The development of children's speech in a speech therapy group. The development of monologue speech of children in a speech therapy group. "Center for Speech Development in PEO Groups"

ELENA MALYASOVA
Consultation: The system of work on the development of speech in speech therapy groups

Experienced educators know that groups for children with ONR, pupils at the beginning of training do not have the skills of storytelling, often with difficulty building sentences consisting of more than three words.

All this suggests that the speech development must be carried out in a special system.

Let's list distinctive features classes in re development for children with ONR.

1. Conducting classes within the framework of certain lexical topics.

2. Changing the tasks and content of classes.

3. Maximum provision of classes with visual material (diagrams, reference signals, pictures - symbols, and other visual material).

4. Refine and revitalize significantly more concepts than in general education groups.

5. The use of a certain sequence in the types of statements.

Let's dwell on them in more detail.

Classes for speech development within one month it is recommended to carry out within the framework of two to four lexical topics. For example, for September of the first year of study, these may be the topics that are closest and most accessible to a child with disabilities. speeches: "Parts of the body and face", "Washing accessories", "Toys"; natural in december Topics: " Winter", " New Year's celebration"; in May: "Forest", "Flowers", "Insects", etc.

This focus on two or three topics allows:

Detail work on each topic, that is, to give children a large number of new knowledge and ideas for them;

Significantly replenish their poor vocabulary;

Form generalizing concepts;

Activate phrasal statements of varying degrees of complexity.

What are the tasks and content of the classes in speech therapy groups?

First (main) a task: replenishment, clarification and activation vocabulary. This task can be implemented not only on the frontal and individual lessons, but also during all regime moments (charges for a walk, duty, walk).

Second task: the formation and consolidation of grammatical categories studied on speech therapy classes, as well as control over grammatical correctness speeches.

work on the formation of grammatical structure speeches are conducted by the speech therapist of the group, but games to consolidate the studied grammatical categories can be included in the second part in the teacher's classes on speech development. Examples of such games: "Name it affectionately", "Big, small", "One many", "What juice? What soup?" etc. Games must be selected taking into account the lexical topics studied this month.

Third task: Activate phrasal statements. An integral part of most classes speech development These are the children's answers to the questions posed. Therefore, it is necessary to carefully consider each issue.

The fourth task: communication improvement speeches in its various forms. It is obvious that until the coherent speech of children is formed sufficiently, only “simple” ones that do not require deployed semantic statements; kinds works: reading fairy tales, looking at objects and plot pictures, retelling short texts.

Collective memorization of poems in the classroom speech therapy groups it is advisable to carry out only when the majority of children groups mastered the correct and clear pronunciation of sounds. Otherwise, memorizing verses with incorrectly pronounced sounds can lead to permanent fixation of defective pronunciation.

Considering the peculiarities of attention, thinking and perception of children with OHP, as well as their inherent speech difficulties in the classroom, it is necessary to maximize the use of various kinds visibility. Here relate: objects and objects, toys, subject and plot paintings, a series of plot paintings, filmstrips, photographs, illustrations, drawings, etc. since visibility is a factor facilitating and guiding the process of becoming coherent preschooler's speech. However, in addition to objects, toys, paintings, children with ONR need auxiliary visual aids. means: diagrams for compiling stories, reference pictures-signals, various symbols.

The clarification and activation of a significantly larger number of concepts and ideas is associated with the limited vocabulary and knowledge of children with OHP. For example, studying the topic "Wild Animals" with children of mass groups most concepts should be activated, not clarified, since they are familiar to preschoolers as early as 4-5 years old. With children with OHP, even at 5-6, you have to clarify, explain the meaning words: hooves, paws, bristles, fangs, patch, etc.

AT speech therapy groups a certain sequence is used in all types of storytelling, since not all types of storytelling used in mass groups. Consider, for example, how within one lexical topic"Pets" should distribute the material in the senior group to achieve a greater learning effect.

At the beginning, it is advisable to consider several plot paintings depicting domestic animals and their cubs. Then you can compare by pictures, for example, a pig and a dog. Later, you can retell short texts. Further, children will already have access to such didactic games how: "Name the cub", "Who eats what?", "Who brings what benefits?", "Who lives where ?.

After such work systems, children will not be big labor: guessing riddles and compiling them independently with the help of speech therapist and educator. At the end, children will be able to independently compose descriptive and comparative stories about domestic animals, which will reflect all the knowledge and ideas gained.

Thus, if in their joint work speech therapist and educators will adhere to this systems in the work on the development of speech this will help children with ONR develop coherent and grammatically correct speech.

Literature:

1. Tkachenko T. A. "We teach children to speak correctly." M., "Publishing house dwarf and D", 2002.

2. Tkachenko T. A. "Educator's diary speech therapy group ". M., "Publishing house gnome and D", 2002.

Related publications:

Consultation "The system of work to familiarize preschool children with book culture" Modeling the system of teacher activity aimed at solving a professional problem 1. Analysis of shortcomings in the results, mainly.

