new names for familiar objects);

predominance of proactive statements over reactive ones.

When communicating with peers, it is much more important for a child to speak out himself than to listen to another. That's whyconversation, as a rule, does not work out: children interrupt each other, each talking about his own, without listening to his partner. A child perceives an adult completely differently. The preschooler most often supports his initiative and proposal, tries to answer his questions, and listens more or less carefully to messages and stories. When communicating with an adult, a child would rather listen than speak;

Children’s communication with each other is much richer in purposenia, functions. Here: managing your partner’s actions (showing how you can and can’t do it), and controlling his actions (make a timely remark), and imposing your own patterns (force him to do exactly that), and playing together (decide together how we will play) , and constant comparison with yourself (I can do this, and you?). From an adult, a child expects either an assessment of his actions or new cognitive information.

From the above, the conclusion follows: an adult and a peer contribute to the development of different aspects of a child’s personality. In communication with adults, a child learns to speak and do the right thing, listen and understand others, and acquire new knowledge. INcommunicating with peers express oneself, manage other people, enter intovarious relationships. In addition, a peer can teach many things much better, for example, the ability to speak correctly. Research by A.G. Ruzskaya, A.E. Reinstein and others showed that a child’s speech addressed to a peer is more coherent, understandable, detailed and lexically rich. Communicating with other children, the child expands his vocabulary, replenishing it with adverbs of manner of action, adjectives that convey an emotional attitude, personal pronouns, and more often uses a variety of verb forms and complex sentences. Researchers explain this by saying that a child is a less understanding and sensitive partner than an adult. It is the peer’s lack of understanding that plays a positive role in the development of children’s speech.

When talking to an adult, the child does not make much effort to be understood. An adult will always understand him, even if the child’s speech is not very clear. Another thing is a peer. He will not try to guess the desires and moods of his friend. He needs to say everything clearly and clearly. And since children really want to communicate, they try to coherently and clearly express their intentions, thoughts, desires

By communicating with an adult, a preschooler masters speech norms and learns new words and phrases. However, all these learned words and expressions may remain “passive” and not be used in everyday life. A child may know many words, but not use them, because there is no need. For passive knowledge to become active, there needs to be a vital need for it. This need arises in a child when he communicates with a peer.

One of the important activities for speech formation is training in special classes.

Classes this a part, a fragment of a single whole, a kind of “cell” of the educational process, in which the signs inherent in the entire phenomenon appear. teaching the native language in the classroom is a planned, systematic process of developing all aspects of a child’s speech and thinking, a process of purposefully developing his speech skills.

Speech activity is the main activity of childrenin native language classes. it is closely related to mental activity, mental activity: children listen, think, answer questions, ask them themselves, compare, draw conclusions, generalizations. Children not only perceive the speech of an adult, but alsoexpressing thoughts in their speech, they select from the vocabulary the necessary word that more accurately characterizes an object or phenomenon and reflects the attitude towards it.

The unique feature of many activities is the internal activity of children despite their external inhibition. For example, one child tells a story, and the rest listen. Listeners are outwardly passive, but internally active (follow the sequence of the story, empathize with the hero, etc.).

In classes, children gain new knowledge, learn to perform tasks in accordance with verbal instructions, acquire initial skills of organized mental work, and learn to study. Classes enable the teacher to see successes and failures in the acquisition of knowledge and the formation of skills of each child.

In the early 90s. XX V. Some authors proposed abandoning classes on speech development, leaving them only in the senior and preparatory groups as classes in preparation for learning to read and write. They proposed to solve the problems of speech development in other classes and in the process of everyday life, arguing that this was the case. that in the classroom: it is not possible to provide each child with sufficient speech practice; many children limit themselves mainly to listening; Reproductive teaching methods predominate; The relationship between the teacher and children is built on an educational and disciplinary basis; teaching the native language is little aimed at developing communicative activities, etc. .

This T.Z. was not supported either by researchers studying the problems of speech development of preschool children or by practitioners. The need for special classes by M.M. Alekseev and V.I. Yashin is explained by a number of circumstances:

training in the classroom allows you to complete the tasks of all sections of the program systematically, in a certain system and consistently;
during classes, children’s attention is purposefully fixed on certain linguistic phenomena, which gradually become the subject of their awareness;
a whole range of speech skills that form the basis of linguistic ability (development of the semantic side of a word, mastery of monologue speech skills, etc.) are formed only in the conditions of special training;
In the classroom, in addition to the teacher’s influence on the children’s speech, there is a mutual influence of the children’s speech on each other.
To increase the effectiveness of classes in the speech development laboratory under the leadership of F.A. Sokhin and O.S. Ushakova, it was proposedan integrated approach to solving speech problems,allowing for the correct speech education of children and the cultivation of mental activity that promotes awareness of certain aspects of language. Integrated problem solving means the combination (combination) of speech tasks in the program content of one lesson and the selection of appropriate methods (methods, techniques) for performing these tasks.

The need to combine the tasks of teaching children their native language is explained by the fact that:

language is a complex system of its constituent subsystems and elements that are in structural relationships. Units of language (phonemes, morphemes, words, phrases, sentences) are interconnected in speech activity, therefore the interdependence of language elements should be taken into account in teaching speech in the classroom;

kindergarten must solve a number of problems in teaching language and speech development of children. Without their combination, it is impossible to provide multidimensional linguistic education for preschoolers;

a comprehensive solution to speech learning tasks creates favorable conditions for the realization of creative potential and the development of children’s linguistic abilities;

combining learning tasks saturates classes in the native language, makes them more meaningful, and allows you to increase the teacher-controlled speech practice of children;

combining learning tasks creates conditions for teaching children a larger volume of speech skills per unit of educational time;

combining learning tasks allows you to diversify the types of speech activities of children;

combining learning tasks increases the effectiveness of the formation of coherent speech;

combining learning objectives encourages teachers to be creative.

Comprehensive solution for speech problemsdachas is not just a combination of individual tasks, buttheir relationship, interaction, mutual penetration, based on a single content. The central place in the classes is given to the development of coherent speech, the remaining tasks work on constructing statements of different types. The combination of tasks in a lesson can be different: in one lesson coherent speech, sound culture of speech, and vocabulary work can be practiced; on the other coherent speech, vocabulary work, grammatical structure of speech; on the third coherent, sound culture of speech; on the third coherent speech, sound culture of speech, grammatical structure of speech, etc.

Integrated classes that use different types of children's activities and various means of speech development (for example, reading and drawing, storytelling and listening to music, etc.) have become widespread in practice.

The following requirements are identified for employment in the development of legal speech.

1. The relationship between developmental, teaching and educational tasks that ensure the formation of an active cognitive position in children .

In order for a child to understand what he can and cannot do, the knowledge he possesses should be systematized. The acquisition of any new knowledge must be prepared by the logic of previous work.

The developmental effect of the lesson is achieved not by including individual developmental tasks, but by the entire course of work. Whether the activity will become developmental or not depends on whether the material offered is meaningful, whether the children absorb ready-made knowledge, act according to a model, or make an effort to acquire this knowledge and then begin to consciously use it.

Many pedagogues pointed out the internal, deep connection between the processes of teaching and upbringing (S.A. Amonashvili, I.Ya. Lerner, etc.). In particular, I.A. Lerner emphasized that “training and upbringing are inseparable from each other and damage to one causes harm (sometimes immediately, sometimes delayed) to the entire educational process... teaching always has one or another educational influence on children. This influence can be positive, negative or neutral. In the latter case, training preserves, consolidates and thereby strengthens some personality qualities.”

If in a lesson children are not simply given knowledge and skills, but an interest in learning is formed and the foundations of a personal attitude to this process are laid, then such a lesson will be simultaneously teaching, developing and educating.

2. In class There should be an atmosphere of respect, mutual understanding, common (teacher and children) interest, collective search, mutual satisfaction from “cognitive victories” (Sh.A. Amonashvili), atmosphere of cooperation.

Cooperation, as emphasized by M.S. Soloveichik, this is the only way to master and appropriate culture. But culture is multi-level and heterogeneous. And the forms of cooperation are equally heterogeneous, immersing in which the child masters various layers of culture. L. S. Vygotsky most accurately formulated the attitude to the cultural content to be mastered and the forms of cooperation in which this content is transmitted to new generations: “A new type of generalization requires a new type of communication.”

In the scientific literature, direct-emotional, subject-business, play and educational forms of cooperation between a child and an adult are distinguished. During classes, the teacher must rely on all forms of cooperation. Only in this case does the development of children occur.

3. Classes must be linguistically literate (in content, formulation of questions, selection of didactic material, organization of work with kids). It is necessary that the teacher understands the linguistic essence of all phenomena and is well versed in the concepts being studied.

4. The lesson must be a holistic “pedagogical work”"(M.N.Skatkin), have a certain logic for the development of children’s educational activities.To do this, it is necessary, while thinking about the lesson, to determine its “core”, the main thing that must be achieved, and then outline the stages of achieving this goal, look for ways and means of teaching for each stage. In other words, when preparing for a lesson, the teacher needs to answer the following questions: How to set a learning task for children in order to include them in active mental and speech activity? what types of tasks and in what order should you offer children, what is their purpose? How to ensure the assimilation of the necessary information (is it possible to organize a lesson so that the children themselves “discover” the method of action, the desired sign, property and how to achieve this?

At preschool age, they are of great importance in the speech development of children. play and work . They facilitate the complex process of familiarizing children with the surrounding reality and reinforce new information with the help of words. Ideas obtained not only through sensory, but also through action, are deeper and more distinct.

In the process of play and work, children learn to compare objects based on similarities and differences, both visually and from memory; give a brief description of similar objects; distinguish the essential from the unimportant; classify objects according to their characteristics, materials, purpose, etc. All this is accompanied by speech and contributes to the development of speech activity.

Play and work are the strongest incentives for children’s verbal communication with adults and peers, for the manifestation of preschoolers’ initiative in the field of language. They enrich, consolidate and activate the child’s vocabulary, skills of quickly choosing the most suitable word, as well as skills of changing and forming words; contribute to the education of sound culture of speech, the development of expressiveness of speech; practice composing coherent statements; develop dialogical and explanatory speech. Therefore, children need to be provided with toys, various materials, tools, and manuals for independent use. The teacher must show interest in children’s activities, enrich its content, guide it, and in the process of leadership, exercise the children’s language.

