Features of coherent speech in children of senior preschool age with general speech underdevelopment. “Where is the beginning of the story?”

Features of coherent speech in children of senior preschool age with general speech underdevelopment

050715 – “Speech therapy”

With a specialization in "Early speech therapy diagnostics and correction"

Final qualifying work in speech therapy

Introduction

1.3 Coherent speech of children with general underdevelopment

2.1 Goals, objectives and methods of studying the coherent speech of children of the seventh year of life

2.2 Analysis of the research results

Conclusion

Bibliography

Applications

Introduction

One of the main tasks of raising and teaching preschool children is the development of speech and verbal communication. Knowledge of your native language is not only the ability to construct a sentence correctly. The child must learn to tell: not just name an object, but also describe it, talk about some event, phenomenon, sequence of events. Such a story must consist of a number of sentences and characterize the essential aspects and properties of the object being described; the events must be consistent and logically related to each other, that is, the child’s speech must be coherent.

Connected speech is the most complex form of speech activity. It has the character of a consistent, systematic, detailed presentation.

In the formation of coherent speech, the close connection between the speech and mental development of children, the development of their thinking, perception, and observation is clearly evident. In order to talk coherently about something, you need to clearly imagine the object of the story (object, event), be able to analyze, select the main (for a given communication situation) properties and qualities, establish cause-and-effect, temporal and other relationships between objects and phenomena. To achieve coherence in speech, it is also necessary to skillfully use intonation, logical (phrase) stress, select words suitable for expressing a given thought, be able to construct complex sentences, and use linguistic means to connect sentences.

In children with normal speech development in older preschool age, coherent speech reaches a fairly high level. This is very important for further successful schooling and for the comprehensive development of the child’s personality.

Psychological and pedagogical research in correctional pedagogy shows that currently there is a steady trend towards an increase in the number of children with complex speech development disorders. With general underdevelopment of speech, various complex speech disorders are observed, in which the formation of all components of the speech system related to the sound and semantic side is impaired in children. At the same time, one of the important indicators of children’s readiness for schooling is the level of development of coherent speech. This determines relevance problems of identifying the characteristics of coherent speech in children with special needs of preschool age in order to build the most effective correctional work.

Issues of the formation of coherent speech were studied by E. I. Tikheeva, A. M. Borodich, F. A. Sokhin, L. S. Vygostkiy, A. A. Leontyev and others.

The problem of the development of coherent speech in children with ODD is reflected in the works of V. P. Glukhov, T. B. Filicheva, L. N. Efimenkova, T. A. Tkachenko, N. S. Zhukova and others.

Target research: to study the features of coherent speech in children of senior preschool age with general speech underdevelopment.

An object research: coherent speech of children of senior preschool age.

Item: Features of coherent speech in children of senior preschool age with general speech underdevelopment.

Our work is based on the following hypothesis: in children of senior preschool age with general underdevelopment of speech, coherent speech is not sufficiently formed, which manifests itself in characteristic features constructing a coherent statement.

In accordance with the goal, the following were formulated tasks :

1. Analyze the psychological, pedagogical and speech therapy literature on the research problem.

2. Conduct diagnostics of coherent speech in children of senior preschool age with general speech underdevelopment.

3. Conduct a quantitative and qualitative analysis of the research results obtained.

To solve the problems, the following were used methods research:

· bibliographic;

· observation;

· conversation;

· quantitative and qualitative analysis.

Base research: MDOU d/s No. 17, Amursk.

Theoretical significance The work is to describe the nature of the violation of coherent speech in children with general speech underdevelopment.

Practical significance is to develop methodological recommendations for educators on the formation of coherent speech in children of senior preschool age with ODD.

The final qualifying work consists of an introduction, two chapters, a conclusion, a bibliography and an appendix.

Chapter 1. Theoretical analysis of the study of coherent speech

1.1 Development of coherent speech in ontogenesis

Issues of the development of coherent speech were studied in various aspects by Ushinsky K.D., Tikheyeva E.I., Korotkova E.P., Borodich A.M., Usova A.P., Solovyeva O.I. and others. “Coherent speech,” emphasized Sokhin F.A., “is not just a sequence of interconnected thoughts that are expressed in exact words in correctly constructed sentences... Coherent speech, as it were, absorbs all the child’s achievements in mastering his native language, in mastering its sound side, vocabulary and grammatical structure." By the way children construct their statements, one can judge the level of their speech development.

Coherent speech is inseparable from the world of thoughts: coherence of speech is coherence of thoughts. Coherent speech reflects the logic of the child’s thinking, his ability to comprehend what he perceives and express it in correct, clear, logical speech.

The ability to coherently, consistently, accurately and figuratively express one’s thoughts (or a literary text) also influences the child’s aesthetic development: when retelling and creating his own stories, the child uses figurative words and expressions learned from works of art.

The ability to talk helps a child to be sociable, overcome silence and shyness, and develop self-confidence.

Coherent speech should be considered in the unity of content and form. Derogation of the semantic side leads to the fact that the external, formal side (grammatically correct usage words, their coordination in a sentence, etc.) is ahead of the development of the internal, logical side. This is manifested in the inability to choose words that are needed in meaning, in the incorrect use of words, and the inability to explain the meaning of individual words.

However, the development of the formal side of speech should not be underestimated. The expansion and enrichment of a child’s knowledge and ideas should be associated with the development of the ability to correctly express them in speech.

Connected speech is the most complex form of speech activity. It has the character of a consistent, systematic, detailed presentation. The main function of coherent speech is communicative. It is carried out in two main forms - dialogue and monologue.

Dialogue as a form of speech consists of replicas, a chain of speech reactions, it is carried out either in the form of alternating questions and answers, or in the form of a conversation (conversation) of two or more participants. The dialogue is based on the commonality of perception of the interlocutors, the commonality of the situation, and knowledge of what is being discussed.

Monologue speech is understood as the coherent speech of one person, the communicative purpose of which is to communicate some facts of reality. Monologue is the most complex form of speech, serving for the purposeful transmission of information. The main properties of monologue speech include: the one-sided nature of the statement, arbitrariness, conditionality of the content by focusing on the listener, limited use non-verbal means of transmitting information, arbitrariness, expansiveness, logical sequence of presentation. The peculiarity of this form of speech is that its content, as a rule, is predetermined and pre-planned.

The development of both forms (dialogue and monologue) of coherent speech plays a leading role in the process of a child’s speech development and occupies a central place in the overall system of work on speech development in kindergarten. Learning coherent speech can be considered both a goal and a means of practical language acquisition. Mastering different aspects of speech is a necessary condition for the development of coherent speech, and at the same time, the development of coherent speech contributes to the child’s independent use of individual words and syntactic structures.

In children without speech pathology, the development of coherent speech occurs gradually along with the development of thinking, and is associated with the development of activity and communication.

In the first year of life, in the process of direct emotional communication with an adult, the foundations of future coherent speech are laid. Based on understanding, which is very primitive at first, children’s active speech begins to develop.

By the beginning of the second year of life, the first meaningful words appear; later they begin to serve as designations for objects. The first proposals gradually appear.

In the third year of life, understanding of speech and one’s own active speech develop rapidly, vocabulary increases sharply, and the structure of sentences becomes more complex. Children use a dialogical form of speech.

More complex and varied communication of a child with adults and peers creates favorable conditions for the development of speech: its semantic content is also enriched, the vocabulary expands, mainly due to nouns and adjectives. In addition to size and color, children can also identify some other qualities of objects. The child acts a lot, so his speech is enriched with verbs, pronouns, adverbs, prepositions appear (the use of these parts of speech is typical for a coherent statement). The child correctly constructs simple sentences using different words and their different orders: Lilya will be bathe ; I want to go for a walk ; I won't drink milk. The first subordinate clauses of time appear ( When...), causes ( because ...).

For three-year-old children, a simple form of dialogic speech (answering questions) is available, but they are just beginning to master the ability to coherently express their thoughts. Their speech is still situational, expressive presentation predominates. Kids make many mistakes when constructing sentences, determining actions, and the quality of an object. Teaching conversational speech and its further development is the basis for the formation of monologue speech.

In middle preschool age, the development of coherent speech is greatly influenced by the activation of the vocabulary, the volume of which increases to approximately 2.5 thousand words. The child not only understands, but also begins to use adjectives in speech to denote the attribute of an object, and adverbs to denote temporal and spatial relationships. The first generalizations, conclusions, conclusions appear.

Children begin to use more often subordinate clauses, especially causal, subordinate conditions appear, additional, attributive ( I hid the toy that my mother bought; If it rains When it's over, let's go for a walk?)

In dialogical speech, preschoolers of this age use predominantly short, incomplete phrases, even when the question requires a detailed statement. Often, instead of independently formulating an answer, they inappropriately use the wording of the question in affirmative form. They don’t always know how to correctly formulate a question, give the right response, or supplement and correct a friend’s statements.

The structure of speech is also still imperfect. When using complex sentences, the main part is omitted (usually they begin with conjunctions because what when).

Children are gradually approaching the ability to independently compose short stories based on a picture or a toy. However, their stories for the most part copy the adult model; they still cannot distinguish the essential from the secondary, the main thing from the details. Situational speech remains predominant, although contextual speech is also developing, i.e. speech that is understandable in itself.

In children of senior preschool age, the development of coherent speech reaches a fairly high level.

Development of children's ideas and formation general concepts is the basis for improving mental activity - the ability to generalize, draw conclusions, express judgments and conclusions. In dialogical speech, children use a fairly accurate, short or detailed answer in accordance with the question. To a certain extent, the ability to formulate questions, give appropriate remarks, correct and supplement a friend’s answer is demonstrated.

Under the influence of improving mental activity, changes occur in the content and form of children's speech. The ability to isolate the most essential in an object or phenomenon is demonstrated. Older preschoolers participate more actively in a conversation or conversation: they argue, reason, quite motivatedly defend their opinion, convince a friend. They are no longer limited to naming an object or phenomenon and incompletely conveying their qualities, but in most cases they isolate characteristic features and properties and provide a more detailed and fairly complete analysis of the object or phenomenon.

The emerging ability to establish certain connections, dependencies and natural relationships between objects and phenomena is directly reflected in the monologue speech of children. The ability to select the necessary knowledge and find a more or less appropriate form of expression in a coherent narrative develops. The number of incomplete and simple ones is significantly reduced uncommon proposals due to common complicated and complex ones.

The ability to quite consistently and clearly compose descriptive and plot stories on the proposed topic appears. However, children, especially in the older group, still need a previous example of a teacher. The ability to convey in a story one’s emotional attitude towards the objects or phenomena described is not yet sufficiently developed. [Rr. Sokhina]

In preschool age, speech is separated from direct practical experience. The main feature is the emergence of the planning function of speech. It takes the form of a monologue, contextual. Children master different types of coherent statements (description, narration, partly reasoning) with and without the support of visual material. The syntactic structure of stories becomes more complex, the number of complex and complex sentences increases.

So, by the time they enter school, coherent speech in children with normal speech development is quite well developed.

Conversational speech is the simplest form of oral speech: it is supported by the interlocutors; situational and emotional, since those talking perceive each other, influencing with the help of various expressive means: gestures, glances, facial expressions, intonation, etc. Those talking usually know the subject of discussion. This form of speech is also simpler in syntax: unfinished sentences, exclamations, interjections are used; it consists of questions and answers, remarks and short messages.

Conversational speech must be coherent, understandable, and logically consistent, otherwise it cannot become a means of communication. Preschool children master spoken language under the guidance of adults. A child of the second and third year is characterized by slight distractibility from the content of the conversation; the development of dialogical speech depends on the development of thinking, memory, attention, richness of vocabulary and grammatical structure. A child of the fourth and fifth year gradually moves from fragmentary statements to more consistent, detailed ones. In a conversation, children begin to ask many questions, including typical ones: why? For what? Children five years old are capable of purposeful conversation for quite a long time. Such a conversation includes questions, answers, listening to the interlocutors’ messages, etc.

Monologue speech is psychologically more complex than dialogic speech. It is more comprehensive because it is necessary to introduce listeners to the circumstances of the events, to achieve their understanding of the story, etc. A monologue requires better memory, more intense attention to the content and form of speech. At the same time, monologue speech is based on thinking that is logically more consistent than in the process of dialogue or conversation.

Monologue speech is also more complex linguistically. In order for it to be understood by listeners, it must use complete common sentences and the most accurate vocabulary.

The ability to narrate plays a big role in the process of human communication. For a child, this skill is also a means of cognition, a means of testing one’s knowledge, ideas, and assessments.

The formation of a child’s speech is associated with the development of his logical thinking. In addition, the basis for the development of monologue speech is fluency in the dictionary and grammatical structure of the language.

Psychology dates the appearance of monologue speech in children to the age of five. D.B. Elkonin writes about it this way: “Changing a child’s lifestyle, forming new relationships with adults and new types of activities leads to differentiation of functions and forms of speech. New communication tasks arise, consisting in the child conveying his impressions, experiences, and plans to an adult. Appears new form speeches - messages in the form of a monologue, a story about what has been experienced and seen..."

Children five to six years old must master the basic types of monologue speech: story and retelling (in their elementary form). There is not only a commonality between them, typical of monologue speech, but also a significant difference.

Retelling a work of fiction is accessible and close to preschool children due to the fact that the child receives finished sample, which affects his feelings, makes him empathize and thereby causes a desire to remember and retell what he heard.

Children are introduced to genuine artistic speech, remember emotional, figurative words and phrases, learn to speak a living native language. The high artistry of the work offered for retelling, the integrity of form, composition and language teach children to clearly and consistently build a story, without getting carried away with details and without missing the main thing, i.e. develop their speech skills.

The content of the factual story must correspond exactly to the specific case and be based on facts. This type of story can reflect the child’s sensations, perceptions (stories from perception) or ideas (stories from memory). Examples of factual stories: description of the plant in question, a toy, some past event, for example, a New Year's party in kindergarten, a birthday, etc. This type of children's stories is very valuable, as it helps to identify children's interests and influence them.

When composing creative stories (stories from the imagination) based on fictional material, children also use their previous experience, but the child must now combine individual information with a new situation and suggest some event.

It is known that seven-year-old children can, by analogy with the fairy tales they listen to, come up with their own simple fairy tales, where the characters are endowed with fantastic qualities (animals talk, people turn invisible, etc.).

Children of the seventh year of life gradually master the structure of a coherent plot story, identify the beginning, climax, and denouement in the story, and use direct speech. But the content of creative stories at this age is monotonous and not always logical.

The development of independent practical activity of preschool children stimulates the development of the intellectual practical function of speech: reasoning, explaining methods of action, making statements, thinking about a plan for upcoming activities, etc.

Thus, the functions of the child’s speech activity develop from the sign (denoting, nominative) and communicative functions of communication to planning and regulating their actions. By the end of preschool age, the child masters the basic forms of oral speech characteristic of adults.

1.2 Characteristics of children with general speech underdevelopment

By the age of five, a modern child must master the entire system of his native language: speak coherently; express your thoughts fully, easily constructing detailed complex sentences; easily retell stories and fairy tales. Such a baby pronounces all sounds correctly and easily reproduces polysyllabic words. His vocabulary ranges from four to five thousand words. A different picture is observed with general speech underdevelopment.

General speech underdevelopment is a complex speech disorder in which children with normal hearing and primary intact intelligence experience a late onset of speech development, a poor vocabulary, agrammatism, defects in pronunciation and phoneme formation, which indicates a systemic disorder of all components of speech activity.

General underdevelopment of speech has varying degrees of severity: from the complete absence of speech means of communication to extensive speech with elements of phonetic and lexico-grammatical underdevelopment. According to the severity of the manifestation of the defect, four levels of speech underdevelopment are distinguished. The first three levels are identified and described by R.E. Levina, the fourth level is presented in the works of T.B. Filicheva. Each level is characterized by a certain ratio of the primary defect and secondary manifestations that delay the formation of speech components. The transition from one level to another is characterized by the emergence of new speech capabilities.

1).The first level of speech development. Verbal means of communication are extremely limited. Children's active vocabulary consists of a small number of vaguely pronounced everyday words, onomatopoeias and sound complexes. Pointing gestures and facial expressions are widely used. Children use the same complex to designate objects, actions, qualities, using intonation and gestures to indicate the difference in meaning. Depending on the situation, babbling formations can be regarded as one-word sentences.

There is almost no differentiated designation of objects and actions. Action names are replaced with item names ( open- "tree" ( door), and vice versa - the names of objects are replaced by the names of actions ( bed- "pat"). The polysemy of the words used is characteristic. A small vocabulary reflects directly perceived objects and phenomena.

Children do not use morphological elements to convey grammatical relations. Their speech is dominated by root words, devoid of inflections. The “phrase” consists of babbling elements that consistently reproduce the situation they denote using explanatory gestures. Each word used in such a “phrase” has a diverse correlation and cannot be understood outside a specific situation.

There is no or only a rudimentary understanding of the meaning of grammatical changes in words. If we exclude situational orienting signs, children are unable to distinguish between singular and plural forms of nouns, the past tense of a verb, masculine and feminine forms, and do not understand the meaning of prepositions. When perceiving addressed speech, the lexical meaning is dominant.

The sound side of speech is characterized by phonetic uncertainty. An unstable phonetic design is noted. The pronunciation of sounds is diffuse in nature, due to unstable articulation and low auditory recognition capabilities. The number of defective sounds can be significantly greater than correctly pronounced ones. In pronunciation there are contrasts only between vowels and consonants, orals and nasals, and some plosives and fricatives. Phonemic development is in its infancy. The task of isolating individual sounds for a child with babbling speech is motivationally and cognitively incomprehensible and impossible.

A distinctive feature of speech development at this level is the limited ability to perceive and reproduce the syllabic structure of a word.

2).Second level of speech development. The transition to it is characterized by increased speech activity of the child. Communication is carried out through the use of constant, although still distorted and limited stock common words.

The names of objects, actions, and individual features are differentiated. At this level, it is possible to use pronouns, and sometimes conjunctions, simple prepositions in elementary meanings. Children can answer questions about the picture related to family and familiar events in their surrounding life.

Speech failure is clearly manifested in all components. Children use only simple sentences consisting of 2-3, rarely 4 words. Vocabulary significantly lags behind the age norm: ignorance of many words denoting parts of the body, animals and their young, clothing, furniture, and professions is revealed.

There are limited possibilities for using a subject dictionary, a dictionary of actions, and signs. Children do not know the names of the color of an object, its shape, size, and replace words with similar meanings.

There are gross errors in the use of grammatical structures:

Understanding of addressed speech at the second level develops significantly due to the distinction of certain grammatical forms (unlike the first level); children can focus on morphological elements that acquire a distinctive meaning for them.

This relates to distinguishing and understanding the singular and plural forms of nouns and verbs (especially those with stressed endings), and the masculine and feminine forms of past tense verbs. Difficulties remain in understanding the number forms and gender of adjectives.

The meanings of prepositions differ only in a well-known situation. The assimilation of grammatical patterns applies to a greater extent to those words that early entered the active speech of children.

The phonetic side of speech is characterized by the presence of numerous distortions of sounds, substitutions and mixtures. The pronunciation of soft and hard sounds, hissing, whistling, affricates, voiced and voiceless sounds ("pat niga" - five books; "daddy" - grandmother; "dupa" - hand). There is a dissociation between the ability to correctly pronounce sounds in an isolated position and their use in spontaneous speech.

Difficulties in mastering the sound-syllable structure also remain typical. Often, when correctly reproducing the contour of words, the sound content is disrupted: rearrangement of syllables, sounds, replacement and assimilation of syllables (“morashki” - daisies, "cookie" - strawberry). Polysyllabic words are reduced.

Children show insufficiency of phonemic perception, their unpreparedness to master sound analysis and synthesis.

3).The third level of speech development is characterized by the presence of extensive phrasal speech with elements of lexical-grammatical and phonetic-phonemic underdevelopment.

