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Starodubova Natalya Anatolyevna Theory and methods of development of speech of preschoolers

The textbook is intended primarily for students studying both at the first and second stages of pedagogical education at pedagogical universities. However, the book can be used by already working teachers to improve their skills. For this category of readers, it will be an addition to the well-known study guide M. M. Alekseeva and V. I. Yashina “Methods of development of speech and learning mother tongue preschoolers", since in our book some issues are considered briefly, and some (for example, the development of children's speech in foreign pedagogy; preparing children for literacy, etc.) are not submitted for consideration at all. The purpose of the manual is to help students understand theoretical basis on which the modern methodology of teaching the native language is based; systematize existing knowledge; open the mind; get an idea of ​​new ideas that have already been implemented in the practice of preschool institutions; determine the attitude to existing methods and individual methodological provisions and recommendations; to acquaint with different points of view on a particular problem, as modern teachers must navigate the world of methodological ideas and have their own position on this issue. Only in this case, you can count on their creative activity. The manual is a course of lectures developed in accordance with the State Educational Standard for Universities and curriculum. The material is presented according to the topics of the program (and not according to lectures), which will make it easier for students to use the manual in their independent work. The attention of students is focused on the fact that the strategy of modern teaching of the native language is its focus not only on the formation of certain knowledge, skills and abilities, but also on the upbringing and development of the child's personality, his thinking, interests, conscious and careful attitude to language and speech. These issues are discussed in the sections "The subject of the methodology of speech development, its scientific foundations" and "Strategy and tactics of modern teaching of preschoolers the native language." They define the fundamental psychological and pedagogical ideas (ideas of developmental education, personality-oriented approach, ideas about the role of communication in the speech development of children, the formation of an elementary awareness of the phenomena of language and speech, etc.), which are more or less affected in subsequent chapters.
The manual uses materials from studies carried out in different years.
Perfection vocational training teachers to teach children their native language is impossible without in-depth knowledge in the field of linguistics. Therefore, many chapters and sections begin with a consideration of the linguistic aspect. This knowledge will help to understand the basics of the formation of children's speech activity (mastery of vocabulary, phonetics, grammatical structure of speech, syntactic means of constructing statements, etc.) and master the methodology for developing children's speech.
The manual also discusses the basic concepts of the course "Theory and Methods for the Development of Speech of Preschoolers", features of the development of children's speech, the content and methodology of working with children. At the same time, we departed from the traditional presentation of the material by age groups. For us, the main thing was to highlight the methods and techniques of teaching that can be used by teachers, taking into account the age and individual characteristics of children.
At the end of each chapter, there are questions and tasks for repetition, which will make it easier to assimilate the material.
great place occupies an appendix in the manual, which includes plans for practical and seminar classes, assignments for independent work students, literature on the topic of seminars, guidelines to the practice, as well as exemplary topics of coursework and theses and guidelines for the preparation of these works. The manual ends with a list of literary sources that were and were used by the author when writing it. CHAPTER 1
INTRODUCTION TO THE SPEECH DEVELOPMENT METHODOLOGY
1.1. General information about speech
Speech is an integral part of the social life of people, necessary condition human society. Speech is used in the process of activity to coordinate efforts, plan work, check and evaluate its results, and helps in understanding the world around us. Thanks to it, a person acquires, assimilates knowledge and transfers it. Speech is
a means of influencing consciousness, developing a worldview, norms of behavior, shaping tastes, satisfying communication needs.
Man, being by nature a social being, cannot live without connection with other people: he must share experiences, empathize, seek understanding. In general, speech is of fundamental importance in the development of the human personality.
When and how did speech appear? This question has always interested scientists. There are many theories about the origin and essence of speech. Let's consider some of them.
1. Onomatopoeic theory. Its meaning lies in the fact that a person acquired his speech (language) by imitating the sounds of nature around him (the murmur of a stream, the singing of birds, the roar of thunder, etc.). Supporters of this theory usually give two arguments: firstly, the presence in any language of onomatopoeic words like<ку-ку>, <хлоп>, oink-oink secondly, the appearance of similar word formations as one of the first in children's speech (woof-woof-dog,<би-би-машина и т.д.).
2. Interjection theory. According to this theory, the word is an expression of the mental and physical states of a person (joy, fear, hunger). The first words are involuntary cries, interjections. In the course of further development, cries acquired a symbolic meaning, obligatory for all members of this community.

Onomatopoeic and interjection theories put the study of the origin of the mechanism of speaking in psychophysiological terms at the forefront. Ignoring the social factor by the supporters of these theories has led to a skeptical attitude towards them. So, the onomatopoeic theory began to be jokingly called the woof-woof theory, and the interjection theory was called the “pah-pah theory”.
3. Working theory (the theory of labor cries). Supporters of this theory believe that thinking and action were originally inseparable, since before people learned how to make tools, they used various natural objects as this for a long time. Shouts and exclamations facilitated and organized joint labor activity. Gradually, they turned into a symbol of labor processes, so the original speech (language) was a set of verbal roots.
According to modern domestic linguists, the origin and the first stages of speech (language) development proceeded in two directions: in real socially significant interaction of team members and in game cult manifestations.
B. V. Yakushin believes that one of the reasons for the transformation of inarticulate sound accompaniment of an action is an increase in the variety of real (labor, combat) situations in which primitive. This diversity, in turn, was associated with the growing competition between the tribes in the context of the demographic crisis, forced migration, and so on. Diverse life situations and increasingly complex activities within their framework required both analytical thinking and the ability to synthesize, schematize situations.
Another no less important reason is the implementation of the ritual-mythological function of sound communication. From the sound accompaniment of the syncretic action, in the center of which was pantomime, the primitive man moved on to the creation complex system magical texts that carry information about the world around and the way of organizing relationships with this world. The sound accompaniment of magical rites gradually took on the form of verbal formulas that were passed down from one generation to another.
Gradually, along with the elementary voicing of actions, words-sentences began to appear, followed by the isolation of subject and predicate groups, etc. Thus arose articulate speech.
When you get acquainted with theories of the origin of speech, questions arise: Why was only a person capable of developing articulate speech? Why is speech formed so slowly? There is only one answer: it depends on the structural features of the brain and its slow maturation.

I.P. Pavlov called the brain an organ of adaptation to environment. The simpler the structure of the brain, the more primitive, cruder the form of adaptation to the environment. The more complex the brain, the more perfect and subtle the adaptation mechanisms that it creates. Complication in the structure of the brain is expressed by:
- in an increase in its mass relative to body weight (in humans, the mass of the brain is 1/46-1/50 of the body mass, in great apes - 1/200 of the part);
- in the development of the cerebral hemispheres and especially the frontal regions (in humans, the frontal lobes occupy 25% of the area of ​​the cerebral hemispheres, in monkeys, on average 10%);
- in an increase in the surface of the brain (the human brain gathers in folds and forms numerous furrows and convolutions);
- in the presence of speech areas.
A child is born with a very immature brain that grows and develops over many years. In a newborn, the mass of the brain is 400 grams, after a year it doubles, and by the age of five it triples. In the future, brain growth slows down, but continues until the age of 22-25.
Speech performs three functions: communication, cognition and behavior regulator.
Science has proven that without verbal communication, a human being cannot become a full-fledged person. There is plenty of evidence for this. So in the book by I.N. Gorelov and K.F. Sedov gives an example of how a certain Khan Akbar wanted to know which language is the most ancient. He decided that this language should be a language that children can speak, even if they are not taught any language. He ordered twelve infants of various nationalities to be gathered and imprisoned in a castle. The children were given to twelve mute nurses. A mute gatekeeper guarded the gates of the castle, where, on pain of death, no one was supposed to enter. When the children reached the age of twelve, the khan ordered that they be brought to his palace. Experts - connoisseurs of ancient languages ​​- were also invited here. However, the results of the "experiment" surprised and disappointed those present: the children did not speak any language at all. They learned from their nurses to do without speech and expressed their desires and feelings with gestures that replaced words for them. The children were wild, shy, and a very pitiful sight.
Known cases (the phenomenon of Mowgli), when, due to some tragic circumstances, infants fell into the lair of animals and were fed by them. When people found these children and returned them to human society, it turned out that they had the habits of the animal that fed them: they ran on all fours, sniffed food, snapped, but they could not speak at all, and it was impossible to teach them this.
Causes similar to those described above cause a severe developmental disorder of the psyche, which is called the “hospitalism syndrome”. This is a violation of intellectual and speech development, caused by a lack of communication between adults and children at an early age. Most often, this phenomenon is observed in orphanages where orphans are kept.
The examples given allow us to draw another important conclusion: Speech helps in understanding the world around us. By assimilating new words, new grammatical forms, a person expands his understanding of the world around him, of objects and phenomena of reality and their relationships. Acquaintance with the environment through the word begins to be carried out very early. With the help of the word, the child receives knowledge from adults - at first elementary, and then more and more profound.
Speech affects human behavior. The first words-regulators of behavior are the words “can”, “cannot”, “must”. They awaken self-consciousness, train the will, discipline. When the child understands these words, as well as words such as<доброта>, <отзывчивость», «заботливость» и др., они станут программой формирования его нравственных принципов. Ребенок <впитает» в себя их содержание, т. е. научится поступать в соответствии с ними .

Table 1

Oral speech Written speech Sound design of speech Graphic image It is based on auditory sensations coming from the organs of speech. The main role is played by visual and motor (from the movement of the writing hand) sensations. The speaker and the listener not only hear, but often see each other The writer does not see or hear the person to whom his speech is intended, he can only mentally imagine the future reader. In many cases depends on the reaction of the listeners and can change according to it. Does not depend on the recipient's response The speaker speaks fluently, correcting in the course of the presentation only what he can replace in the process. The writer can repeatedly return to what was written and improve it many times Uses such means of influencing the listener as intonation, facial expressions, gestures. It does not have auxiliary means that contribute to the understanding of its content. Free word order. Standardized, stable.

Of exceptional importance is speech in establishing contact with other children. Children owning easily come into contact with other children. Children with a delay in the development of speech experience great difficulties in the children's team: they cannot explain what they want, they are poorly included in games and activities.
Hence the conclusion follows: mastery of speech should be timely (from the first days after birth) and complete (sufficient in terms of the volume of language material)
Various functions of speech are combined, intertwined, as a result, their variants, varieties arise.
There are two forms of speech: oral and written. There is much in common between them: both are a means of communication, basically they use the same vocabulary, the same ways of connecting words and sentences.
According to linguists, both forms of speech are "connected by thousands of transitions into each other." Psychologists explain this connection by the fact that both forms of speech are based on inner speech, which is the basis for the formation of thought.
At the same time, each of these forms has its own characteristics (Table 1):
The above differences explain many features of oral speech: its redundancy, conciseness, discontinuity.
Questions and tasks for repetition
1. What hypotheses about the origin of the language do you know?
2. Expand the role of language in the development of the child's personality.
3. Why can't a human being become a full-fledged person without verbal communication?
4. What are the differences between oral and written speech? 1.2. The subject of the method of speech development, its scientific FOUNDATIONS The method of speech development is among the pedagogical sciences. The subject of its study is the process of teaching the language and its practical use.
The methodology is designed to develop effective means, methods and techniques for the development of speech, to equip teachers of preschool institutions with them.
The peculiarity of any private methodology, including the methodology for the development of speech as a science, is that it cannot exist and develop without relying on other sciences.
The methodological basis of the methodology for the development of speech is the theory of knowledge, the theory of the role of language in the life and development of society, in the formation of personality.
From the standpoint of these theoretical concepts, general approaches to solving the issues of teaching the native language and education by means of this subject are determined. Thus, methodology as a science develops on the basis of the theory of knowledge. Scientific problems are posed on the basis of practice, while practice checks the correctness of their solution. Understanding that language is the most important means of human communication, that it arose from a need, from an urgent need to communicate with other people, helps to determine the goals of teaching the native language in kindergarten, to refine them in accordance with the requirements of society. For example, when it became obvious that little attention was paid to the issue of teaching children to communicate with adults and peers using language, this gave impetus to methodological thought and led to scientific research.
Speech development methodology is considered an applied science, as it is focused on solving practical problems: finding ways to optimize learning, developing sound recommendations, and creating specific materials for the day of participants in the learning process - educators and children. All these materials (programs, manuals, recommendations, etc.) should be the result of theoretical research.
Unfortunately, in solving some issues, the methodology still relies not so much on modern linguistic and psychological theories, but on established experience, on traditions. One of the most important tasks of methodology as a science is to revise the existing system of teaching the native language, find vulnerabilities in it, understand the causes of negative phenomena and, from modern theoretical positions, determine ways and means to improve the practice of teaching the native language.
In order for the educator to be able to work thoughtfully, understand the essence of the proposed methodological recommendations, competently evaluate them and independently look for their own solutions, he must know the scientific foundations of the methodology well.
Methodological concepts influence the solution of most methodological issues not directly, but indirectly - through those sciences from which the methodology draws information that is fundamentally important for it. The leading ones are linguistics (linguistics), psychology, pedagogy and physiology, which are the foundation, the theoretical basis of the method of speech development.
The livguistic basis of the methodology is the doctrine of language as a sign system at the lexical, phonetic and grammatical levels. The systematic nature of the language helps to understand and explain the assimilation of the child's native language.
The methodology for the development of speech is based on data from various sciences of the linguistic cycle, which makes it possible to determine. the main areas of work, the composition of speech skills and methods of their formation. So, phonetics serves as the basis for developing a methodology for the sound culture of speech and preparing for teaching literacy; knowledge of grammar relies on the methodology for the formation of morphological and syntactic skills; on knowledge of lexicology - dictionary work; text linguistics is necessary for the proper organization of learning coherent speech.
Linguistics makes it possible to understand concepts, and above all, such as "language" and "speech", which are used as synonyms in everyday life.
Language and speech reflect two sides of the same phenomenon - communication between people. But there is also a distinction between them. In the Encyclopedic Dictionary of a Young Philologist, the difference between language and speech is vividly illustrated by the example of a pipeline:
New watches, just assembled, come off the assembly line all the time. this requires, firstly, some parts prepared in advance (they are not made on this conveyor), and secondly, skillful assembly of finished parts according to known rules. The rules may be written down somewhere, but it is more important that they are in the minds of the assemblers. And the rules are the same for everyone: all collectors collect watches of the same type. This conveyor with a clock is an analogy of speech. Speech is a specific clock (utterances) on a specific conveyor (a person's thinking and speech apparatus). What about language? These are the rules by which the assembly is carried out, this is the plan for choosing the necessary parts that are used as ready-made - they are also formed according to some rules before the speech pipeline.
The word in speech, according to A.A. Reformed, - this is the word, now (or yesterday) said. A word in a language is an abstract but effective pattern that determines the production of a word in speech. It is something abstract, but manifested in the concrete. You can master the language and you can think about the language, but you can neither see nor touch the language. It cannot be heard in the direct meaning of the word.
Language is a potential sign system. By itself, it does not come into action, it is stored in the memory of every person, it is neutral in relation to the life boiling around. Speech is ‘action and its product, it is the activity of people. Speech is always motivated, that is, it is caused by circumstances, a situation, it always has a specific goal, is aimed at solving any problems.

