Natalia Kvitka
Development of coherent speech in preschool children (part 1)
Introduction….3
1.1. Concept coherent speech and its importance for the development of a child...8
1.2. Peculiarities development of coherent speech in preschoolers...17
1.3. Children's learning difficulties coherent speech...23
1.4. Objectives and content of training coherent speech.... 26
Conclusion…. 33
List of used literature...35
Dictionary of scientific terms…. 37
INTRODUCTION
Successful learning children at school largely depends on the level of mastery of them coherent speech. Adequate perception and reproduction of textual educational materials, ability to give detailed answers to questions, independently express your opinions - all this and other educational activities require a sufficient level of communications development(dialogue and monologue) speeches.
Mastering your native language, speech development is one of the most important acquisitions for a child preschool childhood and is considered in modern preschool education as a general problem of education.
An indispensable condition for comprehensive development a child's communication with adults. Adults are the guardians of the experience accumulated by humanity, knowledge, skills, and culture. This experience can only be conveyed through language. Language - "the most important means of human communication".
Among the many important tasks of education and training preschool children in kindergarten teaching the native language, speech development, speech communication is one of the main ones. This general task consists of a number of special, private problems: education of sound culture speeches, enrichment, consolidation and activation of vocabulary, improving grammatical correctness speeches, formation of conversational (dialogical) speeches, development of coherent speech, cultivating interest in the artistic word, preparing for literacy.
The relevance of this topic is explained by the fact that the process development of coherent speech is the central task of speech education children. This is due, first of all, to its social significance and role in the formation of personality. Exactly at coherent speech the main, communicative, function of language is realized and speeches. Messenger speech is the highest form speeches mental activity, which determines the level of speech and mental child development.
According to the definition of A. M. Borodich - " Messenger speech is semantic extended statement(a series of logically combined sentences that ensure communication and mutual understanding between people."
Psychological nature coherent speech, its mechanisms and features development in children are revealed in the works of L. S. Vygotsky, A. A. Leontiev, S. L. Rubinstein and others. All researchers note the complex organization coherent speech and indicate the need for special speech education.
Connected speech, being an independent type of speech-thinking activity, at the same time plays an important role in the process of education and training children, since it acts as a means of obtaining knowledge and a means of monitoring this knowledge.
Education children's coherent speech in the domestic methodology has rich traditions laid down in the works of K. D. Ushinsky, L. N. Tolstoy. Basics of the technique development of coherent speech in preschoolers defined in the works of M. M. Konina, A. M. Leushina, L. A. Penevskaya, O. I. Solovyova, E. I. Tikheeva, A. P. Usova, E. A. Flerina. Problems of content and methods of teaching monologue speeches in kindergarten were fruitfully developed by A. M. Borodich, N. F. Vinogradova, L. V. Voroshnina, V. V. Gerbova, E. P. Korotkova, N. A. Orlanova, E. A. Smirnova, N. G. Smolnikova, O. S. Ushakova, L. G. Shadrina and others. Features the development of coherent speech was studied by L. S. Vygotsky, S. L. Rubinstein, A. M. Leushina, F. A. Sokhin.
According to the Federal State Educational Standard, speech development includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; communication development, grammatically correct dialogical and monological speeches; development of speech creativity; development sound and intonation culture speeches, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.
The Standard's requirements for the results of mastering the Program are presented in the form of targets preschool education, which represent social-normative age characteristics of the child’s possible achievements at the stage of completing the level preschool education.
Towards targets preschool education include the following social and normative age characteristics of the child's possible achievements nka: Educational targets in infancy and early childhood age: the child is interested in surrounding objects and actively interacts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of his actions; uses specific, culturally fixed object actions, knows the purpose of everyday objects (spoons, combs, pencils, etc.) and knows how to use them. Possesses basic self-service skills; strives to demonstrate independence in everyday and play behavior; has active speech included in communication; can make questions and requests, understands adult speech; knows the names of surrounding objects and toys; strives to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces the actions of an adult; shows interest in peers; observes their actions and imitates them; shows interest in poems, songs and fairy tales, looking at pictures, strives to move to the music; responds emotionally to various works of culture and art; in a child gross motor skills developed, he strives to master various types of movement (running, climbing, stepping, etc.).
Targets at completion stage preschool education:
the child masters the basic cultural methods of activity, shows initiative and independence in various types of activities - play, communication, cognitive and research activities, design, etc.; able to choose his own occupation, participants on joint activities;
the child has a positive attitude towards the world, towards different types of work, other people and himself, has a sense of self-esteem; actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the successes of others, adequately expresses his feelings, including a sense of self-confidence, tries to resolve conflicts;
the child has developed imagination, which is implemented in different types of activities, and above all in the game; the child masters different forms and types of play, distinguishes between conventional and real situations, knows how to obey different rules and social norms; the child has a fairly good command of oral speech, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, build speech statements in a communication situation, can highlight sounds in words, the child develops the prerequisites for literacy; the child developed gross and fine motor skills; he is mobile, resilient, masters basic movements, can control and manage his movements; the child is capable of volitional efforts, can follow social norms of behavior and rules in various activities, in relationships with adults and peers, can follow the rules of safe behavior and personal hygiene ;
the child shows curiosity, asks questions to adults and peers, and is interested in cause-and-effect connections, tries to independently come up with explanations for natural phenomena and human actions; inclined to observe and experiment. Has basic knowledge about himself, about the natural and social world in which he lives; is familiar with works of children's literature, has basic understanding of wildlife, natural science, mathematics, history, etc.; the child is capable of making his own decisions, relying on his knowledge and skills in various activities. Subject to compliance with the requirements for the conditions of implementation of the Program, these targets assume the formation of preschool children prerequisites for educational activities at the stage of completion by them preschool education.
