An immediate disciple and follower of K. d. Ushinsky was (1844-1923). In 1871, her main pedagogical work, "The mental and moral development of children from the first manifestation of consciousness to school age," was published, intended for educators and parents. It reflects the main views on the problems of upbringing, development and education of children of preschool age.
According to the teacher, the native language is of particular importance in the upbringing and development of a small child.
, following K. d. Ushinsky, adhered to the principle of national upbringing. She was also a supporter of the use of Russian folk speech in the upbringing of children: fairy tales, riddles, proverbs, sayings, nursery rhymes, folk songs, considering them the richest and most valuable material for the development of a child's speech, for fostering love for their language, their people, their homeland.
The author has developed a methodology for the development of native speech in children. She proposed an approximate distribution of material by age, a program for observing the objective world and nature, guidelines for the use of Russian folklore.
opposed the formal memorization of new words when teaching children their native language. She believed that each new word, especially at a young age, should be associated with specific impressions of children, each word should have a specific image. She objected to using
in a conversation with a child of words that he did not understand, she demanded “purity
and the correctness of the Russian language ”in the family and kindergartens.
She paid great attention to the methods of teaching her native language, especially conversations, which she considered an integral part of the life of children. In her opinion, the conversation should accompany walks, excursions, observations, classes, the daily life of the child. the topic was developed - the topic of conversations, their samples were proposed, practical instructions for conducting conversations with children were given.
The teacher paid great attention to literature. Being a writer herself, she formulated the requirements for a children's book from the point of view of a teacher, outlined her views on a fairy tale, and gave recommendations for memorizing poems and fables.
Many methodological guidelines are not outdated and are of interest and value for modern preschool education in general and for the development of children's speech in particular.
Thanks to the efforts of domestic teachers of the past, a general idea of the elements of the theory of speech development of children was formed, its goals and objectives were determined, principles were formed, and a methodology for the initial education of children was developed.

An activity-based approach to the development of speech - speech develops in activity, and above all in play, through play, in work;
- the relationship of speech development with other aspects of the upbringing of the child's personality (mental, sensory, social, aesthetic, physical education);
- clarity in teaching - the child's language develops in a visual way, and only among the material world will each new word become the property of the child in connection with a clear concrete idea;
- gradualness and repetition. advised to gradually increase the number of items; gradually move from enumerating objects to enumerating the signs and qualities of objects, from individual conversations to collective ones, from the perception of unfamiliar objects to objects familiar, but not observed at the moment, etc.
She paid a lot of attention to the selection of the content of the speech. She considered the main conditions for enriching speech to be social life, nature, the environment surrounding the children, and didactic material.
According to the teacher, an important means of speech development for preschoolers is training in special classes. Among the main requirements for classes, she put forward their connection with the interests and experience of children, "living them", the ability to move and experiment. She developed the most complete vocabulary enrichment and “living word” lessons.
, like K. d. Ushinsky, was against teaching children a foreign language too early. She believed that the child should be well prepared in advance.
Of great interest are the tools, methods and techniques of teaching children their native language developed by Tikheeva, many of which are widely used in the practice of preschool institutions today.
She had a significant influence on the development of the methodology (1889-1952). She considered teaching the native language in line with the traditions of the national methodology.
In the first place she put forward the content of the speech. She believed that sufficient personal experience of the child was needed to enrich the content of speech. The most productive methods of accumulating experience, according to the opinion, are observation, play, work, experiment. The more clearly, more concretely and emotionally the accumulation of experience is carried out, the more successfully and with great interest the children rely on it in conversations and conversations.
Among the speech tasks, she singled out the expansion of the vocabulary, the enrichment of the structure of speech, work on pure pronunciation, the culture of speech, its expressiveness, acquaintance with fiction, the development of children's verbal creativity, mastering various forms of the living word. She considered the social environment and the organization of the developmental environment in the children's institution to be important factors in speech development.
the merit of creating a system of work to familiarize children with fiction, familiarizing them with the art of words. She determined the importance of fiction in the upbringing of preschoolers, highlighted the peculiarities of children's perception of literary works, identified criteria for selecting works, given a classification of children's books according to a thematic principle, developed in detail the methodology of artistic reading and storytelling, depending on the age of children.
The ideas were embodied in program documents, which reveal in detail the tasks of speech development.
In 1962, the "Kindergarten Education Program" was published, according to which children must learn to speak the best examples of their native speech. For the first time, it developed a program (including speech development) for 4-year-old children (2nd junior group), introduced a new name for the group of 6-year-old children ("preparatory to school"), provided preparation for literacy, program material on the development of individual qualities of speech attributed
to certain types of activities of children. However, the tasks for coherent speech in this program were not formulated specifically enough, which made it difficult to control the work.
Released in 1964-1972. the reprint of the program in the field of speech development only specified specific requirements and specified the lists of recommended fiction for
children.
In 1984, the Model Kindergarten Teaching and Upbringing Program was published. In it, the section is developed in more detail.<‘Развитие речи», в котором произведено разграничение задач развития речи и ознакомления с окружающим; заново сформулированы конкретные задачи воспитания звуковой культуры речи, словарной работы, формирования грамматического строя речи и элементарного осознания языковых явлений; усилено внимание к работе нал смысловой стороной слова; работа по развитию связной речи включена со 2-й младшей группы.
The twentieth century is characterized not only by the improvement of program and methodological documents, but also by the emergence of scientific research, which can be conditionally divided into several areas:
- studies of age sections - speech of young children, speech of children entering school, etc. (, D. B. Elkonin,.);

Studies of individual spheres of the language and their reflection in speech (phonetics, vocabulary, grammar, coherent speech) in the form of age sections, in perspective development, in conditions of various influences (, etc.);
studies of the speech of children in phylo - and ontogenesis (, A, A. Leontiev, and others);
- studies of the mechanisms of speech in their development (, etc.);
research by types of creative activity (, eva, 4. A. Orlanova, et al.);
- studies of the peculiarities of the perception of works of art (N. Karpinskaya, etc.);
studies of language and speech awareness (, etc.);
research of opportunities for teaching literacy (, N. V. Durova, etc.).
The listed areas will be described in more detail in the following sections.
The search for new content and forms of teaching native speech continues.

1. Why is it called the founder of the speech development method, and his successor?
2. What is the relevance of the theoretical provisions formulated?
3. What is the role in the creation and development of a scientific and pedagogical school on the problems of speech education and familiarizing children with culture through the perception of the artistic word?
4. What are the main areas of research in the field of speech development in children.

CHAPTER 2
DIDACTIC BASIS OF SPEECH DEVELOPMENT
PRESCHOOL CHILDREN
2.1. Strategy and tactics of modern education
preschoolers native language
A child who first crossed the threshold of kindergarten can already speak. But his arsenal of speech is insufficient to express thoughts, impressions, feelings: for this he lacks words.
By itself, going to kindergarten expands the possibilities of speech development in children. Under the guidance of a teacher, they observe natural phenomena, the labor activity of people, communicate with peers, listen to the works of art read by the teacher, etc. All this, of course, enriches the child's personality, expands his knowledge and develops his speech, but it is also necessary to work on speech of children.
Developing speech does not only mean giving children the opportunity to speak more, to give material and topics for oral statements. Developing speech means systematically, systematically working on its content, its consistency, teaching the construction of Sentences, the thoughtful choice of a suitable word and its form, constantly working on the correct pronunciation of sounds and words. Only a continuous and organized system of work on the language will help to master it. Without special work on the content and its speech expression, children will only learn to chat, which is harmful to their general and speech development.
It is also important that the teaching of the native language be conscious, meaningful, since on this basis an orientation in linguistic phenomena is formed, conditions are created for independent observation of the language, the level of self-control in constructing an utterance rises.
Awareness is the process of a person's reflection of reality with the participation of words. "To realize, in the opinion, means to reflect objective reality through socially developed generalized meanings objectified in the word."

A person, receiving impressions from objects (phenomena) of reality acting on him, can verbally name them, express the relationship between them using language. Thanks to the word, he is able to give himself an account of what is reflected, which means that his impressions become conscious. Thus, awareness is possible through language.
According to F, A. Sokhin, the awareness of linguistic reality (linguistic development) is the allocation of a new area of objective knowledge for the child, is an important point in enriching his mental development and is of decisive importance for the subsequent systematic study of the native language course at school.
The availability of awareness of linguistic reality by preschool children has been confirmed by numerous studies:
- awareness of the sound composition of a word in the process of teaching literacy (D. B. Elkonin, and others);
- awareness of the semantic side of the word (, s. n. Karpova, etc.);
awareness of word-formation relations (D. N. Bogoyavlensky, -Tambovtseva, and others);
- awareness of coherent statements (, etc.).
The above studies refute the widespread point of view on the development of speech as a process entirely based on imitation, intuitive, unconscious assimilation of language by a child. They convincingly prove that the development of speech is based on an active, creative process of mastering the language, the formation of speech activity.
Confirming the availability of awareness of the elements of speech already in the spontaneous experience of children, the researchers emphasize the importance of special work on the development of a conscious attitude to linguistic reality in order to develop in children the ability to “operate not with language, but with language (). Therefore, it is necessary to purposefully teach speech and speech communication. The central task of such training is the formation of linguistic generalizations and elementary awareness of the phenomena of language and speech.
But not all training contributes to the awareness of the phenomena of language and speech. Education, which boils down only to the accumulation of knowledge, skills and abilities and does not form the ability of children to think, does not teach him those mental operations (analysis, synthesis, comparison, generalization, etc.), with the help of which meaningful knowledge is ineffective both for the development of speech and for mental development in general. This fact is pointed out by many psychologists and teachers (and others): “Whoever demands from the school only knowledge, skills and abilities and at the same time does not put the spiritual, moral, mental and physical development of the child to the fore, he is trying to essentially put the cart ahead of the horse. The first place should be the development of the child, which will allow the student to acquire knowledge, develop skills and abilities. " This statement also applies to pre-school institutions.
Today, the task of child development is put forward in the first place, which will make the process of equipping preschoolers with knowledge, skills and abilities more effective. A developmental mindset can be considered a modern strategy for teaching the native language of preschool children.
Among the various concepts of developmental education based on the theory of the zone of proximal development of the child, today the approach developed, etc., is increasingly being understood. In the interpretation of these psychologists, developmental education is teaching, the content, methods and forms of organization of which are directly focused on the laws of child development ...
The teacher, in his opinion, is not enough himself to know the material that will be offered to children and master the teaching methods. If the child blindly follows the teacher through the maze knowledge, then he has a chance to go this path without injuries (mistakes), but he will not be able to see his own path through the maze and then move on his own. A child can go to school well prepared (to be able to read, write, Count), but from being taught he will never become a student (teaching himself).
It is not enough to simply present a cognitive task to the children. It must be accepted by the child, that is, it must become his own task. The question to be answered must become 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 set in such a way that the child strives to solve it.
The developmental effect of learning is also determined by the extent to which it focuses not only on age, but also on the individual characteristics of children. Individually - oriented teaching provides for the care of the teacher so that each child can realize their special qualities and preserve their individuality. For this, the content of training should provide for options for solving cognitive tasks so that the child has freedom of choice.

How the training is organized determines a lot. First, will the children be only capable of performing activities, or will they have the initiative, the ability to independently solve various problems. Secondly, will they develop a craving for knowledge. Thirdly, will the ability to have their own point of view and at the same time to perceive and respect other people's opinions develop.
If, in the process of teaching his 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, will not have the desired positive influence.
Therefore, in order to ensure the successful mastering of their native language by children, they must be encouraged to independent searches, to mental effort, to mental activity, they “must be taught to work” (). This is the main task of the preschool teacher.