"The system of work on the development of imagination and creative activity in preschool children""SYSTEM OF WORK ON THE DEVELOPMENT OF IMAGINATION AND CREATIVITY IN CHILDREN OF PRESCHOOL AGE" Completed by: Troshchenkova Galina Viktorovna Educator.

The system of work on the development of sound and intonation culture of speech of preschoolers 1. Modeling the system of teacher activity aimed at solving a professional problem. Analysis of shortcomings in the results, mainly.

"The system of work on the development of sound and intonation culture of speech." I. Modeling the system of teacher activity, directed-Many modern kids towards the end preschool period and at the initial stage of schooling they do not know how to freely use oral speech.

Consultation "Complexes of psycho-developing exercises for working with children of speech therapy groups" In children of speech therapy groups, as a rule, the intellect is normal. They are critical of their speech, most of them have a persistent desire.

The native word is the basis of every
mental development and
treasure trove of all knowledge.
K.D. Ushinsky

Connected speech is a way of forming thoughts. By developing the speech of children, we develop their mental activity. 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. The ability to coherently, consistently, accurately and figuratively express one’s thoughts (or a literary text) also affects the aesthetic development of the child: when retelling, when creating his stories, the child uses figurative words and expressions learned from works of art.

The ability to tell helps the child to be sociable, overcome complexes (silence, shyness), develop self-confidence. Numerous studies (T.G. Egorov, L.F. Spirova, E.G. Carlsen and others) indicate that literacy is also more accessible to children with a good level of speech development.

The child's readiness for sound analysis and synthesis is acquired in the process of oral speech formation. It is easier for children with developed oral speech to learn to understand the meaning of the words, sentences, texts they read and not to make mistakes when writing.
There are two main types of connected speech - dialogical and monologue. I will focus on monologue speech.

Monologue speech as the speech of one person requires development, completeness, clarity and interconnection of individual parts of the narrative. In coherent speech, the child's awareness of the speech action clearly appears. Arbitrarily building his statement, he must also realize the logic of the expression of thought, the coherence of speech presentation.

In speech therapy groups, children with a delay speech development of various etiologies need a special system of correctional and speech therapy classes for the development of coherent speech. Without this, the speech of such children cannot be formed. Speech therapy influence is built on the basis of the ontogenetic principle, taking into account the patterns and sequence of the formation of various forms and functions of speech. The formation of correct speech skills, forms and functions of speech is carried out, as in ontogenesis: from simple to complex, from concrete to more abstract, from situational speech to contextual, from the assimilation of semantic relations to the assimilation of formal features of speech units.

The development of coherent speech of children is the following tasks:

1. correctional and developmental work on sound pronunciation (speech should be intelligible, clear, expressive);
2. correctional and developmental work on the lexical and grammatical structure of speech (enrichment of the vocabulary of children, the ability to express their thoughts in simple and common compound and complex sentences, correctly using the grammatical forms of gender, number, case);
3. literacy (development of written language).

In my work, I use the following methods and techniques to develop coherent (monologue) speech.
Throughout the training, we widely use the stories of adults, who have a large place in the development of children's speech. The story is that form and model of speech that, earlier than others, captures the attention and interest of children and influences the development of their language.

"What can I tell children? Yes, everything that is accessible to their age and understanding: a fairy tale, a story, an event from the life of a person, animals, plants, manifestations of life beating around, much that they will meet later in the book - all this should go through dawn of their lives before their minds in the form of a vivid figurative story" (E.I. Tikheeva)
We pay special attention to folk art: proverbs, sayings, nursery rhymes, songs, fairy tales (see Appendix).
Reading to children fiction is also an important method of developing coherent speech.
To teach children storytelling in speech therapy groups (as well as in mass groups), a huge preparatory work getting to know the environment:

• excursions (on the premises kindergarten, to building a house, etc.);
• excursions into nature;
• item inspections;
• games with toys, role-playing games, which are the main activity of children;
• viewing illustrations, paintings;
• conversations on various topics. (see Attachment)

At the same time, I carry out corrective work on the sound pronunciation and the lexical and grammatical structure of children's speech, using various exercises and games.

1. Selection of epithets for the subject - "What are the dogs?" (also other items). Children: big, small, furry, smart, biting, evil, kind, old, young, funny, hunting, shepherd, firemen, etc. Recognition by the epithets of objects: "What is this?" - green, curly, slender, white-stemmed, fragrant. Children: "Birch"

2. Selection to the subject of actions (verbs) What does the wind do? Children: “Howls, raises dust, plucks leaves, inflates the sail, turns mill wheels, refreshes, drives clouds.” (also with other items).

Selection to the actions of the subject.<<На небе сверкает, землю согревает, тьму разгоняет, освещает. Что это?>> - The sun.
- Who and what swims?
- Who and what is heating?
- Who and what flies? Etc.

3. Selection of circumstances.

How can you learn? Children: good, lazy, bad, diligent, successful, long, many, etc.