The language strives for stability, it is conservative, it does not accept innovations immediately. Speech allows liberties. It is in speech that new words, phonetic and even grammatical deviations appear, which either remain random and soon disappear, or, asserting themselves, gradually become facts of the new system.
Speech depends on the state of the speech apparatus, on the individual characteristics of a person. Language develops independently. The speech of a child is different from that of an adult. Language is impartial to age, but has its own characteristics. Language arranges the correct pronunciation of words, controls speech.
Penetration into the linguistic nature of language and speech allows a different approach to teaching preschoolers in the classroom, highlighting priority lines in the development of speech.
The psychological basis of the methodology is the concepts and specific teachings of both general and developmental psychology, in particular the psychology of preschool children. We will focus on just a few of them.
Thus, the concept of "developmental learning" is fundamental for the methodology of speech development. The idea put forward by L. S. Vygotsky and developed by the psychologists of his school (A. N. Leontiev, D. B. Elkonin, P. Ya. Galperin, V. V. Davydov, etc.) development, should be ahead of it, lead, is fundamentally important for solving many methodological issues. For example, what requirements should retelling meet so that it "leads" the child's speech development, and does not "lag behind him." Important for the methodology of speech development is the theory of speech activity. Speech activity is understood as an active, purposeful process of creating and perceiving statements, carried out with the help of linguistic means in the course of interaction between people in various situations of communication.
L. S. Vygotsky, A. A. Leontiev, I. A. Zimkya and others distinguish several conditions, without. compliance with which speech activity is impossible, including:
1) the need for utterance (a condition for the emergence and development of speech). Without the need to express their aspirations, feelings, thoughts, a person would not speak. Consequently, before giving the task to children to create an utterance, it is necessary to ensure the emergence of a corresponding need, a desire to enter into verbal communication;
2) the content of the speech (the condition for the presence of the material of the statement, that is, what needs to be said). The content of the statement depends on the completeness and richness of this material. Clarity, logic of speech are determined by how prepared the material is. Consequently, for the development of children's speech, careful preparation of material for speech exercises, stories, etc .;
3) means of language (a condition for arming a person with generally accepted signs: words, their combinations, various turns of speech). Children need to be given language samples, to create a good speech environment for them, so that as a result of listening to speech and using it in practice, the child develops a sense of language.
There are four types of speech activity: speaking, listening (understanding), reading and writing. preschool methodology deals with oral speech.
Speech education in preschool institutions is carried out in two interrelated areas, which include:
1) improvement of the actual speech activity;
2) the formation of individual speech skills that create the basis for enriching speech activity:
- the ability to determine the topic, the further course of events by the title, by the beginning and other external signs;
- the ability to highlight the elements of the statement: individual facts, micro-themes;
- the ability to navigate in a communication situation, t.s. be aware of what the statement will be about, to whom it is addressed, why it is being created;
the ability to plan the content of the statement;
- the ability to implement the planned plan, i.e. to reveal the topic and develop the main idea;
- the ability to control the correlation of the statement with the idea, the situation of communication, etc.
These skills serve as an indicative basis for the teacher's actions in organizing work on the development of children's speech.
Many issues of speech development methodology are addressed in the studies of N. I. Zhinkin. So, based on his study of the process of creating a written and oral statement, the skills of coherent speech were formulated: the ability to understand and reveal the topic of the statement, the ability to realize the main idea, etc.
It is N. I. Zhinkin who owes psychology, and through it the methodology, the discovery of the “mysteries of the fusion of sounds” when reading. Experimentally, with the help of special X-ray equipment, he established that before pronouncing this or that sound, our articulatory apparatus prepares for this action, tuning in to pronouncing the sound. In other words, each previous sound in the speech stream is pronounced from the position of the next one.
The mechanism of anticipation (anticipation) discovered by N.I. Zhinkin was transferred by D.B. Elkonin to the process of reading. As a result, a rule for teaching reading was derived: when reading a syllable, it is necessary to form in children the ability to focus on the letter that denotes a vowel sound. Determining the content and ways of development of the speech of preschoolers, we also use data from child psychology on the age and individual characteristics of speech, take into account the levels of its development at each age stage and the characteristics of mental processes and personality traits of preschoolers.
The pedagogical basis of the methodology lies in the fact that the methodology for the development of speech, being a private didactics, uses the basic concepts, terms of pedagogy (“goals”, “tasks”, “methods”, “techniques”, etc.), as well as its provisions, concerning laws, principles and means of education and training.
Important for the methodology is the problem of ways to organize the cognitive activity of children, and in particular the fact that a significant place in the classroom should be occupied by the productive, search or partially search activity of children. Only in the course of such activities in children it is possible to form the FOUNDATIONS of independent thinking, creativity and, in general, contribute to the development of the personality of each child.
The solution of various didactic issues (about the principles of teaching, about the ways of organizing the cognitive activity of children, about the requirements for classes, etc.) is always directly dependent on the tasks that society sets for preschool institutions at one stage or another of its development. Didactic ideas can only be realized through methodological systems. This ensures the relationship between didactics and private methods, including the methods of speech development.
The physiological basis of the technique is the teaching of I. P. Pavlov about two signal systems, which explains the mechanisms of speech formation.
IP Pavlov emphasized that the main task of the brain is the perception and processing of signals coming from the outside world. The brain of animals responds only to the so-called direct stimuli: to what the animal now sees, hears, smells, etc. Separate sensations or complexes of sensations are signals by which the animal orients itself in the surrounding world. Some signals warn of danger, others - food, etc. I. P. Pavlov called the reflection of reality in the brain in the form of direct sensations the first signal system. In his opinion, both people and animals have the first signaling system, since both people and animals have sensations, ideas and impressions of what surrounds them, with what they come into contact. However, in humans, all the phenomena of reality are reflected in the brain not only in the form of sensations, ideas, impressions, but also in the form of special conventional signs - words. Words constituted the second signaling system of reality.
The study of the higher nervous activity of the child shows that the manifestation of the first signaling system in its “pure form” can be observed only in the first year of life, when the baby does not yet understand words and does not speak on its own. During this period, his behavior is determined by what is available to hearing, vision, taste, etc. Then the second signaling system begins to develop. It leaves an imprint on all the immediate sensations received by the child. At the early stages of development, direct signals of reality are predominant. With age, the role of verbal signals increases, which explains the principle of visibility, the ratio of visual and verbal in the process of teaching children their native language.
Summarizing the above, it can be noted that, based on the concepts, leading positions and conceptual apparatus of the presented sciences, the speech development methodology develops the theory of teaching the native language, creates programs, methodological manuals for educators on its basis, and with the help of these specific materials combines theory and practice.
Question and review task
1. List the main theories, ideas of the basic sciences, which are fundamentally important for the methodology for the development of the speech of preschoolers.
2. How are the mental and speech development of children related?
1.3. A Brief Historical Review of the Formation of the Domestic Methodology for the Development of Speech as a Science
The beginning of the scientific development of the issues of teaching children the native language in Russian pedagogy was laid by prominent figures in public education and literature, such as M. V. Lomonosov, I. I. Betskoy, V. F. Odoevsky, V. G. Belinsky, N. A. Dobrolyubov, L. N. Tolstoy and others). All of them advocated the upbringing and education of children in their native language from an early age, proved the role of the native language in the development of the child, and developed the foundations of pedagogical science.
L. N. Tolstoy (1828-1910) paid much attention to the problems of speech development and creativity of children. He was looking for teaching aids that would stimulate the development of speech and creative powers of children. L. N. Tolstoy considered interesting, carefully prepared lessons in all subjects, and especially the writing of essays by children, as one of such means. In the article “Who should learn to write from whom”, the writer showed how to awaken in children the desire to compose. In his opinion, such a stimulating moment is showing children not only the product, but also the very process of creativity. The creation of the first compositions in the process of joint work of the teacher and students made it possible to bridge the gap between the taste and creative abilities of children. The result of the work satisfied their artistic needs and, thus, prevented self-doubt, contributed to the activation of creativity.
L. N. Tolstoy saw the difficulty of this type of activity in the fact that a child needs to choose one out of a large number of thoughts and images presented, put it into words, remember and find a place for it, not repeat itself, not miss anything and be able to combine the next with the previous one. .
Success in work, according to the writer, to a large extent depends on the correct selection of the topic of essays, they must be selected, taking into account the peculiarities of perception, the interests of children. What seems simple to an adult is very difficult for a child. The requirement to describe simple objects (bread, wood) brought the children almost to tears. At the same time, the offer to describe any event was like a gift for the guys, they happily composed whole stories. L. N. Tolstoy concludes that the topics for essays should be closely related to experience, emotional experiences that enrich the child's psyche.
The writer paid much attention to children's reading. He created the "ABC" and "Books for reading." The stories placed in them have found wide application in preschool institutions. L. N. Tolstoy recommended using conversations on reading, as they teach children to think, develop attention and imagination.
The writer understood that educational work cannot give positive results without taking into account the individual characteristics of each child. He gives numerous examples of the implementation of an individual approach to children.
Despite the fact that L. N. Tolstoy clearly idealized children, his experience with them had a great influence on the method of teaching children creative storytelling and familiarizing them with fiction.
A special place among the progressive teachers of the nineteenth century. occupied by K.D. Ushinsky (1824-1870). The doctrine of the native language is central to the entire vast heritage. The main theoretical provisions regarding the role of the native language in the formation of a person K.d. Ushinsky outlined in the books "Native Word", "Children's World", "Man as a Subject of Education".
First, in his opinion, language is the result of the influence of the objective world on a person and the person's attitude towards it. Language arose out of human need (“the word will be born out of needs, and not the need out of the word”). Secondly, language is not something innate, inherent in man from the very beginning, and not some random gift that fell from the sky. It is the work of the infinitely long labors of mankind. Thirdly, the language reflects the centuries-old experience of the spiritual life of the people (the experience of knowledge, the experience of the moral life of the people; the experience of aesthetic views), which is transmitted through the language to subsequent generations. Fourthly, the language is the most important folk mentor. Assimilation of the native language, each new generation assimilates the thoughts and feelings of previous generations, masters the spiritual wealth that is contained in it. The language introduces society, its history, people's characters, folk poetry, teaches you to love the fatherland, to feel like a part of the people.
These provisions are the core of his pedagogical concept and determine the methodology he developed for teaching children their native language. K.D. Ushinsky advocates starting education not in a foreign, but in the native language, so that it takes deep roots in the spiritual nature of the child. And for this, it is necessary to realize the following main goals of initial training:
1) develop the gift of words, i.e., develop in children the ability to independently express their thoughts;
2) to master the forms of the language developed both by the people and literature;
3) to practically master the grammar, the peculiar logic of the language, in order to correctly express their thoughts.
All three goals, as Kd Ushinsky emphasized, are achieved simultaneously, and not sequentially. In order to achieve the intended goals, he proposed a coherent, harmonious system of teaching the native language: he determined the content, developed the principles, means and methods of teaching; showed ways of working that ensure the development of speech, as well as thinking, moral and aesthetic feelings of the child.
His methodology K.d. Ushinsky developed in relation to children of the first grades of the school, however, most of its provisions are significant for working with young children. The teacher repeatedly emphasized that mastery of the native language should begin long before schooling. In work with young children, K.D. Ushinsky recommended that “lessons” be held for no more than 30 minutes, interrupted by games, singing folk songs and conducting other forms of work (picture stories from children's lives that teach children to answer questions (. tell coherently, clearly, naturally; exercises that help children compare objects, find common and different, preparing children for reading and writing).
The views of K.D. Ushinsky on the native language and its role in the spiritual development of the child are of fundamental importance for distinguishing the method of speech development into an independent science. His ideas found a warm response among such prominent figures in preschool education as A.S. Simonovich, E.N. Vodovozova, E.I. Konradi and others. Ushinsky was E. N. Vodovozova (1844-1923). In 1871, her main pedagogical work, The Mental and Moral Development of Children from the First Manifestations of Consciousness to School Age, was published, intended for educators and parents. It reflects the main views of E. N. Vodovozova on the problems of upbringing, development and education of children of precisely preschool age.
According to the teacher, in the upbringing and development of a small child, the native language is of particular importance.
E. N. Vodovozova, following K. D. Ushinsky, adhered to the principle of national education. She was also a supporter of the use of Russian folk speech in the education of children: fairy tales, riddles, proverbs, sayings, nursery rhymes, folk songs, considering them the richest and most valuable material for the development of a child’s speech, for cultivating love for their language, their people, their homeland.
The author has developed a methodology for the development of native speech in children. She proposed an approximate distribution of material by age, a program for observing the objective world and nature, and guidelines for the use of Russian folklore.
E. N. Vodovozova opposed the formal memorization of new words when teaching children their native language. She believed that each new word, especially at a younger age, should be associated with specific impressions of children, each word should have a specific image. She objected to the use
in a conversation with the child of words incomprehensible to him, demanded "purity
and correctness of the Russian language” in families and kindergartens.
E. N. Vodovozova paid great attention to the methods of teaching her native language, especially conversations, which she considered an integral part of children's lives. In her opinion, the conversation should accompany walks, excursions, observations, classes, and the daily life of the child. E. N. Vodovozova developed the topics of conversations, proposed their samples, and gave practical instructions for conducting conversations with children.
The teacher paid great attention to literature. Being a writer herself, she formulated the requirements for a children's book from the point of view of a teacher, outlined her views on a fairy tale, and gave recommendations on memorizing poems and fables.
Many of the guidelines of E. N. Vodovozova are not outdated and are of interest and value for modern preschool education in general and for the development of children's speech in particular.
Thanks to the efforts of domestic teachers of the past, a general idea was formed about the elements of the theory of speech development of children, its goals and objectives were determined, principles were formed, and a methodology for the initial education of children was developed.