Review questions
1. What can be considered a strategy for modern teaching 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

The amount of knowledge that needs to be passed on to the younger generation is steadily growing every year. for this, new programs are being created for preparing children for school in preschool institutions and teaching at school. To help children cope with solving complex problems, you need to take care of the timely and full-fledged formation of their speech.
The development of speech in preschool age has a variety of effects on children. First of all, it plays a big role in their mental development.
The mother tongue is “the key that opens the treasures of knowledge to children” (eva). Through their native language, children become familiar with material and spiritual culture (fiction, folklore, fine arts), gain knowledge about the world around them (animal and plant kingdom, about people and their relationships, etc.). In a word, children express their thoughts, impressions, feelings, needs, desires. And since any word is in one way or another a generalization, in the process of mastering speech, the child gradually develops logical thinking. Mastering the language enables children to reason freely, draw conclusions, reflect a variety of connections between objects and phenomena.
Learning a native language creates more opportunities for moral development preschoolers. The word helps the development of joint activities of children, accompanying their games and work. Through the word, the child learns the norms of morality, moral values. argued that the formation of character, emotions and personality in general is directly dependent on speech.
Mastering the native language occurs simultaneously with fostering an aesthetic attitude to nature, man, society, art. The native language itself has the features of beauty, it is capable of causing aesthetic experiences. Of particular importance for aesthetic development are the artistic word, verbal creativity and artistic speech activity of children.
Thus, the role of the mother tongue in the all-round development of a child is enormous and undeniable.
However, developing speech does not only mean providing children with the opportunity to speak more, provide material and topics for oral expression. Purposeful work is needed on their speech.
The main goal of work on the development of speech in pre-school institutions is the formation of oral speech and a culture of verbal communication with others. It includes a number of specific particular tasks, among which: education of the sound culture of speech, vocabulary development, improving the grammatical correctness of speech, the development of coherent speech (dialogical and monologic).
Where to start learning? The answer to this question is given. 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 the language can develop properly if they are not closely related and if their development is not guided by adults.
As emphasizes, in each of these sides there is a nodal formation that allows you to single out the priority lines of work. V work on the sound side of speech special attention is paid to teaching the mastery of such characteristics as tempo, voice strength, diction, fluency, as well as intonation when speaking. V vocabulary work the semantic component is brought to the fore, since only the child's understanding of the meaning of a word (in the system of synonymous, antonymic, polysemic relations) can lead to a conscious choice of words and phrases, their exact use. In the formation of the grammatical structure of speech, it is of great importance, first of all, to master the methods of word formation of different parts of speech, the formation of linguistic generalizations, the construction of syntactic structures (simple and complex sentences).
V development of coherent speech- This is teaching the ability to use various 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, according to apt expression, absorbs all the child's speech achievements.
The tasks of speech development are implemented in a program that determines the volume of speech skills and abilities, the requirement 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 in preschool children in kindergarten" (). Educators have a choice. However, when choosing a program, it is necessary to take into account its scientific validity, the persuasiveness of the tasks and the content of education. The program must prove why exactly these tasks and content can ensure the speech development of children, the relationship of speech development with other aspects of education and sections of the program must be ensured.

Review questions and assignments
1. What speech task is leading in teaching the native language? Justify your answer.
2. What are the priority lines of work on each side of the speech?

2.3. Methodological principles of teaching children their native language

The organization of speech development in preschool children should be built taking into account not only didactic (visibility, 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 of teaching speech in accordance with the tasks of speech education of children.
Under methodological principles are understoodgeneral initial rules, guided by which the teacher chooses (or creates)
means of education. Methodological principles reflect the specifics of teaching native speech and act in conjunction with each other
.
One of the important methodological principles of teaching is the principle of the formation of children's speech activity as an active process of speaking in 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 by which language conveys certain phenomena and relations of reality. For example, to correctly understand the saying "bring pencils", you need to feel that the "and" at the end of the word "pencil" is an indicator of plurality. The person who creates the statement must feel the same if he wants to get a few pencils. A child listening to speech does not passively perceive it; he immediately becomes involved in the process of active processing of what he hears in order to extract content and thoughts from the statement. wrote that listening to a speech "is not just listening, to a certain extent we seem to speak together with the speaker." emphasized that "any methodological concept that fundamentally opposes listening to speaking is wrong at its core."
Native language teaching is also based on the principle of the relationship of all its sides: phonetic, lexical and grammatical. The unity of all aspects of the language is manifested primarily in its communicative function, which acts as the main property of the language, its essence.
The sound form inherent in any word creates an opportunity for communication: words are physically reproduced and perceived. However, the sound structure of a language does not exist by itself. Not any complex of sounds, but only one that has a certain meaning, can serve the purposes of communication. The word acts as such a sound complex. The vocabulary of the language, its vocabulary is peculiar, serving to express thoughts. Nevertheless, no matter how rich the vocabulary of the 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 originality of each of the sides of the 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 following provisions determine the methodology for teaching the native language of preschoolers, taking into account intra-subject connections.
1. Proceeding from the fact that all aspects of the language are interconnected and at the same time each of them has specific features, children for the conscious mastery of the language must learn the features of each of the aspects of the language and the connection between them.
The system of teaching the native language at preschool age should be built taking into account the essence of the connection between the sides of the language. this provision should be implemented both in determining the sequence of training and in the content of training itself.
2. Since the interaction of all aspects of the 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 the language, that is, realizing the importance of each of the sides of the language and their unity in the communication process.
For these purposes, in 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 the word and the meaningful role of sounds.
In vocabulary work, special attention is paid to showing the unity of all aspects of a word: pronunciation, lexical meaning, a set of grammatical features. In this case, it is necessary to achieve an understanding of both the nominative (denominational) function of the word and the lexical meaning.
When teaching grammar, the leading direction is the formation in children of the ability to use sentences of different structures.
The language is learned in the process of using it. Therefore, it is very important to include children in a timely manner in the sphere of communication with others, to organize active speech practice for him. The forms of including children in active speech practice are varied:
this is reading works of fiction, examining illustrations and retelling their content; repetition of poems; guessing riddles, didactic games and exercises, various types of children's theaters, etc. Children need, under the guidance of a teacher, to solve speech cognitive tasks, compare, contrast.
Children's speech practice contributes to the development of what is usually called "language sense" or linguistic flair, which is the ability to use language means appropriate to a given speech situation, without involving knowledge of 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 is the principle speech action. The teacher should remember that not all utterances of speech sounds (even if they are whole texts) are speech. The phrases spoken by the child will be the result of speech action only if a number of conditions are met:
if the student has an internal motive (why it must be said);
- if there is a goal (for what it must be said);
- in the presence of thought (what content must be conveyed in words).
The learning process should be structured so that the child's actions are truly verbal at every moment of learning.
As a result of teaching, children should develop those speech skills, without which it is impossible to create any, even the most elementary, utterance (the skills of choosing words, changing them, choosing a structure, 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 have not yet been encountered by the child.
Researchers (L. P, Fedorenko,) also name other methodological principles:
- the relationship of sensory, mental and speech development of children;
- communicative-activity approach to the development of speech;
- enrichment of motivation for speech activity; organization of observations on linguistic material;
- the formation of an elementary awareness of the phenomena of language, etc.
.
On the basis of the above methodological principles, a methodology for teaching children the sound culture of speech, vocabulary work, the formation of the grammatical structure of speech and the development of coherent speech is being built.
Review task /
List the methodological principles of teaching the native language, reveal their essence.

2.4. Activity as a condition for the development of speech

and teaching the native language

Speech serves the most important areas of human activity. A person's activity in these areas is closely related to how perfectly he is fluent in speech. The same applies to preschoolers. (no articles 32-32)

Designating volitional and intellectual actions are
6.24%, and honey verbs - 3%. The imperativeness of the verb is reduced by about 10%. The ratio of the indexes changes
and personal pronouns in favor of personal ones. From the age of four appears
indirect speech.
Non-situational-personal form of communication typical for children five to seven years old. At the age of five to seven, communicative tasks come to the fore. Preschoolers actively talk with adults about what is happening between people; persistently trying to figure out how to proceed; ponder both their own actions and the actions of other people. These conversations are of a theoretical nature (questions, discussions, disputes). Children talk about themselves, ask adults about themselves, talk about friends in the group, love to listen to stories about everything that concerns people. Older preschoolers turn any activity into a springboard for discussing issues of concern. They strive for mutual understanding and empathy. Children are characterized by the greatest, in comparison with otheri1 stages, the turn of their speech to a partner. Non-addressed speech makes up 40% of all speech, Children speak in more complex sentences (14.9%). In addition to attributive properties (69.8%), adjectives define 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 is reduced 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, the transition of children from one form of communication to another occurs, 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 saturation. If a child usually talks with an adult more or less calmly, without unnecessary expressions, then a conversation with peers is usually accompanied by sharp intonations, screaming, antics, etc. In the communication of preschoolers, there are almost 10 times more expressive-mimic manifestations than in communication with adults;
- non-standard children's statements, lack of strict rules and regulations. Communicating with an adult, even the smallest child adheres to certain norms of statements, generally accepted phrases and speech turns. When talking to each other, children use the most unexpected, unpredictable words, combinations of words and sounds, phrases (buzzing, cracking, mimicking each other, coming up with new names for familiar objects);
- the predominance of proactive statements over response. When communicating with peers, it is much more important for a child to express himself than to listen to another. Therefore, the conversation, as a rule, does not work: the children interrupt each other, each speaks about his own, not listening to the 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, more or less attentively listens to messages and stories. When communicating with an adult, the child prefers to listen rather than speak himself;
- communication of children with each other is much richer in its purpose, functions. Here: both the management of the partner's actions (to show how you can and how not to do it), and the control of his actions (to make a comment in time), and the imposition of his own models (to make him do just that), and joint play (together to decide how we will play) , and constant comparison with myself (I can do that, can 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 the child's personality. In communicating with adults, the child learns to speak and do the right thing, listen and understand another, learn new knowledge. In communication with peers - express yourself, manage other people, enter into a variety of relationships. In addition, a peer can teach many things much better, for example, the ability to speak correctly. Studies and others have shown that a child's speech addressed to a peer is more coherent, comprehensible, detailed and lexically rich. Communicating with other children, the child expands his vocabulary, replenishing it with adverbs of the mode of action, adjectives that convey an emotional attitude, personal pronouns, often uses a variety of verb forms and complex sentences. The researchers explain this by the fact that a child is a less intelligent and empathetic partner than an adult. It is the dullness of the peer that plays a positive role in the development of the speech of children.
When talking with 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, desires.

Working on the sound side of speech

By the age of four, a child's active vocabulary reaches 1900-2000 words. In the speech of children, the number of contractions, permutations, omissions decreases, words formed by analogy appear ("skootlanul" - scratched). The teacher teaches children to actively use the stock of words they have learned in everyday life and in the classroom, teaches them to correctly name the surrounding objects, their qualities, natural phenomena, to use words denoting temporal and spatial concepts.

Children four years old use a more complicated and common phrase. Speech becomes more coherent and consistent. The teacher teaches children to answer questions, retell well-known fairy tales, stories, and use grammatically correct forms of words.

A child of the fifth year of life improves the ability to perceive and pronounce sounds:

the softened pronunciation of consonants disappears,

many sounds are pronounced more correctly and clearly,

the replacement of hissing and whistling sounds with the sounds "T" and "D" disappears,

the replacement of the hissing sounds "Ш", "Ж", "Щ", "Ч" by the whistling sounds "С", "З", "Ц" disappears.

The pronunciation of individual sounds in some children may not yet be formed: hissing sounds are not pronounced clearly enough, not all children can pronounce the sounds "L" and "R".

Work on the education of the sound culture of speech includes the formation of the correct pronunciation of sounds, the development of phonemic perception, vocal apparatus, speech breathing, the ability to use a moderate speech rate, intonational means of expressiveness. In children of middle preschool age, it is important to form and consolidate the correct pronunciation of all sounds of the native language.

The sequence of work, which is based on the age sequence of the child's mastery of sounds (in ontogenesis):

Vowels: I, S, U, E, O, A

Labio-labial: M, P, B

Labiodental: V, F

Front-lingual: N, D, T, Z, S

Rear-lingual: K, G, X

Jotated: Yo, Yu, I, E

In the middle group, the main attention is paid to the development of the anterior-lingual palatine-dental Ш, Ж, Ш, Ч, Р and dental L.

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

Stage 1: Preparation of the articulation apparatus.

Work on the development of the basic movements of the organs of the articulatory apparatus is carried out in the form of articulatory gymnastics. The goal of articulatory gymnastics is the development of full-fledged movements and certain positions of the organs of the articulatory apparatus, which are necessary for the correct pronunciation of sounds.

In the middle group, in organized educational activities, the following set of exercises is used, which you can also do with the children at home in front of the mirror:

"Smile"(Stretch lips in a smile, teeth are not visible).

"Fence"(lips stretch in a smile, upper and lower teeth are bared).

"Tube"(pulling lips forward)

"Smile" - "Tube".

"Pancake"(open your mouth, put a wide tongue on your lower lip).

"Needle"(narrow tongue).

"Pancake" - "Needle".

"Hide your tongue"(put a wide tongue on the lower lip, then lift the upper teeth, mouth open).

"Swing"(alternation of tongue movements up and down).

