Tasks for the development of speech 7 years. How to develop correct and competent speech in a child
Authors-compilers: teacher-speech therapist Elizaveta Anatolyevna Savilova, teacher-speech therapist Irina Nikolaevna Gorokhova. We bring to your attention, from the experience of our speech therapy work, several exercises from the “Homework Notebook for Children 6-7 Years Old with General Underdevelopment of Speech”. The effectiveness of the tasks presented in our notebook is confirmed by many years of practice. Exercises are accessible, entertaining, discipline, accustom the child to their independent implementation. After all, it is important for parents to provide assistance to the child in a timely manner to consolidate the results of the work done by teachers.
Working with parents is the most important link in correctional work.
An important role in the appearance of speech development disorders and neurotic speech disorders in children is played by such negative factors as the passivity of parents, their psychological and pedagogical incompetence. According to M.F. Fomicheva I.V. Rozhdestvenskaya N.S. Zhukova and other authors, parents often do not understand, do not know or underestimate the importance and significance of the development of all aspects of the child's speech, while ... "the skill of correct speeches, like good habits, are acquired in the family. Systematic, skillful education of speech not only ensures mastering, but also prevents, in most cases, the occurrence of speech defects, and the help of parents working under the guidance of a speech therapist teacher is especially important here.
There are several tasks in working with parents: to form their readiness for effective pedagogical work with children - to correct the sensorimotor and speech processes of the child, to develop fine motor skills, to help master the correct pronunciation of the sounds of native speech, to work on the lexical and grammatical structure of speech and coherent speech, also Prepare your child for learning to read, write and write. These tasks are implemented in the course of various activities.
Getting acquainted with the family, it is necessary to explain the importance of doing practical homework. First, parents are invited to talks, consultations and learn how to work on individual assignments. Attention is drawn to the behavior of parents when doing homework, the features of their speech, methods of conducting at home.
Parents aim at long-term work with the child, which can take place not only at the table, but also on the way home, on a walk, in various domestic situations.
Homework notebook
Dear parents!
In front of you is a notebook for homework with a child of a speech therapy group.
By working with your child, you contribute to:
The development of his attention, memory, thinking;
Development of the child's visual and auditory attention;
The development of his ability to navigate in space;
Preparing the child's hand for writing;
Replenishment and expansion of the child's vocabulary;
Formation of coherent speech in him, teaching the child to read, read, write;
The development of the child's ability to communicate with peers and adults.
A kindergarten graduate should have an idea about himself and the world around him; able to solve intellectual and personal problems; manage your behavior; observe the rules of communication and behavior in society; be emotionally responsive, inquisitive, active, and ready for learning activities based on the acquired skills and knowledge.
It is better to perform each task in 2-3 doses lasting no more than 15-20 minutes in the proposed sequence.
The child should hear only the correct speech in the family. Instilling the right speech skills, emphasizing successes, praising when he deserves it - this will help strengthen your child's self-confidence.
We wish you success!
homework
for children 6-7 years old with general underdevelopment of speech.
Topic: "Mushrooms and berries"
1 Learn the rhyme.
I'm carrying a box
There is a fungus in the box,
And blueberries
Blueberry,
And cranberries
Stone berry,
And hazelnut -
Run away, don't stop!
2 Game "Explain the word."
Example. Boletus - grows under the aspen
Boletus ___
Russula ___ Boletus ___
Boletus ___
Fly agaric ___
Butter dish___
Wave ___
Chanterelle ___
3 What is more in the forest? Berries or cranberries?
4 What mushrooms are hidden in the picture? Consider, name the mushrooms, count.
5 The game "The fourth extra". What is superfluous? Why?
Cranberry, swamp, lingonberry, blueberry. ___
Raspberries, basket, gooseberries, currants. ___
6 Game “What juice? What kind of jam? »
Example. From strawberries - strawberry juice, strawberry jam.
Raspberry - ___
From blueberries - ___
From rowan - ___
From cranberries - ___
Blackberry - ___
Currant - ___
7 Color Carlson and two identical jars of jam. *What kind of jam do you like? **Tell me how to make jam.
The letter K and the sounds K, Kb.
1 Shade the letter K in the pattern. 2 Find and color the letter K.
What color will you paint? Why?
3 Color the pictures that have the sound K in their names.
4 Type the letters Kk according to the pattern.
5 Read the encrypted word by the first sounds of the words that name the drawn objects.
Theme: "Wintering Birds"
1 Learn the riddle, draw the answer.
I knock on wood, I want to find a worm. Although he disappeared under the bark, He will still be mine.
2 Count from 1 to 10.
One dove, two doves, ___
One crow, two ___
One sparrow, two ___
3 Find the similarities and differences between the crow and the titmouse.
4 Game “Why is it called that? » Explain the meanings of compound words:
Example. Long-tailed - the bird has a long tail.
Grey-eyed ___
Red-breasted ___
Black-eyed ___
Spotted ___
Hardworking ___
Migratory ___
Swiftwing ___
Thermophilic ___ Insectivorous ___
Fleet ___
Razorbeak ___
5 Game “For what? »
Tell me, what is the bird's beak for? ___
Why do birds have wings? ___
Why do birds have feathers? ___
What is a bird's tail for? ___
Why do birds have claws? ___
What are bird eyes for? ___
6 Game “What can birds do? » Name words-actions.
Birds can fly, ___
Vocabulary: fly, arrive, fly away, fly in, sing, chirp, scream, wave, twist, lay, hatch, nurse, destroy harmful insects.
7 Find and color a magpie, a sparrow, a titmouse.
* Name all the wintering birds of our region.
**What birds come to us in winter? Why?
*The task corresponds to the program content
** Task of increased complexity
Letter M and sounds M, M
1 Color the big letter blue, 2 Dot the letter
and the small one is green.
M is a consonant.
3 Connect with the letter M only those objects whose names begin with the sounds M or M.
4 Make the shapes the same.
5 Cross out the letter that is different from the rest.
6 Write according to the model.
Topic: “Christmas tree holiday. Winter fun»
1. Learn the poems of S. Ya. Marshak
In December, in December
All trees are in silver.
Our river, as if in a fairy tale,
Frost paved the night
Updated skates, sleds,
I brought a Christmas tree from the forest.
The tree cried at first
From home warmth.
Stop crying in the morning
She breathed, she came alive.
Her needles tremble a little,
The branches are on fire,
Like a ladder, a Christmas tree,
The fires fly up.
2. The game "One - many."
The boy is skating. Boys ___
The boy is skiing. Boys ___
The girl is sledding. Girls ___
The girl is rolling down the hill. Girls ___
3. Please draw the gifts that you want to find under the tree on New Year's Eve.
4. Pick up words-signs.
Christmas tree (what) ___
Holiday (what) ___
Christmas decorations (what) ___
Santa Claus (what) ___
Snow Maiden (what) ___
Gifts (what) ___
5. Draw and color the second picture.
* Do you decorate the Christmas tree at home? What is the Christmas tree decorated with?
** Which Christmas tree is better to decorate at home for the holiday, live or
artificial? Why?
*The task corresponds to the program content
** Task of increased complexity
Sound and letter O
1 Color in red 2 Shade. 3 Find and color
remember both letters. the letter O.
Oh is a vowel.
4 Connect with the letter O only those objects whose names begin with the sound O.
5 Write the letter O.
6 Cross out the letter that is different from the rest.
7 Write according to the model.
Literature.
1. Agranovich Z. E. Logopedic work to overcome violations of the syllabic structure of words in children. SPb. : Detvo-Press, 2000.
2. Vasilyeva L. A. Grammar and vocabulary in new poems for children aged 5-7. SPb. : Karo, 2008.
3. Epifanova O. V. Development of speech. The world. Volgograd: Teacher, 2007
4. Karpova S. I., Mamaeva V. V. Development of speech and cognitive abilities of preschool children aged 6-7 years. SPb. : Speech 2007.
5. Krupenchuk OI Teach me to speak correctly. SPb. : Litera, 2001.
6. Konovalenko VV Frontal logopedic classes in the preparatory group for children with FFN. M. : GNOM i D, 2003.
7. Lopukhina I. S. Speech therapy: exercises for the development of speech. SPb. : Detstvo-Press, 1997.
8. Smirnova L. N. Speech therapy in kindergarten. M. : Mosaic-Sintez, 2004.
9. Teremkova N. E. Logopedic homework for children aged 5-7 years. M. : GNOM i D, 2005.
10. Yakimovich O. A. Notebook for a preschooler 6-7 years old. Speech therapy games and exercises: homework. Volgograd: Teacher, 2011.
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LEARNING TO SPEAK EXPRESSIVELY
Children of the seventh year of life clearly capture the shades of the mood of adults.
By the tone of your voice, by intonation, the baby can easily determine your attitude towards him, to what is happening, feel tension, joy, grief. Naturally, the child understands well and distinguishes when you are talking to him with interest, and when - formally. The reaction of the child to your words will also be either sincere or formal. If you only pretend that you are listening to some story, description, impressions of the baby, then the child will try to finish quickly, mumble what he was going to tell, and close up.
Communicate with your child more often, show that you empathize with him, want to understand him - and then he will fully open up to you, you will find out how your baby feels, what he thinks about, why he decided to trust you.
The quality of the baby’s speech depends on how you will talk with the child, how expressive intonation, melodic, emotionally colored your speech will be. Normally, a child of the sixth year of life distinguishes between interrogative, motivating, narrative intonations, can convey shades of feelings and emotions with his voice.
Children with speech disorders have violations of the intonational expressiveness of speech, the processes of perception and reproduction of the intonation structures of the sentence.
However, at this age, children may stutter, repeat words, and speak very quickly. In order for the hesitation not to become permanent, the fast pace of speech is not fixed, adults should not rush the baby, speed up his speech, you need to let him calmly express his thought. The following exercises will help to make the child's speech more expressive, emotionally rich.
Read to the child with expression a poem that contains "statements" of various animals that spoke in different voices:
Who broke raspberries in the forest? - - Who dragged our honey from the hive? -
The hare squeaked thinly. The bees buzzed together.
The ears of the hare moved, What should the poor bees think -
He was trembling all over with fear. Honey is eaten, but they don’t know by whom.
Who stirred up the swamp? The frog croaked loudly.
From muddy swamp water. Her crown is barely visible.
Who is dissatisfied here? A terrible roar resounded in the forest.
I ate plenty of raspberries! In the clearing I stomped!
Invite the child to insert the same repeated phrase into the poem using different intonations:
Vadik woke up in the morning When they ate,
And he hurried to find out that Vadik began to play.
Looking at my mother slyly: He said, having finished the job:
Shall we go for a walk with you? - Let's go for a walk with you!
Well, let's not wait. If you promised
Let's go for a walk with you!
(didactic games for the development of speech)
"Finish the sentence" (use of complex sentences)
Mom put the bread... where? (to the breadbasket)
Brother poured sugar ... where? (to the sugar bowl)
Grandma made a delicious salad and put it... where? (in a salad bowl)
Dad brought sweets and put them... where? (in candy box)
Marina didn't go to school today because... (fell ill)
We turned on the heaters because... (it got cold)
I don't want to sleep because... (it's still early)
We will go to the forest tomorrow if... (weather is good)
Mom went to the market to ... (buy groceries)
The cat climbed a tree to ... (to save the dog)
"Who's a treat?" (use of difficult forms of nouns)
The teacher says that there are gifts for animals in the basket, but he is afraid to confuse someone with what. Asks for help. Pictures depicting a bear, birds - geese, chickens, swans, horses, wolves, foxes, lynxes, monkeys, kangaroos, giraffes, elephants are offered. Who wants honey? Who is the grain for?