4. Say kindly. Say the name of a huge object.

House - house - house, etc.

5. Say the opposite.

Big small,
Wide narrow.
High - low, etc.

6. Insertion of missing words by children.

On the threshold sat and plaintively meowed (who?) - a cat
Cat hair (what kind?)
Cat's claws (what?), etc.

7. Distribution of offers

The gardener is watering (what, where, when, why?)

8. Adding subordinate clauses.

Gotta fire up the stove today (why?)
Children: “Today we need to fire up the stove, because it’s very cold, it’s cold.”
The cat climbed a tree (what?) - which grew near the house.
Why? - because I saw a dog;
When? - when I saw a dog, etc.

I carry out the development of the monologue speech of children, first of all, from a simple retelling of short literary works with a simple plot and bring them to the highest forms of independent, creative expression.
The lesson plan for retelling looks like this: primary reading of the work, conversation on questions, re-reading, retelling.

When teaching children with delayed speech development of monologue speech, it is especially important to adhere to the principle; from simple to complex. Therefore, it is unacceptable at the first stages of the development of coherent speech to offer children lexical material that is inaccessible to their communicative abilities, difficult for the pronunciation side and in terms of grammatical structures.

If you do not follow this principle, you can lead to the development of insecurity in the child, complexes, speech negativism and even stuttering.

Considering this, at the first stage of working with children on retelling texts, I select stories that correspond to their speech abilities, using G.A. Kashe, T.B. Filicheva and others or I adapt the texts..

When a child with a grossly impaired sound pronunciation retells an accessible, specially selected text, and the story is obtained, he rejoices in his success. Such a child will want to speak in the classroom many more times.
Text example: “Olya and Lena were walking in a forest clearing. There were small stumps in the clearing. Lena and Olya ran around these stumps and rested on them.
At the next stages of correctional work, the texts offered to children become more complex in terms of sound content, grammatical constructions, and semantic load.
For example, at the end of the training, I offer children retellings of the works of Leo Tolstoy: “Fire Dogs”, “Bone”, “Kitten”, etc., and they successfully cope.

I also use the following methods to develop monologue speech:

• stories based on plot pictures;
• a series of story paintings;
• stories-descriptions about objects (riddles), using story schemes;
• stories from personal experience(Where were you?, What did you see?, What did you like the most?, etc.);
• creative stories (“Think up the end, the beginning of the story”), inventing a story or fairy tale according to a given plan, on a given topic, inventing a story or fairy tale on your own.

For the development of coherent (monologic) speech, I use retellings of fairy tales by roles: dramatization games "Teremok", "Fox and Hare", "Gingerbread Man". Our children retell the fairy tale "Turnip" using figures of a flat theater.

Having taught children to read, I use retellings of short texts read by the children themselves, and I also often offer deformed texts for reading to children of those stories that children used to retell, because. at the first stages of children's exercises in reading, you need to use familiar texts so that the child understands what he read well, realizes positive result your reading, (see appendix)

By the end of the training, the children of our group know many different stories (this is how we call the stories and retellings of children): “Titmouse”, “On the ice floe”, “Goldfinches”, “Tuzik”, “Dolphins”, “Smart jackdaw”; stories by L.N. Tolstoy, K.D. Ushinsky, V. Bianchi and others. They can compose their own stories.

Children love to remember and repeat these stories. The more often they repeat them, the more confident and emotional their stories sound. To consolidate the skills of monologue speech, I conduct various games: “Visiting fairy-tale heroes” (children come to visit Little Red Riding Hood, then Winnie the Pooh, then Dunno and tell them their favorite stories, and leave with gifts and treats.) In the “Field of Miracles”, any story can fall out to the player, and the child will tell it in detail or briefly (“What, who is told about in this story or fairy tale”) And this is more difficult than retelling the story in full.

AT short story the child must highlight the plot scheme of events or actions in this work (plot).
Developing the monologue speech of children, I also use the above types of work to automate the delivered sounds, because. one of the goals of speech therapy groups is to educate the correct pronunciation in speech from reflected to independent.

Such purposeful, systematic work with children of speech therapy groups allows you to prepare children for schooling, helps them subsequently successfully write presentations and essays.

REFERENCES

1. L.F. Tikhomirova "Development of cognitive abilities of children" Yaroslavl, "Academy of Development", 2011.
2. L.F. Tikhomirova, A.V. Basov "Development of the logical thinking of children" Yaroslavl, "Academy of Development", 2013.
3. L.A. Wenger, O.M. Dyachenko "Games and exercises for the development of mental abilities in preschool children", M., "Prosveshchenie", 2009.
4. N.V. Novotvortseva "Development of children's speech", Yaroslavl, "Academy of Development", 2009.
5. N.P. Matveeva "Development of logical thinking in children of 6-7 years of age in speech therapy classes", (from work experience speech therapist teacher), M., 2014.
6. T.G. Lyubimov "Think and answer" for children 5-7 years old, Cheboksary, Publishing house "CLIO", 2007.