Promotes speech developmenthousehold activities. Its advantage is the naturalness of the environment in which children enter society more easily. The teacher has the opportunity to talk with many children and diversify the topics of conversations with them. In the process of everyday activities (dressing, gymnastics, walking, eating, getting ready for bed), children's vocabulary is extremely enriched and dialogical speech skills are formed.

Thus, it is possible to achieve a high level of speech development in children only by using all types of activities together.

Questions and assignments.

Why Is it necessary not only for an adult to develop children’s speech, but also for a peer?
Prove the need to teach your native language in special classes.
Formulate the main requirements for classes.
How to make teaching your native language in the classroom developmental?

2.5. Speech development tools for preschool children

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The most important means of speech development is artistic literature . It's usedfor the formation of sound culture of speech, mastering morphological patterns and syntactic structures. A literary text is an example of constructing a coherent statement, which is reinforced during retelling and creative storytelling.

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

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

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

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

For the purposes of children's speech development, they useartistic media.

Has a significant influence on speech formation drawing. Researchers draw analogies between the development of drawing and speech, they believedrawing with a special type of speech. In particular, L.S. Vygotsky considers a child’s drawing as a kind of graphic speech, which can be considered a harbinger of future writing, and emphasizes that this speech is first-order symbols, directly meaning objects or actions.

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

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

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

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

Great role in speech development music and . Music is akin to speech, but if verbal speech is predominantly logical, then music is emotional. Music is the language of feelings, experiences, moods. “Music begins where the word ends,” wrote G. Heine. But music can be combined with verbal speech. Music and speech have many common concepts, diverging only in particulars: “language of music”, “musical style”, “intonation”, “rhythm”, “melody”. In the world of music, speech creates a subject basis and draws the contours of life situations. The text brings music closer to the flow of life (for example, in a song, romance, opera, etc.).

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

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

One of the means of speech development isvisual aids for development speeches that arouse children's interest, work of thought and speech activity.

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

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

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

 Question and task for repetition

1.What means were the training covered and do you know them?

2.What is the relationship various teaching aids.?

2.6. Methods for developing speech in preschoolers

The main condition for accelerating speech development is the use of various teaching methods.

A teaching method is the way a teacher and children work, ensuring that children acquire knowledge, skills and abilities.

Researchers of the speech development of preschool children (K.I. Chukovsky, A.N. Gvozdev, A.R. Luria, A.A. Leontiev, D.B. Elkonin, F.A. Sokhin, etc.) sought to explain the mechanisms of language acquisition by a child at the age of two to five years, when he, without knowing any rules, not only constructs sentences, but also inflects nouns, conjugates verbs, and correctly constructs phrases. On the basis of analogies and primary generalizations, he masters the language. It goes like this.

The child learns words and their meanings, capturing and generalizing analogies of forms and meanings. Therefore, for the development of speech, a speech environment that provides language samples and the speech activity of the child himself are needed.

From this pattern, a teaching method is derived, called the imitation method (method of teaching by example).

Here it is important to distinguish between the child’s independent work"modeled on " According to M.R. Lvov, “teaching by model” differs from the dogmatic teaching method in that the use of a model always requires the cognitive activity of children and their independence. in “model-based” work, language analysis and synthesis are used, and primary generalizations are made (75).

The “model-based” teaching method involves:

retelling of literary works;

drawing up proposals according to the given type, according to the scheme;

teaching pronunciation and intonation;

expressive reading of poems following the example of an adult;

writing stories based on what you read.

Based on the model, children learn to compose texts: description, narration, reasoning.

Researchers of children's speech believe that one cannot limit oneself only to samples; it is necessary to organize the process of a child’s cognition of linguistic reality, taking into account such a pattern of children’s speech development as elementary comprehension and awareness of the phenomena of language and speech. This can be achieved usingproblem-based (search) teaching method,which is aimed at developing an interest in accepting information, a desire to clarify, deepen one’s knowledge, an independent search for answers to questions posed, the manifestation of elements of creativity, the ability to assimilate methods of cognition and apply them to other material.

The inclusion of children in the process of cognition is carried out through speech logical tasks, problematic questions, creative tasks, experimentation, modeling, comparison, exercise, and didactic games.

The purpose of language is to be a means of communication. To master a language means to master a means of communication, to master speech means to learn to communicate through language.

From the function of the language it is deducedcommunicative method speech development.

M.R. Lvov formulated the following requirements for this method:

any statement a child makes must be motivated and stem from the need to say something. The motivation for the speech activity of children in kindergarten can be game situations that encourage the preschooler to

speak naturally, according to the role performed in the game, in connection with the current conditions of the game (convince, prove, explain, inform, ask, etc.); situations that arouse children's interest in listening to a fairy tale or story; situations that make you want to write letters to children in other kindergartens or to a sick friend; situations that stimulate children to talk and talk;

the child must be sufficiently prepared for a meaningful statement, i.e. it is necessary to have substantial, important material. Without fluency in the material, the speaker will not be able to communicate;

the communicative goal will be achieved only if the child has a sufficient vocabulary, quickly forms grammatical forms, constructs sentences and connects them together in the text, and masters intonation.

The communicative method has its own arsenal of methodological techniques, which include: creating speech situations; conversations; role-playing games; walks and excursions; observations; labor and other activities that can create a need for children to express themselves, as well as help them choose material for stories, etc.

When developing speech, an important point is the ability provide feedback . It is important that not a single statement of preschoolers remains unattended. Must be widely practiced analysis children's statementsteacher and peers. When analyzing children’s statements, it is important to make substantive comments, make constructive suggestions, make meaningful additions, everyone

think together about how it could be said better, how to structure the story more successfully. It is important that peers help the speaking child correct speech errors, advise how he can say it differently, better, more accurately, more expressively. This language training develops children's speech abilities.

Questions and tasks:

1. What are the main methods for developing speech in preschoolers? (Confirm by quoting the material you read: 1………………

2.Decisive plays a role in the development of speech What? ………………

Other similar works that may interest you.vshm>
1040.		Methods for the development of dialogic speech in preschool children, as a means of forming coherent speech	50.18 KB
	There are two main areas of communication for a preschooler - with adults and with peers. At an early age, the child is involved in dialogue by an adult. Addressing the baby with questions, motives, judgments
7603.		Didactic game as a means of developing the lexical aspect of speech in children of senior preschool age with general speech underdevelopment of the third level	201.45 KB
	Speech is a great gift of nature, thanks to which people receive ample opportunities to communicate with each other. Speech unites people in their activities, helps to understand, formulates views and beliefs. Speech provides a person with a huge service in understanding the world.
914.		Didactic game as a means of developing coherent speech in children of senior preschool age	3.55 MB
	In the process of working with older preschoolers, special attention is paid to the development of their coherent speech. Children's storytelling is a means of teaching coherent speech. Coherent speech presupposes mastery of the rich vocabulary of the language, assimilation of language laws and norms, that is, mastery of grammatical structure, as well as their practical application
15877.		Pedagogical conditions for the development of coherent speech in children of middle preschool age in the process of role-playing games	6.01 MB
	Psychological and pedagogical foundations for the development of coherent speech in preschool children. Features of the development of coherent speech in children of middle preschool age. Development of coherent speech in children of middle preschool age in the process of role-playing games15 Chapter 2. Pedagogical conditions for the development of coherent speech in children of middle preschool age in the process of role-playing games.
7578.		The effectiveness of methods for developing auditory-verbal memory in children of senior preschool age with general speech underdevelopment	50.34 KB
	In the course of research into the development of children with speech underdevelopment, ways to overcome speech deficiency were proposed, and the content and methods of correctional training and education were determined. While studying speech disorders, many scientists noted the relationship between underdevelopment
21759.		Analysis of methods for studying oral speech in preschool children with stuttering	64.59 KB
	Theoretical foundations of correction of the aspect of speech in children with stuttering. Ontogenesis of the formation of oral speech in preschool children. Psychological and pedagogical characteristics of preschool children with stuttering. Features of the formation of the side of speech in preschool children with this pathology. Analysis of methods for studying oral speech in preschool children with stuttering.
20034.		The influence of the teacher’s communication style with children on the development of speech in preschool children	39.5 KB
	Stoletov Pedagogical Institute Faculty of Preschool and Primary Education Department of Preschool Education Examination in the discipline Theory and methodology of speech development on the topic: The influence of the teacher’s communication style with children on the development of speech in preschool children Completed by: 2nd year student of the ZDOs 112 group of correspondence courses of the Faculty of DiNO Ryabova H. Concept and styles of pedagogical communication 2. Among the features of communication of a child of this age, one can highlight the fact that the child begins to enter the world of social relations. This...
7588.		The process of formation of interrogative statements in children of senior preschool age with general speech underdevelopment	102.86 KB
	Theoretical foundations of the problem of forming interrogative statements in children of senior preschool level with general speech underdevelopment. Features of the formation of interrogative statements in children with general speech underdevelopment. Experimental work on the formation of interrogative statements in children of senior preschool age with general speech underdevelopment. The state of interrogative statements in children of senior preschool age with general speech underdevelopment.
7583.		Features of the formation of auditory-verbal memory in children of senior preschool age with general speech underdevelopment of level III	77.86 KB
	Theoretical foundations for the study and formation of auditory-verbal memory in children of senior preschool age with general speech underdevelopment of level III. Development of auditory-verbal memory in ontogenesis. Features of auditory-verbal memory in preschool children with general speech underdevelopment of level III.3 The main directions of the formation of auditory-verbal memory in children of senior preschool age with general speech underdevelopment of level III.
1091.		Features of the development of perception in children of senior preschool age with mental retardation	242.92 KB
	Peculiarities of perception in preschool children with mental retardation are due to a violation of the search function; If a child does not know in advance where the desired object is, it can be difficult for him to find it. Purpose of the study: to study the characteristics of perception of children of senior preschool age with mental retardation. To conduct an empirical study of perception in children of senior preschool age with mental retardation.

