A dictionary is words (basic units of speech) denoting objects, phenomena, actions and signs of the surrounding reality.

Distinguish between passive and active vocabulary. The passive vocabulary is understood as part of the vocabulary of the language, understandable to the child, it depends on age, mental development, social environment; under active - part of the vocabulary of the language, which is freely used in everyday life by a particular child.

R.I. Lalaeva, N.V. Serebryakova believe that the development of a child's vocabulary is closely connected, on the one hand, with the development of thinking and other mental processes, and, on the other hand, with the development of all components of speech: the phonetic-phonemic and grammatical structure of speech.

With the help of speech, words, the child means only what is available to his understanding. In this regard, words of a specific meaning appear early in the child's dictionary, and later - words of a generalizing nature.

The development of vocabulary, according to R.I. Lalaeva, N.V. Serebryakova, in ontogenesis is also due to the development of the child's ideas about the surrounding reality. As the child gets acquainted with new objects, phenomena, signs of objects and actions, his vocabulary is enriched. The development of the surrounding world by a child occurs in the process of non-speech and speech activity with direct interaction with real objects and phenomena, as well as through communication with adults.

The initial function of a child's speech is to establish contact with the outside world, the function of communication. The activity of a young child is carried out jointly with an adult, and in this regard, communication is situational.

R.I. Lalaeva, N.V. Serebryakova emphasize that the prerequisites for the development of speech are determined by two processes. One of these processes is the non-speech objective activity of the child himself, that is, the expansion of ties with the outside world through a concrete, sensory perception of the world. The second most important factor in the development of speech, including the enrichment of the dictionary, is the speech activity of adults and their communication with the child.

In this regard, the development of vocabulary is largely determined by the social environment in which the child is brought up. The age norms of the vocabulary of children of the same age fluctuate significantly depending on the social level of the family, since the vocabulary is acquired by the child in the process of communication.

R.I. Lalaeva, N.V. Serebryakova note that at the end of the first and beginning of the second year of a child's life, a verbal stimulus gradually begins to acquire more and more strength. In the initial stage, the reaction to it manifests itself in the form of an orienting reflex. In the future, on its basis, a second-order reflex is formed - the child develops imitation, multiple repetitions of the word. During this period of development of the child's speech, babbling words appear.

This stage in the development of children's speech is called the "word-sentence" stage. At this stage, words express either a command or an indication, or they name an object or action.

At the age of 1.5 to 2 years, the child's complexes are divided into parts, which enter into various combinations with each other. During this period, the child's vocabulary begins to grow rapidly, which by the end of the second year of life is about 300 words of various parts of speech.

The development of a word in a child occurs both in the direction of the subject correlation of the word, and in the direction of the development of meaning.

L.S. Vygotsky, analyzing the development of the meaning of a word in ontogeny, wrote: “Speech and the meaning of words developed naturally, and the history of how the meaning of a word developed psychologically helps to illuminate to a certain extent how the development of signs occurs, how the first sign naturally arises in a child, how, on the basis of a conditioned reflex, the mechanism of designation is mastered.

Initially, a new word arises in a child as a direct connection between a specific word and an object corresponding to it.

The first stage in the development of children's words proceeds according to the type of conditioned reflexes. Perceiving a new word (conditioned stimulus), the child associates it with the object, and later reproduces it.

So, at the age of 1.5 to 2 years, the child moves from the passive acquisition of words from the people around him to the active expansion of his vocabulary during the period of using the questions: "what is this?", "what is it called?".

By the age of 3.5 - 4, the subject relatedness of the word in the child acquires a fairly stable character, the process of forming the subject relatedness of the word continues.

In the process of the formation of vocabulary, the meaning of the word is clarified.

Initially, the meaning of the word is polysemantic, its meaning is amorphous, vague. A word can have multiple meanings. One and the same word can denote both an object, a sign, and an action with an object.

The word is accompanied by a certain intonation, gestures that clarify its meaning. In parallel with the clarification of the meaning of the word, the structure of the meaning of the word develops.

The word takes on different shades of meaning depending on the context and depending on intonation.

In the process of ontogenesis, the meaning of the word develops. L.S. Vygotsky wrote: “Every meaning of a word is a generalization. But the meanings of words develop. At the moment when the child first learned a new word, the development of the word did not end, it only began; it is at first a generalization of the most elementary type and only as it develops passes from generalization of an elementary type to all higher types of generalization, completing this process with the formation of genuine and real concepts. The structure of the meaning of the word in different age periods is different.

The child, first of all, masters the denotative component of the meaning of the word, i.e. establishes a connection between a specific subject (denotation) and its designation.

The conceptual, conceptual component of the meaning of a word is acquired by the child later as the operations of analysis, synthesis, comparison, and generalization develop. Gradually, the child masters the contextual meaning of the word. Initially, in the formation of subject correlation, words are greatly influenced by secondary, situational factors, which later cease to play a role in this process.

At an early stage of speech development, the subject relatedness of a word is influenced by the situation, gesture, facial expressions, intonation, the word has a diffuse, extended meaning. During this period, the subject relatedness of a word can easily lose its specific subject relatedness and acquire a vague meaning.

The development of a connection between linguistic signs and reality is the central process in the formation of speech activity in ontogeny.

At the initial stage of mastering the signs of a language, the name of an object is, as it were, a part or property of the object itself. At this stage, the meaning of the word is a way of fixing in the mind of the child the idea of ​​this subject.

At the first stages of acquaintance with the word, the child cannot yet acquire the word in its "adult" meaning. At the same time, the phenomenon of incomplete mastery of the meaning of the word is noted, since initially the child understands the word as the name of a specific object, and not as the name of a class of objects.

In the process of developing the meaning of a word, mainly in children from 1 to 2.5 years old, phenomena of shifted reference, or stretching of the meanings of words, supergeneralization are noted. At the same time, the transfer of the name of one object to a number of others associated with the original object is noted. The child uses the word to name a whole range of objects that have one or more common features (shape, size, movement, material, sound, taste qualities), as well as the general functional purpose of objects.

As the vocabulary develops, the extension of the meaning of the word gradually narrows, as when communicating with adults, children learn new words, clarifying their meanings and correcting the use of old ones. The change in the meaning of the word, therefore, reflects the development of the child's ideas about the world around, is closely related to the cognitive development of the child.

L.S. Vygotsky emphasized that in the process of a child's development, a word changes its semantic structure, enriches itself with a system of connections, and becomes a generalization of a higher type. At the same time, the meaning of the word develops in two aspects: semantic and systemic. The semantic development, the meaning of the word, lies in the fact that in the process of the development of the child, the relation of the word to the object, the system of categories, into which the given object is included, changes. The systemic development of the meaning of a word is connected with the fact that the system of mental processes behind the given word is changing. For a small child, the affective meaning plays a leading role in the systemic meaning of the word; for a child of preschool and primary school age, it is a visual experience, a memory that reproduces a certain situation. For an adult, the leading role is played by the system of logical connections, the inclusion of the word in the hierarchy of concepts.

The enrichment of the child's life experience, the complication of his activities and the development of communication with other people lead to a gradual quantitative growth of the vocabulary. There are significant discrepancies in the literature regarding the volume of the dictionary and its growth, since there are individual features of the development of the dictionary in children, depending on the living conditions and upbringing (Makarova N.V.).

According to E.A. Arkin, the growth of the dictionary is characterized by the following quantitative features: 1 year - 9 words, 1 year 6 months. - 39 words,

2 years - 300 words, 3 years 6 months. - 1110 words, 4 years old - 1926 words.

The vocabulary of an older preschooler can be considered as a national language model, since by this age the child has time to learn all the basic models mother tongue. During this period, the core of the dictionary is formed, which does not change significantly in the future. Despite the quantitative replenishment of the dictionary, the main frame does not change (Gvozdev A.N.).

Analyzing the vocabulary of colloquial speech of children aged 6 to 7 years, A.V. Zakharova singled out the most common significant words in children's speech: nouns (mother, people, boy), adjectives (small, big, childish, bad), verbs (go, talk, say). Among the nouns in the vocabulary of children, words denoting people predominate. A study of the vocabulary of children in terms of the prevalence of adjectives showed that for every 100 word uses, there are on average only 8.65% of adjectives. Among the most frequent adjectives that are regularly repeated in the speech of children, Zakharova singles out adjectives with a broad meaning and active compatibility (small, big, children's, bad, mother's, etc.), antonyms from the most common semantic groups: designation of size (small - large), estimates (good bad); words with weakened concreteness (real, different, general); words included in phrases (kindergarten, New Year). An important place among the groups of adjectives in the children's dictionary is occupied by pronominal adjectives. In the general list, the highest frequency is noted for such pronominal adjectives as such (108), which (47), this (44), own (27), everyone (22), our (10), all, everyone (17), mine, the most (16).

When analyzing the speech of children from 6 to 7 years old, more than 40 adjectives used by children to designate color are revealed. The adjectives of this group were more common in the speech of children than in the speech of adults. Most often, adjectives black, red, white, blue are presented in the speech of children of this age.

When analyzing the dictionary of children of this age, there is also a predominance of a negative assessment over a positive one and an active use of the comparative degree of adjectives (Efimenkova L.N.).

Thus, with the development of mental processes (thinking, perception, ideas, memory), the expansion of contacts with the outside world, the enrichment of the child's sensory experience, the qualitative change in his activity, the child's vocabulary is formed in quantitative and qualitative aspects.

Words in the lexicon are not isolated units, but are connected to each other by various semantic links, forming a complex system of semantic fields. In this regard, the question of the formation of the lexico-semantic system in ontogeny is topical.

As the child's thinking and speech develop, the child's vocabulary is not only enriched, but also systematized, i.e. is ordered. Words seem to be grouped into semantic fields. In this case, not only the words are combined into semantic fields, but also the vocabulary is distributed within the semantic field: the core and periphery are distinguished. The core of the semantic field is made up of the most frequent words with pronounced semantic features (Gvozdev A. N.).

A.I. Lavrentiev, observing the formation of the lexical-semantic system in children from 1 year 4 months. up to 4 years, identifies four stages in the development of the system organization of the children's dictionary.

At the first stage, the child's vocabulary is a set of individual words (from 20 to 50). The set of tokens is unordered.

At the beginning of the second stage, the child's vocabulary begins to increase rapidly. The child's questions about the names of the objects and phenomena surrounding him indicate that a certain system of words relating to one situation is being formed in his mind, their groups are formed. The naming of one word from a given group causes the child to name other elements of this group. A.I. Lavrentiev defines this stage as situational, and groups of words are situational fields.

In the future, the child begins to realize the similarity of certain elements of the situation and combines lexemes into thematic groups. This phenomenon characterizes the third stage in the formation of a lexical system, which is defined as a thematic stage.

A feature of the fourth stage in the development of the lexical system in ontogenesis is the overcoming of these substitutions, as well as the emergence of synonymy. At this stage, the systemic organization of the child's vocabulary is approaching in its structure the lexico-semantic system of adults (Belyakova L.I., Garkusha Yu.F., Usanova O.N., Figeredo E.L.).

Thus, the analysis of literature data allows us to conclude that the etiology of general underdevelopment of speech is diverse, in this regard, the prevalence of ONR among children in modern world wide. OHP is characterized by violations of the formation of all components of the speech system related to its sound and semantic side, with normal hearing and intelligence.

With OHP, there are significant deviations in the quantitative and qualitative characteristics of the vocabulary from the norm. Therefore, it is very important to study the features of the lexical side of speech. The results of the study will make it possible to make changes and additions to the correctional work. In addition, these studies will determine the selection of didactic and speech material. As a result of targeted corrective work, the efficiency of correcting the lexical structure of speech, and hence the OHP as a whole, will increase. Also, this study will enrich the vocabulary and improve its quality in children with ONR.