The purpose of the work is to explore the features development of coherent speech in preschoolers.
Job Objectives:
1. Study and analyze psychological, pedagogical and methodological literature on development of coherent speech in preschool children.
2. Define the concept liaison speech and its meaning for child development.
3. Identify features development of coherent speech in preschool children
4. Study and analyze the objectives and content of training coherent speech.
Chapter 1. Theoretical foundations development of coherent speech in preschool children
1.1 Concept coherent speech and its importance for child development
Every child should learn in kindergarten content, grammatically correct, coherently and express your thoughts consistently. At the same time speech children must be alive, direct, expressive.
Messenger speech is inseparable from the world thoughts: coherence of speech is coherence of thoughts. Coherent speech - a semantically expanded statement(a series of logically combined sentences that ensure communication and mutual understanding between people. In coherent speech reflects the logic of the child’s thinking, his ability to comprehend what he perceives and express it in a correct, clear, logical way speeches. By the way a child knows how to construct his statement, one can judge the level of his speech development.
Skill coherently express your thoughts consistently, accurately and figuratively (or literary text) child development: when retelling, when creating his own stories, the child uses figurative words and expressions learned from works of art. The ability to tell helps a child to be sociable, overcome silence and shyness, develops Confidence in your strength.
Messenger speech must be considered in the unity of content and form. Derogation of the semantic side leads to the fact that the external, formal side (grammatically correct use of words, their coordination in a sentence, etc.) is ahead in internal development, the logical side. This manifests itself in the inability to choose words that are necessary in meaning, in the incorrect use of words, in the inability to explain the meaning of individual words.
However, one should not underestimate development of the formal side of speech. Expansion and enrichment of the child’s knowledge and ideas should be related to development ability to correctly express them in speeches. Thus, under coherent speech means expanded presentation of certain content, which is carried out logically, consistently and accurately, grammatically correct and figurative.
Connectivity, Rubinstein believed, is “the adequacy of the verbal presentation of the speaker’s or writer’s thoughts from the point of view of its intelligibility for the listener or reader.” Therefore, the main characteristic coherent speech is its understandability for the interlocutor.
Messenger speech is a speech that reflects all the essential aspects of its subject content. Speech may be incoherent for two reasons: either because these communications are not realized and not represented in the speaker’s thoughts, or these communications not properly identified in its speeches.
In the methodology the term « coherent speech» used in several values:1) process, activity of the speaker; 2) product, the result of this activity, text, statement; 3) title of the work section speech development. How the terms are used synonymously "utterance", "text". An utterance is both speech activity and the result of this activities: a specific piece of speech, larger than a sentence. Its core is meaning (T. A. Ladyzhenskaya, M. R. Lvov and others). Messenger speech is a single semantic and structural whole, including related among themselves and thematically united, complete segments.
Main function coherent speech - communicative. It is carried out in two main forms - dialogue and monologue. Each of these forms has its own characteristics, which determine the nature of the methodology for their formation.
In linguistic and psychological literature, dialogical and monologue speech are considered in terms of their opposition. They differ in their communicative orientation, linguistic and psychological nature.
Dialogical speech is a particularly striking manifestation of the communicative function of language. Scientists call dialogue the primary natural form of linguistic communication, the classical form of verbal communication. The main feature of the dialogue is the alternation of speaking by one interlocutor with listening and subsequent speaking by the other. It is important that in a dialogue the interlocutors always know what is being discussed and do not need to deployment thoughts and statements. Oral dialogic speech occurs in a specific situation and is accompanied by gestures, facial expressions, and intonation. Hence the linguistic design of the dialogue. Speech in it may be incomplete, abbreviated, sometimes fragmentary. For dialogue characteristic: colloquial vocabulary and phraseology; brevity, reticence, abruptness; simple and complex non-union sentences; brief premeditation. Connectivity dialogue is provided by two interlocutors. Dialogue speech is characterized by involuntary and reactive behavior. It is very important to note that dialogue is characterized by the use of templates and clichés, speech stereotypes, stable communication formulas, familiar, often used and, as it were, attached to certain everyday situations and topics of conversation (L. P. Yakubinsky).Speech clichés make dialogue easier.
O. S. Ushakova claims that dialogic speech is the primary form of linguistic communication, natural in origin. It consists of an exchange of statements characterized by questions, answers, additions, explanations, objections. In this case, a special role is played by facial expressions, gestures, and intonation, which can change the meaning of a word. Dialogue is characterized by alternating utterances between two or more (polylogue) talking about the same topic related with any situation.