Characteristic is the undifferentiated pronunciation of sounds (mainly whistling, hissing, affricates and sonorants), when one sound simultaneously replaces two or more sounds of a given or similar phonetic group. For example, the soft sound s`, which itself is not yet clearly pronounced, replaces the sound s ("syapogi"), sh ("syuba" instead of a fur coat), ts ("syaplya" instead of a heron), ch ("syaynik" instead of a teapot), shch (“mesh” instead of brush); replacing groups of sounds with simpler articulation ones. Unstable substitutions are noted when a sound is pronounced differently in different words; mixing sounds, when in isolation a child pronounces certain sounds correctly, but interchanges them in words and sentences.

Correctly repeating three or four syllable words after the speech therapist, children often distort them in speech, reducing the number of syllables (Children made a snowman. - “Children wheezed a new one”). Many errors are observed when conveying the sound content of words: rearrangements and replacements of sounds and syllables, abbreviations when consonants coincide in a word.

Understanding of spoken speech is developing significantly and is approaching the norm. There is insufficient understanding of changes in the meaning of words expressed by prefixes and suffixes; There are difficulties in distinguishing morphological elements expressing the meaning of number and gender, understanding logical-grammatical structures expressing cause-and-effect, temporal and spatial relationships.

4) The fourth level of speech underdevelopment. Currently, a description of such a complex speech defect as general speech underdevelopment would be incomplete without characterizing the additional fourth level of speech development. This includes children with mildly expressed residual manifestations of lexico-grammatical and phonetic-phonemic underdevelopment of speech. Minor violations of all components of the language are identified during a detailed examination when performing specially selected tasks.

In the speech of children, there are isolated violations of the syllabic structure of words and sound content. Eliminations predominate, mainly in the reduction of sounds, and only in isolated cases - omission of syllables. Paraphasias are also observed, more often - rearrangements of sounds, less often of syllables; a small percentage is perseveration and addition of syllables and sounds.

Insufficient intelligibility, expressiveness, somewhat sluggish articulation and unclear diction leave the impression of general blurred speech. The incompleteness of the formation of the sound-syllable structure and the mixing of sounds characterize the insufficient level of differentiated perception of phonemes. This feature is an important indicator of the formation process that has not yet completed. Along with deficiencies of a phonetic-phonemic nature, individual violations of the semantic aspect of speech were also found in these children. Thus, with a fairly diverse subject dictionary, there are no words denoting some animals and birds (penguin, ostrich), plants (cactus, loach), people of different professions (photographer, telephone operator, librarian), parts of the body (chin, eyelids, feet). When answering, generic and specific concepts are mixed (crow, goose - bird, trees - fir trees, forest - birch trees).

When denoting the actions and characteristics of objects, some children use typical names and names of approximate meaning: oval - round; rewrote - wrote. The nature of lexical errors is manifested in the replacement of words that are similar in situation (uncle paints a fence with a brush - instead of “uncle paints a fence with a brush”; a cat rolls a ball - instead of “ball”), in a mixture of signs (high fence - long; brave boy - fast; grandfather old – adult).

Having a certain stock of words denoting different professions, children experience great difficulty in differentiated designations for masculine and feminine persons: some children call them the same (pilot - instead of "pilot"), others offer their own form of word formation, which is not characteristic of the Russian language (lechika - instead of a pilot, a hanger - a scout, a trainer - a trainer, a storeroom - a storekeeper, a drummer - a drummer).

Forming words with the help of augmentative suffixes also causes significant difficulties: children either repeat the word named by the speech therapist (boot - a huge boot), or name an arbitrary form (n "oshchitsa, nog" otishcha - instead of "knife", "boot" - boot, kul " aschitsa - fist).

Errors in use remain persistent:

1. diminutive nouns (coat - coat, platenka - dress, skvorchik, skorechnik - skvorushka, remenchik - strap, etc.);

2. 2. nouns with singularity suffixes (pea, pea - pea; puff, cannon - fluff; raisin, raisin - raisin; sand, sand, sandbox - grain of sand, etc.);

3. adjectives formed from nouns with different meanings of correlation (downy - downy; klyuk"ovy - cranberry; s"osny - pine);

4. adjectives with suffixes characterizing the emotional-volitional and physical state of objects (boastful - boastful; ulybkiny - smiling);

5. possessive adjectives (volkin - wolf, fox - fox).

Against the background of the use of many complex words that are often found in speech practice (leaf fall, snowfall, airplane, helicopter, etc.), persistent difficulties are noted in the formation of unfamiliar difficult words(instead of a book lover - book lover, icebreaker - legopad, legotnik, dalekol; beekeeper - bees, beekeeper, beekeeper; steelmaker - steel, capital).

The peculiarity of the limited vocabulary is most clearly revealed when compared with the norm.

A significant number of errors occur in the formation of nouns with suffixes of emotional evaluation, singularity, and doer. Persistent difficulties are found in the formation of denominative adjectives (with meanings of correlation with food, materials), verbal, relative adjectives ("-chiv", "-liv"), as well as complex words.

These manifestations are explained by the fact that, due to limited speech practice, children, even passively, do not have the opportunity to assimilate the listed categories.

When assessing the formation of lexical means of a language, it is established how children express “systemic connections and relationships that exist within lexical groups". Children with the fourth level of speech development quite easily cope with the selection of commonly used antonyms indicating the size of an object (large - small), spatial opposition (far - close), evaluative characteristics (bad - good). Difficulties manifest themselves in expressing the antonymic relationships of the following words : running - walking, running, walking, not running; greed - not greed, politeness; politeness - evil, kindness, not politeness.

The correctness of naming antonyms largely depends on the degree of abstraction of the proposed pairs of words. Thus, the task of selecting words with opposite meanings is completely inaccessible: youth, light, ruddy face, front door, various toys. In children's answers, initial words with the particle “not-” are more common (not ruddy face, not young, not bright, not different), in some cases variants that are not characteristic of the Russian language are named (front door - back door - backdrop - not apron).

Not all children cope with the differentiation of verbs that include the prefixes “oto” and “you”: more often words that are close to synonyms are selected (bend - bend, let in - run, roll in - roll up, take away - take away).

The insufficient level of lexical means of the language is especially clearly evident in these children in the understanding and use of words, phrases, and proverbs with a figurative meaning. For example: “as ruddy as an apple” is interpreted by the child as “he ate a lot of apples”; “collided nose to nose” - “hit noses”; “hot heart” – “you can get burned”; “don’t spit in the well - you’ll need to drink some water” - “spitting is bad, you’ll have nothing to drink”; “prepare the sleigh in the summer” - “in the summer they took the sleigh from the balcony.”

Analysis of the features of the grammatical design of children's speech allows us to identify errors in the use of nouns in the genitive and accusative plural cases, complex prepositions (at the zoo they fed squirrels, foxes, dogs); in the use of some prepositions (looked out of the door - “looked out from behind the door”, fell from the table - “fell from the table”, the ball lies near the table and chair - instead of “between the table and chair”). In addition, in some cases, there are violations of the agreement of adjectives with nouns, when in one sentence there are nouns of masculine and feminine gender (I color the ball with a red felt-tip pen and a red pen), singular and plural (I lay out books on a large table and small chairs - instead “I lay out books on large tables and small chairs”), violations in the coordination of numerals with nouns persist (the dog saw two cats and ran after two cats).

The insufficient development of lexico-grammatical forms of the language is heterogeneous. Some children show a small number of errors, and they are inconsistent in nature, and if children are asked to compare the correct and incorrect answer options, the choice is made correctly.

This indicates that in in this case the formation of grammatical structure is at a level approaching the norm.

Other children have more persistent difficulties. Even if you select the correct sample, after some time in independent speech they still use erroneous language. The peculiarity of the speech development of these children slows down the pace of their intellectual development.

At the fourth level, there are no errors in the use of simple prepositions, and there are minor difficulties in agreeing adjectives with nouns. However, difficulties remain in using complex prepositions and in coordinating numerals with nouns. These features appear most clearly in comparison with the norm.

For children with general speech underdevelopment, along with the indicated speech characteristics, insufficient development of processes closely related to speech activity is also characteristic, namely:

Attention and memory are impaired;

Finger and articulatory motor skills are impaired;

Verbal and logical thinking is insufficiently formed.

As noted by N.S. Zhukov, defective speech activity leaves an imprint on the formation of sensory, intellectual and affective-volitional spheres in children. There is insufficient stability of attention and limited possibilities for its distribution. While semantic and logical memory is relatively intact, children have reduced verbal memory and memorization productivity suffers. They forget complex instructions, elements and sequences of tasks.

Since speech and thinking are closely related to each other, therefore, the verbal and logical thinking of children with speech underdevelopment is somewhat lower than the age norm. Such children experience difficulties in classifying objects and generalizing phenomena and signs. Often their judgments and conclusions are poor, fragmentary, and logically not connected with each other. For example: “In winter the house is warm (because) there is no snow”, “A bus travels faster than a bicycle - it is larger.”

Thus, the spontaneous speech development of a child with general speech underdevelopment proceeds slowly and uniquely, as a result of which various parts of the speech system remain unformed for a long time. A slowdown in speech development, difficulties in mastering vocabulary and grammatical structure, coupled with the peculiarities of perceiving addressed speech, limit the child’s speech contacts with adults and peers and prevent the implementation of full-fledged communication activities.

1.3 Coherent speech in children with general speech underdevelopment

Children's understanding of the coherent speech of adults, awareness of the audible sound stream precedes the assimilation of individual sentences, phrases, words, morphemes, i.e. precedes the ability to isolate them from the flow of speech. Mastering coherent speech is impossible without developing the ability to isolate its components - sentences, words, etc.

The following features of word formation and grammatical forms usually cause difficulties:

1. The combination of linguistic signs has new meaning , different from the meaning of each of the linguistic signs used in this combination. When words are formed from morphemes, phrases from words, sentences from phrases, integration (merging into a single whole) of meanings and similar elements occurs. For example, the root morpheme -light- turns into a new word if you add other morphemes to it: formative suffixes -i-th (shine), suffix -l- and ending - th (light), suffixes -l-o (light) etc. The combination of these morphemes creates four different signs with extremely generalized lexical meanings: subject ( light), action ( shine), item attribute ( light), action sign ( light).

Each of these words ( light, shine, bright, bright) is polysemantic, contains a number of single meanings that are found only in the phrase. Yes, word light in a phrase can mean: illumination ( sunlight, to turn on the light), electricity ( pay for the light), joy ( eyes sparkle with light), true ( light of truth), affectionate treatment ( my light!), world, universe ( travel around the world), society ( theatrical light, high society) and etc.

Thus, children develop an understanding of the polysemy of a word only when working with a coherent text. Understanding polysemy leads to understanding the figurative meaning of a word, naturally, also in phrases. For example, if children already know the direct lexical meaning of the word sole(at the shoe) stone(made of stone, for example a house), whisper(speak barely audible), then they can guess the figurative meaning of the same words in phrases - in the context, in a syntactically formulated phrase: foot of the mountain(base), stone face(stationary), the reeds whisper(rustles).

2. A certain difficulty for children in mastering their native language is variability signs, i.e. that feature of language in which different material linguistic means (different designators) are often used to denote the same extra-linguistic phenomenon (one denoted).

For example, in the word formation of nouns, not only the suffix is ​​used to convey the lexical meaning “a person having a given profession” to the generating stem -tel (writer), but also -schik (mason), -Nick (stove maker), -ar (pharmacist); to convey the abstract lexical meaning “feature by color” to the productive basis, not only the suffix is ​​used -outside- (white), but also -from- (redness), -ness (grayness). The grammatical meaning of "attitude of cause" is conveyed by the genitive case form of a noun with a preposition from (jump from joy), participle ( jump with joy), causative subordinating conjunction ( jump because I'm happy).

According to the observations of N.S. Zhukova, among the signs of early speech dysontogenesis is the morphologically indivisible use of words. The words combined in a sentence do not have a grammatical connection with each other and are used by the child in any one form. This trend can be observed over many years of a child’s life. The facts of the long existence of sentences, grammatically correct and incorrectly formed, are noted

It is known that in order to carry out verbal communication, the ability to express and convey thoughts is necessary. This process is implemented using phrases. When speech development is impaired, difficulties in constructing phrases and operating with them in the process of speech communication appear quite clearly and are manifested in agrammatism of speech (narrowing of the set of used constructions, their defects, violation of the grammatical form of the word), which also indicates the immaturity of grammatical structuring.

Research by V.K. Vorobyeva, S.N. Shakhovskaya and others also suggests that independent coherent contextual speech of children with speech underdevelopment is imperfect in its structural and semantic organization. They have an underdeveloped ability to express their thoughts coherently and consistently. They own a set of words and syntactic structures in a limited volume and simplified form; they experience significant difficulties in programming statements, in synthesizing individual elements into a structural whole, and in selecting material for one purpose or another. Difficulties in programming the content of extended statements are associated with long pauses and omissions of individual semantic links.

By the beginning of training in the preparatory group, the vast majority of children with general speech underdevelopment are capable of retelling short texts, composing stories based on plot pictures, observed actions, etc. - that is, making coherent statements. And yet, these statements differ significantly from the coherent speech of children with normal speech development.

Coherent speech is normally characterized by the following features: expansion, arbitrariness, logic, continuity and programming. Preschoolers with underdevelopment of coherent utterance are distinguished by: insufficient ability to reflect cause-and-effect relationships between events, a narrow perception of reality, a lack of speech means, and difficulties in planning a monologue.

As Levina R.E. notes, against the backdrop of relatively developed speech, children with OHP have an inaccurate use of many lexical meanings. The active vocabulary is dominated by nouns and verbs. There are not enough words denoting qualities, signs, states of objects and actions. The inability to use word formation methods creates difficulties in using word variants; children are not always able to select words with the same root or form new words using suffixes and prefixes. Often they replace the name of a part of an object with the name of the whole object, or the desired word with another word similar in meaning.

In children with general speech underdevelopment, coherent speech is not sufficiently formed. A limited vocabulary and repeated use of identical-sounding words with different meanings make children’s speech poor and stereotypical. Correctly understanding the logical relationship of events, children limit themselves to only listing actions.

Against the background of relatively developed speech, children with general underdevelopment experience inaccurate use of many lexical meanings. The active vocabulary is dominated by nouns and verbs. There are not enough words denoting qualities, signs, states of objects and actions. The inability to use word formation methods creates difficulties in using word variants; children are not always able to select words with the same root or form new words using suffixes and prefixes. Often they replace the name of a part of an object with the name of the whole object, or the desired word with another word similar in meaning.

In free expressions, simple common sentences predominate; complex constructions are almost never used.

Agrammatism is noted: errors in the agreement of numerals with nouns, adjectives with nouns in gender, number, and case. A large number of errors are observed in the use of both simple and complex prepositions.

Understanding of spoken speech is developing significantly and is approaching the norm. There is insufficient understanding of changes in the meaning of words expressed by prefixes and suffixes; There are difficulties in distinguishing morphological elements expressing the meaning of number and gender, understanding logical-grammatical structures expressing cause-and-effect, temporal and spatial relationships. The described gaps leave their mark on children’s coherent speech.

When retelling, children with general speech underdevelopment make mistakes in conveying the logical sequence of events, miss individual links, and “lose” characters.

A descriptive story is not very accessible to them; usually the story is replaced by a separate listing of objects and their parts. There are significant difficulties when describing a toy or object according to the plan given by the speech therapist. Typically, children replace the story with a list of individual features or parts of an object, while violating any coherence: they do not complete what they started, they return to what was previously said.

Creative storytelling for children with general speech underdevelopment is difficult and often unformed. Children experience serious difficulties in determining the intent of the story, the sequential events of the chosen plot and its linguistic implementation. Often, completing a creative task is replaced by a retelling of a familiar text. Children's expressive speech can serve as a means of communication if adults provide assistance in the form of questions, tips, and judgments. As Filicheva T.B. notes, in oral communication, children with general speech underdevelopment try to “bypass” words and expressions that are difficult for them. But if you put such children in conditions where it turns out to be necessary to use certain words and grammatical categories, gaps in speech development appear quite clearly. In rare cases, children are the initiators of communication; they do not turn to adults with questions, and play situations are not accompanied by a story.

Although children use extensive phrasal speech, they experience greater difficulties in independently composing sentences than their normally speaking peers.

Against the background of correct sentences, one can also find ungrammatical ones, which arise, as a rule, due to errors in coordination and management. These errors are not constant: the same grammatical form or category can be used both correctly and incorrectly in different situations.

Errors are observed when constructing complex sentences with conjunctions and allied words (“Misha jumped, the atom fell” - Misha cried because he fell). When making sentences based on a picture, children, often correctly naming the character and the action itself, do not include in the sentence the names of the objects used by the character.

Tkachenko T. A. notes that the detailed semantic statements of children with general speech underdevelopment are also distinguished by a lack of clarity, consistency of presentation, fragmentation, and an emphasis on external, superficial impressions, rather than on the cause-and-effect relationships of the characters. The most difficult thing for such children is independent storytelling from memory and all types of creative storytelling. But even in reproducing texts according to the model, there is a noticeable lag behind normally speaking peers.

Thus, in children with general underdevelopment, the following features of their coherent speech can be distinguished:

1. In a conversation, when composing a story on a given topic, a picture, a series of plot pictures, violations of the logical sequence, “getting stuck” on minor details, omissions of main events, repetition of individual episodes are noted;

2. When talking about events from their lives, composing a story on a free topic with elements of creativity, they mainly use simple, uninformative sentences.

3. Difficulties remain in planning your statements and selecting appropriate linguistic means.

Chapter 2. Study of the level of formation of coherent speech in children of senior preschool age

Goals, objectives and methods of studying the coherent speech of children of the sixth year of life.

In the experimental part of our work, our goal was to identify the characteristics of coherent speech in children of senior preschool age with general underdevelopment.

1. Study the coherent speech of children of the sixth year of life.

2. Determine the level of success in completing the tasks of the methodology for diagnosing coherent speech in children.

3. Identify the features of coherent speech of children with general underdevelopment.

Twenty children of the seventh year of life took part in the study, of which ten children attend a correctional group with general speech underdevelopment, and ten children with normal speech development.

The base was MDOU d/s No. 17 in Amursk.

In the experimental part of our work, we used a series of tasks to study coherent speech from the “Test Methodology for Diagnostics of Oral Speech by T.A. Fotekova”.

This technique is intended to identify the characteristics of children’s speech development: qualitative and quantitative assessment of the disorder, obtaining and analyzing the structure of the defect. To evaluate the completion of tasks, a point-level system is used.

The study of coherent speech consisted of two tasks.

1. Assignment: Compiling a story based on a series of plot pictures “Hedgehog” (three pictures).

The children were given the following instructions: look at these pictures, try to put them in order and make up a story.

The assessment was carried out according to several criteria.

1) Criterion of semantic integrity: 5 points – the story corresponds to the situation, has all the semantic links located in correct sequence; 2.5 points – there was a slight distortion of the situation, incorrect reproduction of cause-and-effect relationships or the absence of connecting links; 1 point – loss of semantic links, significant distortion of meaning, or the story is not completed; 0 points – there is no description of the situation.

2) Criterion for the lexico-grammatical formatting of a statement: 5 points – the story is grammatically correct with adequate use of lexical means; 2.5 points – the story is written without ungrammaticalisms, but there are stereotypical grammatical formats, isolated cases of searching for words or inaccurate word usage; 1 point – there are agrammatisms, distant verbal substitutions, inadequate use of lexical means; 0 points – the story is not formalized.

3) Criterion for completing the task independently: 5 points – independently laid out pictures and composed a story; 2.5 points – pictures are laid out with stimulating help, the story is composed independently; 1 point – laying out pictures and writing a story based on leading questions; 0 points – failure to complete the task even with help.

2. Task: Retelling the text you listened to.

The children were given the following instructions: Now I will read you a short story, listen to it carefully, memorize it and get ready to retell it.

We used the short story "Fluff the Dog".

The assessment was made according to the same criteria as for a story based on a series of pictures:

1) Criterion of semantic integrity: 5 points – all main semantic links are reproduced; 2.5 points – semantic links are reproduced with minor abbreviations; 1 point the retelling is incomplete, there are significant abbreviations, or distortions of meaning, or the inclusion of extraneous information; 0 points – failure.