Menshchikova Anna Alexandrovna
Position: teacher speech therapist
Educational institution: MBDOU №103 "Crane"
Locality: city ​​of Kurgan
Material name: methodical and practical material
Subject:"Active and Passive Vocabulary Development at an Early Age"
Publication date: 08.04.2018
Chapter: preschool education

Introduction.

Didactic game as a means of vocabulary activation in younger children

preschool age. "Play is essential in a child's life

It is also important what activity, work, service has for an adult. What

the child in the game, so in many ways he will be at work. Therefore, education

the future figure takes place, first of all, in the game ... ". Makarenko A.S.

1. The role of play in the life of a child.

Today, more than ever, the responsibility of society for the upbringing

the rising generation. Transformations in early childhood education

aim at the use of all opportunities, resources to improve

learning efficiency. To such important, main means of learning

applies game. The game refers to an indirect method of influence: the child does not

feels like an object of influence of an adult, is a full-fledged

subject of activity.

The game is a means where education turns into self-education.

Game is the child's activity in which his personality is formed and enriched.

inner world.

The game prepares children for adulthood, everyone, to continue their

affairs, forming, developing in them the abilities and qualities necessary for that

activities to be carried out by them. In any game is laid

the path from feeling to organized action, and from action to feeling. In a word, in

game, as in a focus, are collected, manifested and through it develop and

all aspects of mental life are formed. The Question of Nature and Essence

games have excited and continue to attract the attention of many researchers,

such as Galperin P.Ya., Danilova V.L., Zaporozhets A.V., Elkonin D.B.

Soviet teacher V.A. Sukhomlinsky emphasized that "the game is a huge

a bright window through which life-giving flows into the child's spiritual world

flow of ideas, concepts about the world around. The game is a spark

igniting the flame of inquisitiveness and curiosity. The influence of the game in many ways

depends on the professional skills of the teacher, on his knowledge of psychology

child, taking into account his age and individual characteristics, from the correct

methodological guidance of the relationship of children, from a clear organization and

playing all kinds of games. The game has a huge impact on

speech development. The game situation requires from each child included in it

a certain level of development of speech communication. The need to explain

with peers stimulates the development of coherent speech.

2. Translation of words from the passive dictionary to the active dictionary.

This is a special pedagogical task. Mastery of the native language, development

speech is one of the most important acquisitions of a child in preschool

childhood and is considered in modern preschool education as a general

foundation for raising children. Research by domestic psychologists and

psycholinguists have proven that the acquisition of speech does not just add something to

development of the child, but rebuilds his entire psyche, all activities.

The correct formation of the dictionary of preschoolers serves as a means

full communication and personal development. Vocabulary as the most important part

language system has a huge general educational and practical

meaning. The richness of the formed vocabulary of preschoolers is a sign

high development of speech.

L.S. Vygotsky noted: "... Not only intellectual development child, but

and the formation of his character, emotions in the personality as a whole, is in

directly dependent on speech.

From a physiological point of view, the word is a universal means

signaling, which can replace all possible for a person

irritants. Assimilation of a word is the formation of a temporary neural connection

between it is an image of an object of the real world. These connections are formed in the cortex

of the brain according to the laws discovered by I.P. Pavlov. From the psychological

meaning is a generalization that expresses a concept. Meaning of the word

there is "the unity of generalization and communication, communication and thinking." Exactly at

meaning of the word "the knot of that unity, which we call speech

thinking. Looking at the word determines the role of vocabulary work with children. She is

is closely connected with the development of cognitive activity, with the accumulation

ideas about the world around, with the formation of elements of the conceptual

thinking.

Vocabulary - vocabulary, vocabulary of the language, vocabulary of a particular

person.

Linguistic dictionaries according to their goals and methods of lexicographic

descriptions are divided into several types: explanatory, dictionaries of foreign

words, spelling, orthoepic, syntactic, etc. A special place

occupy explanatory dictionaries whose task is to explain (interpretation)

meanings of words and their use in speech.

An active vocabulary is words that the speaker not only understands but also

uses (more or less often). The active vocabulary largely determines

richness and culture of speech.

Passive vocabulary - words that a speaker of a given language understands, but

does not use it himself.

The passive vocabulary is much larger than the active one, these include words, o

the meaning of which a person guesses from the context, which emerge in

consciousness only when they are heard. Translation of words from the passive dictionary to

active vocabulary is a special pedagogical task.

The introduction into the speech of children of words that they themselves learn with difficulty, use

in a distorted form, requires pedagogical effort. psychology data,

linguistics, physiology help to determine the range of words that make it difficult for children

at various age levels. The teacher should enter these words into

vocabulary of children systematically, systematically.

Thus, vocabulary work in kindergarten is aimed at creating

lexical basis of speech and occupies an important place in the general system of work on

the development of children's speech. Enrichment of vocabulary occurs in the process

familiarization with the outside world, in all activities, everyday

life, communication. Work on the word clarifies the child's idea, deepens

his feelings, organizes social experience. All this is of particular importance in

preschool age, since it is here that the foundations of development are laid

thinking and speech, the formation of social contacts is taking place,

personality. The active use of the child's speech is prompted by the need for

joint activities with adults.

There are three periods in the formation of the communicative function of the word.

In the first case, the object is the main component of the situation.

In the second, the adult becomes the main component of the situation.

The child looks from the object to the adult and stops at

last. Children tend to draw the attention of an adult to their attempts.

get the item.

In the third, the center of the situation is transferred to the word.

The child looks at the adult, looks closely at the articulations. Appear

first attempts at pronunciation. And the kid says the required

word is the name of the object. At 3 - 3.5 years, the word combines several groups

homogeneous objects: furniture, toys, clothes. At 4 - 5 years old child

uses words containing the sum of previous generalizations, for example,

the word "plant" includes such groups as berries, trees, fruits and

other. Such a generalization is based on the most striking features that

the child learned in his own practical activity. Behind every

the word of a preschooler is an idea of ​​a particular subject or

situations. Preschoolers learn much more successfully in the process

direct-educational activities on

vocabulary development through didactic games. They are

reinforce and clarify the vocabulary, changes and formation of words, exercise in

composing statements, develop explanatory speech. In these games

the child gets into situations where he is forced to use

acquired speech knowledge and vocabulary in new conditions.

manifested in the words and actions of the players. The third year of life is the period

the greatest increase in active vocabulary. By 4 years of age

words reaches 1900, at 5 years old up to 2000-2500, and at 6-7 years old up to 3500-4000 words.

Individual differences in the vocabulary are also observed in these age groups.

According to D. B. Elkonin, the differences in the dictionary "are greater than in any

or any other area of ​​mental development.

The level of vocabulary development is determined by quantitative and qualitative

indicators. It is important not only the ability of children to use large

the number of words, but also to master the skills of word formation. Formation

lexical means depends on many factors: special conditions, in

which the child is brought up, his speech environment, active speech

practice, as well as features of age and mental development.

Analyzing the development of the meaning of the word, S.L. Vygotsky wrote: "Speech and

the meaning of words evolved naturally, and the history of how

psychologically developed the meaning of the word, helps to illuminate to a certain

degree, how the development of signs occurs, as in a child's natural

the first sign arises, as on the basis of a conditioned reflex

there is a mastery of the mechanism of designation. "At preschool age

the child must master a vocabulary that would allow him to

communicate with peers and adults, successfully study at school,

understand literature, television and radio broadcasts, etc. Therefore

preschool pedagogy considers the development of children's vocabulary as one of the

important tasks of speech development.

Today, there are four main tasks:

Firstly, the enrichment of the dictionary with new words, assimilation by children earlier

unknown words, as well as new meanings of a number of words already in their

vocabulary. Vocabulary enrichment occurs primarily through

common vocabulary (name of objects, features and qualities,

actions, processes, etc.).

Secondly, the consolidation and refinement of the vocabulary. This task is due to

that in children the word is not always connected with the idea of ​​the subject. They often

do not know the exact name of the items. Therefore, this includes a recess

understanding already known words, filling them with concrete

further mastery of the generalization that is expressed in them, the development

ability to use common words.

Thirdly, the activation of the dictionary. Words learned by children are divided into two

certain representations, but does not use) and an active dictionary

(words that the child not only understands, but actively, consciously

whenever appropriate, uses in speech). When working with children, it is important

so that the new word enters the active dictionary. This only happens in

if it is fixed and reproduced by them in speech. Child

must not only hear the speech of the educator, but also reproduce it a lot

times, since the perception involves, basically, only the auditory

analyzer, and in speaking - also musculoskeletal and kinetic

analyzers. The new word must be included in the dictionary in combination with others

words so that children get used to using them in the right cases.

Fourthly, the elimination of non-literary words from the speech of children (dialect,

colloquial, slang). This is especially necessary when children are in

conditions of an unfavorable language environment. In the third year of life

children are replenished in the process of mastering a wider range of subjects

household items, with which they themselves and adults act.

Preschoolers learn the names of objects from a more distant environment,

that they see on the streets, in parks and other places (names of vehicles

facilities, buildings, plants, animals, etc.). Deepening knowledge about

objects is reflected in the dictionary in the form of words denoting

names of parts and details of objects with which the child acts (pen,

spout, teapot lid; sleeves, pocket, dress buttons, etc.). Forms

objects (ball, cube, brick). Taste of fruits and vegetables (sweet, sour,

tasty). Words denoting quantities are entered into the active dictionary, and

colors, as well as designations of the physical qualities of objects (warm, smooth

etc.) and their properties. In the fourth year, children must accurately name all things.

household items, furnishings, various vehicles, etc., i.e. then, with

what they encounter on a daily basis. Establishing links between objects

actions and words denoting them, at this age is no longer

represents labor. 3. Methods and techniques for the formation of children's vocabulary

preschool age In modern methods, vocabulary work

considered as a purposeful pedagogical activity,

providing effective mastering of the vocabulary of the native language.

Studies are devoted to the study of the features of the assimilation of vocabulary by children

M.M. Alekseeva, V.V. Gerbova, E.M. Strunina, V.I. Yashina. Alekseeva

M.M., Yashina V.I.

There are two groups of methods:

Methods for accumulating the content of children's speech and methods aimed at

consolidation and activation of the dictionary, the development of its semantic side.

a) direct acquaintance with the environment and enrichment of the vocabulary:

examining and examining objects, observing, examining the premises

kindergarten, targeted walks and excursions;

b) indirect acquaintance with the environment and vocabulary enrichment:

viewing pictures with unfamiliar content, reading

works of art, screening of films and video films, viewing

TV shows.

The second group of methods is used to fix and activate the dictionary:

looking at toys, looking at pictures with a familiar

represent views on the game of E.I. Tiheeva, she views the game as

one of the forms of organizing the pedagogical process in kindergarten and together

as one of the most important means of educational influence on

Didactic games are a widely used method of vocabulary learning.

work. The game is one of the means of mental education. In her

the child reflects the surrounding reality, reveals his knowledge,

shares them with friends. A particularly important place in the mental

education is occupied by didactic games, mandatory elements

which are cognitive content and mental task.

The didactic game is a multifaceted, complex,

pedagogical phenomenon: it is also a game method of teaching children

preschool age, and a form of education, and independent play

activities, and a means of comprehensive education of the personality of the child.

It is in the didactic game that the child gets the opportunity

improve, enrich, consolidate, activate the dictionary. A.V.

Zaporozhets, evaluating the role of the didactic game, writes that it is necessary

strive to didactic game was not only a form of assimilation

individual knowledge and skills, but would also contribute to the overall development

child, served the formation of his abilities.

The methods are divided into three main groups:

Verbal, visual and playful. Word of mouth is widely used.

These include speech pattern, re-pronunciation, explanation,

directions, question.