Introduction

Basic Concepts

Age-related features of the development of speech sound culture

Objectives and content of work on the development of sound culture of speech

Methodology of work for the development of sound culture of speech

Analysis of the degree of research of the problem

Bibliography

Applications.

Appendix 1 Articulation gymnastics

Appendix 3 Didactic games

Introduction

The sound side of speech represents a single whole, but a very complex phenomenon that needs to be studied from different angles. Modern literature examines several aspects of the sound side of speech: physical, physiological, linguistic.

The concept of “sound culture of speech” is broad and unique. The sound culture of speech is an integral part of general culture. It covers all aspects of the sound design of words and sounding speech in general: correct pronunciation of sounds, words, volume and speed of speech utterance, rhythm, pauses, timbre, logical stress, etc. [Maksakov A.I., p. 2] Components of sound speech culture - speech hearing and speech breathing - are a prerequisite and condition for the emergence of sounding speech.

Education of the sound culture of speech is aimed at the development of the phonetic-phonemic component of the speech system; its full development; ensures a favorable course of the level of motor programming of speech activity. Preschool age is sensitive to the development of sound culture. This is due to a number of reasons:

· active maturation of speech centers in the cerebral cortex responsible for speech occurs (Broca's center: articulation, motor skills; Wernicke's center: phonemic hearing);

· Anatomical and physiological maturation of the articulatory apparatus occurs.

The importance of educating the sound culture of speech:

· education of a full-fledged personality of the child;

· sound culture of speech is the basis for favorable social contacts and communication;

· the full formation of phonetics and phonemics forms the basis of the lexicogrammatical component of speech;

· Mastering phonetics and phonemics are the conditions for successful preparation for school.

The sound side of preschool children's speech has been studied in different aspects: as the development of speech perception and as the formation of the speech motor apparatus (E.I. Tikheeva, O.I. Solovyova, V.I. Rozhdestvenskaya, E.I. Radina, M.M. Alekseeva, A. I. Maksakov, M. F. Fomicheva, G. A. Tumakova). Many researchers emphasize the role of children’s developed awareness of the phonetic aspect of speech. Children early begin to notice shortcomings in their own and others’ speech (A.N. Gvozdev, K.I. Chukovsky, M.E. Khvattsev, D.B. Elkonin, S.N. Karpova). From understanding the features of the sound side of speech, one can stretch a thread to the formation of voluntary speech (F.A. Sokhin, G.P. Belyakova, E.M. Strunina, G.A. Tumakova, M.M. Alekseeva). The power of influence on listeners largely depends on the sound design of speech, so special work on the sound side of speech is necessary.

In the sound culture of speech, there are two sections: the culture of speech pronunciation and speech hearing. Therefore, work should be carried out in two directions:

* development of the speech motor apparatus (articulation apparatus, vocal apparatus, speech breathing) and on this basis the formation of the pronunciation of sounds, words, clear articulation;

* development of speech perception (auditory attention, speech hearing, the main components of which are phonemic, pitch, rhythmic hearing).

For preschoolers, first of all, the acquisition of linear sound units of speech is of particular importance, since the most difficult thing for a child is mastering the articulation of individual sounds (r, l, zh, w). In phonetic and speech therapy works, the work of the articulation organs is described in detail. The participation of prosodemes in the modulation of sounds is less studied.

Correct sound pronunciation becomes especially important when entering school. One of the reasons for the failure of primary school students in the Russian language is the presence of deficiencies in sound pronunciation in children. Children with pronunciation defects do not know how to determine the number of sounds in a word, name their sequence, and find it difficult to select words that begin with a given sound. Often, despite a child’s good mental abilities, due to deficiencies in the sound aspect of speech, he experiences a lag in mastering the vocabulary and grammatical structure of speech in subsequent years. Children who cannot distinguish and isolate sounds by ear and pronounce them correctly have difficulty mastering writing skills.

However, despite the obvious importance of this section of work, kindergartens do not use all opportunities to ensure that every child leaves school with clear speech. According to survey materials, 15-20% of children enter school from kindergarten with imperfect pronunciation of sounds.

The problem of forming the sound side of speech has not lost its relevance and practical significance at the present time.

Chapter 1. Basic Concepts

The sound of speech is the minimal, indivisible speech unit

Diction - intelligible, clear pronunciation of words and their combinations

Stress is a linguistic phenomenon based on the intensity, strength of sound [Russian E.N.]

Orthoepy - a set of rules for exemplary literary pronunciation

Rate of speech - speed of speech pronunciation, relative acceleration or deceleration of its individual segments (sounds, syllables, words, sentences, etc.)

Intonation is a sound form of utterance, a system of changes (modulations) of pitch, volume and timbre of the voice, organized using tempo, rhythm and pauses (temporhythmically organized) and expressing the communicative intention of the speaker, his attitude towards himself and the addressee, as well as towards the content of speech and the situation , in which it is pronounced [Artemyev V.A.].

Intonation is a complex set of phonetic means expressing a semantic attitude to what is being expressed and emotional shades of speech [Maksakov A.I.]

Intonation is a set of sound means of language that phonetically organize speech, establish semantic relationships between parts of a phrase, give the phrase a narrative, interrogative or imperative meaning, and allow the speaker to express different feelings [Fomicheva M.F.]

Speech hearing is a person’s ability to accurately perceive and correctly reproduce all aspects of spoken speech, i.e. recognize, hear and convey all phonological means of the language, correlating them with the generally accepted linguistic norm.

Speech breathing is a set of processes that ensure the entry of oxygen into the body (on inhalation) and the removal of carbon dioxide from it (on exhalation) [Dmitriev].

Speech breathing is the ability to produce a short inhalation and a long, smooth exhalation, which is necessary in order to be able to speak freely in phrases in the process of speech utterance

“Speech expressiveness is the ability to clearly, convincingly and at the same time express one’s thoughts and feelings as concisely as possible; the ability to use intonation, choice of words, construction of sentences, selection of facts, examples to influence the listener and reader” [Rozhdenstvensky N.S.].

Rhythm - uniform alternation of stressed and unstressed syllables, varying in duration and strength of pronunciation

Timbre - emotional and expressive coloring of speech

Melodics - tonal contour of speech - modulation of the pitch (raising and lowering) of the fundamental tone of the voice when pronouncing a statement [Russian E.N.]

Pause - temporary stop in speech

A pause is an intonation device that, according to its acoustic expression, can be real or imaginary (zero). A real pause is a stop, a break in the sound [Russian E.N.]

Sound pronunciation - the ability to correctly reproduce the sounds of your native language

Phonemic hearing is the ability to perceive by ear and accurately differentiate all speech sounds, especially those that are similar in sound.

Pure speech - rhythmic speech material containing complex combinations of sounds, syllables, words that are difficult to pronounce

A tongue twister is a difficult to pronounce rhythmic phrase or several rhyming phrases with the same sounds occurring frequently.

Auditory attention is the ability to determine by ear a particular sound and direction of sound.

Perception of the tempo and rhythm of speech - the ability to correctly hear and reproduce the rhythmic pattern of a word, its accent-syllable structure in unity with the tempo of speech

Articulatory gymnastics is a set of special exercises aimed at developing speech motor skills and developing the correct articulatory patterns for pronouncing sounds.

Chapter 2. Age-related features of the development of speech sound culture

Before talking about age characteristics, let's look at how the speech apparatus works. The speech apparatus consists of two closely interconnected parts: the central (or regulatory) speech apparatus and the peripheral (or executive).

The central speech apparatus is located in the brain. It consists of the cerebral cortex (mainly the left hemisphere), subcortical ganglia, pathways, brainstem nuclei (primarily the medulla oblongata) and nerves going to the respiratory, vocal and articulatory muscles.

Speech, like other manifestations of higher nervous activity, develops on the basis of reflexes. Speech reflexes are associated with the activity of various parts of the brain. However, some parts of the cerebral cortex are of primary importance in the formation of speech. These are the frontal, temporal, parietal and occipital lobes of the left hemisphere (in left-handers, the right). The frontal gyrus (inferior) is a motor area and is involved in the formation of one's own oral speech (Broca's area). The temporal gyri (superior) are the speech-auditory area where sound stimuli arrive (Wernicke's center). Thanks to this, the process of perceiving someone else’s speech is carried out. The parietal lobe of the cerebral cortex is important for understanding speech. The occipital lobe is a visual area and ensures the acquisition of written speech (the perception of letter images when reading and writing). In addition, the child begins to develop speech thanks to his visual perception of the articulation of adults.

The subcortical nuclei control the rhythm, tempo and expressiveness of speech.

The cerebral cortex is connected to the speech organs (peripheral) by two types of pathways: centrifugal and centripetal.

Centrifugal (motor) nerve pathways connect the cerebral cortex with the muscles that regulate the activity of the peripheral speech apparatus. The centrifugal pathway begins in the cerebral cortex in Broca's center.

From the periphery to the center, i.e. From the area of the speech organs to the cerebral cortex, centripetal paths go. The centripetal pathway begins in the proprioceptors and baroreceptors. Proprioceptors are found inside muscles, tendons and on the articular surfaces of moving organs. Proprioceptors are excited by muscle contractions. Thanks to proprioceptors, all our muscle activity is controlled. Baroreceptors are excited by changes in pressure on them and are located in the pharynx. When we speak, irritation of the proprio and baroreceptors occurs, which follows a centripetal path to the cerebral cortex. The centripetal path plays the role of a general regulator of all activities of the speech organs.

The cranial nerves originate in the nuclei of the brainstem. All organs of the peripheral speech apparatus are innervated by cranial nerves. The main ones are: trigeminal, facial, glossopharyngeal, vagus, accessory and sublingual.

The trigeminal nerve innervates the muscles that move the lower jaw; facial nerve - facial muscles, including muscles that carry out lip movements, puffing out and retracting the cheeks; glossopharyngeal and vagus nerves - muscles of the larynx and vocal cords, pharynx and soft palate. The accessory nerve innervates the muscles of the neck, and the hypoglossal nerve supplies the muscles of the tongue with motor nerves and gives it the possibility of a variety of movements.

