Posted by Administrator Mon, 14/08/2017 - 10:26

Description:

The author introduces readers to experimental work on the formation of a phrase and coherent speech at the stage of amorphous words in children early age with Down Syndrome, conducted with the participation of participants of the Downside Up Advisory Forum from November 2014 to the present.

Publication date:

14/08/17

Copyright holder:

Charitable Foundation"Downside Up"

During the period of babbling, the child begins to pronounce onomatopoeic and fragmentary words that do not possess morphological characteristics. They are called amorphous words. Then comes the turn of amorphous sentences, which, combined with gestures and intonation, allow the child to express his requests, desires, and impressions.

This article is dedicated to this stage. speech development. It should be noted that its importance is extremely great, since various amorphous phrases, such as "Mom, mommy!" (mom, take it on your hands) or “Ava bai” (the dog is sleeping) become, on the one hand, the basis of the dialogue, and on the other hand, they form the basis for the emergence of phrasal and coherent speech.

Necessity corrective work when forming an amorphous phrase

There is a stage of amorphous words in the life of every kid. However, experience of working with young children with Down syndrome showed that if they have babble words and onomatopoeia in their vocabulary, they rarely use amorphous phrases in speech. An analysis of the initial lexicon suggests that the following features are the reasons for such a violation:

  • with a relatively good understanding of the speech of others, there is a significant lag in expressive (oral) speech. According to foreign researchers, in children with Down syndrome, the first simple words appear in the period from 12 to 24 months, and in the interval of 24-36 months their speech is characterized by a dictionary of 30 words and the appearance of two-component constructions;
  • in the presence of a relatively large number of nominatively oriented amorphous words (sound and syllabic complexes) in the child's expressive vocabulary, there are practically no words that carry a predicative meaning. For example, the word "am" most often means food and does not act as a verb "eats";
  • the transition from single-word phrases to the appearance of two-component statements is difficult. So, the message “The cat is sleeping” is expressed by the child either with the word “kitty” or with the onomatopoeia “a-a-a”.

The question arises before the specialist and / or parents about what task at the stage of amorphous words should become the leading one for them: the formation of an amorphous phrase from babbling words and onomatopoeia or the evoking of "adult" words and - only then - the formation of a phrase from them.

Domestic and foreign practical and scientific experience suggests that the starting point for the development of children's phrasal speech can be either a one-word sentence or a two- or three-component statement. This is true both in the normative development of the child and in the presence of various forms speech disorders. Skip the right moment for this, seeking first correct pronunciation individual words would be a mistake, especially considering the developmental characteristics of the speech of children with Down syndrome. Conversely, the formation of a phrase at the stage of amorphous words will make it possible to optimally use the sensitive period of speech development.

At the same time, when conducting classes on the formation of a phrase, one should not lose sight of the transition from onomatopoeia and babble words to the words of an adult lexicon. To do this, specialists and parents should monitor the appearance in the child’s speech of simplified and truncated “adult” words (for example, “ova” - cow - instead of “mu” or “baka” - dog - instead of “av-av”) and include exercises aimed at forming the syllabic structure of these words.

First of all, we note that the child's readiness to form an amorphous phrase presupposes that he has an extra-situational understanding of speech, both at the nominative and predicative levels.

The second necessary condition is the presence in the child’s expressive vocabulary of gestures and sound complexes that perform a predicative function, for example, “bang” (fell), “am” (eats), “bye” (sleeps), “kach-kach” (swings). It is impossible to overestimate the role of action words in children's vocabulary. This is confirmed by the results of studies carried out by the specialists of the speech therapy laboratory of the Institute of Communications and Communications of the Russian Academy of Education, and then formed the basis of the publication “Development of the child’s speech: from the first words to the first phrases. Recommendations for parents. Its author is Candidate of Pedagogical Sciences, Associate Professor, Senior Researcher IKP RAO Olga Gromova - emphasizes that "in the initial children's lexicon, there is a standard relationship between the growth of the verbal dictionary and the success of accumulating words in such morphological groups as nouns and adjectives, namely: with numerical values ​​of verbs less than 10, all lexical development is delayed."

In other words, by setting the task of activating even a small number of words-actions in the child's dictionary, we can not only achieve the growth of the entire initial vocabulary, but also create conditions for the formation of two- and three-part statements.

It is on this conclusion, confirmed in the process of the mentioned studies and found in the works of some other authoritative experts, that our experimental work on the formation of a phrase and coherent speech at the stage of amorphous words in young children with Down syndrome is based, which is carried out with the involvement of participants in the Downside Up advisory forum. November 2014 to present. Based on the advisory topics, a methodological topic was created that allows all families participating in the forum to use this methodology. The novelty of this work lies in the author's methods of forming a phrase using word-symbols.

At the same time, it developed next system classes:

  1. Formation of an impressive and expressive verbal vocabulary. The classes were conducted by the parents almost independently on the basis of the developed recommendations for the formation of a dictionary, with an emphasis on the stimulation of predicative vocabulary. The results were monitored using checklists every 1-3 months, depending on the dynamics of the development of a particular child.
  2. Formation of a two- and three-component statement - an amorphous phrase.
  3. Formation of coherent speech.

In the second and third stages, step-by-step parental support was used. Parents were sent a specific lesson plan, which they tried to implement, and then carried out feedback in the shape of detailed description or video footage of the session itself. Based on the results of such a report, they received recommendations for the next lesson. At these stages of work, the dynamics of the development of the impressive and expressive vocabulary was also taken into account.

This work cannot be considered a full-fledged scientific and practical research due to the insufficient representativeness of the sample. Nevertheless, it is of interest due to the fact that such experience with the use of an Internet forum, on the one hand, is still quite new, and on the other hand, it proves that, with systemic advisory support, parents can easily cope with the tasks formulated above.

First stage: FORMATION OF THE VERB DICTIONARY

1. Formation of an impressive verbal dictionary

The level of development of impressive speech in a non-speaking child can be different: from recognizing a few words and gestures to understanding phrasal speech and the plots of simple fairy tales. In any case, work on the assimilation of predicative vocabulary begins with the clarification and expansion of the child's understanding of the meaning of verbs.

The main rule of acquaintance with verbal vocabulary is the direct correlation of actions taking place here and now with the word-action. An adult's comments about an event that interested the child must be correlated with what is happening. They should be short, focus on the action and be a combination of “adult” and “childish” words (and, if necessary, a gesture): “the girl fell - bang”, “kitty is sleeping - bye-bye”, “the boy is swinging - swing- kach". It should be noted that adults also tend to use nominative rather than predicative comments more often. For example, when they see a sleeping cat, they may limit themselves to commenting: “Look, what a kitty,” and not “Kitty is sleeping: bye-bye.”

Work on an impressive verbal dictionary is based on acquaintance with real actions:

  • in progress Everyday life- in the game and in everyday life . Separately, one can single out a new direction in the development of the child - the use of the principles of the competence approach, when a joint structured household activities becomes the basis for the formation of interaction and communication. When selecting games and creating situations, it is important to take into account the relevance of the relevant vocabulary for the child. The baby's vocabulary should include lexical units denoting subjects, objects and actions that occupy an important place in his life. These are words, statements and exclamations that allow the child to interact with others: “give”, “on”, “throw”, “fell”, “sit”, “hit”, “sleeps”, “eats”, “drinks”, “ rides”, “washes”, “cries”, etc.;
  • in the course of specially organized classes , for which simple plot pictures depicting actions already familiar to the child from everyday life are selected.

