How many speech zones do girls and boys have. Psychological differences between boys and girls. What important qualities need to be developed in a boy, what should be taught

Difference in speech development there are undoubtedly boys and girls: it is statistically confirmed and established by researchers different countries. I emphasize this in order to avoid accusations of sexism from those who believe that gender differences in the intellectual sphere are discriminatory towards one of the parties.

However, the fact remains that there is a difference, but there is no consensus on what to attribute this difference to: the developmental features of the brain and organism of one sex or another, or, nevertheless, the features of early education. Most likely, the truth is somewhere in the middle.

As educators, we just need to know that the average twenty-month-old girl has twice the vocabulary of the average twenty-month-old boy. And since the dictionary is twice as large, then girls at this age accumulate more speech experience. Thus, thanks to life experience, we know that girls begin to speak earlier: they - at the appropriate age - have a clearer and more correct pronunciation, sentences appear earlier in speech.

All this in no way means that the boys will not catch up with the girls further. They will certainly catch up, especially if they are helped and encouraged to verbal self-expression. When raising children of different sexes, it is useful to understand some of the features associated with small differences in the development of speech. For example, the preferred ways of accumulating vocabulary differ. Girls (on average) tend to "expand" their vocabulary, while boys tend to "deepen it." For example: girls will try to cover the topic “car-bus-wheel-garage-ride-driver ...”, and boys will describe in detail and accurately the specific action “car-garage-drive-call-arrive-drive-drive-drive .. .". Such "in-depth" descriptions are often complex, so boys quite often make speech errors.

It is also worth noting that boys and girls understand speech a little differently. For example, boys later begin to recognize emotional undertones. Often, parents of boys complain that their sons do not react in any way to their reprimands. This is because the main information that a parent's reprimand carries is emotional, and little boys still do not know how to perceive this component of speech. For them, the reprimand of the parents does not at all carry a semantic load, none: it is impossible to listen for ten minutes that he climbed onto the windowsill! He already knows: he himself climbed there and knows that he got in! What to talk about?

Girls are arranged differently - for them, the feelings and emotions of the scolding are just important. They are trying to catch them, listening to the speech of their parents. Therefore, scolding boys and girls makes sense in different ways. Boys should be scolded specifically and briefly. Provide information according to the "cause-act-effect" scheme. Clearly and without being sprayed, otherwise in the third minute he will “retreat into himself”, and you will enjoy a monologue in an empty theater. Girls can be scolded for much longer, but - important! in a quiet and calm voice. Your excessive sharpness and expressiveness can make a too heavy impression on the girl: she will not hear anything “in meaning”, but at the same time she will feel like an object bad attitude and dislike.

By the way, in the expression of emotions there is also a similar difference, supported by the stereotypes of education. Girls are more likely to express emotions through words and crying. Boys - actions, and often these actions look aggressive: for example, from great chagrin, a boy can attack his mother with his fists, tear and scatter a failed drawing around the room, and the like.

There is also a difference in the perception of information by boys and girls. Girls perceive the opinions and instructions of others, expressed verbally. That is why parents get the impression that it is easier to negotiate with girls. Boys mainly draw information from the behavior of adults, and often copy this behavior. This should be especially remembered by parents, who, for example, do not always cross the street on a green light. Telling the boys is not enough, they need to convincingly show how they behave. Alas, we do not always succeed in this.

Boys and girls also enter into a conversation in different ways, because most often they do it from different motives. Boys ask a question to get a specific answer. Girls, often, - just to establish contact with the interlocutor.

Apparently, all these features should be treated in the opposite way: try to smooth them out. Help the child where his gender "lags behind", and do not put too much pressure on his strengths. So that we don’t grow up in our pure form “talkers, crybabies, gossips”, who run away in horror from physics lessons, and gloomy closed “techies” who do not know how to say “I love” to a girl.

Description of the presentation on individual slides:

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Performance at parent meeting: Features of the development of speech in boys and girls MAOU "Secondary School No. 8" Speech therapist: Akimenko Tatyana Leonidovna ProPowerPoint.Ru

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Some advice to parents teaching aids, including in the literature on speech therapy, we meet a strict framework in which, during their development, children must fit, regardless of gender. Neuropsychologists and psychologists have long proven that healthy boys and girls different brain, different ways of development, which means that they need different training programs. Here are some facts ProPowerPoint.Ru

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In boys, childhood lasts longer than in girls: girls are born 3-4 weeks more mature; boys start walking 2-3 months later than girls; boys start talking 4-6 months later; By the time they enter school, boys are “younger” than girls in terms of biological age by a whole year. ProPowerPoint