L.P. Yakubinsky believes that dialogue is a relatively quick exchange of speech, when each component of the exchange is a replica and one replica is highly conditioned by the other, the exchange occurs without any preliminary thinking; components do not have a special purpose; there is no premeditation in the construction of replicas connectivity and they are extremely brief
According to A. R. Luria, dialogue as a form speeches, consists of replicas (individual utterances, from a chain of sequential speech reactions; it is carried out either in the form of a conversation (conversations) two or more participants in verbal communication. Dialogue is based on the commonality of perception of the interlocutors, the commonality of the situation, and knowledge of the subject in question.
Monologue speech - coherent, a logically consistent statement that takes place over a relatively long time, not designed for an immediate reaction from listeners. It has an incomparably more complex structure and expresses the thought of one person, which is unknown to the listeners. Therefore, the statement contains a more complete formulation of information, it is more expanded. A monologue requires internal preparation, longer preliminary thinking about the statement, and concentration of thought on the main thing. Non-verbal means are also important here (gestures, facial expressions, intonation, the ability to speak emotionally, vividly, expressively, but they occupy a subordinate place. For a monologue characteristic: literary vocabulary expansiveness of utterance, completeness, logical completeness; syntactic form (extensive system of connecting elements) ; connectivity monologue is provided by one speaker.
O. S. Ushakova considers ownership liaison monologue speech is the highest achievement of speech education preschoolers. According to the author, the monologue incorporates the development of the sound culture of the language, vocabulary, grammatical structure and occurs in close connection with the development of all aspects of speech - lexical, grammatical, phonetic.
These two forms speeches motives also differ. Monologue speech is stimulated by internal motives, and its content and linguistic means are chosen by the speaker himself. Dialogical speech is stimulated not only by internal, but also by external motives (the situation in which the dialogue takes place, the interlocutor’s remarks).
Consequently, monologue speech is a more complex, arbitrary, more organized type speeches and therefore requires special speech education.
Despite significant differences, dialogue and monologue interconnected with each other. In the process of communication, monologue speech is organically woven into dialogic speech, and a monologue can acquire dialogical properties. Often communication takes place in the form of a dialogue with monologue inserts, when, along with short remarks, more extended statements, consisting of several sentences and containing various information (message, addition or clarification of what was said). L.P. Yakubinsky, one of the first researchers of dialogue in our country, noted that extreme cases of dialogue and monologue connected among themselves by a number of intermediate forms. One of the latter is a conversation, which differs from a simple conversation in the slower pace of exchange of remarks, their larger volume, as well as deliberation, arbitrariness speeches. This kind of conversation is called different from spontaneous (unprepared) conversation with prepared dialogue.
Speech may be incomplete, abbreviated, fragmentary; characterized by colloquial vocabulary and phraseology, simple and complex non-union sentences, typical use of templates, cliches, speech stereotypes; short-term thinking Characteristic literary vocabulary, expansiveness of utterance, completeness, logical completeness, syntactic design.
Requires internal preparation, longer pre-thinking
Connectivity provided by two interlocutors Connectivity provided by one speaker
Stimulated not only by internal, but also by external motives (situations, interlocutor’s remarks) Stimulated by internal motives; content and language means speeches the speaker chooses
Relationship dialogical and monological speeches it is especially important to take into account in teaching methods children's native language. It is obvious that the skills and abilities of dialogical speeches are the basis for mastering a monologue. During the training of dialogical speeches prerequisites are created for mastering narration and description. This also helps coherence of dialogue: sequence of remarks, determined by the topic of conversation, logical and semantic connection separate statements from each other. In early childhood, the formation of dialogic speeches precedes the formation of monologue, and later work on development of these two forms of speech flows in parallel.
A number of scientists believe that although mastering elementary dialogic speech is primary in relation to monologue and prepares for it, the quality of dialogical speech speech in her mature unfolded form largely depends on mastery of monologue speech. Thus, teaching elementary dialogic speeches should lead to mastery related monologue statement and because the latter could be included as early as possible in expanded dialogue and would enrich the conversation, giving it natural, coherent character.
Messenger speech can be situational and contextual. Situational speech tied with a specific visual situation and does not fully reflect the content of thought in speech forms. It is understandable only when taking into account the situation being described. The speaker widely uses gestures, facial expressions, and demonstrative pronouns. In context speeches Unlike situational, its content is clear from the context itself. Contextual complexity speech is that this requires the construction of a statement without taking into account the specific situation, relying only on linguistic means.
In most cases, situational speech has the nature of a conversation, and contextual speech has the nature of a monologue. But, as D. B. Elkonin emphasizes, it is wrong to identify dialogical speech with situational speech, and contextual speech with monological speech. And monologue speech can be situational in nature.
Important in communications with a discussion of the essence coherent speech is to clarify the concept "Speaking". Children preschool age master conversational style first of all speeches, which is characteristic mainly of dialogical speeches. Monologue speech in a conversational style is rare; it is closer to the bookish literary style.
In pedagogical literature, the special role of coherent monologue speech. But mastering the dialogical form of communication is no less important, since in the broad sense “dialogical relations. it is an almost universal phenomenon that permeates all human speech and all relationships and manifestations of human life.”