"Snake"(alternation of movements: move the tongue deep into the mouth - bring it closer to the front lower incisors).

Stage 2: Clarifying the pronunciation of the isolated sound

At this stage, the following games are used in organized educational activities:

"Who sings a song as they are."

The hammer song - t-t-t.

Woodpecker song - d-d-d,

Song of the rain - k-k-k,

Goose song - g-g-g.

"Finish the song." (for every sound)

Pyro-g-g-g, sapo-g-g-g, curd-g-g-g.

Stage 3: Consolidation of sound in syllables, words and phrasal speech.

At this stage, the following games are used in organized educational activities. For example, working out the sound "k" in syllables:

"Echo".

Shirt-ka-ka-ka, very-ko-ko-ko….

"Who is shouting how?"

Chicken - ko-ko-ko,

Cuckoo - cuckoo

Rooster - ku-ka-re-ku,

The frog is kva-kva-kva.

Pure clause.

Ka-ka-ka - the river runs

Ko-ko-ko - I see far away

Ku-ku-ku - a cuckoo sits on a bitch.

Working out the sound "k" in words, in phrasal speech:

Riddles in which the answers begin with the sound being studied.

Pronunciation of words with the sound under study using subject pictures.

Memorizing a poem.

I have saved up kopecks

Cabbage ...

There will be a goat

The cat will give

Milk. (V. Lunin)

You geese, geese,

Red paws!

Where have you been

What have you seen?

We saw a wolf:

He carried away the gosling,

Yes the very best

Yes, the greatest!

You geese, geese,

Red paws!

You pinch the wolf -

Save the gosling!

The formation of the pronunciation side of speech is a complex process, during which the child learns to perceive the sounding speech addressed to him and control his speech organs for its reproduction.

Many Russian scientists were involved in the development of correct sound pronunciation in preschool age, among them A.N. Gvozdev, I.E. Tikheev, A.V. Mirtova, A.M. Borodich, M.F. Fomichev, etc.

The theory of speech mechanisms by N.I. Zhinkin:

1) the formation of words from sounds;

2) composing messages from words.

"Sound gesture" is an independent, non-predictive, indivisible interjection speech unit that has a signal function (often it is a signal about an unfavorable psychophysiological or emotional-sensual state of the speaker).

It is generally recognized that in oral speech, the process of forming an utterance proceeds in parallel with the process of thinking, nevertheless, the problem of the relationship between consciousness and thinking, language and speech by psycholinguists has not yet been unambiguously solved. According to one of the common points of view, the coding of a speech message goes through a difficult path from thought to a detailed statement. It all starts with the emergence of a motive that gives rise to the need to convey something to another person; this need is embodied in a design, or thought, which is only the most general scheme of the message.

Psycholinguists distinguish three stages in generating a speech utterance. The first stage: is of a psychological nature and is associated with the motives of speech, its goals, speech intention. The second stage: the stage of internal speech - is characterized by the semantic and grammatical formation of the utterance. The development of inner speech goes from primary, poorly differentiated forms to “inner speaking”. In the final phase, inner speech is maximally developed and approaches in structure to outer speech.

The third stage: represents the materialization of the speech concept through the sound design of the utterance (external speech).

Phonemic hearing is a subtle, structured hearing that allows you to distinguish and recognize the phonemes of your native language. It is a part of physiological hearing, aimed at correlating and comparing audible sounds with their standards.

Phonemic perception is mental actions to isolate and distinguish phonemes, by determining the sound composition of a word.
Phonemic hearing - monitors the continuous flow of syllables.

Speech hearing - the joint functioning of phonemic and phonetic hearing, carries out not only the reception and assessment of someone else's speech, but also control over their own speech. Speech hearing is a stimulus for the formation of pronunciation.

Phonemic hearing, being one of the basic links of speech activity, provides other types of psychological activity of a child: perceptual, cognitive, regulatory, etc. maladjustment of preschool children.

the meaning of the speech motor analyzer is that it can produce new combinations of complete words each time, and not store them in memory in such a combination.

Initially, under the influence of stimuli from the internal environment of the body, along with different body movements, the infant also experiences muscle contractions in the speech organs, resulting in a sound (humming, babbling). These unconditioned sound reflexes, gradually improving, are first included in the first signal system, and then, from the second year, in the second, already as elements of speech. When pronouncing the elements of speech, the receptors of the muscles of the tongue, lips, soft palate, cheeks, larynx are irritated. Reaching the cortex, these stimuli cause excitation in the special kinesthetic and associated motor cells of the cortical section of the speech motor analyzer.

A child of younger preschool age (from 2 to 4 years old) is already mastering speech to a large extent, but speech is still not clear enough in sound. The most typical speech deficiency for children of this age is speech softening. Many three-year-old children do not pronounce hissing sounds Ш, Ж, Ч, Щ, replacing them with whistling ones. Three-year-olds often do not pronounce the sounds R and L, replacing them. Replacement of posterior lingual sounds with anterior lingual ones is noted: K - T, G - D, as well as stunning voiced sounds.

Pronunciation of words at this age has features. In Russian, babies find it difficult to pronounce two or three adjacent consonants, and, as a rule, one of these sounds is either skipped or distorted, although in isolation the child pronounces these sounds correctly. Often in a word, one sound, usually more difficult, is replaced by another in the same word. Sometimes these substitutions are not associated with the difficulty of pronouncing a sound: just one sound is likened to another, because the child caught it and remembered it faster. Very often, children rearrange the sounds and syllables in words.

According to M.F. Fomicheva, the pronunciation of each sound by a child is a complex act that requires precise coordinated work of all parts of the speech-motor and speech-auditory analyzers. Most children of three years old have physiological, non-pathological deficiencies in sound pronunciation, which are of a fickle, temporary nature. They are due to the fact that the central auditory and speech apparatus are still imperfectly functioning in a three-year-old child. The connection between them is not sufficiently developed and strong, the muscles of the peripheral speech apparatus are still poorly trained.

Features of the pronunciation of children in the third and fourth year of life A.N. Gvozdev characterizes it as a period of assimilation of sounds, when, along with correct pronunciation, there are gaps, replacements, assimilation of sounds, and their softening.

During the period from 1 to 3 years clearly pronounces the following sounds: a, y, o, and, e, s, p, b, m, f, c.

By the beginning of the fourth year of life, the child, in favorable conditions of upbringing, learns the sound system of the language.

Overcoming the general softness of pronunciation;

Education of correct articulation and intelligible pronunciation of vowel sounds:

"A", "y", "i", "o", "e";

Clarification and consolidation of consonants:

"P", "b", "m", "t", "d", "n", "k", "g", "f", "v", "s".

as well as whistling sounds - "s", "z", "c";

Development in children of speech breathing, auditory attention and phonemic hearing, motor skills of the speech apparatus;

Preparation of the articulatory apparatus for the pronunciation of hissing and sonorous ("l", "p") sounds.

Children of middle preschool age master the pronunciation of all sounds of their native language, including articulatory difficult sounds. Reverse replacement of sounds is typical (instead of the old substitute, the newly acquired sound is put - "shlon", "shobaka"). In some children, there is an imperfect pronunciation of whistling, hissing and sonorous ("p", "l") sounds due to insufficient development of speech and motor mechanisms.

Middle preschool age(4 - 4, 5 years) softening almost disappears in speech, it is observed only in a few. The majority already have hissing sounds W, F, H, at first they sound unclean, but gradually children master them completely, although this age is characterized by an instability of pronunciation. Many children of middle preschool age already pronounce the sound P, but it is not yet sufficiently automated in speech. The sound P is rarely missed in words, more often it is replaced by other sounds: L, L, Y. It is interesting that some children of this age have an excessively frequent use of the sounds P, W, F, when they switch to their correct pronunciation. The child replaces with a new sound those sounds that used to be substitutes themselves.

A.N. Gvozdev points out that the formation of phonemes, which completes the assimilation of the sound system of the language, occurs when the child recognizes previously mixed sounds and their stable use to distinguish words in accordance with the language tradition.

In the period from 3-4 years, he clearly pronounces sounds: t, d, n, k, g, x, d, s, s ', z, z', c.

The sounds are put sequentially - in order: t, d, n, k, g, x, s ', s', z, z, c, d.

From 4-5 years old: w, w, h, w, l, l ".

Sounds are put sequentially - in order: w, w, h, w, l, l ".

On fifth year life in most children (with systematic and planned lessons in the previous groups) the process of mastering the sounds of the native language is completed.

Deficiencies in sound pronunciation at this age in some children may be expressed in incorrect, more often in unstable pronunciation of certain groups of sounds (for example, whistling and hissing). When in some words the sound is pronounced correctly, in others it is incorrect; in the indistinct pronunciation of individual words, especially polysyllabic ones. Children have difficulty in pronouncing sounds in those words that include certain groups of consonants, for example: whistling and hissing at the same time, sounds [l] and [p]: old woman, laboratory. So, for example, the phrase “A woman was drying a fur coat in the sun” children of middle preschool age can pronounce as “A woman was shuffling a fur coat on a sholnyshka” or as “Zensina was pushing a subu for a soniska”; This pronunciation is due to the fact that some children either have insufficiently fixed separate sounds, or they still do not know how to clearly differentiate them by ear in their own pronunciation. Usually, under the influence of training, such imperfections in sound pronunciation disappear over time.

The mastery of the correct pronunciation of sounds, as already mentioned, does not occur evenly and equally in all children. Some preschoolers often stubbornly continue for quite a long time to replace difficult articulatory sounds with simpler ones, for example, hissing consonants with sibilants. Until the age of five, such a mispronunciation of sounds is quite natural. But if such speech defects are observed in older preschool age, special speech therapy assistance is needed.

In the fifth year of life, children are able to recognize by ear this or that sound in a word, to select words for a given sound. All this is available to them, of course, if the corresponding work was carried out in the previous age groups. Without special preliminary preparation, for most children, such tasks will be impracticable. Therefore, it is very important in the second junior group, as well as at the beginning of the school year in the middle group, to acquaint children with the concept of "sound". The increased interest in the sound side of the word at this age is expressed in the fact that children listen to words, try to find similarities in their sound (they themselves are able to select words that are close in sound), with the intonation of a sound, they can establish its presence in a word, often play with sounds, repeatedly repeating that interested them, sometimes even meaningless sound combinations.

In preschoolers, the exhalation is lengthened. They are able to pronounce vowel sounds for 3-7 seconds. Free exhalation when blowing on the sultan is somewhat shorter - from 2 to 5 seconds. This enables children to pronounce phrases with more words.

In the development of the sound side of speech in children in the fifth year of life, a kind of contradiction is observed. On the one hand, a special sensitivity, susceptibility to the sounds of speech, a sufficiently developed phonemic hearing, and on the other, insufficient development of the articulatory apparatus and complete indifference to articulation.

At this age, the child develops the consciousness of his pronunciation skills. Under the influence of teaching, a significant part of children begin to correctly assess their pronunciation and the pronunciation of their comrades.

However, some preschoolers at the age of five have defects in the pronunciation of whistling, hissing and sonorous ("p", "l") sounds. Therefore, the content of the training includes consolidating the pronunciation of vowels and consonants, processing the pronunciation of sibilant, sibilant sonorant ("p", "l") and sibilant sounds. Work continues on diction, as well as work on the development of phonemic

hearing and intonational expressiveness of speech.

The patterns of mastering the sound side of speech make it possible to determine the priority lines of the formation of one or another mechanism at different age stages. In the early stages, the development of speech hearing and auditory attention, the perception and understanding of the oral speech of others (its meaning, sound design, intonational expressiveness) occurs. In the fourth year of life, the development of speech hearing and motor skills of the articulatory apparatus, work on diction, preparation for the pronunciation of articulatively difficult sounds.

In the fifth year of life, the formation of all sounds of the native language takes place, all phonetic differentiations are completed, and children have a sufficiently developed speech hearing.

From 5 years old: p, p '

The motor image of the sound pronounced by the child does not directly correlate with the sound heard by the child in the speech of adults. This relationship occurs through the sound image of the sound pronounced by the child himself. Thus, the articulatory movement and its image in the cerebral cortex are, as it were, enclosed between two sound images: between the sound in the language of adults and between the sound pronounced by the child. It is their distinction that underlies the improvement of the articulation of sounds. The assimilation of sound and the associated correct pronunciation occurs when these two sound images coincide, when they are identical. The concept of A.N. Gvozdev is based on the assumption that the child not only correctly perceives the sounds of speech of adults (that a clear differentiation arises in his perception very early), but also hears his erroneous pronunciation correctly. Even if we assume that the child perfectly accurately perceives the sounds of the language of adults, this does not mean that he hears the sounds he himself pronounced equally adequately.