1. Speech sample - correct, pre-thought speech

activity of the teacher, intended for imitation by children. Sample

must be accessible both in content and form. It is pronounced clearly

loud and slow.

2. Repeated pronunciation - deliberate repeated repetition

the same speech element (sound, word, phrase) for the purpose of

memorization.

3. Explanation - disclosure of the essence of certain phenomena or methods

actions. Widely used to reveal the meanings of words, for

explanations of the rules and actions in didactic games, as well as in the process

observations and examinations of objects.

4. Instructions - explaining to children how to act to achieve

a certain result.

5. Question - a verbal appeal that requires an answer. Questions are shared

into primary and secondary. The main ones can be ascertaining -

"Who? What? What? What? Where? Where?" and search engines requiring

establishing links and relationships between phenomena - "Why? Why? What

similar?" Auxiliary questions are leading and

auxiliary. Questions are used in all methods of speech

development. Visual techniques - display of illustrative material, paintings,

objects, showing a sample, methods of action. Gameplay can be

verbal and visual. They arouse the child's interest in

activities, enrich the motives of speech, create a positive

emotional background of the learning process and thereby increase speech

activity of children and the effectiveness of classes. Thus, in the dictionary

The work uses a combination of different methods and techniques, depending on

on the degree of children's mastery of the word. The most efficient dictionary method

work with young children - didactic games.

4. The structure of didactic games in the formation of children's vocabulary

younger preschool age.

The didactic game is distinguished from other types of games and exercises by

certain structure. According to I.M. Kononov and K.D. Sergeeva,

the game used for learning should contain, first of all,

educational, didactic task. While playing, children solve this problem in

entertaining form, which is achieved by certain game

actions. An obligatory component of the didactic game are its

regulations. A special type of gaming activity is a didactic game.

It is created by adults specifically for educational purposes, when learning

proceeds on the basis of a game and didactic task. In a didactic game

the child not only acquires new knowledge, but also generalizes and reinforces

them. Preschool children develop cognitive processes and abilities,

they assimilate socially developed means and methods of mental

activities. The structure of the didactic game is formed by the main and

additional components.

The first should include a didactic and game task, game

actions, rules, result and didactic material. To the second - the plot

and role. Game and didactic tasks are realized in game actions.

didactic task. To choose a didactic game, you need to know

the level of preparedness of pupils, since in the game they must

operate with existing knowledge, ideas and skills.

Defining a didactic task, it means what kind of knowledge,

children's ideas should be assimilated, consolidated, what mental

operations in this regard should be developed, what personality traits of children

can be formed by means of the game (honesty, modesty,

perseverance in achieving the set goal, activity), which parties

develop speech. Each didactic game has its own learning task, which

distinguishes one game from another. The game task is sometimes embedded in the very

the name of the game: "Find out what's in a wonderful bag", "Who is in which house

lives", etc. Interest in it, the desire to fulfill it is activated

game actions. The more varied and meaningful they are, the

the more interesting for children the game itself is, and the more successfully cognitive and

game tasks. Game rules. The main purpose of the rules of the game is to organize

children's actions. Rules can prohibit, allow, prescribe something

children in the game, to make the game entertaining, exciting and interesting.

Using the didactic game in the pedagogical process, through its rules

and actions in children form correctness, goodwill,

excerpt. The rules of the game are determined by the learning task and the content

games and, in turn, determine the nature and method of game actions,

organize and direct the behavior of children, the relationship between them and

educator. With the help of rules, he forms in children the ability

to navigate in changing circumstances, the ability to restrain

direct desires, to show emotional-volitional effort. AT

as a result of this, the ability to control one's actions develops,

correlate them with the actions of other players. The rules of the game are

teaching, organizing and disciplining character. Educational

rules help to reveal to children what and how to do: they

correlate with game actions, enhance their role, clarify the way

execution; organizers determine the order, sequence and

the relationship of children in the game; disciplinarians warn that

what and why not to do. The teacher should use caution

rules, do not overload the game with them, apply only the necessary ones.

The introduction of many rules, the implementation of them by children under duress leads

to negative results. Didactic game is different from gaming

exercises in that the implementation of the game rules in it is directed,

controlled by game actions. The development of game actions depends

from the imagination of the teacher. Game actions can be the most

various: hide, search, close pictures with a chip, pick up

pictures, answer questions, choose a driver, reward the winner.

Children need to be taught how to play. Only under this condition

acquires a teaching character and becomes meaningful. Education

game actions is carried out through a trial move in the game, showing the

actions. In the games of younger children, game actions are the same for everyone.

participants. When children are divided into groups or if there are roles

game actions are different. The volume of game actions is also different. In junior

groups - this is most often one or two repetitive actions, in the older ones already

five six. The means of solving the didactic problem is

didactic material. The result of the didactic game is the solution

game and didactic tasks. The solution of both problems is an indicator

game efficiency. The didactic game acts simultaneously as a kind of

game activity and the form of organization of interaction between an adult and

child. This is its originality, the game result. Rules of the game,

established by the educator are gradually assimilated by the children.

Focusing on them, they evaluate the correctness of their actions and

actions of comrades, relationships in the game. The result of the didactic game

The indicator of the level of achievement of children in the assimilation of program material, in

development of mental activity, relationships, and not just winning,

obtained in any way. Game tasks, actions, rules, results

games are interconnected, and the absence of at least one of these components

violates its integrity, reduces the educational impact. Some

Didactic games have a plot and require role-playing. Yes, in the game

"Toy store" has a seller and buyers. From didactic games with

the plot should be highlighted / dramatization games - show with the help of toys

small scenes in which children are given a didactic task

(guess from which fairy tale the episode is shown, and continue the fairy tale, notice

changes that have taken place on stage). Many didactic games

have a plot and consist only in solving a specific problem. But also in

In these games, the content is drawn from children's ideas about the environment and

associated with the tasks of speech development. Sometimes in plotless games

an image is introduced, for example, riddles, Petrushka or another

fairy tale character.

When it is not the educator who sets the game task for the children, but for example:

doll, increases the mental and vocabulary activity of babies. For example,

Andryusha can come to visit the children - a doll with an attractive face,

living boy. His appearance always causes joy, expectation of something

new, interesting. Andryusha holds games, maybe earlier

known to children, such as "What has changed?", but these games are gaining

new meaning, cause surprise, make the imagination work. AT

in an entertaining form of play, activation and enrichment take place

preschool vocabulary. Dictionary of a preschooler in the fourth year of life

is still replenished with the names of objects with which children

encounter and act in everyday life. Children struggle or make mistakes

when naming many household items (dishes, furniture, clothes,

toys, vehicles, etc.). These errors are due to inaccuracy,

undifferentiated perception and ideas of the child. So

essential at this age stage acquire

familiarization of children with the features of objects and vocabulary work in

the process of deepening knowledge about subjects. To implement a vocabulary task

the teacher uses a didactic game, as in directly

educational activities, and in the independent activities of children.

Considering the subject with the children, the teacher helps to identify and name it.

size, color.

5. Types of didactic games.

Carrying out work on the formation and activation of the dictionary, teachers

Preschool educational institutions effectively use didactic games: "Wonderful bag",

"Who will see and name more?", "Paints", "What has changed" and others. For

vocabulary formation, didactic games of various types are used:

games with objects (toys, natural material, etc.), board games

print games and word games. It should be noted that all these games can be

successfully used to activate the vocabulary of preschoolers. Games with

objects are most accessible to children, as they are based on

direct perception, correspond to the desire of the child

act with things and thus get to know them, moreover,

the child with a desire names the objects he sees. Large group of games

exercises with didactic toys and materials (matryoshka dolls,

turrets, mushrooms, geometric shapes, etc.) is characterized

the fact that the learning and playing principle is inherent in the toys themselves and

materials, in their special design. Games of this type have their own

didactic tasks (distinguish between size, shape, etc.) and the purpose of the game for

child (collect a whole toy, complete a task), various

actions (collect, fold, string) and certain rules

(for example, string rings in ascending order of magnitude, lay out according to

form). Games with didactic toys and materials are designed

more for small children. They do not require mandatory interaction

with another child, suggest repetition characteristic of babies

actions. Their value is not only that children learn specifically

highlighted, deliberately emphasized in the toy, material properties - color,

shape, size, etc. Thanks to the inherent in educational toys and

materials to the principle of self-control, they allow you to organize more or

shorter independent activity of young children,

to develop the ability to occupy oneself, to play alongside others, without interfering with them, but

It means that they help to organize the life of the group. In junior preschool

At the same age, many games with toys are accompanied by movements that

corresponds to the peculiarities of perception and thinking of the child. Desktop

printed games, as well as games with objects, are based on the principle

visualization, but in these games, children are given not the object itself, but its image.

pictures introduce children to individual items (dishes, furniture),

animals, birds, vegetables, fruits, their qualities and properties.

Others refine ideas about seasonal natural phenomena (lotto

"Seasons"), about various professions (the game "What does anyone need?").

Object games use toys and real objects. playing with

them, children learn to compare and name, establish similarities and differences

items. The value of these games is that with their help children get acquainted with

properties of objects and their attributes: color, size, shape,

quality. In games, problems are solved for comparison, classification,

establishing a sequence in solving problems. Didactic games -

an indispensable tool in the formation of the dictionary of children of primary preschool

age. In didactic games, learning is playful. leaning

to the involuntary attention of children, adults should activate them

cognitive activity, to arouse interest in surrounding objects,

to improve their experience, to form skills and abilities. Didactic

games, along with mobile, musical ones, are created by adults as games with

rules and offered to children in ready-made. Only after the children

master their content, rules, they begin to play them

on one's own. Didactic games include actually educational games.

games with rules, games and exercises with didactic toys and

materials, word games. Games with rules have a lot of

organizing value for the child and the children's team. The rules in these

games offer children certain norms

actions (mental and physical), determine what to do,

to say and what is impossible, how to act for each and everyone who plays. Important,

that it is in independent didactic games that children get used to

obey the requirements and rules without direct participation and prompting

adult. Didactic game with rules - the main and most

characteristic type of children's play activity - has a certain

structure that includes didactic (development of sensory processes,

speech, etc.), a game task (guess, win a competition, etc.) and

game actions (hide and find, portray someone, etc.), rules

games (act in turn, do not repeat what was said, start on a signal

etc.). The game task and game actions make the game entertaining.

start, allow the child to learn by playing, inadvertently receive

knowledge in activities that are interesting to him. Such games include

first of all, many board games, verbal and verbal-mobile.

An even more important place is occupied by verbal didactic games (games

riddles for highlighting the characteristic features of objects, comparison,

generalization, etc.), board-printed games for the classification of objects,

games-competitions in the speed and accuracy of orientation. It is valuable that these

games unite not only direct participants, but also

"fans" who carefully observe the game and express

active attitude to the successes or failures of their comrades. As

mastering children with new knowledge about the subject environment of the task in games

become more complicated: the guys practice in determining the subject for any

one quality, combine objects according to this feature (color, shape,

quality, purpose, etc.), which is very important for the development of the abstract,

logical thinking, enriching the child's vocabulary. Children of the younger

groups give objects that differ sharply from each other in properties, so

how toddlers can't yet tell the subtle differences between

items. Comparing objects, children name their identical parts,

signs and distinguishing features. Vocabulary of a preschooler on the fourth

year of life is still replenished with the names of objects with which

children encounter and act in everyday life. Children find it difficult or allow

errors in naming many household items (dishes, furniture, clothes,

toys, vehicles, etc.) Therefore, it is essential to

At this age stage, children become familiar with the features

subjects and vocabulary work in the process of deepening knowledge about subjects.