Development of both forms of coherent speech plays a leading role in the speech process development child and occupies a central place in the overall system of work on speech development in kindergarten. Education coherent speech can be considered both as a goal and as a means of practical language acquisition. Mastering different aspects speeches is a necessary condition development of coherent speech, and at the same time development of coherent speech promotes the child’s independent use of individual words and syntactic structures. Messenger speech absorbs all the child’s achievements in mastering his native language, its sound structure, vocabulary, and grammatical structure.
Psychologists emphasize that in coherent speech close connection speech and mental education children. A child learns to think by learning to speak, but he also improves speech by learning to think (F.A. Sokhin) .
A. M. Borodich believes that liaison speech is semantic extended statement(a series of logically combined sentences that ensure communication and understanding of people.
According to research, L. S. Vygotsky liaison speech is inseparable from the world thoughts: coherence of speech is coherence of thoughts. IN coherent speech reflects the logic of the child’s thinking, his ability to comprehend what he perceives and correctly express it. By the way a child constructs his statements, one can judge the level of his speech development.
As O. S. Ushakova notes, coherent speech is speech, which requires mandatory development of such qualities, How connectivity, integrity, which are closely connected each other and are characterized by communicative orientation, logic of presentation, structure, as well as a certain organization of linguistic means.
Messenger speech fulfills the most important social functions: Helps the child establish communications with people around him, determines and regulates the norms of behavior in society, which is a decisive condition for development of his personality.
Education coherent speech influences the aesthetic upbringing: retellings of literary works, independent children's essays develop imagery and expressiveness speeches, enrich artistic and speech experience children.
The main tasks of speech development: education of the sound culture of speech, vocabulary work, the formation of the grammatical structure of speech, its coherence when constructing a detailed statement - are solved at each age stage, however, from group to group there is a gradual complication of each task. The specific weight of a particular task also changes when moving from group to group.
The development of speech and verbal communication of preschoolers in kindergarten is carried out in all types of activities, in different forms - both in special classes and outside of them.
Download:
Preview:
What is coherent speech?
Coherent speech is the child’s ability to express his thoughts vividly, consistently, without being distracted by unnecessary details. According to researchers, there are two types of oral coherent speech - dialogue and monologue, which have their own characteristics:
Dialogical speech is supported speech that has an interlocutor, it is simpler, it may contain intonations, gestures, pauses, and stress. It is characterized by the use of colloquial vocabulary and phraseology.
Monologue speech is a long, consistent, coherent presentation of thoughts and knowledge by one person, proceeding for a relatively long time and not designed for an immediate reaction from listeners. It is characterized by literary vocabulary, detailed statements, completeness and logical completeness.
In the dialogue, sentences are monosyllabic, they are filled with intonations and interjections. In a dialogue, it is important to be able to quickly and accurately formulate your questions and give answers to your interlocutor’s questions.
In monologue-type speech, the child needs to speak figuratively, emotionally, and at the same time, thoughts must be focused without being distracted by details.
Connected speech can be situational (related to a specific situation) and contextual (constructed without taking into account the specific situation and relying only on linguistic means).
One of the conditions for the development of speech in a broad sense is the cultural and linguistic environment. The speech culture of children is inextricably linked with the speech culture of the teacher and everyone around them. Speech should be developed not so much through methodological techniques and instructions, but through example and model. One of the main methods of speech development is training in a certain range of speech skills and abilities. Speech development is also carried out in classes in other sections of the kindergarten program. For example, fiction is the most important source and means of developing all aspects of children’s speech and a unique means of education.
The main tasks of speech development: education of the sound culture of speech, vocabulary work, the formation of the grammatical structure of speech, its coherence when constructing a detailed statement - are solved at each age stage, however, from group to group there is a gradual complication of each task. The specific weight of a particular task also changes when moving from group to group.
The development of speech and verbal communication of preschoolers in kindergarten is carried out in all types of activities, in different forms - both in special classes and outside of them.
Exercises related to performing movements can be used in classes (physical education) or while walking. During outdoor games, during morning exercises, exercises are carried out in which speech material is combined with the child’s actions. It is in movement that grammatical rules are effectively learned and a particular artistic image is conveyed.
Sequence of work on coherent speech:
- fostering understanding of coherent speech;
- education of dialogical coherent speech;
- education of monologue coherent speech,
Working methods:
- work on compiling a story - description;
- work on compiling a story based on a series of plot pictures;
- work on compiling a story based on one plot picture;
- work on retelling;
- working on an independent story.
Formation of coherent speech in preschoolers
The method of developing coherent speech includes not only teaching a child the skills of logical presentation of his own thoughts, but also replenishing his vocabulary.
The main means of developing coherent speech are:
- conversations;
- didactic games;
- theatrical games.
When working with your child, you can use the tools that are most suitable for his age and interests, or combine them.
Conversations.
The content of the work on teaching older preschoolers includes teaching children the ability to conduct a conversation, answer questions with detailed and monosyllabic answers, be able to listen to the statements of others and tactfully correct mistakes, supplement answers, and make their own remarks. Kids also need to be taught the quality of speech, that is, to be friendly, tactful, polite, maintain a posture when speaking, and look into the face of the interlocutor.
During the day, the teacher needs to find time for short conversations with all the children; this will include the time of morning reception of children in kindergarten, washing, dressing and walking.