However, the methodology for the development of the speech of preschool children began to take shape as an independent branch of pedagogical science only in the 20-30s. 20th century This was due to the mass organization of kindergartens and the emergence of the theory of public preschool education in these years. The state included kindergartens in the public education system. It was necessary to theoretically and practically rethink the content and ways of developing the speech of preschool children.
At the first congresses on preschool education, the task of comprehensive education of children was put forward, taking into account modern life. The development of the ability to navigate in the world around was closely associated with the enrichment of the content of speech. The need to develop speech on the basis of familiarization with the objects and phenomena of the surrounding life was also mentioned in the first program and methodological documents of the kindergarten. However, they were strongly politicized, which was reflected in the repertoire of books for reading, in topics for storytelling, conversations, and in the selection of objects for observation.
The most important changes in the work of kindergartens occurred after the Decrees of the Central Committee of the All-Union Communist Party of Bolsheviks and the Council of People's Commissars on the school (1934-1936), according to which the overload of children with knowledge of a socio-political nature was eliminated, and the role of the educator in the pedagogical process was strengthened.
In 1938, the Kindergarten Teacher's Guide was published, in which the development of speech stood out as an independent section. The main attention was paid to the culture of speech communication, expressiveness of speech. Reading and storytelling were put forward as the main means of solving problems. However, the development of the content of the methodology required continuation 13. - S. 18-26]. E. I. Tikheeva (1867-1944) played an important role in this. The problem of the native language was at the center of her attention. He shared the views of K.D. Ushinsky and L.N. Tolstoy, she followed the principle of public education, which became the basis for teaching the native language.
E. I. Tikheeva considered the language "a mentor of the human race, a great teacher." Her position is that education in all its diversity should be carried out against the background of the native language. She is the first of K.D.'s followers. Ushinsky used the term "teaching speech" in relation to preschool age.
E. I. Tikheeva set one of the main tasks for the speech development of children for teachers. In her opinion, mother tongue is not a science. Its goal is not to communicate knowledge, but to serve spiritual development, to develop the ability to understand someone else's speech and the ability to convey one's inner world with one's speech.
E. I. Tikheeva created her own system of teaching the native language of children in preschool institutions, the leading principles of which are the following: - an activity approach to the development of speech - speech develops in activity, and above all in play, through play, in work;
- the relationship of speech development with other aspects of educating the child's personality (mental, sensory, social, aesthetic, physical education);
- visibility in teaching - the language of the child develops in a visual way, and only in the material world will each new word become the property of the child in connection with a clear concrete idea;
- Graduality and repetition. E. I. Tikheeva advised to gradually increase the number of subjects; gradually move from listing objects to listing the signs and qualities of objects, from individual conversations to collective ones, from the perception of unfamiliar objects to objects familiar, but not observed at the moment, etc.
E. I. Tikheeva paid much attention to the selection of speech content. She considered social life, nature, the environment surrounding children, and didactic material to be the main conditions for enriching speech.
According to the teacher, an important means of speech development of preschoolers is training in special classes. Among the main requirements for classes, she put forward their connection with the interests and experience of children, "their live conduct", the opportunity to move and experiment. E. I. Tikheeva most fully developed classes on enriching the dictionary and on the “living word”.
E. I. Tikheeva, like K. D. Ushinsky, was against teaching children a foreign language too early. She believed that the child should be well prepared in advance.
Of great interest are the tools developed by Tikheeva, methods and techniques for teaching children their native language, many of which are widely used in the practice of preschool institutions today.
E.A. Flerina (1889-1952). She considered teaching her native language in line with the traditions of the national methodology.
In the first place, E. A. Flerina put forward the content of the speech. She believed that sufficient personal experience of the child is necessary to enrich the content of speech. The most productive methods of accumulating experience, according to E. A. Flerina, are observations, play, work, experiment. The more clearly, more concretely and emotionally the accumulation of experience is carried out, the more successfully and with great interest the children rely on it in conversations and conversations.
Among the speech tasks, E. A. Flerina singled out the expansion of the lexicon, the enrichment of the structure of speech, work on pure pronunciation, the culture of speech, its expressiveness, acquaintance with fiction, the development of children's verbal creativity, and mastery of various forms of the living word. She considered the social environment and the organization of the developing environment in a children's institution to be important factors in speech development.
E.A. Flerina is credited with creating a system of work to familiarize children with fiction, to familiarize them with the art of the word. She determined the importance of fiction in the upbringing of preschoolers, highlighted the features of children's perception of literary works, identified criteria for selecting works, classified children's books according to the thematic principle, developed in detail the methodology of artistic reading and storytelling depending on the age of children.
The ideas of E. I. Tikheeva and E. A. Flerina were embodied in program documents, which reveal in detail the tasks of speech development.
In 1962, the "Kindergarten Education Program" was published, according to which children should learn to speak in the best samples of their native speech. For the first time, a program was developed (including the development of speech) for 4-year-old children (2nd junior group), a new name was introduced for the group of 6-year-old children (“preparatory for school”), preparation for literacy, program material on the development of certain qualities of speech is assigned
to certain activities for children. However, the tasks for coherent speech in this program were formulated insufficiently specifically, which made it difficult to control the work.
Released in 1964-1972. reissues of the program in the field of speech development only concretized individual requirements and clarified the lists of recommended fiction for
children.
In 1984, the Standard Program for Education and Education in Kindergarten was published. It has a more detailed section<‘Развитие речи», в котором произведено разграничение задач развития речи и ознакомления с окружающим; заново сформулированы конкретные задачи воспитания звуковой культуры речи, словарной работы, формирования грамматического строя речи и элементарного осознания языковых явлений; усилено внимание к работе нал смысловой стороной слова; работа по развитию связной речи включена со 2-й младшей группы.
The twentieth century is characterized not only by the improvement of program and methodological documents, but also by the emergence of scientific research, which can be conditionally divided into several areas:
- studies of age profiles - the speech of young children, the speech of children entering school, etc. (N. M. Shchelovanov, N. M. Aksarina, G. M. Lyamina, A. V. Zaporozhets, D. B. Elkonin , A.P. Usovaidr.); - studies of individual areas of the language and their reflection in speech (phonetics, vocabulary, grammar, coherent speech) in the form of age sections, in perspective development, under various influences (E. I. Radina, L. A. Penevskaya, M. M. Konina, V. V. Gerbova, V. I. Loginova, E. M. Strunina, A. M. Leushina, V. I. Yashina, F. A. Sokhin, O. S. Ushakova, N. F. Vinogradova, M. M. Alekseeva, A. I. Maksakov, E. P. Korotkova, A. M. Borodich, A. G. Arushanova, V. I. Yadeshko, M. S. Lavrik and others);
studies of children's speech in phylo- and ontogenesis (L. S. Vygogsky, M. I. Lisina, A. A. Leontiev, A. R. Luria, A. V. Zaporozhets, D. B. Elkonin, A. N. Gvozdev , A. G. Ruzskaya and others);
- studies of speech mechanisms in their development (A.V. Zaporozhets, D. B. Elkonin, S. L. Rubinshtein, A. A. Leontiev, A. M. Leushina, F. A. Sokhin, A. M. Shakhnarovich, V. I. Loginova, M. I. Popon and others);
research by types of creative activity (L. A. Penyeshzhaya, R. I. Zhukovskaya, A. P. Usova, O. I. Solovyova, N. S. Karpinskaya, M. M. Konina, O. S. Ushakova, L. V. Voroshnina, 4. A. Orlanova, O. N. Somkova, O. V. Akulova, etc.);
- studies of the features of the perception of works of art (R.I. Zhukovskaya, O.I. Solovieva, A.V. Zaporozhets, N. Karpinskaya, L.A. Penevskaya, L.M. Gurovich, L.A. Taller, A.I. .Polozova, V.N. Androsova and others);
studies of language and speech awareness (D.B. Elkonin, S.N. Karpova, F.A. Sokhin, G.P. Belyakova, G.A. Tumakova, L.E. Zhurova, M.M. Alekseeva and others. );
studies of opportunities for teaching literacy (A. I. Voskresenskaya, D. B. Elkonin, L. E. Zhurova, N. S. Varentsova, N. V. Durova, L. N. Nevskaya, etc.).
These areas will be discussed in more detail in subsequent sections.
The search for new content and forms of teaching native speech continues. Questions and review task 1. Why K.D. Ushinsky is called the founder of the methodology for the development of speech, and E. N. Vodovozova is his successor?
2. What is the relevance of the theoretical provisions formulated by E. I. Tikheeva?
3. What is the role of E.A. Flerina in the creation and development of a scientific and pedagogical school on the problems of speech education and introducing children to culture through the perception of the artistic word?
4. What are the main areas of research in the field of speech development of children. CHAPTER 2
DIDACTIC BASES OF SPEECH DEVELOPMENT
PRESCHOOL CHILDREN
2.1. Strategy and tactics of modern education
preschoolers mother tongue
A child who crosses the threshold of kindergarten for the first time can already speak. But his verbal arsenal is not enough to express thoughts, impressions, feelings: for this he lacks words.
In itself, attending a kindergarten expands the possibilities of speech development of children. Under the guidance of a teacher, they observe natural phenomena, the labor activity of people, communicate with peers, listen to works of art read to them by the teacher, etc. All this, of course, enriches the child’s personality, expands his knowledge and develops his speech, but it is also necessary to work on children's speech.
Developing speech does not only mean giving children the opportunity to speak more, to give material and topics for oral expressions. To develop speech means to systematically, systematically work on its content, its sequence, to teach the construction of Sentences, the thoughtful choice of the appropriate word and its form, to constantly work on the correct pronunciation of sounds and words. Only a continuous and organized system of work on the language will contribute to mastering it. Without special work on the content and its speech expression, children will only learn to chat, which is harmful to their general and speech development.
It is also important that the teaching of the native language be conscious, meaningful, since on this basis orientation in linguistic phenomena is formed, conditions are created for independent observations of the language, and the level of self-control when constructing an utterance increases.
Awareness is a process of reflection by a person of reality with the participation of the word. “To be aware, according to S. L. Rubinshtein, means to reflect objective reality through socially developed generalized meanings objectified in the word.” A person, receiving impressions from the objects (phenomena) of reality affecting him, can verbally name them, express the relationship between them with the help of language. Thanks to the word, he has the opportunity to give himself an account of what is reflected, which means that his impressions become conscious. Thus awareness is possible through language.
According to F. A. Sokhin, awareness of linguistic reality (linguistic development) is the allocation of a new area of ​​objective knowledge for the child, is an important point in enriching his mental development and is crucial for the subsequent systematic study of the native language course at school.
The availability of awareness of linguistic reality by children of preschool age has been confirmed by numerous studies:
- awareness of the sound composition of the word in the process of teaching literacy (d. B. Elkonin, L. E. Zhurova, N. S. Varentsova, G. A. Tumakova, etc.);
- awareness of the semantic side of the word (F. I. Fradkina, S. N. Karpova, E. M. Strunina, A. A. Smaga, etc.);
awareness of word-formation relations (D. N. Bogoyavlensky, F. A. Sokhin, A. G. Arushanova-Tambovtseva, E. A. Federavichene, etc.);
- awareness of coherent statements (T. A. Ladyzhenskaya, O. S. Ushakova, N. G. Smolnikova, A. A. Erozhevskaya, etc.).
The listed studies refute the widespread point of view on the development of speech as a process entirely based on imitation, intuitive, unconscious language acquisition by a child. They convincingly prove that the development of speech is based on an active, creative process of mastering the language, the formation of speech activity.
Confirming the availability of awareness of the elements of speech already in the spontaneous experience of children, the researchers emphasize the importance of special work on the development of a conscious attitude to linguistic reality in order to develop in children the ability to “operate not with language, but over language (A.A. Leontiev). Therefore, purposeful teaching of speech and verbal communication is necessary. The central task of such training is the formation of language generalizations and elementary awareness of the phenomena of language and speech.
But not all learning contributes to the understanding of the phenomena of language and speech. Education, which is reduced only to the accumulation of knowledge, skills and abilities and does not form in children the ability to think, does not teach them those mental operations (analysis, synthesis, comparison, generalization, etc.), with the help of which they acquire, systematize and use meaningful knowledge is ineffective both for the development of speech and for mental development in general. Many psychologists and teachers point to this fact (L. S. Vygotsky, V. V. Davydov, Sh. A. Amonashnili, etc.): spiritual, moral, mental and physical development of the child, he is trying to essentially put the cart before the horse. In the first place should be the development of the child, which will allow the student to acquire knowledge, develop skills and abilities. This statement also applies to preschools.
Today, the task of developing the child is put forward in the first place, which will make it possible to make the process of equipping preschoolers with knowledge, skills and abilities more effective. A developmental mindset can be considered a modern strategy for teaching the mother tongue to preschool children.
Among the various concepts of developmental education based on the theory of L. S. Vygotsky about the zone of proximal development of the child, today the approach developed by V. V. Davydov, V. V. Repkin and others is increasingly understood. In the interpretation of these psychologists, developmental education is education, the content, methods and forms of organization of which are directly focused on the patterns of development of the child.
According to M. S. Soloveichik, it is not enough for a teacher to know the material that will be offered to children well and master the methods of teaching. If the child blindly follows the teacher through the labyrinth of knowledge, then he has a chance to go through this path without injuries (mistakes), but he will not be able to see his own path through the labyrinth and then move independently. A child can go to school well prepared (be able to read, write, count), but from being taught, he will never become a student (teaching himself).
It is not enough just to put forward a cognitive task for children. It must be accepted by the child, that is, become his own task. The question to be answered must become the child's own question, otherwise he may not be interested in information that he himself was not looking for. Therefore, the cognitive task should be set in such a way that the child strives to solve it.
The developmental effect of education is also determined by the extent to which it focuses not only on age, but also on the individual characteristics of children. Individually oriented education provides for the care of the teacher so that each child can realize his special qualities and preserve his individuality. To do this, the content of education should provide options for solving cognitive problems so that the child has freedom of choice. Much is determined by how training is organized. Firstly, will children be capable only of performing activities, or will they have the initiative, the ability to independently solve various problems. Secondly, whether they will have a craving for knowledge. Thirdly, will the ability to have one's own point of view and at the same time perceive and respect someone else's opinion develop?
If in the process of teaching the native language the child is only an executor of the plan outlined by the teacher, if he is cognitively passive, then teaching will not contribute to his development, will not have the desired positive effect.
Therefore, in order to ensure successful mastery of the native language by children, they must be encouraged to independent searches, to mental effort, to mental activity, they “must be taught to work” (A. A. Lyublinskaya). This is the main task of the preschool teacher.

Review questions
1. What can be considered the strategy of modern mother tongue teaching?
2. What does it mean to develop speech?

2.2. Meaning of the native language. Learning objectives
mother tongue of preschool children

Every year the amount of knowledge that needs to be passed on to the younger generation is steadily growing. For this, new programs are being created to prepare children for school in preschool institutions and to teach at school. To help children cope with solving complex problems, you need to take care of the timely and complete formation of their speech.
The development of speech in preschool age has a diverse impact on children. First of all, it plays a big role in their mental development.
The native language is “the key that opens the treasures of knowledge to children” (O. I. Solovyova). Through their native language, children become familiar with material and spiritual culture (fiction, folklore, fine arts), gain knowledge about the world around them (animal and plant kingdoms, people and their relationships, etc.). In a word, children express their thoughts, impressions, feelings, needs, desires. And since any word is to some extent a generalization, in the process of mastering speech, the child gradually develops logical thinking. Mastering the language enables children to freely reason, draw conclusions, reflect various connections between objects and phenomena.
Teaching the native language creates more opportunities for the moral development of preschoolers. The word helps the development of joint activities of children, accompanying their games and work. Through the word, the child learns the norms of morality, moral values. L. S. Vygotsky argued that the formation of character, emotions and personality as a whole is directly dependent on speech.
Mastering the native language occurs simultaneously with the education of an aesthetic attitude to nature, man, society, and art. The native language itself has the features of beauty, is able to evoke aesthetic experiences. Of particular importance for the aesthetic development are the artistic word, verbal creativity and artistic and speech activity of children.
Thus, the role of the native language in the comprehensive development of the child is enormous and undeniable.
However, developing speech does not only mean giving children the opportunity to speak more, to give material and topics for oral expressions. Purposeful work is needed on their speech.
The main goal of work on the development of speech in preschool institutions is the formation of oral speech and a culture of speech communication with others. It includes a number of specific private tasks, among which are: the education of a sound culture of speech, the development of a dictionary, the improvement of the grammatical correctness of speech, the development of coherent speech (dialogical and monologue).
Where to start learning? The answer to this question is given by A.P. Usova. She draws the attention of teachers to the fact that all aspects of the language should be in their field of vision. None of these aspects of language can develop correctly unless they are closely related and unless their development is directed by adults.
As O. S. Ushakova emphasizes, in each of these parties there is a nodal formation that allows you to isolate the priority lines of work. In working on the sound side of speech, special attention is paid to learning to master such characteristics as tempo, voice power, diction, fluency, and intonation when uttering. In dictionary work, the semantic component comes to the fore, since only a child's understanding of the meaning of a word (in the system of synonymous, antonymic, polysemic relations) can lead to a conscious choice of words and phrases, their exact use. In the formation of the grammatical structure of speech, it is of great importance, first of all, to master the methods of word formation of different parts of speech, the formation of language generalizations, the construction of syntactic structures (simple and complex sentences).
In the development of coherent speech, this is learning the ability to use a variety of means of communication (between words, sentences, parts of a text), the formation of ideas about the structure of an utterance and its features in each type of text (description, narration, reasoning).
At the same time, the central, leading task of teaching the native language is the development of coherent speech, which, according to the apt expression of F. A. Sokhin, absorbs all the speech achievements of the child.
The tasks of speech development are implemented in a program that determines the volume of speech skills and abilities, the requirements for the speech of children in different age groups.
Currently, preschool institutions use variable programs: "Origins", "Rainbow", "Development", "Childhood", "Program for the Development of Speech of Preschool Children in Kindergarten" (O. S. Ushakova). Teachers have a choice. However, when choosing a program, it is necessary to take into account its scientific validity, the persuasiveness of the tasks and content of education. The program should prove why exactly these tasks and content can ensure the speech development of children, the relationship of speech development with other aspects of education and sections of the program should be ensured.