Northern District Department of Education of the Department of Education of the City of Moscow. State budgetary educational institution school number 2099:

Prepared by: teacher-speech therapist of the highest qualification category MBDOU DS "Ugolek", Volgodonsk Horoshavtseva O.V.

"Center for Speech Development in PEO Groups"

Federal state requirements for the structure of the main general educational program of preschool education are put forward as the main goal pedagogical work- the development of each child.

The formation of the correct speech of children is one of the main tasks of preschool education.

The richer and more correct a child’s speech is, the easier it is for him to express his thoughts, the wider his possibilities in cognizing the surrounding reality, the more meaningful and full the relationship with peers and adults, the more actively his mental development is carried out. Therefore, it is necessary to take care of the timely formation of children's speech, its purity and correctness. One of the conditions for the full-fledged cognitive and speech development of children involves the provision of a developing subject-spatial environment in a preschool educational institution.

For the development of the speech of preschoolers, it is necessary to organize two centers that stimulate the speech activity of children. This is a literary center (book corner) and a center for speech development.

Literary works selected in the book corner should be diverse in genre, subject matter and content.

"Literary Center"

"Speech Center"

The speech center is located separately from the literary center, since its purpose involves the manifestation of the motor activity of children, which can interfere with calm viewing and reading books in the literary center.

For the center of speech development, free space is needed, sufficient to change the position of the child: sitting on the floor or on the carpet, movements in different directions during outdoor story games, classes at tables, etc. The main space in the playroom is occupied by a soft covering, on where upholstered furniture and soft modules are placed, from which play corners are constructed to create an appropriate game and communicative situation, during which the development of coherent and figurative speech takes place. With the same goals, the content of the puppet corner corresponds to the situations of various plot-didactic games. Equipment for plot-didactic games can be stored in places accessible to the child: on special racks accessible to children younger age, in boxes, boxes with characteristic symbolic images for children of senior preschool age. These can be the games "Toy Store", "Vegetable Store", "Funny Zoo", "Pharmacy", "Mail", "Shop school supplies”, “Doll birthday”, etc.

In all age groups corners for theatrical games are organized in the center of speech development. They allocate space for directorial games with a finger theater, a theater on mittens, a theater of balls and cubes, table theater, poster theater, costumes for games-dramatizations. For theatrical games, various bibabo puppets, director's puppets, planar images of puppets, trees, rivers, etc. are selected. To play out a fairy tale or a game situation on a plane, a carpet linograph or flannelograph is used. Such games influence not only the formation of the grammatical and lexical structure of speech, but also the education of the sound culture of speech, the development of its melodic and intonational side.

The filling of the speech corner should be carried out in sections:

• - articulatory gymnastics in pictures: (pictures for articulation exercises, sets of exercises for articulation in pictures-tables). This can be done independently, and the description can be taken from the methodological literature. For example: T.A. Kulikovskaya "Articulation gymnastics in verses and pictures", "Articulation gymnastics in counting rhymes", V.V. Konovalenko, S.V. Konovalenko "Articulation, finger gymnastics and respiratory-voice exercises”;

• - fine motor skills: spinning tops, dry pool, lacing, mosaics, puzzles, stencils for hatching, internal and external strokes, pencils, etc.;

• - breathing: turntables, pipes, balloons for inflation, bubbles, air jet games, etc.;

• - higher mental functions: split pictures, dominoes, "The fourth extra", "Color and shape", "Learn by the contour", etc. It is advisable to discuss the content of this section with a psychologist;

• - phonemic hearing: games for the differentiation of sounds - for example, games with paired cards by Z.T. Bobyleva;

• - sound pronunciation: albums on the automation of sounds by V.V. Konovalenko, S.V. Konovalenko; game exercises L.A. Komarova; games for the automation of sounds: “Speech therapy lotto”, “Speech therapy domino”, “Steam locomotive”, “Pick and name”, etc.);

• - vocabulary: pictures reflecting the studied lexical topic (plot and subject); educational puzzles, games: loto, “Pick up a couple”, “Who will name more”, “Part and whole”, etc.;

• - grammatical structure of speech: E.M. Karpova, E.V. Solovieva, V.V. Konovalenko, S.V. Konovalenko, the game “Whose tail?”, “One is a lot”, “Call it affectionately”, “What is not?” and etc.;

• - coherent speech: plot pictures, “Guess by the description”, “When does it happen?”, “We play in the profession”, etc .;

• - literacy: schemes of words, sentences, games: “Pick a word for the scheme”, “Make a sentence according to the scheme”, “Fold the word”, crossword puzzles, rebuses, etc.