2) Criterion for lexical and grammatical formatting: 5 points – the retelling was compiled without violating lexical and grammatical norms; 2.5 points – the retelling does not contain agrammatisms, but there is a stereotypical form of statements, a word search, and some close verbal substitutions; 1 point – agrammatisms, repetitions, and inappropriate use of words are noted; 0 points – retelling is not available.

3) Criterion for independent performance: 5 points – independent retelling after the first presentation; 2.5 points – retelling after minimal help (1-2 questions) or after re-reading; 1 point – retelling the questions; 0 points – retelling is not available even for questions.

In each of the two tasks, the scores for all three criteria were summed up. To obtain an overall score for the entire episode, the story and retell scores were added together and presented as a percentage.

Analysis of the research results obtained.

After analyzing the results obtained, we identified three levels of success in completing tasks indicating the state of coherent speech in these children - high, medium and low.

Our research included two stages.

At stage I, we carried out diagnostics of coherent speech in the experimental group, which included children with general speech underdevelopment.

After processing the data obtained in accordance with the proposed criteria, the results were obtained, which are reflected in Table 1.

Table 1. The state of coherent speech of children in the experimental group.

Analysis of the data obtained showed that when composing a story based on plot pictures, 4 children are at a high level of success (40% of the total number of children), at an average level - 4 children and at a low level - 2 children, which is 40% and 20%, respectively.

When retelling the text, no children with a high level were found. At the average level there are 8 children (80%), at the low level - 2 children, which corresponds to 20%.

Carrying out a qualitative analysis of the results obtained, we found that when compiling a story based on plot pictures, many children experienced a slight distortion of the situation, as well as incorrect reproduction of cause-and-effect relationships. In most cases, the stories were composed without agrammatism, but stereotyping in the presentation of statements was evident. Often children limited themselves to listing the actions depicted in the pictures. In some cases, children arranged the pictures incorrectly, but at the same time logically built the plot of the story.

When retelling the text, reproduction of semantic links with minor abbreviations was observed. In almost all cases, children's stories are riddled with pauses and searches for suitable words. The children found it difficult to reproduce the story, so they were given help in the form of leading questions. There were agrammatisms and inappropriate use of words in the text.

At the second stage of our experiment, we diagnosed the coherent speech of children in the control group, which included children without speech disorders.

After processing the data obtained in accordance with the proposed criteria, the results were obtained, which are reflected in Table 2.

Table 2. The state of coherent speech of children in the control group.

Analysis of the data obtained showed that when compiling a story based on plot pictures, as well as when retelling the text, 7 children were at a high level of success, and 3 children were at an average level, which is 70% and 30%, respectively. No children with low levels were identified.

Carrying out a qualitative analysis, we found that the children’s stories corresponded to the situation, the semantic links were located in the correct sequence. Retellings and stories based on pictures were compiled without agrammatisms, but isolated cases of word searches were observed.

The stories of children in the control group were larger in volume compared to the experimental group. An interesting example is that of Igor Sh., who even used direct speech in his story: “Once the children were walking in the area and suddenly saw a hedgehog. One boy said: “What a poor thing, we need to feed him.” The boys took the hedgehog in their arms and carried it home. They gave it to him. egg and milk. The hedgehog ate enough and stayed to live with them."

Analyzing the criterion of independence, it should be noted that children in the group with normal speech development did not need any help in constructing statements.

The results of a comparative study of coherent speech between the experimental and control groups are reflected in the diagrams.

Data from a comparative study of the level of mastery of coherent speech.

Compiling a story based on a series of plot pictures.

Retelling the text.

As the diagram shows, when composing a story based on plot pictures, children in the control group are mostly at a high level and at an average level, and there is no low level at all. In contrast to the experimental group, in which the rates of development of coherent speech are significantly lower. Likewise, when retelling the text in the control group, most of the children are at a high level, the rest are at an average level, there are no low indicators. And children from the experimental group are characterized by an average level of development of coherent speech, and there are also children with a low level. No high indicators were found.

It should be noted that the quantitative results of the study are directly reflected in the qualitative characteristics of speech. Children with normal speech construct their statements more logically and consistently. In children with general speech underdevelopment, repetitions, pauses, and undeveloped statements are frequent. For example, Vlad S. compiled the following story based on the plot pictures: “The boys found a hedgehog...Then they took him home...They brought him home and began...gave him milk.”

There was a significant difference in the volume of utterances of children in the experimental and control groups. Thus, in children with normal speech development, the volume of stories is much larger than in children with SLD.

Unlike the control group, children with general speech underdevelopment limited their stories to only listing the actions that were depicted in the pictures. For example, the story of Danil E.: “The boys were walking on the street... They met a hedgehog... They took him home and carried him... Then they poured him milk to drink.”

It should also be noted that children with normal speech development completed tasks independently, while children with speech underdevelopment almost always needed help in the form of leading questions both when composing a story based on plot pictures and when retelling it.

Thus, the analysis of the obtained material allows us to conclude that in terms of the level of development of coherent speech, preschool children with SLD are significantly behind their peers with normal speech development.

After conducting the study, we identified the following features of the coherent speech of children with ODD:

Violation of coherence and consistency of presentation;

Low information content;

Poverty and stereotyped lexical and grammatical means of the language;

Omissions of semantic links and errors;

Repetitions of words, pauses in the text;

Incompleteness of semantic expression of thought;

Difficulties in the linguistic implementation of the plan;

Need for stimulating assistance.

Based on the analysis of data from an experimental study, we developed methodological recommendations for teachers of a correctional group for children with general speech underdevelopment.

Methodological recommendations were developed taking into account the works of the following authors: T. B. Filicheva, G. V. Chirkina, V. I. Seliverstov, E. I. Tikheyeva, E. P. Korotkova and others, as well as taking into account the program of T. Filicheva. B., Chirkina G.V. "Preparation for school of children with special needs in a special kindergarten."

Correction of the speech and general development of preschool children with general speech underdevelopment is carried out not only by a speech therapist, but also by a teacher. If a speech therapist develops and improves children’s speech communication, then the teacher consolidates their speech skills acquired in speech therapy classes. The success of developing correct speech in preschoolers depends on the degree of productivity of the process of consolidating speech skills and abilities. The teacher of a group for children with general speech underdevelopment faces both correctional and general educational tasks.

Consolidation of children's skills of coherent utterance can occur as follows: frontal exercises on speech development, and during classes on cognitive development, visual, labor development and in other types of activities.

A teacher’s mastery of methods and techniques for teaching storytelling is one of the most important conditions for successful work in developing the speech of preschoolers.

In classes, it is necessary to use such techniques as explanations, questions, speech samples, demonstration of visual material, exercises, assessment of speech activity, etc.

When conducting a particular lesson, the teacher should find the most effective options combinations of various techniques in order to increase the activity and independence of children.

When working on monologue speech, in particular on retelling, in a group for children with special needs, the following must be taken into account. First, children need to be taught detailed, then selective and creative retelling.

A detailed retelling develops the skill of consistent, complete presentation of thoughts. (You can use the following texts, which are selected in accordance with the lexical topics of the program: “The cranes are flying away”, “Volnushka”, “Bishka”, “Cow”, “Mom’s cup”, etc.)

Selective retelling develops the ability to separate a narrower topic from the text. (“Three Comrades”, “Spring”, “Friend and Fluff”, “Bear”, etc.)

Creative retelling fosters imagination, teaches children to use impressions from their own life experiences and determine their attitude to the topic. (“Snow fluffs are flying”, “Helpers”, “Levushka is a fisherman”, “Cat”, “True Friend”, etc.)

When selecting works for retelling, it is necessary to take into account the following requirements for them: high artistic value, ideological orientation; dynamic, concise and at the same time figurative presentation; clarity and consistency in the unfolding of action, entertaining content. In addition, it is very important to consider the accessibility of the content of a literary work and its volume.

In the preparatory group for school, the following works are recommended for classes: Russian folk tales “The Boasting Hare”, “Fear Has Big Eyes”, “The Fox and the Goat”; stories "Four Desires", "Morning Rays" by K. D. Ushinsky, "Bone" by L. N. Tolstoy, "Mushrooms" by V. Kataev, "Hedgehog" by M. Prishvin, "Bathing Bear Cubs" by V. Bianchi, "Bear" E. Charushina, “Bad” by V. Oseeva and others.

When teaching children retelling, the teacher must use the following methods and techniques: expressive reading of the text two or three times, conversation about what has been read, showing illustrations, speech exercises, instructions regarding the methods and quality of completing the task, evaluation, etc. Their correct use will be discussed demonstrate an increase from lesson to lesson in the activity and independence of children when performing speech tasks.

Any type of retelling must be preceded by an analysis of the text from a semantic and expressive point of view. This will help children master all cause-and-effect relationships, without which correct retelling is not possible. Exercises in creative retelling border on composing oral essays. Essays are the highest stage in the development of children’s coherent speech. Observation, memory, creative imagination, logical and figurative thinking, resourcefulness, and the ability to see the general in the particular are concentrated here.

The next form of working on coherent speech is composing stories based on a picture. The following types of activities for teaching children to tell stories from a picture are distinguished:

Compiling a descriptive story based on an object picture ("Gardener", "Dishes", "Furniture", "Our Apartment", "Moidodyr", etc.);

Compiling a descriptive story based on a plot picture (“Birds Flight”, “Dog with Puppies”, “At the Festival”, “Kittens”, “The Rooks Have Arrived”, etc.);

Compiling a story based on a series of plot pictures (“Thunderstorm”, “Hedgehog”, “How we made a feeding trough”, “Resourceful hare”, “Cunning Tuzik”, etc.);

Compiling a descriptive story based on a landscape painting and still life. (“Early Autumn”, “Gifts of the Forests”, “Winter Has Come”, “Late Spring”, etc.)

Writing a story with creative elements. Children are offered the following tasks:

Write a story about an incident with a girl (boy) in the forest. For example, a picture is offered that shows children with baskets in a clearing in the forest, looking at a hedgehog with hedgehogs. Children must independently come up with their own story, using a hint about who else can be seen in the forest if they watch carefully.

Complete the story according to the finished beginning (based on the picture). The purpose of this task is to identify children’s capabilities in solving a given creative task and the ability to use the proposed verbal and visual material when composing a story. Children must continue the story about the hedgehog with the hedgehogs, come up with an ending about what the children did after watching the family of hedgehogs.

Listen to the text and find semantic errors in it. (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, compose sentences, replacing incorrect words with more appropriate ones.

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

In classes using paintings, various tasks are set, depending on the content of the painting:

1) teach children to correctly understand the content of the picture;

2) cultivate feelings (specifically planned based on the plot of the picture): love of nature, respect for this profession, etc.;

3) learn to compose a coherent story based on the picture;

4) activate and expand the vocabulary (new words are specifically planned that children need to remember, or words that need to be clarified and consolidated).

The following requirements are imposed on the stories of children of senior preschool age: accurate presentation of the plot, independence, appropriateness of using linguistic means (precise designation of actions, qualities, states, etc.). Children learn to describe events, indicating the place and time of action; independently invent the events preceding and following those depicted in the picture. The ability to purposefully listen to the speeches of peers and express elementary value judgments about their stories is encouraged.

During the lessons, children develop the skills of joint activities: look at pictures together and write collective stories.

For collective stories, it is necessary to select paintings with sufficient material in volume: multi-figured, which depict several scenes within one plot. In series published for kindergartens, such paintings include “Winter Fun”, “Summer in the Park”, etc.

Various exercises for the development of coherent speech can also be included in classes on cognitive development, visual and labor activities. For example:

Exercise "Who's behind the tree?"

On the magnetic board there is a spreading oak tree. The teacher hides a squirrel in the branches of an oak tree so that its tail is visible and asks:

Whose tail is this? Who was hiding in the branches? Make up a sentence with the words because.

Children answer:

This is a squirrel's tail because there is a squirrel hiding in the branches.

Exercise "Be attentive."

The teacher pronounces the names of three migratory and one wintering birds. Children listen carefully and make sentences:

There is an extra sparrow because it is a wintering bird, and the rest of the birds are migratory. And so on.

One of the important tasks is to compile riddle stories from pictures that can be used in any type of activity. The child constructs his message in such a way that from the description, in which the object is not named, one can guess what exactly is drawn in the picture. If students find it difficult to solve this problem, the child, at the teacher’s suggestion, makes additions to the description. Exercises in guessing and composing riddles develop in children the ability to identify the most characteristic signs, properties and qualities, to distinguish the main from the secondary, random, and this contributes to the development of more meaningful, thoughtful, evidence-based speech.

Thus, since children with general speech underdevelopment have difficulty retelling and composing a story based on a picture, we can highlight the main directions of correctional work:

1) Compiling sentences based on two subject pictures (grandmother, chair; girl, vase; boy, apple) with subsequent distribution by homogeneous definitions and other minor members of the sentence. (A boy eats an apple. A boy eats a juicy sweet apple. A little boy in a checkered cap eats a juicy sweet apple.)

2) Restoration of various kinds of deformed sentences when the words are given in a breakdown (lives, in, fox, forest, dense); one, or several, or all words are used in initial grammatical forms (live, in, fox, forest, dense); there is a missing word (Fox... in a dense forest); the beginning (... lives in a dense forest) or the end of the sentence is missing (The fox lives in a dense...).

3) Making proposals based on “live pictures” (subject pictures are cut out along the contour) with a demonstration of actions on a flannelgraph.

4) Restoring sentences with semantic deformation (The boy is cutting paper with rubber scissors. There was a strong wind blowing because the children were wearing hats.)

5) Selecting words from those named by the teacher and composing a sentence with them (Boy, girl, read, write, draw, wash, book).

Gradually, children learn to arrange sentences in a logical sequence and find in texts support words, which is the next step towards the ability to draw up a plan, and then determine the topic of the statement, highlight the main thing, consistently build your own message, which should have a beginning, continuation and end.

The proposed techniques help to increase the level of speech development of children, the formation of their skills in verbalizing the actions performed and certain types of activities in the form of detailed coherent statements.

Conclusion

Coherent speech is a semantically expanded statement that ensures communication and mutual understanding between people. The formation of coherent speech and changes in its functions are a consequence of the child’s increasingly complex activities and depend on the content, conditions and forms of communication between the child and others. The functions of speech develop in parallel with the development of thinking; they are inextricably linked with the content that the child reflects through language.

A fairly common type of communication disorder is general speech underdevelopment in children with normal hearing and intact intelligence. With general underdevelopment, the main components of the speech system are impaired or lag behind the norm: lexical, grammatical and phonetic structure. There are also disturbances in coherent speech.

Coherent speech is a special complex form of communicative activity. In children with speech underdevelopment, this form is not formed independently. When retelling and telling stories, children suffering from general speech underdevelopment find it difficult to construct phrases, resort to paraphrasing and gestures, lose the main thread of content, confuse events, find it difficult to express the main idea, and do not finish sentences. Such speech is chaotic and poor in expressiveness.

A study of the coherent speech of seven-year-old children with OHP revealed: only a few of them are able to independently construct a text; most require prompt questions; the stories are characterized by inconsistency and the absence of value judgments that complete the description. As a rule, the stories are incoherent; repetitions and pronouns are used as means of interphrase communication. There are problems with the grammatical formatting of sentences.

All this confirms our hypothesis that children of senior preschool age with general underdevelopment of speech have insufficiently formed coherent speech, which is manifested in the characteristic features of their construction of a coherent utterance.

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Marina Kosmacheva
Development of coherent speech in children of senior preschool age

Methodological development

« Development of coherent speech in children of senior preschool age through learning to compose stories based on a picture and a series of plot pictures"

The work was completed by the teacher

Municipal budget

preschool educational

institutions "Kindergarten No. 36"

Kosmacheva Marina Nikolaevna

Children's speech development– one of the main tasks of cognitive-speech development of preschool children. One of the most important indicators of speech child development is the development of coherent speech.

IN last years there is a sharp decline in the level of speech development of preschool children. First of all this connected with deteriorating health children.

Therefore the problem development of coherent speech in children is currently acquiring particular relevance.

Timely development of coherent speech a child is the most important condition for his full speech and general mental development, since language and speech perform mental function V development thinking and verbal communication, in planning and organizing the child’s activities, self-organization of behavior, in the formation of social connections. Language and speech are the main means of manifestation of the most important mental processes of memory, perception, thinking, as well as development of other areas: communicative and emotional-volitional.

The main task development of coherent speech of a child in older preschool age is the improvement of monologue speeches through various types of speech activities: retelling literary works, compiling descriptive stories about objects, objects and natural phenomena, creating various types creative stories, mastering forms speech-reasoning(explanatory speech, speech-evidence, speech-planning, as well as composing plot stories based on the picture, from personal experience.

Narration through a series of plot paintings is one of the components development of coherent speech. Elements of storytelling based on plot pictures are present in working with children from a young age preschool age and improve in the process of mastering storytelling skills up to the preparatory group. Innovative forms of working on a story allow children to more effectively assimilate the proposed material, reduce the time interval, increase the child’s cognitive interest, through the use of new techniques it is possible to create a favorable emotional background, increase interest, activate not only speech and memory, but also imagination, logical thinking, creative beginning. In the process of searching for a solution to the problem development of coherent speech in preschoolers, working on this topic, studying manuals authors: F. A. Sokhina, L. P. Fedorenko, E. I. Tikheeva; We have set the following goals and objectives.

The goal is to present a system of work on development of coherent speech in children of senior preschool age through learning to compose a story based on a picture and a series of plot pictures.

Tasks:

1. Conduct a theoretical analysis of the problem development of coherent speech in preschool children, reveal features development of coherent speech in older children.

2. Develop and present the missing methodological material for organizing direct educational activities for composing stories based on a picture and a series of plot pictures in accordance with this age.

3. Analyze the effectiveness of the proposed methodology.

Having studied the theoretical aspects of training children storytelling based on a series of plot paintings, we decided to develop a promising thematic plan By development of coherent speech through learning to compose a story based on pictures and series of plot pictures.

The notes we offer on direct educational activities meet the basic requirements of the methodology speech development that are required when working with children senior preschool age. Each educational activity has specific goals for the teacher, developing and educational nature.

Didactic tasks are presented in the form of game tasks, in which incentives for speech activity clearly appear. The main method of teaching monologue speeches at the initial stage is the reception of joint storytelling: The teacher begins the sentence, the child finishes. In a joint story telling between the teacher and the child, the teacher takes on the planning function.

The main tasks of the teacher in working on the picture come down to next:

1) training children looking at a picture, developing the ability to notice the most important thing in it;

2) a gradual transition from educational activities of a nomenclature nature, when children list depicted objects, objects, to activities that exercise coherent speech(answering questions and writing short stories).

Direct educational activities on composing stories based on paintings and a series of plot pictures for development of coherent speech in children are carried out once every month: five GCDs for composing stories based on a picture and four for composing stories based on a series of plot pictures. Other types of GCD for training coherent speech(retelling literary works, writing creative stories, composing descriptive stories about objects, objects and natural phenomena) are carried out in accordance with long-term planning. The skills and abilities in writing stories, acquired in the process of specially organized training, are consolidated in the joint activities of the teacher with children, and individual work.

In the process of teaching storytelling from a picture, we use a variety of methodological techniques: conversation regarding the key points of the depicted plot; reception of joint speech actions; collective story; speech sample, etc.

IN older group children, perceiving a speech sample, they learn to imitate it in a general way. The teacher's description reveals mainly the most difficult or less noticeable part of the picture. The children express themselves about the rest.

In order for children to begin stories more purposefully and more confidently, we ask them questions that help convey the content of the picture in a logical and temporal sequence and reflect the most essential. For example: “Who walked with the ball? What could have caused the ball to fly away? Who helped the girl get the ball?” (According to the picture "The ball flew away").

In the course of educational activities, we use various methodological techniques, taking into account what speech skills have already been formed in children, i.e. at what stage of teaching storytelling is direct educational activity carried out.

If, for example, a lesson is held at the beginning of the school year, the teacher can use the technique of joint actions - he begins the story based on the picture, and the children continue and finish. The teacher can attract preschoolers and to a collective story, which is made up in parts by several children.