To develop children's dialogical speech skills, the teacher should use verbal instructions. At the same time, the teacher gives the children a sample request, sometimes asking the child to repeat it to check whether he remembers the phrase. This also helps to reinforce forms of polite speech.
To develop the initial forms of speech-interview, the teacher plans and organizes a joint examination with children of illustrations, favorite books, and children's drawings. The teacher’s short emotional stories (what he observed on the bus; how he spent his weekend), which evoke various similar memories in the children’s memory and activate their judgments and assessments, will help stimulate a conversation on a specific topic.
In older groups, the topics of conversation are the most varied and more complex. For example: you can invite children to remember their favorite fairy tale or game. The greatest attention is paid to developing communication skills with adults, and children learning the rules of speech behavior in public places. In collective conversations, children are encouraged to complement each other, correct a friend, and ask a question to their interlocutor.
Communication with children is very important. With its help, you can influence the comprehensive development of a child’s speech: correct mistakes, ask questions, give an example of correct speech, develop dialogic and monologue speech skills. In an individual conversation, it is easier for the teacher to focus the child’s attention on individual errors in his speech. During the conversation, the teacher can better study all aspects of the child’s speech, identify its shortcomings, determine which exercises are best to use for speech development, and find out his interests and aspirations.
Communication with children can be individual and collective. The whole group or several children participate in a collective conversation. The best time for group conversations is a walk. Morning and evening hours are best for individual communication. But whenever a teacher speaks to children, the conversation should be beneficial, interesting and understandable.
The role of role-playing games in the development of coherent speech in preschool children
In preschool age, play is of great importance in the speech development of children. Play is not just entertainment, it is the creative, inspired work of a child, it is his life. During the game, the child learns not only the world around him, but also himself, his place in this world.
There are no patterns or correct patterns in the game; nothing constrains the child. Not to teach or teach, but to play with them, fantasize, compose, invent - this is what a child needs. The development of thinking, imagination and speech largely depends on the level of development of the game. While playing, the child replaces missing objects with substitute objects, sometimes even imaginary ones. And this is not just a game, it is the formation of a substitution function that the child will encounter constantly in the future. In the game, he learns to plan and regulate his actions, as well as the actions of his playing partners.
But in order for the game to become truly educational for the baby, it is necessary to teach how to play - first, simply operate with toys, imitate real actions, their logic, their sequence. Then, when the child already knows how to act independently, master the science of role-playing games, play out entire plots in which the main thing is a reflection of the relationships between people. The basis of the role-playing game is an imaginary or imaginary situation, which consists in the fact that the child takes on the role of an adult and performs it in a play environment created by him. The main component of a role-playing game is the plot; without it, there is no role-playing game itself. The plot of the game is the area of activity that is reproduced by children.
The plots of the games are varied. They are conventionally divided into:
- household (family games, kindergarten),
- production ones, reflecting the professional work of people (games in the hospital, store),
- public (games celebrating the city’s birthday, going to the library, flying to the moon).
The plot of the role-playing game is embodied by the child through the role he takes on. A role is a means of realizing the plot and the main component of a role-playing game. For a child, a role is his playing position: he identifies himself with a character in the plot and acts in accordance with his ideas about this character. Submission of the child to the rules of role-playing behavior is the most important element of role-playing play. For preschoolers, a role is an example of how to act. Based on this sample, the child evaluates the behavior of the participants in the game, and then his own. The point of the game for preschoolers is the relationships between the characters. Therefore, the child willingly takes on those roles in which the relationships are clear to him (the teacher takes good care of the children, the captain leads the ship, makes sure that the sailors work well, so that the passengers are comfortable). The child depicts these relationships in play using speech, facial expressions, and gestures.
There are two types of speech - dialogical and monologue, which are more acceptable when conducting a role-playing game. Thus, the form of dialogical speech (a conversation between two or more people, asking questions and answering them) encourages incomplete, monosyllabic answers. Incomplete sentences, exclamations, interjections, bright intonation expressiveness, gestures, facial expressions are the main features of dialogic speech. For dialogical speech, it is especially important to be able to formulate and ask a question, construct an answer in accordance with what is heard, supplement and correct the interlocutor.
Monologue speech is characterized by expansion, completeness, and interconnection of individual parts of the narrative. A monologue, a story, an explanation require the speaker to pay more intense attention to the content of the speech and its verbal design; At the same time, it is very important to maintain liveliness and spontaneity of speech.
Role-playing games provide an opportunity to activate the existing vocabulary. In games, the child finds himself in a situation where he is forced to use previously acquired knowledge and vocabulary in new conditions. In role-playing games on everyday topics, everyday vocabulary is activated, in games on industrial topics - professional vocabulary, in construction games - words denoting the qualities and spatial arrangement of objects, as well as corresponding verbs.
Plot-role-playing game is the very speech situation where purposeful training of dialogical speech occurs. It is aimed at developing the skills to negotiate during communication, question the interlocutor, enter into someone’s conversation, follow the rules of speech etiquette, express sympathy, convince, and prove your point of view.
It can be argued that role-playing games have a positive effect on the development of coherent speech. During the game, the child talks aloud to the toy, speaks both for himself and for it, imitates the drone of an airplane, the voices of animals, etc. Thus, in the role-playing game, children’s speech activity develops.