Who needs meat? Who wants fruit?
"Name three words" (activation of the dictionary)
The children line up. Each participant is asked a question in turn. It is necessary, taking three steps forward, to give three words-answers with each step, without slowing down the pace of walking.
What can be bought? (dress, suit, trousers)
What (who) can jump? Etc.
"Who wants to be who?" (use of difficult forms of the verb)
Children are offered plot pictures depicting labor actions. What are the boys doing? (The boys want to make a mock-up airplane) What do they want to be? (They want to become pilots). Children are invited to come up with a sentence with the word want or want.
"Zoo" (development of coherent speech).
Children sit in a circle, receiving a picture without showing them to each other. Everyone should describe their animal, without naming it, according to this plan:
1. Appearance;
2. What does it eat.
The "game clock" is used for the game. Turn the arrow first. Whom she points to, he begins the story.
Then, by rotating the arrows, it is determined who should guess the described animal.
"Daily regime"
8-10 plot or schematic pictures about the daily routine. Offer to consider, and then arrange in a certain sequence and explain.
"Who was who or what was what"
(activation of the dictionary and expansion of knowledge about the environment).
Who or what used to be a chicken (egg), horse (foal), frog (tadpole), butterfly (caterpillar), shoes (leather), shirt (cloth), fish (egg), cupboard (board), bread (flour), bike (iron), sweater (wool), etc.?
"Name as many items as you can"
(activation of the dictionary, development of attention).
Children stand in a row, they are invited to take turns naming the objects that surround them. Named the word - takes a step forward. The winner is the one who correctly and clearly pronounces the words and named more objects without repeating, and thus was ahead of everyone.
"Pick up a rhyme" (develops phonemic hearing).
The teacher explains that all words sound different, but among them there are those that sound a little similar. Offers help to find a word.
There was a bug on the way
He sang a song in the grass ... (cricket).
You can use any verses or individual rhymes.
WE LEARN TO SPEAK.
The mass phenomenon associated with the low level of speech development of children is due to serious reasons. The computer has become a part of our daily life. Children communicate little, their speech experience is limited, language means are imperfect.
The need for verbal communication is not satisfied enough. Spoken language is poor, laconic. Children's interest in reading has sharply decreased.
The social problems of society do not allow parents to pay enough attention to the comprehensive development of their children.
One of the most important tasks of teaching preschoolers is the development of coherent speech. Each child should be able to meaningfully, grammatically correct, coherently and consistently express their thoughts.
This will help him overcome silence and shyness, be sociable, self-confident. At the same time, the child's speech should be lively, direct, expressive.
After six years, when a child has a sufficiently large stock of knowledge about the world around him, he begins to invent, compose with pleasure, showing creativity. There are many ways to help your child come up with stories and stories:
- add a word denoting an object to the name of a well-known fairy tale. For example, "Wolf, seven kids and a computer", "Thumb boy and a steam locomotive", etc.;
- move the plot of a familiar fairy tale to another time and space. For example, “Once upon a time there was an old man with an old woman in our days”, “Little Red Riding Hood on a desert island”, etc .;
- invite the child to change the ending of the tale, using the technique of introducing any object or phenomenon into the plot narrative. For example, the cubs from the fairy tale "Two Greedy Bears" instead of cheese eat a pill for greed;
- offer a look into the past or future of fairy-tale characters: what happened before with this or that hero, what can happen later;
- write a letter to your favorite hero or author of a fairy tale;
- compose a conversation of fairy-tale characters on the phone (on any topic);
- invent a fairy tale based on the key words. For example, swallow, girl, cat;
- tell a story on behalf of any character or object;
- describe the same event from different points of view. For example, on behalf of a cheerful person and a sad person, etc.
It is very good to make an album of children's stories, give it an interesting name, invite the child to draw illustrations for each story. This will be an impetus for the development of children's creativity.
LEARN BY PLAYING.
The world of childhood is impossible to imagine without a fairy tale. Often in fairy tales there are proverbs and sayings, the meaning of which is not always clear to preschoolers.
Proverbs and sayings are the treasures of Russian folk speech and folk wisdom: they are full of vivid images, often built on original consonances and rhymes. The experience of generations is concentrated and generalized in them, the cultural heritage of the people is laid down.
A proverb is a short saying with an edifying meaning; proverb - an expression, mostly figurative, which, unlike a proverb, does not constitute a complete statement and is not an aphorism. It must be remembered: proverbs are built on antithesis, most often they have a direct and figurative meaning.
Syntactically, they are divided into two parts, and the second part contains a conclusion, a moral, sometimes an instructive meaning, for example, "Do not recognize a friend in three days - recognize in three years." The saying does not have a moralizing, instructive meaning, however, it is characterized by metaphor: “I killed two birds with one stone.
Seven Fridays in a week. Lost in three pines. The child must not only understand these capacious, well-aimed expressions, but also be able to use them in life.
To this end, we suggest you play these games with your child.
Didactic game "I will start, and you continue"
Tasks: to teach to understand figurative words in proverbs and sayings;
Strong friendship with water - (you won’t spill it).
Alone in the field - (not a warrior).
The stupid ones quarrel, and the smart ones - (agree).
A rolling stone gathers no moss) .
Measure seven times - (cut one).
What goes around comes around) .
Didactic game "Guess".
Tasks: to teach to understand figurative words in proverbs, phraseological units.
What do they hang when they get discouraged? (Hang your nose.)
Not flowers, but wither? (Ears wilt.)
What can be heard in complete silence? (Like a fly flies by.)
What can you drown in sadness? (In tears.)
What part of the face is inflated when offended? (Pout lips.)
What can be found in the field? (Look for the wind in the field.)
Didactic game "In a word".
Tasks: to teach to explain the meaning of proverbs, sayings, phraseological units.
Pout your lips. (Get offended.)
Like snow on your head. (Suddenly.)
It flew out of my head. (Forget.)
Material nsportal.ru
There are many problems in the speech of children.
Monosyllabic speech consisting of only simple sentences. Inability to construct a common sentence grammatically correctly.
Poverty of speech. Insufficient vocabulary.
The use of non-literary words and expressions.
Poor dialogic speech: the inability to correctly and clearly formulate a question, build a short or detailed answer.
Inability to build a monologue: for example, a plot or descriptive story on a proposed topic, retelling the text in your own words.
Lack of logical substantiation of their statements and conclusions.
Lack of speech culture skills: inability to use intonation, adjust the volume of the voice and the pace of speech, etc.
Bad diction.
Therefore, the pedagogical influence in the development of the speech of preschoolers is a very difficult matter. It is necessary to teach children to coherently, consistently, grammatically correctly express their thoughts, talk about various events from the life around them.
Considering that at this time children are oversaturated with information, it is necessary that the learning process be interesting, entertaining, and developing for them.
K. D. Ushinsky wrote: “Teach a child some five words unknown to him - he will suffer for a long time and in vain, but connect twenty such words with pictures, and he will learn them on the fly.”
In order for the word to be used as an independent means of thinking that allows solving mental problems without the use of images, the child must learn the concepts developed by mankind. Knowledge about the general and essential features of objects and phenomena of reality, fixed in words, is easier for a preschooler to learn with the help of diagrams, models, mnemotables and mnemonics techniques.
FROM THE HISTORY OF THE QUESTION
The words "mnemonics" and "mnemonics" mean the same thing - the technique of memorization. They come from the Greek "mnemonikon" - the art of memorization. It is believed that this word was coined by Pythagoras of Samos (6th century BC).
The art of memorization is called the word "mnemonikon" after the ancient Greek goddess of memory Mnemosyne - the mother of the nine muses.
The first surviving works on mnemonics date back to about 86-82. BC e., and belong to the pen of Cicero and Quintilian. Mnemotechnics in preschool pedagogy is called differently: Vorobyova Valentina Konstantinovna calls this technique sensory-graphic schemes, Tkachenko Tatyana Alexandrovna - subject-schematic models, Glukhov V.P. - blocks-squares, Bolsheva T. V. - a collage, Efimenkova L. N - a scheme for compiling a story.
Mnemonics is a system of methods and techniques that ensure the successful development of knowledge by children about the features of natural objects, about the world around them, effective memorization of the structure of a story, the preservation and reproduction of information, and of course the development of speech. Like any work, mnemonics is built from simple to complex. It is necessary to start work with the simplest mnemonic squares, successively move on to mnemonic tracks, and later - to mnemonic tables.
Based on the analysis of scientific literature, we have identified the following
approaches to working with mnemonics technology:
Systemic – mnemonics technology is used in the system of education and upbringing;
Personal – taking into account the capabilities and needs of each child;
Activity-development of the child occurs in activity, he reads the schemes and tables proposed by the educator and makes his own;
Dialogical - the learning process takes place in the form of a dialogue;
Culturological - the child expands vocabulary, develops coherent speech, learns to speak grammatically correctly;
Information-child, through diagrams and tables, perceives, processes and reproduces information about the world around him;
Axiological-educational activity is based on the ideas of humanistic pedagogy, subject-subjective interaction with children.
Working with mnemonics technology is based on the following principles:
1. The principle of developing education, according to which the main goal is the development of the child;
2. The principle of scientific validity and practical applicability - the content of the work corresponds to the main provisions of developmental psychology and preschool pedagogy, and has the possibility of implementing preschool education in mass practice.
There are three types of models in didactics:
1. Subject model in the form of a physical structure of objects, naturally connected. In this case, the model is similar to the object, reproduces its main parts, design features, proportions and ratios. For example, a building plan.
2. Subject-schematic model. Here, the essential components identified in the object of cognition and the connections between them are indicated with the help of substitute objects and graphic signs. An example of a simple object-schematic model can be a model for revealing to children the concept of protective coloration, as a manifestation of the connection between an animal and its environment (a sheet of cardboard of a certain color and a figure of an animal; if their colors match, then the animal is not visible).
3.Graphic models - generalized conveying different types of relationships (graphs, formulas, diagrams). This type of model is used in schools, although recent studies indicate their availability in kindergarten.
In order for the model as a visual and practical means of cognition to fulfill its function, it must meet a number of requirements:
Clearly reflect the basic properties and relationships that are the object of knowledge, be similar in structure to the object under study;
Brightly and clearly convey those properties and relationships that must be mastered with its help;
To be easy to understand and accessible for creation and action with it;
An atmosphere must be created, freedom of creativity, each child can have his own model - the one he thinks and imagines;
It is not necessary to abuse this method, to use it unnecessarily when the properties and relationships of objects lie on the surface;
It is necessary to create a situation in which the children would feel the need to create a model, understand that without a model it will be difficult for them.
Work on the development of coherent speech in children of senior preschool age by means of mnemonics is included in all types of educational and gaming activities, as well as regime moments.
The technology of the project includes the development of a long-term plan, summaries of the specially organized activities of the work of a teacher, speech therapist with children, parents of pupils and teachers of the institution.
The relevance of this project is determined by the role played by mnemonics in the development of speech and thinking of the child.
Problem: they consist in the substantiation of the pedagogical methodology and the search for pedagogical conditions for the development of speech and thinking of children of older preschool age by means of mnemonics.
The novelty of the project lies in the fact that the joint activities of the teacher with children are carried out according to the following principles:
- The principle of integration: integration at the level of content and tasks of psychological and pedagogical work; integration by means of organizing and optimizing the educational process; integration of children's activities.