A special place in the objective world of the child is occupied by a toy. She is a friend, a partner in the world of games, an interlocutor. Puppet therapy allows solving such important correctional tasks as overcoming uncertainty, shyness, achieving emotional stability and self-regulation. Therefore, the key character of the correctional corner can be made a toy. Such a toy should be multifunctional. This is definitely an animated character. His ability to move (with the help of an adult or a child), to ask or answer questions, to make riddles, to invent interesting stories, inviting friends to visit, presenting unexpected surprises arouses a keen interest in children, encourages speech activity. The toy may have a bright movable tongue, with which it is easy to explain articulation exercises to children. Her clothes can contain various elements for development. fine motor skills hands (buttons, hooks, buttons, laces, Velcro, buckles, zippers, clips, etc.). The fabric from which the clothes are sewn can be different, which allows children to easily learn the names of materials, as well as characterize their properties (using tactile sensations). The color scheme helps to remember the primary colors. If the character has movable arms or paws, then with their help, children quickly master the orientation in the body scheme.

In the center of speech development, when working with children of primary and secondary preschool age, it is recommended to pay more attention to didactic materials and benefits related to the development of the lexical side of speech, the formation of a dictionary and syllabic structure of speech.

The following kits are used for this:

Toys (didactic, figurative, sets of toys),

Subject pictures and postcards on the main lexical topics (“Mushrooms”, “Medicinal plants”, “Children's friends”, “Who is this?”, “Pets”, “Wild animals”, “Musician animals”, “Animals of our forests”, "Winter on the nose", "In the world of animals", "Animals of the North", "Birds around us", "Bird footprints", etc.),

Various types of lotto ("Pets and Birds", "Wild Animals", "Botanical Lotto", "Zoological Lotto", "Fun Lotto", "4-Language Lotto", "Sound Lotto", etc.),

Album by O. S. Solovyova (“Speak correctly”), pictures for children to exercise in the correct sound pronunciation, etc.

Mandatory elements of the content of the center in middle and senior preschool age should be the results of their creative activity: albums of children's riddles, books of children's fairy tales, portraits of literary heroes, made by children in the process of project activities, books and albums are a good remedy activating the creative manifestations of children and an exercise for speech: children "voice", reproduce texts using their means of expressiveness of speech.

Junior preschool age

Materials for the development of speech

1. Sets of pictures for grouping, up to 4-6 in each group: pets, wild animals, animals with cubs, birds, fish, trees, flowers, vegetables, fruits, food, clothes, dishes, furniture, vehicles, household items .

2. Sets of subject pictures for sequential grouping according to various criteria (purpose, etc.).

3. A series of 3-4 pictures to establish the sequence of events (fairy tales, social situations).

4. Series of 4 pictures: parts of the day (activity of people in the immediate environment).

5. Series of 4 pictures: seasons (nature and seasonal activities of people).

6. Narrative pictures of a large format (with various themes close to the child - fabulous, social)

Middle preschool age

Speech Development Material

1. Sets of pictures for grouping and summarizing (up to 8-10 in each group): animals, birds, fish, insects, plants, food, clothes, furniture, buildings, transport, professions, household items, etc.)
2. Sets of paired pictures like "lotto" from 6-8 parts.
3. Sets of paired pictures for correlation (comparison): find differences (by appearance), errors (meaningfully).
4. Sets of plates and cards for comparison on 1-2 features (logical tables).
5. Sets of subject pictures for grouping according to different criteria (2-3) sequentially or simultaneously (purpose, color, size).
6. A series of pictures (4-6 each) to establish the sequence of events (fairy tales, social situations, literary plots).
7. Series of pictures "Seasons" (seasonal phenomena and human activities).
8. Narrative pictures with different themes, large and small format.
9. Split (folding) cubes with plot pictures (6-8 parts).
10. Split plot pictures (6-8 parts).
11. Cut contour pictures (4-6 parts).
12. A set of cubes with letters.
13. A set of cards with the image of the subject and the name.

senior preschool age

1. Benefits for the education of proper physiological breathing (simulators, " Bubble", inflatable toys).

2. Materials for sound and syllabic analysis and synthesis, analysis and synthesis of sentences (multi-colored chips or magnets).

3. Games for improving the skills of language analysis ("Syllabic Lotto", "Determine the place of the sound", "Pick up the words", "Chain of sounds", etc.).

4. Games for improving the grammatical structure of speech.

"Call it sweetly"

"One-many, many-one"

"Make a word out of two"

"Add a word"

5. Clarification, enrichment and activation of vocabulary.

"Throw the ball and name the animals"

"Who does what"

"Hot Cold"

Working with older preschool children Special attention also refers to the availability of manuals and demonstration materials to prepare children for literacy. It can be:

Cool movable alphabet.

Alphabet in pictures.

Didactic game "Letter by letter"

Didactic game "33 heroes",

Didactic game "Smart phone",

Tables for teaching literacy with pictures.

Sound lines.

A set of visual aids “Teaching literacy” (For example: author N. V. Durova).

Didactic material “Steps of literacy” (For example: authors N. V. Durova, L. N. Nevskaya).

Visual and didactic manual for kindergarten “Sounding word” (author G. A. Tumakova), etc.

Computer programs for the development of speech and teaching literacy of preschool children, etc.