Through this system of cranial nerves, nerve impulses are transmitted from the central speech apparatus to the peripheral one. Nerve impulses move the speech organs.

The peripheral speech apparatus consists of three sections:

respiratory;

· articulatory (or sound-producing)

The respiratory section includes the chest with the lungs, bronchi and trachea. Producing speech is closely related to breathing. Speech is formed during the exhalation phase. During the process of exhalation, the air stream simultaneously performs voice-forming and articulatory functions (in addition to another, main one - gas exchange). Breathing during speech is significantly different from usual when a person is silent. Exhalation is much longer than inhalation. In addition, at the time of speech, the number of respiratory movements is half that of normal breathing. The inhalation during speech becomes shorter and deeper.

The vocal section consists of the larynx with the vocal folds located in it. The vocal folds with their mass almost completely cover the lumen of the larynx, leaving a relatively narrow glottis. During phonation, the vocal folds are closed. A stream of exhaled air, breaking through the closed vocal folds, somewhat pushes them apart. Due to their elasticity, as well as under the action of the laryngeal muscles, which narrow the glottis, the vocal folds return to their original state, i.e. middle position, so that as a result of the continued pressure of the exhaled air stream, it again moves apart, etc. Closing and opening continue until the pressure of the voice-forming exhalatory stream stops. Thus, during phonation, vibrations of the vocal folds occur. These vibrations occur in the transverse direction, i.e. vocal folds move inward and outward. As a result of vibrations of the vocal folds, the movement of the stream of exhaled air turns over the vocal folds into vibrations of air particles. These vibrations are transmitted to the environment and are perceived by us as vocal sounds.

Articulation department. The main organ of articulation is the tongue. The tongue is a massive muscular organ. The complex intertwined system of tongue muscles and the variety of their attachment points provide the ability to change the shape, position and degree of tension of the tongue within a wide range. This is of great importance, since the tongue is involved in the formation of all vowels and almost all consonant sounds (except labials). An important role in the formation of speech sounds also belongs to the lower jaw, lips, teeth, hard and soft palate, and alveoli. Articulation consists in the fact that the listed organs form slits or closures that occur when the tongue approaches or touches the palate, alveoli, teeth, as well as when the lips are compressed or pressed against the teeth.

The volume and clarity of speech sounds are created thanks to resonators. Resonators are located throughout the extension pipe.

In humans, the mouth and pharynx have one cavity. This creates the possibility of pronouncing a variety of sounds. In humans, the pharynx and mouth form a common tube - the supernatus. It performs the important function of a speech resonator. Due to its structure, the extension pipe can vary in volume and shape. Changes in the shape and volume of the extension pipe are of great importance for the formation of speech sounds. These changes in the shape and volume of the extension pipe create resonance phenomena. As a result of resonance, some overtones of speech sounds are enhanced, while others are muffled. During the formation of speech sounds, the extension pipe performs a dual function: a resonator and a noise vibrator (the function of a sound vibrator is performed by the vocal folds). The noise vibrator is the gaps between the lips, between the tongue and teeth, between the tongue and the hard palate, between the lips and teeth, between the tongue and the alveoli, as well as the closures between these organs broken by a stream of air. Using a noise vibrator, voiceless consonants are formed. When the tone vibrator is turned on simultaneously, voiced and sonorant consonants are formed.

In order for words to be pronounced in accordance with the intended information, commands are selected in the cerebral cortex to organize speech movements. These commands are called the articular program. The articular program is implemented in the executive part of the speech motor analyzer - in the respiratory, phonatory and resonator systems. Speech movements are carried out so precisely that as a result, certain speech sounds arise and oral (or expressive) speech is formed.

For the correct implementation of a speech act, control is necessary

· using hearing;

· through kinesthetic sensations.

In this case, an important role belongs to kinesthetic sensations going to the cerebral cortex from the speech organs. It is kinesthetic control that allows you to prevent an error and make a correction before the sound is pronounced. Auditory control operates only at the moment of pronouncing a sound.

An important role is played by systems of temporary neural connections - dynamic stereotypes that arise due to repeated perception of language elements and pronunciation. The feedback system ensures automatic regulation of the functioning of the speech organs.

The child learns the sound side gradually. The process of mastering the sound structure of the Russian language by preschool children has been studied and described quite fully in the works of A.N. Gvozdev, V.I. Beltyukov, D.B. Elkonin, M.E. Khvattsev, E.I. Radina. Mastering the articulation of speech sounds is a very difficult task, and although the child begins to “practice” pronouncing sounds from the age of one and a half to two months, it takes him three to four years to master speech pronunciation skills. Many authors note the uneven, spasmodic nature of speech development in children. It can slow down, stop, and in some cases regression is sometimes observed (A.N. Gvozdev; D.B. Elkonin, etc.), which is associated not only with the state of health and the characteristics of the hereditary program, but also with the flow of information coming through various information channels. There is a certain sequence in the development of both pre-speech vocalizations and in the acquisition of grammatical categories.

V.A. Bogorodsky identified 4 periods:

* preparatory period, or the period of reflex screams and humming, starting from the day of birth and ending in the second year of life;

* a period of simplified pronunciation of audible words, lasting about four months;

* a period of greater approximation to the pronunciation of others, lasting about six months;

* the period when a child, having already sufficiently mastered the sounds of the language, moves on to normal speech.

N.Kh. Shvachkin identified two periods in the development of children's speech - pre-phonemic (prosodic) speech and speech of the second period - phonemic.

A.N. Leontyev establishes four stages in the development of children’s speech:

J - preparatory - up to one year;

Y - pre-preschool stage of initial language acquisition - up to three years;

J - preschool - up to 7 years;

Y - school

In order for the process of speech development to proceed in a timely and correct manner, certain conditions are necessary. So, the child must:

· be mentally and physically healthy;

· have normal mental abilities;

· have normal hearing and vision;

· have sufficient mental activity.

The child is born, and he marks his appearance with a cry. A cry is the child's first vocal reaction. Both the scream and the crying of a child activate the activity of the articulatory, vocal, and respiratory sections of the speech apparatus. In the sound structure of congenital infant cries, which arise in connection with the development of uncomfortable states, four zones of different subjective value are found that transform into each other. Where the defensive reaction is most or least intense (zones of maximum and minimum subjective value), the vocal reaction is distorted and masked by noise or is not detected at all and is replaced by noise. Where the intensity of the defensive reaction is moderate (zones of moderate subjective value) - at the beginning of the screams and at their decline - there the vocal reaction is most distinct and vaguely resembles the vowel sounds of speech or the murmur of a stream. For a child of the first year of life, “speech training” in pronouncing sounds is a kind of game, an involuntary action that gives the child pleasure. A child can stubbornly repeat the same sound for many minutes and thus practice its articulation. The period of walking is observed in all children. A.N. Gvozdev characterized humming, in contrast to shouting, as “consonants that arise against the background of a sliding vowel and are phonetically poorly defined in terms of their place of formation.” Already at 1.5 months, and then at 2-3 months, the child exhibits vocal reactions in the reproduction of sounds such as a-a-bm-bm, bly, u-gu, boo, etc. It is they who later become the basis for the development of articulate speech. Humming (according to its phonetic characteristics) is the same among all children of the world. At 4 months, sound combinations become more complex: new ones appear, such as gn-agn, la-ala, rn, etc. In the process of humming, the child seems to be playing with his articulatory apparatus, repeating the same sound several times, while enjoying it. To develop the skills of walking, teachers recommend to parents the so-called “visual communication”, during which the child peers at the adult’s facial expressions and tries to reproduce it. In most cases, at the first manifestations of humming, his parents begin to talk to the baby. The child picks up the sounds he hears from the speech of adults and repeats them. In turn, the adult repeats the child’s “speech reactions.” Such mutual imitation contributes to the rapid development of increasingly complex pre-speech reactions of the child. During the period of humming (modulated pronunciation of individual sounds, their characteristics corresponding to vowels), the sound side of children's speech is devoid of four important features inherent in speech sounds:

· correlation;

· “fixed” localization (“stable” articulation);

· constancy of articulatory positions (there is a large and largely random “scatter” of articulations);

· relevance, i.e. compliance of these articulations with orthoepic (phonetic) norms of the native language [Glukhov V.P.].

Only during the period of babbling (which is expressed in the pronunciation of combinations of sounds corresponding to a syllable and the production of syllable series of different volume and structure) these normative features of sound pronunciation gradually begin to appear. During this period, a “syntagmatic organization” of speech takes shape: the “structuring” of a syllable is formed (the appearance of a “proto-consonant” and a “proto-vowel”), the division of the flow of speech into syllabic quanta is noted, which indicates the formation of a physiological mechanism of syllable formation in the child. After 2-3 months, speech manifestations acquire a new “quality”. A unique equivalent of a word appears, namely, a closed sequence of syllables, united by accentuation, melody and unity of articulatory organs. With normal child development, “humming” at 6-7 months gradually turns into babbling. According to R. Jacobson, babbling begins with undefined sounds that are not yet consonants or vowels. Vinarskaya E.N. notes that the initial babble is reproduced autoecholaly according to the mechanism of feedback tactile-kinesthetic connection. The child imitatively reproduces auditory stimuli from the external environment that are similar to his own sounds. At 8.5-9 months, babbling already has a modulated character with a variety of intonations. The importance of babbling in the development of speech cannot be overestimated, since A.N. Gvozdev noted that babbling contributes to the development of elements of pronunciation, the articulation of individual sounds becomes more stable and defined, auditory concentration on the speech of adults begins to function, and active reproduction of syllables develops under the guidance of hearing. At the age of 7-9 months, the child makes attempts to imitate an adult, pronouncing sounds. At the age of 9-10 months, a qualitative leap occurs in the child’s speech development. The first “normative”, subject-related words (corresponding to the lexical system of a given language) appear. The range of articulations does not expand within two to three months, just as there is no attribution of sounds to new objects or phenomena; Moreover, the identity of the use of a pseudoword is ensured not only and not so much by the identity of articulation, but by the identity of the sound appearance of the whole word. According to research by I.E. Isenina, babbling words are proto-signs: they contain the rudiments of nominative meanings, intonations, grammatical categories, their use correlates with the elementary rules of dialogue. They do not designate a separate object, but the entire situation as a whole; to functionally determine their status, it is necessary to involve paralinguistic material. At the age of 10-12 months, the child uses all nouns (which are practically the only part of speech represented in the child’s “grammar”) in the nominative case in the singular. The “suspension” of phonetic development during this period of “speech ontogenesis” (for a period of 3-4 months) is associated with a significant increase in the number of words in the active vocabulary and, most importantly, with the appearance of the first real generalizations, although corresponding, according to the concept of L.S. Vygotsky, “the syncretic coupling of objects according to random characteristics.” A linguistic sign appears in the child’s speech. The word begins to act as a structural unit of language and speech.

