Speech is the most important mental function of a person. With the help of speech, we communicate with people, designate our states, name objects and phenomena, encourage ourselves and others to act. Speech is also involved in solving intellectual problems.
Why is it important to develop speech in children
Possession of a coherent speech helps the child build relationships with peers and adults, express their thoughts freely, play together and engage in other joint activities. A primary school student, whose speech development has been given due attention, reads and retells works well, writes correctly, easily solves arithmetic problems, and gives detailed answers to teacher's questions.
When and how speech development occurs
The development of speech is recommended to begin with the birth of the child. Already in infancy, the baby isolates human speech from the flow of other sounds, listens to the words of adults, tries to imitate what they hear. Up to a year, the child “bucks” (makes sounds similar to [g], [k], [x]), “babbles”, babbles, and after the first round date in his life he tries to pronounce words.
In a preschool institution, the attention of pupils is given close attention. Purposeful work on the formation of speech skills begins in early childhood groups. The development of speech in the first younger group is one of the most important educational tasks, the solution of which depends on the education of the child at the following age stages.
Communicative activity develops in the process of communication. To understand how the teacher works on the development of children's speech, it is necessary to consider the forms of communication characteristic of preschoolers.
Forms of communication in childhood
In relation to infancy, early childhood and preschool age, scientists distinguish situational-personal, situational-business, non-situational-cognitive and non-situational-personal forms of communication. The first occurs in the first year of life, when the child has a revitalization complex. The kid recognizes close adults, smiles, waves his hands. During this period, it is important for mothers, fathers and other relatives to talk with their child, to sing songs to him, to tell nurseries.
It is appropriate to talk about situational-business communication when a baby knows how to sit and learns to interact with objects: shakes a rattle, puts a cube on a cube, puts one part of the toy into another. Adult shows methods of action, encourages the baby.
Extra-cognitive communication begins with 2-3 years, when the baby asks questions about the world. Adult answers help you learn a lot and develop. A shift in the interests of the child towards relations between people, the place and role of a person in society indicates the emergence of non-personal-personal communication. Willingness to talk on similar topics appears to 6-7 years.
Speech development in the first younger group
The first youngest group is visited by babies from two to three years old. Since at this age there is a transition from situational-business to non-situational-cognitive communication, the development of speech in children is carried out in the process of dialogue. The teacher talks with the pupils about what is in their field of vision. The crumbs learn to understand and fulfill the instructions of the educator, the requests of their peers, to formulate their own statements.
The teacher teaches students to articulate the sounds [a], [o], [y], [u], [s], [m], [b], [n], [n], [t], [d], [k], [g], [c], [f], reproduce intonation, tempo, rhythmic pattern of speech, monitor speech breathing.
The teacher expands the vocabulary of children. In addition to nouns - the names of toys, clothes, utensils, interiors, adjectives (“white cup”), verbs, adverbs (“the cup is on the table”), prepositions (“Olya went to the table”) are introduced.
The attention of the children is also drawn to the word-building abilities of the language (“a rug lies on the floor”, “a rattle rattles”), generalizations (“toys”, “clothes”, “dishes”). Onomatopoeic and lite words (“av-av”, “bi-bi”) are replaced by common (“dog”, “machine”).
The grammatical structure of children's speech is also a matter of concern for the educator. Under the guidance of a teacher, kids:
- change nouns in numbers and cases (“one spoon - many spoons”), verbs in persons and numbers (“I go and you go - we go”), tenses (“bear comes, bear comes”);
- learn to use the imperative mood of the verb ("bunny, dance");
- form diminutive names ("doll", "machine");
- they build simple and complex sentences ("the doll wanted to sleep, and I put it in the crib").
Forms of work on speech development
Speech development in the garden occurs in specially organized classes and in everyday life. With children 2-3 years old, the teacher plays different games, offers the crumbs to perform speech exercises, tells tales, recites nursery rhymes and short poems. Classes are held in subgroups.
The teacher talks with the children in the morning, on a walk, during games, after a day's sleep, or in other free time. A conversation arises spontaneously or is planned (the teacher sets the task of repeating the learned poem, automating an indescribable sound, etc.). If the teacher is talking with one child, then this is an individual work. So there is the development of speech in children.
Speech Development Tools
Speech development tools in the first younger group include toys, pictures, books, didactic games and exercises, finger gymnastics. For the development of speech, any interesting and safe toy is suitable, but it is much more convenient and efficient to have pre-prepared sets. For example, a didactic doll. This is an ordinary doll, but sets of clothes for different seasons, toy dishes, bathroom accessories, household items, etc. are attached to it. Characters of a puppet theater also belong to toys.
Pictures are divided into subject and subject. The first depicts objects or objects of nature, the second - any events (children play in the sandbox, the driver drives a truck, etc.). There are also pictures of people, animals.