2. Complex-thematic principle: combining a complex of various types of specific children's activities around a single "theme"; types of "themes": "organizing moments", "thematic weeks", "events", "implementation of projects", "seasonal phenomena in nature", "holidays", "traditions"; close relationship and interdependence with the integration of children's activities.
The method of organizing work with children is different:
Integrativeness;
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Games for the development of speech 6-7 years
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Games aimed at the development of speech in children 6-7 years old
Very soon your son or daughter will go to school. This important stage, for which you have been preparing for so long, will not become difficult and uninteresting for the child. After all, he already knows how to draw conclusions, compose fairy tales, highlight different sounds in words.
Speech is rich in adjectives, verbs, the child easily forms new words with the help of suffixes, builds his statements grammatically correctly. Great! After all, we still have a whole year ahead of us to bring joy to our child from joint games.
"Chest" Prepare a box and chips. The box is a chest, and the chips are different words that you will put in the chest. Invite the child to add words that end in "yok", "chka". Or words should begin with the sound "m", the syllable "by", etc.
Vary the tasks depending on the level of development of the child.
"Who was who?" Purpose: development of thinking, expansion of the dictionary, consolidation of case endings. Move: the teacher, throwing the ball to one of the children, calls the object or animal, and the child, returning the ball to the speech therapist, answers the question of who (what) the previously named object was: Chicken - an egg
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Speech development at 6-7 years old
Annotation: This article is more relevant for parents. The proposed material briefly reflects the standards for the general development of the speech of children 6-7 years old.
Speech development at 6-7 years old:
Normally, by the age of five to six years, the formation of the correct sound pronunciation ends. At the age of 6-7, in conditions of proper speech education and in the absence of organic disorders of the central and peripheral speech apparatus, children correctly use all the sounds of their native language.
The pronunciation of six-year-old children is not much different from the speech of adults, difficulties are noted only in cases where new words or phrases are difficult for the child, saturated with combinations of sounds that the child does not yet differentiate (S - W): "Sasha walked along the highway."
At 6-7 years old, children should:
- Correctly distinguish sounds by ear, invent words for a given sound, or with a given sound. Isolate sounds from words, from a number of syllables and sounds.
- Pronounce complex words with a confluence of consonants consisting of three or more syllables (defender, motorcyclist), determine the number of syllables in a word.
- Pronounce long and complex sentences (Apple trees grow in the garden behind a high fence, and wild roses grow in the bushes).
- Use simple prepositions in speech (in, on, from), and complex (because of, from under, around, near).
- Correctly coordinate in the part of speech (nouns with adjectives, verbs, singular and plural numerals) (For example: Masha and Sasha do not have two ripe apples. The children ate them for lunch.)
- Form words with the help of prefixes and suffixes, as well as adverbs from adjectives (quick - quickly), form comparative degrees of adjectives (long - longer - longest), form verbs of movement with prefixes (bypassed, went in, came).
- Understand speech addressed to them in full.
- Understand complex ambiguous texts.
- The active dictionary is rapidly replenished. Children actively use both specific and generic concepts, antonyms, synonyms. Classify items.
- Children 6-7 years old can independently compose descriptive stories, detailed and logical in content, retell fairy tales.
- It is logical to express your thoughts using complex sentences with the union "A".
- Understand logical and grammatical constructions (Petya was hit by Vanya. Who is the fighter?).
By the age of 7, subject to systematic work, all these indicators correspond to the speech of children.
Speech development of preschoolers according to the Federal State Educational Standard (6-7 years old)
The correct formation of the child's personality is not only the task of parents. Educators should also take an active part in its decision.
Introduction of new learning standards
In 2013/14, all preschool institutions switched to work according to new standards (FSES). The reason for this step was the Order of the Ministry of Education and Science of the Russian Federation (No. 1155, 2013) on the need to make adjustments to the work of preschool educational institutions in the field of cognitive and speech development of children.
What is the purpose of GEF in kindergarten?
The speech development of preschoolers according to the Federal State Educational Standard is recognized as a means for mastering the basics of communication as part of the cultural heritage of the nation, as well as a constant replenishment of vocabulary, the formation of a competent, coherent monologue and dialogic conversation. To achieve it, you will need creativity, the formation of intonation and sound culture of dialogue, competent phonetic hearing, the study of children's literature, the child's ability to distinguish between different genres. The speech development of preschoolers according to the Federal State Educational Standard (6-7 years old) forms the prerequisites for further learning to read and write.
Tasks of preschool education
The speech development of preschoolers according to the Federal State Educational Standard sets the following tasks: the formation of not only the correct conversation, but also the thinking of the baby. The monitoring results show that the number of preschool children with significant impairments in the ability to speak correctly has recently increased.
It is important to form the speech of preschoolers in a timely manner, take care of its purity, prevent and correct problems that are considered deviations from the generally accepted rules and norms of the Russian language.
Tasks of preschool education (FSES)
The speech development of preschoolers according to the Federal State Educational Standard (the goals and objectives are briefly discussed above) is carried out in several directions:
- enrichment of the cognitive sphere of preschoolers with the necessary information through classes, observations, experimental activities;
- filling emotional and sensory experience in the course of communication with phenomena, objects, different people;
- systematization of information about the surrounding events, the formation of an idea of the unity of the material world;
- education of respect for nature, consolidation of positive emotions;
- creation of conditions that will help to identify and support the interests of a preschooler, the possibility of their independence in speech activity;
- support for the development of cognitive processes in children.
The work of the educator according to the Federal State Educational Standard
The main task of any educator is the speech development of preschoolers according to the Federal State Educational Standard. Thanks to him, the initial formation of the communicative skills of the child takes place.
The full realization of this goal is the formation by the end of the preschool age of the universal communication of the baby with the people who surround him. An older preschooler should easily talk with representatives of society of different age, social status, gender.
The speech development of preschoolers according to the Federal State Educational Standard (6-7 years old) involves the knowledge of oral Russian, orientation in the course of communication to the interlocutor, the ability to select different forms and perceive the content of the conversation.
Directions for the development of a preschooler according to GEF
According to the new standards, kindergartens are required to provide preschoolers with the following areas of development:
- cognitive;
About the features of cognitive development
GEF assumes the division of cognitive-speech development into two separate areas.
Cognitive development refers to the formation of curiosity, the development of interest, activity in learning in preschoolers. The task is to form the consciousness of a preschooler, develop initial ideas about other people, about oneself, about different objects around, relationships, properties of objects (color, shape, rhythm, sound, material, part, quantity, whole, time, peace, space, movement, effects, causes).
The cognitive development of preschoolers according to the Federal State Educational Standard helps to form in children a love for their Motherland. Classes form an idea of the cultural values of the people, traditions, as well as national holidays, help to improve the understanding of the planet Earth, natural processes, phenomena, the diversity of peoples and countries.
The specifics of the speech development of preschoolers
The speech development of preschoolers according to the Federal State Educational Standard in the 1st junior group sets the task of mastering speech as a necessary means for culture and communication. Also, classes help kids to enrich vocabulary, form phonetic hearing.
What points should be taken into account by educators planning the speech development of preschoolers?
According to the Federal State Educational Standard, in the preschool period, with the help of cognitive culture, the child develops primary ideas about the world around him. As children grow, their worldview changes.
Do not forget that the path of cognition and development in a small person differs significantly from the ideas of adults who are able to perceive the surrounding phenomena and objects with their own intellect, while children get acquainted with various phenomena with the help of emotions. Adults prefer to process information without paying due attention to human relationships. Preschoolers cannot process a large flow of knowledge efficiently and quickly, so relationships between people play a very important role for them.
Features of the development of a three-year-old baby
For a three-year-old child, the detailed content of reality acts as the basis of world perception. The world of children of this age is specific individual objects, objects, phenomena. Cognition of the world is carried out according to the principle: what I see, I use it, I know it.
The child looks at objects from different angles. He is interested in external (Who? What?), internal (Why?
How?) characteristics of the subject. At this age, he is not able to independently comprehend various hidden parameters. The speech development of preschoolers according to the Federal State Educational Standard in the first junior group is aimed at helping in the process of learning new things, phenomena, searching for the relationship between individual natural processes.
Features of the development of the baby of the second younger group
Toddlers of the second younger group are able to establish dependencies and first connections between phenomena and objects, correlate the internal and external characteristics of things, and analyze the significance of some of them for human life. The full speech development of preschoolers according to the Federal State Educational Standard in the second younger group allows the kids of this group to communicate with each other, learn to talk with adults.
Features of the development of a four-year-old baby
At the age of four, the formation of personality undergoes significant changes caused by physiological processes occurring in the cerebral cortex, modifications of mental reactions, as well as an increased degree of mastery of speech. There is an accumulation of a full-fledged stock of information about the phenomena that happen around the child.
The speech development of preschool children is very important. According to GEF, the middle group is the period when the perception of information at the verbal level is activated. Children begin to assimilate, understand various interesting information about the world around them.
This age implies the formation of electoral interests among preschoolers, and therefore a special development program is needed.
Features of the development of a five-year-old baby
At this age, the child already has an accumulated amount of information about objects, phenomena, the world around him, it is important to replenish it in a timely manner. The constant speech development of preschoolers according to the Federal State Educational Standard at this age makes it possible to move on to an elementary primary acquaintance with such concepts as "symbol", "time", "sign". They will be very important in further preparation for school.
The educator introduces such concepts, carrying out the speech development of preschoolers according to the Federal State Educational Standard. Its task is to interest the baby.
For example, to form certain symbols, children work with a globe, traffic signs, months, climate zones, group icons. “Time” is considered a serious topic at this age.
While the child has no idea what this term means. He is poorly oriented what day it is today, and also when this or that event occurred. It is important for him to correctly and intelligibly explain what tomorrow, today and yesterday are.
The speech development of preschoolers according to the Federal State Educational Standard is aimed at compiling stories about time and the calendar. The teacher, introducing these concepts to the kids, creates a real “corner of the past” in the group.
As a result, preschoolers deepen and expand their ideas about inanimate, living nature, the relationship between them. It is important that educators help their wards, guide them in the complex process of learning, establish cause-and-effect relationships together, and promote a positive attitude towards the world around them.
An important point influencing the formation of the child's cognitive characteristics is the presence of motivation. The development of a preschooler's ability to learn directly depends on the ability to quickly assimilate the information received.
This is the speech development of preschoolers according to the Federal State Educational Standard. The program "From Birth to School" is the key to the successful formation of the baby. The speech of a child at preschool age develops very quickly - for a six-year-old, a "bank" of 4000 words is considered normal.
Ways to create a developing environment for preschoolers
To ensure the formation of the personality of preschoolers, it is important to create a developing object-spatial environment in all age groups.
The GEF DO has clear requirements that contribute to increased interest among preschoolers. According to the standards, the developing object-spatial environment should be multifunctional, transformable, rich, accessible, variable, and also safe. In terms of saturation, it fully corresponds to the age characteristics of children, as well as the content of the educational program.
One of the main conditions in the process of creating a developing spatial-subject environment is considered to be the full compliance of the material with the age of the kids. It is important and difficult to accomplish. Federal State Educational Standards presuppose an individual approach to each child, which only the most experienced teacher with significant experience in working with young children is fully capable of providing.
It is important to realize that in each subsequent group the child must develop the skills acquired earlier, this is what modern educational programs for preschoolers are based on.
Summing up
Children aged 3-5 who are at the stage of transition from play activities should receive chances to develop basic skills from the environment. The patterns of development of memory, thinking, speech, attention involve the creation of an environment for objective activity (game situations), as well as conditions for the development and education of the individual.