The role of word games in the development of coherent speech in children of senior preschool age
The greatest effect of work on developing the speech of a preschooler will be obtained if it is carried out through a variety of games. One type of game is a verbal didactic game. Word games are built on the words and actions of the players. In such games, children learn, based on existing ideas about objects, to deepen their knowledge about them, since in these games it is necessary to use previously acquired knowledge in new connections, in new circumstances.
They are actively involved in verbal and speech games. In the junior and middle groups, games are aimed at developing speech, cultivating correct sound pronunciation, clarifying, consolidating and activating vocabulary, and developing correct orientation in space. And in older preschool age, children actively begin to develop logical thinking, and games are selected with the aim of developing mental activity and independence in solving problems: children must quickly find the right answer, formulate their thoughts accurately and clearly, and apply knowledge in accordance with the task.
For the convenience of using verbal games in the pedagogical process, I use four groups of games proposed by Bondarenko A.K. Let me give brief characteristics of each group:
- group - games that develop the ability to identify essential features of objects and phenomena: “Shop”, “Guess It?”, “Radio”, “Yes - No”, “Whose Things?”
- group - games used to develop children’s ability to compare, contrast, notice differences, and make correct conclusions: “Similar - not similar,” “Who will notice more fables?”
- group - games with the help of which the ability to generalize and classify objects according to various criteria is developed: “Who needs what?”, “Name three words”, “Name in one word”.
- group - games to develop attention, intelligence, quick thinking, endurance, sense of humor: “Broken phone”, “Paints”, “It flies - it doesn’t fly”, “Don’t name white and black”.
The use of verbal and play activities increases the effectiveness of children’s speech development and allows them to develop a variety of skills that will become the basis for further successful learning. Properly organized and systematically conducted games help the development of coherent speech, significantly replenish vocabulary, and make children’s speech more literate and expressive.
One of the most effective forms of work on the development of coherent speech istheatrical game.
In the dramatization game, dialogical, emotionally rich speech is formed, and the child’s vocabulary is activated. With the help of dramatization games, children master the elements of communication - facial expressions, posture, intonation, voice modulation. The child assimilates the richness of his native language, its means of expression, uses intonations that correspond to the character of the characters and their actions, and tries to speak clearly so that everyone understands him.
At the initial stage of working on a dramatization game, it is necessary to choose the right work of art. It is very important that it interests children and evokes strong feelings and experiences. And there was an interestingly developing plot: it should have one or more main characters along with episodic characters actively participating in the events taking place.
Having chosen a work for a dramatization game, the teacher reads it to the children several times, looks at the illustrations with them, and talks about what they read.
The process of preparing a theatrical game itself solves many problems in the development of coherent speech:
1) systematic implementation of game exercises aimed at developing facial expressions and pantomime, due to which movements acquire greater confidence. Children begin to switch more easily from one movement to another, to understand the subtleties of gestures, facial expressions and movements of another child;
2) introduction of games and exercises to develop breathing and freedom of the speech apparatus, correct articulation, clear diction, varied intonation;
3) transition to dramatization of poems, jokes, nursery rhymes: children memorize texts in advance, then act them out using various types of theater (finger theater or table theater);
4) transition to a more complex type of activity - dramatization of stories and fairy tales, where different masks or costume elements and types of theaters are used - tabletop, finger, bi-ba-bo, children can act out the text as actors.
Scientists have long noticed that speech and manual actions are very closely related.
A lot of books and manuals have been written recently about fine motor skills. And this is no coincidence.
Scientists have come to the conclusion that the formation of a child’s oral speech begins when the movements of the fingers reach sufficient accuracy. In other words, speech formation occurs under the influence of impulses coming from the hands. This is important for timely speech development, and - especially - in cases where this development is impaired. In addition, it has been proven that both the thought and the child’s eye move at the same speed as the hand. This means that systematic exercises to train finger movements are a powerful means of increasing brain performance. Research results show that the level of speech development in children is always directly dependent on the degree of development of fine movements of the fingers. Imperfect fine motor coordination of the hands and fingers makes it difficult to master writing and a number of other educational and work skills. Psychologists say that finger exercises develop a child’s mental activity, memory and attention.
The poems accompanying the exercises are the basis on which the sense of rhythm is formed and improved. They teach to listen to rhyme, stress, and divide words into syllables. A sense of rhythm is also important when learning to write (for developing smooth handwriting), for memorizing poetry, and for preventing writing disorders (omission of vowels).
Conclusion.
The development of coherent speech in children is not a spontaneous process. It requires the purposeful actions of an adult. Our task is to help the child grow up as an educated person with competent speech.
List of used literature
- Alekseeva M.M., Ushakova O.S. Interrelation of tasks of speech development of children in the classroom // Education of mental activity in preschool children. - M, 2008. - pp. 27-43.
- Arushanova A.G. On the problem of determining the level of speech development of a preschooler // in collection. scientific articles: Problems of speech development of preschoolers and primary schoolchildren / Responsible. ed. A.M. Shakhnarovich. - M.: Institute of National Problems of Education MORF, 2008. - p. 4-16.
- Boguslavskaya Z.M., Smirnova E.O. Educational games for preschool children. - M.: Education, 2010. - 213 p.