With the help of supporting questions, the teacher outlined a plan for the further story, and the child tried to continue the story. In case of difficulty, the teacher comes to the rescue. He then outlines the final part of the story. When the story is composed in parts, it is useful to suggest to someone from children repeat it from start to finish.

The plot side of the stories will become brighter if children delve deeper into the events depicted, into the actions of all the characters, into their emotional state. However, the child often makes semantic errors in the interpretation of events, actions and actions of the depicted persons, especially when inattentively and hastily viewing the picture. Therefore we need to teach children convey an event with a description of all its participants, the environment in which it occurs, causal connections and dependencies, promptly preventing the appearance of superficial things in stories transfers characters and small details.

The viewing of the painting is accompanied by a conversation. IN older the group continues to work on development the ability to highlight the most significant things in a picture, therefore, when talking with children, the teacher directs their thoughts to the essence of the depicted event using the following question: “What incident happened during Tanya’s walk?” Together with the teacher, the children convey the content of the picture. Along with highlighting the most significant in the plot of the picture, the teacher teaches children see its details, describe the background, landscape, etc.

During the conversation, the teacher also encourages children express a personal attitude towards what is depicted.

The transition to composing stories by children is determined by the instructions teacher: “Now that you have looked at the picture, try talk about a spring walk Tani: how she got ready for a walk and what was interesting about this walk; what Tanya did when she saw the boat.” After the answers children The teacher offers to listen to his story. So, in the structure of a painting lesson, preparation is essential. children to tell.

According to new requirements state standard education in the Russian Federation, one of the leading priorities is the communicative orientation of the educational process. This is significant, since the formation of a personality capable of organizing interpersonal interaction and solving communication problems ensures its successful adaptation in the modern sociocultural space.

Direct educational activities on speech development, related with the compilation of stories based on paintings and series of plot paintings, allows you to expand your vocabulary children, including words with the opposite meaning, helps develop children's skills construct sentences correctly and competently.

There are positive results when working in this area.

STATE BUDGET EDUCATIONAL INSTITUTION

HIGHER PROFESSIONAL EDUCATION OF THE MOSCOW REGION

"ACADEMY OF SOCIAL MANAGEMENT"

Faculty of Professional Training of Social Management

Department of Preschool Education

CERTIFICATION WORK

Development of coherent speech in older preschoolers through word games

Performed:

student of the program

"Pedagogy and psychology of preschool education"

Alexandrova Elena Alexandrovna

teacher, preschool educational institution No. 21 “Teremok”, Dubna

Scientific adviser:

Senior Lecturer

Department of Preschool Education

Atyaksheva T.V.

Moscow, 2015

Introduction

Chapter I. Theoretical foundations for the development of coherent speech in preschool children

1.1 The concept of coherent speech and its importance for the development of preschool children

1.2 Development of coherent speech in children of senior preschool age

1.3 The role of word games in the development of coherent speech in children of senior preschool age

2.1 Ascertaining experiment

2.2 Formative experiment

2.3 Control experiment

Conclusion

List of used literature

Introduction

The relevance of research.The development of speech culture is becoming an increasingly pressing problem in our society. The declining level of culture, the widespread dissemination of low-quality literature, poor, illiterate “speaking” from television screens, aggressively primitive speech instilled by television advertising, Western films and cartoons - all this contributes to the approach of a linguistic catastrophe, which is no less dangerous than an environmental one.

That is why a huge responsibility lies with teachers involved in speech development of the younger generation, and above all - preschool teachers who form and develop the child’s coherent speech.

Connected speechis an expanded, complete, compositionally and grammatically designed, semantic and emotional statement, consisting of a number of logically related sentences.

The development of coherent speech is the first and important condition for the full development of a child.

The speech of a small child is situational, expressive presentation predominates. The first coherent utterances of three-year-old children consist of two or three phrases, but they must be considered precisely as a coherent presentation. Teaching conversational speech in early preschool age and its further development is the basis for the formation of monologue speech.

In middle preschool age, the activation of vocabulary has a great influence on the development of coherent speech. Children's statements become more consistent and detailed, although the structure of speech is still imperfect. In children of senior preschool age, coherent speech reaches a fairly high level. The child answers questions with fairly accurate, brief or detailed answers. The ability to evaluate the statements and answers of comrades, supplement or correct them is developed. In the sixth year of life, a child can quite consistently and clearly compose descriptive and plot stories on the topic proposed to him.

Also, in older preschool age, children master the basic types of monologue and dialogic speech.

Games play a great role in the development of coherent speech in preschoolers. In the play activities of older preschoolers, there is a two-way connection between speech and play. On the one hand, speech develops and becomes more active in the game, and on the other hand, the game itself develops under the influence of speech development. The more knowledge our children have, the wider their spiritual world, the more interesting and amateur the game becomes. While playing, children show friendly relations with each other, and speech helps to express their attitude, feelings, thoughts, experiences to the action being performed.

In word play, children learn to think about things that they do not directly perceive at the time.

Verbal didactic game - accessible, useful, effective method nurturing independent thinking in children, “the most important thing for the development of thinking is to be able to use knowledge. This means selecting from your mental baggage in each case the knowledge that is needed to solve the problem at hand” (A.A. Lyublinskaya).

A verbal game does not require special material or certain conditions, but only requires the teacher’s knowledge of the game itself. When conducting games, it is necessary to take into account that the proposed games will contribute to the development of independence and thinking only if they are carried out in a certain system and sequence. A properly organized game promotes the development of coherent, dialogical speech, teaches you to change the timbre and rhythm of speech, teaches you to coordinate movements with words, and teaches you to listen to your interlocutor - a participant in the game. It is during the process of play that a child actively develops mental development - the development of will, memory, attention, imagination.

Based on this, purpose of the studyis to study the influence of word games on the development of coherent speech in children of senior preschool age.

Object of study:the process of development of coherent speech in children of senior preschool age.

Subject of study:coherent speech of children of senior preschool age.

Research objectives:

Study scientific and pedagogical literature on the topic;

To determine the theoretical foundations of the development of coherent speech in children of senior preschool age;

Consider the basic concepts related to the research problem: speech, speech development, coherent speech, dialogic speech, monologue speech, word play.

- Study the importance of coherent speech for the development of preschool children;

Determine development methods coherent speech of children of senior preschool age;

To study the influence of word games on the development of coherent speech in children of senior preschool age.

Research methods:

Empirical:

Studying scientific, pedagogical and methodological literature on the topic;

Pedagogical diagnostics;

Pedagogical observation, pedagogical experiment;

Survey, conversation.

Theoretical:

Generalization and systematization of information (theoretical, practical and methodological);

Generalization of research results;

Forecasting.

Research base:Preschool educational institution No. 21 “Teremok” (Moscow region, Dubna, Karl Marx str., 27).

Structure of certification work:

1. Introduction (relevance, purpose, objectives, object, subject of research);

2. Two chapters in which the theoretical and practical stages of the study are consistently revealed;

3. Conclusion (conclusions from the experiment);

4. Bibliography;

5. Application.

The certification work consists of an introduction, two chapters, a conclusion, an appendix and a list of references. The introduction discusses the relevance of the problem of developing coherent speech in preschoolers, and also sets the goal and objectives of this work. The first chapter provides a complete theoretical understanding of coherent speech and its components, the development of dialogic and monologue speech, as well as the main directions of pedagogical activity with preschool children in the development of coherent speech.

The second chapter describes methods for studying the level of development of coherent speech in children of senior preschool age, analyzes and conclusions on the study of the development of coherent speech in children of senior preschool age, forward planning work based on the results of pedagogical diagnostics of the development of coherent speech.

The conclusion consists of conclusions drawn for each section of the certification work and an assessment of the significance of the studied material for the practical work of preschool teachers.

The application consists of a set of games for the development of coherent speech in preschoolers.

Chapter I. Theoretical foundations for the development of coherent speech in preschool children

1.1 The concept of coherent speech and its importance for the development of preschool children

Speech- this is one of the types of human communicative activity - the use of language means to communicate with other members of the linguistic community. Speech is understood as both the process of speaking (speech activity) and its result (speech works recorded in memory or writing).

K.D. Ushinsky said that the native word is the basis of all mental development and the treasury of all knowledge. Timely and correct acquisition of speech by a child is the most important condition for full mental development and one of the directions in the pedagogical work of a preschool institution. Without is good developed speech there is no real communication, no genuine success in learning.

Speech development- the process is complex, creative, and therefore it is necessary that children, perhaps earlier, master their native speech well, speak correctly and beautifully. Therefore, the sooner (depending on age) we teach a child to speak correctly, the freer he will feel in a team.

Speech development- this is purposeful and consistent pedagogical work, involving the use of an arsenal of special pedagogical methods and the child’s own speech exercises.

Coherent speech is understood as a semantically expanded statement (a series of logically combined sentences) that ensures communication and mutual understanding. Coherence, S. L. Rubinstein believed, is “the adequacy of the speech formulation of the speaker’s or writer’s thoughts from the point of view of its intelligibility for the listener or reader.” Consequently, the main characteristic of coherent speech is its intelligibility for the interlocutor.

Coherent speech is a speech that reflects all the essential aspects of its subject content. Speech can be incoherent for two reasons: either because these connections are not realized and not represented in the speaker’s thoughts, or because these connections are not properly identified in his speech.

In the methodology, the term “coherent speech” is used in several meanings: 1) process, activity of the speaker; 2) product, the result of this activity, text, statement; 3) the title of the section of work on speech development. The terms “statement” and “text” are used synonymously. An utterance is both a speech activity and the result of this activity: a specific speech product, greater than a sentence. Its core is meaning (T.A. Ladyzhenskaya, M.R. Lvov and others). Coherent speech is a single semantic and structural whole, including interconnected and thematically united, complete segments.

The main function of coherent speech is communicative. It is carried out in two main forms - dialogue and monologue. Each of these forms has its own characteristics, which determine the nature of the methodology for their formation.

In linguistic and psychological literature, dialogical and monologue speech are considered in terms of their opposition. They differ in their communicative orientation, linguistic and psychological nature.

Dialogical speech is a particularly striking manifestation of the communicative function of language. Scientists call dialogue the primary natural form of linguistic communication, the classical form of verbal communication. The main feature of the dialogue is the alternation of speaking by one interlocutor with listening and subsequent speaking by the other. It is important that in a dialogue the interlocutors always know what is being said and do not need to develop thoughts and statements. Oral dialogic speech occurs in a specific situation and is accompanied by gestures, facial expressions, and intonation. Hence the linguistic design of the dialogue. Speech in it may be incomplete, abbreviated, sometimes fragmentary. The dialogue is characterized by: colloquial vocabulary and phraseology; brevity, reticence, abruptness; simple and complex non-union proposals; brief premeditation. The coherence of the dialogue is ensured by two interlocutors. Dialogue speech is characterized by involuntary and reactive behavior. It is very important to note that dialogue is characterized by the use of templates and clichés, speech stereotypes, stable communication formulas, habitual, frequently used and seemingly attached to certain everyday situations and topics of conversation (L.P. Yakubinsky).

In preschool childhood, the child masters, first of all, dialogic speech, which has its own specific features, manifested in the use of linguistic means that are acceptable in colloquial speech, but unacceptable in constructing a monologue, which was built according to the laws of the literary language. Only special speech education leads a child to mastering coherent speech, which is a detailed statement consisting of several or many sentences, divided according to the functional-semantic type into description, narration, and reasoning. The formation of coherent speech, the development of skills to construct a statement meaningfully and logically is one of the main tasks of speech education of a preschooler.

All researchers studying the problem of the development of coherent speech turn to the characteristics given to it by S.L. Rubinstein.

The development of a child’s coherent speech occurs in close connection with the development of the sound aspect, vocabulary, and grammatical structure of the language. Important integral part Work on speech development is the development of figurative speech. Cultivating an interest in the artistic word and the ability to use means of artistic expression in independent expression leads to the development of a poetic ear in children, and on this basis their ability for verbal creativity develops.

According to the definition of S.L. Rubinstein, coherent is such speech that can be understood on the basis of its own subject content. In mastering speech, L.S. Vygotsky believes, baby is coming from part to whole: from a word to a combination of two or three words, then to a simple phrase, and even later to complex sentences. The final stage is coherent speech, consisting of a number of detailed sentences. Grammatical connections in a sentence and connections between sentences in the text are a reflection of connections and relationships that exist in reality. By creating a text, the child models this reality using grammatical means.

The patterns of development of children's coherent speech from the moment of its emergence are revealed in the research of A.M. Leushina. She showed that the development of coherent speech goes from mastering situational speech to mastering contextual speech, then the process of improving these forms proceeds in parallel, the formation of coherent speech, changes in its functions depend on the content, conditions, forms of communication of the child with others, and is determined by the level of his intellectual development. The development of coherent speech in preschool children and the factors of its development were also studied by E.A. Flerina, E.I. Radina, E.P. Korotkova, V.I. Loginova, N.M. Krylova, V.V. Gerbova, G.M. Lyamina.

The methodology for teaching monologue speech is clarified and supplemented by the research of N.G. Smolnikova on the development of the structure of coherent utterances in older preschoolers, E.P. Korotkova’s research on the peculiarities of preschoolers’ mastery of various functional types of texts. Mastery of coherent monologue speech is one of the central tasks of speech development of preschool children. Its successful solution depends on many conditions (speech environment, social environment, family well-being, individual personality characteristics, cognitive activity of the child, etc.), which should and can be taken into account in the process of educational work and targeted speech education. Methods and techniques for teaching preschoolers coherent speech are also studied in many ways: E.A. Smirnova and O.S. Ushakov reveal the possibility of using a series of plot paintings in the development of coherent speech; V.V. writes quite a lot about the possibility of using paintings in the process of teaching preschoolers to tell stories. Gerbova, L.V. Voroshnina reveals the potential of coherent speech in terms of the development of children's creativity.

Coherent speech, being an independent species speech-thinking activity, at the same time performs important role in the process of raising and teaching children, because it acts as a means of obtaining knowledge and a means of monitoring this knowledge.

Modern psychological and methodological research notes that the skills of coherent speech, when developed spontaneously, do not reach the level that is necessary for a child’s full education at school. These skills need to be taught specifically. However, the ways of such training are not clear enough, since the scientifically based theory of speech development, according to T.A. Ladyzhenskaya, is just beginning to take shape; fundamental categories and concepts have not yet been sufficiently developed, such as sections of work on the development of coherent speech, content, teaching aids, and criteria for assessing the level of development of this type of communication.

Coherent monologue speech, representing a multidimensional problem, is the subject of study of various sciences - psychology, linguistics, psycholinguistics, social psychology, general and special techniques.

Initially, it is necessary to dwell on the interpretation of the concept of “coherent speech”, because a correct understanding of its psychological nature largely determines both the methods for identifying the degree of its immaturity in children with speech impairments and the methodology for its formation.

In the literature, when defining the essence of this type of speech, the emphasis is often on the word “connected”. Therefore, even such a unit of language as a sentence falls under the definition of “coherent speech”, on the basis that all the words in the sentence are related to each other.

At the same time, in the psychological and psycholinguistic literature, connected (or monologue, or contextual) speech is considered as a complex type of verbal communication, as a special type of speech-thinking activity, which has a more complex structure than a sentence or dialogical speech. This is precisely what determines the fact that even a well-developed skill in using phrases does not fully provide the ability to create coherent messages.

In contrast to dialogue, monologue as a long-term form of influence on the listener was first identified by L.P. Yakubinsky. As differential features of this form of communication, the author names connectedness, conditioned by the duration of speaking, “the mood of the speech series; the one-sided nature of the statement, not designed for an immediate response from the partner; the presence of pre-planning, preliminary thinking.”

All subsequent researchers of coherent monologue speech, referring to the highlighted L.P. Yakubin characteristics focus on either the linguistic or psychological characteristics of the monologue. coherent speech preschool verbal

Taking the position of L.P. Yakubinsky about monologue as a special form of communication, L.S. Vygotsky characterizes monologue speech as the highest form of speech, historically developing later than dialogue. The specifics of the monologue (both oral and written forms) by L.S. Vygotsky sees in its special structural organization, compositional complexity, the need for maximum mobilization of words.

Clarifying the thought of L.P. Yakubinsky about the presence of predetermination and preliminary thinking characteristic of the monologue form of speech, L.S. Vygotsky especially emphasizes its consciousness and intentionality.

L. Rubinstein, developing the doctrine of monologue speech, first of all notes that it is based on the ability to reveal a thought in a coherent speech structure.

The author explains the complexity of monologue speech, noted by researchers, by the need to “convey in speech terms “a more or less extensive speech whole, intended for an outside listener and understandable to him.”

Preferring the term “coherent speech” to the term “monologue speech,” the author emphasizes that it is the consideration of the listener that organizes it, thus, when it becomes necessary to reflect all the essential connections of the subject content in speech terms, since “... every speech talks about something.” then, i.e. has some object; Every speech at the same time addresses someone - a real or possible interlocutor or listener.” The author calls the representation of semantic relations in speech a speech context, and speech that has this quality is contextual or coherent.

Thus, S.L. Rubinstein clearly distinguishes two interconnected levels in contextual speech: mental and speech, which allows us to approach the analysis of coherent speech as a special type of speech-thinking activity.

Analyzing the process of formation of coherent speech, S.L. Rubinstein especially emphasizes the fact that “the development of vocabulary and mastery of grammatical forms are included in it as private aspects” and in no way determine its psychological essence.”

Outlined in the works of S.L. Rubinstein’s idea about the presence of a mental (content) and speech (structural) plan in contextual monologue speech was subsequently developed in the works of modern psychologists.

Communication development speech, namely monologue and dialogical, depends on how the child masters word formation and grammatical structure. If a child makes mistakes in word formation, the teacher should fix his attention on them in order to correct them later in an appropriate environment.

Work on the development of coherent speech is built taking into account the age characteristics of children, while it is important to take into account the individual characteristics of the speech development of each child (emotionality, spontaneity and at the same time the accuracy and correctness of the sound and grammatical design of the text).

1.2 Development of coherent speech in children of senior preschool age

A preschool educational institution develops all children's inclinations and abilities, and among them there is nothing more significant and important in importance than the ability to speak. Therefore, systematic teaching of speech, methodical development of speech and language form the basis of the entire system of education in kindergarten.

During the period of preschool childhood, significant changes occur in the thinking of children: their horizons expand, mental operations improve, new knowledge and skills appear, and therefore speech improves.

In the development of coherent speech, the close connection between the speech and mental development of children, the development of their thinking, perception, and observation is clearly evident. In order to talk about something well and coherently, you need to clearly imagine the object of the story (object, event), be able to analyze, select the main (for a given communication situation) properties and qualities, establish cause-and-effect, temporal and other relationships between objects and phenomena.

Observing various phenomena of the surrounding life (nature, everyday life, the work of adults, etc.), great importance is given to the development of coherent speech in children. The sky, water and earth, fields and forests, thunderstorms, the sound of the wind, the colors of golden autumn, the awakening of nature in spring - all this has an emotional impact on the child and encourages him to speak out. The possibility of repeated observations creates conditions for the correct consolidation of what is perceived in speech and provides material for comparison, generalization, and description of objects and phenomena. By observing nature, a child learns to find and correctly explain the relationship between objects and their changes in accordance with time, circumstances, i.e. explain the essence of the phenomenon. He begins to use sentences involving composition and submission. The methods and techniques we select for the development of coherent speech ensure conscious, deep and lasting mastery of the native language. Therefore, we strive to ensure that children accurately convey the results of observations.

The development of coherent speech in children is carried out in the process Everyday life, also in class. The ability to coherently, consistently accurately and figuratively express one’s thoughts also influences aesthetic development. When composing his stories, the child tries to use figurative words and expressions. Some children do not pronounce correctly all the sounds of their native language, do not know how to use intonation means of expression, or regulate the speed and volume of speech depending on the situation. There are also errors in the formation of different grammatical forms (genitive plural of nouns, agreement of nouns with adjectives, different ways of word formation). And, of course, a number of children find it difficult to construct complex syntactic structures, which leads to incorrect combination of words into a sentence and disruption of the connection between sentences in a coherent statement. And therefore, the development of coherent speech is inseparable from solving other problems of speech development: enrichment and activation of the vocabulary, the formation of the grammatical structure of speech, education sound culture speech. Thus, in the process of vocabulary work, the child accumulates the necessary vocabulary, gradually masters the ways of expressing certain content in words, and ultimately acquires the ability to express his thoughts most accurately and completely.