For classes, pictures are selected that show one character performing different actions, for example: “Dad is eating”, “Dad is sleeping”, “Dad is drinking”.

The lesson begins with the presentation of pictures, which the adult shows one by one and calls the child. Next, the kid is offered to choose which of the two, and then more plot pictures corresponds to the named action word.

Completing tasks at this stage does not require the child to be able to name the pictures himself, but if he can do this, it is necessary to encourage his attempts.

The tasks offered to the child gradually expand and become more complex. The same actions that the child has already learned in combination with the word "dad" are now used with other characters, such as "mom", "bunny", "lyalya". The circle of actions that the characters perform is also expanding: “fell”, “crying”, “driving”, “knocking”.

2. Formation of an expressive verbal dictionary

All spheres of its development are involved in the formation of the speech of a child of infancy and early age. And therefore, the stimulation of speech activity should take into account both the emotional and sensorimotor development of the baby, his daily activities and play, interaction and communication with others.

We list the main methods and techniques used to activate the child's verbal vocabulary.

Imitation . Good imitative abilities of children with Down syndrome, noted by a number of researchers and practitioners, mainly relate to non-verbal activities, and therefore speech imitation should be preceded by imitation of movements and actions in combination with sounds:

  • Imitation of general movements and actions: “stomped their feet”, “flew like birds”. Good result gives the use of nursery rhymes with gestures, combined with short, understandable comments. It is important that the games and nursery rhymes include those words that can be used in the child’s daily life: “am-am”, “bye-bye”, “kach-kach”, etc.
  • Imitation of hand movements. Proposed system simple exercises which the baby can repeat after an adult, first with a little help, and then on their own, for example, “We bake pancakes”, “Chop cabbage”, “Fingers run away”, etc. We are talking about exercises and nursery rhymes that involve combining touching the face with various speech signals: “How is the girl crying? “Ahh!” (touching cheeks), “How does the trumpet hum? “Uuuuuuuuuuuuum” (we bring our fist to our mouth), “Something happened? - Ah ah ah!" (palms hugging cheeks), “How does a cat lap?” (language movements). You can invite the child to shout “like an Indian”, patting his mouth with his hand; show how to start the engine by running your fingers over your lips, or pretend to be a cow (the wings of the nose vibrate, and the children are told that this is how a cow lows).
  • Imitation of everyday events T viy: lick lips, lick a lollipop, imitate chewing.

Creation of emotional situations. Mobile and story games can be the motivating moment that will cause a child's speech reaction. In the process of outdoor games with the ball, for example, many words and exclamations are used that carry a predicative meaning: “Beat!”, “Bang!” (game with a ball and skittles). Simple plot games also stimulate speech: “The car goes down the hill - drrr, turned over - bang!”, “The bear hit and cries - ah-ah-ah.”

The use of polysemy. The expansion of the verbal vocabulary occurs due to the transition from the use of the word in the nominative meaning to the predicative, for example: the word "kach-kach" is used in the meaning of "swing" and "swing", "drrr" - in the meaning of "car" and "ride".

In some cases, the child is easily given imitation of non-speech sounds : how a hedgehog sniffs, how grandfather coughs, how they smell a flower.

Expansion of the expressive verb vocabulary in specially organized classes with plot pictures. Vocabulary is used that is familiar to the child both in real actions and in classes aimed at forming an understanding of verbs. If there are already words in the child's vocabulary that he can pronounce, it is better to start with them. So it will be easier for the baby to understand the meaning of the exercise.

For the lesson, plot pictures or photographs already familiar to the child are selected: “Mom eats”, “Mom sleeps”, “Mom drinks”.

An adult, showing the pictures to the child in turn, asks the question: “What is mom doing?”

Any response from the child is encouraged. For example, if he answered with a gesture and / or the childish word “am”, you need to repeat this answer and supplement it with the full / adult word: “Yes, mom eats - am.”

Gradually, the number of pictures can be increased by introducing words-actions familiar and relevant for the child: “knocking”, “falling”, “crying”, “sitting”, as well as changing the characters performing these actions. This gives a large number of options for phrases that will help the baby use predicative vocabulary.

All words that have appeared in the child should be reflected both in the control table and in "talk" album(or box). It is very important that such an album is not limited to a set of images of objects, but includes all the plot pictures that the child can name in any way available to him.

How to make a "talking" album or "talking" box?

When you and your child are looking at books and he, together with you, names what he sees in the pictures, most often it turns out that the baby says only a few words.

In order to create a situation of success for the child, we must select only those images that he can name in any way, including by gesture. They are best placed in an album or box. Looking at and naming these pictures and photographs, the child will enjoy the fact that he can name everything.

Second stage: PHRASE FORMATION

1. Selection of two-part phrases

The appearance in the child's speech of action words that play the role of a one-word phrase is the first step in the development of phrasal speech. The next step should be to combine the two words into a single statement.

In progress experimental work with the involvement of participants in the Downside Up Internet forum, the goal was not to learn many variants of phrases with children. Analyzing the vocabulary of each particular child and the presence of predicate words that act as single-word phrases, together with the parents, we selected samples of phrases that can be expanded into two-part statements.

The same grammatical constructions were worked out, in which characters were replaced (“Dad is sleeping”, “Mom is sleeping”, “Dog is sleeping”) and actions (“Dad is sleeping”, “Dad is eating”, “Dad is drinking”).

In addition, phrases containing the words “give” and “on” (take) were used, for example: “Give me an apple”, “On (take) the ball”.

When unfolding one complex phrase the main difficulty was immediately revealed: the children could not combine two words together. For example, the picture “Baba is sleeping” was designated by the child either with the word “baba”, or with the word “bye” or “a-a-a”. The need for visual support became obvious, when each word in the statement will be indicated by a separate picture. In other words, there was a need for pictures denoting actions. Trying different variants, we have come to the creation of special pictograms denoting an action.

2. Creating pictograms

The generally accepted pictures-symbols and pictograms in most cases turned out to be difficult for the child to understand: the plot pictures were too ambiguous, and the subject pictures did not fulfill the necessary role. For example, a drawn spoon as a symbol of the action “eats” does not help the child understand that it is necessary to pronounce the word-action, and not name the subject picture.

Thus, our task was to create symbols that should differ from ordinary subject or plot pictures, be understandable and in demand by a particular child. This led us to the idea to develop, together with parents, pictograms that are understandable to a particular child.

The examples of pictograms proposed by the teacher did not become universal for all children, but were actively used in a number of cases.

The pictograms proposed by the parents more accurately reflected the vocabulary and interests of a particular child.

Practice has shown that children, thanks to the use of simple exercises, quickly understood where what action is depicted, and after a short time made up simple phrases based on plot pictures using pictograms - symbols of action words .

An example of mastering pictograms

When we were introduced to the “eats” icon, we moved from a real action to a gesture imitating food, and we can recommend just such a sequence. As it turned out, children really like the glove didactic doll with an opening mouth. If it is not available, you can use a mitten or potholder that the child can “feed”.

From this action it is already easier to go to the “eats” icon.