Articulation classification is based on:

1) participation and non-participation of the lips. In the articulation of the vowels "o" and "y", in addition to the language, lips take a separate part, which, when pronouncing these phonemes, move forward and are rounded. Therefore, the vowels "O" "U" are called labialized (from Latin labia - lips), and all other vowels are called non-labialized

2) the degree of rise of the tongue to the palate (upper, middle, lower rise)

3) places of raising the tongue (front middle and back row)

The articulation classification of consonants is built taking into account five main signs of the presence or absence of vibration of the vocal folds:

1 way of articulation

2) place of articulation

3) the presence or absence of an additional rise of the back of the tongue to the hard palate

4) the place of resonance.

by the first sign of the presence or absence of vibration of the vocal folds, consonants are divided into:

sonorous (from Lat. sono - I sound), during the formation of which there is almost no noise, but the tone of voice predominates: l, l ", p, p", m, m ", n, n", and (I)

deaf, in the formation of which only noise is involved, p, p, t, t ", k, k ', f, f", s, s ", x, c, h', w, sch.

by the second criterion (by the way of articulation)

consonants are divided into stop - plosive b, b, p, p, d, d ", t, t", g, g ", k, k, and stop-anadromous m, m ', n, n", l , l "

slotted (fricative) v, v ', f, f ”, z, z”, s, s ”, w, w, sch, h, x, x”, and (i)

3) affricates: c, h "

4) trembling p, p "

on the third basis, according to the place of articulation, the consonants are divided into

1) labial - labial: m, m, p, n, b, b, and labodental: f, f, c, c,

2) lingual:

lingual-dental t, t, d, d, n, n, s, s, z. s, c

lingual-aveolar l, l, r, r,

lingual anterior palatine w, w, h, sch,

lingual-middle palatal k, z, x, u, (i),

posterior lingual posterior palatine g, k, x,

on the fourth basis, according to the presence and absence of a rise in the back of the tongue, consonants are divided into

1) solid pairs of all consonants, except for h, u,

2) soft: soft pairs of all consonants except w, w, c,

3) according to the fifth feature, according to the place of resonance, consonants are divided into nasal ones: m, m, n, n,

4) oral: all other consonants

Each sound, phoneme has a number of articulatory features and, depending on this, can be simultaneously attributed to several groups.

Mastering the sound side of speech (according to A.N. Gvozdev):

1 year 8 months- "a", "o", "y", "i", "m", "p", "b", "k", "g", "q", "t", "n", " l "," sm ".

1 year 8 months- "hh", "qi", "y", the initial sound in a word or the final consonant is often omitted.

1 year 10 months- 2 years - hard consonants "n", "t", "d".

2 years - 2 years 6 months - solid "s", "l", then "s", "v", "p". Mixing articulatory close sounds.

2 years 6 months - 3 years- The following sounds are mastered: "h", "w", "w", "u", solid "c".

3-4 years- The sound side of speech is fully mastered.

4 years - 6 years- The sound side of speech is mastered completely, differentiate by ear and pronunciation.

The role of different elements of the sound side of speech is important in the construction of any utterance. Each of the elements has a different effect on the sound design of the presentation of the text: the understanding of its content largely depends on the rate of speech, its loudness, and the semantic perception of the pronounced utterance also depends on diction. Ultimately, the strength and depth of the utterance's impact on the listener largely depends on the awareness of the sound side of speech.

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

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

Literature

1. Gorelov I.N., Sedov K.F. Fundamentals of Psycholinguistics. - M., 1997.

2. Zhinkin N.I. Mechanisms of speech. - M., 1958.

3. Isenina E.I. The literal period of the development of speech in children. - Saratov, 1986.

4. Kasevich V.B. Ontolinguistics: typology and language rules // Language, speech and speech activity. - M., 1998 .-- T. 1.

5. Levina R.E., Nikashina GL. General speech underdevelopment // Foundations of the theory and practice of speech therapy / Ed. R.E. Levina. - M., 1968. - Ch. 3.

6. Leontiev LL. Research of children's speech // Fundamentals of the theory of speech activity. - M., 1974.

7. Leontiev AL. Fundamentals of Psycholinguistics. - M., 1999.

8. Lepskaya N.I. Child's language (ontogeny of speech communication). - M., 1997.

9. Negnevitskaya E.I., Shakhnarovich A.M. Language and children. - M., 1981.

Fundamentals of the theory and practice of speech therapy / Ed. R.E. Levina. - M., 1968.

10 Slobin D., GreenJ. Psycholinguistics. - M., 1977.

11.Ushakova T.N. Ways of assimilation of the native language by a normal child // Questions of psychology. - 1974. - No. 1.

12.Tseitlin S.N. Language and the child: Linguistics of children's speech. - M., 2000.

13. Chukovsky K.I. Two to five. - M., 1966.

14. Elkonin D.B. Speech development in preschool age. - M., 1958.

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Starodubova Natalya Anatolyevna Theory and methods of speech development in preschoolers

The textbook is intended primarily for students enrolled in both the first and second stage of pedagogical education at pedagogical universities. At the same time, the book can be used by already working teachers to improve their qualifications. For this category of readers, it will be an addition to the well-known textbook by M.M. Alekseeva and V.I. children's speeches in foreign pedagogy; preparation of children for literacy training, etc.) are not at all submitted for consideration. The objectives of the manual are to help students understand the theoretical foundations on which modern methods of teaching the mother tongue are based; systematize existing knowledge; open the mind; to get an idea of new ideas that have already found implementation in the practice of preschool institutions; determine the attitude towards existing methods and individual methodological provisions and recommendations; to acquaint with different points of view on a particular problem, since modern teachers must navigate the world of methodological ideas and have their own position on this issue. Only in this case can one count on their creative activity. The manual is a course of lectures developed in accordance with the State Educational Standard for Universities and the curriculum. The material is presented on the topics of the program (and not on lectures), which will make it easier for students to use the manual in their independent work. The attention of students is focused on the fact that the strategy of modern teaching of the native language is its focus not only on the formation of certain knowledge, skills and abilities, but also on the upbringing and development of the child's personality, his thinking, interests, conscious and careful attitude to language and speech. These questions are devoted to the sections "Subject of speech development methods, its scientific foundations" and "Strategy and tactics of modern teaching preschoolers their native language." They define the fundamental psychological and pedagogical ideas (ideas of developmental education, a personality-oriented approach, ideas about the role of communication in the speech development of children, the formation of an elementary awareness of the phenomena of language and speech, etc.), which are more or less touched upon in subsequent chapters.
The manual uses materials from research carried out in different years.
Improving the professional training of teachers in teaching children their native language is impossible without in-depth knowledge in the field of linguistics. Therefore, many chapters and sections begin with a linguistic consideration. This knowledge will help to understand the basics of the formation of children's speech activity (mastering vocabulary, phonetics, grammatical structure of speech, syntactic means of constructing statements, etc.) and master the methodology of developing children's speech.
The manual also discusses the basic concepts of the course "Theory and methodology of speech development in preschoolers", especially the development of children's speech, the content and methods of working with children. In doing so, we have moved away from the traditional presentation of material by age group. For us, the main thing was to highlight the methods and techniques of teaching that can be used by teachers, taking into account the age and individual characteristics of children.
At the end of each chapter, review questions and activities are provided to make the material easier to digest.
A large place in the manual is occupied by the application, which includes plans for practical and seminar classes, assignments for students' independent work, literature on the topic of seminars, methodological instructions for conducting practice, as well as approximate topics of course and diploma works and methodological recommendations for the preparation of these works. The manual ends with a list of literary sources that were used by the author when writing it. CHAPTER 1
INTRODUCTION TO THE SPEECH DEVELOPMENT METHODOLOGY
1.1. General information about speech
Speech is an integral part of the social life of people, a necessary condition for human society. Speech is used in the process of activity to coordinate efforts, plan work, check and evaluate its results, and helps in understanding the world around. Thanks to her, a person acquires, assimilates knowledge and transfers it. Speech is
a means of influencing consciousness, developing a worldview, norms of behavior, the formation of tastes, and meeting the needs for communication.
A person, being a social creature by nature, cannot live without connection with other people: he must share experiences, empathize, seek understanding. In general, speech is of fundamental importance in the formation of the human personality.
When and how did speech come about? This question has always interested scientists. There are many theories about the origin and nature of speech. Let's take a look at some of them.
1. Onomatopoeic theory. Its meaning lies in the fact that a person acquired his speech (language) by imitating the sounds of the surrounding nature (the murmur of a stream, the singing of birds, the rumble of thunder, etc.). Proponents of this theory usually cite two arguments: first, the presence in any language of onomatopoeic words like<ку-ку>, <хлоп>, oink-oink secondly, the appearance as one of the first in children's speech of similar word formations (woof-woof-dog,<би-би-машина и т.д.).
2. Interjection theory. According to this theory, the word is the spokesman for the mental and physical states of a person (joy, fear, hunger). The first words are involuntary shouts, interjections. In the course of further development, the shouts acquired a symbolic meaning, obligatory for all members of this community.

Onomatopoeic and interjection theories focus on the study of the origin of the mechanism of speaking in psychophysiological terms. The ignorance of the social factor by the supporters of these theories has led to skepticism towards them. So, the onomatopoeic theory began to be jokingly called the theory of wow-wow>, and the interjection theory - "theory pah-pah".
3. Working theory (theory of labor cries). Proponents of this theory believe that thinking and action were initially inseparable, since before people learned how to make tools, they used various natural objects in this capacity for a long time. Shouts and exclamations facilitated and organized joint labor activities. Gradually, they turned into a symbol of labor processes, so the original speech (language) was a set of verbal roots.
According to modern domestic linguists, the origin and the first stages of the development of speech (language) proceeded in two directions: in real socially significant interaction of team members and in play cult manifestations.
BV Yakushin believes that one of the reasons for the transformation of the inarticulate sound accompaniment of the action is the increase in the variety of real (labor, combat) situations in which primitive man found himself. This diversity, in turn, was associated with the intensifying competition between tribes in the context of a demographic crisis, forced migration, etc. Various life situations and more and more complex activities within their framework required both analytical thinking and the ability to synthesize, schematize situations.
Another no less important reason is the implementation of the ritual-mythological function of sound communication. From the soundtrack of syncretic action, in the center of which was pantomime, primitive man proceeded to create a complex system of magical texts that carry information about the world around them and the way of organizing relationships with this world. The sound accompaniment of magic rituals gradually took the form of verbal formulas that were passed on from one generation to another.
Gradually, along with the elementary dubbing of actions, words-sentences began to appear, followed by the isolation of groups of subject and predicate, etc. Thus articulated speech arose.
When you get acquainted with the theories of the origin of speech, questions arise: Why was only a person able to develop articulate speech? Why is speech so slowly formed? There is only one answer: it depends on the structural features of the brain and its slow maturation.