It is important to remember that children move to a coherent sentence first in stories of a calm, narrative nature. When conveying events that caused vivid emotional experiences, the child lingers longer on the situational-expressive presentation. Thus, when children reach senior preschool age, coherent speech reaches a fairly high level. The child answers questions with fairly accurate, brief or detailed (if necessary) answers. The ability to evaluate the statements and answers of comrades, supplement or correct them is developed. At the 6th year of life, a child can quite consistently and clearly compose descriptive and plot stories on the proposed topic. However, children still need a previous teacher model. The ability to convey in a story their emotional attitude to the objects or phenomena described is not sufficiently developed.

Two main types of communication The speeches taught in storytelling classes are dialogic and monologue speech. In classes with children of senior preschool age, we use objects and plot-based didactic pictures to compose stories. Also visual material - drawings and applications of children, slides, photographs from life, including their portraits. Children already have experience in composing descriptive stories based on a landscape painting.

At all age stages, the key to success is children’s understanding of the overall content of the picture (What is it about? Who is it about? What can it be called?). The degree of coherence of the story depends on how correctly the child perceived, comprehended and experienced what was depicted, how clear and emotionally significant the plot and images of the picture became for him. In order for children to better understand the picture, we conduct a preliminary conversation or explanations during the preliminary story. Often we conduct complex lessons on a plot painting: examination is interspersed with stories about individual parts of the painting, the description is combined with a narration about the depicted event, with the inventing of episodes that go beyond the scope of the recorded event.

When working with children, we noted some problems and difficulties in developing children’s skills to compose descriptive stories based on a picture:

the child’s inability to compose a story consistently, maintaining the general thread of the required topic;

replacing the compilation of a descriptive story with a listing of the objects depicted in the picture, as a result of which the story turns out to be meager and does not have elements of description;

inability to combine different parts of speech exactly according to meaning;

rare use of common and complex sentences when composing descriptive stories;

absence or insufficient expression of stories, children's tightness, repetition of what they had previously heard from other children, constraint in speech.

To solve these problems, we select different teaching methods: we explain the nature of the upcoming statement, give a sample of it, propose a plan for it, and at first we resort to compiling a collective story. An outline helps you write interesting descriptive stories. The questions, compiled and thought out by us in advance, require children to answer, think, prove, force them to compare and contrast facts, draw conclusions or proposals. We group the questions that we ask along the way so that, by answering them, the child can compose a complete story based on one of the fragments of the picture. To avoid compromising the integrity of the perception of the picture, we provide linking phrases that direct children to look at the next fragment and combine one part of the story with the subsequent picture. Throughout the year, children make up stories based on 4-5 wall paintings. I alternate classes on describing pictures with classes devoted to storytelling from pictures, postcards, and photographs, which we conduct in a playful way.

Children are very fond of creative (from the imagination) stories based on the picture. When familiarizing yourself with the picture, we ask several questions that stimulate the children’s imagination, forcing them to think either about the events that preceded what they see or about those that happened after. We explain the task to the children and invite them to tell us in their own way about what is not in the picture, but what they can guess. And if the children are ready to complete the task, you can not give a sample story, but give a detailed plan followed by analysis, which will well activate the children’s initiative. We reinforce the ability to come up with a story in classes with handouts. To do this, we use children's plot drawings, photographs, postcards, and small pictures.

Thus, the ability to speak coherently develops only with the targeted guidance of the teacher and through systematic training in the classroom. To summarize, we can state the following:

step-by-step work on teaching children storytelling in classes and in free activities in accordance with age characteristics;

The teacher’s use of a variety of teaching methods and techniques allows teachers to improve and qualitatively improve coherent speech in older children.

1.3 The role of word games in the development of coherent speech in children of senior preschool age

Preschool age is a period of active acquisition by a child of spoken language, the formation and development of all aspects of speech. Children with speech disorders have deviations not only in speech development, but also in the emotional-volitional sphere. Such children are characterized by instability of interests, decreased observation, decreased motivation, negativism, self-doubt, increased irritability, aggressiveness, touchiness, difficulties in communicating with others, and establishing contacts with their peers. Children's coherent speech is imperfect, stories are inconsistent and poor in epithets. However, it is very important to teach your child to clearly express his thoughts, plans, moods and desires using words and sentences, and not just through emotions alone. It is especially necessary to develop children’s speech and form speech communication in speech therapy groups.

The greatest effect of work on developing the speech of a preschooler will be obtained if it is carried out through a variety of games. One type of game is a verbal didactic game. Word games are built on the words and actions of the players. In such games, children learn, based on existing ideas about objects, to deepen their knowledge about them, since in these games it is necessary to use previously acquired knowledge in new connections, in new circumstances.

Children independently solve various mental problems; describe objects, highlighting their characteristic features; guess from the description; find signs of similarities and differences; group items by various properties, signs. When playing such games, children develop speech, memory, attention, logical thinking, and visual perception. Every teacher knows that preschoolers are very impressionable and quickly succumb to emotional influence.

They are actively involved in verbal and speech games. In my work, I take into account that in the junior and middle groups, games are aimed at developing speech, cultivating correct sound pronunciation, clarifying, consolidating and activating vocabulary, and developing correct orientation in space. And in older preschool age, children actively begin to develop logical thinking, and games are selected with the aim of developing mental activity and independence in solving problems: children must quickly find the right answer, formulate their thoughts accurately and clearly, and apply knowledge in accordance with the task. With the help of verbal games, children develop a desire to engage in mental work, which is important in preparing preschoolers for school. For the convenience of using verbal games in the pedagogical process, I use four groups of games proposed by Bondarenko A.K.

Let me give brief characteristics of each group:

group - games that develop the ability to identify essential features of objects and phenomena: “Shop”, “Guess It?”, “Radio”, “Yes - No”, “Whose Things?”

group - games used to develop children’s ability to compare, contrast, notice differences, and make correct conclusions: “Similar - not similar,” “Who will notice more fables?”

group - games with the help of which the ability to generalize and classify objects according to various criteria is developed: “Who needs what?”, “Name three words”, “Name in one word”.

group - games to develop attention, intelligence, quick thinking, endurance, sense of humor: “Broken phone”, “Paints”, “It flies - it doesn’t fly”, “Don’t name white and black”.

Verbal games are the most complex: they are not associated with the direct perception of an object; in them, children must operate with ideas. These games are of great importance for the development of a child’s thinking, since in them children learn to express independent judgments, draw conclusions and conclusions without relying on the judgments of others, and notice logical errors.

Of the verbal games, games that are very interesting for the development of speech are guessing games: “What would happen...?” or “What would I do...”, “Who would I like to be and why?”, “Who would I choose as a friend?” etc. These games help develop children’s ability to make statements, statements or generalized evidence. The first include assumptions: “It would become dark,” “It would be impossible to play,” “It would be impossible to read, draw,” etc., which children express based on their experience.

More meaningful answers: “Factories could not work - for example, bake bread”, “Trams, trolleybuses would stop, and people would be late for work”, etc. These games require the ability to correlate knowledge with circumstances, to establish causal relationships. They also contain a competitive element: “Who can figure it out faster?” Older children love such games and consider them “difficult games” that require the ability to “think.” I would like to especially note the word games I use that awaken the imagination of children: “What would I see on the Moon if I were an astronaut”, “What would I do if I were a wizard”, “If I became invisible”. They are played similarly to the previous game. The teacher begins: “If I were a wizard, I would make sure that all people were healthy.”

It is safe to say that these games teach children to fantasize, and even encourage children with speech problems to actively express themselves. After all, children are different, and they have different dreams: some want to be astronauts, others want to be doctors, so that everyone is healthy, and others (paying tribute to their love for the teacher) want to be teachers too. The value of these games is also that they activate and enrich the vocabulary. When working with children on vocabulary, I use riddle games as word games. Currently, riddles, telling and guessing, are considered as a type of educational game. The main feature of a riddle is an intricate description that needs to be deciphered (guessed and proven).

For this purpose, you can hold “Guess the Riddle” evenings. Children not only guess new riddles proposed by me, but also prepare their own riddles in advance with their parents for such evenings. Verbal games to develop and activate vocabulary can be played with a ball. This helps keep the child's attention; after all, children attending speech therapy groups are, as a rule, inattentive and often distracted.

I use the following types of ball games:

1. Throwing the ball while repeating the named word or phrase.

2. Tossing the ball while naming antonyms (“Say the opposite”).

3. Tossing the ball while naming synonyms and words that are similar in meaning (“Say the same thing, but in a different way,” for example, path - road, small - small, tiny, tiny, etc.)

4. Throwing the ball and naming an object of any group (for classification).

5. Throwing a ball while naming a word with a given sound, etc.

The use of verbal and play activities increases the effectiveness of children’s speech development and allows them to develop a variety of skills that will become the basis for further successful learning. Properly organized and systematically conducted games help the development of coherent speech, significantly replenish vocabulary, and make children’s speech more literate and expressive. The problem of mastery of words is relevant today for all ages, this is evidenced by the fact with what enthusiasm parents are involved in the process of playing with words, with what pride children talk about their achievements. Parents can be introduced to word games through information stands, individual conversations, at meetings, and open screenings.

Memos and booklets help the teacher bring the necessary information on speech development to every parent. Verbal games can be used by organizing KVN events, “round tables”, “Field of Miracles”, etc. together with parents and children. Parents get involved in the gameplay and get a lot positive emotions, learn new word games that you can play with your child on the way home, in transport, at home.

By practicing verbal games with their child at home, parents enter into a certain creative and emotional contact with him, which is valuable for establishing communicative relationships. And the child, in turn, solving simple educational game tasks, rejoices at his results and achievements.

Chapter II. Contents and methods of developing coherent speech in children of senior preschool age

2.1 Ascertaining experiment

The experimental study was carried out on the basis of preschool educational institution No. 21 “Teremok” (Moscow region, Dubna, Karl Marx str., 27). The study involved 20 children aged 5-6 years.

Methodology for studying coherent monologue speech in children of senior preschool age. The methodology for studying the development of coherent speech is presented by many modern researchers: V.P. Glukhova, N.S. Zhukova, T.B. Filicheva, E.P. Korotkova, F.A. Sokhin, A.M. Bykhovskaya and N.A. Kazovoy, O.S. Ushakova, N.V. Nishcheva and others, both in general preschool and special pedagogy.

To study the state of coherent speech of preschool children, the following methods are used:

vocabulary examination according to a special scheme;

study of coherent speech using a series of tasks;

observation of children in the process of educational, subject-practical, gaming and everyday activities in a children's educational institution;

study of medical and pedagogical documentation (data from anamnesis, medical and psychological studies, pedagogical characteristics and conclusions, etc.); using data from conversations with parents, educators and children.

We will focus on the study of coherent monologue speech using a series of tasks, based on the methodology of V.P. Glukhova. V.P. Glukhov proposes a system for teaching storytelling, consisting of several stages. Children master the skills of coherent speech in the following forms: composing statements based on visual perception, reproducing a listened text, composing a descriptive story, storytelling with elements of creativity. At the same time, visual material from the relevant manuals by O.S. was used. Gomzyak, N.V. Nishcheva, G.A. Kashe, T.B. Filicheva and A.V. Soboleva, V.V., Konovalenko, O.E. Gribova and T.P. Bessonova. For the purpose of a comprehensive study of children’s coherent speech, a series of tasks were used, which included:

Drawing up proposals for individual situational pictures;

Making a sentence based on three pictures related thematically;

Retelling a text (a familiar fairy tale or short story);

Compiling a story based on a series of plot pictures;

Writing a story based on personal experience,

Compiling a descriptive story.

The ability of children to convey the content of a familiar literary text, a visually perceived plot situation, as well as their life impressions and their own ideas was determined. The results of completing tasks were recorded in protocols based on schemes for assessing the level of task completion.

Exercise 1: Making proposals based on individual situational pictures (action pictures).

Target: determine children’s ability to compose an adequate complete statement at the phrase level.

Tasks: develop in children the independent establishment of semantic relationships in statements and convey them in the form of a phrase corresponding in structure.

Instructions.

Preparation of the study: To conduct the study, several pictures of the following sample are required:

The girl is sitting on a chair.

A boy is reading a book.

The boy catches fish.

A girl is skating (sleighing).

The study is carried out in an individual form. When showing each picture, the child is asked a question-instruction: “Tell me what is drawn here? Who (what) is this? What is he (she) doing?

The criteria for assessing the level of task completion are given in Table 1.1.

Table 1.1

Criteria for assessing the level of completion of the task of drawing up proposals for individual situational pictures

High level Answer to a task-question in the form of a grammatically correctly constructed phrase, adequate in meaning to the content of the proposed picture, complete or accurately depicting its subject content 5 points Average Long pauses while searching for the right word 4 points Insufficient Combination of the indicated shortcomings of information content and lexico-grammatical structuring of the phrase when performing all (or most) task options 3 points Low An adequate phrase-statement is composed using an additional question indicating the action performed by the subject. Not all variants of the task were completed 2 points The task was completed inadequately Lack of an adequate phrasal answer using an additional question. Composing a phrase is replaced by listing the objects depicted in the pictures1 point

Table 1.2

Diagnostic card for task No. 1

1Olya A. 3 2Inna A. 3 3Alexander V. 3 4Maria V. 4 5Ruslan G. 2 6Dima G. 3 7Vadim D. 2 8Daniil Z. 3 9Daniil I. 4 10Ramzan K. 1 11Rustam K. 2 12Georgy K. 3 13Olya K. 3 14Ira M. 4 15Dasha M. 2 16David N. 3 17Zakhar O. 4 18Egor P. 3 19Yanina Shch. 3 20Vitalia E. 4

Task 2: Making a sentence based on three pictures (for example: grandmother, threads, knitting needles).

Target: identify children's ability to make a sentence based on three pictures.

Tasks: develop children’s ability to establish logical and semantic relationships between objects and convey them in the form of a complete phrase-statement.

Instructions. The child is asked to name the pictures and then compose a sentence so that it talks about all three objects.

The criteria for assessing the level of task completion are given in Table 1.2.

Table 2.1.

Criteria for assessing the level of completion of the task of making sentences based on three pictures

Level of task completion Analysis of results Score in points High The phrase is composed taking into account the subject content of all the proposed pictures, it is an adequate in meaning, grammatically correct, and sufficiently informative statement. 5 points Average If children have certain deficiencies in constructing a phrase that is adequate in meaning and corresponding to the probable subject situation 4 points Insufficient The phrase is composed based on the subject content of only two pictures. When assistance is provided (indication of omission), the child composes a statement adequate in content 3 points Low The child was unable to compose a phrase statement using all three pictures, despite the assistance provided to him 2 points Inadequate The proposed task was not completed 1 point

Table 2.2.

Diagnostic card for task No. 2

No. Child Diagnostic result (in points)1Olya A. 3 2Inna A. 3 3Alexander V. 3 4Maria V. 3 5Ruslan G. 2 6Dima G. 3 7Vadim D. 3 8Daniil Z. 4 9Daniil I. 2 10Ramzan K. 1 11Rustam K. 2 12Georgy K. 3 13Olya K. 3 14Ira M. 2 15Dasha M. 4 16David N. 3 17Zakhar O. 3 18Egor P. 2 19Yanina Shch. 3 20Vitalia E. 3

Task 3: Retelling a text (a familiar fairy tale or short story).

Target: to identify the ability of children with special needs to reproduce a literary text that is small in volume and simple in structure.

Tasks: develop children’s ability to convey the content of a story completely without semantic omissions or repetitions.

For this we used the fairy tale “Teremok”, familiar to children. The text of the work was read twice, and before reading again, instructions were given to compose a retelling. When analyzing the compiled retellings, special attention was paid to the completeness of the transmission of the content of the text, the presence of semantic omissions, repetitions, adherence to the logical sequence of presentation, as well as the presence of semantic and syntactic connections between sentences and parts of the story.

Table 3.1

Criteria for assessing the level of completion of a text retelling task

Level of task completionAnalysis of resultsScore in pointsHigh If the retelling is compiled independently, the content of the text is fully conveyed 5 points Medium The retelling is compiled with some help (motivations, stimulating questions), but the content of the text is fully conveyed 4 points Insufficient There are omissions of individual moments of the action or an entire fragment 3 points Low The retelling is compiled on leading questions, the coherence of the presentation is broken 1 point. 2 points The task was completed inadequately The task not completed1 point

Table 3.2

Diagnostic card for task No. 3

No. Child Diagnostic result (in points)1Olya A. 4 2Inna A. 2 3Alexander V. 4 4Maria V. 4 5Ruslan G. 3 6Dima G. 3 7Vadim D. 3 8Daniil Z. 3 9Daniil I. 3 10Ramzan K. 1 11Rustam K. 1 12Georgy K. 3 13Olya K. 4 14Ira M. 3 15Dasha M. 3 16David N. 2 17Zakhar O. 4 18Egor P. 3 19Yanina Shch. 4 20Vitalia E. 3

Task 4: Compiling a story based on a series of plot pictures.

Target: identifying children’s abilities to compose a coherent plot story based on the visual content of successive fragments-episodes.

Tasks: strengthen children's ability to develop phrasal speech when composing a story based on a picture.

Instructions . This task was used to identify children's abilities to compose a coherent story based on the visual content of successive fragments-episodes. Using three plot pictures, the children made up the story “Feeder”. The pictures are laid out in the required sequence in front of the child, who carefully examines them and composes a story based on the pictures.

Table 4.1.

Criteria for assessing the level of completion of the task of writing a story based on a picture

Level of task completion Analysis of results Score High A coherent story has been compiled independently 5 points Average The story has been compiled with some help (stimulating questions, indications of the picture), the content of the pictures is sufficiently fully reflected 4 points Insufficient The story has been compiled using leading questions and indications of the corresponding picture or its specific detail 3 points Low The story has been compiled using leading questions, its coherence is sharply disrupted, significant moments of action and entire fragments are omitted, which violates the semantic correspondence of the story to the depicted plot 2 points Inadequate Task not completed 1 point

Table 4.2

Diagnostic card for task No. 4

No. Child Diagnostic result (in points)1Olya A. 3 2Inna A. 3 3Alexander V. 3 4Maria V. 3 5Ruslan G. 3 6Dima G. 2 7Vadim D. 3 8Daniil Z. 3 9Daniil I. 3 10Ramzan K. 2 11Rustam K. 1 12Georgy K. 3 13Olya K. 4 14Ira M. 3 15Dasha M. 3 16David N. 3 17Zakhar O. 5 18Egor P. 2 19Yanina Shch. 3 20Vitalia E. 3

Task 5: Writing a story based on personal experience.

Target: identify the individual level and characteristics of proficiency in coherent phrasal and monologue speech when conveying one’s life impressions.

Tasks: develop phrasal speech when composing a message without visual or textual support. Instructions. The children were asked to tell what was on the site; what children do in the area, what games they play; name your favorite games and activities; remember winter games and entertainment.

Table 5.1.

Criteria for assessing the level of completion of a task for writing a story based on personal experience

Level of task completion Analysis of results Score in points High The story contains fairly informative answers to all questions 5 points Medium The story is compiled in accordance with the question plan of the task, most of the fragments represent coherent, fairly informative statements 4 points Low The story reflects all the questions of the task, some of its fragments are a simple listing of objects and actions, information content the story is insufficient 3 points Insufficient One or two fragments of the story are missing, most of it is a simple listing of objects and actions 2 points The task is completed inadequately The task is not completed 1 point

Table 5.2

Diagnostic card for task No. 5

No. Child Diagnostic result (in points)1Olya A. 4 2Inna A. 3 3Alexander V. 3 4Maria V. 3 5Ruslan G. 3 6Dima G. 4 7Vadim D. 2 8Daniil Z. 3 9Daniil I. 2 10Ramzan K. 1 11Rustam K. 1 12Georgy K. 2 13Olya K. 3 14Ira M. 3 15Dasha M. 4 16David N. 3 17Zakhar O. 4 18Egor P. 3 19Yanina Shch. 3 20Vitalia E. 4

Task 6: Compiling a descriptive story.