The formation of coherent speech in children with ONR is of paramount importance in the overall complex of corrective measures. The organization of teaching children with speech underdevelopment involves the formation of skills to plan their own statement, independently navigate in a speech situation, independently determine the content of their statement.

L.N. Efimenkova makes an attempt to systematize the methods of work on the development of speech in children with ONR. All correctional work is divided into three stages. At each stage, work is carried out to develop a dictionary, phrasal speech and prepare for a coherent statement. The formation of coherent speech is the main task of the third stage. Children are given the concept of a word, the connection of words in a sentence. The author proposes to teach children with OHP first detailed, then selective, and finally, creative retelling. Any kind of retelling is preceded by an analysis of the text. Work on a coherent speech is completed by learning how to compose a story based on personal experience.

V.P. Glukhov proposes a system of teaching storytelling, consisting of several stages. Children master the skills of monologue speech in the following forms: making statements based on visual perception, reproducing the listened text, compiling a story-description, storytelling with elements of creativity.

In his work, M.M. Alekseev and V.I. Yashin note that purposeful teaching of coherent monologue speech begins already in the second junior group. Children learn to retell fairy tales, stories that are well known to them, and also to tell based on visual material. In the middle group, children retell the content of not only well-known fairy tales and stories, but also those that they heard for the first time. With systematic work, children can make up short stories from personal experience, first based on a picture, and then without relying on visual material. In the older group, children coherently and consistently retell literary works without the help of adults. Children learn to write narrative stories. Much attention is paid to the formation elementary representations about the structure of description and narration. There are more serious requirements for the integrity, coherence of the statement. In the preparatory group for school, children are taught to build different types texts (description, narration, reasoning) in compliance with their structure. Children themselves analyze and evaluate stories in terms of their content, structure, coherence.

The development of dialogical speech of preschoolers pursues the following tasks. In groups early age the task is to develop understanding of speech and 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. At a younger preschool age, children are taught to express their requests, desires in words, to clearly answer questions from an adult. Children are encouraged to share their experiences. In the middle preschool age, children are taught to willingly engage in communication with adults and peers, answer questions and ask them. In older groups, they teach to answer questions more accurately, the ability to participate in the process of collective conversation is consolidated.

T.A. Tkachenko, when working on the formation of coherent speech in children with ONR, uses auxiliary means, such as visibility and modeling of the utterance plan. The exercises are arranged in order of increasing complexity, with a gradual decrease in clarity and "folding" of the utterance plan. The result is the following workflow:

1) retelling the story by visual action;

2) a story in the wake of a visual (demonstrated) action;

3) retelling the story using a flannelgraph;

4) retelling of the story based on a series of plot pictures;

5) compiling a story based on a series of plot pictures;

6) retelling the story based on the plot picture;

7) a story based on a plot picture.

The use of this system makes it possible to form coherent speech in those children who initially did not possess detailed semantic statements.

To identify the features of monologue speech and the ability of children to compose stories with elements of G.R. Shashkina offers the following tasks:

1. Complete the story according to the finished beginning (based on the picture). The task allows you to identify the capabilities of children in solving the set creative task, the ability to use the proposed speech and visual material when compiling a story. Children should continue the story about the hedgehog with hedgehogs, come up with an ending about what the children did after watching the family of hedgehogs.

2. Listen to the text and find semantic errors in it.

For example, "In autumn, wintering birds returned from hot countries - starlings, sparrows, nightingales." "In the forest, children listened to the songs of songbirds - nightingales, larks, sparrows, jackdaws." After correcting semantic errors, it is necessary to make sentences, using other, more characteristic words instead of the word "fly": swallows circle, flash; fuss, sparrows curl; swifts rush by.

3. Retell short text. To assess the possibilities of retelling, you can use the story of L.N. Tolstoy "Katya and Masha". The following options for creative tasks are offered: come up with a continuation of events; stage a story; introduce new characters.

4. Write a story-description of your favorite toy or toy that you want to receive on your birthday.

G.R. Shashkina points out that the main directions of correctional work on teaching children with OHP to compose stories and retellings with elements of creativity are developed in preparatory group, in the second year of study, based on data from a survey of children .

Thus, teaching storytelling with elements of creativity can only begin after children have developed the skills to build various types of sentences. The following assignments are recommended:

1. Drawing up sentences on two subject pictures (grandmother, armchair; girl, vase; boy, apple) with subsequent distribution by homogeneous definitions, other secondary members of the sentence (The boy eats an apple. The boy eats a juicy sweet apple. A little boy in a checkered cap eats a juicy sweet Apple).

2. Recovery various kinds deformed sentences when the words are given at random (lives, in, fox, forest, dense); when one or more, or all words are used in the initial form (live, in, fox, forest, dense); when there is a gap in words (Fox. in a dense forest); there is no beginning (. lives in a dense forest) or end of a sentence (A fox lives in a dense.).