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What should parents pay attention to when working on the development of oral and written speech of boys and girls? How should speech be developed in all children, and what features of boys and girls should be taken into account? What speech functions need to be developed specifically in boys and girls? We will try to partially answer the questions posed. ProPowerPoint

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Features of boys and girls that affect the development of speech in the norm. Boys Girls Hearing acuity up to 8 years Above Below Sensitivity to noise Less sensitive, therefore they make more noise themselves. More sensitive Skin sensitivity Lower Higher Maturation of the left hemisphere (logical, verbal thinking) Slow. With age begins to lead Rapid ProPowerPoint.Ru

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Features of boys and girls that affect the development of speech in the norm. Boys Girls Maturation of the right hemisphere (spatial-temporal orientation) Rapid. Available for 6 years. Slow. Difficulties even at 13 years old. Speech thinking They speak less, but think outside the box, it is interesting Speech is better developed, but thinking is more of the same type Search activity Put forward new ideas, better solve fundamentally new tasks Better perform typical tasks ProPowerPoint.Ru

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Features of boys and girls that affect the development of speech in the norm. Boys Girls Finding word associations Better Worse Development period Slowly gaining the required level of working capacity Gaining working capacity quickly Memory development Lasts long enough Ends early. Rely more on rote memorization. Reading speed Lower Higher Spelling Worse Better ProPowerPoint.Ru

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Features of boys and girls that affect the development of speech in the norm. Boys Girls Fatigue Left hemispheric processes suffer (verbal thinking, logical operations) Right hemisphere processes suffer (figurative thinking, spatial relationships, emotional well-being) Quality of assignments, thoroughness, elaboration of details Low High Drawings of children Tanks, planes, etc. House, flowers, people! ProPowerPoint

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Kalyaan N.V.
speech pathologist, p. Milkovo, MKDOU

As you know, a vital condition for the development of personality is the mastery of speech, since the latter plays a leading role in the formation and development of thinking in children.

In this regard, the essence of explaining the unequal upbringing associated with the physiological difference in the development of boys and girls is of particular importance.

A number of domestic researchers, such as V.D. Eremeeva, T.P. Khrizman, V.D. Gromova note the unequal development of speech in boys and girls, depending on the time of maturation of the central nervous system. This feature appears during their period of maturity, since girls are born more mature than boys in this respect, with a difference of three to four weeks.

From the research of D.B. Elkonin, it can be seen that girls have more developed verbal intelligence, they develop speech earlier.

In the studies of V.D. Gromova notes that boys, however, have better developed abilities associated with the assimilation of spatial relationships.

Along with the above, the named researchers note the peculiarities in the understanding of speech in children of different sexes. So, if girls more fully perceive speech built on emotions, then boys pay attention to such criteria as richness and brevity.

As for the pronunciation of speech sounds by a child, this depends on the readiness of phonemic hearing to perceive individual phonemes of the language. In the studies of V.D. Eremeeva noted that at the initial stages of development, girls at the age of seven are superior to boys and they form speech much earlier, and boys by this time have more developed mathematical, visual-spatial inclinations.

Studying the research of T.P. Khrizman on the perception of non-speech sounds by children of different sexes, it can be noted that, starting from the age of five, boys perceive non-speech sounds (wind noise, animal cries) better with their left ear than girls.

Great influence on the development of the child's speech older than a year six months has an accelerated transition of words from passive to active vocabulary. Girls older than one year and eight months become more "talkative", while boys reach such activity only after a year and ten months.

S.N. also pays some attention to the same problem. Zeitlin, pointing out the features in the formation of the speech of boys, girls from the beginning childhood. At the same time, she believes that girls, having reached eighteen months, already know about fifty words, while boys can remember the indicated number of words only no earlier than twenty-two months.

However, she notes that girls have a richer speech vocabulary and grammatical structure than boys. But they, having mastered the children's vocabulary, actively embark on the path of replenishing the volume of their verbal vocabulary.

According to M.Yu. Ushakova, the verbal vocabulary of the boys' narration testifies to a significant dynamism and informativeness, while the girls' utterances are comparatively objective and static due to the frequent use of nouns. In addition, the girls' stories contain many adjectives, which indicates their increased attention to the quality, signs of phenomena, objects.

According to M.Yu. Ushakova, girls master reading skills earlier than boys. But, as a rule, by the age of six, these differences disappear.

At the age of five, in children of different sexes, the degree of development of auditory-speech memory becomes the same.

V.D. Eremeeva also notes the absence of differences in children of different sexes in mastering phrasal speech, with an emphasis on the fact that girls have a slight time shift of two to three months in their favor.