Target: identifying the completeness and accuracy of the reflection of the main properties of the subject in the story, the presence of a logical and semantic organization of the message. Tasks: develop in children the ability to reflect the basic properties of objects using linguistic means of verbal characteristics. Instructions. The speech therapist introduces the children to each symbol and talks about how the diagram will help compose a story about vegetables.

Story outline:

1. What is this item?

2. Where does it grow?

3. What does the vegetable taste like?

4. What does it feel like?

5. What shape is the vegetable?

6. What color is the vegetable?

7. What can you cook from a vegetable?

Table 6.1

Criteria for assessing the level of implementation of the story description

Level of task completion Analysis of results Score in points High The description story reflects all the main features of the object, an indication of its functions or purpose is given, a logical sequence is observed in the description of the features of the item. 5 points Average The description story is quite informative, is distinguished by its logical completeness, it reflects most of the main properties and qualities of the subject. 4 points Insufficient The narrative-description is composed with the help of separate motivating and leading questions, it is not informative enough, it does not reflect some essential features of the subject. 3 points Low The story is composed with the help of repeated leading questions, indications of the details of the subject. The description of the item does not reflect many of its essential properties and features. There is no logical sequence of the story. 2 points The task was completed inadequately The task was not completed. 1 point

Table 6.2

Diagnostic card for task No. 6

No. Child Diagnostic result (in points)1Olya A. 4 2Inna A. 4 3Alexander V. 3 4Maria V. 4 5Ruslan G. 3 6Dima G. 3 7Vadim D. 3 8Daniil Z. 3 9Daniil I. 4 10Ramzan K. 1 11Rustam K. 2 12Georgy K. 4 13Olya K. 3 14Ira M. 3 15Dasha M. 3 16David N. 3 17Zakhar O. 4 18Egor P. 3 19Yanina Shch. 4 20Vitalia E. 3

The criteria for classifying a child to a particular level are based on the summation of scores for all six tasks.

A high level of development of coherent speech includes children who score 21 points or higher on all tasks of the method.

The average level of development of coherent speech includes children who scored from 20 to 15 points on all tasks from the methodology.

The insufficient level of development of coherent speech includes children who scored from 14 to 9 points on all test methods.

TO low level development of coherent speech include children who scored from 8 to 3 points on all tasks and methods.

In a summary table, we present children’s grades for all tasks and sum up the points received to identify the children’s level

Table 7

1Olya A. 33434421 2Inna A. 33233418 3Alexander V. 33433319 4Maria V. 43433421 5Ruslan G. 22333316 6Dima G. 33324318 7Vadim D. 23332316 8Daniil Z. 34333319 9Daniil I. 42332418 10Ramzan K. 1112117 11Rustam K. 2211129 12Georgy K. 33332418 13Olya K. 33443320 14Ira M. 42333318 15Dasha M. 24334319 16David N. 33233317 17Zakhar O. 43454424 18Egor P. 32323316 19Yanina Shch. 33433420 20Vitalia E. 43334320

In the following table 8 we present data on the level of development of monologue speech in the tested children:

Table 8.

level of development of monologue speech in the tested children

High21 points and above 315 Average: 20 to 15 points 1575 210 Low8 and below

Dialogue speech is also one of the most important indicators of the development of coherent speech. The content of the work on teaching older preschoolers includes teaching children the ability to conduct a conversation, answer questions with detailed and monosyllabic answers, be able to listen to the statements of others and tactfully correct mistakes, supplement answers, and make their own remarks. Kids also need to be taught the quality of speech, that is, to be friendly, tactful, polite, maintain a posture when speaking, and look into the face of the interlocutor.

The teacher can choose the topic of conversation himself or ask the children what they want to talk to him about. If the child does not want to talk, there is no need to insist. When a child first begins to attend kindergarten, he may remain silent and not make contact with the teacher and other children; at such moments the teacher should be especially affectionate, but at the same time persistent: talk more when addressing the baby, play with him, at the same time name your actions.

During the day, the teacher needs to find time for short conversations with all the children; this will include the time of morning reception of children in kindergarten, washing, dressing and walking.

To develop children's dialogical speech skills, the teacher should use verbal instructions. At the same time, the teacher gives the children a sample request, sometimes asking the child to repeat it to check whether he remembers the phrase. This also helps to reinforce forms of polite speech.

To develop the initial forms of speech-interview, the teacher plans and organizes a joint examination with children of illustrations, favorite books, and children's drawings. The teacher’s short emotional stories (what he observed on the bus; how he spent his weekend), which evoke various similar memories in the children’s memory and activate their judgments and assessments, will help stimulate a conversation on a specific topic.

An effective teaching technique is to bring children of different ages together to talk. In these cases, the guests ask, and the hosts talk about life in their group, about toys. It is also possible to organize a fairy tale production with children of different ages using costumes and attributes. For example: a production of the fairy tale “Teremok”, where older preschoolers begin the fairy tale by involving younger preschoolers in it.

A good opportunity for the development of speech in preschoolers is provided by children’s independent games and their work, for example, such role-playing games as “to the family,” “to kindergarten,” “to the hospital,” and later “to school.”

In older groups, the topics of conversation are the most varied and more complex. For example: you can invite children to remember their favorite fairy tale or game. The greatest attention is paid to developing communication skills with adults, and children learning the rules of speech behavior in public places. In collective conversations, children are encouraged to complement each other, correct a friend, and ask a question to their interlocutor.

Communication with children is very important. With its help, you can influence the comprehensive development of a child’s speech: correct mistakes, ask questions, give an example of correct speech, develop dialogic and monologue speech skills. In an individual conversation, it is easier for the teacher to focus the child’s attention on individual errors in his speech. During the conversation, the teacher can better study all aspects of the child’s speech, identify its shortcomings, determine which exercises are best to use for speech development, and find out his interests and aspirations.

Communication with children can be individual and collective. The whole group or several children participate in a collective conversation. The best time for group conversations is a walk. For individual communication, morning and evening hours are best. evening hours. But whenever a teacher speaks to children, the conversation should be beneficial, interesting and understandable. The teacher uses all moments in the life of a kindergarten or group to talk with children. When accepting children to kindergarten in the morning, the teacher can talk to each child, ask him about something (who bought such a beautiful blouse? Where will they go on vacation? What was interesting at the weekend?).

The topics and content of conversations are determined by the tasks of education and depend on the age characteristics of the children, but at the same time, conversations should be close and accessible to children and based on their experience and knowledge. In the younger group, the circle of conversations is related to what surrounds children, what they directly observe: toys, transport, the street, family. In the middle and senior groups, topics for conversation are expanded due to the new knowledge and experience that children receive from the surrounding life, books, and television. You can talk to a child about what he has not seen, but what he has been read about in books, what he has heard about. The topics of conversations are determined by the interests and needs of the children; such conversations are conducted naturally and lively. The teacher has a great influence on the development of children's speech. In this regard, his own speech must be correct, expressive and accessible to children. Also, the teacher’s speech should contain many apt expressions, sayings, poems, and epithets. We diagnosed the speech development of children using the method of F. G. Daskalova.

Task No. 1. Free verbal associations for a specific word.

Task: “We will play a game with words. I’ll tell you one word, and you tell me another - whatever you want.”

Red.

The evaluation criteria are given in Table 9.1:

Table 9.1.

Criteria for assessing the completion of task No. 1

Level of task completion Analysis of results Score in points High Most of the association words are named correctly (adequate to the stimulus word) 5 points Average At least 3 associations are adequate to the stimulus word 4 points Insufficient 2 words are adequate to the stimulus word 3 points Low The task is completed with the help of the teacher 2 points The task is completed inadequately The task is not completed. 1 point

The result of completing the task will be placed in table 9.2.

Table 9.2.

Result of task No. 1

No. Child Diagnostic result (in points)1Olya A.42Inna A.33Alexander V.34Maria V.35Ruslan G.36Dima G.47Vadim D.38Daniil Z.39Daniil I.410Ramzan K.011Rustam K.112Georgiy K.313Olya K.314Ira M.415Dasha M.316David N.317Zakhar O .418Egor P.319Yanina Shch.320Vitalia E.3

Task No. 2. Associative addition of a word in a sentence - selection and active use of nouns

The child is pushing...

The girl is shaking...

The bunny is crunching... .

Mom is washing... .

The girl is watering...

The evaluation criteria for tasks 2-6 are given in Table 10:

Table 10.

Criteria for assessing the completion of tasks No. 2-6 for the diagnosis of dialogic speech

Level of task completion Analysis of results Score in points High All answers are correct 5 points Average Most of the answers are correct (1 wrong answer is allowed) 4 points Insufficient Most of the answers are not correct, but the task is completed independently (two incorrect answers) 3 points Low The task is completed with the help of the teacher 2 points The task is completed inadequately The task is not completed 1 point

Table 11. Diagnostic sheet for task No. 2

No. Child Diagnostic result (in points) 1Olya A.32Inna A.33Alexander V.44Maria V.55Ruslan G.36Dima G.47Vadim D.48Daniil Z.39Daniil I.410Ramzan K.111Rustam K.112Georgiy K.413Olya K.414Ira M.415Dasha M.316David N.317Zakhar O .418Egor P.319Yanina Shch.320Vitalia E.3

3rd test. Selection and active use of verbs

What is the bunny doing?

What is the child doing?

What is the rooster doing?

What does mom do?

What is dad doing?

Table 12.

Diagnostic sheet for task No. 3

No. Child Diagnostic result (in points)1Olya A.32Inna A.33Alexander V.44Maria V.55Ruslan G.36Dima G.47Vadim D.48Daniil Z.39Daniil I.410Ramzan K.111Rustam K.112Georgiy K.413Olya K.414Ira M.415Dasha M.316David N.317Zakhar O .418Egor P.319Yanina Shch.320Vitalia E.3

Task No. 4. Selection and active use of adjectives

What kind of apple is it (by size, color, etc.)?

What dog?

What elephant?

Which flowers?

What winter?

Table 13.

Diagnostic sheet for task No. 4

No. Child Diagnostic result (in points)1Olya A.42Inna A.43Alexander V.54Maria V.45Ruslan G.46Dima G.37Vadim D.48Daniil Z.39Daniil I.410Ramzan K.211Rustam K.112Georgiy K.413Olya K.314Ira M.415Dasha M.416David N.317Zakhar O .518Egor P.319Yanina Shch.420Vitaliya E.3

Task No. 5. Making a sentence based on three specific words

Doll, girl, dress;

Aunt, stove, cat;

Uncle, truck, firewood.

Table 14.

Diagnostic sheet for task No. 5

No. Child Diagnostic result (in points)1Olya A.42Inna A.43Alexander V.34Maria V.55Ruslan G.46Dima G.47Vadim D.48Daniil Z.39Daniil I.310Ramzan K.111Rustam K.112Georgiy K.513Olya K.514Ira M.415Dasha M.416David N.317Zakhar O .418Egor P.319Yanina Shch.420Vitalia E.3

Task No. 6. Verbal explanation of a specific action and its sequence

Task:

1. Explain: how can you make a house out of these cubes?

2. Explain: how to play hide and seek or a game you know and love?

Table 15.

Diagnostic sheet for task No. 6

No. Child Diagnostic result (in points)1Olya A.42Inna A.43Alexander V.54Maria V.45Ruslan G.46Dima G.37Vadim D.48Daniil Z.39Daniil I.410Ramzan K.211Rustam K.212Georgiy K.413Olya K.414Ira M.515Dasha M.416David N.317Zakhar O .418Egor P.419Yanina Shch.420Vitaliya E.3

In Table 16 we present summary indicators for all tasks to determine the level of development of dialogic speech and calculate the overall level of development of dialogic speech in children.

Table 16.

No. Child Diagnostic result (in points) Task 1 Task 2 Task 3 Task 4 Task 5 Task 6 Sum of points1Olya A.323332 16 2Inna A.333322 16 3Alexander V.333343 19 4Maria V.323322 15 5Ruslan G.333333 18 6Dima G.233332 16 7Vadim D.333323 17 8Daniil Z.323332 16 9Daniil I.433322 17 10Ramzan K.122121 9 11Rustam K.112221 9 12Georgy K.323333 17 13Olya K.343333 16 14Ira M.343343 17 15Dasha M.333224 17 16David N.333332 17 17Zakhar O.344233 19 18Egor P.233332 16 19Yanina Shch.333232 16 20Vitaliya E.323231 14

Table 17 shows the level of development of dialogic speech:

Table 17

Level of speech development Level (in points) Number of children Persons%High21 points and above 00 Average: 20 to 15 points 1785 InsufficientFrom 14 to 9 points 315 Low8 and below 00

In Table 18 we present the summary results of a study of the level of development of coherent speech (monologue and dialogic speech) of older preschoolers.

Table 18.

Diagnostics of the study of coherent speech

Level of coherent speechCoherent speech (in%) Monologue speechDialogue speechHigh 150 Average 7517 Inadequate 103 Short 00

For clarity, we present the results of the study in a diagram:

Rice. 1. Diagram of levels of development of coherent speech of older preschoolers

Thus, the study showed that the children who took part in the diagnostics mainly had a low and medium level of coherent speech.

Based on the diagnostic results, we divided the children into two groups: control (10 people) and experimental (10 people).

In Table 19 we present the level of development of coherent speech of older preschoolers in each group to obtain more clear results when conducting a control experiment:

Table 19.

Level of development of coherent speech in the control and experimental groups

Level of development of coherent speech Diagnostic result by group Control group Experimental group Monologue speech Dialogue speech Monologue speech Dialogue speech High 2010 Average 70908080 Inadequate 10101020 Short 0000

Thus, the control group included children with both low, average and high levels of development of coherent speech; in the experimental group we included children mainly with insufficient and average levels of development to more clearly confirm or refute the effectiveness of the developed teaching methodology.

The results of the ascertaining stage of the study allowed us to propose a system of word games for the development of coherent speech in children of senior preschool level.

2.2 Formative experiment

Of all the knowledge and skills, the most important, the most necessary for life activities, is the ability to speak clearly, understandably, and beautifully in one’s native language. Throughout his life, a person improves his speech and masters a variety of linguistic means.

Mastering coherent oral speech, developing fantasy, imagination and the ability for literary creativity is the most important condition quality preparation for school. An important component of this work is: the development of figurative speech, cultivating interest in the artistic word, and developing the ability to use means of artistic expression in independent expression. A number of games and exercises help achieve these goals.

The purpose of the formative stage of the experiment:to test the developed methodology of word games for the development of coherent speech in children of senior preschool age (5-6 years).

Word games- these games are built on the words and actions of the players. In such games, children learn, based on existing ideas about objects, to deepen their knowledge about them. Since these games require the use of previously acquired knowledge in new connections, in new circumstances. Children independently solve various mental problems; describe objects, highlighting their characteristic features; guess from the description; find signs of similarities and differences; group objects according to various properties and characteristics. These didactic games are carried out in all age groups, but they are especially important in the education and training of children of senior preschool age, as they help prepare children for school. This develops the ability to listen carefully to the teacher, quickly find an answer to the question posed, accurately and clearly formulate your thoughts, and apply knowledge in accordance with the task. All this develops the speech of a preschool child and promotes the activation of coherent speech. For the convenience of using word games in the pedagogical process, they can be conditionally combined into four groups. The first of them includes games with the help of which they develop the ability to identify the essential characteristics of objects and phenomena: “Guess it?”, “Shop”, “Yes - No”, etc. The second group consists of games used to develop children’s ability to compare , compare, make the right conclusions: “It’s similar - it’s not similar,” “Who will notice the fables more?” Games, with the help of which the ability to generalize and classify objects according to various criteria is developed, are combined in the third group: “Who needs what?”, “Name three objects”, “Name in one word”, etc. In a special fourth group, games based on development of attention, intelligence, quick thinking, endurance, sense of humor: “Broken phone”, “Paints”, “Flies - does not fly”, etc.

Let's take a look at some of the games we offer.

Games for developing coherent speech

“Who will notice more fables?”

Task:Teach children to notice fables, illogical situations, and explain them; develop the ability to distinguish the real from the imagined.

Game rules.Whoever notices a fable in a story or poem must put a chip in front of him, and at the end of the game name all the noticed fables.

Game action.Using chips. (Whoever noticed and explained the most fables won).

Progress of the game.Children sit down so that they can put chips on the table. The teacher explains the rules of the game: - Now I will read you an excerpt from Korney Chukovsky’s poem “Confusion.” There will be a lot of fables in it. Try to notice and remember them. Whoever notices a fable will put down a chip, notice another fable, put a second chip next to it, etc. Whoever notices more fables wins. The chip can only be put down when you yourself have noticed the fable.

First, a small part of this poem is read, slowly, expressively, places with fables are emphasized. After reading, the teacher asks the children why the poem is called “Confusion.” Then the one who put aside fewer chips is asked to name the noticed fables. Children who have more chips name those fables that the first responder did not notice. You cannot repeat what has been said. If the child has placed more chips than fables in the poem, the teacher tells him that he did not follow the rules of the game and asks him to be more attentive next time. Then the next part of the poem is read. We must ensure that children do not get tired, because... the game requires a lot of mental effort. Having noticed from the children’s behavior that they are tired, the teacher must stop playing. At the end of the game, those who noticed more fables and explained them correctly should be praised.

“Where is the beginning of the story?”

Target:Learn to convey the correct temporal and logical sequence of a story using serial pictures.

Progress of the game.The child is asked to compose a story. Based on pictures. The pictures serve as a kind of outline for the story, allowing you to accurately convey the plot, from beginning to end. For each picture, the child makes one sentence and together they are connected into a coherent story.

“Find a place for the picture”

Target:teach to follow the sequence of actions.

Progress of the game.A series of pictures is laid out in front of the child, but one picture is not placed in a row, but is given to the child so that he can find the right place for it. After this, the child is asked to compose a story based on the restored series of pictures. Sets of serial pictures for posting

"Correct the mistake"

Target:teach how to establish the correct sequence of actions.

Progress of the game.A series of pictures are laid out in front of the child, but one picture is in the wrong place. The child finds the mistake, puts the picture in the right place, and then makes up a story based on the entire series of pictures.

“Which picture is not needed?”

Target:teach to find details that are unnecessary for a given story.

Progress of the game.A series of pictures are laid out in front of the child in the correct sequence, but one picture is taken from another set. The child must find an unnecessary picture, remove it, and then make up a story.

"Guess it"

Purpose of the game:teach children to describe an object without looking at it, to find significant features in it; recognize an object by description.

Progress of the game.The teacher reminds the children how they talked about familiar objects, made and guessed riddles about them and suggests: “Let's play. Let the objects in our room tell us about themselves, and we will guess from the description which object is speaking. We must follow the rules of the game: when you talk about an object, don’t look at it so that we don’t guess right away. Talk only about the objects that are in the room.” After a short pause (children must choose an object to describe and prepare to answer), the teacher places a pebble on the lap of anyone playing. The child stands up and gives a description of the object, and then passes the pebble to the one who will guess. Having guessed, the child describes his object and passes the pebble to another player so that he can guess. Plan for describing the item It is multi-colored and round in shape. You can throw it up, roll it on the ground, but you can’t play it in a group, as it can break the glass.

"Draw a fairy tale"

Target:teach how to make a drawing plan for a test and use it when telling stories.

Progress of the game.The child is read the text of the fairy tale and asked to write it down using drawings. Thus, the child himself makes a series of sequential pictures, based on which he then tells a fairy tale.

The story should be short. Of course, you can help the child, show him how to schematically draw a person, a house, a road; Determine with him which episodes of the fairy tale must be depicted, i.e. highlight the main plot twists.

"Photographer"

Target:teach how to write a description of a painting based on fragments of this painting.