Preschoolers are introduced to the names of objects, their purpose,

building features. Considering the subject with the children, the teacher helps

determine and name its size, color. Didactic games should

develop curiosity, the ability to independently solve mental

tasks, to promote the creation of stable gaming teams,

united by common interests, mutual sympathies, comradely

relationships. 6. Interaction of a teacher with children in didactic

games - creating a positive attitude. Didactic games and activities

will give a good result only if the educators clearly understand

what tasks can be solved in the process of their implementation and in what

features of the organization of these classes at the level of junior preschool

age. Didactic games and activities are very important for the mental

raising young children. During classes, the child develops

important qualities necessary for successful mental development.

The development of concentration and the ability to imitate is necessary

condition for the acquisition of information and skills by children. This is one of the important tasks

which must be solved during classes, especially since not all children in

share these qualities equally. Causing imitation of their own

actions and words, the teacher teaches children to look closely,

listen, understand and, to the best of their ability, do what is from them

required. Attracting the attention of children, arousing their interest, the educator

lays the first beginning in the development of such an important quality as

curiosity. Getting food for his mind, the little child willingly

participates in classes, waits for them, rejoices in them. In the classroom, the child is accustomed

listen to an adult, look at what is shown to him, takes possession

certain knowledge. He learns a lot about different subjects: about their

appointment, about appearance, properties such as shape, color, size,

weight, quality of the material, learn how to compare them, there will be an interest in analysis

and generalization. His perception and sensations develop and improve.

Showing, telling children, the educator reveals the world to them

accessible to their understanding of the phenomena of nature and the work of elders, introduces

means of transportation. The child cannot understand all these phenomena without

an explanatory word from an adult. Therefore, in the classroom, the task is -

to teach children to listen and understand speech addressed to them and themselves

use speech. Children are especially good at learning about

objects and phenomena surrounding them, when they have the opportunity not to

only contemplate, but also actively act and participate in the experimental

research activities. Children gradually learn to use

models, diagrams, monograms, build from building material

ladders, slides, houses, modes of transport. During any activity

children are developed: purposefulness, healthy, reasonable activity

and some self-regulation of actions. Didactic games and activities have

certain importance in the moral education of children. They gradually

the ability to act in a peer environment is developed, which is first given

not easy. First, the child learns to do something next to other children,

without interfering with them, without taking away their toys and without being distracted. Then he

attracts to joint activities with other children: together

consider toys, pictures, animals, answer together, notice,

learn, act. An interest in the actions of another child arises,

the joy of shared experiences. During classes, gradually formed

some restraint, organization, purposefulness of behavior,

Achievement results in a sense of joy. Children form

skills of careful use of a toy, picture and careful

relationship with everything around him. attitudes begin to form

surroundings, feelings, interest in actions and assignments, desire

participate in common activities, achieve a positive result.

during didactic games and classes, tasks should not be forgotten

moral education. Classes are also important for aesthetic

raising young children. Selection and design of didactic

material, toys, pictures should serve the purposes of educating good

taste, love of beauty. The content of some classes directly

aimed at fulfilling the tasks of artistic education: listening

fairy tales, nursery rhymes, poems, music, etc. Therefore it is very important that

musical and literary material was artistic. At

conducting didactic games and classes, the educator must remember that

children should not be overworked, it is always necessary to follow the correct posture

child, for his condition, perception of the proposed material. Highly

it is important to remember that didactic games and activities should create in children

good mood, cause joy: the child rejoices at what he has learned

something new, rejoices at his achievement, result, ability to pronounce

words, phrases, sentences, enjoys the first joint with other children

actions and experiences. This joy is the key to success.

development of children at the stage of primary preschool age and has a large

importance for further education. Some activation games

dictionary "Let's look for words in the kitchen" What words can be taken out of borscht?

Vinaigrette? Kitchen cabinet? Plates? And so on. "I treat."

Let's remember

delicious words and treat each other. The child calls a "delicious" word and

"puts" on your palm, then you to him, and so on until everything is

"eat". You can play "sweet", "sour", "salty", "bitter"

the words. You can play with the aim of developing the grammatical structure of speech.

"Let's make some juice."

“And apples, juice ... (apple); from pears ... (pear); from

plum ... (plum); from cherry .. (cherry); from carrots, lemon, orange and

etc. Did you manage? And now vice versa: orange juice from what? Etc." One

garden). "I noticed".

Let's see which one of us is the most attentive. We will

name the objects we pass by; and be sure to point out -

what they are. Here's the mailbox - it's blue. I noticed a cat - she is fluffy.

A child and an adult can name the objects they see in turn.

"Magic glasses".

Imagine that we have magic glasses. When they

put on, then everything becomes red (green, blue, etc.). Look

around in magic glasses, what color has everything become, say: red boots,

red ball, red house, red nose, red fence, etc.

word."

You start the phrase and the child finishes it. For example:

the crow croaks, and the sparrow ... (chirps). The owl flies, and the hare ... (runs,

jumps). The cow has a calf, and the horse has ... (foal), etc. "Lotto"

children's cards with the image of several subject pictures. At

teacher the second set of split pictures. The child must learn on his own

card the subject named by the teacher and close it. "Wonderful

bag"

The child, closing his eyes, takes out an object from the bag and calls

his. "Guess and name"

Children are asked to guess the word by its

lexical meaning. Whoever names the most correct wins.

answers. For example: A place where medicine is prepared and sold.

(Pharmacy) Premises for parking and car repair. (Garage) "Explain

Children are asked to explain meaning the words.

For example, Button: This is the object that attaches paper to the board.

"Choose the correct answer"

A joke game in which children are invited to

choose the correct answer from several suggested by the teacher.

For example: A shovel is a slender beautiful tree, a product that can be

eat, a tool to dig. ."Name the parts" from the pictures

or by presentation.

The teacher shows a picture or says a word and

asks to name its parts For example: What does the cat have? (body, head, paws,

claws, tail, nose, ears, eyes, whiskers, hair). "Guess what it is?"

It is proposed to recognize the object by the names of its parts. For example: Body,

cab, wheels, steering wheel, headlights, doors (truck). Deck, cabin, anchor, stern,

nose (ship). "What the artist forgot to draw"

The pictures are drawn

items with missing parts. Children are invited to name what they forgot

draw artist. The chair has no legs. The rooster does not have a comb.

"Modeling Agency"

We invite children to “show off” their clothes,

tell what fabric it is made of, name the details of clothing. dress from

chintz. It has sleeves, pockets, collar, buttons, bodice and skirt. "Who

Teach children to choose as many names of objects as possible for

the name of the action, or choose

pictures whose names can be used with the given word.

For example: Running: who? (girl, dog); what? (river, milk). Who meows?

Who laps? Blowing what? "Who lives where"

On the topic "Wild and domestic

animals "On the picture material, children are invited to settle animals

to their houses and name their dwelling. Nora - for a fox and a mouse; lair - for

bear. "What grows where"

Children are invited to distribute pictures with

depiction of plants according to their place of growth. cucumber - in the garden; the Rose

On the flowerbed; apple tree - in the garden; cornflower - in the field. "Who has who?" by topic

"Animals" and "Birds" -

using visual material. Children

help mothers find lost babies. The squirrel has a squirrel,

foxes - a fox cub, a rook - a rook. Or help the whole family get together: foxes,

fox, fox. "Find your mom" Children are divided into two groups, put on

animal masks. Everyone is walking around the room. At the command "cubs" should

find your "mother" and connect in pairs. "Who loves what"

On the picture

In the material, children are invited to “feed” animals and birds. Hare -

carrots, grass, cabbage. "What do you call someone who..."

Teaching children to understand and

correctly use the names of professions in independent speech. Who

working on a crane? Who fixes the clock? Who is flying the plane? "Find out

item by description

According to the idea or according to the pictures, children

Guess what subject the teacher is talking about. Green, striped,

round, tasty, red, juicy. (Watermelon) "Seasons".

To the storyline

picture, children select subject pictures. What happens in winter?

(snowflake, snowdrift, ice rink, snow slide, snowman, sled, feeder)

"Building a house"

From cut pictures, children “build” a house on a flannelograph,

name the parts of the house: foundation, walls, roof, windows, doors, porch,

balcony. Photo album" on the theme "Family".

Learn to recognize different people

age in pictures. Summarize different images of people by age

or gender. Be able to recreate with the help of a set of pictures

sequence of human development.

Municipal budgetary preschool educational institution

Kindergarten №103 "Crane"

Seminar - workshop

for educators

on the topic:

"Development of active and

passive vocabulary.

Activation of imitations

(ml. gr.). "

Teacher speech therapist:

Menshchikova A.A.

Methods for accumulating the content of children's speech of children:

The first group includes methods:

Direct acquaintance with the environment and enrichment of the vocabulary:

examining and examining objects, observing, examining the children's room

gardens, targeted walks and excursions;

Indirect acquaintance with the environment and vocabulary enrichment:

Looking at pictures with unfamiliar content, reading fiction

works, showing movies and videos, watching TV shows.

3. Methods aimed at consolidating and activating the vocabulary of children:

looking at toys

Looking at pictures with familiar content,

Didactic games and exercises.

4. The main tasks of the development of speech of preschool children are the education of sound

culture of speech, vocabulary work, the formation of the grammatical structure of speech, its

connections in the construction of a detailed statement - are solved on each

age stage. However, from age to age there is a gradual complication

each task, teaching methods change.

5. A feature of dictionary work is that it is inextricably linked with

enrichment of knowledge and ideas of preschoolers about the objects around them and

phenomena of everyday life, about everyday life, about nature.

The methods are divided into three main groups:

Verbal, visual and playful. Word of mouth is widely used. To them

include a speech pattern, repeated pronunciation, explanation, instructions, question.

1. Speech pattern - correct, pre-thought-out speech activity

a teacher designed to be imitated by children. The sample must be available and

2. Repeated pronunciation - deliberate repeated repetition of the same

the same speech element (sound, word, phrase) in order to memorize it.

3. Explanation - disclosure of the essence of certain phenomena or modes of action.

Widely used to reveal the meanings of words, to explain rules and actions

in didactic games, as well as in the process of observation and examination of objects.

4. Instructions - explaining to children the way of action to achieve a certain

result.

5. Question - a verbal appeal that requires an answer. Questions are divided into

main and auxiliary. The main ones can be ascertaining - "Who? What?

Which? Which? Where? Where?" and search, requiring the establishment of links and

relationships between phenomena - "Why? Why? How are they similar?" auxiliary

questions are leading and auxiliary. Questions are used in all

methods of speech development.

7. Visual techniques - display of illustrative material, paintings, objects, display

pattern, mode of action.

8. Game techniques can be verbal and visual. They excite the child

interest in activities, enrich the motives of speech, create a positive

emotional background of the learning process and thereby increase speech activity

children and performance.

Thus, the dictionary work uses a combination of different methods and

techniques depending on the degree of mastery of the word by children. Most Efficient

method of vocabulary work with young children - didactic games.

For example, in the game "Name three objects" you have to remember and name animals,

vehicles, vegetables and fruits, furniture, dishes.

Many didactic games do not have a plot and consist only in solving problems.

a specific task. But even in these games, the content is drawn from the ideas of children.

about the environment and is connected with the tasks of speech development. Sometimes in plotless games

an image is introduced, for example, riddles, Petrushka or other fabulous

character.

When a game task is set for children not by a teacher, but for example: a doll,

increases the mental and vocabulary activity of babies. For example, visiting children

Andryusha can come - a doll with the face of an attractive, lively boy. His

the appearance always causes joy, the expectation of something new, interesting. Andryusha

conducts games, perhaps previously known to children, for example, "What has changed?", but

these games take on a new meaning, cause surprise, make you work

imagination.

In a game entertaining form, the vocabulary is activated and enriched

preschooler.

Considering an object with children, the teacher helps to determine and name its size,

Colour. Carrying out work on the formation and activation of the dictionary, teachers of preschool educational institutions

effectively use didactic games: "Wonderful bag", "Who will see and call

more?", "Continue the phrase" ("Tell me a word"), "What has changed" and others.