At this age, for the development of speech, the works of A. Barto, E. Blaginina, Z. Alexandrova, other children's prose writers and poets, small forms of children's folklore are used.
Didactic is a game organized by a teacher to educate children. Speech exercises are also aimed at training, but they do not have all the components of the game (game task, plot, rules). During finger gymnastics, pupils pronounce the text of a small poem or nursery rhyme and perform hand movements. The effect is that the speech and motor zones are located nearby in the brain, so the effect on one of them activates the other.
We give examples of finger gymnastics, didactic games and exercises for the development of speech in the first younger group.
1. Fingers fold into a pinch, as if it were a brush. The child moves his hand up and down, saying: "With a soft brush I will paint a chair and a table, and a cat Masha."
2. "Lift the jam from the lips." The teacher offers the pupils to imagine that they have jam on their lips, and it must be licked. Children make characteristic movements with their tongue. Exercise helps to increase the mobility of the tongue, therefore, a clearer articulation.
3. "Who's behind the tree." The teacher shows a picture in which animals hid behind a Christmas tree, only the tails of animals are visible. Children determine who hid.
4. "Chanterelle, dance." Kids ask the toy fox to dance. If the form of the verb is used incorrectly, then the character refuses to perform actions, and the request is formulated by another child. The chanterelle dances, and the children voice depict the sound of musical instruments.
Methods and techniques of speech development
The main method of speech development at this age is conversation. Encouraging children to talk, the teacher asks reproductive (“who is this?”, “What is this?”) And search questions (“why are there puddles on the street?”, “Why put on a hat?”), Stimulates the appeal to peers, adults (“ask with Masha, will she play with us ”).
The next method is a story. The teacher’s stories should be small in volume, interesting and informative. For example: “Guys, look how beautiful my doll is. Her name is Katya. Katya has soft, fluffy hair, brown eyes, a white blouse with buttons and a colorful sundress. ”
The speech development of the kids is facilitated by fiction. The teacher reads poems and nursery rhymes, retells short tales. If the work is familiar to children, then you can use the method of negotiation. The teacher begins the phrase, and the pupils finish:
Our Tanya is loud ... (crying)
Dropped into the river ... (ball).
Since the crumbs still do not know how to think abstractly, the preschool development of speech is a combination of verbal and visual methods: demonstration of toys, small pictures, book illustrations, scenes of puppet and shadow theaters.
Practical methods are the organization of didactic games and exercises, which were mentioned above.
Speech Development Planning
The development of speech in a preschool educational institution is carried out on the basis of a long-term plan drawn up by a teacher in accordance with a kindergarten education program or other program document. A long-term plan is drawn up in the form of a list or a table. Indicate the name of the month, topic and program content of the lesson. An example of a long-term plan is shown in table 1.
Table 1. Perspective work plan for October
| No. | Lesson topic | Software Content |
| 1 | A cat came to us | To consolidate ideas about the toy, expand the active vocabulary in the field of onomatopoeic words ("meow", "bang"), nouns ("kitty", "cat", "ears", "tail"), adjectives ("smooth", "fluffy" ), verbs ("go", "give"). Develop attention, thinking. To cultivate responsiveness, kindness. |
| 2 | For a walk in the autumn forest | To form ideas about the autumn forest, expand the active vocabulary in the field of nouns ("autumn", "forest", "tree", "leaves"), adjectives ("yellow", "red"), verbs ("yellow", "fall" ), prepositions ("c", "on"). To develop attention, perception, thinking. Educate curiosity. |
| 3 | ... | |
On the basis of the long-term plan, a compendium on the development of speech is compiled. In addition to the topic and program content of the lesson, the abstract indicates the material used (toys, pictures, etc.), describes the preliminary work (if any), the replicas and actions of the teacher, and the expected answers of the children are described in detail. Synopsis is also a kind of plan. The development of speech is systemic. Young specialists write detailed plans, summaries, and an experienced teacher has a fairly promising plan.
Recommendations for parents on the development of speech in children
For the development of speech in the first younger group to be successful, the efforts of the educator are not enough. Much depends on the parents and close relatives of the child. Teachers advise mothers and fathers to talk more often with children, discuss various issues ("why does the flower grow?", "What color is the sky?", "What will we feed the cat with?", Etc.).
Adult speech should be clear and moderately loud. You can not copy the child’s statements, pronounce the words as a baby does.
With the help of parents, you can play puppet shows on the plots of familiar works, memorize short poems. The teacher places the list of books and texts of verses in the parental corner.
You should be careful about children's issues. If you can’t immediately satisfy the curiosity of the baby, then you can give an answer later, look for the necessary information in the books.
The child’s speech should be treated very carefully, follow the recommendations of the teacher, and if necessary, consult a speech therapist.