And actions, and gestures, and pictograms are accompanied by "adult" and "childish" words.

3. Exercises for the assimilation of pictograms

During the course, we used the following types of tasks:

1) Acquaintance with the pictogram . The lesson uses plot pictures that the child is familiar with from previous lessons, for example, “Dad is eating”, “Dad is sleeping”, “Mom is eating”, “Mom is sleeping”. By consistently presenting the pictures, the adult asks the question: “What is dad (mom) doing?” And having received an answer, he confirms it by placing the corresponding pictogram under the plot picture: “Yes, mom eats - am.” Then, pointing to the plot picture and the pictogram, he says: “Here he eats and he eats here - they are the same.”

2) Comparison of pictograms with plot pictures :

  • Two pictograms - one plot picture. The task is that the child chooses one of the two pictograms and puts it on plot picture.
  • Two plot pictures - one pictogram. The task is that the child puts a pictogram to the desired plot picture.

3) Distinguishing pictograms by word without relying on plot pictures. Several pictograms familiar from previous exercises are laid out in front of the child, and they are asked to show where the action “eats”, “sleeps”, “drinks” is drawn.

4) Naming icons. The child is offered to sequentially name the pictograms. If necessary, reliance on plot pictures is used.

4. Formation of a phrase based on pictograms

To expand a one-word phrase into a two- and three-word statement, the refinement method and the phrase build-up method are used. Let us explain them using the example of a lesson on the plot picture “The bear is sleeping”.

refinement method

  • Show the child the picture.
  • Ask: "Who is this?" Wait for the child's response (for example, "bear").
  • Ask: "What is the bear doing?" Wait for the child's response (for example, "bye-bye").
  • Say the phrase in full: "The bear is sleeping" - and accompany this with the words of the child: "Bye-bye bear."
  • Pause, giving the child the opportunity to repeat after you.

Phrase building method

If the child calls only one word, then the second word, and then the whole phrase, is said by an adult:

  • If the child said “bear”, the adult confirms: “Yes, this is a bear. The bear (points to the bear) is sleeping - bye-bye ”(adds a gesture).
  • Perhaps the child, looking at the picture, will designate with the word only the action “bye-bye”. In this case, the adult says: “The bear (points to the bear) is sleeping - bye-bye” (demonstrates a gesture).

When using pictograms, these ways of expanding the phrase allow the child to quickly move to two- and three-component statements.

An example of a lesson on the formation of d two-part phrase

Equipment: plot picture / photograph "Dad eats", subject picture / photograph "dad" and the pictogram "eats", a sheet of paper with two windows.

How to play?

  • Put the plot picture "Dad is eating" in front of the child.
  • Ask: "Who is this?"
  • When the child says "dad" - put the picture "dad" in the left window.
  • Ask: "What is dad doing?"
  • When the child answers “eating” or “am-am” or shows the appropriate gesture, put the “eating” icon in the right box.
  • Say the phrase "Dad is eating" while pointing to the pictures in the boxes.
  • Ask your child what dad is doing, and help him move his finger from picture to picture when answering.

A three-word phrase is formed in a similar way: "Dad eats an apple."

5. Stimulation communicative function speeches. Phrases with the words "give" and "on" (take)

The presence of words in a child that reflects requests and suggestions not only makes his speech more diverse, but also allows the baby to negotiate with people around him.

Conversely, the inability to express requests, to talk about their desire and unwillingness can cause behavioral problems.

Advice to pretend that you do not understand the child, and not give him what he wants until he correctly asks, often leads to protest behavior of the baby and other conflict situations.

A good way out is to teach the child to use requests in class. Only later, after he has mastered the speech pattern, you can encourage him to use them in everyday life.

An example of teaching a child a phrase containing a request: "Give ..."

Equipment: 2-3 toys, corresponding pictures, a sheet of paper with two windows.

If you are not sure that the child is able to correlate the object with the picture, precede this task by playing in pairs of “object and image”.

How to play?

  • Put a sheet of paper with two windows in front of the child. In the left window, place a picture-symbol "Give".
  • Ask, ask which of the prepared toys to give him.
  • When the child names or shows the appropriate toy, such as a car, remove the rest of the toys and put the picture “car” in the empty right window.
  • Say the complete phrase "Give me a car", moving your finger in accordance with the spoken word.
  • Ask the child to repeat.
  • Regardless of the quality of the pronunciation, give the child a car. Play with him.

Third stage. FORMATION OF CONNECTED SPEECH

1. Retelling the tale

When the baby tries to participate in the retelling of a familiar fairy tale, this can be considered the beginning of the development of coherent speech. Here are a few tips to help your child get actively involved in retelling:

  • choose a fairy tale that the child likes;
  • repeat the story over and over;
  • use elements of dramatization with the help of tabletop theater or imitation of the actions of the character;
  • pause so that the child can use all the words that he can pronounce in retelling: “Knock-knock” - the grandfather knocks, “Ah-ah” - the grandfather is crying, “A-ah-ah” - the woman is crying, “Ko -ko-ko "- the chicken clucks, "Pee-pee-pee" - the mouse, "Bah" - fell, etc .;
  • if the child does not have these words, invite him to first act for the character, and then voice his actions in accessible words;
  • help combine the comments of these actions into phrases: “Baba - ah-ah”, “Grandfather - knock-knock”.

2. Drawing up a story using the method of commented drawing

Annotated Drawing Technique

The use of commented drawing does not place high demands on the quality of drawings.

If the drawing process itself is accompanied by simple and understandable comments, the child understands what is at stake and willingly uses pictures to compose a story.

Several of these picture-episodes make up a simple, understandable and interesting to the child plot. Words and phrases are associated with a certain image, and such a book, perhaps not entirely understandable to the uninitiated, becomes a support for the child in creating a story from his own experience.

Subsequently, the child learns to arrange these pictures-episodes in order and compose a story based on them. After that, all the sheets are sewn into a book that is interesting and convenient for the baby to read. So in his library there will be books about a dog, about a walk, about bathing.

For classes, sheets of thick paper or cardboard the size of half a landscape sheet, colored pencils or felt-tip pens are used.

How to practice?

  1. Put in front of the child Blank sheet and make a simple drawing commenting on the drawing. Try to display some details recognizable to the child in the drawings, for example, mom's glasses, a hat with a red pompom, blue boots, or a yellow dog bowl.
  2. When you have finished drawing, make up a story, matching each phrase with the drawing. When repeating a story, try to use the same words and phrases.
  3. Help your child make up a story by describing each picture in sequence.
  4. After the child learns how to make a story from a series of pictures, make a book out of them.

An example of the unfolding of the plot "Let's go for a walk"

  1. Masha will go for a walk (complete a simple image of a girl with a simple image of what is a symbol of a walk, such as a ball or a spatula).
  2. Masha is getting dressed (picture of a girl in a hat).
  3. Masha put on boots, a jacket, mittens (images of clothes and shoes).
  4. Masha goes to the swing / to the slide / to the sandbox (drawing: “girl in clothes”, then the arrow → as a symbol of movement, then the drawing of an object that attracts the child on a walk - a swing, a slide, a sandbox).