At the same time, girls have the ability to learn, with the participation of adults, three-word statements in the absence of a verb, but then they are not able to process these combinations into a detailed sentence.

Separate statements of children of different sex require special attention. So, girls sometimes choose the wrong verbs, reporting about some events related to male activities, and boys testified about actions that were directly related to women. Such mistakes take place until children acquire a certain experience.

M.Yu. Ushakova in her research notes that adults, consciously or not, often assign to the statements of boys, along with logic, a low level of their literacy with the use of appropriate linguistic means.

Despite this, these representations are used by educators, teachers, thereby limiting the development of children, while differences in speech activity are considered a natural and natural phenomenon.

Along with this, psychological differences between one and the other sex were also revealed. An increased verbal ability in girls has been experimentally established. They have more developed abilities for articulation and imitation. By improving their speech skills with reading comprehension, they make fewer mistakes while reading. Boys, on the other hand, have significantly developed mathematical and other abilities.

Along with the above, it is noted that boys, acquiring the language, are twice as likely to suffer from speech disorders. Their late development of speech develops quite normally for a short time - without any pathologies.

BIBLIOGRAPHY

1. Eremeeva V.D. Psychological features boys and girls.

2. Ushakova M.Yu. Gender features of the speech of children before school age 2006.

3. Zeitlin S.N. Language and child: Linguistics of children's speech. 2000.

4. Elkonin D.B. The development of speech in preschool age. 2009.

Boys and girls are different from the start and develop differently. Boys at birth are usually larger than girls, they have a larger head and more weight. Boys start walking about 2-3 months later, 4-6 months later they start talking. But all this is visible to parents and the naked eye.

When a mother teaches a boy, her own childhood experience is of little use. Comparing yourself in childhood with him, citing yourself as a small example to your son is wrong and useless. Scolding the boy, state briefly and precisely what you are unhappy with. He cannot bear the emotional stress for long. His brain turns off the auditory canal, and the child simply stops hearing you.

But St. Petersburg neuropsychologists, recording the biocurrents of the brain of newborn children, found that the brain of boys and girls from the very beginning works differently, so that by analyzing the interaction of electrical potentials of different areas of the cerebral cortex, it is possible to say with a high probability what gender this baby is.

Until the age of 8, boys' hearing acuity is on average higher than that of girls, but girls are more sensitive to noise. Girls have higher skin sensitivity, they are more irritated by bodily discomfort, and they are more responsive to touch and stroking.

Girls' games are more often based on near vision: girls lay out their wealth - dolls, rags, beads, buttons and play in a limited space, a small corner is enough for them. Boys' games are more often based on far vision: boys run after each other, throw objects and shoot at a target, using all the space around them.

Boys for a full mental development generally require more space than girls. If the horizontal plane is not enough for the naughty, they master the vertical: they climb on the cabinets, run along the backs of the sofas, hang on the door frames ... Do not scold them - this is completely normal.

nature's design

Why does nature need differences in the psyche of boys and girls? In evolution, two opposing tendencies are always fighting: on the one hand, nature needs to fix in the species those traits that it needs, pass them on by inheritance, and make the descendants as similar as possible to their parents. And on the other hand, progress implies further changes, a variety of great-grandchildren, among which there will be one who will allow the species to adapt to new conditions, to expand the habitat.

These two trends embody the male and female genders. The female sex retains in the genetic memory all the most valuable acquisitions of evolution, while the male sex, on the contrary, easily loses the old and acquires the new. The female gender is focused on survival, male - on progress.

It takes a lot of women to keep the species going. Therefore, nature protects the female sex, and she “does not feel sorry for the male”. On males, all the novelties of evolution are worked out. Women seem to be more the same; males have more beneficial and deleterious mutations. That is why there are more boys among children with strabismus, stuttering, dyslexia. AND speech therapy groups kindergartens consist mostly of them.

The brain of a man is larger, more developed, but less reliable and very vulnerable. With all the changes, both natural and social, men suffer more. But nature endowed them with search behavior: so that they could survive by finding another habitat, where it is warmer and more satisfying. Therefore, men, including boys, are prone to exploring new spaces, risky actions, they are quick-witted in difficult situations and are able to make unconventional decisions.

Who is stronger than

How do these features of the male device affect the education of our children? At preschool and primary school age, girls have better developed speech, but thinking is more of the same type. Boys think outside the box and are interesting, but since they are silent, this is not immediately noticeable.