I.P. Pavlov called the brain the organ of adaptation to the environment. The simpler the structure of the brain, the more primitive, coarser the form of adaptation to the environment. The more complex the brain, the more perfect, the finer the mechanisms of adaptation that it creates The complication in the structure of the brain is expressed:
- in an increase in its mass relative to body weight (in humans, the brain mass is 1 / 46-1 / 50 of the body weight, in apes - 1/200 of the body);
- in the development of the cerebral hemispheres and especially the frontal regions (in humans, the frontal lobes occupy 25% of the area of the cerebral hemispheres, in monkeys, on average, 10%);
- in an increase in the surface of the brain (the human brain gathers in folds and forms numerous grooves and convolutions);
- in the presence of speech areas.
A child is born with a very immature brain that grows and develops over the years. In a newborn, the brain mass is 400 grams, after a year it doubles, and by the age of five it triples. In the future, the growth of the brain slows down, but continues up to 22-25 years.
Speech performs three functions: communication, cognition and a regulator of behavior.
Science has proven that without verbal communication, a human being cannot become a full-fledged person. There is a lot of evidence for this. So in the book of I.N. Gorelov and K.F. Sedov gives an example of how a certain khan Akbar wanted to know which language is the most ancient. He decided that such a language should be a language in which children will speak, even if they are not taught any language. He ordered to collect twelve nursing infants of various nationalities and confine them in a castle. The children were given to twelve dumb nurses. A dumb gatekeeper guarded the castle gates, where, on pain of death, no one was supposed to enter. When the children reached the age of twelve, the khan ordered to bring them to his palace. Experts - experts in ancient languages were also invited here. However, the results of the "experiment" surprised and disappointed those present: the children did not speak any language at all. They learned from their nurses to dispense with speech and expressed their desires and feelings with gestures that replaced words for them. The children were wild, shy, and a very miserable sight.
Known cases (the Mowgli phenomenon), when, due to some tragic circumstances, babies fell into the den of animals and were fed by them. When people found these children and returned them to human society, it turned out that they had the habits of the animal that nursed them: they ran on all fours, sniffed food, snapped, but they could not speak at all, and it was impossible to teach them this.
Causes similar to those described above cause a more severe developmental disorder of the neck, which is called "hospitalism syndrome". This is a violation of intellectual and speech development caused by a lack of communication between adults and children at an early age. Most often, a similar phenomenon is observed in orphanages where orphans are kept.
The above examples allow us to draw another important conclusion: Speech helps in knowing the world around us. Learning new words, new grammatical forms, a person expands his understanding of the world around him, about objects and phenomena of reality and their relationships. Acquaintance with others through the word begins very early. With the help of the word, the child receives knowledge from adults - at first elementary, and then more and more profound.
Speech affects human behavior. The first words-regulators of behavior are the words “you can”, “you can't”, “you must”. They awaken self-awareness, train willpower, discipline. When the child understands these words, as well as words such as<доброта>, <отзывчивость», «заботливость» и др., они станут программой формирования его нравственных принципов. Ребенок <впитает» в себя их содержание, т. е. научится поступать в соответствии с ними .

Table 1

Oral speech	Written speech
Sound design of speech	Graphic image
It is based on the auditory sensations coming from the organs of speech.	The main role is played by visual and motor (from the movement of the writing hand) sensations
The speaker and listener not only hear, but often see each other	The writer does not see or hear the person to whom his speech is intended, he can only mentally imagine the future reader
In many cases depends on the reaction of the listeners and can be changed in accordance with it.	Does not depend on the reaction of the addressee
The speaker speaks perfectly, correcting on the fly only what he can replace in the process	The writer can repeatedly return to what he wrote and improve it many times.
Uses such means of influencing the listener as intonation, facial expressions, gestures.	Does not have aids to help you understand its content.
Free word order.	Normalized, stable.

Speech is of paramount importance in establishing contact with other children. Owning children easily come into contact with other children. Children with a delay in the development of speech experience great difficulties in the children's team: they cannot explain what they want, they are poorly involved in games and activities.
Hence the conclusion follows: mastery of speech should be timely (from the first days after birth) and full (sufficient in terms of the volume of language material)
Various functions of speech are combined, intertwined, resulting in their variants, varieties.
There are two forms of speech: oral and written. There is a lot in common between them: both are means of communication, basically they use the same vocabulary, the same ways of connecting words and sentences.
According to the testimony of linguists, both forms of speech "are connected by thousands of transitions into each other." Psychologists explain this connection by the fact that both forms of speech are based on inner speech, which is the basis for the formation of thought.
At the same time, each of these forms has its own characteristics (Table 1):
The above differences explain many of the features of oral speech: its redundancy, laconicism, discontinuity.
Review questions and tasks
1. What hypotheses about the origin of the language do you know?
2. Expand the role of language in the development of a child's personality.
H. Why can't a human being become a full-fledged person without verbal communication?
4. What are the differences between speaking and writing? 1.2. The subject of the speech development methodology, its scientific BASES The speech development methodology is among the pedagogical sciences. The subject of her study is the process of teaching the language and its practical use.
The methodology is designed to develop effective means, methods and techniques for the development of speech, to arm teachers of preschool institutions with them.
The peculiarity of any particular methodology, including the methodology for the development of speech as a science, is that it cannot exist and develop without relying on other sciences.
The methodological basis of the methodology for the development of speech is the theory of knowledge, the theory of the role of language in the life and development of society, in the formation of personality.
From the standpoint of these theoretical concepts, general approaches to solving the issues of teaching the native language and education by means of this subject are determined. So, the methodology as a science carries out its development on the basis of the theory of knowledge. Scientific problems are posed on the basis of practice, while practice verifies the correctness of their solution. Understanding that language is the most important means of human communication, that it arose from a need, from an urgent need to communicate with other people, helps to determine the goals of teaching the native language in kindergarten, to clarify them in accordance with the requirements of society. For example, when it became obvious that little attention is paid to the issue of teaching children to communicate with adults and peers using language, this gave impetus to methodological thought, entailed a scientific search.
The method of speech development is considered an applied science, since it is focused on solving practical problems: on finding ways to optimize learning, on developing informed recommendations, on creating specific materials for the day of the participants in the learning process - educators and children. All these materials (programs, manuals, recommendations, etc.) should be the result of theoretical research.
Unfortunately, in solving some issues, the methodology is still based not so much on modern linguistic and psychological theories as on the prevailing experience, on traditions. One of the most important tasks of the methodology as a science is to revise the existing system of teaching the native language, find vulnerabilities in it, understand the causes of negative phenomena and, from modern theoretical positions, determine the ways and means of improving the practice of teaching the native language.
In order for the educator to work thoughtfully, understand the essence of the proposed methodological recommendations, correctly evaluate them and independently seek their own solutions, he must know well the scientific foundations of the methodology.
Methodological concepts influence the solution of most of the methodological issues not directly, but indirectly - through those sciences from which the methodology draws information that is fundamentally important for it. The leading ones are linguistics (linguistics), psychology, pedagogy and physiology, which are the foundation, the theoretical basis of the methodology for the development of speech.
The livgvistic basis of the methodology is the doctrine of language as a sign system at the lexical, phonetic and grammatical levels. The systematic nature of the language helps to understand and explain the assimilation of the child's native language.
The methodology for the development of speech is based on data from various sciences of the linguistic cycle, which makes it possible to determine. the main areas of work, the composition of speech skills and methods of their formation. So, phonetics serves as the basis for the development of methods of sound culture of speech and preparation for teaching literacy; knowledge of grammar is the basis for the formation of morphological and syntactic skills; knowledge of lexicology - vocabulary work; linguistics of the text is necessary for the correct organization of teaching coherent speech.
Linguistics makes it possible to understand the concepts, and above all in such as "language" and "speech", which in everyday life are used as synonyms.
Language and speech reflect two sides of the same phenomenon - human communication. But there is also a distinction between them. In the "Encyclopedic Dictionary of a Young Philologist," the difference between language and speech is vividly illustrated by the example of a conveyor:
New watches, just assembled, are constantly coming off the assembly line. this requires, firstly, some parts prepared in advance (they are not made on this conveyor), and secondly, skillful assembly of finished parts according to well-known rules. The rules may be written somewhere, but it is more important that they are in the minds of the collectors. And the rules are the same for everyone: all collectors collect watches of the same type. This conveyor belt is a speech analogy. Speech is a specific clock (utterance) on a specific conveyor (a person's thinking and speech apparatus). And the language? These are the rules by which the assembly is going on, this is the plan for choosing the necessary parts that are used as ready-made - they are also formed according to some rules up to the speech conveyor. "
Word in speech, according to A.A. Reformed, is a word spoken now (or yesterday). The word in language is an abstract but effective pattern that determines the production of a word in speech. This is something abstract, but manifested in the concrete. One can know a language and one can think about a language, but one cannot see or touch a language. It cannot be heard in the direct sense of the word.
Language is a potential sign system. By itself, it doesn’t come into action, it is stored in the memory of every person, it is neutral in relation to the life boiling around. Speech is ‘action and its product, it’s the activity of people. Speech is always motivated, that is, it is caused by circumstances, a situation, it always has a specific goal, is aimed at solving any problems.