A child’s assimilation of the sequence of sounds in a word is the result of the development of a system of conditioned connections. The child imitatively borrows certain sound combinations (sound pronunciation options) from the speech of the people around him. At the same time, mastering language as an integral system of signs, the child masters sounds immediately as phonemes.

According to a number of studies, phonetic hearing is formed at a very early age. First, the child learns to separate the sounds of the surrounding world from the sounds of speech addressed to him. The child actively searches for sound designations of elements of the surrounding world, catching them from the lips of adults. However, he uses the phonetic means of the language borrowed from adults “in his own way.” The ability to perceive phonemically all the sounds of a language, to differentiate them according to the least significant features, is formed in a child only by the end of the second year of life [Rzhevkin 1936, Shvachkin 1948], and at the age of two and a half to three years, children begin to act as fighters for correct pronunciation, despite the fact that they themselves still make many phonetic errors due to their insufficient ability to control their speech apparatus [Bernstein 1966; Gvozdev 1961; Chukovsky 1964]. The identification of phonemes (according to Shvachkin) occurs in the process of their phonemic opposition in the following time sequence: first, the vowel a is isolated, in contrast to other vowels; then they differentiate and - uh, y-o, and - y, uh - oh, and - oh, uh - y. Then consonant sounds are differentiated into sonorant and noisy. After about a year, the softness and hardness of consonants differ. According to well-known researchers of speech hearing in children (F.A. Rau, F.F. Rau, N.H. Shvachkin, L.V. Neiman), by the beginning of the third year of life, the child’s phonemic hearing turns out to be sufficiently formed.

By the age of three, children generally master sound pronunciation. However, speech is still imperfect phonetically. She is characterized by general softness; replacement of back-lingual sounds k, g with front-lingual sounds - t, d, sometimes replacing voiced sounds with unvoiced ones. A significant proportion of three-year-old children do not know how to pronounce hissing sounds, most often replacing them with whistling sounds. By the beginning of the fourth year of life, a child, under favorable upbringing conditions, masters the sound system of the language. A significant proportion of children master many sounds; word pronunciation improves; The child’s speech becomes understandable to others. Thus, in preschool age there are all the prerequisites for successful mastery of the sound side of the Russian language. These include the corresponding development of the cerebral cortex as a whole, phonemic perception of speech and the speech motor apparatus. Such characteristics of a preschool child as high plasticity of the nervous system, increased imitation, special sensitivity to the sound side of language, and children’s love of speech sounds also contribute to mastering the sound composition of speech. Ahead you can see the dynamics of speech formation at an early age (Table No. 1)

Table No. 1

No. Form of speech Approximate age of appearance 1 Intonates screams (you can distinguish between screams of pleasure and displeasure) 1-2 months 2 Hooting, humming (the child repeats after you or independently pronounces individual syllables, as if playing with them) 1.5 - 3 months 3 Babbling (child repeats after you and says something similar to words, but consisting of the same syllables) 4-5 months 4 Babbling words (the child uses “nanny language” in speech - words consist of two or three open syllables, a lot of onomatopoeia) 8 months . - 1 year 2 months 5 Two-word sentences (the child, when communicating with you, combines two words) 1 year 6 months. - 2 years 2 months. 6 Active growth of vocabulary (the child asks what it is called) 1 year 9 months. - 2 years 6 months. 7 Appearance of grammatical forms of words (the child changes words in speech according to numbers, gender, cases, etc.) 2 years 4 months. - 3 years 6 months 8 Word creation (the child “composes” his own words, but at the same time uses the laws of his native language 2 years 6 months - 3 years 5 months 9 The child actively communicates with adults he knows well 1 month - 1.5 months.

Chapter 3. Objectives and content of work on the development of sound culture of speech

The following tasks can be identified for developing the sound culture of speech:

) formation of correct pronunciation of sounds;

Sounds as material signs perform two functions: bringing speech to the ear and distinguishing significant units of speech (morphemes, words, sentences). Establishing correct sound pronunciation is closely related to the development of better coordination of the organs of the articulatory apparatus of children. In this regard, the content of this task includes the following:

· improving the movements of the organs of the articulatory apparatus - articulatory gymnastics;

· consistent work on clear pronunciation of vowels and simple consonants already mastered by children, and then on complex consonants that make it difficult for children;

· strengthening the correct pronunciation of sounds in contextual speech.

) development of diction;

Reasons for poor diction:

* insufficient mobility of the articulatory apparatus;

* careless attitude towards one’s own statement;

* excessively accelerated speech;

* deficiencies in sound pronunciation;

* weak control over one's own statements.

) work on correct pronunciation and verbal (phonetic) stress;

The uniqueness of the speech of a preschooler, especially a younger one, dictates the need to put forward the formation of correct word pronunciation as a separate task. Sometimes a child clearly pronounces all sounds and has good diction, but makes mistakes in the pronunciation of individual words. The child sometimes finds it difficult to place word stress. Our language is characterized by unfixed, variable stress: the stress can be on any syllable, even going beyond the syllable. The placement of stress by children in some nouns in the nominative case and in the past tense verbs of the masculine singular requires attention. The attention of children of the seventh year of life can be drawn to the fact that with a change in the place of stress, the meaning of the word sometimes changes. Stress in Russian is a means of distinguishing grammatical form.

) work on orthoepic correctness of speech;

Orthoepic norms cover the phonetic system of the language, as well as the pronunciation of individual words and groups of words, individual grammatical forms. It is easier to form correct literary pronunciation in childhood than to correct errors of this kind later as an adult. This task is of particular importance in those areas where dialect pronunciation is common.

The pace of speech depends on the style of pronunciation, the meaning of speech, the emotional state of the speaker, and the emotional content of the statement. Easy-to-understand speech is characterized by the following qualities: average tempo, rhythm, moderate strength and average pitch of the voice. They can act as habitual qualities that determine the overall individuality of speech. At the same time, the tempo of speech (the degree of speed of alternation of sounding elements of the speech flow) and the quality of the voice must be sufficiently mobile and flexible to express individual states and feelings, i.e. you need to be able to speak in a whisper, and loudly, and slowly, and quickly, etc. Attention to these aspects of speech is required at all age stages. It is necessary to teach children to coordinate the strength of their voice with the surrounding conditions, to take care of it: this has great pedagogical and hygienic meaning.

) education of expressiveness of speech;

When talking about developing speech expressiveness, we mean two aspects of this concept:

· natural expressiveness of everyday children's speech;

· arbitrary, conscious expressiveness when conveying a pre-thought-out text (a sentence or story compiled by the child himself on the instructions of the teacher, retelling, poem)

The expressiveness of a preschooler’s speech is a necessary characteristic of speech as a means of communication; it reveals the subjectivity of the child’s attitude to the environment. Expressiveness occurs when a child wants to convey in speech not only his knowledge, but also feelings and relationships. Expressiveness comes from understanding what is being said. Emotionality is manifested, first of all, in intonation, in emphasizing individual words, pauses, facial expressions, eye expression, in changes in the strength and tempo of the voice. A child’s unforced speech is always expressive. This is the strong, bright side of children's speech, which we must consolidate and preserve.

It is more difficult to form arbitrary expressiveness. N.S. Karpinskaya notes that, while maintaining the spontaneity of performance, one should gradually and carefully develop in children the ability for arbitrary expressiveness, i.e. to expressiveness that arises as a result of conscious aspiration and volitional efforts.

The development of arbitrariness and reflection in oral speech serves as the basis for subsequent mastery of written speech.

A very important task is to develop the child’s independence and creative initiative when reading by heart and retelling.

In older children, along with their own emotional speech, they should develop the ability to hear the expressiveness of the speech of others, i.e. analyze by ear some qualities of speech (how the poem was read - cheerfully or sadly, humorously or seriously, etc.).

A.M. Leushina outlined three stages in the development of expressive speech. In the early stages of childhood, speech performs an emotional function. The emotionality of speech is a reflection of the attitude towards the world; the child does not control it.

As the child assimilates the demands from adults, he masters the means of intonation expressiveness and begins to consciously use them. This level is not limited by age, it depends on the teacher.

The highest level is characterized by the transition from intonational expressiveness to linguistic expressiveness. The child masters the means of figurative speech: metaphors, epithets, comparisons to convey thoughts figuratively. This level also has no specific age limits. It appears towards the end of preschool childhood and develops throughout life.

) development of speech hearing and speech breathing;

Practical knowledge of a language presupposes the ability to distinguish by ear and correctly reproduce all sound units of the native language.

A well-developed hearing for speech is a necessary condition that ensures normal assimilation of sounds, correct pronunciation of words, and mastery of speech intonation. It includes the following components:

· phonemic hearing;

· pitch hearing;

· rhythmic hearing.

Phonemic hearing is the ability to perceive the sounds of speech, phonemes, thanks to which the distinction of words that are similar in sound is made: rak-lak-mak. By listening to sounds and imitating the speech of those around them, children learn from a huge number of different sounds to isolate only those that carry semantic meaning, i.e. hear the sounds of a language in accordance with their phonemic characteristics. A well-developed phonetic ear ensures the correct formation of sound pronunciation, clear and intelligible pronunciation of words in accordance with generally accepted literary norms [Maksakov A.I., p.4].