Progress of the game.The adult asks the child to look at the large picture, as well as the small object pictures next to it. “The photographer took many pictures of one sheet. This is the overall picture, and these are parts of the same picture. Show where these fragments are located in the overall picture. Now tell me what this picture is about. Don’t forget to describe those details that the photographer photographed separately, which means they are very important.”

“What doesn’t happen in the world”

Target:teach how to find and discuss errors when looking at an absurd picture.

Progress of the game.After looking at the absurd pictures, ask the child not only to list the wrong places, but also to prove why this image is wrong. Then you will get a complete description of the picture, and even with elements of reasoning.

"How do you know?"

Target:learn to select evidence when composing stories, choosing essential features.

Progress of the game.In front of the children are objects or pictures that they have to describe. The child chooses any object and names it. The presenter asks: “How did you know it was a TV?” The player must describe the object, choosing only the essential features that distinguish this object from the rest. For each correctly named attribute, he receives a chip. The one who collects the most chips wins.

“And I would...”

Target:development of creative imagination, teaching free storytelling.

Progress of the game.After reading a fairy tale to your child, invite him to tell him what he would do if he found himself in this fairy tale and became one of the main characters.

"Make two stories"

Target:teach to distinguish the plots of different stories.

Progress of the game.Two sets of serial pictures are mixed in front of the child and asked to lay out two series at once, and then write stories for each series.

"Search for missing parts"

Target:teach how to write a description of a picture based on fragments of this picture.

Progress of the game.“The photograph has deteriorated, some fragments have been erased from the large picture. It's good that small photographs were preserved. Place each fragment in the right place and describe the picture that the photographer shot.”

Thus, the peculiarity of a verbal game for the development of speech and its final end is the result, which is determined by the didactic task, the game task, game actions and rules, and which the teacher anticipates using this or that game. Mastering the skills of sound-syllable analysis is of paramount importance for the correction and formation of the phonetic side of speech and its grammatical structure, as well as for the ability to pronounce words with a complex syllabic structure.

Children subconsciously learn to think through play. We need to take advantage of this and develop imagination and imagination from early childhood. Let children “invent their own bicycles.” Anyone who did not invent bicycles as a child will not be able to invent anything at all. It should be interesting to fantasize. Remember that play is always immeasurably more productive if we use it to put the child in pleasant situations that allow him to perform heroic deeds and, while listening to a fairy tale, see his future as fulfilling and promising. Then, while enjoying the game, the child will quickly master the ability to fantasize, and then the ability to imagine, and then to think rationally.

2.3 Control experiment

During the control experiment, we carried out a similar diagnosis of the level of development of coherent speech in children included in the control and experimental groups. Let's enter the results into summary table 20:

Table 20.

Summary diagnostic card tasks for the level of development of monologue speech

Control group No. Child Diagnostic result (in points) Task 1 Task 2 Task 3 Task 4 Task 5 Task 6 Sum of points 1Olya A. 43434422 2Inna A. 33333419 3Alexander V. 33434320 4Maria V. 43434422 5Ruslan G. 23333317 6Dima G. 33324318 7Vadim D. 23332316 8Daniil Z. 34333319 9Daniil I. 42332420 10Ramzan K. 1212129Experimental group11Rustam K. 22212211 12Georgy K. 43443422 13Olya K. 34444423 14Ira M. 43444423 15Dasha M. 34444423 16David N. 43343320 17Zakhar O. 44554426 18Egor P. 34334421 19Yanina Shch. 44434423 20Vitalia E. 44434524

In the following table 21 we present data on the level of development of monologue speech in the tested children:

Table 21.

Level of development of monologue speech in the tested children

High21 points and above 220880 Average: 20 to 15 points 770220 InsufficientFrom 14 to 9 points 11000 Low8 and below 0000

The table shows that as a result of classes with the experimental group, children showed better results than children from the control group.

In Table 22 we present a summary diagnostic chart based on the results of tasks on the level of development of dialogic speech at the control stage of the experiment.

Table 22

Summary diagnostic map of tasks for the level of development of dialogic speech

No. Child Diagnostic result (in points) Task 1 Task 2 Task 3 Task 4 Task 5 Task 6 Sum of points Control group 1Olya A. 33333217 2Inna A. 33333217 3Alexander V. 34334320 4Maria V. 43343421 5Ruslan G. 33333318 6Dima G. 23333216 7Vadim D. 33333318 8Daniil Z. 33334218 9Daniil I. 43333218 10Ramzan K. 12223111 Experimental group11Rustam K. 23232214 12Georgy K. 33433319 13Olya K. 34343320 14Ira M. 44334321 15Dasha M. 33334420 16David N. 43434321 17Zakhar O. 54444424 18Egor P. 44334321 19Yanina Shch. 43443321 20Vitalia E. 44434321

Table 23 shows the level of development of dialogic speech:

Table 23

Level of development of dialogic speech

Level of speech developmentLevel (in points) Control groupExperimental groupPerson%Person%High21 points and above 110770 Average: 20 to 15 points 880220 InsufficientFrom 14 to 9 points 110110 Low8 and below 0000

From Table 23 we see that in the experimental group, as a result of diagnostics, the majority of children with a high and average level of development of dialogic speech were identified, while in the control group the changes compared to the results of the ascertaining experiment are not so significant (children with an average level of development of dialogic speech predominate ). In Table 24 and the diagram we present the summary results of the study of the level of development of coherent speech (monologue and dialogic speech) of older preschoolers by groups (control and experimental).

Table 24. Level of development of coherent speech in the control and experimental groups

Level of development of coherent speech Diagnostic result by group Control group Experimental group Monologue speech Dialogue speech Monologue speech Dialogue speech High 20108070 Average 7080 2020 Insufficient 1010010 Low 0000

Rice. 2. Diagram for diagnosing the development of coherent speech in the control and experimental groups at the control stage of the experiment.

Thus, we see that diagnostics of the development of coherent speech (monologue and dialogic) at the control stage of the experiment revealed the effectiveness of the methodology used in working with the experimental group. The experimental group demonstrated much top scores, compared to the control group, despite the fact that at the ascertaining stage of the experiment, the groups were selected so that the experimental group included children with insufficient and average levels of development of coherent speech.

The organization of didactic games for the purpose of developing coherent speech by the teacher is carried out in three main directions:
preparation for the didactic game, its implementation and analysis.
Preparation for conducting a didactic game for the purpose of developing coherent speech includes:
- selection of games in accordance with the objectives of education and training, deepening and generalization of knowledge, development of sensory abilities, activation of mental processes (memory, attention, thinking, speech);
- establishing compliance of the selected game with the program requirements for the education and training of children of a certain age group; - determining the most convenient time for conducting a didactic game (in the process of organized learning in the classroom or during free time from classes and other routine processes);
- choosing a place to play where children can play quietly without disturbing others. Such a place is usually allocated in a group room or on a site.
- determining the number of players (the whole group, small subgroups, individually);
- preparation of the necessary didactic material for the selected game (toys, various objects, pictures, natural materials);
- preparation of the teacher himself for the game: he must study and comprehend the entire course of the game, his place in the game, methods of managing the game; - preparing children for play: enriching them with knowledge, ideas about objects and phenomena of the surrounding life necessary to solve the game problem.
Conducting didactic games for the purpose of developing coherent speech includes:
- familiarizing children with the content of the game, with the didactic material that will be used in the game (showing objects, pictures, a short conversation, during which the children’s knowledge and ideas about them are clarified);
- explanation of the course and rules of the game. At the same time, the teacher pays attention to the children’s behavior in accordance with the rules of the game, to the strict implementation of the rules (what they prohibit, allow, prescribe);
- demonstration of game actions, during which the teacher teaches children to perform the action correctly, proving that otherwise the game will not lead to the desired result(for example, one of the guys peeks when you should close your eyes);
- determining the role of the teacher in the game, his participation as a player, fan or referee;
- summing up the results of the game is a crucial moment in its management, since based on the results that children achieve in the game, one can judge its effectiveness and whether it will be used with interest in the children’s independent play activities.
The analysis of the game is aimed at identifying the methods of preparing and conducting it: which methods were effective in achieving the goal, what did not work and why. This will help improve both the preparation and the process of playing the game, and avoid subsequent mistakes. In addition, the analysis will allow us to identify individual characteristics in the behavior and character of children, and, therefore, correctly organize individual work with them.
When leading games in the older group, it is necessary to take into account the increased capabilities of children. At this age, the child is characterized by curiosity, observation, interest in everything new and unusual: he wants to solve the riddle himself, find correct solution tasks, express your own judgment. With the expansion of knowledge, changes occur in the nature of mental activity. Therefore, when selecting games, the main attention is paid to the degree of difficulty of the game rules and actions. The latter should be such that when performing them, children show mental and volitional efforts.
Competition motives occupy a large place in games: preschoolers are given greater independence, both in choosing a game and in creatively solving its problems. The role of the teacher in the game itself also changes. But here, too, the teacher clearly and emotionally introduces the students to its content, rules and actions, checks how they are understood, and plays with the children to consolidate knowledge. Then he invites the children to play on their own, while at first he monitors the actions and acts as an arbiter in controversial situations. However, not all games require such active participation of the teacher. Often he is limited to explaining the rules of the game before it starts. This primarily applies to many board-print games.
Thus, the management of didactic games for the purpose of developing coherent speech in older preschool age requires a lot of thoughtful work from the teacher in the process of their preparation and implementation. This is enriching children with relevant knowledge, selecting didactic material, and sometimes preparing it together with the students, organizing the environment for the game, as well as clearly defining one’s role in the game. In a didactic game, the correct combination of clarity, the words of the teacher and the actions of the children themselves with toys, play aids, and objects is necessary.
The use of visual material in older groups is varied, taking into account the growing experience of children, as well as new tasks in familiarizing themselves with the environment. Children of this age are attracted to screw toys, which are more complex in design; in addition, children use pictures (paired) and cubes divided into a larger number of parts than before. Visibility in the games of older preschoolers is, first of all, represented in the objects that children play with, which form the material center of the game; in pictures depicting objects, actions with them, the purpose of objects, their main features, properties of materials (games with paired pictures, games like picture lotto, dominoes, games with thematic series of pictures).
The initial demonstration of game actions by the teacher, a “test move” in the game, the use of incentive-control badges, tokens, chips - all this constitutes a visual fund of tools that the teacher uses when organizing and directing the game. The teacher demonstrates toys and objects in visual action, in motion. The teacher uses modeling as a means of understanding hidden connections and relationships. In games, plans are used to navigate various routes (games “Secrets”, “Find your toy”, “Labyrinth”, “Who can find the way to the house faster”). A lot of visual material is used in a series of didactic games on sensory education developed by L.A. Wenger. These are tables for expanding knowledge about the shape and size of an object, diagrams for laying out geometric shapes.
In didactic games for speech development, diagrams are used to compose descriptive stories about dishes, vegetables, toys, clothes, and seasons. Thus, the management of didactic games for the purpose of developing coherent speech in senior preschool age requires a lot of thoughtful work from the teacher in the process of their preparation and implementation. This is enriching children with relevant knowledge, selecting didactic material, sometimes preparing it together with the students, organizing the environment for the game, as well as clearly defining one’s role in the game.

Conclusion

The work reveals the problem of forming coherent speech in children of senior preschool age with the help of word games. Carrying out appropriate work on the formation of coherent speech, teachers direct their attention not only to the development and improvement of children’s speech development, to enriching their ideas about the environment, but also to the further development and improvement of the activities of intact analyzers.

This creates the basis for the favorable development of the child’s compensatory capabilities, which ultimately affects the effective acquisition of speech. In the kindergarten, children are provided with all the opportunities for the comprehensive formation of the behavior and personality of a child with a speech defect. In matters of improving coherent speech, the main task is not to overcome various grammatical errors in children’s speech, but to form grammatical generalizations. It is based on teaching children to independently form new words, during which the active assimilation of means and methods of word formation occurs. Along with this, it is also important to learn to use complex syntactic structures in statements, which occurs through the mobilization and awareness of linguistic means that accumulate when listening and understanding the speech of adults. As the main indicators of coherence, we must develop in children the ability to structurally correctly construct a text, while using the necessary means of connection between sentences and parts of a statement. We have revealed the problems of mastering coherent speech in children of senior preschool age and identified forms of work using word games.

During the research, diagnostics were carried out with children 5-6 years old. Based on this, we found that in children 5-6 years old, low and medium levels of coherent speech mainly predominate. Based on the results of the ascertaining stage of the study, we have proposed a system of didactic games for the development of coherent speech in older preschoolers. The peculiarity of a didactic game for the development of speech and its final end is the result, which is determined by the didactic task, the game task, game actions and rules, and which the teacher anticipates using this or that game.

Mastering the skills of sound-syllable analysis is of paramount importance for the correction and formation of the phonetic side of speech and its grammatical structure, as well as for the ability to pronounce words with a complex syllabic structure. The teacher organizes games in three main directions: preparation for conducting a verbal game, its implementation and analysis. Managing verbal games for the purpose of developing coherent speech in older preschool age requires a lot of thoughtful work from the teacher in the process of preparing and conducting them. This is enriching children with relevant knowledge, selecting didactic material, and sometimes preparing it together with the students, organizing the environment for the game, as well as clearly defining one’s role in the game. Based on the results of the study, we can conclude that the hypothesis stated in the work that didactic games are an effective means of developing coherent speech in preschoolers (5-6 years old) has been proven. The goal and objectives have been achieved.

List of used literature

1. Alekseeva M.M., Ushakova O.S. Interrelation of tasks of speech development of children in the classroom // Education of mental activity in preschool children. - M, 2008. - pp. 27-43.

2. Alekseeva M.M., Yashina V.I. Methods of speech development and teaching the native language of preschoolers: Textbook. aid for students higher and middle ped. textbook wound up - M.: Publishing center "Academy", 2009. - 400 p.

3. Arushanova A.G. On the problem of determining the level of speech development of a preschooler // in collection. scientific articles: Problems of speech development of preschoolers and primary schoolchildren / Responsible. ed. A.M. Shakhnarovich. - M.: Institute of National Problems of Education MORF, 2008. - p. 4-16.

4. Balobanova V.P. Diagnosis of speech disorders in children and organization of speech therapy work in a preschool educational institution / V. P. Balobanova, L. G. Bogdanova, L. V. Venediktova. - St. Petersburg: Childhood - press, 2008. - 201 p.

5. Boguslavskaya Z.M., Smirnova E.O. Educational games for preschool children. - M.: Education, 2010. - 213 p.

6. Bozhovich L.I. Selected psychological works. The problem of personality formation / Ed. D. I. Feldshtein. -M. : Pedagogy, 2009. - 212 p.

7. Bondarenko A.K. Didactic games in kindergarten: A manual for kindergarten teachers. - M.: Education, 1985. - 160 p.

8. Borodich A. M. Methods of speech development in children / A. M. Borodich. - M.: Education, 2006. - P. 49.

9. Vinogradova N.F. Mental education of children in the process of becoming familiar with nature. - M.: Education, 2009. - 102 p.

10. Raising children through play / Compiled by A.K. Bondarenko, A.I. Matusik. - M.: Education, 2008. - 136 p.

11. Vygodsky L.I. From notes of notes for lectures on the psychology of preschool children // D.B. Elkomin. Psychology of the game. - M.: Education, 2009. - 398 p.

12. Vygotsky L.S. Imagination and creativity in childhood- M. Education, 1991 - 210 s.

13. Vygodsky L.S. Game and its role in the mental development of a child // Questions of psychology. - 2006 - No. 6. - pp. 62 - 76.

14. Galperin P. Ya. Current problems of developmental psychology / P. Ya. Galperin, A. V. Zaporozhets S. N. Karpov. - M.: Publishing house - Moscow State University, 2008. - 176 p.

15. Gvozdev A. N. From first words to first grade / A. N. Gvozdev. - M.: KomKniga, 2006. - 320 p.

16. Gerbova V.V. Classes on speech development in the senior preschool group of kindergarten / V.V. Gerbova. - M.: Education, 2009. - P. 40.

17. Gerbova V.V. Work with plot paintings // Preschool education - 2010. - N 1. - p. 18-23.

18. Gerbova V. Speech development in the classroom using story pictures//magazine preschool education. 1998. No. 2. - pp. 18-21

19. Gerbova V.V. Composing descriptive stories // Preschool education. - 2011. - N 9. - p. 28-34.

20. Gromova O. E. Norm and delay of speech development in children / O. E. Gromova // Defectology. - 2009. - No. 2. - P.66-69.

21. Diagnostics of mental development of preschool children / Ed. L.A. Venger, V.M. Khomlovskaya. - M.: Pedagogy, 2009. - 312 p.

22. Dyachenko O. Main directions of work on the “Development” program for children of the senior group / O. Dyachenko, N. Varentsova // Preschool education. - 2007. - No. 9. - P. 10-13.

23. Elkina N.V. Formation of speech coherence in children of senior preschool age.: Author's abstract. dis... cand. ped. Sci. - M, 2008. - 107 p.

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25. Zhinkin N. I. Mechanisms of speech / N. I. Zhinkin. - M.: Publishing House “Norma”, 2008. - 106 p.

26. Zaporozhets A.V. Selected psychological works: In 2 vols. / A.V. Zaporozhets. - M.: Publishing house "Pedagogy", 2006. - 516 p.

27. Karpova S. I. Development of speech and cognitive abilities of preschoolers 6-7 years old / S. I. Karpova. - St. Petersburg: Rech, 2007. - P. 86.

28. Kiseleva, O.I. Theory and methodology of children's speech development: theory and technology of teaching speech creativity / O. I. Kiseleva. - Tomsk: Publishing house. TSPU, 2006. - 84 p.

29. Kozlova S.A. Theory and methods of introducing preschoolers to social reality. - M.: Publishing center "Academy", 2010. - 132 p.

30. Korotkova E.P. Teaching preschool children storytelling. / Korotkova E.P. - M.: Education, 1982.

31. Ladyzhenskaya T.A. System of work for the development of coherent oral speech of students. - M.: Pedagogy, 1974. - 256 p.

32. Leontiev A. N. Lectures on general psychology: Textbook. A manual for universities / Ed. D. A. Leontieva, E. E. Sokolova. - M.: Smysl, 2008. - 511 p.

33. Luria A. R. Lectures on general psychology: a textbook for universities in the direction and specialties of psychology / A. R. Luria. - St. Petersburg: Peter, 2008. - 318 p.

34. Lyamina G.M. Formation of speech activity (middle preschool age) // Preschool education. - 2011. - N 9. - p. 49-55.

35. Methods for examining children’s speech: a guide for diagnosing speech disorders / G. V. Chirkina, L. F. Spirova, E. N. Ros. [and etc.]; [under general ed. G.V. Chirkina, etc.]. - M.: Arkti, 2006. - 240 p.

36. Mukhina V.S. Developmental psychology: phenomenology of development, childhood, adolescence / V. S. Mukhina. - M.: Academy. - 2008. - 268 p.

37. Rainbow: Prog. and a guide for educators. groups of children garden / T.N. Doronova, V.V. Gerbova, T.I. Grizik, etc.; Comp. T.N. Doronova. - M.: Education, 2008. - 208 p.

38. Razumova L. I. Correction of speech disorders in preschool children / ed. L. S. Sekovets. - M.: ARKTI, 2007. - 248 p.

39. Rubinshtein S.L. Development of coherent speech.//Anthology on the theory and methods of speech development of preschool children./ Compiled by M.M. Alekseeva, V.I. Yashina.-M.: Publishing Center “Academy”, 1999.-560 p.

40. Sedov K. F. “Speech and thinking” in Russian psychology / L. S. Vygotsky, N. I. Zhinkin // Scientific and methodological journal World of Psychology. - 2009. - No. 1. - P. 4-10.

41. Tikheyeva E.I. Children's speech development. / Ed. F. Sokhina. - M.: Education, 2011. - 159 p.

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43. Ushakova O.S. Teaching older preschoolers storytelling based on a series of plot paintings / O. S. Ushakova, E. A. Smirnova // Preschool education. - 2007. - No. 12. - P. 3-5.

44. Ushakova O.S. Methods of speech development for preschool children / O. S. Ushakova. - M.: Publishing house "VLADOS", 2010. - 147 p.