In the younger group, preschoolers should have a variety of activities, there should be a connection between play and learning. Educators of younger groups are required to use game, group, subject classes in their work.
The middle group assumes a smooth transition from gaming activities to academic studies.
In the older group, the role-playing game, which has special requirements, is of great importance. The teacher is obliged to form a subject-developing environment, to motivate preschoolers for cognitive activity.
The preparatory group uses teaching methods that comply with the Federal State Educational Standard, helping to prepare children for school. Success in further education will depend on the level of preparation of preschoolers.
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Ekaterina Mikhailovna Pashkina
Chief Physician of the Central Clinical Hospital of Omsk
Reading time: 6 minutes
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Article last updated: 05/13/2019
Some parents get very upset when they see slurred speech in their 6 year old child. Dad and mom sometimes fall into a real panic when their child does not fit into the norms of development, but you should not forget that every baby is an individual. All children are different, one can easily learn a long poem, another will need a lot of patience and time, someone has no problems in speech, and another child has difficulty pronouncing some words.
Therefore, there is no need to panic, first you need to clearly define the problem and devote as much time as possible to it. There are special exercises, many simple games and various techniques for correcting deficiencies in speech. You can turn to specialists: a speech therapist or defectologist, or you can try and fix the problem yourself. Before proceeding with speaking exercises, it is necessary to understand the features of speech development in preschoolers.
Features of pronunciation in children 6 years old
Naturally, any parent wants his child to be fully prepared for school, the same applies to the correct pronunciation of words. Sometimes it is difficult for the teacher to understand what the student is saying, this situation can complicate the learning process. Therefore, one of the main stages of preparation for school should be his general speech preparation. Parents need to understand that the process of speech development begins from the very first day of a child's life until the start of school, where speaking skills are improved up to 14-15 years.
It is necessary to teach a preschooler to pronounce words unconsciously and spontaneously, for this you need to teach your child to feel, observe other speakers, hear and listen. It is also necessary to create conditions for the child to use his feelings and emotions, to be able to express in language what he feels at the moment.
The development of speech is due to the following abilities:
- control facial muscles;
- understand the meaning of spoken words;
- memorize fixed phrases.
General speech training includes not only the skill of oral speech, but also teaching children the perception and understanding of spoken words (listening).
However, there are a number of problems that do not allow a 5-6-year-old child to clearly pronounce words, as well as understand the meaning of the speaker's speech.
Problems of speech development
Preschoolers have a number of problems that make clear pronunciation difficult:
- Logoneurosis, i.e. simple stuttering. Experts note the fact that in the modern world there are more and more children suffering from stuttering. According to some speech therapists, the current rhythm of life, a large number of gadgets, overload with new information, reduced immunity affect the purity of pronunciation of words in children 5-6 years old. It is believed that logoneurosis begins to manifest itself at the age of 2-3, when the baby is just beginning to build his first sentences. Parents should know that children's stuttering is not treated at home, it requires the joint work of a neurologist and a speech therapist. What is important is the time of contacting specialists, if within 6 months after the discovery of the problem, father and mother turn to a specialist, then stuttering is eliminated without remission. However, logoneurosis often returns with time.
- Alalia, i.e. delay in speech development. This problem is seen in children with impaired functioning of certain parts of the brain. Alalia does not mean that the child has a delay in general intellectual and mental development, however, it must be understood that the inability to speak correctly and clearly can affect the learning process and academic performance compared to their peers. Note to parents: if a 3-year-old baby is limited to pronouncing not more than a dozen words, then it must be shown to a specialist without fail. With this problem, time plays, the longer the mother delays visiting a speech therapist, the more difficult the process of correcting the problem will be.
- Dyslalia, i.e. the lack of sound reproduction, in the common people is called karting. It is considered an absolute norm when babies of 3-4 years old cannot pronounce hissing or whistling sounds, as well as “p”, “l”, etc., because at this age the crumbs are only mastering the ability to speak. But for preschoolers, the non-pronunciation of individual sounds is no longer the norm, most often this drawback is associated with insufficiently mobile language. Usually the problem is eliminated by the simplest operation: cutting the frenulum under the tongue. Although it is now believed that with dyslalia it is enough to use special exercises that develop the mobility of the tongue.
- Rhinolalia, i.e. nasality. This disadvantage is due to the peculiarities of the structure of the human speech apparatus, or the presence of growths in the nasal passages. If nasality is detected in their child, parents need to contact a speech therapist and an otolaryngologist, only with their joint work can such a problem be solved.
- Dysarthria is a rare congenital pathology in which a person cannot control the facial muscles, as well as the movement of the speech apparatus. The disease requires serious and complex treatment.
- Agrammatism is a situation when a child can confuse the endings of words, prepositions, and with this problem, a preschooler cannot fully express his thoughts. This phenomenon is not a disease, most likely a parental oversight occurs, if mom or dad do not spend enough time communicating with the child, distort the pronunciation of words in conversation with the baby (lisping, imitating baby talk), then the development of speech in children is also inhibited. You can fix this problem both at home and with the help of classes with a speech therapist.
- Impaired mental function. This serious problem is complex in nature, there may be a small vocabulary, agrammatism, dyslalia, at the same time, such kids have the impossibility of compiling a coherent story. In this case, in addition to a speech therapist, parents need to contact a psychologist, neurologist and other specialists.
Each problem in the delay in the development of the speech of 6-year-old babies is individual, however, together with the doctors, dad and mom can also participate in the formation of the correct speaking of the child. There are many techniques and special exercises with which parents can independently engage with their child.
Breathing exercises
If a preschooler speaks poorly, then the first thing to start with when forming correct speaking is to set the breath. Proper breathing will help the child pronounce all the words smoothly, unhurriedly, and easily pronounce any, even complex sounds. A lot depends on breathing, for example, if a baby does not say any sound during a conversation, then it will be quite difficult to understand him. Oddly enough, but, firstly, the baby must be taught how to blow correctly. There are several easy and fun games during which a 6-year-old kid will not only be useful, but also have fun.
- Bubble. Children just love blowing bubbles, so the baby will perform these exercises with pleasure. The goal is to develop the muscles of the lips and the ability to breathe smoothly and forcefully. To complicate the task, it is necessary not only to inflate a soap bubble, but also to prevent it from going down with an air stream.
- "We're blowing hot tea." It is enough just to brew a cup of tea and ask to cool the drink with your own breath.
- Bubble. This simplest game is as follows, an adult should ask the child to depict a bubble, saying: “Inflate a big-big bubble”, and then after the phrase “Bust”, the kid should pronounce the sound “C”, imitating outgoing air.
- Leaves. Parents need to cut out leaves from paper, tie a thread to them and hang them, now they need to show the preschooler how to blow on the leaves so that they begin to sway like in the wind.
- Cubes. This exercise will help develop diaphragmatic breathing. This is where children and parents need to play together. Both lie down on their backs, put a cube on their stomach and try with the help of breathing (inlet and exhalation only through the nose) to raise their cube as high as possible.
- Air football. It is necessary to roll up small lumps of cotton wool, build small gates, now you need to drive small balls into the gate with a stream of air.
- Butterfly. You can buy a small and light butterfly, tie it on a thread, now with the help of an air jet you need to make the butterflies fly.
- Snowflakes. You need to cut a small snowflake out of paper, put it on the palm of your hand and show the baby how to blow it off the palm of your hand correctly. The key is to inhale through your nose and exhale through your mouth.
- snake. You can interest the child in another game for working out hissing sounds. The game is played on the carpet, its meaning is the prolonged pronunciation of the sound "Sh". Mom says: “Let's turn into snakes! The snakes have come out of their holes and are basking in the sun! Snakes like to bask, they hiss with pleasure! Sh-sh-sh-sh. It is necessary to try so that the baby takes more air into the lungs and pronounces the sound longer. When hissing, you can not take an additional breath.
- And, of course, a simple inflating of balloons will be wonderful for the development of breathing in children of 5-6 years old.
Articulation gymnastics
- Lips. It is necessary to tightly compress the lips, pull them forward and fix this position. Without opening the lips, the child should smile. Repeat 2-3 more times.
- Cheeks. An excellent exercise for working out the facial muscles in children of 6 years old. The kid sits on the carpet and inflates his cheeks one by one, moving air from one cheek to another. Then you need to strongly inflate both cheeks. Repeat 5-6 times.
- Hamster. In this role-playing game, you need to take air into your mouth and imitate the movements of your cheeks, like a chewing hamster. Draw air into both cheeks and move it up and down without taking additional breaths.
- Pendulum. The following exercise will help control not only the facial muscles, but also the tongue. Lips tightly closed. It is necessary to draw the tongue first along the upper row of teeth, then along the lower row. It is necessary to try to pass through all the teeth.
- Sweet. Mom says: “Mmmm! How sweet! First, the child needs to alternately draw the tip of the tongue along the upper and lower lip. Then the baby needs to cover the upper lip with the lower lip, then lick the upper lip. Do the same with the lower lip. Repeat several times.
- Camel. The following fun exercise is aimed at strengthening the jaw muscles. Lips tightly closed. It is necessary to rotate the lower jaw, imitating the chewing movements of a camel.
- Ladle. It is necessary to open your mouth, smile, sticking out your tongue. Try to make the tongue a boat. The position is fixed. Mom at this time should count from 1 to 10. It is necessary to strictly ensure that the jaw is motionless and that the lips do not go beyond the border of the teeth.
- Watch. It is necessary to open your mouth and use the tip of your tongue to move from one corner of your mouth to another. Do this exercise for 1-2 minutes.
- Sucker. You need to ask the child to smack loudly, for this he needs to suck the upper lip under the lower one, and then abruptly throw it away, opening his mouth wide. Then do the opposite: suck the lower lip under the upper one.
- Spatula. You need to open your mouth, lips are stretched in a smile. Put the front of the tongue on the lower lip, hold this position. Mom needs to make sure that her lips do not tense up, and you can’t smile broadly so that the child’s lower lip does not tuck. The tongue should also not be too protruding, just cover the lower lip. The sides of the tongue touch the corners of the mouth. It seems that the exercise is quite difficult, but if you strictly follow the instructions, everything will work out.
Work on diction
Correct diction, i.e. a clear and intelligible pronunciation of each of the sounds, words, begins to form in the child gradually, this happens simultaneously with the improvement of the speech apparatus itself. Often children of 5-6 years old have problems with diction, but unclear speech can affect the future learning process.
Poor diction in a 6-year-old can seriously affect the behavior of a preschooler in society: due to slurred speech, the baby becomes withdrawn, his behavior may be accompanied by bouts of aggression, because. many people simply cannot understand its pronunciation. As a result, his desire to know the world around him falls.
That is why it is extremely important for parents to identify problems with diction in their child as early as possible, and contact a specialist in a timely manner, as well as conduct special gymnastics with the child at home. There are several ways to set the correct diction in children 5-6 years old.
Firstly, the most common exercise for setting the right speech is tongue twisters. To begin with, parents need to pronounce small and simple sentences. Let the child tap out the rhythm for himself. Learning any tongue twisters should be carried out in a playful way. Yes, learning these phrases is not easy, but there are a number of simple rules and actions, following which you can achieve excellent results in delivering clear diction to a preschooler:
- at the very beginning, parents need to try to pronounce a tongue twister with the child;
- pronunciation should be slow and clear, by syllables;
- attention must be paid to the correct pronunciation of all sounds;
- it is necessary to explain the meaning of this tongue twister, it is easier for children to remember what the meaning of which they understand well;
- as soon as the tongue twister is learned by heart, it must be pronounced without a voice, only lips, teeth and tongue work;
- then the words are spoken in a whisper, each time the pace of speaking becomes higher, the voice is louder.