When mastering the sound side of a language, notes D.B. Elkonin (1964), phonemic hearing appears twice: once, on its basis, a sample pronunciation of a sound is set, the other time - the result of an action.

Proper speech breathing ensures the best sounding voice. Timely inhalation and subsequent smooth exhalation create the conditions for the continuous and smooth sound of speech, for the free movement of the voice in height, for the transition from quiet speech to loud and vice versa. Impaired speech breathing can be caused by insufficiently loud pronunciation of words, incorrect modulation of the voice, and impaired speech fluency.

) fostering a culture of verbal communication

This concept includes the general tone of children's speech and some behavioral skills necessary in the process of verbal communication. It is necessary that the child be able to speak quietly, look into the face of the speaker, hold his hands calmly, greet and say goodbye politely and without reminders, know that when greeting elders, one should not shake hands.

More attention should be paid to developing the correct posture of the child at the time of public speech: when answering in class, he should turn to face the children and not block the aids in question; When speaking with a poem or story, do not make unnecessary movements.

Taking into account the age-related characteristics of children’s speech development, the formation of speech sound culture can be divided into three main stages:

stage - from 1 year 6 months to 3 years;

stage - from 3 to 5 years;

stage - from 5 to 7 years [Sokhin F.A.]

The content of the work on educating the sound culture of speech of children in the younger group includes games and exercises for the development of auditory perception, sound pronunciation, tempo of speech, and its intonation expressiveness. At the same time, it is important to ensure the gradual complication of the material and its repetition. The sequence of consolidation and differentiation of sounds is given taking into account the difficulty of their pronunciation and the sequence of their appearance in the process of speech development (A.I. Maksakov, G.A. Tumakova). The researchers emphasized that, along with work on all elements of the sound side of speech - on the tempo of speech, voice strength, intonation. These skills contain the most important condition for the development of all aspects of speech and especially its coherence. Working on the intonation expressiveness of speech helps to avoid such disadvantages of utterance as monotony, undifferentiated speech, unclear diction, slow (or fast) pace, since understanding the content and emotional meaning of the utterance depends on the sound design of speech. In early preschool age, it is necessary to teach children to hear, distinguish and pronounce sounds in words. Work on the correct pronunciation of vowel sounds and their differentiation must be carried out in order to form a clear articulation of the sounds of their native language, as well as in order to teach children to listen attentively to the speech of an adult, to distinguish individual sounds and sound combinations by ear. The pronunciation of consonant sounds (their sequence has been substantiated in sufficient detail in the works of speech therapists) prepares the organs of the articulatory apparatus for the pronunciation of hissing sounds. To work with pronunciation, games and exercises are used aimed at developing children’s ability to differentiate sounds related to the place of formation in small speech units. Then the differentiation of hard and soft consonants is practiced, and children are guided to the correct pronunciation of sibilants.

In the education of the sound culture of speech of children of the fifth year of life, scientists note some contradiction: on the one hand, special sensitivity to the phenomena of language, awareness of pronunciation skills, and on the other hand, imperfect pronunciation of many sounds (E.I. Radina, M.M. Alekseeva , A.I. Maksakov, M.F. Fomicheva, G.A. Tumakova). It is in the fifth year of life that the child also improves the elements of the sound side of the word necessary to formulate a statement - tempo, diction, voice strength and intonation expressiveness. M.M. Alekseeva believes that the style of his coherent speech will depend on the child’s proficiency in pronunciation norms and the use of prosodic units. Work on cultivating the sound culture of speech includes the formation of correct sound pronunciation, the development of phonemic perception, the vocal apparatus, the speech apparatus, speech breathing, the ability to use a moderate rate of speech, and intonational means of expressiveness. For children of middle preschool age, it is important to form and consolidate the pronunciation of all sounds of their native language, including whistling and sonorant sounds, hard and soft. When working with children in the middle group, the terms “sound” and “word” are used. Children begin to understand that the sounds in a word are different. Developed speech hearing allows children to distinguish between rising and falling voice volumes, slowing down and speeding up the rate of speech of adults and peers. Children develop awareness of the pronunciation side of speech.

The main task of working with children of the sixth year of life to master the phonetic aspect of speech and correctly pronounce all the sounds of their native language is to further improve their speech hearing and consolidate the skills of clear, correct, expressive speech. Children are taught to change the volume of their voice and rate of speech depending on the conditions of communication and the content of the statement.

Chapter 4. Methodology for developing the sound culture of speech

Mastering the pronunciation of all sounds of the native language by the age of five is possible with proper guidance in the development of children's speech. Purposeful training and the use of appropriate methodology create conditions for the implementation of the prerequisites that children have. The formation of the sound side of speech is carried out in a kindergarten in two forms: in the form of training in the classroom and education of all aspects of the sound culture of speech outside of class.

Morning speech gymnastics, walks, children coming and going home are also used by the teacher to cultivate the sound culture of speech. Work outside of class can be organized with a subgroup of children, as well as individually. The main role in teaching belongs to special classes that combine pronunciation demonstrations with active exercise for children. Classes are complemented and interact with special exercises outside of class. The leading form of training is collective (rather than individual) lessons with children. In a social environment, the development of speech skills proceeds especially favorably and gives more lasting results than in the conditions of individual work (A.P. Usova, M.E. Khvattsev). The team is a strong factor of mutual influence for children. In group activities, work productivity increases and fatigue decreases. The greatest effect is achieved by training that began at earlier stages of preschool childhood. The age of children at the start of training is a more important factor than the duration of training itself. During the learning process itself, it is necessary to use a methodology that ensures the development of motor skills of the speech apparatus, speech breathing and speech hearing, taking into account that these processes are interrelated. During training, the child should also develop an awareness of the peculiarities of his pronunciation. This has a positive impact on the development of the phonetic side of speech, leads to an understanding of the need for training to master correct speech skills and creates a desire to learn.

Means of sound culture of speech (subject and subject pictures, works of fiction, genres of small folklore) contribute to solving problems in developing correct pronunciation and expressiveness of speech.

Formation of correct pronunciation of sounds

A.M. Borodich

The formation of sound pronunciation is carried out in three stages:

) preparation of the articulatory apparatus;

) clarification of the pronunciation of an isolated sound;

) fixation of sound in syllables, words and phrasal speech

The first stage - preparatory articulatory movements - can be carried out during daily morning exercises, in the form of short exercises in any classes, as well as within the framework of a single-topic lesson on the sound culture of speech. All three stages can be carried out either in one lesson or in two with a break of 1-5 days.

Thus, the typical structure of the process of learning a single sound is as follows:

· demonstration, explanation of the articulation of a sound (or a group of related sounds), repeated pronunciation of a sound by a teacher (in figurative form);

· pronunciation of an isolated sound by children with simultaneous exercises in speech breathing (duration of exhalation) and expressiveness of speech;

· children pronouncing syllables, onomatopoeia with the reproduction of changing strength, pitch of voice, tempo of speech;

· exercise in pronunciation of sounds in words and phrasal speech (jokes, dramatization of stories, didactic and outdoor games, reading poems).

M.M. Alekseeva

Sound pronunciation training is carried out in accordance with the stages of work on sounds adopted in speech therapy.

preparatory stage, which involves preparing the speech apparatus for mastering speech sounds. It includes the preparation of the speech motor apparatus, its motor skills, speech hearing, and speech breathing. In order to prepare the speech apparatus, various exercises are used, which are carried out mainly in the form of a game, which creates conditions for their repeated repetition. Articulation gymnastics exercises are divided into static and dynamic. Static exercises are aimed at developing in children the ability to maintain a given articulatory method (“Fence”, “Baranka”, “Slide”, “Mushroom”, “Cup”). Dynamic exercises are aimed at developing the volume of articulatory movements (“Sweet jam”, “Accordion”, “Tsokaniye”, “Pistol and machine gun”). The rules for performing articulatory gymnastics and some exercises will be given in the appendix. The development of motor skills of the articulatory apparatus is facilitated by various sound pronunciation games (“Who is screaming?”, “Whose house?”), and articulatory gymnastics. To develop speech breathing, breathing exercises are performed. They are aimed at developing diaphragmatic breathing, deep silent nasal inhalation and long oral exhalation (without puffing out the cheeks).

stage - the formation of speech sounds, or sound production. This is the creation of a new neural connection between sound, motor-kinesthetic and visual sensations. In most cases, it is necessary to simultaneously inhibit the incorrect connection between the idea of a sound and its pronunciation (Pravdina O.V.). The sound production starts with the easy ones and ends with the more difficult ones; their sequence is maintained for both frontal and individual work. The basic principle of sound production is that sounds are placed in groups depending on the similarity in place of articulation. Sound production is based on imitation (we use a mirror). A verbal explanation of the method of sound articulation is required.

stage - consolidation and automation of sounds. . From the point of view of higher nervous activity, sound automation is the introduction of a newly created and consolidated relatively simple connection - a speech sound - into more complex sequential speech structures - into words and phrases in which a given sound is either skipped completely or pronounced incorrectly (O.V. Pravdina). The sound is given in different sound combinations, at the beginning of the word, in the middle, at the end.

stage - the stage of differentiation of mixed sounds. It is based on differential inhibition. Work on the differentiation of sounds begins when both mixed sounds can be correctly pronounced by the child in any combination and yet are not always used correctly and one sound is replaced by another.

Work on the formation of sound pronunciation should be based on consistent, step-by-step development of all sounds of the native language. You should start with simple ones: i, f, t, s, etc. By consistently practicing the clear pronunciation of all vowels and consonants, the child gradually masters the phonemic system of the language.