An example of a book about the dog Yuma, which was compiled by a mother with a child based on a specific real situation

  1. Yuma is sleeping.
  2. Varya knocks loudly.
  3. Yuma woke up.
  4. Yuma ran to eat porridge.

It is noteworthy that the initial drawing "Yuma is sleeping" was not interesting to the girl and she strove to move on to a more dynamic part of the plot. After he was completed with details (a blanket), the girl began to slowly name him too.

3. Story based on a series of plot pictures

Once your baby has learned to point and name pictures and make simple phrases, you can pick up a series of simple story pictures from which the child can make up a story that reflects a simple familiar sequence: “The bunny is sleeping, the bunny is on the potty, the bunny washes its hands, the bunny is eating, the bunny is swinging on a swing. Or some kind of incident: "The bear is driving a car, the bear has fallen, the bear is crying." In this case, ready-made, commercially available series of paintings are used. For example, they are in the "Starting to talk" set.

The proposed methodology for the development of speech based on word-symbols can be recommended for use in the joint work of specialists and parents, in a consultative mode, including online consultations, which is extremely important for young children, whose speech is mainly formed in communication with loved ones.

The experience of using this method has shown that the formation of a small number of phrases gives impetus to the spontaneous development of a dictionary, phrasal and coherent speech, which is expressed in the child's use of phrases and short sentences not included in the course material.

The data of foreign researchers cannot be used by us completely due to linguistic features, in particular, due to the difference in the length and structure of words. Apparently, for this reason, the stage of amorphous words in Russian-speaking children with Down syndrome can last longer than in their English-speaking peers.

“During this period of speech development, children can name toys, familiar objects, actions performed by them or their loved ones, and also express their desires or unwillingnesses in a sound form accessible to them. It would be wrong to try to "jump" this natural period in the development of children's speech and start speech therapy work with non-speaking children, from learning the correct pronunciation of words or, even worse, from making sounds. However, one should not expand the autonomous speech of children. It is necessary to move on to teaching word combinations at the first opportunity that arises in the child to reproduce by imitation at least part of certain words. Zhukova N. S.

Zhiyanova P. L., Pole E. V. Non-verbal means of communication. Gestures // Zhiyanova P.L., Pole E.V. Baby with Down syndrome: a book for parents. Ed. 4th. Moscow: Downside Up Charitable Foundation, 2015. 192 p. (A child with Down syndrome and features of its development). Appendix 4. S. 170-177.

Zhiyanova P. L. Stimulation of hand movements and development fine motor skills// Zhiyanova P. L. Formation of communication and speech skills in children with Down syndrome: a guide for parents. Ed. 2nd. M. : Downside Up Charitable Foundation, 2013. 140 p. (A child with Down syndrome and features of its development). Appendix 5. S. 104-109.

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The article describes speech ontogenesis and the meaning of sensitive periods of speech development. The psychomotor and speech development of healthy children from birth to 2.5 years of age. Such indicators as the age periods of the appearance of cooing and babbling, the first words and their gradual accumulation, the emergence of phrasal speech and the intensive formation of its expanded form, the formation of grammatical speech structures, speech breathing, the presence of iterations and other signs of unfluid speech.

Child development from 0 to 1.5 months of life

During this period, the cry is intensively enriched intonation. Dynamic changes in the tone of the muscles of the whole body develop.

Speech development from 1.5 to 2.5 months of life

The child begins to hold the head upright. The baby has the opportunity to unclench and clamp the brush. The child learns to hold the object put into the pen.

Cooing is not like the speech sounds of the Russian language. But in the cooing one can distinguish vowel sounds that are easiest to articulate (A, E, U, O). The muscles involved in the act of sucking provide the pronunciation of labial consonants (P, B, M). The muscles that provide the act of swallowing are involved in the pronunciation of posterior lingual sounds (K, G, X).

For the longest time, children walk in a state of emotional and physical comfort (after eating, while swimming, during moments of communication with loved ones). Cooing is especially pronounced during emotional communication with adults. The child looks intently at the speaker's face, repeats his vocal reactions (echolalia) and facial movements (echopraxia).

Speech development at the 5th month of life

Most babies make babbling sounds. During this period, the function of sitting is also formed. The cooing begins to “break up” into syllables.

Speech development of a child at 7 months

Within 2-4 minutes, the baby can repeat the same syllable in a certain rhythm (ha-ha-ha, ba-ba-ba, etc.). At the same time, he, as it were, listens to the sounds he makes - the expression on the child's face is very concentrated.

8 – 9 months

During this period, the child develops new sounds corresponding to the phonemes of the native language. The vast majority of children at this age utter some babble sound combinations, use them especially often, use them to express their desires. For example, a baby requires a bottle and asks for pens, pronouncing the same syllables: "Ha-ha-ha."

9 – 12 months

Most children have their first words. In the same period, they learn the first steps, try to walk without support. In addition, the manipulative activity of the hands is intensively developing.

The child understands many more words than he can pronounce. Trying to pronounce his first words, the baby accompanies them with facial expressions and gestures. At the same time, he manages to reproduce only their general sound appearance. Approximately 80% of children at this age have a very high speech activity. The flow of words is often interrupted by breathing pauses.

Most often, babies speak in the presence of adults, but there is not always a clear appeal to them. The child “speaks” without addressing anyone in particular, his gaze is fixed on the environment, runs from object to object. The sound flow of the baby intonation resembles the narrative of visual impressions.

16 - 20 months of life

At this age, it is especially intensively replenished child's vocabulary. Many words are transmitted only with a stressed syllable. For example, "Pa" means both "fell", and "dad", and "stick". Sometimes children pronounce words so that the last stressed syllable becomes the first.

18 - 22 months of life

An elementary phrasal speech.

The very first phrases consist of 2-3 words. Each word is pronounced on its own exhalation and is sometimes accompanied by a separate gesture. A phrase of 2 words quickly begins to be pronounced on one exhalation.

Syntagma- this is a segment of the statement, united by semantic and intonational meaning. Syntagma is pronounced on a single speech exhalation.

Thus, in this age period, the baby is physiologically not yet able to combine the words of a phrase into a syntagma.

28 - 32 months of life

Phrasal speech intensively complicated and actively used. Grammar forms gradually become correct, normative. Phrases begin to be organized hierarchically: words are united not only by syntactic and semantic connections, but also by a very important psychophysiological mechanism - speech exhalation. That is, all the words in the phrase are pronounced on a single speech exhalation. This is a formative period. true syntagma.

But at first, such a complex psycho-physiological mechanism is extremely unstable. The child may have pauses in the middle of a phrase and even in the middle of words. The kid can pronounce part of the phrase while inhaling, hold his breath while inhaling or exhaling.

Along with pauses, repetitions of words, syllables, and phrases are observed. It is called physiological iteration. At such moments, children may experience pronounced vegetative reactions: the face turns red, breathing quickens, the muscles of the face, arms and legs tense up. Most often, these phenomena occur with detailed answers to questions from an adult.

In parallel with the development of phrasal speech in this age period, there is an intensive development of the child's motor skills. He learns to run, jump, climb. Fingers develop especially intensively.

In about 7% of children, the formation of phrasal speech occurs later than in the majority. An elementary phrase of 2 words appears in them by the age of 2. Intensive formation and complication of the phrase occurs at the age of 3-3.5 years. At the same time, they have a limited vocabulary. There is also insufficient development of general and fine motor skills.