Here are some simple tongue twisters that are perfect for delivering diction in preschool children:
- Titmouse, titmouse - little sister of a sparrow;
- The eccentric hides a suitcase under the sofa;
- Koshcheya is not treated with cabbage soup.
In addition to pronunciation of tongue twisters, there are a number of exercises that help to set clear diction. Here is one of them: gymnastics is carried out on the carpet, you need to take a breath. And following one of the parents, say the same phrase with a different intonation: question, exclamation, narration. All vowel sounds are sung. It's great if mom or dad knows how to play the piano using music, singing sounds is much easier.
Exercise "Slide". It is necessary, when climbing a hill, to pronounce sounds high, and sliding down - low. For example, nooo-oooon, roooo-oooor, naaaa-aaaan, etc.
Development of auditory understanding
In order for the child's speech to be correct, he must follow the speaker and understand everything that they are trying to convey to him. The poem “Confusion” by K. Chukovsky is perfect for developing speech understanding in children, the mother needs to read an excerpt from the work, and then ask a few questions about where the child found a discrepancy with the meaning. For example, do pigs meow. No. What sounds do piglets make? Oink-oink.
You can offer the baby the following game: he needs to guess not only the animal by the sounds he uttered, but who it is: an adult or a cub. Mom makes the sound "Meow-meow." The child guesses that it is a cat. Next, the parent says “Meow” softly and gently. The kid must guess that there is a cub in front of him.
There is a paired repetition exercise: first, the mother whispers paired words in a whisper (spoon-leg, knife-rye, hair-voice, seagull-shirt), and the baby must also whisper all the phrases in a whisper.
Other ways to deliver correct speech
In addition to the above exercises, there are several ways to develop clear speaking in preschool children.
- Learning short poems, short stories. To do this, the mother needs to re-read the work several times, and then make semantic stops so that the child himself utters the next phrase.
- Also, the baby can be captivated by describing objects or actions of other people. For example, a mother can stand near the window and be asked to describe everything that the child sees outside the window, to tell what people are doing, what this or that person is wearing. So the baby will learn to coherently build his speech, learn to independently describe objects.
All the proposed exercises are very easy to carry out, so a preschooler in a playful way will be able to correctly build his pronunciation. Parents need to remember that the age of 5-6 years is the time when the development of the speech apparatus is completed and consolidated. Of course, many speech problems can be corrected later, but closer to 8-10 years, this will require more time and effort. Before the baby has not yet gone to school, it is great to work with him at home. Correct and intelligible speech is the key to successful learning in the future, easy communication in society. A person who speaks correctly and clearly is always open to new things, quickly converges with people around him, and is inquisitive. Therefore, if mom or dad finds flaws in the pronunciation of their child, you must immediately begin to correct this problem. The younger the baby, the easier it is to make a speech.
Introduction.
- Speech development of the child in the first year of life.
- Speech development of the child in the second year of life.
- Speech development of the child in the third year of life.
- Speech development of the child in the fourth year of life.
- Speech development of a child in the fifth year of life.
- Speech development of the child in the sixth year of life.
- Junior school age (6-7 years).
- Recommendations for parents on the formation of correct speech in children.
- Games for the development of sound culture of speech.
- Games for the formation of the grammatical structure of speech.
- Vocabulary enrichment games.
- Games for the development of coherent speech.
- Program "Literate".
Introduction
Speech is the leading process of a child's mental development. The emotionality of the child, his needs, interests, temperament, character - the entire mental warehouse of the personality are revealed in speech. The process of the emergence and formation of their thinking is connected with the process of speech development in young children. Science claims that the development of speech and thinking goes together, since they form a single whole.
With systematic work and under favorable conditions, by the age of three, the speech of children develops so much that they are able to express in words their desire, thought, repeat what they remember. They can recite small poems, sing songs.
A child is born with such inherited brain qualities that enable him to acquire speech and master the language spoken by the people around him. But in order for him to speak, he needs to hear the speech of adults, he needs to talk to him. Child learns language from adults.
Age up to 7 years is the most favorable time for the development of the speech of preschoolers. During this period, children learn their native language well, imitate the speech of others.
Unfortunately, always busy parents pay little attention to developing activities with children. Therefore, by the age of 7, the child has problems with speech. The child does not know how to build common sentences. He has a poor vocabulary. Speech is clogged with non-literary words and expressions. The child does not know how to put the question correctly and give a complete detailed answer, build a dialogue, come up with a story, etc.
Planned and systematic classes with children, the interaction of parents and teachers will help us solve problems with the development of children's speech.
Today we will learn some games and exercises on this topic that you can play with your child at home.
1. Speech development of a child in the first year of life
Important in the first year of life is the development of speech. In the second month, the child begins to pronounce individual sounds - “a-a-a”, “a-by-s”, “e-her”, etc. However, at first the humming is short-lived, because it always occurs against the background of revival and joy. This indicates a good state of health and a positive emotional mood of the baby.
By four or five months, a long melodious hum is formed with a wide variety of sounds, sometimes difficult to reproduce by an adult. And at the age of seven months, babbling appears. Baby talk is the pronunciation of syllables during the cooing - “ba-ba-ba”, “yes-yes-yes”, “ma-ma-ma”. The baby can “talk” for a long time in a similar way, causing the joy of parents.
At seven to eight months, the child already understands certain elements of adult speech and is able to establish a connection between the word he heard and a specific image. So, to the question “Where is mom?”, he turns his head and looks in the direction of mom (search visual reaction). At the request to play “patties”, to wave the pen, the baby responds with appropriate actions - clapping his hands and waving his pen. Also at this age, babbling, elements of imitation of sounds intensively develop. The child often repeats syllables with a variety of intonations.
Usually the first words the baby says at ten to eleven months. These words consist of monotonous syllables that are easy to pronounce (ma-ma, pa-pa, dya-dya, ba-ba) or simplified sound imitations (ks-ks), as well as words of the traditional children's language (av-av).
By the age of one, a child can pronounce ten to twelve words, knows the names of many children's toys, the names of loved ones and a few requests - give, show, close. Understands the words “should” and “should not”.
2. Speech development of a child in the second year of life
In the second year of life, the child acquires balance when walking and becomes more mobile. Fine motor skills are also developing: the baby accurately captures objects, eats well with a spoon, turns the pages of books, builds a tower from cubes. By the end of his second year of life, he can walk up and down stairs, climb onto a large chair, kick and kick a ball.
During this period, the child's ability to imitate the speech of adults increases, understanding of speech, active speech intensively develop. From the first months of the second year of life, the baby increasingly uses meaningful words independently. In most cases, this is due to a certain situation that causes him joy, surprise (for example, the appearance of his mother, showing a well-known toy or object). However, up to a year and a half, the words spoken by the child do not always reflect the real name of the subject. Different toys or objects, often having nothing in common, he calls the same word. The kid uses simplified or onomatopoeic words. Understanding is sharply ahead of the active side of speech - speaking. The child can already, at the request of an adult, find among the objects a toy familiar to him, and by one year and three months he is able to perform simple actions, simple assignments.
Until the age of one and a half, phrasal speech in children is absent. In an appropriate situation, this function is performed by a word-sentence or onomatopoeia (for example, a child asks his mother for a typewriter with onomatopoeia b-b). Such words-sentences or onomatopoeias, depending on the situation, can express different meanings, and they appear in children at one year and two months - one year and six months.
From the second half of the second year of life, the child increasingly begins to use two-word sentences (for example: Mom, give me!, etc.), and at one year and ten months he uses two-, three-word sentences, but the words in them are not yet connected grammatically.
At a year and a half, a child’s active vocabulary contains approximately 50-70 words, most of them are nouns: the names of toys and objects of the immediate environment, names, adverbs here and now, adjectives large and small, less often verbs, personal pronouns. The number of words a child uses by the end of the second year ranges from 100 to 300 words.
In the second year of life, children quite clearly begin to pronounce such vowel sounds as a, y, o, and; sounds e, s can be replaced by consonance ye. Some consonant babies are replaced by simpler articulatory or distorted sounds; hard consonants t, d, s, z - soft. Along with incorrect articulation with sound, a simplified pronunciation of words is noted, for example, shortening or naming a syllable, most often stressed or the first: “ko” or “moko” instead of milk.
3. Speech development of a child in the third year of life
In the third year of life, the child already maintains good balance when standing, walking, catching or throwing a ball. The baby can walk holding an object in one hand. Children of this age distinguish the color, shape, size and mass of an object, put together a split picture from two parts. Fine motor skills are improving: the child already uses a fork, a spoon, begins to eat on his own.
Normal speech development is characterized by active communication with others using extended phrases of 3-4 or more words and the use of familiar words in several grammatical forms, for example: give - give - do not give, kitty - kitty - kitty, etc. The child already understands well the speech addressed to him and the content of fairy tales. For children of the third year of life, speech is the main way of knowing the world, the formation of thinking. In a child in the third year of life, the need for communication with adults and peers increases. The baby begins to understand simple questions, for example: Where is the cat?, Where did you put the ball? and others. Interest in surrounding objects prompts him to turn to adults with questions like: What is this?, Why?, Where?, When? and so on.
Vocabulary at the end of the third year compared with the previous age increases by 3-4 times. The child knows the names of many items: toys, dishes, clothes, that is, those objects that are in his immediate environment. In the third year of life, the child begins to use verbs and adjectives more widely, denoting not only the size of objects, but also their color, shape, quality, for example: red, green, round, long, bad, good, clean, hot, sweet, etc.
The speech of children by the end of the third year of life is characterized by the appearance of complex sentences: at first, complex sentences, and later - complex sentences. The child begins to perceive fairy tales that are simple in content and small in volume, and can answer some questions about what they have read. “Ryaba Hen”, “Turnip”, “Gingerbread Man”, “Teremok”, “Wolves of the Seven Kids” - these works are accessible to the understanding of children, but when retelling, they are only able to negotiate individual words or groups of words for adults. Small texts, read many times, are almost completely memorized by kids, but they, as a rule, cannot build a coherent retelling on their own, although some can easily cope with such a task by the end of the third year. A child at this age stage becomes available to guessing simple riddles if the text contains an answer, for example, familiar onomatopoeic words: Mu-u, milk for whom? Who is this? and etc.
Despite all the achievements in the development of speech, children still do not pronounce many words clearly and correctly, so their speech as a whole is not always understandable to others, for example, complex articulations of consonant sounds: w, w, t, u, s, z, c, l, p - they replace with simpler ones.
4. Speech development of a child in the fourth year of life
In the fourth year of life, children can already express the simplest judgments about objects and phenomena of the reality around them, establish a relationship between them, and draw conclusions. However, in general and speech development, children may have individual differences: some at the age of three have a fairly good command of speech, while others are still far from perfect.
Toddlers easily make contact even with strangers, as they have a great need to learn about the world around them. Therefore, they constantly ask questions: What is it called?, Why?, For what? etc., but due to the instability of attention, they may not listen to the end of the answer. The approximate volume of the vocabulary of children at this time is 1500-2000 words of various parts of speech. However, kids have difficulty in conveying the content of a fairy tale or in describing an event in which they were participants, because there are no generalizing words in their vocabulary, for example: clothes, vegetables, and others; as well as words-names of parts of objects. During this period, children rapidly develop word-building skills and the ability to change words to make sentences, which is described in the literature as “children's word creation” (K.I. Chukovsky “From two to five”). So, they often use words that are not in their native language, for example, “kopatka” instead of a shoulder blade, etc. Toddlers tend to recognize the names of objects and actions in their own way.