Games with objects (toys, natural material, etc.), desktop printed

games and word games - all of these games can be successfully used to activate

preschool vocabulary.

At younger preschool age, many games with toys are accompanied by

movements, which corresponds to the peculiarities of perception and thinking of the child.

Children of the younger group are given objects that differ sharply from each other in properties,

because babies still can not find subtle differences between objects.

Comparing objects, children name their identical parts, features and distinctive features.

peculiarities. For example, a didactic game: "What is superfluous?".

Taking into account the individual characteristics of children, I organize development centers in the group

speeches: a theatrical corner, a center for games - dramatizations, a center for didactic and

speech games. I use problem situations to motivate children to work.

including fairy-tale characters, surprise moments. problematic questions,

to establish links in natural and social phenomena, schemes - models,

didactic and printed games - all this allows you to expand and activate

vocabulary of children, to achieve its use in active speech.

Enrichment and activation of the vocabulary of children 3-4 years old occurs during a walk and

tours. In the process of observing animals, birds, plants, insects and

children. Children get acquainted with the concept of living - inanimate nature.

Vocabulary work with children involves the development of words denoting specific and

generic generalizations. At preschool age, it is advisable to form such

generic concepts such as furniture, dishes, clothing, transport, vegetables, fruits, while especially

the ability to independently find essential signs becomes significant,

generalize and express the result of generalization in speech.

THANK YOU FOR YOUR ATTENTION!!!

One of the essential indicators of the harmonious development of the child is his vocabulary - the amount of words that he uses in the process of communication and learning.

Experts have calculated that at the age of one and a half years, the vocabulary of young children can contain no more than 50 words, and by the age of five, kids already freely operate 2000-2500 words. However, not only a quantitative indicator is important (how many words the child uses), but also a qualitative one - how much he understands the meanings of the words he uses, whether he correctly uses the necessary word forms.

That is why the development of the vocabulary of preschool children is a very important direction in preschool education and upbringing.

Features of the development of the vocabulary of preschoolers

At the initial stage, the child's vocabulary is replenished mainly due to the words that he often hears in the process of everyday communication with relatives.

At the age of one to three years, the baby learns the following categories of words:

• names of toys, names of family members; words denoting elements of everyday life that surrounds the child (utensils and bed dress, furniture, food);
• words demonstrating knowledge about the surrounding nature: the names of weather phenomena and seasons, the names of the most common and easy-to-pronounce plants and animals;

In this period, the ability of children to operate with emotional-evaluative vocabulary (words denoting emotional states, quality characteristics of items) is still extremely low.

At the age of 4-5 years, there is a significant leap not only in the quantitative content of the vocabulary (1500-2000) words, but also in its qualitative content. The child begins to actively use the following thematic groups:

• words denoting experiences and feelings: cheerful, sad, joyful;
• evaluate objects and phenomena according to their qualitative characteristics: high, hot, heavy;
• try your hand at word formation, using diminutive forms of words: mommy, darling. Form word forms of single-root words, for example, forms denoting animal cubs: cat - cat - kitten, duck - duckling, goose - gosling, etc.;

At the age of 5–6 years, the quantitative stock of the vocabulary of a preschooler can already be about 3,000–4,000 thousand words, while there is also another breakthrough in its qualitative content. The preschooler begins to use the following group of concepts:

• vocabulary denoting time intervals: hours, days of the week, minutes, months. Words describing the category of space: top - bottom, right - left;
• simple and compound numerals (one, five, twelve, twenty);
• words denoting the categories of social science: people of the country, Motherland, labor, national army, state;

Observing the development of the vocabulary of preschoolers, experts have identified the essential points that need to be paid attention to.

Features of replenishing the vocabulary of children with various types of parts of speech

The fastest and most willing children begin to use nouns and verbs, which allows them to easily denote objects and actions that are performed with these objects. But such an important part of speech as the adjective is used reluctantly by preschoolers. Meanwhile, the active use of adjectives makes it possible to make speech beautiful and rich, makes it possible to compose common sentences and full-fledged speech constructions. Therefore, it is necessary that parents pay more attention to the description of the signs of objects and phenomena, their qualitative characteristics.

Active and passive vocabulary

It often happens that children know the word, but do not use it in their speech. This is due to the fact that they do not quite clearly imagine the meanings of these words and the scope of their use. Therefore, it is important to monitor the presence of "dead" words in the vocabulary of a preschooler and "translate" them from a passive dictionary into an active one.

For this you need:

• Explain the meaning of the “dead” word, pronounce it clearly several times. Thus, you activate not only the auditory mechanism of information perception, but also the musculoskeletal one, that is, the pronunciation of the word will be fixed in the memory of the speech apparatus of the person pronouncing it.
• Use the word more often in the right situation. It is also desirable to pick up lines of literary works in which this word is used and its meaning is easy to understand from the context.

You can use antonymous meanings to interpret the meaning of a new word. Some children find it easier to remember information by starting from “the opposite”, that is, from the opposite meaning of the word.

Developing a preschooler's vocabulary

Reading with a child

When reading aloud to a preschooler, be sure to pay attention to the following points:

• Pronounce the words clearly and clearly, observing the correct placement of stress and articulation.
• Be sure to explain the meanings of unfamiliar words found in the text, pay attention to their pronunciation, if necessary, repeat new words the next day, asking the child to explain their meanings.

Reading books will ensure the full development of the vocabulary of preschool children, and it is very important that children love reading books.

You will not only provide a quality source of replenishment of his vocabulary, but also contribute to the development of literate writing skills.

This will be due to the work of visual memory - often children who read a lot write correctly, without bothering to know spelling. They simply "photograph" the correct spelling of the word, leaving its correct version in the visual memory.

Games and tasks to expand vocabulary

"Conductor"- during the walk, close your eyes, and ask the baby to be your "guide", describing to you as accurately as possible what he sees around him. You can complicate the task by asking the child, if possible, not to use the same words.

Ball games allow not only to expand the vocabulary of children, but also to develop logical thinking, generalizing knowledge in the field of words of various lexical groups.

"Name the Animals"- The host takes turns throwing the ball to the children. The task of the child is to catch the ball and answer by naming some animal. Those children who could not name the animal when their turn came up are eliminated from the game. The winner will be the player who lasts the longest by naming the most animals.

The same version of the game can be used to consolidate knowledge of words from other general categories: “transport”, “fruits”, “vegetables”, “plants”, etc.

"Where does anyone live?"- the host, throwing the ball to the children, asks questions:

Who lives in a hole? - / mole, mouse, fox, hedgehog /.

Who lives in the river? - / frog, fish, otter /.

Who lives in the sea? - /whale, octopus, dolphin, jellyfish/.

This game will not only expand the vocabulary of children, but also strengthen their knowledge of the world around them.

"Big small"

We train the skill of forming word forms with a diminutive meaning. Explain to the child with an example how the following words are obtained: chair-highchair, fork-fork, key-key, apple-apple. Throwing the ball to the baby, name the word from which he should form a diminutive form. At first, give him enough time to complete this task, do not rush.

There are a lot of tasks that allow you to effectively replenish and develop the vocabulary of preschoolers, choose from them those that will bring pleasure to young students. For example, it is better for mobile children to offer tasks with a ball, phlegmatic and observant - tasks of a descriptive nature, involving the analysis of phenomena, objects and situations.

The timely development of the vocabulary of preschool children will allow them to easily master the skills of correct coherent speech, and will also contribute to the harmonious development of their intellect and logical thinking in the future.

Lecturer, child development center specialist
Druzhinina Elena

Speech therapy lessons to replenish the child's vocabulary:

Content

Introduction
Alalia is one of the most severe speech defects, in which the child is practically deprived of linguistic means of communication: his speech is not formed independently and without speech therapy help. Alalia can be motor or sensory. Sensory alalia in its pure form is relatively rare, so our work focuses on the problem of vocabulary formation in children with motor alalia.

In the studies of a number of authors (G.S. Gumennaya, V.E. Levina, N.A. Nikashina, L.F. Spirova, T.B. Filicheva, N.A. Cheveleva, G.V. Chirkina, S.N. Shakhovskaya, A.V. Yastrebova and others) it is noted that children with motor alalia have difficulties in mastering the lexical patterns of their native language. Thus, the problem of the development of the vocabulary of Alalik children occupies an important place in modern speech therapy, and the question of the state of the dictionary in various speech disorders and the methodology for its development is particularly relevant.

Before analyzing the features of the vocabulary and its formation in children with motor alalia, you need to understand what a dictionary is. A dictionary is words (basic units of speech) denoting objects, phenomena, actions and signs of the surrounding reality. Distinguish between passive and active vocabulary. Under the passive dictionary is understood the possibility of understanding words, under the active - their use in speech. The level of vocabulary development is determined by quantitative and qualitative indicators.

The purpose of the work is to study the features of vocabulary formation in children with motor alalia.

The object is the vocabulary of Alalik children.

The subject is work on the development of a dictionary with alalia.

In accordance with this goal, the following tasks were solved:

1. Analyze the process of speech formation and vocabulary formation in children in the norm.

2. Show the features of the development of passive and active vocabulary in Alalik children.

3. To study the directions and methods for the formation of a dictionary in children with motor alalia.

4. Systematize practical tasks according to the goals of classes with children-alalics of the second level of speech development.

In the process of work, we used materials from educational and special literature.

Among the studies, we highlight the work of V.A. Kovshikov "Expressive alalia", which consistently and fully presents all sections of the doctrine of one of the most severe and persistent forms of pathology of speech activity - expressive alalia.

In the practical part of the work, we used the achievements of speech therapists-practitioners T.V. Bashinskaya, N.S. Zhukova, T.V. Fridays.

Chapter 1
1.1. Development of passive vocabulary
Investigating the stages of mental development of children, Stern for the first time conducted a systematic observation of the formation of speech. Having singled out several periods in this process, he emphasized that the most important of them is the one associated with the discovery by children of the meaning of the word, that each object has its own name (the child makes such a discovery at about a year and a half). This period, about which Stern first spoke, later became the starting point for the study of speech by almost all scientists who dealt with this problem. Having singled out five main stages in the development of speech in children, Stern described them in detail, in fact, having developed the first standards in the development of speech in children under 5 years of age. He also identified the main trends that determine this development, the main of which is the transition from passive to active speech and from word to sentence.

Researchers distinguish a different number of stages in the development of children's speech, call them differently, indicate different age limits for each. For example, A.N. Leontiev establishes four stages in the development of children's speech:

1st - preparatory - up to 1 year;

2nd - pre-preschool stage of initial language acquisition - up to 3 years;

3rd - preschool - up to 7 years;

4th - school.

In each of the stages, two important points can be distinguished: the development of a passive vocabulary and the development of an active vocabulary.

Based on the analysis of special literature, we characterize the formation and development of an active and passive vocabulary at different stages of a child's development.

Segment of ontogeny from birth to 12-14 months. usually qualifies as preverbal, or preverbal.

The possibility of developing speech understanding (passive vocabulary) in the first year of life is determined by the level of visual and auditory perception.

Children do not immediately master the understanding of the word in the fullness of its meaning and sound. In the first year of life, the name of an object is associated in a child with the actions performed with this object, the place where it is located. All this is included in the word - the name.

By the end of the first year, it becomes possible to teach the child to pronounce words - the names of persons and objects, that is, words that have meanings (“uncle”, “aunt”, “Katya”, “porridge”, “water”, “eider” and others). Classes begin with the fact that they first teach the child to understand the word - they call the object so that he points to it. Then they pronounce this word, making sure that the child repeats it.