3. Drawing up proposals on "live pictures" (on subject pictures cut out along the contour) with a demonstration of actions on a flannelgraph. This type of work is very dynamic: it allows you to model situations, including spatial landmarks, helps to consolidate many prepositions, prepositional case constructions in speech (rooster, fence - The rooster flew up the fence. The rooster flew over the fence. The rooster is sitting on the fence. The rooster is looking for food behind the fence etc.).

4. Restoration of sentences with semantic deformation ("The boy cuts paper with rubber scissors." "A strong wind blew because the children put on their hats").

5. Compilation of sentences with words from among those named by the speech therapist (boy, girl, read, write, draw, wash, book). Children learn to arrange sentences in a logical sequence, find supporting words in the text, which advances them in the ability to draw up a plan, determine the topic of the statement, highlight the main thing, consistently build their own message, in which the beginning, continuation, end are highlighted.

In the process of performing these tasks, children activate the previously formed idea of ​​the semantics of words and phrases, improve the skill of selecting language means for accurately expressing their own thoughts.

Teaching storytelling based on a ready-made plot begins with work on plot pictures depicting only one action, and first pictures are presented where the main character is a person, a child or an adult (The boy washes his face. The girl washes the dishes. Dad repairs the machine. Mom knits. Grandmother lies on the couch while Grandfather reads a newspaper). After several lessons, when the children learn how to correctly grammatically formulate sentences, pictures are offered where animals perform actions (The cat plays with a ball. The dog barks at the cat).

G.R. Shashkina indicates that the work done allows us to move on to the next type of lesson, namely, to compose a story based on a series of plot pictures depicting the same actor(child, adult, animal, inanimate object). Children are invited to set the sequence of actions in the pictures and make up a story based on this series. A series of plot pictures help children develop observation skills, note new phenomena in each next picture. Such work contributes to the clarification of the ideas and concepts that children have, enriches them with new information, teaches them to state what they saw in a logical sequence.

The speech therapist may first use questions to help establish the sequence of events, or present his own sample story.

A creative type of work is the compilation of a story by children, indirectly related to the proposed series of pictures. After a preliminary analysis and compilation of a story for this series (for example, for the "Titmouse" series, consisting of three pictures), a speech therapist or educators conduct a brief conversation about how to feed the birds in winter, and then invite the children to write a short story about this.

For the formation of children's inner speech, which programs a coherent statement and reduces a detailed statement to a collapsed semantic scheme (L.S. Vygotsky's research), it is expedient as the final stage of work on each series of sequential plot pictures to offer children to highlight the main idea in the story. This skill is formed in children with a certain difficulty, so the help of adults is needed in the form of skillfully posed questions leading to the correct answer. Help decreases as children master the skill of compiling a story based on a series of plot pictures. Such work brings children to the ability to retell the texts they hear.

In parallel with the work on the formation of the ability to compose stories from a picture and a series of consecutive pictures, G.R. Shashkina recommends that from the very first lessons, prepare children to master the statement without visual support.

It is necessary to begin this work with the selection of a verb dictionary for a specific noun. Children name the object drawn in the picture, and then remember, invent and name what this object can do (for example: “The cat is sleeping, meowing, scratching”, etc.), i.e. answer the questions: what does it do? Or what can he do? After such preliminary work, it is easier to cope with the preparation of proposals for subject pictures.

First of all, children's experience is used, so you need to start with subject pictures depicting children, then adults, later pictures are added on which familiar animals are drawn, and lastly pictures depicting inanimate objects familiar to children are used.

Further, the subject picture is replaced by a word, the task is given: "Make a sentence about a cat." Sentences composed by children, as a rule, are not common (The cat is running. The cat is meowing. The cat is being stroked. The cat is being fed). Children should be taught to distribute sentences, for which a prerequisite is set: to say about the cat, what it is (adjective dictionary), or indicate where it is (The cat is lying on the sofa), or why it did it. (The cat wanted to eat and dragged a piece of sausage from the table). This development of certain speech structures leads children to compose a descriptive story about a given subject.

Such work is carried out systematically within the framework of each studied lexical topic ("Vegetables", "Fruits", "Animals", etc.).

Moving on to a new semantic group of words, the speech therapist and educators help the children with leading questions, as if programming a story about a particular subject, reminding them what to say about it. Gradually, the role of adults decreases, children move on to an independent description of the subject.

After the children have formed the skill of making sentences on one subject picture, it is necessary to move on to learning to make sentences and stories on two or more subject pictures. Great help this work is rendered by a flannelograph and images cut along the contour. They can be used when modeling various options for actions in space on a flannelograph, which helps children develop their imagination and creative imagination. (For example, outline images of a cat are used, which are sneaking up on the fence to the bird, or climbed the fence, or want to climb into the bird's nest.)

As they master the skill of compiling a story from pictures, it is proposed to compose a story using key words, children are given words that are less plot-related, for example: boy, tram, grandmother, girl, watermelon, kitchen.

The number of supporting words decreases gradually, and the children should already make up a sentence, and then a story using only one supporting word.

The speech therapist and educators at this stage try to help children less in building a story, encouraging them to compose, fantasize, draw on their knowledge about these subjects.