Questions and review task
1. What speech task is leading in teaching the native language? Justify your answer.
2. What are the priority lines of work on each aspect of speech? 2.3. Methodological principles of teaching children their native language The organization of the speech development of preschool children should be built taking into account not only didactic (visibility, accessibility, systematicity, consistency, repetition, etc.), but also methodological principles, with the help of which the intensification of the learning process is ensured.
Methodological principles determine the choice of content, methods and techniques for teaching speech in accordance with the tasks of speech education of children.
Methodological principles are understood as general initial rules, guided by which the teacher chooses (or creates)
means of education. Methodological principles reflect the specifics of teaching native speech and act in conjunction with each other.
.
One of the important methodological principles of teaching is the principle of the formation of children's speech activity as an active process of speaking in understanding. This is dictated by the fact that speaking and understanding are two types of the same speech activity. They have a similar internal psychological nature and require the same conditions. Both the creation and understanding of speech presuppose the possession of a system of language, that is, a system of those ways in which language conveys certain phenomena and relations of reality. For example, to correctly understand the statement "bring pencils", you need to feel that "and" at the end of the word "pencil" is a plural indicator. The one who creates the statement should also feel the same if he wants to get a few pencils. A child who listens to speech does not passively perceive it, he immediately joins in the process of actively processing what he hears in order to extract content, thoughts from the utterance. P. P. Blonsky wrote that listening to speech “is not just listening, to a certain extent we seem to be talking together with the speaker.” A. A. Leontiev emphasized that “any methodological concept that fundamentally opposes listening to speaking is fundamentally wrong.”
Teaching the native language is also based on the principle of interconnection of all its aspects: phonetic, lexical and grammatical. The unity of all aspects of the language is manifested primarily in its communicative function, which acts as the main property of the language, its essence.
The sound form inherent in any word creates an opportunity for communication: words are physically reproduced and perceived. However, the sound system of a language does not exist by itself. Not any complex of sounds, but only one that has a certain meaning, can serve the purposes of communication. The word acts as such a sound complex. The vocabulary of the language, its vocabulary is a kind of building material that serves to express thoughts. Nevertheless, no matter how rich the vocabulary of the language is, without grammar it is dead, since it does not perform a communicative function. For the purpose of communication, words are grammatically organized, that is, they enter into certain relations with each other in the structure of a sentence. Thanks to this, thoughts receive a harmonious form of expression.
The peculiarity of each of the sides of the language is manifested in the specifics of language units; for phonetics, the sound of speech, the phoneme act as such units; for lexicology - a word in terms of its systematic meaning and use; for grammar, a word in its forms, as well as a phrase and a sentence.
The following provisions define the methodology for teaching the native language of preschoolers, taking into account intra-subject communications.
1. Based on the fact that all aspects of the language are interconnected and at the same time each of them has specific features, in order to consciously master the language, children must learn the features of each of the aspects of the language and the connection between them.
The system of teaching the native language at preschool age should be built taking into account the essence of the connection between the sides of the language. this provision should be implemented both in determining the sequence of training, and in the content of training itself.
2. Since the interaction of all aspects of the language is manifested in its communicative function, in order for preschoolers to assimilate the essence of this interaction, it is necessary to carry out training taking into account the leading role of the communicative function of the language, i.e., realizing the importance of each of the sides of the language and their unity in the process of communication.
For these purposes, when educating the sound culture of speech and preparing for literacy, a great place is given to explaining to preschoolers the unity of the semantic and pronunciation sides of the word and the semantic role of sounds.
In dictionary work, special attention is paid to showing the unity of all aspects of the word: pronunciation, lexical meaning, the totality of grammatical features. At the same time, it is necessary to achieve an understanding of both the nominative (naming) function of the word and the lexical meaning.
When teaching grammar, the leading direction is the formation in children of the ability to use sentences of different structures.
Language is acquired in the process of its use. Therefore, it is very important to include children in the sphere of communication with others in a timely manner, to organize active speech practice for them. The forms of including children in active speech practice are diverse:
this is reading works of art, looking at illustrations and retelling their content; repetition of poems; guessing riddles, didactic games and exercises, various types of children's theaters, etc. Children, under the guidance of a teacher, need to solve speech cognitive tasks, compare, contrast.
The speech practice of children contributes to the development of what is usually called a "sense of language" or language flair, which is the ability to use language tools that correspond to a given speech situation, without involving knowledge of the language. This skill needs to be developed. If the spontaneously arising orientation in the language is not supported, it collapses.
An important methodological principle is the principle of speech action. The teacher must remember that not every pronunciation of speech sounds (even whole texts) is speech. The phrases that the child says will be the result of a speech action only if a number of conditions are met:
if the trainee has an internal motive (why should this be said);
- if there is a goal (why it needs to be said);
- in the presence of a thought (what content needs to be conveyed in words).
The learning process should be built in such a way that the child's actions are truly verbal at every moment of learning.
As a result of training, children should develop those speech skills, without which it is impossible to create any, even the most elementary statement (skills for choosing words, changing them, choosing constructions, observing “grammatical obligations”, changing words in accordance with them, etc. ). A speech skill can be considered formed only if it is transferred to new words and speech situations that have not yet been encountered by the child.
Researchers (L. P. Fedorenko, E. P. Korotkova, V. I. Yashin) also name other methodological principles:
- the relationship of sensory, mental and speech development of children;
- communicative-activity approach to the development of speech;
- enrichment of the motivation of speech activity; organization of observations on linguistic material;
- the formation of an elementary awareness of the phenomena of language, etc.
.
Based on the above methodological principles, a methodology for teaching children the sound culture of speech, vocabulary work, the formation of the grammatical structure of speech and the development of coherent speech is built.
Task to repeat /
List the methodological principles of teaching the native language, reveal their essence. 2.4. Activity as a condition for the development of speech and teaching the native language Speech serves the most important areas of human activity. A person's activity in these areas is closely related to how well he speaks. The same applies to preschoolers. (absent articles 32-32) Denoting volitional and intellectual actions, constitute
6.24%, and medal verbs - 3%. The imperative of the verb is reduced by about 10%. Index ratio changes
and personal pronouns in favor of personal ones. From the age of four appears
indirect speech.
An extra-situational-personal form of communication is typical for children of five to seven years old. At the age of five - seven years, communicative tasks come to the fore. Preschoolers actively talk with adults about what is happening between people; persistently trying to figure out how to act; reflect both on their own actions and on the actions of other people. These conversations are theoretical in nature (questions, discussions, disputes). Children talk about themselves, ask adults about themselves, talk about group friends, love to hear stories about everything that concerns people. Older preschoolers turn any activity into a springboard for discussing issues that concern them. They strive for mutual understanding and empathy. Compared to other stages, children are characterized by the greatest inclination of their speech to a partner. Unreversed speech makes up 40% of all speech. Children already speak in more complex sentences (14.9%). Adjectives determine, in addition to attributive properties (69.8%), aesthetic (14.6%), ethical properties of characters (2.32%), their physical and emotional state (9.3%). The proportion of verbs of volitional and intellectual action is increasing (9.7% of all verbs). The share of imperative verbs decreases to 4.8%. Personal pronouns make up 69.7% of all pronouns. Children begin to use both indirect and direct speech.
So, the development of speech in preschoolers occurs in their communication with adults. Under the influence and at the initiative of an adult, children move from one form of communication to another, a new content of the need for communication is formed.
However, the child communicates not only with adults, but also with his peers. Communication with peers that occurs in children in the third year of life has the following features:
- bright emotional richness. If a child usually speaks with an adult more or less calmly, without unnecessary expressions, then a conversation with peers is usually accompanied by sharp intonations, screaming, antics, etc. In the communication of preschoolers, there are almost 10 times more expressive-mimic manifestations than in communication with adults;
- non-standard children's statements, the absence of strict norms and rules. Communicating with an adult, even the smallest child adheres to certain norms of statements, generally accepted phrases and speech turns. When talking with each other, children use the most unexpected, unpredictable words, combinations of words and sounds, phrases (buzz, crackle, mimic each other, come up with new names for familiar objects);
- the predominance of initiative statements over response ones. When communicating with peers, it is much more important for a child to express himself than to listen to another. Therefore, conversations, as a rule, do not work out: children interrupt each other, each speaks about his own, not listening to his partner. A child perceives an adult in a completely different way. The preschooler most often supports his initiative and proposal, tries to answer his questions, listens more or less attentively to messages and stories. When communicating with an adult, the child prefers to listen rather than speak himself;
- children's communication with each other is much richer in its purpose, functions. Here: both managing the partner’s actions (showing how you can and how you can’t do it), and controlling his actions (make a comment in time), and imposing your own samples (getting him to do just that), and playing together (together decide how we will play) , and constant comparison with yourself (I can do that, can you?). From an adult, the child expects either an assessment of his actions, or new cognitive information.
From the foregoing, the conclusion follows: an adult and a peer contribute to the development of different aspects of the child's personality. In communication with adults, the child learns to speak and do the right thing, to listen and understand the other, to acquire new knowledge. In communication with peers - express yourself, manage other people, enter into a variety of relationships. In addition, a peer can teach many things much better, for example, the ability to speak correctly. Research by A. G. Ruzskaya, A. E. Reinstein, and others showed that a child’s speech addressed to a peer is more coherent, understandable, expanded, and lexically rich. Communicating with other children, the child expands his vocabulary, replenishing it with adverbs of mode of action, adjectives that convey an emotional attitude, personal pronouns, more often uses a variety of verb forms and complex sentences. Researchers explain this by saying that a child is a less understanding and empathetic partner than an adult. It is the incomprehensibility of a peer that plays a positive role in the development of children's speech.
When talking with an adult, the child does not make much effort to be understood. An adult will always understand him, even if the child's speech is not very clear. Another thing is a peer. He will not try to guess the desires and moods of his friend. He needs to be clear and precise. And since children really want to communicate, they try to more coherently and clearly express their intentions, thoughts, desires.

Among the various concepts of developmental education based on the theory of L. S. Vygotsky about the zone of proximal development of the child, today the approach developed by V. V. Davydov, V. V. Repkin and others is increasingly understood. In the interpretation of these psychologists, developmental education is education, the content, methods and forms of organization of which are directly focused on the patterns of development of the child.
According to M. S. Soloveichik, it is not enough for a teacher to know the material that will be offered to children well and master the methods of teaching. If the child blindly follows the teacher through the maze knowledge, then he has a chance to go this way without injuries (mistakes), but he will not be able to see his own path through the labyrinth and then move independently. A child can go to school well prepared (be able to read, write, count), but from being taught, he will never become a student (teaching himself).
It is not enough just to put forward a cognitive task for children. It must be accepted by the child, that is, become his own task. The question to be answered must become the child's own question, otherwise he may not be interested in information that he himself was not looking for. Therefore, the cognitive task should be set in such a way that the child strives to solve it.
The developmental effect of education is also determined by the extent to which it focuses not only on age, but also on the individual characteristics of children. Individually oriented education provides for the care of the teacher so that each child can realize his special qualities and preserve his individuality. To do this, the content of education should provide options for solving cognitive problems so that the child has freedom of choice.

Much is determined by how training is organized. Firstly, will children be capable only of performing activities, or will they have the initiative, the ability to independently solve various problems. Secondly, whether they will have a craving for knowledge. Thirdly, will the ability to have one's own point of view and at the same time perceive and respect someone else's opinion develop?

If in the process of teaching the native language the child is only an executor of the plan outlined by the teacher, if he is cognitively passive, then teaching will not contribute to his development, will not have the desired positive effect.
Therefore, in order to ensure successful mastery of the native language by children, they must be encouraged to independent searches, to mental effort, to mental activity, they “must be taught to work” (A. A. Lyublinskaya). This is the main task of the preschool teacher.

1. What can be considered the strategy of modern mother tongue teaching?
2. What does it mean to develop speech?
2.2. Meaning of the native language. Learning objectives
mother tongue of preschool children
Every year the amount of knowledge that needs to be passed on to the younger generation is steadily growing. For this, new programs are being created to prepare children for school in preschool institutions and to teach at school. To help children cope with solving complex problems, you need to take care of the timely and complete formation of their speech.
The development of speech in preschool age has a diverse impact on children. First of all, it plays an important role in their mentaldevelopment.
The native language is “the key that opens the treasures of knowledge to children” (O. I. Solovyova). Through their native language, children become familiar with material and spiritual culture (fiction, folklore, fine arts), gain knowledge about the world around them (animal and plant kingdoms, people and their relationships, etc.). In a word, children express their thoughts, impressions, feelings, needs, desires. And since any word is to some extent a generalization, in the process of mastering speech, the child gradually develops logical thinking. Mastering the language enables children to freely reason, draw conclusions, reflect various connections between objects and phenomena.
Teaching mother tongue creates more opportunities for moral development preschoolers. The word helps the development of joint activities of children, accompanying their games and work. Through the word, the child learns the norms of morality, moral values. L. S. Vygotsky argued that the formation of character, emotions and personality as a whole is directly dependent on speech.
Mastery of the native language occurs simultaneously with education of aesthetic attitude to nature, man, society, art. The native language itself has the features of beauty, is able to evoke aesthetic experiences. Of particular importance for the aesthetic development are the artistic word, verbal creativity and artistic and speech activity of children.
Thus, the role of the native language in the comprehensive development of the child is enormous and undeniable.
However, developing speech does not only mean giving children the opportunity to speak more, to give material and topics for oral expressions. Purposeful work is needed on their speech.
The main goal of work on the development of speech in preschool institutions is the formation of oral speech and a culture of speech communication with others. It includes a number of specific private tasks, among which: the education of a sound culture of speech, the development of a dictionary, the improvement of the grammatical correctness of speech, the development of coherent speech (dialogical and monologue).
Where to start learning? The answer to this question is given by A.P. Usova. She draws the attention of teachers to the fact that all aspects of the language should be in their field of vision. None of these aspects of language can develop correctly unless they are closely related and unless their development is directed by adults.
As O. S. Ushakova emphasizes, in each of these parties there is a nodal formation that allows you to isolate the priority lines of work. AT work on the sound side of speech special attention is paid to learning to master such characteristics as tempo, voice power, diction, fluency, and intonation when uttering. AT vocabulary work the semantic component comes to the fore, since only a child's understanding of the meaning of a word (in the system of synonymous, antonymic, polysemic relations) can lead to a conscious choice of words and phrases, their exact use. In the formation of the grammatical structure of speech, it is of great importance, first of all, to master the methods of word formation of different parts of speech, the formation of language generalizations, the construction of syntactic structures (simple and complex sentences).
AT development of coherent speech- this is teaching the ability to use a variety of means of communication (between words, sentences, parts of the text), the formation of ideas about the structure of the statement and its features in each type of text (description, narration, reasoning).
At the same time, the central, leading task of teaching the native language is the development of coherent speech, which, according to the apt expression of F. A. Sokhin, absorbs all the speech achievements of the child.
The tasks of speech development are implemented in a program that determines the volume of speech skills and abilities, the requirements for the speech of children in different age groups.
Currently, preschool institutions use variable programs: "Origins", "Rainbow", "Development", "Childhood", "Program for the Development of Speech of Preschool Children in Kindergarten" (O. S. Ushakova). Teachers have a choice. However, when choosing a program, it is necessary to take into account its scientific validity, the persuasiveness of the tasks and content of education. The program should prove why exactly these tasks and content can ensure the speech development of children, the relationship of speech development with other aspects of education and sections of the program should be ensured.
Questions and review task
1. What speech task is leading in teaching the native language? Justify your answer.
2. What are the priority lines of work on each aspect of speech?