Language strives for stability, it is conservative, it does not immediately accept innovations. Speech allows for liberties. It is in speech that new words, phonetic and even grammatical deviations appear, which either remain random and soon disappear, or, asserting themselves, gradually become facts of the new system.
Speech depends on the state of the speech apparatus, on the individual characteristics of a person. The language develops independently. A child's speech is different from that of an adult. The language is impartial to age, but it has its own characteristics. Language organizes the correct pronunciation of words, controls speech.
Penetration into the linguistic nature of language and speech allows a different approach to teaching preschoolers in the classroom, highlighting priority lines in the development of speech.
The psychological basis of the methodology is formed by the concepts and specific teachings of both general and developmental psychology, in particular the psychology of preschool children. We will focus on just a few of them.
So, the concept of "developmental learning" is fundamental for the methodology of speech development. The idea put forward by L. S. Vygotsky and developed by the psychologists of his school (A. N. Leontiev D. B. Elkonin, P. Ya. Galperin, V. V. Davydov, etc.) development, should be ahead of him, lead, is fundamentally important for solving many methodological issues. For example, what requirements should a retelling meet so that it "leads" the child's speech development, and not "lags behind him." The theory of speech activity is important for the methodology of speech development. Speech activity is understood as an active, purposeful process of creating and perceiving statements, carried out with the help of linguistic means during the interaction of people in various communication situations.
L. S. Vygotsky, A. A. Leontiev, I. A. Zimkya and others distinguish several conditions, without. compliance with which speech activity is impossible, including:
1) the need for expression (a condition for the emergence and development of speech). Without the need to express their aspirations, feelings, thoughts, a person would not speak. Therefore, before giving the task to children to create an utterance, it is necessary to ensure the emergence of a corresponding need, a desire to enter into verbal communication;
2) the content of speech (the condition for the presence of the material of the utterance, that is, of what needs to be said). The richness of the statement depends on the completeness and richness of this material. The clarity and consistency of speech are determined by how prepared the material is. Therefore, for the development of children's speech, careful preparation of material for speech exercises, stories, etc. is needed;
3) means of language (the condition of equipping a person with generally accepted signs: words, their combinations, various turns of speech). Children need to be given language samples, create a good speech environment for them, so that as a result of listening to speech and using it in practice, the child develops a sense of language.
There are four types of speech activity: speaking, listening (understanding), reading and writing. preschool education deals with oral speech.
Speech teaching in preschool institutions is conducted in two interrelated directions, which include:
1) improving the actual speech activity;
2) the formation of individual speech skills, which create the basis for enriching speech activity:
- the ability to determine the topic, the further course of events by the title, by the beginning and other external signs;
- the ability to highlight the elements of the statement: individual facts, micro themes;
- the ability to navigate in a communication situation, t.s. to be aware of what the statement will be about, to whom it is addressed, why it is being created;
the ability to plan the content of the statement;
- the ability to implement the intended plan, that is, to reveal the topic and develop the main idea;
- the ability to control the correlation of the statement to the intention, communication situation, etc.
These skills serve as an indicative basis for the teacher's actions when organizing work on the development of children's speech.
Many questions of the methodology of speech development are touched upon in the studies of N.I. Zhinkin. So, based on his study of the process of creating a written and oral utterance, the skills of coherent speech were formulated: the ability to understand and reveal the topic of the utterance, the ability to understand the main idea, etc.
It is to NI Zhinkin that psychology, and through her the methodology, owe the discovery of the "secrets of the fusion of sounds" during reading. Experimentally, with the help of special X-ray equipment, he found that before uttering this or that sound, our articulatory apparatus prepares for this action, tuning in to the pronunciation of the sound. In other words, each previous sound in the stream of speech is pronounced from the position of the next one.
The mechanism of anticipation (anticipation) discovered by NI Zhinkin was transferred by DB Elkonin to the reading process. As a result, a rule for teaching reading was derived: when reading a syllable, it is necessary to form in children the ability to navigate the letter that denotes a vowel sound. Determining the content and ways of development of speech of preschoolers, WE also use data from child psychology about age and individual characteristics of speech, take into account the levels of its development at each age stage and features of mental processes and personality traits of preschoolers.
The pedagogical basis of the methodology lies in the fact that the methodology of speech development, being a private didactics, uses the basic concepts, terms of pedagogy ("goals", "tasks", "methods", "techniques", etc.), as well as its provisions, concerning the laws, principles and means of education and training.
Important for the methodology is the problem of ways of organizing the cognitive activity of children, and in particular the fact that a significant place in the classroom should be occupied by the productive, search or partial search activity of children. Only in the course of such activities can children form the BASIS of independence of thought, creativity and, in general, contribute to the development of the personality of each child.
The solution of various didactic issues (about the principles of teaching, about the ways of organizing the cognitive activity of children, about the requirements for classes, etc.) is always directly dependent on the tasks that society sets for preschool institutions at one stage or another of its development. Didactic ideas can only be realized through methodological systems. This ensures the relationship between didactics and private methods, including the methods of speech development.
The physiological basis of the technique is the teaching of I.P. Pavlov about two signal systems, which explains the mechanisms of speech formation.
I.P. Pavlov emphasized that the main task of the brain is the perception and processing of signals coming from the outside world. The brain of animals responds only to the so-called immediate stimuli: to what the animal now sees, hears, smells, etc. Separate sensations or complexes of sensations are signals by which the animal orientates itself in the surrounding world. Some signals warn of danger, others - food, etc. I. P. Pavlov called the reflection in the brain of reality in the form of direct sensations the first signal system. In his opinion, both humans and animals have the first signaling system, since both humans and animals have sensations, representations and impressions of what surrounds them, with what they come into contact. However, in humans, all phenomena of reality are reflected in the brain not only in the form of sensations, ideas, impressions, but also in the form of special conventional signs - words. Words constituted the second signaling system of reality.
The study of the child's higher nervous activity shows that the manifestation of the first signaling system in its "pure form" can be observed only in the first year of life, when the child does not yet understand the words and does not speak himself. During this period, his behavior is determined by what is available to hearing, sight, taste, etc. Then the second signaling system begins to develop. It leaves an imprint on all the direct sensations a child receives. In the early stages of development, direct signals of reality are predominant. With age, the role of verbal signals increases, which explains the principle of clarity, the ratio of visual and verbal in the process of teaching children their native language.
Summarizing what has been said, it can be noted that, relying on the concepts, leading positions and the conceptual apparatus of the presented sciences, the method of speech development develops a theory of teaching the native language, creates programs, methodological aids for educators on its basis, and, with the help of these specific materials, combines theory and practice.
Review question and task
1. List the main theories, ideas of the basic sciences, which are fundamentally important for the methodology of speech development in preschoolers.
2. How are the mental and speech development of children related?
1.3. A brief historical overview of the formation of the domestic methodology for the development of speech as a science
The beginning of the scientific development of the issues of teaching children the native language in Russian pedagogy was laid by prominent figures of public education and literature, such as M.V. Lomonosov, I.I.Betskoy, V.F. Odoevsky, V.G. Belinsky, N.A. Dobrolyubov, L.N. Tolstoy and others). All of them advocated the upbringing and teaching of children in their native language from an early age, proved the role of the native language in the development of a child, and developed the foundations of pedagogical science.
Leo Tolstoy (1828-1910) paid great attention to the problems of speech development and creativity of children. He was looking for teaching aids that would stimulate the development of speech and creative powers of children. L.N. Tolstoy considered one of such means to be interesting, carefully prepared lessons in all subjects, and especially the writing of essays by children. In the article "Who will learn to write from whom," the writer showed how you can awaken the desire in children to compose. In his opinion, such a stimulating moment is showing children not only the product, but also the process of creativity itself. The creation of the first essays in the process of joint work of the teacher and students made it possible to bridge the gap between taste and creativity of children. The result of labor satisfied their artistic needs and, thus, prevented uncertainty in their abilities, contributed to the activation of creativity.
Tolstoy saw the difficulty of this type of activity in the fact that a child needs to choose one from a large number of imagined thoughts and images, clothe it in words, remember and find a place for it, not repeat, not skip anything and be able to combine the next with the previous ...
Success in work, according to the writer, largely depends on the correct selection of the topic of the essays, they must be selected, taking into account the peculiarities of perception, the interests of children. What seems simple to adults is very difficult for a child. The requirement to describe simple objects (bread, wood) brought children almost to tears. At the same time, the offer to describe an event was like a gift for the guys, they happily wrote whole stories. LN Tolstoy concludes that themes for essays should be closely related to experience, emotional experiences that enrich the child's psyche.
The writer paid a lot of attention to children's reading. He created "ABC" and "Books for reading". The stories contained in them have found wide application in preschool institutions. LN Tolstoy recommended using conversations from what he read, as they teach children to think, develop attention and imagination.
The writer understood that educational work cannot give positive results without taking into account the individual characteristics of each child. He gives numerous examples of the implementation of an individual approach to children.
Despite the fact that L.N. Tolstoy clearly idealized children, his experience of working with them had a great influence on the methodology of teaching children creative storytelling and introducing them to fiction.
A special place among the progressive teachers of the nineteenth century. is occupied by KD Ushinsky (1824-1870). The doctrine of the native language is central to the entire vast heritage. The main theoretical provisions regarding the role of the native language in the formation of a person K.D. Ushinsky outlined in the books "Native Word", "Children's World", "Man as a subject of education."
First, in his opinion, language is the result of the impact on a person of the objective world and a person's attitude to it. Language arose from the needs of a person ("a word is born from needs, not a need from a word"). Secondly, language is not something innate, originally characteristic of a person, and not some random gift that fell from the sky. He is the labor of the infinitely long labor of mankind. Thirdly, the language reflects the centuries-old experience of the spiritual life of the people (the experience of knowledge, the experience of the moral life of the people; the experience of aesthetic views), which is transmitted through language to subsequent generations. Fourthly, the language is the most important national mentor. Learning their native language, each new generation assimilates the thoughts and feelings of previous generations, takes possession of the spiritual wealth that is contained in it. The language introduces society, with its history, the characters of people, folk poetry, teaches to love the fatherland, to feel like a part of the people.
These provisions are the core of his pedagogical concept and determine the methodology developed by him for teaching children their native language. K. D. Ushinsky stands up for starting education not in a foreign language, but in his native language, so that it takes deep roots into the spiritual nature of the child. And for this it is necessary to realize the following main goals of initial training:
1) develop the gift of speech, that is, develop in children the ability to independently express their thoughts;
2) master the forms of the language developed both by the people and by literature;
H) to practically assimilate grammar, a kind of logic of the language in order to correctly express your thoughts.
All three goals, as Kd Ushinsky emphasized, are achieved simultaneously, and not sequentially. In order to achieve the intended goals, he proposed an integral harmonious system of teaching the native language: he defined the content, developed the principles, means and methods of teaching; showed the ways of work, ensuring the development of speech, as well as thinking, moral and aesthetic feelings of the child.
K.D. Ushinsky worked out in relation to children of the first grades of school, but most of its provisions are significant for working with young children. The teacher has repeatedly emphasized that mastering the native language should begin long before schooling. In working with young children, K.D. Ushinsky recommended that “lessons” be held for no more than 30 minutes, interrupting for games, singing folk songs and other forms of work (stories based on pictures from children's life, which teach children to answer questions (. To tell coherently, clearly, naturally; exercises that help children compare objects, find common and excellent, preparing children for reading and writing).
K.D. Ushinsky's views on the native language and its role in the spiritual formation of a child are of fundamental importance for the separation of the methodology of speech development into an independent science. His ideas found a warm response among such prominent figures in preschool education as A.S. Simonovich, E.N. Vodovozova, E.I. Ushinsky was E.N. Vodovozova (1844-1923). In 1871, her main pedagogical work, "The mental and moral development of children from the first manifestation of consciousness to school age," was published, intended for educators and parents. It reflects the main views of E.N. Vodovozova on the problems of upbringing, development and training of children of preschool age.
According to the teacher, the native language is of particular importance in the upbringing and development of a small child.
E.N. Vodovozova, following K. d. Ushinsky, adhered to the principle of national upbringing. She was also a supporter of the use of Russian folk speech in the upbringing of children: fairy tales, riddles, proverbs, sayings, nursery rhymes, folk songs, considering them the richest and most valuable material for the development of a child's speech, for fostering love for their language, their people, their homeland.
The author has developed a methodology for the development of native speech in children. She proposed an approximate distribution of material by age, a program for observing the objective world and nature, guidelines for the use of Russian folklore.
E.N. Vodovozova opposed the formal memorization of new words when teaching children their native language. She believed that each new word, especially at a young age, should be associated with specific impressions of children, each word should have a specific image. She objected to using
in a conversation with a child of words that he did not understand, she demanded “purity
and the correctness of the Russian language ”in the family and kindergartens.
E.N.Vodovozova paid great attention to the methods of teaching the native language, especially conversations, which she considered an integral part of the life of children. In her opinion, the conversation should accompany walks, excursions, observations, classes, the daily life of the child. EN Vodovozova developed the topic of conversations, suggested their samples, gave practical instructions for conducting conversations with children.
The teacher paid great attention to literature. Being a writer herself, she formulated the requirements for a children's book from the point of view of a teacher, outlined her views on a fairy tale, and gave recommendations for memorizing poems and fables.
Many of the methodological instructions of E.N. Vodovozova are not outdated and are of interest and value for modern preschool education in general and for the development of children's speech in particular.
Thanks to the efforts of domestic teachers of the past, a general idea of the elements of the theory of speech development of children was formed, its goals and objectives were determined, principles were formed, and a methodology for the initial education of children was developed.