Thus, the child accumulates a vocabulary that he can pronounce in a meaningful situation. These words refer to faces, real objects, toys, images in a picture. The words offered to the child must have an elementary sound composition. That is, they must be available for pronunciation. Such activities are very important for the development of independent speech of the child.

Children at the end of the first year of life distinguish contrasting words (ball - bear, doll - car), but words similar in sound (bear - bowl, ball - scarf) are not yet differentiated.

In children of one and a half years it is already possible to develop a connection between objects, actions and words denoting them. On the basis of this connection, the child develops a primary orientation in the environment, the ability to perform some simple actions (show, give, sit, on), pronounce meaningful words [See: 9].

From the age of one and a half, it becomes possible to understand the verbal explanation of an adult, assimilate knowledge, and accumulate new words.

The second year of a child's life is a period of intensive formation of all aspects of speech, especially its understanding. From understanding individual words and short phrases, the child goes the way to fulfilling the verbal instructions of an adult, including several actions, to understanding a simple plot in shows - dramatizations and pictures. The understanding of speech by children under 1 year 6 months - 1 year 8 months is significantly ahead of the development of active speech in them. However, with proper upbringing, serious changes are observed here.

The development of a passive vocabulary is mainly due to a wide acquaintance with the objects that surround the child, looking at pictures that are accessible in terms of content. A child in the second year of life also learns the names of actions. These are those that he does himself or observes repeatedly how adults perform them, provided that they are indicated by words. Children should pay attention, especially after 1.6 months, to the qualities, conditions, purpose of some items: “Look, I have a small ball, and you have a big one”, “Kissel is red, sweet”. Children themselves in the second year cannot name these signs yet.

A positive prerequisite that contributes to the formation and complication of speech understanding is the improvement of orienting activity.

In children of the second year of life, by means of a word, it is already possible not only to evoke visual orientation, but also to support it: “Where is our cockerel? Look!”, create a selection criterion, strengthen differentiation: “No, this is not a cockerel, it’s lala, take a closer look where the cockerel is.”

Thus, the development of a passive vocabulary is directly related to the cognitive activity of the child and the conditions of the external environment.
^ 1.2. Active Vocabulary Development
With the appearance of the first words in a child, the stage of formation of active speech begins. At this time, the child has a special attention to the articulation of others. He very much and willingly repeats after the speaker and pronounces the words himself. At the same time, the baby confuses sounds, rearranges them, distorts, lowers them.

The first words of the child are of a generalized semantic nature. With the same word or sound combination, it can denote both an object, a request, and feelings. For example, the word porridge can mean at different times here is porridge; give me porridge; hot porridge. Or a word dad Can mean papa came; no dad; dad, come etc. You can understand a baby only in a situation in which or about which his communication with an adult takes place. Therefore, such speech is called situational. The child accompanies situational speech with gestures and facial expressions.

From a year and a half, the word acquires a generalized character. It becomes possible to understand the verbal explanation of an adult, assimilate knowledge, accumulate new words. During the second and third years of life, the child has a significant accumulation of vocabulary.

The most common data on the rapid development of the vocabulary of children in the pre-school period: by 1 year 6 months. - 10-15 words; by the end of the 2nd year - 300 words (for 6 months about 300 words); by the age of 3 - about 1000 words (that is, about 700 words per year).

The meanings of words are becoming more and more defined. By the beginning of the third year of life, the child begins to form the grammatical structure of speech. Thanks to the development of imitation, short phrases appear in the speech of children, the child uses words for various reasons, and speech develops as a means of communicating with adults.

In addition to pronouncing meaningful words in a variety of situations, in children, both in independent activity and in imitation of an adult, there is a kind of “word game”.

By the end of the second year, and especially in the third year of life, this "word game" turns into a kind of word creation. Children from 1.5 to 4.5 years old, and sometimes even later, like to pronounce a word, often distorted and meaningless, just because they like the sounds that make it up.

The child's dictionary is replenished, more and more words appear that denote not only objects and actions, but also qualities and relations between objects that are accessible to children, for example, adverbs (there, here, where, there and others).

Appear in the speech of children and pronominal, quantitative concepts (many, one and others), separate adjectives (big, small, good, bad). Lightweight words - onomatopoeia (tu - tu, mu - mu) are replaced by the correct ones (car, cow).

In the third year of life, children not only significantly increase the vocabulary of commonly used words, but also the word-creation that arose at the end of the second year of life increases. Changing intonation, as if playing with words, the child pronounces them in various combinations, picks up a rhyme for them: “Natka - Karpatka”, “Svetka - Karbetka”.

Continues for 3 to 7 years rapid increase vocabulary. The active vocabulary of a child by the age of 4-6 reaches 3000-4000 words. These are mainly words of the main vocabulary of the language, that is, commonly used words necessary for communication. The level of speech development of preschool children is different. Some children are free to use vocabulary; others have a small active vocabulary, although a significant number of words are well understood (passive vocabulary).

In the early and middle preschool years, on the basis of the accumulation of ideas about single objects, children learned to combine objects according to their purpose and characteristics, to assimilate species and generic concepts (bear, fox, hare - animals; cup, plate - dishes).

Often children still misunderstand or misuse words. For example, by analogy with the purpose of objects, they say instead of pour from a watering can"pour", instead of scapula“digger”, etc. At the same time, such a phenomenon indicates a “sense of language”. This means that the child's experience of verbal communication is growing and, on its basis, a sense of language, the ability to create words is formed.

Children of the fourth year of life use simple and complex sentences. The most common form of statements at this age is a simple common sentence (“I dressed the doll in such a beautiful dress”).

In the fifth year of life, children relatively freely use the structure of complex and complex sentences (“Then, when we went home, they gave us gifts: various sweets, apples, oranges”; “Some smart and cunning uncle bought balls, made candles, threw them on the sky, and fireworks turned out).

Starting from this age, the statements of children resemble short story. During conversations, their answers to questions include more and more sentences.

At the age of five, children, without additional questions, compose a retelling of a fairy tale (story) of 40-50 sentences, which indicates success in mastering one of the difficult types of speech - monologue speech.

During the preschool period, contextual (abstract, generalized, devoid of visual support) speech is gradually formed. Contextual speech appears first when a child retells fairy tales, stories, then when describing some events from his personal experience, his own experiences, impressions.

The process of mastering a dictionary is closely related to mastering concepts and, therefore, has specific features.

One of them can be considered the content of the dictionary of children. By virtue of the visual-effective and visual-figurative nature of thinking, the child first of all masters the names of groups of objects, phenomena, qualities, properties, relations that are visually presented or accessible for his activity, which are reflected in the dictionary of children quite widely.

This also explains either the absence in the dictionary of preschoolers of such words that denote more abstract concepts, or the distortion of their meaning.

Another feature is the gradual mastery of the meaning, the semantic content of the word. Since conceptual thinking in a preschool child has not yet developed, the meaning of the word that he masters cannot be conceptual at a certain age stage. At first, the child refers the word only to a specific object or phenomenon. Such a word does not have a general character, it only signals to the child about a specific object, phenomenon or causes their images.

The vocabulary of a preschool child is rapidly increasing not only at the expense of nouns, but also at the expense of verbs, pronouns, adjectives, numerals and connecting words. V.S. Mukhina points out that "in itself, the increase in vocabulary would not have been of great importance if the child had not mastered the ability to combine words into sentences according to the laws of grammar." Thus, in preschool age, the development of the vocabulary and the grammatical structure of speech proceeds simultaneously.

At school age (from 7 to 17 years) there is a purposeful restructuring of the child's speech - from the perception and discrimination of sounds to the conscious use of all language means.

Thus, speaking about the stages of the formation of children's speech and the content of each of them, we turned to the periodization of A.N. Leontiev as one of the most convenient and scientifically substantiated.
^ Chapter 2
Alalia belongs to the category of organic speech disorders of a central nature. Currently, the term "alalia" is used to denote "a severe speech disorder caused by underdevelopment or damage to the speech areas in the left dominant hemisphere of the brain, which occurred even before the formation of speech, i.e. up to 1-2 years of a child's life. The causes of alalia are varied. Most authors point to inflammatory or traumatic lesions of the brain, alimentary-trophic metabolic disorders both in utero or natural, and in the early period of a child's life.

There are various classifications of alalia in the literature. We will adhere to the following classification: alalia can be motor or sensory.

Motor (expressive) alalia is “a language disorder characterized by a violation of the assimilation in the ontogenesis of expressive speech of the inventory of language units and the rules of their functioning, which in the process of generating speech manifests itself in the impossibility or in the discordance of the production of grammatical, lexical and phonemic operations with complete or relative safety semantic and motor (articulatory) operations".

Describing the development of motor alalik speech, N.N. Traugott identified three stages:

Stage 1 - the child owns a few words, some of which have the character of baby talk (whoa, yum-yum etc.);

Stage 2 - there are more words at the disposal of the child, but these words are often severely distorted. Words characteristic of the first baby babble are often retained. Also occasionally there are individual words invented by the child himself and used by him for several years. Possessing a small vocabulary, alalik tends to expand the meaning of words very much. Often, at this stage, a phrase of 2-3 words appears, but the construction of the phrase is peculiar: some of the words are replaced by facial expressions, there are no case endings, there is complete agrammatism;

Stage 3 - alalik already has a fairly rich vocabulary, the meaning of which has been clarified and specialized: babbling words disappear, distortions become less. Agrammatism is somewhat smoothed out, prepositions, prefixes, and conjunctions appear in speech. Often, at this stage, the alalik correctly formulates short phrases of everyday meaning [See: 17, p. 3-6].

The development of speech in children with motor alalia goes in different ways, however, the only thing that is constant and common to all is that at the beginning the poverty of the vocabulary comes to the fore, then agrammatism, distortion of words, later the inability to operate with words, difficulties in coherent speech.

Specific features of the vocabulary of children with motor alalia E.F. Sobotovich explains "the instability of the sound images of words, the difficulty of recalling them and retaining the syllable series" . The poverty of the active vocabulary of children is manifested in the inability to select familiar words from the vocabulary and correctly use familiar words in speech. This type of violation is typical when the same object in certain situations is called differently.

Vocabulary in children with motor alalia develops slowly, distortedly, and is used incorrectly in speech practice. The poverty of lexical-semantic means leads to a variety of substitutions in terms of similarity, contiguity, contrast (erases - washes, an ax - a hammer, a cup - a glass etc.). More often, substitutions are revealed according to the external features of the object, less often - based on the function (internal features). Word substitutions by meaning usually characterize a higher level of development of a child's speech. As established by V.K. Vorobieva (1985), more often the diffuseness of meaning and substitution is manifested when using verbs than nouns. Children do not know how to use synonyms, antonyms, generalizing words. Their stock of adjectives and adverbs is narrow and monotonous. At all stages of speech development, difficulties in updating the dictionary, the inability of children to select from the vocabulary and correctly use the words that are most appropriate and accurate for a given statement are revealed.

The vocabulary of children is limited to everyday topics, is qualitatively inferior (illegal expansion and narrowing of the meanings of words is revealed, numerous errors in their use are noted), the child cannot explain the meaning of words, does not know how to use word-formation tools.

Secondarily, and to a lesser extent, with motor alalia, the impressive side of speech suffers in its development. With motor alalia, the understanding of speech addressed to the child is relatively intact. At the same time, T.B. Filicheva notes that for Alalik children, tasks are difficult that involve understanding:

- singular and plural forms of nouns: “Give me a mushroom, and take mushrooms for yourself”, “Give me a pencil” and “Give me pencils” - children respond equally to these verbal requests; children do not correlate the number forms of verbs and adjectives with different situations: “Show me who they are talking about and about whom they are swimming”, “Show me where the big vase is and where the big vases are”, etc .;

– masculine and female past tense: “Show where Sasha painted the plane, and where Sasha painted the plane” - children do not distinguish between masculine and feminine forms; do not distinguish between masculine, feminine and neuter adjectives: “Show me where the red scarf, red cap, red coat is”, etc .;

– individual lexical meanings: “Show who is walking down the street and who is crossing the street”, etc.;

- the spatial arrangement of objects, that is, the difficulty of understanding prepositions: "Put the pen on the book, put the pen in the book," etc.;

– establishment of causal relationships.