2.3. Methodological principles of teaching children their native language

The organization of the speech development of preschool children should be built taking into account not only didactic (visibility, accessibility, systematic, consistency, repetition, etc.), but also methodological principles, which ensure the intensification of the learning process.
Methodological principles determine the choice of content, methods and techniques for teaching speech in accordance with the tasks of speech education of children.
Under methodological principles are understoodgeneralinitial rules, guided by which the teacher chooses (or creates)
means of education. Methodological principles reflect the specifics of teaching native speech and act in conjunction with each other.
.
One of the important methodological principles of teaching is principle of formation of speechactivitieschildren as an active process of speaking in understanding. This is dictated by the fact that speaking and understanding are two types of the same speech activity. They have a similar internal psychological nature and require the same conditions. Both the creation and understanding of speech presuppose the possession of a system of language, that is, a system of those ways in which language conveys certain phenomena and relations of reality. For example, to correctly understand the statement "bring pencils", you need to feel that "and" at the end of the word "pencil" is a plural indicator. The one who creates the statement should also feel the same if he wants to get a few pencils. A child who listens to speech does not passively perceive it, he immediately joins in the process of actively processing what he hears in order to extract content, thoughts from the utterance. P. P. Blonsky wrote that listening to speech “is not just listening, to a certain extent we seem to be talking together with the speaker.” A. A. Leontiev emphasized that “any methodological concept that fundamentally opposes listening to speaking is fundamentally wrong.”
Teaching mother tongue is also based on the principle of interconnection of all its sides: phonetic, lexical and grammatical. The unity of all aspects of the language is manifested primarily in its communicative function, which acts as the main property of the language, its essence.
The sound form inherent in any word creates an opportunity for communication: words are physically reproduced and perceived. However, the sound system of a language does not exist by itself. Not any complex of sounds, but only one that has a certain meaning, can serve the purposes of communication. The word acts as such a sound complex. The vocabulary of the language, its vocabulary is a kind of building material that serves to express thoughts. Nevertheless, no matter how rich the vocabulary of the language is, without grammar it is dead, since it does not perform a communicative function. For the purpose of communication, words are grammatically organized, that is, they enter into certain relations with each other in the structure of a sentence. Thanks to this, thoughts receive a harmonious form of expression.
The peculiarity of each of the sides of the language is manifested in the specifics of language units; for phonetics, the sound of speech, the phoneme act as such units; for lexicology - a word in terms of its systematic meaning and use; for grammar, a word in its forms, as well as a phrase and a sentence.
The provisions below define the methodology for teaching the native language of preschoolers, taking into account intra-subject connections.
1. Based on the fact that all aspects of the language are interconnected and at the same time, each of them has specific features, for conscious language acquisition, children must learn the features of each of the sides of the language and connection between them.
The system of teaching the native language at preschool age should be built taking into account the essence of the connection between the sides of the language. this provision should be implemented both in determining the sequence of training, and in the content of training itself.
2. Since the interaction of all aspects of the language is manifested in its communicative function, in order for preschoolers to assimilate the essence of this interaction, it is necessary to carry out training taking into account the leading role of the communicative function of the language, i.e., realizing the importance of each of the sides of the language and their unity in the process of communication.
For these purposes, when educating the sound culture of speech and preparing for literacy, a great place is given to explaining to preschoolers the unity of the semantic and pronunciation sides of the word and the semantic role of sounds.
In dictionary work, special attention is paid to showing the unity of all aspects of the word: pronunciation, lexical meaning, the totality of grammatical features. At the same time, it is necessary to achieve an understanding of both the nominative (naming) function of the word and the lexical meaning.
When teaching grammar, the leading direction is the formation in children of the ability to use sentences of different structures.
Language is acquired in the process of its use. Therefore, it is very important to timely include children in the sphere of communication with others, to organize active speech practice for him. The forms of including children in active speech practice are diverse:
this is reading works of art, looking at illustrations and retelling their content; repetition of poems; guessing riddles, didactic games and exercises, various types of children's theaters, etc. Children, under the guidance of a teacher, need to solve speech cognitive tasks, compare, contrast.
The speech practice of children contributes to the development of what is usually called a "sense of language" or language flair, which is the ability to use language tools that correspond to a given speech situation, without involving knowledge of the language. This skill needs to be developed. If the spontaneously arising orientation in the language is not supported, it collapses.
An important methodological principle is the principle speech action. The teacher must remember that not every pronunciation of speech sounds (even whole texts) is speech. The phrases that the child says will be the result of a speech action only if a number of conditions are met:
if the trainee has an internal motive (why it must be said);
- if there is a target (forwhat it must be said);
- with a thought (what content needs to be put into words).
The learning process should be built in such a way that the child's actions are truly verbal at every moment of learning.
As a result of training, children should develop those speech skills, without which it is impossible to create any, even the most elementary statement (skills for choosing words, changing them, choosing constructions, observing “grammatical obligations”, changing words in accordance with them, etc. ). A speech skill can be considered formed only if it is transferred to new words and speech situations that have not yet been encountered by the child.
Researchers (L. P. Fedorenko, E. P. Korotkova, V. I. Yashin) also name other methodological principles:
- the relationship of sensory, mental and speech development of children;
- communicative-activity approach to the development of speech;
- enrichment of the motivation of speech activity; organization of observations on linguistic material;
- the formation of an elementary awareness of the phenomena of language, etc.
.
Based on the above methodological principles, a methodology for teaching children the sound culture of speech, vocabulary work, the formation of the grammatical structure of speech and the development of coherent speech is built.
Task to repeat /
List the methodological principles of teaching the native language, reveal their essence.

2.4. Activity as a condition for the development of speech

and mother tongue teaching

Speech serves the most important areas of human activity. A person's activity in these areas is closely related to how well he speaks. The same applies to preschoolers. (no art. 32-32)

Denoting volitional and intellectual actions, make up
6.24%, and medal verbs - 3%. The imperative of the verb is reduced by about 10%. Index ratio changes
and personal pronouns in favor of personal ones. From the age of four appears
indirect speech.
Extra-situational-personal form of communication typical for children five to seven years old. At the age of five - seven years, communicative tasks come to the fore. Preschoolers actively talk with adults about what is happening between people; persistently trying to figure out how to act; reflect both on their own actions and on the actions of other people. These conversations are theoretical in nature (questions, discussions, disputes). Children talk about themselves, ask adults about themselves, talk about group friends, love to hear stories about everything that concerns people. Older preschoolers turn any activity into a springboard for discussing issues that concern them. They strive for mutual understanding and empathy. Compared to other stages, children are characterized by the greatest inclination of their speech to a partner. Unreversed speech makes up 40% of all speech. Children already speak in more complex sentences (14.9%). Adjectives determine, in addition to attributive properties (69.8%), aesthetic (14.6%), ethical properties of characters (2.32%), their physical and emotional state (9.3%). The proportion of verbs of volitional and intellectual action is increasing (9.7% of all verbs). The share of imperative verbs decreases to 4.8%. Personal pronouns make up 69.7% of all pronouns. Children begin to use both indirect and direct speech.
So, the development of speech in preschoolers occurs in their communication with adults. Under the influence and at the initiative of an adult, children move from one form of communication to another, a new content of the need for communication is formed.
However, the child communicates not only with adults, but also with his peers. Communication with peers that occurs in children in the third year of life has the following features:
- bright emotional richness. If a child usually speaks with an adult more or less calmly, without unnecessary expressions, then a conversation with peers is usually accompanied by sharp intonations, screaming, antics, etc. In the communication of preschoolers, there are almost 10 times more expressive-mimic manifestations than in communication with adults;
- non-standard children's statements, the absence of strict norms and rules. Communicating with an adult, even the smallest child adheres to certain norms of statements, generally accepted phrases and speech turns. When talking with each other, children use the most unexpected, unpredictable words, combinations of words and sounds, phrases (buzz, crackle, mimic each other, come up with new names for familiar objects);
- the predominance of initiative statements over response ones. When communicating with peers, it is much more important for a child to express himself than to listen to another. Therefore, conversations, as a rule, do not work out: children interrupt each other, each speaks about his own, not listening to his partner. A child perceives an adult in a completely different way. The preschooler most often supports his initiative and proposal, tries to answer his questions, listens more or less attentively to messages and stories. When communicating with an adult, the child prefers to listen rather than speak himself;
- children's communication with each other is much richer in its purpose, functions. Here: both managing the partner’s actions (showing how you can and how you can’t do it), and controlling his actions (make a comment in time), and imposing your own samples (getting him to do just that), and playing together (together decide how we will play) , and constant comparison with yourself (I can do that, can you?). From an adult, the child expects either an assessment of his actions, or new cognitive information.
From the foregoing, the conclusion follows: an adult and a peer contribute to the development of different aspects of the child's personality. In communication with adults, the child learns to speak and do the right thing, to listen and understand the other, to acquire new knowledge. In communication with peers - express yourself, manage other people, enter into a variety of relationships. In addition, a peer can teach many things much better, for example, the ability to speak correctly. Research by A. G. Ruzskaya, A. E. Reinstein, and others showed that a child’s speech addressed to a peer is more coherent, understandable, expanded, and lexically rich. Communicating with other children, the child expands his vocabulary, replenishing it with adverbs of mode of action, adjectives that convey an emotional attitude, personal pronouns, more often uses a variety of verb forms and complex sentences. Researchers explain this by saying that a child is a less understanding and empathetic partner than an adult. It is the incomprehensibility of a peer that plays a positive role in the development of children's speech.
When talking with an adult, the child does not make much effort to be understood. An adult will always understand him, even if the child's speech is not very clear. Another thing is a peer. He will not try to guess the desires and moods of his friend. He needs to be clear and precise. And since children really want to communicate, they try to more coherently and clearly express their intentions, thoughts, desires.

Communicating with an adult, a preschooler masters speech norms, learns new words and phrases. However, all these learned words, expressions can remain “in the passive” and not be used by him in everyday life. A child may know a lot of words but not use them because it is not necessary. For passive knowledge to become active, a vital need for it is needed. This need arises in a child when he communicates with a peer.

Thus, for the development of children's speech, it is necessary for the child to communicate with both adults and peers, since each of the areas of communication has an impact on the development of certain aspects of the speech of preschoolers.
One of the important activities in the formation of speech is training in special classes.
OccupyI- it is a part, a fragment of a single whole, a kind of "cell" of the educational process, in which the signs inherent in the whole phenomenon are manifested. Teaching the native language in the classroom is a systematic systematic process of development of all aspects of the child's speech and thinking, the process of purposeful formation of his speech skills and abilities.
Speech activity is the main activity of children' in the classroom in their native language. It is closely connected with mental activity, mental activity: children listen, think, answer questions, ask them themselves, compare, draw conclusions, generalizations. The guys not only perceive the speech of an adult, but also, expressing thoughts in their speech, select the right word from the vocabulary that more accurately characterizes an object or phenomenon and reflects an attitude towards it.
The peculiarity of many activities is the internal activity of children with their external inhibition. For example, one child is talking and the rest are listening. Listeners are externally passive, but internally active (follow the sequence of the story, empathize with the hero, etc.).
In the classroom, children receive new knowledge, learn to perform tasks in accordance with verbal instructions, acquire the initial skills of organized mental work, and learn to study. Classes enable the teacher to see the successes and failures in the assimilation of knowledge and the formation of the skills of each child.
In the early 90s. 20th century some authors suggested abandoning classes for the development of speech, leaving them only in the senior and preparatory groups as classes in preparation for teaching literacy. They proposed to solve the tasks of speech development in other classes and in the process of everyday life, arguing that in the classroom: it is not possible to provide each child with sufficient speech practice; many children limit themselves mainly to listening; reproductive teaching methods predominate; the relations of the educator with the children are built on an educational and disciplinary basis; teaching the native language is little directed at the development of communicative activity, etc. .
This point of view was not supported by either researchers studying the problems of speech development of preschoolers or practitioners. The need for special classes M. M. Alekseeva and V. I. Yashin is explained by a number of circumstances:

Work on the pronunciation (sound) side of the speech of the younger ones in the lessons of literary reading

An important place in the system of speech development of students is occupied by work on the pronunciation (sound) side of speech. For a long time, this area of ​​speech work was not given due attention. It was believed that children entering the 1st grade have a sufficient level of formation of pronunciation skills that allow them to freely carry out speech activity.

However, a special study of the pronunciation qualities of the speech of younger schoolchildren shows that most of the first graders have significant impairments regarding the pronunciation side of speech: the speech of many of them is slurred, the speech apparatus works sluggishly, students do not know how to use their breath and voice correctly, many have physiological disorders. diction (indistinct pronunciation of individual sounds and sound combinations), etc. All this largely affects the student's speech activity.

The pronunciation (sound) side of speech is understood as a set of skills and abilities through which speech activity is carried out orally.

There are two main directions of the pronunciation side of speech:

technique and intonational expressiveness, which are closely interconnected.

The sound culture of speech involves a clear articulation of sounds, their distinct pronunciation, pronunciation, correct speech breathing, as well as the ability to use voice and various means of expression.

Among all the listed skills, a large place is occupied by those

related to speech technology. These skills characterize the breathing, voice and diction of the speaker.

Breathing is the basis of sounding speech. Correct speech breathing largely determines the clarity, expressiveness of speech, the level of understanding by others. Breathing can be voluntary and involuntary.

Arbitrary - regulated breathing, which the speaker subordinates to the goals, tasks and content of verbal communication. The task of the teacher is to develop and improve their voluntary breathing in children, to teach them to control breathing in the process of speech.
Primary school students at the lessons of literary reading get acquainted with the requirements for proper breathing, exercises aimed at training breathing. After this acquaintance, breathing exercises are carried out at each lesson of literary reading during speech warm-ups. They are varied and presented, as a rule, in a playful way:
1. Inhale - on the exhale count from 1 to ....
2. Inhaled - while exhaling, reading tongue twisters, tongue twisters, counting rhymes.
Z. ".On the seashore." ("Tip your head back a little; imagine that you are lying on the seashore. Deep breath - smooth, slow exhalation.")
4. "Engine". (The exercise is performed while standing, with movements that imitate the course of the wheels of a train)
5. "Let's throw the ball." (Exercise is performed standing:
“We breathed in - as we exhaled, we sat down, inhaled, made a movement, as if we had taken the ball, inhaled, stood up, as we exhaled, we sharply threw the ball)

6. "We blow out a candle."