However, the methodology for the development of speech in preschool children began to develop into an independent branch of pedagogical science only in the 1920s and 1930s. XX century This was due to the mass organization of kindergartens and the emergence of the theory of public preschool education during these years. The state has included kindergartens in the public education system. A theoretical and practical rethinking of the content and ways of developing speech in preschool children was needed.
At the first congresses on preschool education, the task of comprehensive education of children, taking into account modern life, was put forward. The development of the ability to navigate in the world around them was closely associated with the enrichment of the content of speech. The need to develop speech on the basis of familiarization with the objects and phenomena of the surrounding life was also discussed in the first programmatic and methodological documents of the kindergarten. However, they were heavily politicized, which was reflected in the repertoire of books for reading, in themes for storytelling, conversations, in the selection of objects for observation.
The most important changes in the work of kindergartens took place after the Resolutions of the Central Committee of the All-Union Communist Party of Bolsheviks and the Council of People's Commissars on schools (1934-1936), according to which the overload of children with knowledge of a socio-political nature was eliminated, the role of the educator in the pedagogical process was strengthened.
In 1938, the “Guide for a kindergarten teacher” was published, in which the development of speech was singled out as an independent section. The main attention in it was paid to the culture of verbal communication, expressiveness of speech. Reading and storytelling were put forward as the main means of solving problems. However, the development of the content of the methodology required continuation 13. - P. 18-26]. EI Tikheeva (1867-1944) played a major role in this. The problem of the native language was at the center of her attention. Shared the views of K. D. Ushinsky and L. N. Tolstoy, she followed the principle of national education, which became the basis of teaching the native language.
EI Tikheeva considered language "a mentor of the human race, a great teacher." Her position is that education in all its diversity should be carried out against the background of the native language. She is the first of the followers of Kd. Ushinsky used the term "speech training" as applied to preschool age.
EI Tikheeva set before teachers one of the main tasks of the speech development of children. In her opinion, the mother tongue is not a science. His goal is not to communicate knowledge, but to serve spiritual development, to develop the ability to understand someone else's speech and the ability to convey his inner world with his speech.
E. I. Tikheeva created her own system of teaching the mother tongue of children in preschool institutions, the leading principles of which are the following: - an activity-based approach to the development of speech - speech develops in activity, and above all in play, through play, in work;
- the relationship of speech development with other aspects of the upbringing of the child's personality (mental, sensory, social, aesthetic, physical education);
- clarity in teaching - the child's language develops in a visual way, and only among the material world will each new word become the property of the child in connection with a clear concrete idea;
- gradualness and repetition. EI Tikheeva advised to gradually increase the number of subjects; gradually move from enumerating objects to enumerating the signs and qualities of objects, from individual conversations to collective ones, from the perception of unfamiliar objects to objects familiar, but not observed at the moment, etc.
EI Tikheeva paid much attention to the selection of the content of speech. She considered the main conditions for enriching speech to be social life, nature, the environment surrounding the children, and didactic material.
According to the teacher, an important means of speech development for preschoolers is training in special classes. Among the main requirements for classes, she put forward their connection with the interests and experience of children, "living them", the ability to move and experiment. EI Tikheeva most fully developed lessons on enriching the vocabulary and on the "living word".
EI Tikheeva, like K. d. Ushinsky, was against teaching children a foreign language too early. She believed that the child should be well prepared in advance.
Of great interest are the tools, methods and techniques of teaching children their native language developed by Tikheeva, many of which are widely used in the practice of preschool institutions today.
A significant influence on the development of the methodology was exerted by E.A. Fleurin (1889-1952). She considered teaching the native language in line with the traditions of the national methodology.
In the first place E.A.Flerina put forward the content of the speech. She believed that sufficient personal experience of the child was needed to enrich the content of speech. The most productive methods of accumulating experience, according to E.A.Flerina, are observation, play, work, experiment. The more clearly, concretely and emotionally the accumulation of experience is carried out, the more successfully and with great interest the children rely on it in conversations and conversations.
Among speech tasks, E.A.Flerina singled out the expansion of the lexicon, the enrichment of the structure of speech, work on pure pronunciation, the culture of speech, its expressiveness, acquaintance with fiction, the development of children's verbal creativity, the mastery of various forms of the living word. She considered the social environment and the organization of the developmental environment in the children's institution to be important factors in speech development.
E.A. Fleurina is credited with creating a system of work to familiarize children with fiction, familiarizing them with the art of words. She determined the importance of fiction in the upbringing of preschoolers, highlighted the peculiarities of children's perception of literary works, identified criteria for selecting works, given a classification of children's books according to a thematic principle, developed in detail the methodology of artistic reading and storytelling, depending on the age of children.
The ideas of E.I. Tikheeva and E.A.Flerina were embodied in program documents, which reveal in detail the tasks of speech development.
In 1962, the "Kindergarten Education Program" was published, according to which children must learn to speak the best examples of their native speech. For the first time, it developed a program (including speech development) for 4-year-old children (2nd junior group), introduced a new name for the group of 6-year-old children ("preparatory to school"), provided preparation for literacy, program material on the development of individual qualities of speech attributed
to certain types of activities of children. However, the tasks for coherent speech in this program were not formulated specifically enough, which made it difficult to control the work.
Released in 1964-1972. the reprint of the program in the field of speech development only specified specific requirements and specified the lists of recommended fiction for
children.
In 1984, the Model Kindergarten Teaching and Upbringing Program was published. In it, the section is developed in more detail.<‘Развитие речи», в котором произведено разграничение задач развития речи и ознакомления с окружающим; заново сформулированы конкретные задачи воспитания звуковой культуры речи, словарной работы, формирования грамматического строя речи и элементарного осознания языковых явлений; усилено внимание к работе нал смысловой стороной слова; работа по развитию связной речи включена со 2-й младшей группы.
The twentieth century is characterized not only by the improvement of program and methodological documents, but also by the emergence of scientific research, which can be conditionally divided into several areas:
- studies of age sections - speech of young children, speech of children entering school, etc. (N.M.Schelovanov, N.M. Aksarina, G.M. Lyamina, A.V. Zaporozhets, D. B. Elkonin , A.P. Usovaidr.); - studies of individual spheres of language and their reflection in speech (phonetics, vocabulary, grammar, coherent speech) in the form of age sections, in perspective development, in conditions of various influences (E.I. Radina, L.A. Pen'evskaya, M.M. Konina, V. V. Gerbova, V. I. Loginova, E. M. Strunina, A. M. Leushina, V. I. Yashina, F. A. Sokhin, O. S. Ushakova, N. F. Vinogradova, M. M. Alekseeva, A. I. Maksakov, E. P. Korotkova, A. M. Borodich, A. G. Arushanova, V. I. Yadeshko, M. S. Lavrik and others);
studies of children's speech in phylo- and ontogenesis (L. S. Vygogsky, M. I. Lisina, A., A. Leontiev, A. R. Luria, A. V. Zaporozhets, D. B. Elkonin, A. N. Gvozdev , A.G. Ruzskaya and others);
- studies of speech mechanisms in their development (A. V. Zaporozhets, D. B. Elkonin, S. L. Rubinstein, A. A. Leontiev, A. M. Leushina, F. A. Sokhin, A. M. Shakhnarovich, V. I. Loginov, M. I. Popona and others);
studies by types of creative activity (L.A. Peneshzhaya, R.I. Zhukovskaya, A.P. Usova, O. I. Solovyova, N. S. Karpinskaya, M. M. Konina, O.S. Ushakova, L. V. Voroshnin, 4. A. Orlanova, O. N. Somkova, O. V. Akulova and others);
- studies of the peculiarities of the perception of works of art (R. I. Zhukovskaya, O. I. Solovyova, A. V. Zaporozhets, N. Karpinskaya, L. A. Penievskaya, L. M. Gurovich, L. A. Taller, A. I. Polozov, V. N. Androsov and others);
studies of language and speech awareness (D.B. Elkonin, S.N. Karpova, F.A.Sokhin, G.P.Belyakova, G.A.Tumakova, L.E. Zhurova, M.M. );
studies of opportunities for teaching literacy (A. I. Voskresenskaya, D. B. Elkonin, L. E. Zhurova, N. S. Varentsova, N. V. Durova, L. N. Nevskaya, etc.).
The listed areas will be described in more detail in the following sections.
The search for new content and forms of teaching native speech continues. Questions and tasks for review 1. Why K.D. Ushinsky is called the founder of the speech development methodology, and E.N. Vodovozov is called his successor?
2. What is the relevance of the theoretical provisions formulated by E. I. Tikheeva?
3. What is the role of E.A.Flerina in the creation and development of a scientific and pedagogical school on the problems of speech education and familiarizing children with culture through the perception of the artistic word?
4. What are the main areas of research in the field of speech development in children. CHAPTER 2
DIDACTIC BASIS OF SPEECH DEVELOPMENT
PRESCHOOL CHILDREN
2.1. Strategy and tactics of modern education
preschoolers native language
A child who first crossed the threshold of kindergarten can already speak. But his arsenal of speech is insufficient to express thoughts, impressions, feelings: for this he lacks words.
By itself, going to kindergarten expands the possibilities of speech development in children. Under the guidance of a teacher, they observe natural phenomena, the labor activity of people, communicate with peers, listen to the works of art read by the teacher, etc. All this, of course, enriches the child's personality, expands his knowledge and develops his speech, but it is also necessary to work on speech of children.
Developing speech does not only mean giving children the opportunity to speak more, provide material and topics for oral expression. Developing speech means systematically, systematically working on its content, its consistency, teaching the construction of Sentences, the thoughtful choice of a suitable word and its form, constantly working on the correct pronunciation of sounds and words. Only a continuous and organized system of work on the language will help to master it. Without special work on the content and its speech expression, children will only learn to chat, which is harmful to their general and speech development.
It is also important that the teaching of the native language be conscious, meaningful, since on this basis an orientation in linguistic phenomena is formed, conditions are created for independent observation of the language, the level of self-control in constructing an utterance rises.
Awareness is the process of a person's reflection of reality with the participation of words. "To realize, according to S. L. Rubinstein, means to reflect objective reality through socially developed generalized meanings objectified in the word." A person, receiving impressions from objects (phenomena) of reality acting on him, can verbally name them, express the relationship between them using language. Thanks to the word, he is able to give himself an account of what is reflected, which means that his impressions become conscious. Thus, awareness is possible through language.
According to F, A. Sokhin, the awareness of linguistic reality (linguistic development) is the allocation of a new area of objective knowledge for the child, is an important point in enriching his mental development and is of decisive importance for the subsequent systematic study of the native language course at school.
The availability of awareness of linguistic reality by preschool children has been confirmed by numerous studies:
- awareness of the sound composition of a word in the process of teaching literacy (D. B. Elkonin, L. E. Zhurova, N. S. Varentsova, G. A. Tumakova, etc.);
- awareness of the semantic side of the word (F. I. Fradkina, S. N. Karpova, E. M. Strunin, A. A. Smaga, etc.);
awareness of word-formation relations (D. N. Bogoyavlensky, F. A. Sokhin, A. G. Arushanova-Tambovtseva, E. A. Federavichene and others);
- awareness of coherent statements (T. A. Ladyzhenskaya, O.S. Ushakova, N. G. Smolnikova, A. A. Erozhevskaya, etc.).
The above studies refute the widespread point of view on the development of speech as a process entirely based on imitation, intuitive, unconscious assimilation of language by a child. They convincingly prove that the development of speech is based on an active, creative process of mastering the language, the formation of speech activity.
Confirming the availability of awareness of the elements of speech already in the spontaneous experience of children, the researchers emphasize the importance of special work on the development of a conscious attitude to linguistic reality in order to develop in children the ability to “operate not with language, but with language (A.A. Leontiev). Therefore, it is necessary to purposefully teach speech and speech communication. The central task of such training is the formation of linguistic generalizations and elementary awareness of the phenomena of language and speech.
But not all training contributes to the awareness of the phenomena of language and speech. Education, which boils down only to the accumulation of knowledge, skills and abilities and does not form the ability of children to think, does not teach him those mental operations (analysis, synthesis, comparison, generalization, etc.), with the help of which meaningful knowledge is ineffective both for the development of speech and for mental development in general. This fact is pointed out by many psychologists and teachers (L. S. Vygotsky, V. V. Davydov, Sh. A. Amonashnili, etc.): spiritual, moral, mental and physical development of the child, he is essentially trying to put the cart in front of the horse. The first place should be the development of the child, which will allow the student to acquire knowledge, develop skills and abilities. " This statement also applies to preschool institutions.
Today, the task of child development is put forward in the first place, which will make the process of equipping preschoolers with knowledge, skills and abilities more effective. A developmental mindset can be considered a modern strategy for teaching the native language of preschool children.
Among the various concepts of developmental education, based on the theory of L. S. Vygotsky about the zone of proximal development of the child, today the approach developed by V.V.Davydov, V.V. teaching, the content, methods and forms of organization of which are directly focused on the laws of the child's development.
The teacher, according to M.S.Soloveichik, is not enough to know the material that will be offered to children and master the teaching methods. If a child blindly follows the teacher through the labyrinth of knowledge, then he has a chance to walk this path without injuries (mistakes), but he will not be able to see his own path through the labyrinth and then move independently. A child can go to school well prepared (to be able to read, write, Count), but from being taught he will never become a student (teaching himself).
It is not enough to simply present a cognitive task to the children. It must be accepted by the child, that is, it must become his own task. The question to be answered must become 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 set in such a way that the child strives to solve it.
The developmental effect of learning is also determined by the extent to which it focuses not only on age, but also on the individual characteristics of children. Individually-oriented learning provides for the teacher's care so that each child can realize their special qualities and maintain their individuality. For this, the content of training should provide for options for solving cognitive tasks so that the child has freedom of choice. How the training is organized determines a lot. First, will the children be only capable of performing activities, or will they have the initiative, the ability to independently solve various problems. Secondly, will they develop a craving for knowledge. Thirdly, will the ability to have their own point of view and at the same time to perceive and respect other people's opinions develop.
If, in the process of teaching his 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, will not have the desired positive influence.
Therefore, in order to ensure the successful mastery of children in 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 the preschool teacher.

Review questions
1. What can be considered a strategy for modern teaching 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

The amount of knowledge that needs to be passed on to the younger generation is steadily growing every year. for this, new programs are being created for preparing children for school in preschool institutions and teaching at school. To help children cope with solving complex problems, you need to take care of the timely and full-fledged formation of their speech.
The development of speech in preschool age has a variety of effects on children. First of all, it plays a big role in their mental development.
The native language is “the key that opens the treasures of knowledge to children” (OI Solovyova). Through their native language, children become familiar with material and spiritual culture (fiction, folklore, fine arts), gain knowledge about the world around them (animal and plant kingdom, about people and their relationships, etc.). In a word, children express their thoughts, impressions, feelings, needs, desires. And since any word is in one way or another a generalization, in the process of mastering speech, the child gradually develops logical thinking. Mastering the language enables children to reason freely, draw conclusions, reflect a variety of connections between objects and phenomena.
Teaching the native language creates more opportunities for the moral development of preschoolers. The word helps the development of joint activities of children, accompanying their games and work. Through the word, the child learns the norms of morality, moral values. L. S. Vygotsky argued that the formation of character, emotions and personality as a whole is directly dependent on speech.
Mastering the native language occurs simultaneously with the development of an aesthetic attitude towards nature, man, society, and art. The native language itself has the features of beauty, it is capable of causing aesthetic experiences. Of particular importance for aesthetic development are the artistic word, verbal creativity and artistic speech activity of children.
Thus, the role of the mother tongue in the all-round development of a child is enormous and undeniable.
However, developing speech does not only mean providing children with the opportunity to speak more, provide material and topics for oral expression. Purposeful work is needed on their speech.
The main goal of work on the development of speech in preschool institutions is the formation of oral speech and a culture of verbal communication with others. It includes a number of specific particular tasks, among which: education of the sound culture of speech, vocabulary development, improving the grammatical correctness of speech, the development of coherent speech (dialogical and monologic).
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 the language can develop properly if they are not closely related and if their development is not guided by adults.
As O.S. Ushakova emphasizes, each of these sides has a nodal formation, which makes it possible to single out priority lines of work. In working on the sound side of speech, special attention is paid to teaching the mastery of such characteristics as tempo, voice strength, diction, fluency, and also intonation when speaking. In vocabulary work, the semantic component is brought to the fore, since only the child's understanding of the meaning of a word (in the system of synonymous, antonymic, polysemic relations) can lead to a conscious choice of words and phrases, their exact use. In the formation of the grammatical structure of speech, it is of great importance, first of all, to master the methods of word formation of different parts of speech, the formation of linguistic generalizations, the construction of syntactic structures (simple and complex sentences).
In the development of coherent speech, this is teaching the ability to use various means of communication (between words, sentences, parts of the text), the formation of ideas about the structure of the utterance 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, according to the apt expression of F. A. Sokhin, absorbs all the child's speech achievements.
The tasks of speech development are implemented in a program that determines the volume of speech skills and abilities, the requirement 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 in preschool children in kindergarten" (OS Ushakova). Educators have a choice. However, when choosing a program, it is necessary to take into account its scientific validity, the persuasiveness of the tasks and the content of education. The program must prove why exactly these tasks and content can ensure the speech development of children, the relationship of speech development with other aspects of education and sections of the program must be ensured.