An indicator of the correct development of children's speech is the ability of a child after three years to evaluate his own and someone else's pronunciation. Most children correctly pronounce such difficult sounds as s, e, x, bring the pronunciation of solid consonants s, z, c closer to the norm; often consonants w, w, h, l, p appear in the speech of babies.
Each articularly complex sound is acquired by the child in several stages. So, for example, the child does not immediately master the pronunciation of the sound w, but first replaces it with sounds that are lighter in articulation: on d ', then on z ', then on z. therefore, in different age periods, the word beetle will sound in children's speech as "duke", "zyuk", then "beetle" and, finally, "beetle". But even after mastering the correct pronunciation of the sound zh, the child will continue to replace it with z for some time in connected speech until he masters a stable pronunciation skill. And having learned to pronounce zh correctly in a coherent speech, the child will begin to use it instead of the sound z, pronouncing “zhub” instead of a tooth. In such cases, parents should help the child. The gradual assimilation of the sound system of the language is characteristic of all children, without exception, and is called “age tongue-tied tongue” or “age-related dyslalia”.
To make it more convenient for parents to monitor the timeliness of the appearance of various sounds in the child’s speech, we present a table that shows the approximate timing of the final assimilation of vowels and consonants by children.
5. Speech development of a child in the fifth year of life
Starting from the age of four, the child's phrasal speech becomes more complicated. On average, a sentence consists of 5-6 words. Speech uses prepositions and conjunctions.
An increase in the active vocabulary (2500-3000 words by the age of five) enables the child to more fully build statements, more accurately express thoughts.
But an increase in the vocabulary and the development of coherent speech often lead to the fact that children begin to make grammatical errors more often, for example, they incorrectly change verbs (“want” instead of want), do not agree on words in gender, in number.
At this age, there is a great attraction to rhyme. Children love to play with words, rhyme them and create their own poems. Such a desire is natural, games with words contribute to the development of speech hearing in a child, and adults should encourage them.
In children of this age, sound pronunciation improves significantly, errors in the pronunciation of soft consonants instead of hard ones completely disappear, and omission of sounds and syllables is rarely observed. However, babies may have difficulty pronouncing words with consonant sounds s, z, sh, r, p ', l, l ', for example: Lara, plasticine, wiped and others, and especially words saturated with both hissing and whistling consonants, for example: boots, Sasha, etc.
Thus, with normal speech development, by the age of 5, children freely use expanded phrasal speech, various constructions of complex sentences. They have a sufficient vocabulary, possess the skills of word formation and inflection. By this time, the correct sound pronunciation, readiness for sound analysis and synthesis is finally formed.
6. Speech development of a child in the sixth year of life
At this age, the baby uses simple common sentences, use compound and complex sentences up to 10 words. Understand the meaning of the addressed speech; there is a stability of attention to the speech of others; are able to listen to answers, instructions from adults, understand the meaning of educational and practical tasks; hear, notice and correct mistakes in the speech of their comrades and their own; understand changes in words with the help of prefixes, suffixes and inflections, understand shades of meanings of single-root and polysemantic words, features of logical and grammatical structures that reflect causal, temporal, spatial and other connections and relationships.
Volume up to 3000 words; generalizing concepts appear (dishes, clothes, furniture, etc.); more often use adjectives - signs and qualities of objects; possessive adjectives appear (fox tail, etc.), adverbs and pronouns, complex prepositions (from under, because of, etc.) are used more widely; own word formation: they form nouns with diminutive suffixes, cognates, relative adjectives (tree - wooden, snow - snowy), etc. Word creation is clearly manifested.
Coordinate adjectives with nouns in gender, number, case, nouns with numerals; change words according to numbers, genders, persons; use prepositions correctly in speech. But the number of grammatical errors is increasing, such as the incorrect formation of the genitive form of the plural of nouns; verbs and nouns do not agree correctly, the structure of sentences is violated.
The process of mastering sounds ends; speech generally clear and distinct; there is a growing interest in the sound design of words, in the search for rhymes.
Phonemic hearing is quite well developed: they differentiate words like goat - scythe, stream - drip; establish the presence of a given sound in a word, highlight the first and last sound in a word, select a word for a given sound; Distinguish between the rate of speech, timbre and volume of the voice. But higher forms of analysis and synthesis of words do not develop without special training.
They retell a familiar fairy tale, a short text (read twice), expressively read poems; compose a story based on a picture and a series of plot pictures; talk in some detail about what they saw or heard; they argue, argue, defend their opinion motivatedly, convince their comrades.
7. Junior school age (6-7 years old)
The vocabulary increases to 3500 words. There are figurative words and expressions, stable phrases (neither light nor dawn, in haste, etc.). Grammar rules for changing words and combining them in a sentence are mastered. Language and speech attention, memory, logical thinking and other psychological prerequisites are developing, which are necessary for the further development of the child, his successful schooling.
Children of this age should correctly pronounce and distinguish all the phonemes of their native language. The syllabic structure of words is fully assimilated. They independently determine the presence of a sound in a word, select pictures, come up with words with a given sound, highlight the stressed vowel, the first and last sounds in the word. There is a replenishment of active and passive vocabulary. At this age, the child must independently generalize and classify objects according to various criteria.
By the age of 7, the language becomes a means of communication and thinking of the child, as well as the subject of conscious study, since in preparation for school, learning to read and write begins. According to psychologists, the language for the child becomes really native.
The transition to detailed statements is due to the new tasks of communication that confront the child in this age period. Full communication with other children is achieved precisely at this time, it becomes an important factor in the development of speech.
This is a stage in the development of speech in connection with the study of the language. It begins at the end of preschool age, but its most significant features are clearly manifested in the study of the native language at school. There are huge shifts in learning, because when studying at school, the language becomes a subject of special study for the child. In the process of learning, the child must master more complex types of speech.
Initially, the speech of a child coming to school largely retains the characteristics of the previous period of development.
There is a big discrepancy between the number of words the child understands (passive vocabulary) and the number of words he uses (active vocabulary). In addition, there is also a lack of accuracy in the meanings of words. Subsequently, a significant development of the child's speech is observed.
Teaching language at school has the greatest effect on the development of awareness and controllability of a child's speech. This is expressed in the fact that the child acquires the ability to independently analyze and generalize the sounds of speech, without which it is impossible to acquire literacy. And also the child moves from practical generalizations of the grammatical forms of the language to conscious generalizations and grammatical concepts.
The development of a child's awareness of language is an important condition for the formation of more complex forms of speech. The child develops a detailed monologue speech.
A special place here is occupied by written speech, which initially lags behind oral speech, but then becomes dominant. This is because writing has a number of advantages. Fixing the speech process on paper, written speech allows you to make changes to it, return to what was previously said, etc. This gives it exceptional importance for the formation of correct, highly developed speech.
From the first manifestations of speech, called cooing, at two or three months, it is necessary to maintain in every possible way the joyful, smiling state of the child, but without overworking his nervous system. The baby begins to listen to the surrounding sounds; melodic sounds cause him a sense of satisfaction, a smile, and sharp sounds (an angry voice, etc.) - crying. The babble that appears in him should be supported as a healthy basis for future speech. Parents can talk with the child, repeat his babbling sounds (yes-yes, ba-ba, etc.), thus causing him joyful feelings, the desire to imitate them. The pronunciation of adults should be clear with good articulation.
A little later, by six months, you can in the same way cause the baby to repeat individual words: dad, mom, etc. At this time, a conversation begins with the child. In the future, from seven to ten months, in order to develop understanding of speech, everything that attracts the child's attention should be called loudly, clearly. For example, when meeting a cat, mom will say: This is a kitty. Kitty, kitty, meow meow. Kitty scat! etc. You can sing clapping songs to your child, and then teach him to clap; play (for example: Give me a pen!, Goodbye!, etc.).
The training of fine finger movements has a great influence on the development of a child's active speech, since the speech center is located in the cerebral cortex in the same area as the motor center. First, the movements of the fingers develop, and when they reach sufficient accuracy, the development of speech begins. So the work on training the fingers can begin when the child has babble, that is, from six to seven months.
During this period, it is useful to do massage (stroke the hands in the direction from the fingertips to the wrist) and exercises (take each finger of the child individually in your fingers, bend and unbend it). Do this every day for 2-3 minutes. From the age of ten months, the child should be given to sort out large objects first, then smaller ones. For this purpose, for example, wooden painted beads made from desktop abacus and strung on a thread are good.
At the same time, developing a child's understanding of speech, you can teach him to perform some of the simplest assignments, requests, for example: Give me a toy!, Give me a kitty!, Sit down! etc.
When the child utters the first word (at about ten to twelve months), the most crucial stage of the participation of the mother and others in the development of the child's speech begins.
When talking with a child, it is necessary to slowly, loudly and clearly pronounce each sound with the intonation and tempo corresponding to the meaning of the word, clearly distinguish the stressed syllable (therefore, you can’t stretch the word into syllables, as the stress is lost). Each new word should be clear to the child, that is, while pronouncing it, at the same time it is necessary to draw the attention of the child to the corresponding object or action and name several times what he sees.
Thus, the connection between the name of the object (word) and the object itself is fixed. When a child himself pronounces a new word or sentence, one must happily repeat what he said, praise him: he will be more willing to talk, and the development of speech will go faster.
Games are useful for the development of speech. For example, an adult takes out various objects and toys from a bag or box, saying, for example: What is this? This is a dog - wow. Let's see the dog. Good dog (pat her). For a dog. Give me a dog, etc.
The same can be said when looking at pictures of birds and animals.
It is very useful to reproduce the sounds they make so that the child remembers and subsequently pronounces these onomatopoeia himself. In the future, during the second year of the baby’s life, it is necessary to use speech games more often, stage fairy tales using onomatopoeia.
After two years, you can complicate the game, replenishing the baby's vocabulary with new words. It is already necessary to wean the child from using “childish”, babble words, it is advisable for adults to use ordinary ones in a conversation with a child: cat, cow, dog, and so on, replace monosyllabic sentences with two- and three-word ones; help him use words instead of gestures. For example, if the baby, wanting to get the ball, points to it with his hand, you need to say: Do you want the ball? Say: give me the ball, etc.
At this age, it is already necessary to teach children the correct, clear pronunciation of sounds, syllables and words. Games with movement work well for this. For example:
1) "Car". The child stands still, turns the steering wheel with his hands and says beep;
2) "Drummer". The child marches, beats the drum and says ba-ba-ba.
It is useful to accompany a game with a child, actions when washing, dressing, feeding him with the words of songs and nursery rhymes. Gradually, the baby begins to recognize them, and later to sentence himself. The most favorite songs of a playful nature by children are: “ Finger-boy”, “Vodichka, Vodichka”.
Thanks to listening to nursery rhymes, the child's vocabulary is replenished with new words (for example: cheeks, mouth, eyes, etc.), the ability to build sentences develops. Observations of natural phenomena, birds, animals can also be accompanied by reading poetic texts. From this, children's impressions will become more vivid and accurate. For example, the joy of a child at the sight of the sun suddenly peeking out will become even greater if at that time he hears the words of a song "Sun-bucket". Reading nursery rhymes (“Ribushechka Hen”, “Kisonka-Murysenka”, etc.), you can teach kids onomatopoeia to birds and animals.