7. "Let's blow out a few candles."
8. "Let's blow on fluffs." (The exercise is performed while standing: “Imagine that fluffs flew into the class. You need to blow on them so that they fly away as far as possible.”)
9. "Let's deflate the balloon." (“Imagine that you have a balloon in your hands that is blown away. Let's start squeezing it with our palms, gradually connecting them and pronouncing the sound [sh]).
10. "Let's slap the mosquito." (“Imagine that an annoying mosquito is flying around you. Let’s get rid of it. Clap our hands, pronouncing the sound [z].”)
11. "Let's warm the animals with our breath."
12. Reading texts of various sizes, in which pauses are placed.
13. “We smell the flowers. (“Imagine that you are walking in the garden and see a flower of extraordinary beauty. Smell it.”)
The voice is an important component of speech technique.

At the lessons of literary reading, primary school students will learn what role a well-placed voice plays in our speech, how the qualities of the voice change depending on the content of the utterance, as well as the specific speech situation in which the speaker is.
During speech warm-ups in the classroom, students perform various exercises to train their voices:
1. Inhale - on the exhale, count from 1 to 10 (or pronounce syllables): -
in the middle tone;
gradually raising your voice;
gradually lowering the voice;
starting quietly - ending loudly and vice versa.
2. Reading texts with different settings: fun, sad, sad, solemn, with a smile, surprise, admiration, delight, etc.
3. Reading texts with a game setting: "Read as if you are a Bear cub (Little Fox, Hedgehog, Cockerel, etc.)".
4. Reverse exercise: “Read the text for one of the animals, and we will try to find out by voice who you read for.”
5. Dramatization of small passages.

Diction - purity, correctness and clarity of pronunciation (pronunciation) of individual sounds, sound combinations, words, etc. Observations show that primary school students (especially first graders) have various diction disorders.

Students get acquainted with the concept of "diction", with a patter
as a genre designed to develop good diction. In all subsequent speech development lessons, during speech warm-ups, students perform various exercises with tongue twisters and small poetic texts in which there are difficult-to-pronounce combinations of sounds. Exercises are varied and focused on:
mastering the content of tongue twisters: reading in an undertone (can be repeated), conversation on content; illustration (mostly verbal) of the text of tongue twisters;
preparation for the correct reading of tongue twisters:
choral with a clapping of rhythm, expressive reading of tongue twisters: with an installation (fun, sad, sad, solemn - depending on the content.

Speech warm-up is a complex type of work in the lessons of literary reading in elementary school. As a rule, it includes 2-3 exercises for training breathing, voice, diction, as well as developing the desired intonation of reading. It is better to arrange tasks in such a way that their complexity increases gradually and each subsequent one was prepared by the previous one. It is more expedient to start with breathing exercises, since it is breathing that is the basis of any speech action. These exercises are more accessible to children, often performed involuntarily, especially if they have a playful form. Then exercises should follow to train the voice, its qualities such as strength, height. They require great effort from students, and in their implementation it is necessary to constantly monitor the quality of the voice, manage them.

These studies prove that the basis of the development of speech is active. Therefore, purposeful teaching of speech and verbal communication is necessary. The central task of such training is the formation of linguistic generalizations and elementary awareness of the phenomena of language and speech on the basis of the formation in children of the ability to think, learning mental operations: analysis, synthesis, comparison, generalization, etc.

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Page 21

Lecture #2

Didactic foundations for the development of speech in preschool children

2.1 . Strategy and tactics of modern education of preschoolers

mother tongue

 A child who crosses the threshold of a kindergarten for the first time is already can speak . But his verbal arsenal insufficient to express thoughts, impressions, feelings: for this he is at a loss for words.

Kindergarten visitexpands the possibilities of speech developmentchildren. Under the guidance of a teacher, they watching natural phenomena, labor activity of people, communicate with peers, listen works of art read by the educator, etc. But also need to work over children's speech.

Task:  Connect the underlined words in this paragraph, pass orally as a conclusion.

 Develop speech - it does not mean only give children the opportunity to talk more , to give material and topics for oral statements. Develop speech means systematically. systematically work on its content, its sequence learn how to build sentences thoughtful choicethe right word and its forms constantly work on the rightpronunciation of sounds and words. Without special work on the content and its speech expression, children will only learn to chat, which is harmful to their general and speech development.

develop speech - it means………………… (finish the phrase).

Formulate a question, give an answer

 It is also important thatlearning the native language was conscious, meaningful,since on this basis orientation in linguistic phenomena is formed, conditions are created for independent observations of the language, and the level of self-control increases when constructing an utterance.

Awareness is a process of reflection by a person of reality with the participation of the word. “To comprehend means to reflect objective reality by means of socially developed generalized meanings objectified in the word.”

H a person, receiving impressions from the objects (phenomena) of reality affecting him, can verbally name them, express the relationship between them with the help of language. Thanks to the word, he has the opportunity to give himself an account of what is reflected, which means that his impressions become conscious Thus,understanding is possible through language.

According to F.A. Sokhin, the awareness of linguistic reality (linguistic development) is the allocation of a new area of ​​objective knowledge for the child, is an important point enrichment his mental development and is of decisive importance for the subsequent systematic study of the mother tongue course at school (119).

The availability of awareness of linguistic reality by children of preschool age has been confirmed by numerous studies:

– awareness of the sound composition of the word in the process of learning to read and write(D.B. Elkonin, L.E. Zhurova, N.S. Varentsova, G.A. Tumakova, etc.);

– awareness semantic structure of the word(F.I. Fradkina, S.N. Karpova, E.M. Strunina, A.A. Smaga and others);

– awareness word-formation relations(D.N. Bogoyavlensky, F.A. Sokhin, A.G. Arushanova-Tambovtseva, E.A. Federavichene and others);

– awareness connected statements(T.A. Ladyzhenskaya, O.S. Ushakova, N.G. Smolnikova, A.A. Zrozhevskaya and others).

These studies prove thatspeech development is based on active. creative process of language acquisition, the formation of speech activity. researchers emphasize the importance of special work on the development of a conscious attitude to linguistic reality in order to develop in children the ability to “operate not with language, but over language” (A.A. Leontiev).Therefore, it is necessarypurposeful teaching of speech and verbal communication. Centralthe task of such training is the formation of language generalizations and elementary awareness of the phenomena of language and speech based on the formation of the ability to think in children, learning mental operations:analysis, synthesis, comparison, generalizationetc. - with the help of which meaningful knowledge is acquired, systematized and used both for the development of speech and for mental development in general. This was pointed out by many psychologists and teachers (L.S. Vygotsky, V. Davydov, Sh.A. Amonashvili, etc.): spiritual, moral, mental and physical developmentchild, he is essentially trying to put the cart before the horse. On thethe development of the child should come first,which will allow the student to acquire knowledge, develop skills and abilities"(17 - P.2) (Let's enter a new school: Report on the fourth meeting of experimental teachers // Teacher's newspaper. - 1988. - October 18).Today, the development of the child is put forward in the first place. A development mindset can be considereda modern strategy for teaching the mother tongue to preschool children.

Among the various concepts of developmental education based on the theory of L.S. Vygotsky about the zone of proximal development of the child, today the approach developed by V.V. Davydov, V.V. Repkin and others. In the interpretation of these psychologistsdevelopmental learning is learning, the content, methods and forms of organization of which are directly focused on patternschild development.

R A child may go to school well-prepared (read, write, count), but from being taught, he will never become a learner (teaching himself) (106).

It is not enough just to put forward a cognitive task for children. It must be accepted by the child, i.e. become his own task. The question to be answered must become the child's own question, otherwise he may not be interested in information that he himself was not looking for. Therefore, the cognitive task should be formulated in such a way thatfor the child to aspire to decision.

The developmental effect of education is also determined by the extent to which it focuses not only on age, but also on the individual characteristics of children.Individually oriented trainingprovides care teacher about every child could realize his special qualities and retain his individuality. To do this, the content of training should provide options for solving cognitive problems so that the child has freedom of choice.

How training is organized determines a lot. First, will the children be only capable of performing, or will they havesolve various problems. Secondly, whether they have a craving for knowledge. Thirdly, will the ability to have one's own point of view and at the same time perceive and respect someone else's opinion develop?

If in the process of teaching the native language the child is only an executor of the plan outlined by the teacher, if he is cognitively passive, then teaching will not contribute to his development, will not have the desired positive impact.

Therefore, in order to ensure the successful acquisition of their native language by children, they need toencourage self-searching, mental effort, to mental activity, they “need to be taught to work"(A.A. Lyublinskaya). This is the main task of the preschool teacher.

Exercise : carefully read the contents of the first paragraph of the second chapter and answer the questions: 1. What is the strategy of modern mother tongue teaching?{ 2. What does it mean to develop speech?

 2. 2. The meaning of the native language. The tasks of teaching the mother tongue

Preschool children

Every year the amount of knowledge that needs to be passed on to the younger generation is steadily growing. To do this, new programs are being created to prepare children for school in preschool institutions and teaching at school. To help children cope with difficult tasks,need to take care of the timely andcomplete formation of their speech.

The development of speech in preschool age has a diverse impact on children. First of all, it plays an important role in theirmental development.

The mother tongue is “the key that opens the treasures of knowledge to children"(O.I. Solovyova). Through mother tongue children join to material and spiritual culture (fiction, folklore, fine arts), get knowledge about the surrounding world (animal and plant kingdom, about people and their relationships, etc.). In a word, children express their thoughts, impressions, feelings, needs, desires. And since any word is to some extent a generalization, in the process of mastering speech, the child gradually developslogical thinking. Mastering the language enables children to freely reason, draw conclusions, reflect various connections between objects and phenomena.

Mother tongue teaching creates more opportunities for moral development of preschoolers. The word helps the development of joint activities of children, accompanying their games and work. Through the word, the child learns the norms of morality, moral values.L.S. Vygotsky argued that the formation of character, emotions and personality as a whole is directly dependent on speech.

Mastery of the native language occurs simultaneously witheducation of aesthetic attitudeto nature, man, society, art. The native language itself has the features of beauty, is able to evoke aesthetic experiences. Of particular importance for the aesthetic development are the artistic word, verbal creativity and artistic and speech activity of children.

Thus, the role of the mother tongue in a comprehensive development of the child is enormous and undeniable.

However, developing speech is not only about giving children the opportunity to speak more, to give material and topics for oral expressions.Purposeful work is needed on their speech.

Main the purpose of work on the development of speech in preschool institutions - the formation of oral speech and the culture of speech communication with others. It includes a number of specific tasks, including: the education of a sound culture of speech, the development of a dictionary, the improvement of the grammatical correctness of speech, the development of coherent speech (dialogical and monologue).

A.P. Usova draws attention to the fact that all sides of the language should be in their field of vision, should beare closely related to each other and their development shouldguided by adults[Usova A.P. Education in the senior group of kindergarten / Izvestiya APN RSFSR. – M.; L., 1948. – No. 16].

O.S. Ushakova emphasizes that in each of these parties there is a nodal formation that allows you to isolate the priority lines of work. [Ushakova O.S. The development of speech of preschoolers / O.S. Ushakov. - M., 201). Working on the sound side of speech special attention is paid to learning to master such characteristics astempo, voice power, diction, fluency, and intonationwhen speaking.In vocabulary workthe semantic component comes to the fore, since only a child's understanding of the meaning of a word (in the system of synonymous, antonymic, polysemic relations) can lead to a conscious choice of words and phrases, their exact use. When forming the grammatical structure of speechgreat importancethey have, first of all, mastering the methods of word formation of different parts of speech, the formation of language generalizations, the construction of syntactic structures (simple and complex sentences).

In the development of coherent speechis learning how to usevarious means of communication(between words, sentences, parts of the text), the formation of ideas about the structure of the statement, its features in each type of text (description, narration, reasoning).

However, the central, leading task of teaching the native language is the development of coherent speech, which, aptlyF.A. Sokhina, absorbs all the speech achievements of the child.

The tasks of speech development are implemented in the program, which determines the volume of speech skills and abilities, the requirement for the speech of children in different age groups.

Currently, preschools use variable programs: Origins”, “Rainbow”, “Development”, “Childhood"," The program for the development of speech of preschool children in kindergarten "(O.S. Ushakova). Teachers have a choice. Programs should ensure the speech development of children, ensure the relationship of speech development with other aspects of education and sections of the program.

? 1. What speech task is leading in teaching your mother tongue? Justify your answer.

2. What are the priority lines of work on each side of speech?

2.3. Methodological principles of teaching children their native language

Methodological principles definethe choice of content, methods and techniques for teaching speech in accordance with the tasks of speech education of children.

Methodological principles are understood as general initial rules, guided by which the teacher chooses (or creates) teaching aids. Methodological principles reflect the specifics of teaching native speech and act in conjunction with each other [Korotkova E.P. Principles of teaching speech in kindergarten / E.P. Korotkov. - Rostov n / D, 1975. - S.3].

One of the important methodological principles of teaching is principle the formation of children's speech activity as an active process of speaking and understanding.This is dictated by the fact that speaking and understanding are two types of the same speech activity. They have a similar internal psychological nature and require the same conditions. Both the creation and understanding of speech involve the possessionlanguage system, i.e. technical support systemobov, with the help of which the language conveys certain phenomena and relations of reality. For example, to correctly understand the statement "bring pencils", you need to feel that "and" at the end of the word "pencil" is a plural indicator. The one who creates the statement must also feel the same if he wants to get a few pencils. A child listening to speech does not perceive it passively, he immediatelyis included in the process of actively processing what he hears in order to extract content from the utterance, thoughts. P.P. Blonsky wrote that listening to speech “is not just listening, to a certain extent we seem to be talking together with the speaker” .A.A. Leontiev emphasized that "any methodological concept that fundamentally opposes listening to speaking is wrong in its very essence."

Mother tongue teaching is also based on the principleinterconnections of allsides: phonetic, lexical and grammatical. Unity of all aspects of the language is manifested primarily in its communicative function, which acts as the main property of the language, its essence.

The sound form inherent in any word creates an opportunity for communication: words are physically reproduced and perceived. However, the sound system of a language does not exist by itself. Not any complex of sounds, but only one that has a certain meaning, can serve the purposes of communication. As suchthe sound complex is the word. The vocabulary of the language, its vocabulary is a kind of buildingmaterial used to express ideas. However, no matter how rich the vocabulary of the language is, without grammar it is dead, since it does not perform a communicative function. For the purposes of communication, words are grammatically organized, i.e. enter into certain relations with each other in the structure of the sentence. Thanks to this, thoughts receive a harmonious form of expression.

The originality of each of the sides of the language is manifested in the specifics of language units. For phonetics such units are the sound of speech, the phoneme; for lexicology, a word in terms of its systematic meaning and use; for grammar - a word in its forms, as well as a phrase and a sentence.

The provisions below define the methodology for teaching the native language of preschoolers, taking into account intra-subject communications.

1 .Based on the fact thatall aspects of the language are interconnectedand at the same time, each of them has specific features; in order to consciously master the language, children must learn the features of each of the sides of the language and the connection between them.

The system of teaching the native language at preschool age should be built taking into account the essence of the connection between the sides of the language. This provision should be implemented both in determining the sequence of training, and in the content of training itself.