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46. ​​Ushakova O.S. Speech development of preschool children / O. S. Ushakova. - M.: Publishing House of the Institute of Psychotherapy, 2008. - 240 p.

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48. Fomicheva M.F. Raising children's correct pronunciation / M. F. Fomicheva. - M.: Education, 2007. - 211 p.

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In this article:

The ability to practice one’s native language in preschool age is considered one of the main skills and is the basis not only for the upbringing, but also for the communication of children.

You need to work on the development of coherent speech from early childhood. Let's talk about what techniques will help speed up the formation of coherent speech in children.

Connected speech: concept and functions

Coherent speech is understood as a structural and semantic whole built on the basis of thematically united and complete segments. Speech can be characterized by its main characteristic - the degree of clarity.

The leading function of coherent speech is communicative. It is implemented in two
main forms: dialogue and monologue. Both dialogue and monologue have their own characteristics that need to be taken into account when choosing techniques that accelerate speech development.

It is extremely important that in the process of teaching preschoolers coherent speech, attention is paid to the development of both monologue and dialogue, which will become the main ways of practical acquisition of their native language. An indicator of mastery of coherent speech in preschool age will be a number of achievements of the child, who will be fluent in the grammatical structure of the language, sound and vocabulary.

The role of coherent speech in the life of a preschooler is extremely difficult to overestimate. It is necessary for a child to establish connections with people, both adults and peers, influences behavior in society, and is important for his development as a harmonious, integral personality.

The development of coherent speech seriously affects the aesthetic education of children. Gradually mastering the skills of retelling and composing texts, children learn to speak expressively, enriching their speech with artistic images.

Stages of development of coherent speech

Coherent speech begins to develop in parallel with thinking and has a direct connection with the child’s constantly improving activities and changing forms of communication with people.

At the beginning of the second year, the first words with meaning begin to appear in children's vocabulary, which they use to express needs. And only six months later the child tries to use words
denoting objects with them. By the end of the second year, the words in the baby’s speech acquire the correct grammatical form.

After two years, the development of coherent speech occurs at an accelerated pace. Children not only begin to actively talk, but they understand adults better and expand their own vocabulary using the words they hear. At this age, the leading form is dialogue, which is necessary for children to establish social contacts and develop general subject-related activities.

At three years old, children practice a simple form of dialogue by answering questions. The development of coherent spoken speech at this age will become the basis for the formation of monologue speech at an older age.

Children 4 years old can be taught to retell and also invent short stories using pictures, toys, and phenomena. By this time, a preschooler already has a fairly rich vocabulary, however, most of them, when inventing stories, try to copy the style of presentation of an adult.

By the end of preschool age, that is, by the age of 6, children reproduce a monologue quite competently and confidently. They retell, compose different types of stories on a given topic, but still need support - mostly due to the inability to show emotions when describing phenomena or individual objects.

When working with preschool children, the teacher must:

Throughout preschool age, the teacher must lead preparatory work for studying monologue in the future. In middle preschool age, you can begin to let children try themselves in some of the simplest types of monologue.

Retelling in the life of a preschooler: preparation stage

The ability to retell has a huge impact on the development of coherent speech in preschool children. Depending on their age, children are asked to work according to one principle or another, but basic techniques can also be identified. These include:

Please note that the plan can have several interpretations and be not only verbal, but also pictorial, symbolic or hybrid.

With younger preschoolers, you can work exclusively on preparing for a retelling. It will be important to teach children to recognize previously read text, pushing them to retell it, but not yet requiring them to complete it.

Teaching preschool children retelling

In the fourth year of life, teachers should pay attention to reading to children fairy tales familiar from childhood, the plot of which is based on the repetition of actions
main characters. Examples of such fairy tales are “Teremok”, “Rukavichka”, “Kolobok”, etc. Children at this age are able to remember the chronology of the characters’ actions after repeating it many times.

Additionally, you can use dolls to dramatize the actions of fairy tale characters. This approach will make it easier to remember the plot. In order for the child to be able to retell the fairy tale close to the text, he must repeat some words while reading after the teacher and complete the sentences.

Teaching retelling to middle and older preschoolers

When working with children of middle preschool age, it is necessary to move on to solving more complex problems than in the case of younger preschoolers. The teacher must teach children:

Children of older preschool age can be taught retelling, which will accelerate the development of coherent speech, according to the following method.

If the text is short, then the preschooler is instructed to retell it in full, and children retell long works one by one.

Work with children in pre-school groups is more focused and complex. Children may be asked to choose their favorite from several works to retell. In addition, older preschoolers may be tasked with finishing an unfinished story in their own words, which again has a beneficial effect on the development of coherent speech.

Methods of teaching preschool children a story based on a picture

Younger preschoolers are taught to compose text from a picture only at the preparatory stage, since at the age of three the development of coherent speech in children still leaves much to be desired. The preparatory stage will include:

You can describe both a picture and individual toys or objects, not only at home, in kindergarten, but also on a walk or at a party. It is very important that, when working on a description of a picture or object, the child is in good mood and showed interest. Sayings, funny themed songs or nursery rhymes will help to evoke an emotional mood appropriate to work. You can also use small tricks by involving other children, adults, or even toys in the process.

A story based on a picture for children of middle and senior preschool age

In middle preschool age, the development of coherent speech moves to a fundamentally new level compared to the level of younger preschoolers, so with such children it is already possible to practice storytelling skills from a picture. The work flow in this case will be as follows:

During the retelling process, the teacher should provide all possible support to the children, prompting and encouraging. As soon as the children master the story based on the plot of the picture with answers to questions about it, they can move on to the next stage - drawing up a step-by-step plan.

When working with children of middle preschool age, you can gradually accustom them to independently compose a story that does not copy the teacher’s example. At this age, the development of coherent speech allows children to use complex literary images, and in the process of composing, divide the story into main parts:

• beginning;
• climax;
• ending.

The attention of preschoolers should be paid not only to the foreground, but also to the background, as well as to individual elements of the picture, weather conditions and phenomena, trying to analyze the details.

It is important at this age to teach children to understand the storyline, drawing their attention to what is currently depicted in the picture, as well as to possible development events and events preceding the present.

While training the development of coherent speech in children, teachers must simultaneously work on the formation of its grammatical structure, replenishment of the vocabulary, and also improvement of intonation expressiveness.

Older preschoolers can be taught to compose a story from a picture according to the scheme described below:

In the school preparation group, children have practically no problems with retelling the picture. During classes, special attention is paid to lexical and grammatical exercises in order to select comparisons, definitions, suitable phrases, antonyms, synonyms, etc. Children at this age should be taught to come up with sentences on a given topic, changing intonation during their pronunciation.

Descriptive stories and comparative descriptions for speech development

Working with younger preschoolers to compose descriptive stories comes down to preparation. Children are shown toys and asked to look at them, asking tangential questions
appearance toy, its functions, material of manufacture, as well as familiar songs and fairy tales involving characters similar to the toy. At the final stage, the teacher draws up descriptive story about the toy, captivating children of primary preschool age with it.

Thus, children do not yet compose a story themselves, but they are practically ready for this, since they know where and how to start.

You can work with middle-aged preschoolers using the following method:

1. Getting to know the toy.
2. The teacher questions about its appearance, size, shape, functions.
3. The teacher's story as a sample.
4. An example story of a preschooler who is able to construct coherent sentences based on questions.
5. Stories from several children from the group.
6. Evaluation of stories by the teacher.

In the second half of the year, the teacher introduces a story-description plan. The technology in this regard changes somewhat by drawing up a plan according to which children will have to compose stories.

With older preschoolers, you can work on composing descriptive stories exclusively according to the plan according to the following scheme.

1. Lexico-grammatical thematic exercises are carried out.
2. Getting to know an object or toy.
3. The teacher’s questions regarding the appearance of an object or toy, its/her functions, signs, etc.
4. Drawing up a story plan together with the children.
5. An example of a story from one of the children who is good at speaking coherently.
6. Stories from several children from the group, followed by an assessment of their oral creations by both the teacher and their “classmates.”

You can work on composing descriptive stories using different schemes, such as asking children to compose it from beginning to end,
and distributing it among several children, working in a “chain”. Additionally, elements of gaming or theatrical activities can be added to the process.

With children of senior preschool age from the preparatory group, the scheme of work is the same, but additionally comparative descriptions can be used when getting to know two objects.

Favorite topics of preschoolers

In order for the development of coherent speech to proceed according to a given plan, it is necessary to give children the opportunity to talk about what is of interest to them at a particular age. Thus, preschoolers in middle age talk with great pleasure about pets, toys, and travel. You can work with them by practicing collective storytelling according to the intended storyline.

In older preschool age, children can get no less pleasure from stories about nature, as well as instructional stories about how to do something with their own hands, comparison stories about the seasons, holidays, and so on.

One of the most important tasks of speech therapy work with preschoolers who have general speech underdevelopment is the formation of coherent speech in them. This is necessary both for the most complete overcoming of systemic speech underdevelopment, and for preparing children for upcoming schooling. Coherent speech is usually understood as such detailed statements that allow a person to systematically and consistently express his thoughts, making them understandable to other people from the very context of the speech, without relying on a specific situation.

The success of children's education at school largely depends on their level of mastery of coherent speech. Only with well-developed coherent speech can a student give detailed answers to complex questions in the school curriculum, consistently and completely, cogently and logically express his own opinions, reproduce the content of texts and textbooks, works of fiction and oral folk art, and finally, an indispensable condition for writing program presentations and essays is a sufficiently high level of development of the student’s coherent speech.

Significant difficulties in mastering the skills of coherent speech in children are due to the underdevelopment of the main components of the language system - phonetic-phonemic, grammatical, lexical, insufficient development of both pronunciation (sound), and semantic (semantic) sides of speech. Presence of secondary deviations in the development of leading mental processes in children (perception, attention, imagination, etc.) creates additional difficulties in mastering coherent monologue speech.

Many child speech researchers (V.K. Vorobyova, V.M. Grinshpun, V.A. Kovshikov, N.S. Zhukova, E.M. Mastyukova, T.B. Filicheva, etc.) emphasize that children with speech impairments have a limited vocabulary.

A characteristic feature of the vocabulary of children with speech impairments is the insufficient use of adjectives. As a rule, children do not identify essential features and do not differentiate the qualities of objects. For example, the following substitutions are common: high - long, low - small, Narrow - thin, short - small, etc. This occurs due to children’s insufficient discrimination of signs of size, height, thickness, and width of objects. In addition to incorrectly naming the main features of an object, children with speech impairments also do not have good word-inflection skills. The difficulty of mastering the inflection of adjectives is associated with abstract semantics and their late appearance in children’s speech.

Consequently, the child’s independent storytelling must be preceded by various preparatory exercises three levels of difficulty. The purpose of the exercises of the first level of complexity is to help the child clarify and consolidate ideas about the eight main characteristics of objects. These are: color, shape, size, spatial arrangement and 4 main categories of size: length, width, height and thickness. The purpose of the exercises of the second level of complexity is to teach the child to independently find and name the differences in the images of pairs of objects proposed on separate cards. The purpose of the exercises of the third level of complexity is to teach the child to compose simple comparison stories and description stories.

For each series of cards, the child must:

• Name the objects depicted. For example: “The pictures show mushrooms” .
• Compare these pictures with each other and name the main differences: “This mushroom is tall, this one is shorter, and this one is the shortest.” etc.
• Place these pictures in a row (according to the severity of the characteristic chosen by the adult). For example, a child is asked to arrange mushrooms in a row according to the thickness of the stem; according to the height of the mushroom, etc. After this, make up phrases and sentences regarding the adult’s questions; on one's own: “The first mushroom has the thickest stem. He's short. He has a red hat, and the grass grows to the left of the leg." etc.
• Guess which picture the adult wished for. A number of signs are called, for example: This mushroom has a thin stem, it is tall; he has a yellow hat...” The child looks at the pictures and chooses a picture in the series that matches the description.
• Make a wish for a picture (the same, but the child names the signs, and the adult chooses the picture the child guessed).
• Compare any two pictures from this series. First, the technique of parallel description of the same type of objects by the speech therapist and the child is used. Speech therapist: “I have a mushroom in my picture.” . Child: “I also have a mushroom” . Speech therapist: "My mushroom is low" . Child: “And my mushroom is tall” . Etc.
• And then the child composes a comparative story on his own: “This mushroom has a red cap, and this one has a yellow one; This mushroom has a thick stem, and this one has a thin one...” .
• Write a story describing any picture in the series: “I liked this mushroom. He is the tallest. It has a yellow cap and a thin leg. The grass grows in front of the mushroom" .

As a result of such training, in most cases it is possible to get children to compose coherent comparison stories and descriptive stories. Children begin to consciously use precise definitions of the main features and properties of objects in active speech. Correctly use various models of word combinations, which is the basis for the correct construction of sentences.

To develop the skills of correct sentence construction, speech therapy trainings are also offered, which help with practical material in a dynamic game form:

• activate the subject and verbal dictionary of a child with ODD;
• formulate his concepts "word" And "offer" ;
• teach how to compose a simple two-part sentence based on the proposed cards and subject pictures;
• extend a simple sentence without prepositions to four words;
• draw attention to the correct coordination of words and sentences;
• compose sentences of four words with various prepositions using the proposed sentence model scheme, cards with graphic representations of prepositions and subject pictures.

The development of coherent speech according to the level of complexity can be divided into four stages. At each stage of work, a number of classes are carried out. The number of classes is determined by the speech therapist individually for each child.

The goal of the first stage is to teach the child to compose a simple two-part sentence using the proposed sentence model scheme and subject pictures. (noun-subject in the nominative singular form + predicate verb in the 3rd person singular present tense; noun-subject in the nominative plural form + predicate verb in the 3rd person plural present tense). For example, a duck is flying; ducks are flying.

The goal of the second stage of work is to teach the child to compose sentences of three words without prepositions according to the proposed scheme-sentence model and subject pictures. In the classes of the second stage, sentences of the two constructions proposed below are sequentially compiled and practiced. In any lesson, there is one design at work.

1. Nominative case of a noun + agreed verb + direct object (the accusative case form is the same as the nominative case form). For example, a girl eats soup.
2. Nominative case of a noun+agreement verb+direct object (the accusative form has the ending – y; - yu). For example, mom sews a T-shirt.

The goal of the third stage of work is to teach the child to compose sentences of four words without prepositions using a graphic model diagram and subject pictures. During the classes, sentences of the three constructions proposed below are sequentially compiled and practiced. In any lesson, there is one design at work.

1. Nominative case of a noun + agreed verb + two verb-dependent words (accusative case + genitive case in the meaning of the whole, from which a part is isolated or the measure of which is indicated). For example, grandfather brought a bag of potatoes.
2. Nominative case of a noun + agreed verb + two verb-dependent words (accusative singular + dative singular). For example, a grandmother reads a book to her grandson.
3. Nominative case of a noun + agreed verb + two verb-dependent words (accusative singular + instrumental singular). For example, dad cuts bread with a knife.

The goal of the fourth stage is to teach the child to compose a simple sentence of four words with various simple prepositions using the proposed scheme-model sentence, cards with graphic representations of prepositions and subject pictures. For example, a ball lies under a chair.

To form educational activities In connection with the analysis of semantic and linguistic rules of text construction, small texts of chain and parallel organization are used. The chain organization text is like this semantic organization sentences, which ensures the consistent transmission of thoughts from sentence to sentence linearly, along a chain. This type of connection of sentences is most often characteristic of a narrative story, the composition of which is based on a sequence of actions, on their dynamic development. For example:

There was an orchard near the house.

A family came to the garden.

The family collected ripe fruits.

Mom prepared compotes, jams, and juices from fruits.

Compotes, jam and juices turned out very tasty.

A subject-graphic scheme helps children better and faster remember a story they hear and retell it.

At the same time, the child learns to correctly pronounce the necessary sound, consolidates it not only in words, but also in sentences and coherent text. Education of children according to this scheme proceeds in stages. After composing the story, the pictures on the left are removed, leaving only the right. Then you can remove any one picture. Then one horizontal link or vertical link is removed, etc.

Texts of parallel organization are more complex, and the child must know many signs of a particular object, season, etc.

To compile descriptive and comparative stories for preschoolers, you can use Tkachenko T.A.’s diagrams. Components of diagrams reflect the main properties of objects (color, shape, size, material, child’s actions with objects, etc.)

A logical description of the picture is a smooth transition to the structuring of spontaneous speech, which is exactly what most of our children lack. Teaching children coherent speech can be built not only using a graphic plan, but also based on graphic symbols. When it is possible to look at a plot picture and its graphic diagram, it is much easier for a child to compose a logical story. The graphic diagram does not serve "cheat sheet" , but a means of teaching. So, for example, you can invite your child to draw up his own graphic diagrams for illustrations or, conversely, looking at the diagrams, draw his own scenes.

The role of fantasy in raising a modern child is great! According to psychologists, this is the first step to creativity. And who among the adults does not want their children to grow up to be creative, bright personalities, noticeable, extraordinary people! Questions and tasks for the development of imagination constitute another stage in the work to improve the coherent speech of preschoolers. For this purpose, paintings with a problematic plot are used, which:

• increase motivation to exercise;
• cause a strong emotional reaction;
• stimulate creative and logical thinking;
• allow you to improve coherent speech;
• contribute to the replenishment of knowledge and information;
• provide interested communication between an adult and a child.

Among all types of coherent monologue speech, creative storytelling is the most complex. Such stories are compiled based on children's imagination. When developing children's creative imagination, it is important that it does not turn into empty fantasy. When inventing stories with your child, you should ask him, if necessary: “Could this happen in real life?” In addition to creating a plan, storytelling from the imagination involves establishing a logical sequence of planned events and phenomena; memorizing them and then reproducing them; selection of necessary language means; complete, expressive presentation of the story, etc.

Using story pictures as a visual support involves working on 10 types of creative storytelling (listed in order of increasing difficulty):

1. Compose a story with subsequent events added.
2. Compiling a story with a replacement object.
3. Compiling a story with a replacement character.
4. Compiling a story with the addition of previous events.
5. Compiling a story with the addition of previous and subsequent events.
6. Compose a story with the addition of an object.
7. Compiling a story with the addition of a previous person.
8. Compiling a story with the addition of objects and characters.
9. Compiling a story with a change in the outcome of an action.
10. Compiling a story with a change in the time of action.

As a result of such step-by-step work, children with SLD consciously use in active speech various types of grammatically correct sentences, statements with a gradual complication of the structure and linguistic material of the text, which ensures the success of children in school.

Literature

1. Bardysheva T.Yu. Connected by one chain. Speech therapy material. - Publishing House "Karapuz" . – 2003.
2. Borovskikh L.A. I speak logically. Notebook for the development of coherent speech in children. Guidelines. – M.: ARKTI, 2000. – 8 p.
3. Glukhov V.P. Formation of coherent speech in preschool children with general speech underdevelopment. – M.: ARKTI, 2002. – 144 p. (Beep from a practicing speech therapist)
4. Ilyakova N.E. Speech therapy training on the formation of coherent speech in children with special needs 5 - 6 years old. From verbs to sentences. – M.: Publishing house "GNOM and D" , 2004. – 32 p.
5. Ilyakova N.E. Speech therapy training on the formation of coherent speech in children with special needs 5 - 6 years old. From adjectives to descriptive stories. – M.: Publishing house "GNOM and D" , 2004. – 8 p.
6. Tkachenko T.A. Pictures with a problematic plot for the development of thinking and speech in preschoolers. Issue No. 2. Methodological manual and demonstration material for speech therapists, educators and parents. – M.: "Publishing house GNOM and D" . 2003 – 24p.
7. Tkachenko T.A. Teaching children creative storytelling using pictures: a manual for speech therapists/T. A. Tkachenko. – M.: Humanitarian. Ed. VLADOS Center, 2005. – 48 p.: ill. – (Speech therapist library).
8. Tkachenko T.A. Schemes for preschoolers to compose descriptive and comparative stories. Appendix to benefits “we teach you to speak correctly” - M.: Publishing house GNOM and D, 2001. – 16 p. (Practical speech therapy.)