N.V. Nishcheva divides all work on the development of coherent speech in each group into quarters. In the middle group in the first quarter, learning coherent speech comes down to the following:

1. To develop the ability of children to listen to the addressed speech.

2. Develop dialogic speech. Stimulate speech reactions, learn to answer questions with sentences of 2-3 words: Who is this? This is a cat. What do you see? I see a house.

3. To teach children to make simple sentences of 2-3 words (by demonstrating the action and by the picture),

4. To teach children to repeat description stories after adults, riddles - descriptions of 2-3 sentences about vegetables, fruits, mushrooms, wild and domestic animals, toys, clothing, furniture, utensils.

In the second quarter, coherent speech training includes:

1. Improve dialogical speech. It is necessary to consolidate the ability to answer questions with sentences of 2-3 words. Support and develop the active position of the child in the dialogue.

2. Consolidate the ability to build sentences of 2-3 words to demonstrate the action and the picture.

3. Consolidate the ability to repeat stories from 2-3 sentences. Exercise children in compiling stories-descriptions and riddles-descriptions about wintering and domestic birds, domestic and wild animals.

4. Teach children to retell texts from 2-3 simple sentences.

The development of coherent speech in the third quarter involves:

1. Consolidate the ability to make a sentence of 3 words.

2. Continue to exercise children in retelling texts from 2-3 sentences.

3. To teach children to make up stories from 3 sentences about the subject and from the picture, first the subject, and then the plot.

4. Maintain communication between children, teach children to listen to each other to the end.

In the older group, the tasks of teaching coherent speech become more complicated: the volume of the sentence increases to 4-6 words, a story or retelling plan is introduced, according to which children must build their oral statements, creative retelling is introduced, the ability to compose stories based on a series of plot pictures develops, children are taught to talk about your feelings and the feelings of others.

In the preparatory group for school, much attention is paid to the development of coherent speech.

In the first quarter, among other tasks of teaching coherent speech, the following are set:

1. To develop in children the desire to discuss what they saw, to talk about experiences, impressions.

2. Learn to ask questions correctly. To stimulate the development and formation of not only cognitive interest, but also cognitive communication.

In the second quarter, attention is paid to learning to use the accepted norms of polite speech communication, to form communication skills, to learn how to correctly build and use complex sentences in speech.

In the third quarter, the tasks for the development of coherent speech are as follows:

1. Improve the skills of full and short retelling, descriptive story, story from personal experience.

2. To develop the individual abilities of children for creative speech activity.

3. Develop the ability to select the most interesting and significant positions for creative stories, finding the original form of transmission, including descriptions of nature and the surrounding reality in the narrative.

Thus, at present there are many methods that offer different ways and techniques for the development of coherent speech of preschool children. All methods are based on the principle of gradual complication of tasks and a gradual increase in independence in the preparation of a sentence, which ultimately increases the level of development of coherent monologue and dialogic speech.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

There is no HTML version of the work yet.
You can download the archive of the work by clicking on the link below.

Similar Documents

Study psychological characteristics speech development of preschool children. Diagnosis of the level of speech development and the use of educational games to form the speech of children in terms of preschool. Methodical recommendations on the development of speech of preschoolers.

thesis, added 12/06/2013


Characteristics of general underdevelopment of speech (OHP). Levels of speech development of OHP, its etiology. The development of coherent speech in ontogenesis. Study of the level of development of coherent speech in preschool children. Correction of the speech of preschool children with OHP.

term paper, added 09/24/2014


General underdevelopment of speech and its main causes. Patterns of the formation of vocabulary and vocabulary of older preschoolers in ontogenesis. Features of the development of older preschoolers with general underdevelopment speech level III. The content of the corrective work.

thesis, added 04/08/2011


Features of psycho-motor and speech development in preschool children, the concept of general speech underdevelopment (OHP). The concept of logopedic rhythm. Corrective work to overcome the OHP level III in preschoolers in the speech therapy rhythm classes.

term paper, added 02/18/2011


The development of speech in preschool children. Dialogical form of speech of a child of early childhood. The development of communication skills and high-quality speech communication of children of primary preschool age. Relationship between communication and speech development in younger preschoolers.

abstract, added 08/06/2010


Psychological and linguistic characteristics of coherent speech, its normal development in children. Periodization and characteristics of general underdevelopment of speech. Examination of speech in children with ONR. Development of a methodology for the formation of connected speech in children with ONR.

term paper, added 09/21/2014


Fundamentals of vocabulary development for preschool children. Periodization of speech development in children. Complex classes in the work of a preschool teacher educational institution. Determination of the level of speech development of preschool children of the younger and preparatory groups.

term paper, added 09/24/2014


Characteristics of children with general underdevelopment of speech. Levels of speech development of preschoolers. Ways to improve speech therapy work on the formation and correction of the grammatical structure of speech in children of senior preschool age with general underdevelopment of speech.

thesis, added 05/30/2013