- Bondarenko A.K. Didactic games in kindergarten: A manual for kindergarten teachers. - M.: Education, 1985. - 160 p.
- Gerbova V.V. Classes on speech development in the senior preschool group of children
- .Gerbova V.V. Composing descriptive stories // Preschool education. - 2011. - N 9. - p. 28-34.
- Dyachenko O. Main directions of work under the “Development” program for children of the senior group / O. Dyachenko, N. Varentsova // Preschool education. - 2007. - No. 9. - P. 10-13.
- Ladyzhenskaya T.A. System of work for the development of coherent oral speech of students. - M.: Pedagogy, 1974. - 256 p.
- Tikheyeva E.I. Children's speech development. / Ed. F. Sokhina. - M.: Education, 2011. - 159 p.
- Uruntaeva G.A. Workshop on the psychology of preschoolers / G. A. Uruntaeva. - M.: Academy, 2009. - 368 p.
- Ushakova O.S. Speech development of preschool children / O. S. Ushakova. - M.: Publishing House of the Institute of Psychotherapy, 2008. - 240 p.
Mastery of the native language and speech development is one of the most important acquisitions of a child in preschool childhood and is considered in modern preschool education as the general basis for the upbringing and communication of children.
The goal of the speech development of preschool children is the formation of not only correct, but also good oral speech, taking into account their age characteristics and capabilities.
Let us focus on the methods of developing coherent speech.
Coherent speech is a single semantic and structural whole, including interconnected and thematically united, complete segments.
The main characteristic of coherent speech is its intelligibility for the interlocutor.
The main function of coherent speech is communicative. It is carried out in two main forms - dialogue and monologue. Each of these forms has its own characteristics, which determine the nature of the methodology for their formation.
The development of both forms of coherent speech plays a leading role in the process of the child’s speech development and occupies a central place in the overall system of work on speech development; it can be considered both as a goal and as a means of practical language acquisition. Coherent speech absorbs all the child’s achievements in mastering his native language, its sound structure, vocabulary, and literate structure.
Coherent speech performs the most important social functions: it helps the child establish connections with people around him, determines and regulates the norms of behavior in society, which is a decisive condition for the development of his personality.
Teaching coherent speech also has an impact on aesthetic education: retellings of literary works and independent children's compositions develop imagery and expressiveness of speech, enriching the artistic and speech experience of children.
The development of coherent speech occurs gradually along with the development of thinking and is associated with the complication of children's activities and forms of communication with people around them.
By the end of the first year of life - the beginning of the second year of life, the first meaningful words appear, but they mainly express the desires and needs of the child. Only in the second half of the second year of life do words begin to serve as designations for an object for the baby. By the end of the child's second year of life, words begin to form grammatically.
In the third year of life, both speech understanding and active speech develop rapidly, vocabulary increases sharply, and sentence structure becomes more complex. They use the original form of speech - dialogical, which is first associated with the child’s practical activities and is used to establish cooperation in joint substantive activities.
In preschool age, speech is separated from direct practical experience.
The kindergarten program provides training in dialogic and monologue speech. Work on the development of dialogical speech is aimed at developing the skills necessary for communication. Dialogical speech is a particularly striking manifestation of the communicative function of language.
Several groups of dialogic skills can be distinguished:
Speech skills themselves.
Speech etiquette skills.
Ability to communicate in pairs, in a group of 3-5 people, in a team.
The ability to communicate in joint actions, achieving results and discussing them, discussing a specific topic.
Nonverbal (non-speech) skills.
Let us consider the content of the requirements for dialogic speech by age group.
In early age groups, the task is to develop an understanding of the speech of others and to use the active speech of children as a means of communication. Children are taught to express requests and desires in words, to answer some questions from adults (Who is this? What is he doing? Which one? Which one?). They develop the child’s initiative speech, encourage him to turn to adults and children on various occasions, and develop the ability to ask questions.
In early preschool age, the teacher must ensure that every child easily and freely enters into communication with adults and children, teach children to express their requests in words, answer adults’ questions clearly, and give the child reasons to talk with other children. You should cultivate the need to share your impressions, talk about what you did, how you played, the habit of using simple formulas of speech etiquette (saying hello, saying goodbye in kindergarten and family), encouraging children to try to ask questions about their immediate environment (Who? What? Where? What does it do? Why?).
In middle preschool age, children are taught to willingly enter into communication with adults and peers, answer and ask questions about objects, their qualities, actions with them, relationships with others, and support the desire to talk about their observations and experiences.
The teacher pays more attention to the quality of the children’s answers: he teaches them to answer both in a short and in a common form, without deviating from the content of the question. Gradually, he introduces children to participate in collective conversations, where they are required to answer only when the teacher asks, and listen to the statements of their comrades.
The cultivation of a culture of communication continues: the formation of the ability to greet relatives, friends, group mates, using synonymous etiquette formulas (Hello! Good morning!), answer the phone, not interfere in the conversation of adults, enter into conversation with strangers, greet a guest, communicate with him.
Now let’s look at the tasks and content of teaching monologue speech. They are determined by the characteristics of the development of children’s coherent speech and the characteristics of monologue utterances.
Depending on the function (purpose), the following types of monologues are distinguished:
Description is a static characteristic of an object.
A narrative is a coherent story about some events.