2 . Since the interaction of all aspects of the language is manifested in its communicative function, then in order for preschoolers to master the essence of this interaction, it is necessary to carry out training taking into account the leading role of the communicative function of the language, i.e. realizing the importance of each of the sides of the language and their unity in the process of communication.

For these purposes, when educating the sound culture of speech and preparing for literacy, a great place is given to explaining to preschoolers the unity of the semantic and pronunciation sides of the word and the semantic role of sounds.

In dictionary work, special attention is paid to showing the unity of all aspects of the word: pronunciation, lexical meaning of the totality of grammatical features. At the same time, it is necessary to understand how nominative (nominative) functions of the word, and lexical meaning.

When teaching grammar, the leading direction is the formation in children of the ability to use sentences of different structures.

Language is acquired in the process of its use. Therefore, it is very important to include children in a timely manner.in the field of communication with othersorganize an active speech practice for him. The forms of including children in active speech practice are diverse:reading works of art, looking at illustrations and retelling their content; repetition of poems; riddles, didactic games and exercises, various types of children's theaters, etc. Children need under the guidancethe teacher to solve speech cognitive tasks, compare, contrast.

The speech practice of children contributes to the development of what is usually called"sense of language" or linguistic flair, which is the ability to use linguistic means appropriate to a given speech situation, without involving knowledge of the language. This skill needs to be developed. If the spontaneously emerging orientation in the language is not supported, it collapses.

An important methodological principle isthe principle of speech action.The teacher must remember that not every pronunciation of speech sounds (even whole texts) is speech. The phrases that the child says will be the result of a speech action only if a number of conditions are met:

- if the trainee has an internal motive (why should this be said);

- if there is a goal ( for what it must be said);

- in the presence of thought (what contentneeds to be put into words).

The learning process should be built in such a way that the child's actions are truly verbal at every moment of learning.

As a result of training, children should form those speech skills without which it is impossible to create any, even the most elementary statement (skills for choosing words, changing them, choosing constructions, observing “grammatical obligations.” A speech skill can be considered formed only if it is transferred to new words and speech situations that have not yet been encountered by the child.

Researchers (L.P. Fedorenko, E.P. Korotkova, V.I. Yashin) also name other methodological principles:

- the relationship of sensory, mental and speech development of children

- communicative-activity approach to the development of speech;

- enrichment of the motivation of speech activity; organization of observations on linguistic material;

- the formation of an elementary awareness of the phenomena of language, etc.

On the basis of the above methodological principles, a methodology is built for teaching children the sound culture of speech, vocabulary work, the formation of the grammatical structure of speech and the development of coherent speech.

Exercise :highlight methodical principles mother tongue teaching.

2.4. Activity as a condition for the development of speech

mother tongue teaching

Speech serves the most important areas of human activity. A person's activity in these areas is closely related to how well he speaks. The same applies to preschoolers.

Without mastering the native language, it is impossible to educate and develop children. If a child does not speak the language well, he cannot freely and clearly express his thoughts, his thought does not receive a clear, clear form, the child does not understand and assimilate the material well. And vice versa, the more successfully the child masters speech, the more successfully his development proceeds.

Mastery of speech occurs as the child's consciousness is enriched with new ideas and concepts, as the need arises to express a thought, to convey it to others, as life experience accumulates. Activities play an important role in this process.

At preschool age, the development of speech and speech communication is carried out in various types of activities (communication, educational activities, play, work, household activities), which contain potential pedagogical opportunities. Plays a decisive role in the formation of speech communication.

The idea of ​​the connection between the development of children's speech and communication is being developed and concretized.in the works of M.I. Lisina and her staff. They showed that speech development determined by the types of activities of the child and the forms of his communication with others about these typesactivities. M.I. Lisina distinguishes four forms about b -

w e n and I: situational-personal, situational-business, out-of-situation-cognitive and out-of-situation-personal communication. Let us consider the features of the speech of children with different forms of communication, presented in the studies of A.G. Ruzskaya, A.E. Reinstein.

The situational-personal form of communication is typical for children of two to six months. During 4-6 weeks of an infant's life, a close adult takes the position of the main object of his attention. To keep an adult near him, the child smiles, shows motor animation, vocalization. He responds to praise with an increase in one or another action "complex of revival"). The “animation complex” includes vivid orienting reactions to the face of an adult, the sound of his voice. Children for a long time focus their attention on the articulation and facial expressions of a speaking person. Then the child has his own speech reactions as an expression of emotional states, imitation of adult speech begins with the reproduction of its intonational side. Then the child begins to perceive the rhythmic and later - the sound side of speech. At this stage, the infant develops a qualitatively new attitude towards an adult - not as an object, but as a subject, a communication partner.

Situational-business form of communicationtypical for children over the age of six months up to three years . In the second half of the first year of life, the child is alreadycaptures the meaning of some words of adults and reacts to them. It is from this age thatdevelopment of speech contacts between a child and an adult. Listening to the speech of an adult, the child himself begins to reproduce some words.

In the second and third years of life, preverbal forms of communication no longer satisfy the child. There is a need for the intensive development of speech forms of communication and a new form of communication appears in the form of a dialogue. A.M. Leushina believes thatthe dialogical form of speech is closely intertwined with activity. This is a dialogue that occurs within anyactivities of the child and about it. But gradually it begins to acquire an independent character. This is facilitated by the intensive mastery of words, the development of an understanding of their meaning and a sharply increasing interest in the surrounding reality. The child begins to be interested in the name and purpose of objects. There is a development of understanding of the speech message.

Children's speech consists of simple and short sentences. Vocabulary associated withspecific subject situation. This is expressed in the large proportion of nouns in speech. Adjectives are either absent altogether, or they determine the attributive properties of objects (color, size), which make up 96.4% of all adjectives. Verbs fix specific subject actions (98% of all verbs), 27% of verbs are used in the imperative mood, performing, as a rule, the function of a pointing gesture. The pronoun in 61% also functions as a pointing gesture (“that”, “this”).

Extra-situational-cognitive form of communicationtypical for children of three - five years . At the age of three to five years, the child first begins theoretical,mental cooperationwith adults. His spiritual life acquires a special richness and fulfillment. It is no longer tied so inseparably to the practical knowledge of reality as it used to be. The child's thought rushes into the depths of things, and fantasy takes him into the past and future. The main role is played by the tasks of obtaining information from an adult about objects and phenomena of the surrounding world, methods of action, and regulation of interaction with an adult.. These communication tasks require verbal means.

At this stage of child development, sentences are lengthened, complex sentences appear. Vocabulary is freed from attachment to a specific situation. The vocabulary associated with the reflection of the perceived qualities of objects of the surrounding world is expanding. Along with attributive properties (88.7% of all adjectives), children also determine aesthetic and emotional attitudes towards objects and phenomena. The verbs used by the child become more diverse. The share of verbs of a specific objective action decreases to 89%. Verbs denoting volitional and intellectual actions make up 6.24%, and modal verbs - 3%. The imperative of the verb is reduced by about 10%. The ratio of demonstrative and personal pronouns is changing in favor of personal ones. From the age of 4, indirect speech appears.

Extra-situational-personal form of communicationtypical for children of five to seven years, communicative tasks come to the fore. Preschoolers actively talk with adults about what is happening between people; Persistently trying to figure out how to act; reflect both on their own actions and on the actions of other people. These conversations are theoretical in nature (questions, discussions, disputes). Children talk about themselves, ask adults about themselves, talk about group friends, love to hear stories about everything that concerns people. Older preschoolers turn any activity into a springboard for discussing issues that concern them. They strive for mutual understanding and empathy. Children are characterized by the greatest, in comparison with other stages, the appeal of their speech to a partner. Unreversed speech makes up 40% of all speech. Children speak in more complex sentences (14.9%). Adjectives determine, in addition to attributive properties (69.8%), aesthetic (14.6%), ethical properties of characters (2.32%), their physical and emotional state (9.3%). The share of verbs of volitional and intellectual action is increasing (9.7% of all verbs). The share of imperative verbs decreases to 4.8%. Personal pronouns make up 69.7% of all pronouns. Children begin to useindirect and direct speech Yu.

So, the development of speech in preschoolers occurs in their communication with adults.Under the influence and at the initiative of an adult, the transition of children from oneforms of communication to another, a new content of the need for communication is formed.

However, the child communicates not only with adults, but also with his peers. which occurs in children in children in the third year of life, has the following features:

- intense emotional intensity. If a child usually speaks with an adult more or less calmly, without unnecessary expressions, then a conversation with peers is usually accompanied by sharp intonations, screaming, antics, etc. In the communication of preschool children, there are almost 10 times more expressive-mimic manifestations than in communication with adults;

- non-standard children's statements, the absence of strict norms and rules. Communicating with an adult, even the smallest child adheres to certain norms of statements, generally accepted phrases and speech turns. When talking with each other, children use the most unexpected, unpredictable words, combinations of words and sounds, phrases (buzz, crackle, mimic each other, come up with new names for familiar objects);

- the predominance of initiative statements over response ones.

When communicating with peers, it is much more important for a child to express himself than to listen to another. Soconversations, as a rule, do not work out: the children interrupt each other, each speaks about his own, not listening to the partner. A child perceives an adult in a completely different way. The preschooler most often supports his initiative and proposal, tries to answer his questions, listens more or less attentively to messages and stories. When communicating with an adult, the child prefers to listen rather than speak himself;

– children's communication with each other is much richer in its purposeny, functions. Here: both managing the partner’s actions (showing how you can and how you can’t do it), and controlling his actions (make a comment in time), and imposing your own samples (getting him to do just that), and playing together (together decide how we will play) , and constant comparison with yourself (I can do that, can you?). From an adult, the child expects either an assessment of his actions, or new cognitive information.

From the foregoing, the conclusion follows: an adult and a peer contribute to the development of different aspects of the child's personality. In communication with adults, the child learns to speak and do the right thing, to listen and understand the other, to acquire new knowledge. ATcommunication with peers - express yourself, manage other people, engage invaried relationships. In addition, a peer can teach many things much better, for example, the ability to speak correctly. The studies of A.G. Ruzskaya, A.E. Reinstein and others showed that a child’s speech addressed to a peer is more coherent, understandable, detailed and lexically rich. Communicating with other children, the child expands his vocabulary, replenishing it with adverbs of mode of action, adjectives that convey an emotional attitude, personal pronouns, more often uses a variety of verb forms and complex sentences. Researchers explain this by saying that a child is a less understanding and sensitive partner than an adult. It is the incomprehensibility of a peer that plays a positive role in the development of children's speech.

When talking with an adult, the child does not make much effort to be understood. An adult will always understand him, even if the child's speech is not very clear. Another thing is a peer. He will not try to guess the desires and moods of his friend. He needs to be clear and precise. And since children really want to communicate, they try to coherently and clearly express their intentions, thoughts, desires.

Communicating with an adult, a preschooler masters speech norms, learns new words and phrases. However, all these learned words, expressions may remain “in the passive” and not be used by him in everyday life. A child may know many words, but not use them, because there is no need for this. For passive knowledge to become active, a vital need for it is needed. This need arises in a child when he communicates with a peer.

Thus, for the development of children's speech, it is necessary for the child to communicate with both adults and peers, since each of the areas of communication has an impact on the development of certain aspects of the speech of preschoolers.

One of the important activities in the formation of speech is training in special classes.

Lessons are a part, a fragment of a single whole, a kind of "cell" of the educational process, in which the signs inherent in the whole phenomenon are manifested. teaching the native language in the classroom is a systematic systematic process of development of all aspects of the speech of the child's thinking, the process of purposeful formation of his speech skills and abilities.

Speech activity is the main activity of childrenin native language classes. it is closely connected with mental activity, mental activity: children listen, think, answer questions, ask them themselves, compare, draw conclusions, generalizations. The children not only perceive the speech of an adult, but also,expressing thoughts in their speech, they select the right word from the vocabulary that more accurately characterizes the object or phenomenon and reflects the attitude towards it.

The peculiarity of many activities is the internal activity of children with their external inhibition. For example, one child tells, and the rest listen. Listeners are externally passive, but internally active (follow the sequence of the story, empathize with the hero, etc.).

In the classroom, children receive new knowledge, learn to perform tasks in accordance with verbal instructions, acquire the initial skills of organized mental work, and learn to study. Classes enable the teacher to see the successes and failures in the assimilation of knowledge and the formation of the skills of each child.

In the early 90s. XX in. some authors suggested abandoning classes for the development of speech, leaving them only in the senior and preparatory groups as classes in preparation for teaching literacy. They proposed to solve the tasks of speech development in other classes and in the process of everyday life, arguing this by themes. that in the classroom: it is not possible to provide each child with sufficient speech practice; many children limit themselves mainly to listening; reproductive teaching methods predominate; the relations of the educator with the children are built on an educational and disciplinary basis; teaching the native language is little directed at the development of communicative activity, etc. .

This t.z. was supported neither by researchers studying the problems of speech development of preschoolers, nor by practitioners. The need for special studies by M.M. Alekseev and V.I. Yashin is explained by a number of circumstances:

1. training in the classroom allows you to complete the tasks of all sections of the program systematically, in a certain system and sequentially;
2. in the classroom, the attention of children is purposefully fixed on certain linguistic phenomena, which gradually become the subject of their awareness;
3. a number of speech skills that form the basis of language ability (development of the semantic side of the word, mastery of the skills of monologue speech, etc.) are formed only in conditions of special education;
4. in the classroom, in addition to the influence of the educator on the speech of children, there is a mutual influence of the speech of children on each other.
5. To improve the effectiveness of classes in the laboratory of speech development under the guidance of F.A. Sokhin and O.S. Ushakova, it was proposedan integrated approach to solving speech problems,allowing for the correct speech education of children and the education of mental activity, contributing to the awareness of certain aspects of the language. Complex problem solving is understood as the combination (combination) of speech tasks in the program content of one lesson and the selection of appropriate methods (methods, techniques) for performing these tasks.

The need to combine the tasks of teaching children their native language is explained by the fact that:

- language is a complex system of its constituent subsystems and elements that are in structural relationships. Language units (phonemes, morphemes, words, phrases, sentences) are interconnected in speech activity, therefore the interdependence of language elements should be taken into account in teaching speech in the classroom;

- Kindergarten should solve a number of problems of language teaching and speech development of children. Without their combination, it is impossible to provide multi-aspect linguistic education of preschoolers;

- a comprehensive solution of speech problems of learning creates favorable conditions for the realization of creative possibilities and the development of children's linguistic abilities;

the combination of learning tasks saturates classes in the native language, makes them more meaningful, allows you to increase the speech practice of children controlled by the teacher;

- the combination of learning tasks creates conditions for teaching children a greater volume of speech skills per unit of study time;

- combining learning tasks allows you to diversify the types of speech activity of children;

- combining learning tasks increases the effectiveness of the formation of coherent speech;

- the combination of learning objectives encourages teachers to be creative.

A comprehensive solution for speechdachas are not just a combination of individual tasks, buttheir interconnection, interaction, mutual penetrationbased on the same content. The central place in the classroom is given to the development of coherent speech, the rest of the tasks work on the construction of statements of various types. Combining tasks in a lesson can be different: connected speech, sound culture of speech, vocabulary work can be practiced in one lesson; on the other - coherent speech, vocabulary work, grammatical structure of speech; on the third - a coherent, sound culture of speech; on the third - coherent speech, sound culture of speech, grammatical structure of speech, etc.

Integrated classes have become widespread in practice, which use different types of children's activities and various means of speech development (for example, reading and drawing, storytelling and listening to music, etc.).