Staging fairy tales (“Turnip”, “Teremok”, “Kolobok”, etc.) with the help of toys, table or puppet theater helps children understand their meaning.
It is important for parents to remember that children learn to speak by imitating the people around them, therefore, the more a child communicates with adults and peers, the faster and better his speech will develop.
Adult speech should be:
Clear, unhurried;
Accessible to the understanding of the baby, that is, not overloaded with hard-to-pronounce words and complex sentences;
Competent, that is, not containing babble words and distortions of sound pronunciation.
The speech of adults is a model for children. In the absence of such a model, the reduction and impoverishment of communication between the child and adults, normal speech and mental development slows down and even stops. Specialists identify in such children a delay in speech and mental development. Therefore, it is very important to communicate with the child, play with him, read poetry and fairy tales to him.
At the same time, cases of early speech development should not be assessed as a positive phenomenon. So, if a child’s first words appear before one year, from a year and five months to a year and eight months, a phrase is formed, and from two years to two years and five months, he begins to speak in detailed phrases, at an accelerated pace, as if “choking”, then all this can lead to a neurotic form of stuttering. Such a baby cannot be “overloaded” with verbal communication, on the contrary, it is necessary to reduce the intensity of incoming information as much as possible.
The main role in correcting the speech of a young child belongs to the mother, and the results of the development of the baby and the psychological climate in the family will depend on how ready she is for his upbringing, for conducting remedial classes with him.
9. Games for the development of sound culture of speech
This group includes various games and exercises for the development of phonemic hearing, the ability to correctly determine the place of sound in a word, phrase, sentence, or pick up words with a given sound. This also includes games and exercises to determine the number of syllables in a word or to develop the ability to pick up words with a given number of syllables.
Game "Think of a word"
The goal is to develop phonemic hearing or the ability to determine the number of syllables in a word.
You need to come up with a word according to the assignment: with a given sound at the beginning, middle, end of a word, with a given number of syllables, according to a scheme, etc. I use this game when I need to organize students to perceive a new topic or just to interest them. For example, a teacher says: “Children, a package has arrived. But to open it, you need to say a word - a password. And the password word today begins with the sound [m] or [m ']. It is only necessary that everyone name the password correctly.” And the kids will try their best to come up with the right word. But one point must be taken into account here: if the teacher notices that one of the children, for some reason, cannot pick up a word, then you need to unobtrusively come to the aid of this child and, preferably, the help comes from the children.
Game "Building a path"
The goal is the development of phonemic hearing.
Children sit in a circle. Someone is given a ball and the task is to come up with any word. The ball is then passed to the next player. He must come up with a word that begins with the last sound of the previous word. And so on until they reach the first player. In this game, at the first stage, the teacher actively helps the students to pronounce the word correctly (along with it), highlighting very clearly the last sound in the word. At the next stage, the teacher simply makes sure that the children clearly pronounce the word and highlight the last sound. By the end of the second year of study, children develop the skill of clearly pronouncing the word and isolating the last sound, and the teacher plays the role of an observer-controller who only organizes the game process, and helps only in rare cases.
Game "Trap"
The goal is to develop the ability to hear a certain sound in a word.
The teacher invites the children to “open the traps”, i.e. put your elbows on the desk, parallel to each other, spreading your palms, which are the “traps”. He gives a task: if you hear a given sound in a word, then the “traps” need to be slammed, i.e. clap your hands. Words are selected by the teacher depending on the topic of the lesson.
Game "Catch the syllable"
The goal is to develop auditory attention and its speed.
The teacher “throws” a syllable to the children, and they must “turn” it into a word.
For example: pa - dad, ma - mom, ku - doll, ar - watermelon, etc.
Game exercise “Divide correctly”
The goal is to develop the ability to divide words into syllables.
The teacher tells the children that now we will divide the word into syllables. To do this, our hands will turn into “hatchets” for a while. Next, you need to pronounce the word correctly, while clapping your hands and counting how many times you clapped, so many syllables in the word.
The game "Sit in the house"
The goal is to develop the ability to determine the syllabic structure of a word.
The teacher introduces the “guests” with the help of a riddle or something else and offers to put each guest in a house. At the same time, he draws the attention of the children that in one house there is a window from one casement, and at the second - from two. To determine which guest, which house, you need to determine how many syllables are in the name of the guest. If there is one syllable, then we will accommodate the guest in a house with one sash. If there are two syllables, then we put the guest in a house with two doors. To complicate the game, you can then invite guests to a housewarming party and distribute them according to the same principle.
10. Games for the formation of the grammatical structure of speech
In this block, I have collected a variety of games and exercises aimed at developing the grammatical structure of speech, i.e. on mastering the categories of gender, number, case of nouns and adjectives; aspect, tense and mood of the verb.
Game exercise “We select rhymes”.
The goal is to develop the ability to form forms of the genitive case of the plural of nouns.
The teacher reads a comic poem to the children - the beginning of an English folk song translated by S.Ya. Marshak:
I give you my word of honor, yesterday at half past five
I saw two pigs without hats and boots.
Who did the poet see? What form were they in?
Do pigs wear boots? Or maybe they wear stockings? (Socks, slippers, mittens, etc.)
Did the poet tell us the truth in the poem? No, he fantasized. You and I can also compose funny comic poems about different birds and animals. I will start and you continue.
Let's be honest:
Yesterday at half past six
We saw two forty
Without ... (boots) and ... (stockings).
And puppies without ... (socks).
And titmouse without ... (mittens).
Game "Body"
The goal is to form diminutive - affectionate names; match the action with its name.
Children sit in a circle. According to the rhyme, the one who starts the game is selected. He is given a basket. He holds it, and the children at this time say the words:
Here's a box for you
Put it in it, that's OK.
You will say - you will give a pledge.
The child replies: “I’ll put it in a box ... and name the right word (lock, knot, box, boot, shoe, stocking, iron, collar, sugar, bag, leaf, petal, bun, cap, scallop, etc.) So happens until all the children hold the box. Whoever makes a mistake puts a deposit in the basket. After all the children have taken part, pledges are played out: the basket is covered with a scarf, and one of the children takes out the pledges one at a time, first asking: “Whose pledge will I take out, what should I do?” Children, under the guidance of a teacher, assign a ransom to each pledge - some kind of task (name a word with some kind of sound, tell a tongue twister, divide the word into syllables, etc.)
Game exercise “Whose is it all?”
The goal is an exercise in coordinating words - objects and words - signs in the right number and case.
Children are shown a picture of an animal and are asked questions that need to be answered in one word. The questions are: whose tail? Whose ear? Whose head? Whose eyes?
Cow - cow, cow, cow, cow.
Hare - hare, hare, hare, hare.
Sheep - sheep, sheep, sheep, sheep.
Horse - equine, equine, equine, equine.
Cat - feline, feline, feline, feline.
Game "Houses"
The goal is an exercise in determining the type of words - objects.
The teacher explains to the children that in the first house there are words about which one can say “he is mine”, in the second - “she is mine”, in the third - “it is mine”, in the fourth - “they are mine”. It is necessary to “settle” the words (pictures) in the houses. The guys determine the gender and number of words without naming terms.
11. Vocabulary games
This group includes lexical games and exercises that activate the dictionary, develop attention to the word, form the ability to quickly choose the most accurate, suitable word from your vocabulary. Also in these games and exercises there is an acquaintance with words - objects, words - signs, words - actions and an exercise in their coordination with each other, as well as work on the selection of synonyms and antonyms.
The opposite game
The goal is an exercise in the selection of antonyms (words - enemies).
The teacher says that a donkey came to visit us. He is very good, but that's the trouble: he really likes to do everything in reverse. Mom - a donkey was completely tormented with him. She began to think how to make him less stubborn. I thought, thought, and came up with a game that I called "On the contrary." The mother donkey and the donkey began to play this game and the donkey became less stubborn. Why? Yes, because all his stubbornness during the game went away and never returned. He decided to teach you this game too. Next, the teacher plays the game “On the contrary” with the children: he throws the ball to the child and calls the word, and the child who catches the ball must say the antonym of this word (high - low) and throw the ball to the teacher.
Even when working with words - antonyms, you can use D. Ciardi's poem "Farewell Game":
It's your turn for us
Play the reverse game.
I will say the word “high”, and you will answer ... (“low”).
I will say the word “far”, and you will answer ... (“close”).
I will say the word “ceiling”, and you will answer (“floor”).
I will say the word “lost”, and you will say (“found”)!
I will tell you the word “coward”, you will answer ... (“brave”).
Now “beginning” I will say - well, answer, ... (“end”).
Game exercise "Finish the phrase"
The goal is to develop the ability to select words that are opposite in meaning (words are enemies).
The teacher calls phrases, making pauses. The student must say the word that the teacher missed, i.e. finish the phrase.
Sugar is sweet and lemon...
The moon is visible at night, and the sun ... .
Fire is hot, but ice...
The river is wide, and the stream ... .
The stone is heavy, and the fluff ... .
You can beat this as follows: the teacher says that our friend Dunno went to school after all. There was a dictation at the Russian language lesson - the children wrote various phrases under dictation. But since Dunno is very inattentive, he did not have time to complete these phrases to the end and received a bad grade. The teacher said that if he corrected the mistakes in the dictation, she would correct his bad mark. Let's help him.
Game exercise "Say it differently."
The goal is an exercise in the selection of words that are close in meaning (words - friends).
The teacher says: “One boy is in a bad mood today. What boy is today? How can you say the same thing, but in other words? (sad, upset). The words "sad, sad and upset" are words - buddies.
Why is he like this? Yes, because it's raining outside, and the boy is going to school.
Which word is repeated twice? (going)
What does "it's raining" mean? Say it differently.
What does "the boy is coming" mean? Say it differently.
How can you say differently: spring is coming? (spring is coming).
Clean air (fresh air).
Pure water (clear water).
Clean dishes (washed dishes).
The plane landed (landed).
The sun has set (set).
The river runs (flows, flows).
The boy is running (rushing, rushing).
How to say in one word? Very large (huge, huge). Very small (tiny).
Game "What object?"
The goal is to develop the ability to select as many words as possible for a word - an object - signs and to coordinate them correctly.
What happens?
The goal is to develop the ability to correlate a word - an object with a word - a sign and correctly coordinate them.
This game is similar to the previous one. The difference lies in the fact that as many words-objects as possible are selected for the word-sign.
Green - tomato, crocodile, color, fruit, ...
Red - dress, apple, banner,
12. Games for the development of coherent speech
Work on the development of coherent speech is inseparable from the rest of the tasks of speech development, it is associated with the enrichment of the dictionary, work on the semantic side of speech, the formation of the grammatical structure of speech, and the education of the sound culture of speech. Storytelling can be taught in a variety of ways.
Game exercise “Spread the offer”
The goal is to develop the ability to build long sentences with words-objects, words-signs, words-actions.
Children are invited to continue and complete the sentence started by the teacher, based on the leading questions of the teacher. For example, a teacher starts a sentence like this: “Children are going ... (Where? Why?)”. Or a more complicated version: “Children go to school to ... . This option, in addition to enriching grammatical experience, can serve as a kind of test that allows you to identify the child's anxiety in relation to various life situations.
Game "Understand me"
The goal is to develop the ability to compose a short story based on a picture, using different characteristics of the subject.