With such children, as a rule, they did not communicate much in the family, did not encourage speech activity, speech contacts were limited to situational dialogic speech. In this case, we can talk about a delay in speech development due to pedagogical neglect.

Ageeva Larisa Gennadievna,
teacher speech therapist

State budget preschool educational institution kindergarten No. 34 of the compensating type of the Kolpinsky district of St. Petersburg

METHODOLOGICAL DEVELOPMENT

"FORMATION OF PHRASAL SPEECH IN PRESCHOOL CHILDREN"

Compiled

teacher speech therapist Kireenko O.V.

Saint Petersburg

2013

Work on phrasal speech is a continuous link in the chain

WORD-SENTENCE-STORY.

OFFER - this is the minimum unit of speech, which is a grammatically organized combination of words, which has a certain semantic and intonational completeness. The ability to build various types of sentences is the basis for the development of coherent speech in children.

The main syntactic constructions that children use in communication younger age(in some older ones) is an answer with one word or phrase, a subordinate clause ("to drink", "to play"), a simple incentive sentence ("Let `s play." "Let's watch."). Older children have difficulty constructing a detailed sentence.

The poverty of syntactic constructions is expressed:

  • in the gap, the repetition of individual words;
  • in violation of the order of words in a sentence;
  • in errors in matching words;
  • in incomplete sentences;
  • in the difficulties of the construction of each of the simple sentences included in the complex one.

Children need to form the skill of building a variety of syntactic constructions, the ability to build a detailed phrase with a different number and right order words, to teach to express their thoughts in a complete sentence.

When working on a proposal in the classroom, the following are solved:

TASKS :

  1. The main one is learning to build one or another type of sentences or consolidating and improving an already acquired skill.
  1. Establishment of lexical and grammatical relations between members of sentences.
  1. Updating the accumulated dictionary.
  1. Formation of coherence and clarity of expression.
  1. Work on a sentence as a means of developing thought processes, in particular inferences.
  1. Analysis and synthesis of the verbal composition of the sentence as a means of preventing dysgraphia.

Solving these problems requires systematic work aimed at gradually expanding the volume and complicating the structure and content of the proposal.

Taking into account the semantic complexity of a particular sentence model, as well as the sequence of the appearance of sentence types in ontogenesis, certain stages work on the proposal.

1. FORMATION OF A SIMPLE NON-COMMON OFFER.

Target: Teach children to make a sentence of two words like:

noun in im.p. + agreed verb. Learn to select actions for the named subject ("What is the chicken doing?" "The chicken is pecking.")and vice versa, match the name of the object to the named action ("Who's pecking?" "The chicken is pecking.").

From the sentences being worked out, the object of the action is deliberately excluded in order to focus on the verb, on the grammatical connection of the subject and the predicate.

2. FORMATION OF A SIMPLE COMMON OFFER.

Target; To teach children to build and use a sentence of 3-5 or more words in speech, by introducing a direct object, direct + indirect object, definitions, homogeneous members offers.

  1. Spreading a sentence by introducingdirect complement:

question delivered to plot picture, the answer to which involves the use of a direct object ("Who is the boy holding?" What is the girl drawing? etc.);

question and two reference object pictures ("What did the mouse draw?" "Who eats what?" etc.);

question and one supporting subject

picture - to the subject or direct object ("What grows where?" "Who lives where?" etc.);

d) compiling a proposal on a question (without pictures), the answer to which involves the use of a direct object ("What is the soup in?" "Where does the whale live?" "What do they eat porridge?" "Where do they hang their coats?" "What do they mow the grass with?" etc.).

2) Distribution of the proposal by introducing direct + indirect addition:

a) making a proposal question delivered to plot picture, the answer to which involves the use of direct andindirect complement (“How does mom wash the window?” “What does mom cut bread with?” “What is the boy sculpting a hare from?” etc.);

b) drawing up a proposal for question and key subject pictures (three, two or one);

c) drawing up a proposal for issues (without relying on pictures), the answer to which involves the introduction of direct and indirect objects (“Mom is sewing what? and to whom? “The squirrel is building what? and where?" “Grandfather went for a walk with whom? and where?" etc.).

3) Distribution of the proposal by introducing definitions.

a) making a proposal question , supplied to the plot picture, the answer to which involves the introduction of a definition ("What flag did the boy make?" What book is the girl reading? etc.);

b) drawing up a proposal for question and reference subject pictures ( What vegetables have grown in the garden? "What ball did the mouse draw?" etc.;

c) drawing up a proposal for question , the answer to which involves the introduction of an addition ("Which hare in winter?" "Which vase are the flowers in?" etc.).

This work should begin with the distribution of the sentence with quality adjectives, reflecting the color, size, shape, as the most obvious characteristics of objects. Then relative and possessive adjectives are introduced.

How many nouns in a sentence, so many definitions can be entered by asking this word the question “WHAT?”, “WHAT?”, “WHAT?”, “WHAT?”.

4) Distribution of the proposal by introducing homogeneous members of the proposal:

A) making a proposal question to the plot picture ( "What's on the table?" “There are books, notebooks, pencils on the table.”);

b) drawing up a proposal for basic subject pictures ( “Misha played with cubes, a car and a ball”, “Petya bought a blue sweater, a red jacket and black shoes” etc.);

c) drawing up a proposal for issues without relying on pictures, the answer to which involves the introduction of homogeneous subjects, predicates, definitions or additions (“What kind of animals live in the zoo?”, What dishes did mom wash?” etc.).

As the children master the construction of a simple common sentence, you can begin to teach them how to write different types complex sentences. When teaching the correct syntactic and grammatical construction of a complex sentence, it is recommended to usequestion-answerform of speech. Necessary

teach children to answer questions, the answers to which work out the ability to build complex sentences (Why does a cat need soft paws and sharp claws? and so on.).

To compose complex sentences, the following techniques are used:

  • "Compare items and make a sentence";
  • “Make a proposal for the purchase of two children”;
  • "Tell me what happened first, and what then";
  • "Who has who?" - drafting proposals for two pictures;
  • “Make a wish” - “I want…”;
  • "What is this thing for?" - "The chair is needed to ...";
  • "Come up with smart questions" etc.

Work on the proposal should be included as an obligatory element in the structure of classes for the development of speech. When choosing tasks and visual material for working on a sentence, there should be a logical and playful connection with the plot or lexical topic of the lesson. Tasks must comply with the basic principle - from simple to complex. But it must be remembered that the improvement of the syntactic side of speech takes place not only in classes for the development of speech, but also in other classes and in all regime moments. Children copy the teacher in everything, so the speech should be competent, emotional, figurative. Verbosity should be avoided, otherwise the child catches only the meaning of the statement, and the form escapes his attention.

Good luck on your creative path!


1. Phrasal speech.

1st level - the phrase is absent; the child uses gestures, facial expressions, individual babbling words and sound complexes, onomatopoeia.

2nd level - a simple phrase of 2-3 words; simple sentence structures; statements at the level of enumeration of perceived objects and actions.

3rd level - extended phrasal speech with elements of lexical-grammatical and phonetic-phonemic underdevelopment; active speech - simple sentences, finds it difficult to distribute simple and build complex sentences.