There are the following requirements for employment in the development of speech.

1. The relationship of developing, teaching and educational tasks that ensure the formation of an active cognitive position in children .

In order for the child to be able to realize what he knows and what he does not, the knowledge that he owns should be systematized. The acquisition of any new knowledge must be prepared by the logic of previous work.

The developing effect of the lesson is achieved not by the inclusion of individual developmental tasks, but by the entire course of work. Whether the lesson becomes developing or not depends on whether the proposed material is meaningful, whether the children absorb ready-made knowledge, act according to the model, or make efforts to acquire this knowledge, and then begin to consciously use it.

Many pedagogists (Sh.A. Amonashvili, I.Ya. Lerner and others) pointed to the internal, deep connection between the processes of education and upbringing. In particular, I.A. Lerner emphasized that “education and upbringing are inseparable from each other, and damage to one harms (sometimes immediately, sometimes delayed) the entire educational process ... training always has one or another educational influence on children. This influence can be positive, negative or neutral. In the latter case, training conserves, consolidates, and thereby enhances some personality traits.

If in a lesson children are not only given knowledge and skills, but an interest in learning is formed, the foundations of a personal attitude to this process are laid, then such an lesson will be simultaneously teaching, developing and educating.

2. In class an atmosphere of respect, mutual understanding, common (teacher and children) interest should reign, collective search, mutual satisfaction from “cognitive victories” (Sh.A. Amonashvili), an atmosphere of cooperation.

Cooperation, as emphasized by M.S. Soloveichik, is the only way to master, appropriate culture. But the culture is multilevel, heterogeneous. And the form of cooperation is equally diverse, plunging into which the child masters various layers of culture. The most accurate attitude to the cultural content to be mastered and the forms of cooperation in which this content is transmitted to new generations was formulated by L.S. Vygotsky: “A new type of generalization requires a new type of communication” .

In the scientific literature, direct-emotional, subject-business, playful and educational forms of cooperation between a child and an adult are singled out. During classes, the teacher should rely on all forms of cooperation. Only in this case the development of children takes place.

3. Classes must be linguistically literate (in terms of content, setting questions, selecting didactic material, organizing work with kids). It is necessary that the teacher understand the linguistic essence of all phenomena, he himself is well versed in the concepts being studied.

4. The lesson should be a holistic "pedagogical work"(M.N. Skatkin), have a certain logic of deployment of educational activities of children.To do this, it is necessary, while thinking about the lesson, to determine its “core”, the main thing that must be achieved, and then outline the stages for achieving this goal, look for ways and means of learning for each stage. In other words, when preparing for a lesson, the teacher needs to answer the following questions: How to set a learning task for children in order to include them in active mental and speech activity? what types of tasks and in what sequence to offer children, what is their goal? How to ensure the assimilation of the necessary information (is it possible to organize the lesson in such a way that the children themselves “discover” the mode of action, the desired feature, property, and how to achieve this?

At preschool age, speech development of children is of great importance. play and work . They facilitate the complex process of familiarizing children with the surrounding reality and consolidate new information with the help of a word. Representations received not only by the sensual, but also by the active way, are deeper and more distinct.

In the process of playing and working, children learn to compare objects by similarity and difference, both visually and from memory; give a brief description of homogeneous objects; to distinguish the essential from the non-essential; classify objects according to their characteristics, materials, purpose, etc. All this is accompanied by speech and contributes to the development of speech activity.

Play and work are the strongest stimuli for verbal communication of children with adults and peers, for the manifestation of amateur performance of preschoolers in the field of language. They enrich, reinforce and activate the child's vocabulary, skills for quickly choosing the most appropriate word, as well as skills for changing and forming words; contribute to the education of the sound culture of speech, the development of expressiveness of speech; exercise in the preparation of coherent statements; develop dialogue and explanatory speech. Therefore, children should be provided with toys, various materials, tools, and benefits for independent use. The teacher should show interest in children's activities, enrich its content, guide it, and in the process of leadership, exercise the language of children.

Promotes speech developmenthousehold activities. Its advantage lies in the naturalness of the environment, in which children enter into society more easily. The teacher has the opportunity to talk with many children, to diversify the topics of conversations with them. In the process of everyday activities (dressing, gymnastics, walking, eating, preparing for bed), the vocabulary of children is extremely enriched, and dialogic speech skills are formed.

Thus, it is possible to achieve a high level of speech development of children only by using all types of activities in the aggregate.

Questions and tasks.

1. Why For the development of children's speech, not only an adult, but also a peer is needed?
2. Prove the need for teaching the native language in special lessons.
3. Formulate the main lesson requirements.
4. How to make learning the native language in the classroom developing?

2.5. Means of speech development for preschool children

The effectiveness of the speech development of preschoolers largely depends on what means the teacher uses.

An important means of developing speech is linguistic environment . The speech that children constantly hear, everything that is read and told to them, as well as drawing their attention to language material, provides the formation of the so-called "sense of language", which, in turn, contributes to the assimilation of the culture of speech.

The culture of speech of children is inextricably linked with the culture of speech of the educator and everyone around. Therefore, it is very important that the speech of adults (in kindergarten and family) is meaningful, competent, varied, expressive, accurate.

But, unfortunately, in practice one has to deal with the shortcomings of the speech of teachers, including:

Verbosity. Some teachers explain the task to the children for a long time, not being able to simply and clearly express their thoughts, and as a result, the children do not do what is necessary, because they do not catch thoughts behind the abundance of words. Other teachers repeat everything that the children say, praise everyone immoderately, unnecessarily repeat their question several times or give lengthy explanations to the question - in this stream of words the main, essential is lost;

- excessive brevity of speech, when children hear only brief orders, remarks and nothing more. From such an educator, children will have nothing to learn about their native language;

- frequent use of words with diminutive suffixes (plate, bed, cups, handles, etc.); with their immoderate use, the emotional connotation of the word is lost;

Careless, sloppy pronunciation of sounds, words (words are pronounced as if through teeth, the endings of words are not agreed, individual sounds are swallowed, consonants are slurred);

- monotony of speech, which tires children and reduces interest in the content of the text. Listening to such speech, children begin to get distracted, look around, and then completely stop listening;

- poverty of the language (limited vocabulary, monotonous turns of speech, inexpressiveness, dryness). Such speech is a bad example for children, it leaves them indifferent to its content;

- abuse of superfluous words (“so to speak”, “means”, “here”, “well”), the use of words with characteristic features of local dialects, with the wrong stress in words (“shop”, “kilometer”, “beets”).

The teacher should be self-critical about his own speech and, if there are shortcomings in it, strive to eliminate them.

When communicating with preschool children, it is necessary to take into account their age characteristics and speak with them in such a way that they understand everything, so that the teacher’s speech reaches the children’s consciousness, evokes vivid images in them and acts on feelings.

If children do not have vivid impressions, if the life of children is poor and monotonous, then their speech develops poorly, they have nothing to talk about, nothing to ask about, their vocabulary increases slowly. At the same time, the teacher should be careful in striving to enrich the lives of children with more and more new impressions every day, since this will only burden their memory, and they will not be able to firmly learn anything.

The most important means of speech development is artistic literature . She's usedfor the formation of a sound culture of speech, the assimilation of morphological patterns and syntactic constructions. A literary text is an example of building a coherent statement, which is fixed during retelling, creative storytelling.

E.A. Flerina notes that a literary work gives the child ready-made language forms, verbal characteristics of images, definitions with which he subsequently operates.

According to N.S. Karpinskaya, the art book presents excellent examples of the literary language.

The contextual meaningfulness of words and expressions included in literary works contributes to the enrichment of the dictionary, as well as the means of verbal expression, figurative speech (O.S. Ushakova, L.A. Kolunova, etc.).

Literary plots are used as a basis for the development of speech situations in language teaching, in the formation of analytical and synthetic activities, as well as for the development of imagination, expanding the range of ideas about the world around.

For the purposes of speech development of children,artistic means.

Significant influence on the formation of speech has Painting. Researchers draw analogies between the development of drawing and speech, they believedrawing a special kind of speech. In particular, L.S. Vygotsky considers a child’s drawing as a kind of graphic speech, which can be considered a harbinger of future writing, and emphasizes that this speech is symbols of the first order, directly meaning objects or actions.

K. Bueller believes that active drawing begins only when verbal expression has already made great progress, and A. Rybnikov expresses the opinion that up to a certain age, the child himself looks at his drawing as a special type of speech; with its help, he tries to tell about the subject everything that he knows about it.

It has been established that preschool children almost never draw silently: some whisper something, others speak loudly. The inclusion of speech in the process of drawing, according to researchers, can significantly restructure the course of the image: the child begins to analyze his drawing, to understand what he has done well, and what else needs to be worked on. The word allows you to comprehend the process of the image, makes the child's movements more focused, thoughtful, helps to use a variety of materials, different drawing techniques.

In turn, in the process of drawing, children learn to use words denoting objects, their attributes (color, shape, size, etc.), properties, temporal and spatial relationships. The dictionary of preschoolers is replenished with pictorial terms (“line”, “stroke”, “color”, etc.), the meaning of individual words is clarified, such as “big”, “large”, “larger”, “small”, “less”, "short", "shorter", "less", "below", etc. Children practically learn the synonymous shades of the meanings of words (for example, “large circle”, “small circle”; “large drawing”, “small drawing”, etc.). Verbal comprehension of a drawing contributes to the emergence and development of an idea in the process of depicting an idea. The ideas that arose during drawing and formulated in words often remain in the child’s memory and are reflected by various means.

Thus. drawing and speech are two interrelated and mutually enriching means by which the child expresses his attitude to the environment.

Great in the development of speech and role music and . Music is akin to speech, but if verbal speech is predominantly logical, then music is emotional. Music is the language of feelings, experiences, moods. “Music begins where the word ends,” wrote G. Heine. But music can be combined with verbal speech. Music and speech have many common concepts that differ only in particulars: "language of music", "musical style", "intonation", "rhythm", "melody". In the world of music, speech creates an objective basis, draws the contours of life situations. The text brings the music closer to the flow of life (for example, in a song, romance, opera, etc.).

An important component that contributes to the organic acquisition of speech by a child is singing, whose task is to teach children to understand sounds, to make it possible for children to enter the rich world of sounds. Singing makes children feel good. Children often begin to sing before they speak. The children gradually develop and sharpen their ear for music and, in parallel, the formation of expressive speech takes place.

Nothing compares to the joy they bring to children.theatrical representation , which affect young viewers with a whole range of means: artistic images, bright design, precise wording, music. What is seen and experienced in a real theater and in amateur performances expands the horizons of children, causes the need to talk about their impressions, which undoubtedly contributes to the development of speech, the ability to conduct a dialogue, to convey their feelings and experiences in a monologue.

One of the means of speech development isvisual development aids speeches that arouse interest in children, work of thought and speech activity.

In preschool institutions, natural objects (clothing, dishes, tools, plants, etc.) are used as visual aids, as well asvisual aids that convey objects (phenomena) of the world indirectly, in a conditional form (paintings, photographs, filmstrips, etc.). A special type of visual aids is didactic material (board-printed games, home-made manuals, etc.).

However, the availability of benefits in itself does not solve the problems of speech development of children. They will not have a noticeable effect on the development of the speech of preschoolers and will only be a means of entertainment if their use is not accompanied by the word of the educator, which will guide the perception of children, explain and name what is shown.

Thus, a variety of means are used to develop speech, the choice of the Kotovs depends on the level of formation of children's speech skills and abilities; from the life experience of children; on the nature of the language material and its content.

 Question and review task

1.What means trainings were covered and you know them?

2. What is the relationship various teaching aids.?

2.6. Methods for the development of speech of preschoolers

The main condition for accelerating speech development is the use of various teaching methods.

The teaching method is the way the teacher and children work, which ensures the acquisition of knowledge, skills and abilities by children.

Researchers of the speech development of preschoolers (K.I. Chukovsky, A..N. Gvozdev, A.R. Luria, A.A. Leontiev, D.B. Elkonin, F.A. Sokhin and others) sought to explain the mechanisms of language acquisition by a child at the age of two to five years, when he, not knowing any rules, not only builds sentences, but also inflects nouns, conjugates verbs, builds phrases correctly. On the basis of analogies and primary generalizations, he masters the language. It happens like this.

The child learns words, their meanings, capturing and generalizing analogies of forms and meanings. Therefore, for the development of speech, a speech environment is needed that provides samples of the language, and the speech activity of the child himself.

From this pattern, a learning method is derived, which is called the simulation method (method of learning from a model).

Here it is important to distinguish the independent work of the child"after the pattern ". According to M.R. Lvov "learning by model" differs from the dogmatic method of teaching in that the use of a model always requires the cognitive activity of children, their independence. in the work "on the model" language analysis and synthesis is applied, primary generalizations are made (75).

The “by example” method of teaching involves:

- retelling of literary works;

- drawing up proposals according to the given type, according to the scheme;

– teaching pronunciation and intonation;

- expressive reading of poems following the example of an adult;

- writing stories based on what they have read.

Following the model, children learn to compose texts - description, narration, reasoning.

Researchers of children's speech believe that it is impossible to be limited only to samples, it is necessary to organize the process of the child's cognition of linguistic reality, taking into account such a pattern of children's speech development as elementary comprehension and awareness of the phenomena of language and speech. This can be achieved usingproblem (search) method of teaching,which is aimed at the emergence of interest in accepting information, the desire to clarify, deepen one's knowledge, an independent search for answers to the questions posed, the manifestation of elements of creativity, the ability to assimilate methods of cognition and apply them to other material.

The inclusion of children in the process of cognition is carried out through speech logical tasks, problem questions, creative tasks, experimentation, modeling, comparison, exercise, didactic games.

The purpose of language is to be a means of communication. To master a language means to master a means of communication, to master speech means to learn to communicate through a language.

Inferred from the language functioncommunicative method speech development.

M.R. Lvov formulated the following requirements for this method:

- any statement of the child should be motivated, stem from the need to say something. The motivation for the speech activity of children in kindergarten can be game situations that encourage a preschooler to

speak naturally, according to the role played in the game, in connection with the prevailing conditions of the game (convince, prove, explain, inform, ask, etc.); situations that arouse children's interest in listening to a fairy tale, story; situations that cause the desire to write letters to children in other kindergartens or to a sick friend; situations that stimulate children to talk, talk;

- the child must be prepared sufficiently for a meaningful statement, i.e. essential, important material must be available. Without fluency in the material, the speaker will not be able to communicate;

- the communicative goal will be achieved only if the child has a sufficient vocabulary, quickly forms grammatical forms, builds sentences and links them together in the text, owns intonations.

The communicative method has its own arsenal of methodological techniques, which include: the creation of speech situations; conversations; role-playing games; walks and excursions; observations; labor and other activities that may cause children to need to express themselves, as well as help them choose material for stories, etc.

In the development of speech, an important point is the ability provide feedback . It is important that not a single statement of preschoolers is left without attention. Should be widely practiced analysis children's statementseducator and peers. When analyzing the statements of children, it is important to make comments on the merits, make constructive suggestions, make meaningful additions, everyone

together think about how it could be said better, how to better build a story. It is important that peers help the speaking child correct speech errors, advise how to say it differently, better, more precisely, more expressively. Such language training develops the speech abilities of children.

Questions and tasks:

1. What are the main methods for developing the speech of preschoolers? (Confirm by citing the material read: 1………………

2.Decisive plays a role in the formation of speech what? ………………

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