Review questions and assignments
1. What speech task is leading in teaching the native language? Justify your answer.
2. What are the priority lines of work on each side of the speech? 2.3. Methodological principles of teaching children their native language The organization of speech development of preschool children should be built taking into account not only didactic (visibility, 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 of teaching speech in accordance with the tasks of speech education of children.
Methodological principles are understood as general initial rules, guided by which the teacher chooses (or creates)
means of education. Methodological principles reflect the specifics of teaching native speech and act in conjunction with each other
.
One of the important methodological principles of teaching is the principle of the formation of children's speech activity as an active process of speaking in 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 by which language conveys certain phenomena and relations of reality. For example, to correctly understand the saying "bring pencils", you need to feel that the "and" at the end of the word "pencil" is an indicator of plurality. The person who creates the statement must feel the same if he wants to get a few pencils. A child listening to speech does not passively perceive it; he immediately becomes involved in the process of active processing of what he hears in order to extract content and thoughts from the statement. P. P. Blonsky wrote that listening to a speech "is not just listening, to a certain extent we seem to be talking together with the speaker." AA Leont'ev emphasized that "any methodological concept that fundamentally opposes listening to speaking is wrong in its very essence."
Teaching a native language is also based on the principle of the interconnection of all its aspects: phonetic, lexical and grammatical. The unity of all aspects of the language is manifested primarily in its communicative function, which acts as the main property of the language, its essence.
The sound form inherent in any word creates an opportunity for communication: words are physically reproduced and perceived. However, the sound structure of a language does not exist by itself. Not any complex of sounds, but only one that has 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. Nevertheless, no matter how rich the vocabulary of the 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 originality of each of the sides of the 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 below determine the methodology for teaching the native language of preschoolers, taking into account intra-subject connections.
1. Proceeding from the fact that all aspects of the language are interconnected and at the same time each of them has specific features, children for the conscious mastery of the language must learn the features of each aspect of the language and the connection between them.
The system of teaching the native language at preschool age should be built taking into account the essence of the connection between the sides of the language. this provision should be implemented both in determining the sequence of training and in the content of training itself.
2. Since the interaction of all aspects of the 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 the language, that is, realizing the importance of each of the sides of the language and their unity in the communication process.
For these purposes, in 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 the word and the meaningful role of sounds.
In vocabulary work, special attention is paid to showing the unity of all aspects of a word: pronunciation, lexical meaning, a set of grammatical features. In this case, it is necessary to achieve an understanding of both the nominative (denominational) function of the word and the lexical meaning.
When teaching grammar, the leading direction is the formation in children of the ability to use sentences of different structures.
The language is learned in the process of using it. Therefore, it is very important to include children in a timely manner in the sphere of communication with others, to organize active speech practice for him. The forms of including children in active speech practice are varied:
this is reading works of fiction, examining illustrations and retelling their content; repetition of poems; guessing riddles, didactic games and exercises, various types of children's theaters, etc. Children need, under the guidance of a teacher, to solve speech cognitive tasks, compare, contrast.
Children's speech practice contributes to the development of what is usually called "language sense" or linguistic flair, which is the ability to use language means appropriate to a given speech situation, without involving knowledge of 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 is the principle of speech action. The teacher should remember that not all utterances of speech sounds (even if they are whole texts) are speech. The phrases spoken by the child will be the result of speech action only if a number of conditions are met:
if the learner has an internal motive (why should it be said);
- if there is a goal (for which it must be said);
- in the presence of thought (what content needs to be conveyed in words).
The learning process should be structured so that the child's actions are truly verbal at every moment of learning.
As a result of teaching, children should develop those speech skills, without which it is impossible to create any, even the most elementary, utterance (the skills of choosing words, changing them, choosing a structure, 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 have not yet been encountered by the child.
Researchers (L. P, Fedorenko, E. P. Korotkova, V. I. Yashina) also name other methodological principles:
- the relationship of sensory, mental and speech development of children;
- communicative-activity approach to the development of speech;
- enrichment of motivation for speech activity; organization of observations on linguistic material;
- the formation of an elementary awareness of the phenomena of language, etc.
.
On the basis of the above methodological principles, a methodology for teaching children the sound culture of speech, vocabulary work, the formation of the grammatical structure of speech and the development of coherent speech is being built.
Review task /
List the methodological principles of teaching the native language, reveal their essence. 2.4. Activity as a condition for the development of speech and teaching the native language Speech serves the most important spheres of human activity. A person's activity in these areas is closely related to how perfectly he is fluent in speech. The same applies to preschoolers. (Articles 32-32 are absent) Designating volitional and intellectual actions make up
6.24%, and honey verbs - 3%. The imperativeness of the verb is reduced by about 10%. The ratio of the indexes changes
and personal pronouns in favor of personal ones. From the age of four appears
indirect speech.
A non-situational-personal form of communication is typical for children of five to seven years old. At the age of five to seven, communicative tasks come to the fore. Preschoolers actively talk with adults about what is happening between people; persistently trying to figure out how to proceed; ponder both their own actions and the actions of other people. These conversations are of a theoretical nature (questions, discussions, disputes). Children talk about themselves, ask adults about themselves, talk about friends in the group, love to listen to stories about everything that concerns people. Older preschoolers turn any activity into a springboard for discussing issues of concern. They strive for mutual understanding and empathy. Children are characterized by the greatest, in comparison with otheri1 stages, the turn of their speech to a partner. Non-addressed speech makes up 40% of all speech, Children speak in more complex sentences (14.9%). In addition to attributive properties (69.8%), adjectives define 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 is reduced 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, the transition of children from one form of communication to another occurs, 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 saturation. If a child usually talks with 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 the communication of preschoolers, there are almost 10 times more expressive-mimic manifestations than in communication with adults;
- non-standard children's statements, lack of strict rules and regulations. Communicating with an adult, even the smallest child adheres to certain norms of statements, generally accepted phrases and speech turns. When talking to each other, children use the most unexpected, unpredictable words, combinations of words and sounds, phrases (buzzing, cracking, mimicking each other, coming up with new names for familiar objects);
- the predominance of proactive statements over response. When communicating with peers, it is much more important for a child to express himself than to listen to another. Therefore, the conversation, as a rule, does not work: the children interrupt each other, each speaks about his own, not listening to the 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, more or less attentively listens to messages and stories. When communicating with an adult, the child prefers to listen rather than speak himself;
- communication of children with each other is much richer in its purpose, functions. Here: both the management of the partner's actions (to show how you can and how not to do it), and the control of his actions (to make a comment in time), and the imposition of his own models (to make him do just that), and joint play (together to decide how we will play) , and constant comparison with myself (I can do that, can 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 the child's personality. In communicating with adults, the child learns to speak and do the right thing, listen and understand another, learn new knowledge. In communication with peers - express yourself, manage other people, enter into a variety of relationships. In addition, a peer can teach many things much better, for example, the ability to speak correctly. Studies by A.G. Ruzskaya, A.E. Reinstein and others have shown 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 the mode of action, adjectives that convey an emotional attitude, personal pronouns, often uses a variety of verb forms and complex sentences. The researchers explain this by the fact that a child is a less intelligent and empathetic partner than an adult. It is the dullness of the peer that plays a positive role in the development of the speech of children.
When talking with 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, desires.

Find the whistling picture.

On the playing field there are pictures with the image of food: sugar, bread, butter, roll, cheese, marmalade, salt, chocolate. The speech therapist clearly names each picture, highlighting the sound [s]. Children should name only “whistling” pictures with the sound [s] in the name.

Physical education - logorhythmics

"Pens, dance once"(French song). Improvisation of movements to the beat of the song.

Pens, dance once -

You will have a pie tomorrow!

Oh you, my craftsmen,

Fast little sisters!

Apple will be pie

Just dance once!

Translated by N. Gernet and S. Gippius

Thematic cycle "Parts of the body"

(twelfth week)

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

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

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

What's on your 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 torso? (Chest, abdomen, back, hips.)

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

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

"Who is higher, who is lower." Assimilation of concepts above - below.

The speech therapist calls two children and asks the others to compare their height. 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 lower than Misha. " Then he puts Kolya down and calls the child, who is taller than Misha. The game repeats itself.

"My family". Finger gymnastics.

This finger is a daddy

This finger is mommy

This finger is a grandfather

This finger is a grandmother

Well, this finger is me,

That's my whole family!

Speech therapist. How many people are there 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 for mushrooms.

What did you pens work for?

We collected mushrooms.

Did you, little eyes, help?

We searched and looked

We looked at all the stumps.

Development of coherent speech

"Mashenka" Consolidation of children's knowledge on the topic.

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

Sensory development

« Tell me correctly. "

Are your feet up or down?

Is your nose in the back or in the front?

Is this hand on your right or on your left?

Is this finger on your hand or on your leg?

"Circle your finger." Outline the dolls in the picture. The beginnings of a speech therapist:

We'll take a picture

Let's circle the doll with our finger.

Working on the sound side of speech

"Repeat sentences."

My two legs are running along the path. I put my cam on the side. I stamp my foot and knock with my palm. Oh-oh, oh-oh, look, I'm big! Misha is very small, but the kid is very smart.

Physical education - logorhythmics

"Jump!" There are four jumps for each line of the poem.

Left leg - jump, jump.

Right leg - jump, jump.

We'll jump on two:

Uh, uh, uh, uh!

We'll jump to the left

We will jump to the right.

We'll go ahead

And let's go back!

Thematic cycle "Winter"

(thirteenth week)

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

Lexico-grammatical games and exercises

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

Is the snow white or blue?

Is the ice hard or soft?

Is it snowing or falling?

Is it snowing or falling leaves in winter?

Is the ice slippery or rough?

Is it cold or hot outside?

Do we dress warmly or lightly in winter?

Are they making or building a snowman?

Are they skating or swinging?

« What did the children sculpt " Drawing up proposals for pictures.

Previously, during a walk, the teacher with the children, on the instructions of the speech therapist, mold various objects from the snow. Children remember what they sculpted. The speech therapist helps with pictures.

Children were making snowballs.

Children sculpted a snowman.

Children sculpted a doll.

Children sculpted a slide.

Children sculpted the fortress.

Children sculpted a car.

Children sculpted the Snow Maiden.

Children sculpted a rabbit.

Reading a poem "Rabbit".

We made a snowball

The ears were made on it.

And just instead of eyes

We found the coals.

The rabbit is white as alive

Both with a tail and with a head.

Don't pull the mustache:

From straws they are! ..

O. Vygotskaya

"Let's go for a walk." Drawing up proposals for two reference pictures.

The speech therapist "gets together" with the children for a walk and displays pairs of pictures (pants and jacket; scarf and 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 a scarf.

Memorizing a passage from a poem "First snow".

Morning cat

Brought on paws

First snow!

Taste and smell

First snow!

First snow!..

Ya. Akim

Development of coherent speech

Story "Winter".

On the tinted playing field, the speech therapist lays out object pictures: snow (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 in the trees. The children went out for a walk. They put on fur coats, hats, mittens, boots, because it's cold outside. Children made a snowman, and then began to ride on a sled. "

Sensory development

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

Lovely kids

Open your books,

Dunno read them

And he stole the pictures!

Further, the speech therapist invites children to draw a Christmas tree on the first page, and a Christmas tree toy on the second page. After that, 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.