2. Understanding speech.

Level 1 - is situational in nature; there is no understanding of the meanings of grammatical changes in words, the meanings of prepositions.

2nd level - some grammatical forms and morphological elements of the language are distinguished.

3rd level - approaching the norm; difficulties in understanding changes in words expressed by prefixes, suffixes, in distinguishing shades of meanings of words with the same root, in mastering lexical and grammatical structures that reflect temporal, spatial, causal relationships and relationships.

3. Lexicon.

1st level - sharply behind the norm; subject, everyday dictionary; the verb is almost absent; characteristic lexical substitutions.

2nd level - significantly behind the norm; does not know the names of primary colors, shapes, sizes, parts of objects; the vocabulary of actions and signs is limited; there is no word-formation and word-creation skills.

3rd level - increases significantly, uses all parts of speech, the predominance of creatures is noticeable. And verbs; inaccurate use of verbs, replacement of the names of parts of objects with the names of whole objects; the skill of word formation and word creation suffers.

4. Grammar speech.

1st level - no phrase; uses root words devoid of inflections.

2nd level - not formed; formation attempts are most often unsuccessful; mixing of case forms, the use of creatures. In and. P., and verbs in the infinitive; lack of agreements (adjective + noun; numeral + creatures.); skipping prepositions, replacing complex prepositions with simple ones; errors in the use of number forms, the gender of verbs, in changing the names of creatures, by numbers.

3rd level - correctly uses simple grammatical forms, does not make mistakes when agreeing adjectives and nouns in gender, number, case; numerals and nouns; skips and replaces prepositions; spelling errors and case -endings.

5. Sound pronunciation.

1st level - the sound design of babbling words is sharply distorted; unstable articulation; low ability of auditory recognition of sounds.

2nd level - significantly behind the norm; numerous distortions, replacements and mixing of sounds; the pronunciation of soft and hard, voiced and deaf, hissing, whistling, affricates is impaired; dissociations appear between the pronunciation of an isolated sound and its use in spontaneous speech.

3rd level - improving, but all types of violations may remain; unstable substitutions are characteristic, when the sound in different words is pronounced differently and the replacement of groups of sounds with simpler ones in articulation.

6. Syllabic structure of the word.

1st level - grossly violated, reduction of syllables from 2-3 to 1-2; limited ability to perceive and reproduce the syllabic structure of a word.

2nd level - grossly violated syllabic structure and sound filling of words; reducing the number of syllables, rearranging syllables and sounds, replacing and likening syllables, reducing sounds when vowels converge.

3rd level - fewer violations; in the most difficult cases errors and distortions remain the same as in children of the 2nd level, the sound filling of words especially suffers.

7. Phonemic perception.

1st level - phonemic development is in its infancy; phonemic awareness not grossly violated; assignments for sound analysis the child is not clear.

2nd level - does not determine the position of the sound in the word; cannot select pictures with a given word, does not distinguish sound from a number of others; not ready for sound analysis and synthesis.

3rd level - underdeveloped phonemic perception and phonemic awareness; readiness for sound analysis and synthesis is not formed independently.

A correct understanding of the structure of OHP, the reasons underlying it, the various ratios of primary and secondary disorders is necessary for the selection of children in special institutions, for choosing the most effective methods of correction and for prevention. possible complications V preschool education.

1.3. Peculiarities speech activity in children of senior preschool age with OHP level III

In the course of its development, the speech activity of children is closely related to the nature of their activity and communication. Development there is talk in several directions: it is being improved practical use in communication with other people, at the same time, speech becomes the basis for the restructuring of mental processes, an instrument of thinking.

By the end of preschool age, under certain conditions of education, the child begins not only to use speech, but also to realize its structure, which has importance for later literacy.

According to V.S. Mukhina and L.A. Wenger, older preschoolers, when they try to tell something, a speech construction typical of their age appears: the child first introduces the pronoun ("she", "he"), and then, as if feeling the ambiguity of his presentation, explains the pronoun with a noun: "she (the girl) went", "she (the cow) gored", "he (the wolf) attacked", "he (the ball) rolled", etc. This is an essential stage in the speech development of the child. The situational way of presentation is, as it were, interrupted by explanations focused on the interlocutor. Questions about the content of the story cause at this stage of speech development a desire to answer in more detail and clearly. On this basis, the intellectual functions of speech arise, expressed in an "internal monologue", in which there is a kind of conversation with oneself.

In order to have a clear idea of ​​the development of speech activity in children of senior preschool age with OHP level III, it is necessary to consider in more detail the lexical-grammatical and phonetic-phonemic characteristics of the speech of children of this age.

At the third level of OHP, children's speech activity is characterized by the presence of extended phrasal speech with elements of lexical-grammatical and phonetic-phonemic underdevelopment.

Characteristic is the undifferentiated pronunciation of sounds (mainly whistling, hissing, affricates and sonoras), when one sound simultaneously replaces two or more sounds of a given or close phonetic group.

For example, soft sound[s], which is not yet pronounced clearly enough, replaces the sound s (“syapogi”), sh (“syuba” instead of a fur coat), ts “syaplya” instead of a heron), h (“syaynik” instead of teapot), u (“mesh” instead of a brush); replacing groups of sounds with simpler articulations. Unstable substitutions are noted when the sound in different words is pronounced differently; mixing sounds, when the child pronounces certain sounds correctly in isolation, and interchanges them in words and sentences.

Correctly repeating three to four syllable words after a speech therapist, children often distort them in speech, reducing the number of syllables (children made a snowman. - “children hoarse novik”). Many errors are observed in the transmission of the sound-filling of words: permutations and replacements of sounds and syllables, reductions in the confluence of consonants in a word.

Against the background of a relatively extended speech, there is an inaccurate use of many lexical meanings. The active vocabulary is dominated by nouns and verbs. There are not enough words denoting qualities, signs, states of objects and actions. The inability to use word-formation methods creates difficulties in using word variants, children do not always succeed in selecting words with the same root, forming new words with the help of suffixes and prefixes. Often they replace the name of a part of an object with the name of the whole object, the desired word with another, similar in meaning.

In free statements, simple common sentences predominate, complex constructions are almost never used. Children of senior preschool age with OHP level III still have errors in the use of forms plural using unproductive endings (trees, nests). A mixture of declension forms is characteristic, especially many difficulties in mastering prepositional constructions. In active speech, only simple and previously well-developed prepositions (in, on, under) are used correctly.

Agrammatism is noted: errors in agreeing numerals with nouns, adjectives with nouns in gender, number, case. A large number of errors are observed in the use of both simple and complex prepositions.

Understanding of addressed speech is developing significantly and is approaching the norm. There is an insufficient understanding of the changes in the meaning of words expressed by prefixes, suffixes; there are difficulties in distinguishing morphological elements expressing the meaning of number and gender, understanding logical-grammatical structures expressing causal, temporal and spatial relationships. Violations of the sentence model are noted: inversions, omission of the main or secondary member of the sentence; are omitted, replaced, conjunctions and compound words are used incorrectly.

The quantitative range of words used in sentences is small. Children experience great difficulties in programming their statements.