Systematic, sequential lessons on practicing all sounds (conducted from the second youngest to the oldest), as well as on differentiating sounds, simultaneously prepare children for learning to read and write. Stages of formation of phonemic hearing

stage - recognition of non-speech sounds. At this stage, in the process of special games, children develop the ability to recognize and distinguish non-speech sounds. At the same time, these same activities contribute to the development of auditory attention and auditory memory (without which it is impossible to teach children to differentiate phonemes). Non-speech hearing - perception of the noise of water, wind, household noises, sounds of music. A child can learn to speak and think only by perceiving natural, everyday, musical noises, the voices of animals, birds and people. It is useful to perform exercises with your eyes closed, analyzing noises only by ear, without relying on vision.

stage - distinguishing words that are similar in their sound composition. The ability to transform words at this stage has a positive effect on the formation of the entire phonetic aspect of speech, including syllabic structure.

stage - differentiation of syllables. The child is already prepared to learn to distinguish syllables.

stage - differentiation of phonemes. It is imperative to start working with differentiating vowel sounds, because they are easier to perceive, isolate and differentiate in words.

stage - development of skills of elementary sound analysis

Development of diction.

The formation of sound pronunciation is closely related to the development of diction. The teacher’s task in developing good diction is to strengthen and develop children’s articulatory apparatus with the help of special exercises, teach them to correctly and clearly pronounce all the sounds of their native language, develop speech hearing, and develop a moderate speech rate. To develop diction in young preschoolers, you can use a number of games on onomatopoeia, while slightly changing the requirements for children. Showing an example of the pronunciation of a sound combination, the teacher makes very clear movements with his mouth, the vowel sound is slightly drawn out (but he says it easily, without stress). Children in conjugate and reflected speech involuntarily imitate the speech style of the teacher. The diction apparatus is much easier to develop at a younger age (fourth to fifth year), when children learn to make active, correct movements with their lips and open their mouths during speech. To improve diction, pure and tongue twisters are used (the method for learning tongue twisters is given in the appendix). Tongue twisters, as well as more complex tongue twisters, are used in older groups.

Work on word pronunciation, stress and spelling.

This work is of particular importance in younger groups, where children distort the syllabic composition of a word. To maintain the correct structure of a word, a leisurely pace of speech and smooth pronunciation are important. These qualities are well cultivated in children in round dance games with chanted text, and in slow reading of nursery rhymes. To work on word pronunciation, didactic games (“Orders”, “Shop”) are used. When conducting them with children, it is advisable to first use toys whose names children can pronounce easily, and then more complex ones.

The degree of development of auditory concentration in children of senior preschool age is sufficient to instill in them sensitivity to the syllabic structure of a word and to form solid spelling skills in the correct placement of stress. To do this, you need to show the child the correct pronunciation in different forms of the same word. In this case, it is necessary to use the initial forms of voluntary attention and memorization, only then is it possible for the child to develop a qualitatively new attitude towards his speech and conditions appear for analyzing and synthesizing auditory perceptions.

To reinforce the emphasis in the indirect cases of a noun, you can offer children a short didactic story (of three or four phrases), into which you need to insert the missing words.

In general, the orthoepic correctness of children's speech is formed by imitating the speech of adults.

It is important to teach children to speak at a medium tempo, smoothly, without unnecessary stops. Individually targeted techniques will help the teacher with this: comments (“I didn’t understand what to give you, tell me more slowly!”), conjugate speech. The best technique is to conduct round dances, outdoor games with melodious text, and at the same time accompany speech with movements.

In older groups, training exercises are carried out to develop vocal flexibility (pronunciation of tongue twisters, games “Roll Call”, “Hoop”, “Echo”).

Older children are interested in tasks where they learn to change the pitch of their voice. For example, when looking at toys or pictures depicting animals and their babies, they pronounce onomatopoeia with different pitches of voice. Didactic stories with onomatopoeia should also be used more widely.

Developing expressive speech.

The teacher has great opportunities to influence the intonation expressiveness of speech. It is very important to develop intonations that the child will need in his everyday life. There are a number of games and round dances, where the text, most often folklore, is pronounced with particularly vivid intonations: “Ladushki”, “The horned goat is coming”.

Through painstaking daily work, tasks such as cultivating a soft, friendly tone of conversation are also solved. During all classes, the teacher ensures that while answering the child addresses the audience and assumes a calm posture. In younger groups, you can use a game exercise, which involves the doll performing the necessary actions. In older groups, the following technique is used: including the demonstration of individual verbal communication skills in the game “So or wrong?” Children evaluate correct actions with a red chip, raising it for everyone to see, and incorrect actions with a black one.

The initial technique is an example of expressive reading. The sample must be accompanied by a number of other active techniques. Their purpose is to help the child understand the peculiarities of performing a given work, practice in advance, and learn to read it, especially difficult parts. The reading sample is supplemented by the teacher’s explanations and instructions for the expressiveness of children’s speech. A reminder of a similar incident is used, a vivid representation from the lives of children, reviving previously experienced feelings.

In all groups, the use of a suggestive form of question is justified, especially with regard to the choice of intonation, since such a technique makes it easier for the child to find a means of expression and helps to find the most accurate definition.

A very effective technique is reading in faces (by roles). The material can be short poems, nursery rhymes, jokes. In younger groups, reading is accompanied by playful actions and movements of children, promoting naturalness, as if involuntary intonation. The liveliness and naturalness of intonation is facilitated by the inclusion in the text of a nursery rhyme (poem) of the name of one of the children present at the lesson.

Techniques for developing expressiveness in reading and retelling are very diverse. As a rule, several techniques are used simultaneously in one lesson.

Formation of speech hearing.

Work on the formation of speech hearing is carried out in all age groups. Didactic games for the development of auditory attention occupy a large place, i.e. the ability to hear a sound, correlate it with the source and place of presentation. In younger groups, games conducted during speech classes use musical instruments and voiced toys so that children learn to distinguish the strength and nature of sound.

In older groups, children's auditory perceptions are developed by listening to radio broadcasts, tape recordings, etc. You should practice “minutes of silence” more often, turning them into exercises “Who will hear more?”, “What is the room talking about?” As these exercises progress, you can ask individual children to use onomatopoeia to reproduce what they heard.

Already in the younger group, children are asked to listen attentively to the sound of speech, distinguish its various qualities by ear, and “guess” them.

Middle age is the time to improve auditory perception and phonemic hearing. This is a kind of preparation of the child for the subsequent mastery of sound analysis. In a number of games that are played in this age group, the task is of increased complexity - from the words called by the teacher, by ear, select those that have a given sound, marking them with a clap of the hands, a chip. Auditory perception facilitates the slow pronunciation of sound in a word.

Education of speech breathing.

The teacher’s task is to teach the child to breathe correctly during speech and to eliminate age-related deficiencies in speech breathing. First of all, children need to develop a silent, calm breath without raising their shoulders. The duration of exhalation should correspond to the age of the child: for a two- to three-year-old child, the exhalation ensures the pronunciation of a phrase of 2-3 words, for a child of middle and senior preschool age - phrases of three to five words. Gradually, children become accustomed to exhaling more forcefully. At the same time, you need to ensure that the child has the correct posture so that tension or fatigue does not occur.

Work on the development of speech breathing is carried out in stages:

· exercises to develop physiological breathing;

· breathing exercises without speech;

The purpose of the proposed exercises:

· development of strong smooth oral exhalation;

· activation of the labial muscles.

To work on speech breathing, some gymnastic exercises are used (“Wood splitter”, “Pump”), as well as game exercises (blowing paper birds, balls, etc.).

Of great importance is the correct, detailed explanation by the teacher of the breathing requirements of children, reproducing the pattern of inhalation and exhalation.

Thus, the work of educating the sound culture of speech represents an entire system carried out from the first days of a child’s stay in kindergarten. Without special attention from adults, the development of the sound side of children's speech is delayed, and negative speech habits can develop that are very difficult to overcome.

Chapter 5 Analysis of the degree of research of the problem

Linguists - R.A. Avanesov, G.O. Vinokur, V.A. Bogoroditsky, I.L. Baudouin de Courtenay, A.N. Gvozdev, L.R. Zinder, F. de Saussure, A.I. Thomson , L.V. Shcherba - consider the sound side of the language from different points of view. According to F. Saussure, the basic units of language (words, phrases, sentences) have a semantic side (meaning) and a material side (they are a series of sounds). Such double-sidedness is possessed by signs that have a signified (meaning) and a signifier (material reality). Sounds and their combinations are denotative. The sound units of language - sound, syllable, beat, phrase - are interconnected and form a system.

The power of influence on listeners largely depends on the sound design of speech, so special work on the sound side of speech is necessary. The Russian language has a complex sound system, which is why many researchers who study the theory of sounding speech pay attention to it. It is on the basis of an analysis of the sound structure of a language that a basis is created for a theoretical understanding of the processes occurring in the language. Scientists characterize the sound units of a language in terms of sound formation (these are the articulatory properties of the language), sound (the acoustic properties of the language) and perception (the perceptual qualities of the language). All these units are interconnected.

The sound side of preschool children's speech has been studied in different aspects: as the development of speech perception and as the formation of the speech motor apparatus (E.I. Tikheeva, O.I. Solovyova, V.I. Rozhdestvenskaya, E.I. Radina, M.M. Alekseeva, A. .I.Maksakov, M.F.Fomicheva, G.A.Tumakova). Many researchers emphasize the role of children's developed awareness of the phonetic side of speech. Children early begin to notice shortcomings in their own and others’ speech (A.N. Gvozdev, K. Chukovsky, M.E. Khvattsev, D.B. Elkonin, S.N. Karpova). From understanding the features of the sound side of speech, one can stretch a thread to the formation of arbitrariness of speech (F.A. Sokhin, G.P. Belyakova, E.M. Strunina, G.A. Tumakova, M.M. Alekseeva).

The works of A.N. Gvozdev, K.I. Chukovsky and others note that even at an early age, it is the sound side of speech that becomes the subject of children's attention.

The role of different elements of the sound side of speech in the construction of any utterance is important. Each of the elements influences the sound design of the text in a different way: the understanding of its content largely depends on the tempo of speech and its volume, and the semantic perception of the spoken statement also depends on diction. Ultimately, the strength and depth of the impact of the statement on the listener largely depends on awareness of the sound side of speech.

Of course, such characteristics of the sound culture of speech as tempo, volume, diction largely depend on the individual characteristics of the child, his temperament, the conditions of upbringing and the speech environment that surrounds the child. Therefore, special work is necessary to teach the child, depending on the speech situation, to change both the strength of the voice and the tempo of speech in order to use expressive means of speech appropriately and consciously. And this work must be carried out systematically.