The teacher shows the children a beautiful box and says that this box is not simple, but magical. It contains various gifts for children. Only those who know how to keep secrets can receive a gift. What does it mean? (This means not telling ahead of time). Then the teacher explains that when he approaches someone, this student should close his eyes and, without looking, pull out a picture from the box, look at it, but do not show or tell anyone what is on it. This must be kept secret. After all the children draw one picture for themselves, the teacher asks the children if they want to know who got what? The children say yes. Then the teacher says that you can’t show gifts, but you can talk about them. But the word gift can not be called either. Then the teacher tells about his gift, showing the children how to do it correctly, and the children guess what the teacher got. After that, the children talk about their gifts in turn and, when the gift is guessed, open their picture. It is better to play this game sitting on the carpet in a circle.
Game exercise “If…”
The goal is the development of coherent speech, imagination, higher forms of thinking - synthesis, analysis, forecasting, experimentation.
The teacher invites the children to dream up on topics such as:
“If I were a magician, then…”
“If I became invisible…”
“If spring never comes…”
In addition to the developmental orientation, this game also has a diagnostic value.
Game exercise “Finish it yourself”
The goal is the development of imagination, coherent speech.
The teacher tells the children the beginning of a fairy tale or story, and the children are given the task to continue or come up with an ending
13. Gramoteika program
We invite children 4-5 and 5-6 years old to the exciting and educational program "Gramoteika". This program was developed by speech therapists and is aimed at the comprehensive development of the child's speech and good preparation for school.
Full-fledged speech is an indispensable condition for the successful education of a child in school. Therefore, it is very important to eliminate all the shortcomings of sound pronunciation even at preschool age. In the classroom, your baby gets acquainted with the world of letters and sounds, which are studied in a certain sequence, taking into account the development of fine motor skills of a preschooler and his pronunciation skills. The child learns to divide words into syllables, to compose words from letters, he develops the skill of sound-letter analysis and synthesis, develops phonemic hearing. This is a very important condition for successful literacy training, and in the future a good prevention of errors in writing.
Classes are held in a playful way, where children are instilled with love and interest in their native language. The child acquires the skill to correctly select and coordinate words, correctly build sentences from them, use prepositions. Tasks and games are selected in a special way to develop imagination and creativity in making up stories from pictures or describing objects. In the classroom, children get acquainted with fiction, learn to retell according to plan.
Your child is growing and he needs communication, so classes are held in a group with the optimal number of children 5-6 people. In the children's team, the child can most fully reveal all his qualities, here his individuality is formed, responsibility and independence are laid. In group games, he learns goodwill and cooperation with other children.
Speech function is one of the most important mental functions of a person.
According to L.S. Volkova, in the process of speech development, the highest forms of cognitive activity, the ability to conceptual thinking are formed. Mastering the ability to verbal communication creates the preconditions for specific human social contacts, thanks to which the child's ideas about the surrounding reality are formed and refined, and the forms of its reflection are improved.
The richer and more correct a child’s speech is, the easier it is for him to express his thoughts, the wider his possibilities in cognizing the surrounding reality, the more meaningful and full the relationship with peers and adults, the more active his mental development is.
The development of children's speech is based on their mastery in the process of their own speech practice of all aspects of the language and consists of several stages, each of which is characterized by its own age periods.
In children of 6-7 years, the further development of speech continues: its vocabulary increases and enriches, phrasal speech and grammatical structure become more complicated, the correct literary language is assimilated. The dictionary of a child entering school contains approximately 3 to 7 thousand words, in some cases up to 10. Nouns, qualitative adjectives, and adverbs predominate in the dictionary.
A child of the seventh year of life improves coherent, monologue speech. Without the help of an adult, he can convey the content of a short fairy tale, story, cartoon, describe certain events that he witnessed ... At this age, the child is already able to reveal the content of the picture if it depicts objects that are familiar to him. But when compiling a story from a picture, he still often focuses his attention mainly on the main details, and often omits secondary, less important ones.
In the process of rich speech practice, the child, by the time he enters school, also masters the grammatical patterns of the language. His speech is becoming more and more structurally accurate, fairly detailed, and logically consistent.
The attentive eye of a child notices many details and details in the world around him, his visual-figurative memory, like a sponge, absorbs the impressions of directly perceived reality, the statements of adults, what he has read and heard.
In the process of verbal communication, children use both simple and complex sentences. To connect simple sentences, they use connecting, adversative and divisive conjunctions, sometimes they include participial and adverbial phrases in complex sentences. At this age, children correctly coordinate words with each other (for example, nouns and adjectives in gender and number), use case endings.
According to O.S. Ushakova, the appreciative side of the speech of a child of the seventh year of life reaches a fairly high level. He correctly pronounces all the sounds of his native language, pronounces phrases clearly and distinctly; speaks loudly, but depending on the situation, can speak quietly and even in a whisper; is able to change the pace of speech, taking into account the content of the statement, to clearly pronounce words, taking into account the norms of literary pronunciation; uses intonational means of expression.
At the age of 6-7 years, sound pronunciation is improved, special attention is paid to the differentiation of certain groups of sounds (whistling and hissing, voiced and deaf, hard and soft). Children of this age usually pronounce all sounds correctly. However, in some children, the pronunciation is still unformed, and then the parents should pay special attention to this, without waiting for the natural overcoming of the speech deficiency by the child himself. The correct and clear pronunciation of words by a child is necessary in order for his speech to be understandable to the people around him. However, incorrect pronunciation can interfere with the child's own understanding of the speech of others.
Thus, not only mental development, but also mental development depends on the speech development of the child. Adults need to pay attention to the development of speech at each age stage, but at the age of 6-7 years, speech should be a matter of special concern.
"The development of speech of children 6 years old"
A child is not born with established speech. It is impossible to unequivocally answer the question of when and how the baby masters the ability to speak - to pronounce sounds correctly and clearly, to link words together, changing them in gender, number, case, to build sentences of varying complexity, to coherently, consistently express their thoughts. Mastering speech is a complex, multifaceted mental process: its appearance and further development depend on many factors. Speech begins to form only when the child's brain, hearing, and articulatory apparatus reach a certain level of development. But, even having a sufficiently developed speech apparatus, a well-formed brain, good physical hearing, a child will never speak without a speech environment. In order for him to have, and in the future to develop speech correctly, a speech environment is needed. However, this is still not enough. It is important that the child has a need to use speech as the main way to communicate with peers and relatives. Speech includes several components: phonemic (sound culture), lexical, grammatical structure, coherent speech. Consider the development of speech of children 6-7 years old (preparatory group).
SOUND CULTURE OF SPEECH. In children of this age, deficiencies in pronunciation are rare, only in some cases. Some children continue to incorrectly pronounce hissing, sonorous, whistling sounds, less often - hard and soft, voiced and deaf consonants. A teacher-speech therapist deals with such children individually. Usually children 6 years old speak distinctly and clearly. Mistakes occur in the correctness of the word stress: “understood” (instead of understood), “shop” (instead of shop), etc. An adult always corrects the child, giving a sample of pronouncing the word. In addition, with children who have deficiencies in the ability to control their voice, change the pace of speech, as well as in mastering intonational expressiveness, the teacher organizes additional classes to develop speech hearing and attention.
GRAMMATIC STRUCTURE OF SPEECH. In children of 6 years old, it is possible to improve speech, especially its syntactic side, through the assimilation of the ways of word formation of all parts of speech, singular forms, exceptions. The child's speech is enriched with grammatical forms and constructions. Children of 6 years old correctly change and coordinate words in a sentence, can create difficult grammatical forms of nouns, adjectives, verbs. They independently form words denoting a person of a certain profession, baby animals, utensils, and select words with the same root. And most importantly, children are able to be critical of their grammatical errors, they tend to strive for the correctness and accuracy of speech. They know that the word coat does not change; what to “dress” - whom, and “put on” - what; and the word want changes in different ways, depending on whether we are talking about one person or about many: I want - we want, etc. Children of 6 years old use complex (union and non-union) sentences in their speech. They can be asked questions about the grammatical correctness of statements, since they are already able to analyze. If children do not know all of the above, you should understand the reasons for the lag in speech development, then, depending on the reasons, offer the child the most accessible material (the one that is recommended at 5 years old and earlier) or seek help from a specialist. All shortcomings in speech development found at the end of preschool childhood should be taken very carefully, as they will negatively affect schooling.
LEXICAL SIDE OF SPEECH. By the time they enter school, the vocabulary of children is saturated with generalizing nouns, adjectives denoting the properties of objects and phenomena, the names of actions and their qualities, etc. Children use precise expressive words to convey their emotions, impressions, ideas. Accordingly, their speech is enriched with synonyms and antonyms, children are able to explain unknown and little-known meanings of polysemantic words, are able to correctly combine words according to their meaning and consciously use specific generic concepts. For example, children correctly use generalizing words like: plants - trees, flowers, shrubs or fruits - grapes, plums, apples, pears and the like, while knowing that the concept of "plant" is broad and includes such concepts as "trees ”, “flowers”, “shrub”; and the concept of “fruit” is wider than “grapes”, “plum”, “apple”, etc. Children are also able to highlight words in sentences that are close or opposite in meaning. They are able to understand the different meanings of the same word, correctly assess the figurative meaning of words (in sayings, proverbs), choose the most accurate words and expressions that are suitable for a given situation. If children of 6 years old have not mastered the vocabulary of their native language, then the cause of underdevelopment can be found by contacting a specialist (speech therapist, psychologist, defectologist) for help.
CONNECTED SPEECH. Dialogic speech is well developed in 6-year-old children: they answer questions, give remarks, ask questions. At the same time, they freely use interrogative and exclamatory intonations, they can express surprise, a request; accompany the speech with gestures, facial expressions. They are already able to build short sentences. Possessing monologue speech, children meaningfully, grammatically correct, consistently and coherently, accurately and expressively build their speech in retelling and independent storytelling. Children can retell a literary work, having certain ideas about its composition and linguistic means of artistic speech. In stories based on a picture, children are able to convey the content, compose an independent story, come up with events preceding and following the depicted one, they can describe the landscape, convey the mood of the picture, and compare different pictures. When talking about toys, children use the exact names of their qualities (shape, color, size, size) and functional purposes. In their stories, they actively use definitions. Children 6 years old are already able to compose stories using a set of toys for this. Children can also tell what happened to them, convey their impressions, their experiences in a coherent narrative, vividly and interestingly. If children do not speak coherent speech at the age of 6, it is worth using the recommendations for its development at earlier stages of the child’s development, unless, of course, this is due to some developmental delay for one reason or another (illness, temperament, insufficient attention to the child’s cognitive life and etc.). In other cases, you should contact specialists of a different profile (psychologist, psychotherapist, doctor, defectologist).
LITERATURE. By the age of 6, a child is able to master the basics of literacy: to get acquainted with all the letters of the alphabet and know them; conduct sound analysis of words; analyze sentences (by verbal composition) and compose them from words and letters of the alphabet (3-5 words); read simple texts in syllables and in whole words. If the child does not own all of the above, he should work out additionally. Children of this age are especially attracted to the graphic side of the language, letter symbols and reading. Therefore, it is very easy for a teacher or a parent to simply use this high susceptibility to the graphic representation of words and teach children to read. In preschool childhood, of course, the process of mastering speech does not end for the child. And his speech as a whole, of course, is not always interesting, meaningful, grammatically correct. The enrichment of the dictionary, the development of grammatically correct speech, the improvement of the ability to express one's thoughts with the help of speech, to convey the content of a work of art in an interesting and expressive way will continue in school years and throughout life.
- Presentation on the development of speech on the topic: "Speech games and exercises for preschoolers" (by age) Download presentation speech development of preschoolers
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