In the first grade of one of the Moscow gymnasiums, such an experiment was conducted. The scientists asked the children what bricks can be used for. The first answer lay on the surface: to build a house. Then the girls seized the initiative: you can also build a shed, a garage, a fence ... When the topic of construction was exhausted, the boy raised his voice: “When mom salts mushrooms in a bucket, she puts a brick for weight.” Again the forest of girlish hands - and the most different examples how you can use a brick in the form of a load. The topic has been exhausted. And again the boy: “Bricks can be laid over a fire so that the grass does not catch fire.” The girls rushed to develop this topic as well. And a new turn - again from the lips of the boys: “You can put a board on a brick, you get a swing”, “Bricks can be thrown like projectiles” ...

Of course, this does not mean that not a single girl will put forward a new idea, but all the same, boys and men solve fundamentally new tasks better. At the same time, they do not attach importance to the thoroughness of the solution and the accuracy of the design. A boy can find a non-standard solution to a mathematical problem, but make a mistake in the calculations and get a deuce as a result.

Girls and women in general are better at performing typical, template tasks, carefully working out the details. Girls have fluent speech, they read faster and write more beautifully, but boys are better at selecting word associations and solving crossword puzzles. Studies have found that as early as 6-year-old boys there is a specialization of the brain for spatial perception and thinking, while girls do not have it even at 13 years old. Therefore, boys often solve geometric problems using spatial methods: they mentally rotate the figures and superimpose them one on top of the other. And girls, including female teachers, designate corners and sides with letters and then operate with letter symbols and templates-theorems.

If your son learns to read and write much more slowly than his older sister, retells poorly and writes letters carelessly, do not be upset: this is a feature of the male mind. In addition, boys lag behind girls in development. Their childhood is longer. By the age of 7, boys, as a rule, are younger than girls of the same age by a whole year in their biological age.

Boys have their own way of growing up, but since they are more focused on assimilation of information (unlike girls who are more interested in relationships between people), you can not worry about their intellectual development.

2.9. Features of the development of boys and girls

The average indicators of the development of certain mental functions (intelligence level, emotionality, etc.) in boys and girls, men and women, if they differ, are not very significant. A more important difference lies elsewhere: boys have a greater “scatter” of all these indicators, while girls tend to tend to the “golden mean”. This is manifested both in the analysis of the average indicators of many people, and when considering the characteristics of the development of a particular person. For example, in almost all areas of activity maximum results achieved by men, and on this basis it can be assumed that talented people far more among them than among women. This is true, but ... after all, there are also much more intellectually underdeveloped people among men than among women! On average, that’s what it comes out to be, but the “scatter” (scientifically, dispersion) of indicators for men is much higher.

Girls' scores for various subjects at school are usually quite close, the difference is rarely more than one point. Boys, on the other hand, often have a situation where the diary is replete with the whole gamut of marks from deuces to fives.

Differ overall pace of development boys and girls. On average, girls are slightly higher. Although at preschool and primary school age, these differences are not very noticeable: in general, boys and girls interact quite on an equal footing. But this difference begins to manifest itself clearly in the younger adolescence: puberty in girls begins, on average, one and a half years earlier than in their male peers. (However, these are only average differences: individual maturation rates can vary quite a lot, and it is not so rare for a boy to be more developed physiologically than a girl of the same age).

Varies order of development various mental functions. So, girls usually start talking earlier, which significantly affects their further intellectual development. After all, when they encounter some problems, they try to solve them, first of all, based on speech: to formulate, discuss (either with interlocutors or with themselves, in an internal conversation). In boys, visual-effective and visual-figurative thinking develops faster, relying on it, they solve problems. They need to touch everything and / or imagine it in the form of some kind of image, and not discuss it. For them, this is a more effective way of knowing the world, unlike girls, they need not only to be told, but to be shown and allowed to “turn in their hands” the objects that interest them.

There is evidence that girls, in general, are superior to boys in speech abilities, while boys are stronger in spatial and visual abilities. So, they have a rich imagination, but it works "in pictures", it is more difficult for them to express what they imagine with the help of speech. This is one of the reasons why it is often more difficult for adults to establish trusting relationships with boys than with girls. After all, their inner world, rich and interesting, is usually hidden from us, since they are not very inclined to reveal it in words.

There are a number of other interesting differences in the pace and order of development of mental functions. Thus, the memory of girls develops somewhat faster than that of boys, but only until primary school age, and then the pace of its development begins to lag behind that of boys.

Varies performance dynamics. Girls gain the optimal level of performance faster than boys, they are more easily involved in new activities. But they also get tired faster. Boys, on the other hand, “swing” longer, but also get tired more slowly.