The vocabulary of these children is lower than that of the children of the first group both in terms of quantitative and qualitative indicators. Thus, children have mastered the basic meanings of words expressed by their root part, but they do not sufficiently distinguish between the change in meanings due to the use of different prefixes. For example: the car was driving near the house (instead of: it drove around the house); In a number of exercises, children cannot add the missing word, the exact meaning: thunders ..., chirps ..., flutters ..., rings ... etc. Tasks for the selection of words with the same root, synonyms, compiling compound words for them practically inaccessible. The generalizing words: transport, shoes, profession, etc. are not sufficiently mastered by children of senior preschool age with OHP level III. They often replace generic concepts with species ones: Christmas trees, hats; instead of unfamiliar words, phrases are used: a hollow squirrel lives here; a garden-cucumbers grow here; The faucet is where they wash their hands.

That is, violations of speech activity in OHP III level in children of older preschool age affect all aspects: both phonetic-phonemic and lexical-grammatical.


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The anatomical and functional features of the central nervous system and the peripheral speech apparatus are not mature from the birth of a child and reach a mature level only in the process of general somatic, sexual and neuropsychic development.

The first year of life, though. that the child does not yet speak is very important for the development of those brain systems and mental activity that are associated with the formation of speech.

Oral speech presupposes the presence of a voice, and the cry of a child in the first weeks and months of life already characterizes the state of those innate nervous mechanisms that will be used in the development of speech. The cry of a healthy child is characterized by a sonorous and long voice. , short inhale and long exhale.

Soon after birth, the cry acquires a different overtone coloration depending on the condition of the child. Thus, the cry of "hunger" is different from the cry associated with the cooling of the child, or other states of discomfort (protopathic, i.e. innate feelings). The cry is the first intonation, significant in its communicative content, which is further formalized as a signal of discontent.

By the 2-3rd month of life, the cry of the child is significantly enriched intonation. When screaming, there is an increase in uncoordinated movements of the arms and legs. From this age, the child begins to react with a cry to the termination of communication with him, the removal of bright objects from the field of vision, etc. Quite often, children react with a cry to overexcitement, especially before falling asleep.

The intonation enrichment of the cry indicates that , that the child began to form the function of communication.

The period of intensive-intonational enrichment of the cry coincides with a certain stage in the development of motor skills. The child begins to hold his head upright, unclench and squeeze the hand, hold the object put into his hand. At the same time, the child begins to listen to the sounds of speech, look for the source of the sound, turn his head to the speaker, focusing his attention on the face, lips of an adult.

By 2-3 months of life, specific vocal reactions appear - cooing. These include the sounds of groaning, joyful squealing. They can hardly be identified with the sounds of their native language. However, it is possible to distinguish sounds that resemble vowels (a, o, u, e), the easiest to articulate; labial consonants (p, m, b), due to the physiological act of sucking, and posterior lingual (g, k, x), associated with the physiological act of swallowing.

During the cooing period, in addition to the signals of displeasure expressed by a cry, an intonation appears, signaling the state of well-being of the child, which from time to time begins to wear an expression of joy.

Periods of buzz are especially long in moments of emotional communication with adults. Children stare at the face of the person who is speaking. If at these moments the facial expressions and intonation of an adult are joyful, then the children clearly repeat facial movements (echopraxia) and imitate vocal reactions (echolalia).

Between the 4th and 5th months of life, the next stage of the pre-speech development of the child begins - babbling. This period coincides with the formation of the child's function of sitting. Initially, the child tries to sit down. Gradually, his ability to hold the body in a sitting position increases, which is usually finally formed by 6 months of life.

During this period of babbling sounds, a sign of localization and structuring of the syllable appears. The voice stream characteristic of cooing begins to break up into syllables, and the psychophysiological mechanism of syllable formation gradually forms.

Cooing and the first stage of babbling are carried out due to the innate programs of the central nervous system, do not depend on the state of physical hearing of children and do not reflect the phonetic structure of the native language, i.e. they are phylogenetic speech memory in the functional system of speech.

In the 1st half of life, there is a diffuse development of the coordination of the phonatory-respiratory mechanisms underlying the formation oral speech.

Babbling speech, being rhythmically organized, is closely related to the rhythmic movements of the child, the need for which appears by the age of 5-6 months. Waving his arms or jumping on the hands of adults, he rhythmically repeats the syllables “ta-ta-ta”, “ha-ha-ha”, etc. for several minutes in a row. This rhythm is an archaic phase of the language, which explains its early appearance in speech ontogenesis. Therefore, it is very important to give the child freedom of movement, which affects not only the development of his psychomotor skills, but also the formation of speech articulations.

Further development of speech is associated with mandatory speech (auditory) and visual contact with an adult, i.e. the safety of hearing (first of all) and vision is necessary. At this stage of the ontogenesis of the babble language in a child with intact hearing, the phenomena of autoecholalia can be traced. The child repeats the same open syllable for a long time (va-va-va, ha-ha-ha). At the same time, you can notice how he listens intently to himself (the second stage in the development of babble).

After 8 months, gradually sounds that do not correspond to the phonetic system of the native language begin to fade away.

Part of the babbling sounds that do not correspond to the phonemes of the speech heard by the child are lost, new speech sounds appear, similar to the phonemes of the speech environment.

During this period of development of the child, the actual speech ontogenetic memory begins to form. Gradually, due to auditory back afferentations, the phonetic system of the native language is formed in the child.

There is also a third stage in the development of babbling, during which the child begins to pronounce “words” formed by repeating the same syllable of the type: “woman”, “ma-ma”. In attempts at verbal communication, children at 10-12 months of age already reproduce the most typical characteristics of the rhythm of their native language. The temporal organization of such preverbal vocalizations contains elements similar to the rhythmic structuring of adult speech. Such “words”, as a rule, do not correspond to the real object, although the child pronounces them quite clearly. This stage of babbling is usually short, and the baby soon begins to speak the first words.

The timing and pace of development of understanding the speech of others diverge from the timing and pace of the formation of oral speech. Already at 7-8 months, children begin to adequately respond to words and phrases, which are accompanied by appropriate gestures and facial expressions. For example, a child turns his head and eyes in response to the question: “Where is the woman?”, “Where is the mother?” and so on. That is, at this time, the relationship between the sound image of the word and the pre-

method in a particular situation. With repeated repetition of words by an adult in combination with showing an object, a connection is gradually formed in the child between the visual representation of objects and the sounding word. Thus, the understanding of the heard word is established long before the child can pronounce it. The pattern, manifested in a significant predominance of the impressive vocabulary over the expressive one, remains with a person for life.

First words appear towards the end of the first year of life. This period coincides with a new stage in the development of psychomotor. The child begins to take the first steps, in a short time he learns to walk. Active manipulative activity of the hands develops. The thumb and terminal phalanges of the remaining fingers begin to participate in the capture of objects with a brush.

There are some differences in the rate of speech development in boys and girls. There are indications that in girls words appear at 8-9 months of age, in boys - at 11-12 months.

When pronouncing the first words, the child reproduces their general sound image, usually to the detriment of the role of individual sounds in it. All researchers of children's speech are unanimous that children learn the phonetic structure of speech and vocabulary not in parallel, but in successive jumps. The development and development of the phonetic system of the language follows the appearance of words as semantic units.