In order for a child to be able to understand the sound of speech in elementary forms, record knowledge about the sound side of it in his mind, and also use it in his own speech, it is necessary to create special pedagogical conditions.

Bibliography

sound culture speech pronunciation

1.Alekseeva M.M., Yashina B.I. Methods of speech development and teaching the native language of preschoolers: Textbook. aid for students higher and Wednesday pedagogical education establishments. - 3rd ed., stereotype, - M.: Publishing Center "Academy", 2000, - 400 p.

Artemyev V.A. Psychology of speech intonation. - M., 1979

Bogoroditsky V.A. Phonetics of the Russian language in the light of experimental data. - Kazan, 1930. - 357 p.

Borodich A.M. Methods for the development of children's speech: A textbook for students of pedagogical institutes in special fields. "Preschool pedagogy and psychology." - 2nd ed. - M.: Education, 1981. - 255 p.

Vinarskaya E.N. Early speech development of a child and problems of defectology: Periods of early development. Emotional prerequisites for language acquisition / E.N. Vinarskaya. - M.: Education, 1987

Gvozdev A.N. Issues in the study of children's speech / A.N. Gvozdev. - St. Petersburg: “Childhood-Press”, 2007. - 472 p.

Gvozdev A.N. A child’s acquisition of the sound side of the Russian language. - M., L.: Publishing house of the Academy of Pedagogical Sciences of the RSFSR, 1948.

Glukhov V.P. Fundamentals of psycholinguistics: a textbook for students of pedagogical universities. - M.: Astrel, 2005, - 351 p.

Gribova O.E. What to do if your child does not speak - M. Iris Press, 2004

Davydovich L. Does your child speak correctly // Preschool education. 2003, - No. 8

Dmitriev Phoniatry and phonopedia. - M., 1990

Izhinkin N. Mechanisms of speech - Publishing House of the Academy of Pedagogical Sciences - M., 1958

Isenina E.N. Psycholinguistic patterns of speech ontogenesis (preverbal period) / E.I. Isenina. - Ivanovo: IVGU, 1983

Koltsova M.M. A child learns to speak - M., 1981

Krasilnikova L.V. Propaedeutic work on the prevention of speech disorders at an early age: educational and methodological manual / L.V. Krasilnikova. - N.Novgorod: Gladkova O.V., 2011. - 205 p.

Leontyev A.A. Psychophysiological mechanisms of speech/ General linguistics. Forms of existence, functions, history of language. - M., 1970

Maksakov A.I. Nurturing the sound culture of speech in preschoolers. A manual for preschool teachers, 2nd ed. - M.: Mosaic - Synthesis, 2005, -64 p.

Speech development of preschool children: a manual for kindergarten teachers / Ed. F.A. Sokhina, 3rd edition. - M.: Education, 1984 - 223 p.

19. Speech development in a child/ #"justify">Applications

Appendix 1. Articulation gymnastics

Reasons why you need to do articulatory gymnastics

· Thanks to timely articulation gymnastics and exercises to develop speech hearing, some children can learn to speak clearly and correctly, without the help of a specialist;

· children with complex sound pronunciation disorders will be able to quickly overcome their speech defects when a speech therapist begins to work with them; their muscles will already be prepared;

· articulatory gymnastics is very useful for children with correct but sluggish sound pronunciation, about whom they say that they have “porridge in their mouth”;

· Articulation gymnastics classes allow everyone - both children and adults - to learn to speak correctly, clearly and beautifully.

Rules for articulation gymnastics

· carried out 2-3 times a day for 5-7 minutes;

· carried out in a friendly manner;

· carried out in front of a mirror;

· carried out in a playful manner;

· 3-4 exercises are taken per lesson;

· exercises are selected depending on which group of sounds we are working on;

· precise execution of the exercise is necessary;

· These exercises should be practiced at home.

Examples of articulation exercises.

Exercise “Smile” (performed practically to make all sounds)

Goal: strengthen lips

Progress of the exercise: keep your lips in a smile, teeth are not visible

“Pull your lips straight to your ears

Frogs really like it

Smile, laugh,

And their eyes are like saucers"

Exercise "Spatula"

Goal: to develop the ability to make the tongue wide, keep it in a calm, relaxed state

The mouth is open, the lips are in a smile, the teeth are exposed. The wide tip of the tongue lies on the lower lip. Make sure that the tongue is relaxed.

“Put your tongue with a spatula

And keep him accountable

The tongue needs to be relaxed"

Exercise "Proboscis"

Goal: strengthening the orbicularis oris muscle, developing the ability to hold the lips with a tube

Pull out your lips like when making the sound “u”

"Imitating an elephant

I pull my lips with my proboscis

And it looks like a straw

We can blow our horn on it"

Exercise "Pie"

Goal: strengthen the muscles of the tongue, develop the ability to raise the lateral edges of the tongue

The mouth is open, the lips are in a smile. The tongue is protruded, the lateral edges are slightly raised. A groove is formed in the last line. Hold for a count of 1-10; make sure that the lips do not help the tongue and remain motionless

"I wanted to throw a ball

And he invited guests to his place

I took the flour and took the cottage cheese

Baked a crumbly pie"

Fairy tale "Zoo"

Once upon a time there was a tongue, and he wanted to go to the zoo. And together with Tongue we went to the zoo: we will depict all the animals that Tongue saw. So Tongue came to the zoo and saw that someone huge, like a mountain, was sitting in the pond, and his mouth was opening wide. It was...a hippopotamus.

We open our mouths wider and play hippos;

Let's open our mouth wide like a hungry hippopotamus.

You can’t close it, I’m counting until five.

And then we close our mouth - the hippopotamus is resting.

Tongue looked at the hippopotamus and was just about to go further when he heard: qua-qua-qua. They were... That's right, frogs. Let's depict how the frogs smiled.

We imitate frogs:

Pull your lips straight towards your ears.

Now pull your lips -

I'll see your teeth.

We will pull - we will stop

And we won’t get tired at all.

I will imitate the elephant!

I pull my lips with my trunk.

And now I'm letting them go

And I return it to its place.

Tongue admired the elephant and went to another cage. And there seems to be no one there, only a long hose lies in the middle. But suddenly the hose began to move, and Tongue saw that it was... a snake. Let's draw her.

We imitate the snake

We will be on par with her:

Let's stick out our tongue and hide it,

Only this way, and not otherwise.

I'm a happy horse

Dark as chocolate.

Click your tongue loudly -

You will hear the ringing sound of hooves.

Tongue rolled around and suddenly thought, isn’t it time for him to go home? I looked at my watch, I need to find out what time it is. Show how the watch works.

Tick-tock, tick-tock,

The tongue rolled like this

Like the pendulum of a clock.

Are you ready to play with the clock?

Unfortunately, it's time to go home. Tongue bought several balloons as a gift for his mother and began to inflate them. Some of them burst. Show how Tongue inflated the balloons. Inflate one cheek and deflate. Then another.

I blew up a balloon

A mosquito bit him.

The balloon burst, no problem!

I'll inflate a new balloon!

"Goodbye, zoo!" - said Tongue and went home cheerfully.

Appendix 2 Tongue twisters and tongue twisters

Methods of learning tongue twisters.

· the teacher pronouncing tongue twisters by heart at a slow pace with clear emphasis on complex sounds;

· we read the tongue twister several times not loudly, rhythmically, with muffled intonations;

· children pronounce the tongue twister independently at a slow pace in a whisper;

· individual speaking at a slow pace;

· gradual increase in tempo.

Methodology for working on pure language.

· the teacher pronounces the phrase 1-2 times;

· children speak in chorus 1-2 times;

· the teacher says again, intoning (What sound is heard most often?);

· children are asked to speak like a teacher, emphasizing the sound with their voice.

Appendix 3. Didactic games

."Red White"

Goal: finding sound in words perceived by ear

Equipment: 2 mugs for each child (red and white)

Description of the game: The teacher invites the children to listen carefully and determine which word contains the given sound. If the word has a sound, the children raise a red circle; if not, a white circle.

. "Ringing - buzzing"

Goal: differentiation of sounds “z” and “zh”

Game description: The leader is selected. He leaves the room. The remaining children each come up with one word in the name, which has the sound z or z. The driver, having returned, approaches each child, and he says a word to him. If the driver hears the sound “z” in a word, he says “ringing”, if “zh” - “buzzing”. Both the driver’s answers and the words invented by the children are evaluated.

. “Hush, hush: Masha is writing!”

Goal: automation of the “sh” sound in a sentence

Description of the game: children, holding hands, walk around a girl (Masha) or a boy (Misha) and quietly say: “Hush, hush: Masha writes, our Masha writes for a long time, and whoever disturbs Masha, Masha catches up with him.” After these words, the children run to the house (the place assigned by the teacher), and the one whom Masha caught up with must say a word with the sound “w”. Then they choose a new Masha.

Note: the teacher should ensure that children speak slowly, clearly, and in an undertone.

. "Alarm"

Goal: automation of the sound “r”

Game description: All the children go to bed. One child is an alarm clock. The teacher says what time the children need to be woken up and begins to count slowly. When he says the time to get up, the alarm clock begins to chirp “rrrr”. All the children stand up.

. “Whose stream are you?”

Goal: automation of iotized sounds in text

Game description: The leader is selected. He approaches one child or another and asks questions, and the children answer him.

Host: Whose forest stream are you?

Brook: No one's!

Host: But where are you from, stream?

Stream: From the Springs

Host: Well, whose keys are those?

Brook: Draws!

Host: Whose birch tree is by the stream?

Brook: Draw!

Host: Whose sweetheart girl are you?

Girl: I am my mother's, my father's and my grandmother's.

Unfortunately, we cannot give examples of all games, since there are a lot of them. This is the famous “Mousetrap” (automation of the “sh” sound in the text), and “Bubble”, also loved by many children “Carousel”. Many games are used as outdoor games.

Tutoring

Need help studying a topic?

Our specialists will advise or provide tutoring services on topics that interest you.
Submit your application indicating the topic right now to find out about the possibility of obtaining a consultation.