Probably, many readers will have a desire to argue with this statement. Indeed, boys tend to show higher levels of distractibility, especially when doing school tasks. However, the point here is still not in working capacity as such, but in the fact that they, as a rule, have a somewhat less developed ability for volitional regulation of their behavior and, in particular, for arbitrary concentration of attention. That is, they are no less efficient, but more active, dynamic and distractible.

There are differences in self-perception. They are clearly visible in the example of children's drawings. Boys are more likely to draw any action or inanimate objects, and girls are more likely to draw people, including themselves. If, for example, you ask a child to draw a snowfall, then the boy will most likely depict something like a working snowplow, and the girl will depict herself jumping over snowdrifts. What is behind such differences? For girls, self-perception is built, first of all, through the prism interpersonal relationships. They consider themselves as, from their point of view, the people around them see them. For boys, self-perception is based on those actions what they are doing.

Differ reactions to difficulties. When difficulties arise, girls prefer to adapt to the situation, and boys prefer to change the situation itself or simply leave it. So, when adults scold a girl, she usually seeks to change her behavior in order to begin to meet their requirements. The boy, in such a situation, tends to “close up” and ignore criticism, and if it is repeated, he simply begins to avoid the situations in which he encountered it (like “if they scold me at school, then I will skip it”). They do not so much adapt to the demands that, for one reason or another, cause them to protest, as they try to get out of the control of the one who makes them. And if this style of interaction between parents and son becomes stable, then there remains one step to the so-called "difficulty in education", the boy's persistent and sometimes aggressive rejection of any educational influences, no matter who they come from.

Girls, when difficulties arise, usually seek to discuss them, while boys, on the contrary, tend to withdraw into themselves.

Varies reaction of boys and girls to criticism. If it is necessary to make a remark to a girl, do not rush to express a negative emotional attitude towards her act - most likely, this will cause a response storm of emotions that will prevent the girl from understanding why she is being scolded. First you need to calmly point out exactly what she is wrong about, and only then, making sure that she understood this, you can express your own negative attitude. In communication with boys, the reverse sequence is also acceptable (but it is necessary to explain what exactly caused a negative reaction in any case: the child is not a psychic, he cannot read your thoughts). It is necessary to speak briefly and accurately, long notations in communication with boys are unacceptable, since in these cases they simply “turn off”, stop perceiving the words addressed to them.

Varies response to fatigue. In boys, first of all, the effectiveness of logical operations and verbal thinking decreases, while in girls - emotional well-being and figurative thinking. This is explained by the fact that in boys the left hemisphere of the brain is more prone to fatigue (and it manifests itself, respectively, in a decrease in the functions of this hemisphere), while in girls it is the right one. Therefore, in girls, fatigue manifests itself in whims for no reason or for insignificant reasons, while boys in such cases begin to “stupid”, they seem to forget that they have a mind, they do not perceive information well and show a tendency to commit stupid acts. Scolding children in both cases is useless, it only aggravates the situation. It is more effective to just leave the child alone for a while, to give him a little rest.

Boys and girls deal with different types of tasks in different ways. Girls are more easily given those tasks in which the solution method is already known in advance, only careful execution, elaboration of details is required. Most learning problems, especially in elementary grades, are exactly like this - first they explain how to solve them, and then you need to carefully bring it to life (this, by the way, is one of the reasons that girls usually do better than boys). Boys, on the other hand, are better at solving those tasks that are fundamentally new for them, where it is necessary to put forward original ideas, but the requirements for the quality of its implementation, punctuality and accuracy are not high. At school, such tasks are quite rare, and these qualities inherent in boys turn out to be unclaimed. Meanwhile, it is important not to overdo it, demanding from the boys accuracy and thoroughness in completing tasks.

These differences, by the way, persist in adults: women are better able to cope with such work, which is monotonous, where you need to carefully and accurately do the same thing every day. Men, on the other hand, quickly lose interest in monotonous work, they tend to strive to master or create something new (which is why, for example, women usually work on conveyors more efficiently than men, but almost all engineers who design these conveyors are men).

Parents, not wanting to raise their son aggressive, did not give him military-themed toys and generally tried to isolate him from everything militaristic (for example, they forbade him to watch such films). What was their surprise when they discovered that he had gnawed out something resembling a pistol in the form of a gingerbread and was playing “war games” with it!

Parents dreamed of a son, and a daughter was born. They tried to educate her in a boyish way: in particular, they gave her not dolls to play with, but military toys. And now they are watching with rapture as she plays with three tanks. And then they decided to ask what is going on in her game. She said: “This tank is dad, this one is mom, and this is my daughter. They feed her, then put her to sleep.