Errors in the performance of such tasks are explained by the fact that children mainly focus on the lexical meaning of the words that make up the instruction, and do not take into account grammatical and morphological elements (endings, prepositions, prefixes, etc.) that clarify the meaning. Along with this, one can observe a mixture of meanings of words that have a similar sound.

Sensory alalia - "a disorder in understanding the phonetic elements of speech - speech agnosia with intact hearing and adequate perception of the melody of speech, intonations". Sensory alalia is caused by damage to the temporal regions of the brain of the left hemisphere (Wernicke's center). The immediate causes may be head injuries, encephalitis.

Sensory alalia is characterized by severe underdevelopment of speech perception, due to which the child’s own speech is also underdeveloped for the second time: “the connection between the word and the object (action) that it denotes is not formed. Researchers call this phenomenon closure acupathy. In children with sensory alalia, the phenomenon of echolalia is noted - the automatic repetition of other people's words. Not catching the meaning, the child pronounces, reflecting as an echo, words and phrases. Echolally uttered is not comprehended and is not fixed.

In children with sensory alalia, in the absence of understanding, their own speech becomes impossible or grossly distorted. Children use gestures and facial expressions to communicate. Listen to music, selectively relate to motives. Silence soothes children, while loud conversations and screaming irritate them. They respond correctly to a change in intonation, without understanding words-addresses. The game is accompanied by modulated babble. Gradually, babbling develops into an active vocabulary, but the words are pronounced distorted in sound and structural terms, understanding the meaning of words is difficult.

It is characteristic that the presence of a word in the speech of a sensory alalik does not always coincide with his understanding of the speech of others (the child himself uses the words give-give, bang, sleep, drink, etc., and if you turn to him with these words, he does not understand).

Gradually, the child begins to listen to the surrounding sounds, comprehend some of them, correlate them with certain phenomena of the surrounding life. As a reaction to the speech environment in a child with sensory deficiency appears fragments of words, emotional exclamations that are not directly related to the situation, but testify to his speech activity. Then, in the course of development, a situational, more stable understanding and use of individual words and simple phrases gradually appears. In babbling, individual words or their fragments, interjections are distinguished, which are produced out of touch with situation. The meaning of the words spoken by the child is unstable. The presence of words in the active vocabulary exceeds the passive vocabulary.

In words, numerous errors of stress, slipping from sounds, various sound substitutions, and distortions in the structure of words are noted. In most cases, distortions and substitutions are not fixed; with each new reproduction, the child admits a new version of the distortion. Word equivalents (sound complexes) do not always correlate with objects. Distortions in expressive speech are due to the inferiority of the perception of one's own speech and the speech of others.

In the presence of their own speech, children with sensory alalia speak easily, smoothly, without tension, do not think about the exact expression of thoughts and the construction of sentences when choosing words, do not notice the mistakes they have made. The speech production of children remains outside their own control, there is an inadequacy of what is expressed, words and phrases are spoken that are not related to the situation, devoid of meaning. Speech fragmentation is noted, but this is not due to the child's motor difficulties, but to a small amount of perception, with difficulties in finding correct option statements.

Sensory alalia is less studied than motor alalia. To some extent, this is due to the fact that the number of children with such a disorder is relatively small, and its recognition and differential diagnosis with other types of disorders are difficult.

In the work to overcome sensory alalia, visual and motor analyzers, tactile-vibrational perception, kinesthetic sensations, taste, smell and, of course, hearing are used, which are dosed as a damaged link. A.L. Bitova and E.N. Safronov offer the following program, consisting of three stages of work:

I. Preparatory stage includes creating motivation for classes, and then the need for communication (inclusion of the child in a group of children). It also develops general sensory, visual, auditory, tactile-vibrational and kinesthetic perception, smell and touch. Work on series, sequence, elements of quantity, color and other elementary representations, which will later form the basis of reading, writing and counting, precedes work on elements of sound analysis and elements of global reading based on articulation.

II. The main stage is work on phrasal speech and its grammatical design.

At the first two stages, work on auditory perception is carried out only in music classes and in a group.

III. The final stage is work on auditory perception, automation and differentiation of sounds, work on complex grammatical structures.

At all stages of work (of course, in different ways), visual and motor supports are actively used and vocabulary work is carried out.

Chapter 3
^ 3.1. General requirements for the development of speech and the formation of a dictionary

in children with motor alalia
According to T.V. Fridays and T.V. Bashinskaya, positive dynamics in motor alalia is detected when the following factors are taken into account:

“Early diagnosis of underdevelopment and early start corrections;

– timely prevention of secondary developmental deviations;

– taking into account normal ontogeny;

- systemic impact on all components of speech with a predominant emphasis on overcoming lexical and grammatical underdevelopment;

- a differentiated approach and taking into account the individual characteristics of the child;

- the formation of speech with a simultaneous impact on the sensory-intellectual and affective-volitional sphere;

- the unity of the formation of speech processes, thinking and cognitive activity ".

For the development of the speech of children with motor alalia, it is necessary to practice communication at a level accessible to the child: operations with individual words (show, repeat, name), with phrases that are not united by a semantic context (understanding questions, answers to them in an expanded form), with phrasal material , a united semantic context against the background of an emotional and semantically significant situation for the child (ask for a toy, choose a type of activity, etc.), with a familiar picture, games using dialogical and then monologue speech, relying on visualization and without it, etc. d. the volume and difficulty of the lexico-grammatical material gradually increase.

Work on speech is connected with the subject-practical activity of the child and is based on it. The child develops awareness of his own actions (I am sitting, walking, carrying) and the actions of others (Vova is sitting, walking, carrying; the ball has fallen; the lamp is on).

By cultivating active attention, understanding, the speech therapist teaches the child to listen carefully to the end of the phrase, to understand the shades of lexical and grammatical forms, questions in which various subject relations are hidden (What do they eat? What do they eat? What do they eat? Who washes their hands? Why wash their hands? and etc.). Children develop conscious observation over the use of lexical and grammatical forms, intonations, an understanding of inflectional relations, the connection of words in various combinations, the sequence of verbal and grammatical structures is consolidated.

It is important to involve different analyzers - auditory, visual, tactile. The child must observe, listen to the name of an object or action, make a gesture of designation or purpose, name it himself, etc. As a result, additional connections appear in the child's mind, the material is fixed more firmly.

The game form of work is mainly used, since it arouses interest, causes the need for communication, promotes the development of speech imitation, motor skills, provides emotional impact, but in some cases such children also need to be taught to play, since they may not have formed game actions.

Effective for the development of speech is the use of rhythm and logorhythm, when music, word and movement, combined in different exercises, form motor and speech-motor activity, memory, provide gaps in the rhythmic, speech and personal development of children.

Regardless of the stage of work, the impact is directed to the entire system of speech: expansion, clarification of the dictionary, the formation of phrasal and coherent speech, correction of sound pronunciation, but at each stage, specific tasks and features of the content of the work are distinguished.

At the first stage of work, the main thing is the education of speech activity, the formation of a passive and active vocabulary, accessible to understanding and reproduction. Work is underway on a simple dialogue, a short simple story, non-common, then widespread sentences, psycho-physiological prerequisites for speech activity and initial skills in a communication situation are being formed.

At the second stage, phrasal speech is formed against the background of the complication of the dictionary and the structure of the phrase. Work is underway on the distribution of sentences, their grammatical design, on dialogue and a story of a descriptive nature, statements are formed as the main units of speech action.

At the third stage, the main one is the formation of coherent speech - a particularly complex communicative activity, communicative skills, automation of grammatical structures [See: 13, pp. 210-215].

At each stage, all aspects of speech activity are formed. At the same time, the speech therapist should not be carried away by the rapid development of the dictionary of the child-alalik, but gradually make ever higher demands on the pronunciation of words by him, achieving the correct syllabic structure and correct sound pronunciation, and at the same time to the correct and more accurate use of them, which is achieved by repeated use of the word in different situations.

The development of the dictionary is characterized by the appearance in the child's speech of new grammatical categories (verbs, some adverbs, pronouns). The speech therapist introduces these new words into speech during games, when looking at pictures, the alalik hears them constantly and in everyday life. Gradually, he begins to use them himself, as a result, he has a short everyday phrase.

The main task in the formation of the dictionary will be work on its further gradual enrichment, consolidation, clarification and correct use.

Various methods of vocabulary work are used: natural (demonstration of objects, actions, pictures, situations), verbal (correlation of a word with known words by similarity, opposites), etc. A dictionary is accumulated different parts speech. In parallel with the assimilation of the vocabulary on topics (toys, vegetables, family, etc.), the ability to use a certain grammatical form of words (singular and plural, case forms, etc.) is developed.
^ 3.2. Development of passive vocabulary
Speech therapy begins with establishing contact with the child. After learning from the parents which toys the child loves the most, the speech therapist brings them to class. During the game, the speech therapist talks with the child, trying to emotionally color the spoken words, using for this purpose the intonation-melodic means of oral speech.

Gradually, the speech therapist begins work on the development of the memory and attention of the child. This work also uses a game moment: a picture is shown, then this picture is hidden among other pictures, and the speech therapist, together with the child, looks for it. The search process itself is accompanied by the speech of a speech therapist, in which the desired object, the desired picture is repeatedly called. In the process of such a game, the child gets used to the speech therapist's voice, begins to react to it. In the future, the game becomes more complicated: the child must already remember several pictures put in a certain sequence, and after the speech therapist mixes them, restore this sequence.

At the next stage, you can find the same items and items that differ in any one detail. All games must be played based on the visual analyzer. In the course of classes, a speech therapist should identify the possibilities of visual perception in a child, since further work on the development of auditory attention requires constant reliance on the visual analyzer.

Sounding toys are used to develop auditory attention. The child is shown a toy, and at the same time he hears its sound. Then he is shown a second toy, the sound of which is different from the first (for example, a cow and a chicken). Then the speech therapist invites the child to determine which toy gave the “voice”.

During the game with voiced toys, the speech therapist uses onomatopoeia, imitating the sound of a particular toy, and then completely replaces the sound of the toy with onomatopoeia. As a result, the child begins to recognize and find the object by the voice of the speech therapist. The establishment of such a connection makes it possible in the future to proceed to the formation of the subject correlation of the sound complexes pronounced by the speech therapist: first, the speech therapist uses onomatopoeic words: uuu (steam locomotive), rrr (airplane), aaa (crying girl), tru (horse), mu (cow), etc. etc., and later, showing this or that object, names it.

Simultaneously with the development of understanding of the subject dictionary, work is carried out on the development of understanding of words-actions. The child is given verbal instructions made up of verbs in the imperative mood (give, take, bring, go, put, show, etc.). Initially, the child reacts only to the intonational-melodic side of the word: prompted by an instruction to act, the child tries to carry it out, but the content of the action turns out to be random. Only gradually does he begin to discern the meaning of the instruction and to carry it out adequately.

The reception of the execution by children of the detailed instructions of the speech therapist is especially appropriate at the very beginning of work, when the speech therapist needs to find out the defects in understanding. It can be used in different ways, for example, by giving the child to perform detailed tasks when looking at pictures: “Show the boy whose scarf is untied”; “Show a girl climbing a hill with a sled,” etc. It is appropriate to organize such a game as, for example, a game of “orders”, during which it turns out whether the children understand the prepositions, whether they know the names of the colors: “Bring the red cube”, “Put the green cube in the desk drawer”, “Put the rubber band on the box” etc.