Reasoning is a logical presentation of material in the form of evidence.
Retelling is a meaningful reproduction of a literary example in oral speech.
A story is an independent, detailed presentation by a child of certain content.
In age groups, these types of monologue speech occupy different places.
At an early age, the prerequisites are created for the development of monologue speech. In the third year of life, children are taught to listen and understand short stories and fairy tales that are accessible to them in content, and to repeat individual lines and phrases by imitation. In 2-4 phrases, talk about a picture or about what you saw on a walk.
Purposeful teaching of coherent monologue speech begins in the second junior group. Children are taught to retell fairy tales and stories that are well known to them, as well as to tell stories based on visual material (descriptions of toys, storytelling based on a picture with a plot close to their childhood experience - from the series “We Play”, “Our Tanya”). Children are gradually led to compiling short - 3-4 sentences - descriptions of toys and pictures. The teacher, through dramatization of familiar fairy tales, teaches children to compose statements of narrative type. He tells the child the ways of connections in a sentence, sets the pattern of statements (“The bunny went... There he met... They became...”), gradually complicating their content, increasing their volume.
In individual communication, children are taught to talk about topics from personal experience (about their favorite toys, about themselves, about their family, about how they spent their weekend).
In the middle group, children retell the contents of not only well-known fairy tales and stories, but also those that they heard for the first time. When telling stories based on a picture and a toy, children first learn to construct statements of a descriptive and narrative type. Attention is drawn to the structural design of descriptions and narratives, an idea is given of the different beginnings of stories (“Once upon a time,” “Once upon a time,” etc.), means of connection between sentences and parts of a statement. The adult gives the children a beginning and offers to fill it with content and develop the plot (“Once upon a time... animals gathered in a clearing. They began... Suddenly... The animals took it... And then..."). It is necessary to teach children to include in the story elements of descriptions of characters, nature, dialogues of the characters in the story, and to accustom them to the sequence of storytelling. By the end of the year, children, with the help of the teacher, are able to compose a story based on a series of plot pictures: one child tells one picture at a time, the other continues, and the teacher helps to connect the transitions from one picture to another (“And then,” “At this time,” etc.). P.).
With systematic work, children can compose short stories from personal experience, first based on a picture or toy, and then without relying on visual material.
Monologue speech develops more in teaching children, then one of the conditions for the development of dialogic speech is the organization of the speech environment, the interaction of adults with each other, adults and children, children with each other.
The main method of forming dialogical speech in everyday communication is the conversation between the teacher and the children. An effective method is also a didactic game, an outdoor game, the use of verbal instructions, joint activities and specially organized speech situations.
The work of developing coherent speech is labor-intensive and always falls almost entirely on the shoulders of teachers. The teacher has a great influence on children's speech. In this regard, his own speech should, first of all, take into account the age of the children.
The teacher must educate with his speech.
“The word of a teacher, not warmed by the warmth of his conviction, will have no power.”
Every child should learn in kindergarten to express their thoughts in a meaningful, grammatically correct, coherent and consistent manner. At the same time, children’s speech should be lively, spontaneous, and expressive.
Coherent speech is inseparable from the world of thoughts: coherence of speech is coherence of thoughts. Coherent speech reflects the logic of the child’s thinking, his ability to comprehend what he perceives and express it in correct, clear, logical speech. By how a child knows how to construct his statement, one can judge the level of his speech development.
The ability to coherently, consistently, accurately and figuratively express one’s thoughts (or a literary text) also influences the child’s aesthetic development: when retelling and creating his own stories, the child uses figurative words and expressions learned from works of art.
The ability to talk helps a child to be sociable, overcome silence and shyness, and develop self-confidence.
Coherent speech should be considered in the unity of content and form. Derogation of the semantic side leads to the fact that the external, formal side (grammatically correct use of words, their coordination in a sentence, etc.) is ahead of the development of the internal, logical side. This manifests itself in the inability to choose words that are necessary in meaning, in the incorrect use of words, in the inability to explain the meaning of individual words.
However, the development of the formal side of speech should not be underestimated. The expansion and enrichment of a child’s knowledge and ideas should be associated with the development of the ability to correctly express them in speech.
Thus, coherent speech is understood as a detailed presentation of certain content, which is carried out logically, consistently and accurately, grammatically correct and figuratively. The development of children's coherent speech includes solving other particular tasks of teaching their native language: 1) vocabulary work (an extensive vocabulary and the ability to use it helps to express thoughts most accurately and completely); 2) the formation of the grammatical structure of speech (the ability to express one’s thoughts in simple and common, complex and complex sentences, correctly using the grammatical forms of gender, number, case); 3) education of sound culture of speech (speech should be intelligible, clear, expressive).
There are two main types of speech - dialogical and monologue. Each of them has its own characteristics. Thus, the form of dialogic speech (a conversation between two or several people, asking questions and answering them) encourages incomplete, monosyllabic answers. Incomplete sentences, exclamations, interjections, bright intonation expressiveness, gestures, facial expressions, etc. are the main features of dialogic speech. For dialogical speech, it is especially important to be able to formulate and ask a question, construct an answer in accordance with the question heard, give the necessary response, supplement and correct the interlocutor, reason, argue, and more or less motivatedly defend one’s opinion.