The first words used by a child in speech are characterized by a number of features. With the same word, a child can express feelings, desires and designate an object (“Mom” - an appeal, an indication, a request, a complaint). Words can express a complete holistic message, and in this respect equal to a sentence. The first words are usually a combination of open repeating syllables (ma-ma, pa-pa, uncle-dya, etc.). More complex words may be phonetically distorted

while maintaining part of the word: root, initial or stressed syllable. As the vocabulary grows, phonetic distortions show through more noticeably. This indicates a more rapid development of the lexico-semantic side of speech compared to the phonetic side, the formation of which requires the maturation of phonemic perception and speech motor skills.

The speech activity of a child at this age is situational, closely related to the subject-practical activity of the child and significantly depends on the emotional participation of an adult in communication. The child's pronunciation of words is accompanied, as a rule, gesture and facial expressions.

The speed of mastering the active vocabulary in preschool age runs individually. The dictionary is replenished especially quickly in recent months 2nd year of life. Researchers give different data on the number of words used by the child during this period, which indicates a greater individuality in the pace of speech development.

By the end of the second year of life, elementary phrasal speech. There are also large individual differences in the timing of its appearance. These differences depend on many reasons: a developed genetic program, intelligence, hearing condition, upbringing conditions, etc.

Elementary phrasal speech includes, as a rule, 2-3 words expressing requirements (“mom, give”, “dad, go”, “Give Lila a drink”). If by the age of 2.5 a child does not form elementary phrasal speech, it is considered that the pace of his speech development begins to lag behind the norm.

The phrases of the end of the second year of life are characterized by the fact that they are mostly pronounced in the affirmative form and have special order words in which the “main” word comes first. At the same age, children begin to talk with toys, pictures, pets. By the age of two, speech becomes the main means of communication with adults. The language of gestures and facial expressions begins to gradually fade away.

The speech development of the child is optimally formed in individual communication with an adult. The child should feel not only emotional participation in his life, but also constantly see the face of the speaker at close range.

Flaw speech communication with a child significantly affects his development, not only speech, but also the general mental.

In the third year of life, the child's need for communication increases dramatically. At this age, not only the volume of commonly used words increases rapidly, but also the ability to create words that arose at the end of the second year of life increases.

Initially, this phenomenon looks like rhyming (“Andyushka is a polyushka”), then new words are invented that have a certain meaning (“digger” instead of “shovel”; “turn off the door” instead of “unlock the door”, etc.).

In the speech of a three-year-old child, the ability to correctly connect different words into sentences is gradually formed. From a simple two-word phrase, the child moves on to using a complex phrase using conjunctions, case forms of nouns, singular and plural. From the second half of the third year of life, the number of adjectives increases significantly.

After three years, phonemic perception and mastery of sound pronunciation develop intensively. It is believed that the sound side of the language with the normal speech development of the child is fully formed by the age of four or five.

The sounds of the Russian language appear in the child's speech in the following sequence: explosive, slotted, affricates. Children usually start pronouncing the trembling “r” last of all. The emerging normative speech sounds are at first extremely unstable, easily distorted when the child is excited or tired.

The articulatory program in ontogenesis is formed in such a way that unstressed syllables undergo compression in the process of oral speech, i.e. the duration of pronunciation of unstressed vowels is significantly reduced. The rhythmic structure of the word the child masters gradually. At preschool age, the child has poor control over his voice, with difficulty changing its volume and pitch. Only by the end of the fourth year of life does whispered speech appear.

Starting from the age of four, the child's phrasal speech becomes more complicated. On average, a sentence consists of 5-6 words. The speech uses prepositions and conjunctions, complex and complex sentences. At this time, children easily memorize and tell poems, fairy tales, convey the content of the pictures. At this age, the child begins to verbalize his game actions, which indicates the formation of the regulatory function of speech.

By the age of five, the child has fully mastered the everyday vocabulary.

At the age of 5-6, the child masters the types of declensions and conjugations. Collective nouns and new words formed with the help of suffixes appear in his speech.

By the end of the fifth year of life, the child begins to master contextual speech, i.e. create your own text message. His statements begin to resemble a short story in form. In the active dictionary, a large number of words appear that are complex in terms of lexical-logical and phonetic characteristics. Statements include phrases that require agreement on a large group of words.

Along with the quantitative and qualitative enrichment of speech, an increase in its volume in the speech of a 5-6-year-old child, an increase in grammatical errors is observed,

incorrect word changes, there are violations in the structure of sentences, difficulties in planning the statement.

During the formation of monologue speech, the search for an adequate lexical and grammatical formulation of the statement is underway, which is expressed in the appearance of hesitation pauses. The hesitation pause reflects the speaker's mental activity associated with the search for an adequate lexeme or grammatical construction. According to R.E. Levina, at this age, the affective tension of the child refers not only to the content of contextual speech, but also to its lexical and grammatical design.

By about six years of age, the formation of a child's speech in terms of lexico-grammar can be considered complete (R.E. Levina, 1969).

By the seventh year of life, the child uses words denoting abstract concepts, uses words with a figurative meaning. By this age, children have completely mastered the conversational everyday style of speech.

Along with the gradual mastery of the lexical-grammatical structure and the phonetic system of the native language, at preschool age gradually develop coordination mechanisms between breathing, phonation and articulation, which ensures the formation of speech breathing. At the age of 3 years, these mechanisms are in the phase of initial development. At this age, the child can pronounce individual words or phrases in any phase of breathing, both during inhalation and exhalation, as well as during the pause between them. This can be outwardly expressed in “choking” with speech, inhaled speech, etc. (Fig. 5).

Fig.5. Characteristics of breathing in the process of oral speech in a child of 3 years. (Speech is recorded on inspiration).

Designations: 1 - time (sec).

2 - pneumogram (registration of breathing);

At the age of 6 years, the ratio of the articulatory and respiratory components in the process of oral speech continues to be unstable. However, the pronunciation of one word aloud in most children already occurs in the phase of the beginning of exhalation. In this case, the duration of the exhalation corresponds to the speech task being performed, i.e. the length of the spoken word. At the same time, in the process of pronouncing the phrase, breathing is disturbed. Children of this age cannot yet pronounce the entire phrase in the process of one exhalation. Part of the phrase can be pronounced by them while inhaling, or they take an additional shallow breath for this to complete the phrase (Fig. 6).

Rice. 6. Characteristics of breathing in the process of oral speech in a 6-year-old child. (Respiratory disturbance is recorded in the process of pronouncing the phrase).

Designations: 1 - time (sec);

2 - pneumogram;

3 - phonogram.

As seen in fig. 6, the relationship between breathing and articulation in children is easily disturbed when the speech task becomes more complicated, i.e. the motor speech act as a whole remains insufficiently automated.

In 10-year-old children, just like in adults, the pronunciation of both individual words and phrases always occurs in the exhalation phase (Fig. 7). By this age, speech breathing cycles are formed, which begin to correspond to the syntagmatic division of the text.

Rice. 7. Characteristics of breathing in the process of oral speech in a 10-year-old child

Designations: 1 - time (sec);

2 - pneumogram;

3 - phonogram.

The formation of coordinating mechanisms in the activity of the peripheral speech apparatus is a complex process. The formation of speech breathing is completed only by the age of 10.

Thus, in preschool age, the process of intensive formation of two main aspects of the speech process takes place: mental and motor speech.

The normal development of speech allows the child to move on to a new stage - mastering writing and written speech.