In the process of these lessons, you can clarify the understanding of words that are not familiar enough to children.

Also, for the development of a passive vocabulary, you can use telling and reading fairy tales and stories (for school children).

They should be practiced both in the classroom and outside of school. In the early stages, it is better to tell rather than read, since the narrator has more opportunity to monitor how he is understood by the listeners, and to change the text, adapting it to the level of understanding. It is useful to have pictures on hand that illustrate this or that place in the story or resort to quick sketches on the board.

For the first reading, you should choose light, but emotionally rich stories and fairy tales, such as "The Three Little Pigs", "Tales of the Cunning Fox", etc. It is not necessary to immediately strive to ensure that the children understand all the new expressions and turns of what is said or read: it is important that the general meaning is caught.

The lessons of reading and storytelling should also be used to stimulate Alalik to speak. To this end, after reading the story, the speech therapist asks a question on the text, to which the child can answer with one word, nod of the head or facial expressions.

Finding out how much you have learned what you read, you need to practice illustrated drawing, modeling and dramatization. The child should gradually get used to the fact that after telling or reading there should be a clarification of how much he caught the meaning of what he read - this will make him listen more attentively and more actively.
^ 3.3 Active vocabulary development
When forming an active dictionary, verbal techniques are used (correlation of a word with known words by similarity, opposites). A vocabulary of different parts of speech is accumulated.

Types of work on the dictionary:

Selection of objects for action (who flies, runs),

Naming the parts of the whole (wheel, headlight),

Selection of single-root words (forest - forester),

Guessing an item from a description

Selection of synonyms, antonyms, diminutives, etc.

Performing actions with objects, children verbalize them: I drink milk, pour milk into a bottle, blow on milk, etc. They develop the ability to answer questions and ask them, come up with sentences for a word, key words, a series of pictures, make riddles about objects, etc.

One of the forms of vocabulary work is a game of picture loto. You can play in different ways. If the words are familiar to the children, the speech therapist silently takes out the pictures and shows them to the children, and the child who has the corresponding drawing on his playing card should call it out loud, for example, “cat”, or if possible: “I have a cat.” If the word is unfamiliar to the student, the speech therapist calls it out loud, and the student repeats.

It is also appropriate at this stage to introduce the memorization of the necessary words through individual and collective repetition and compilation of dictionaries (for school children). These assistive exercises are only good when the subjects themselves are new and interesting for the children, or when the speech therapist can make them interesting. So, for example, while children are getting used to the class and teaching aids, it is appropriate to memorize the appropriate names while introducing children to the features of the subject.

So, when memorizing the word "chalk", you need to show the children chalk different color, it is necessary to show the various properties of chalk, etc. You can increase interest in this type of work by inviting children to make appropriate sketches: “draw everything that you have in your pencil case”, “name everything that you drew!”

Alalik memorizing a word is given with great difficulty and requires a lot of exercises. The difficulty in memorizing a word is expressed in alalik in two forms:

1. The first lies in the fragility of the structure of the word, the tendency to rearrange syllables and replace some syllables with others, that is, to what is called paraphasia.

2. second difficulty: the word is associated only with the situation in which it was given and is not transferred to others. So, for example, repeatedly naming the word “cat” when playing loto, the alalik may not be able to name the cat when looking at the pictures, or, which happens most often, cannot answer the corresponding question (for example: to the question “who catches mice? "). At the same time, the question is understood, since the child can answer it mimicry, with a picture, or show the corresponding picture. At the same time, the brighter the impressions of the object, the easier it is for the alalik to name it.

For better memorization of a word, it is necessary to give it in a variety of situations, to act on all analyzers, to apply the most impressive techniques.

It is necessary to have individual dictionaries - albums with pictures depicting the meaning of newly acquired words. Subsequently, when the children learn to read, it will be possible to provide the drawings with appropriate inscriptions.

^ 3.4. Practical tasks aimed at the formation

Dictionary of Alalik children
An analysis of the methodological literature allowed us, depending on the goals of the classes (development of an active or passive vocabulary), to systematize various exercises with Alalik children of the second level of speech development.

^ Development of passive vocabulary

The proposed tasks for the development of speech understanding are intended for children who own some passive subject and verb vocabulary. Understanding of speech at this level of speech development is often characterized by inaccuracy.

It is desirable that children learn to distinguish between the number of objects (many - few - one), size (large - small), taste (sweet - salty), as well as their spatial arrangement, if these objects are in places familiar to the child. If the child stubbornly does not correlate color or size with their verbal designation, then it is necessary to confine ourselves to comparing objects by their color or size, postponing the work of memorizing color names to a later date.

Particular attention should be paid to teaching children to distinguish between the grammatical forms of the singular and plural of some nouns and verbs. However, you need to know that such tasks are available only if they have formed ideas about the number of items: one - many.

Exercise 1. Teach children to recognize objects by their purpose.

Sample. “Show what you will eat”, “Show what you will put on your head when you go for a walk”, “Show me what you will brush your teeth with?”, “Show me what you will draw a house with?” etc.

Task 2. To teach children to recognize the demonstrated toys (objects or animals) by their description.

There are toys on the table: a ball, a cat, a bird. The speech therapist offers to guess who he is talking about now: “She has a fluffy tail, soft hair and a long mustache,” or: “He is round, red, wooden,” etc.

Task 3. To teach children to correlate the words one - few - many with the corresponding number of objects. In the conditions of a specialized kindergarten for children with speech disorders, this task can be combined with counting lessons.

Task 4. To teach children to correlate the words big - small with the size of the items offered.

Task 5. To teach children to quickly switch at a verbal request from one action to another:

A) without an object:

Go - stop go - jump

Sit down - get up run - go

Lie down - sit down run - stop

Sit - fly jump - run

B) with an object or objects:

- take the ball, lift it up, put it down, give it to Vova; take the hoop, lift it above your head, climb into it, put the hoop at your feet.

The following proposed tasks are aimed at teaching children to distinguish between some grammatical forms of words, as well as to distinguish between words that are similar in sound or similar to the subject situation. Initially, children in their understanding are guided by the linguistic context of the whole question of a speech therapist. As soon as the children learn to understand and complete all tasks without difficulty, the speech therapist can gradually begin to remove all prompting words and allow the child to focus on the different sounds of individual parts of the word. Such phasing is not necessary if the speech therapist detects the ability of children to distinguish the grammatical forms of words.

Exercise 1. To teach children to distinguish between words (nouns) that are similar in sound (then differ in only one sound):

Wagon - lawn; goat - donkey; soap - Mila

Earth is a snake; barrel - point; roof - rat

Pot - powder; log - knee; nose - woz

Task 2. Learn to distinguish words (verbs) that are similar in sound:

Who is being carried and who is being carried. Who swims and who rides.

What hangs and what stands. Who digs and who buys.

Task 3. Teach children not to mix up the names of actions that indicate similar situations:

Washes - washes - erases; carries - lucky

Runs - jumps; sweeps - cleans

Lies - sleeps; sew - knit

Builds - repairs

Task 4. To teach children to distinguish between the names of actions that are opposite in meaning:

Button up your coat - unbutton your coat, take off your hat - put on your hat;

Take it - bring it, wet it, squeeze it, tie it - untie it, open it - close it, find it - hide it, enter it - exit it, wash it - wipe it off, turn it on - turn it off.

Task 5. Teach children to understand the actions depicted in the plot pictures:

Drying - wiping, dressing - dressing, bathing - bathing, riding - rolling, washing - washing, putting on shoes - shoes, swinging - pumping, combing - combing.

Task 6. To teach children to distinguish between the meanings of prefixes in passive participles:

wrapped (-a, -s)- deployed (-a, -s) doll, candy;

Tied up (-a, -s)-untied (-a, -s) knot, bow, laces;

buttoned up (-s, -o)- unbuttoned (-s, -o) coat, collar;

dressed (-a)- undressed (-a) doll, girl, boy;

open (-ah, -oh)- closed (-ah, -oh) window, closet, window.

Task 7. To teach children to determine by the grammatical form of the verb who owns the action being performed - to one person or several persons:

Sleeping - sleeping flying - flying

Runs - run lies - lie

Goes - go lucky - driven

Sit - sit ride - ride

Worth - stand carries - bears

^ Activation of speech imitation

A crucial moment in speech therapy work with speechless children will be the creation of a need to imitate the word of an adult. Imitative speech reactions can be expressed in any sound complexes. The speech therapist needs to create conditions in which the child would have a desire to pronounce (repeat) the same sound combinations repeatedly. For example, at the request of a speech therapist, a child imitates the cries of animals and birds: “mu”, “ko-ko”, etc., the chain of these onomatopoeia lengthens to 3-4 syllables. During this period of speech development, children can name toys, familiar objects, actions, and also express their desires or unwillingnesses in a sound form accessible to them.

"Pipe".

Speech therapist. We came and sat down (sitting on a chair).

We play the trumpet (they bring the hands, clenched into a fist, to the lips).

We will blow into our pipe.

Children. Tu-tu-tu, boo-boo-boo.

"The house is small, the house is big."

Speech therapist. The bear has a big house, oh, oh, oh (spreads his arms to the sides).

Children (angrily). Oh, oh, oh (raise hands up).

Speech therapist. And the hare has a small one, ah, ah, ah (mournfully).

Children squat, exhale, lower their heads, cover their knees with their hands.

Children (mournfully). Ah ah ah.

Speech therapist. Our bear went home (children waddled).

Children (angrily). Oh oh oh.

Speech therapist. Yes, and a little hare.

Children (jump on two legs). Ah ah ah.

^ Formation of the first forms of words

After the children have a need to imitate the word of an adult, it is necessary to get them to reproduce the stressed syllable, and then the intonational-rhythmic pattern of one-, two-, three-syllable words (the child can reproduce the sound composition of the word approximately). An important achievement in the development of speech will be the ability of children to combine two words in one sentence, for example, "Petya, let me go" or "Give me a ball."

Children must learn to express their desires not with gestures, amorphous words or invariable nouns in the nominative case, but in imperative form verb. It must be remembered that some children cannot immediately master the syllabic structure of the proposed verbs, so at first it is permissible to pronounce only the stressed syllable, but in the future at least two syllables should be reproduced.

It is recommended to use the following speech therapy techniques: naming objects or subject pictures; please pass, take, give, etc. thing; negotiation of phrases started by a speech therapist with visual support for an object or its image; naming actions in imperative form. A necessary condition is repeated pronunciation by children of the learned words.

Exercise 1. Teach children to name familiar faces, objects or subject pictures. Exemplary lexical material

1. Names of close people, consisting of two syllables:

A) the same: mom, dad, woman, Tata, Lyalya, uncle, nanny;

B) from different syllables with stress on the first syllable: Vova, Nina, Valya, Nata, Tolya, Olya, Kolya, Tanya, Mitya, Vitya, Capa, Lena, Fields, Galya, Tom, Katya.

2. Monosyllabic words: poppy, soup, goose, kosh, onion, house, lump, juice, forehead, nose, garden, floor, ball, chair, bread, basin, mouth, forest.

3. Two-syllable words:

A) with stress on the first syllable: cotton wool, legs, arms, kitty, fly, teeth, ear, boots, soap, fish, porridge, fur coat, beads, wasps, pit, sleigh;

B) with stress on the second syllable: saw, leg, hand, water, fox, goat, face, egg.

4. Three-syllable words:

A) with stress on the second (middle) syllable: car, raspberry, dog, shovel, crow, cow, panama;

B) with stress on the first syllable: berry, cubes, tree;

C) with an accent on the last syllable: milk, head, boots, plane.

Task 2. Teach children to “build up” syllables towards the end of words.

Mu-ka bab-ka paw-ka ut-ka granddaughter

Ru-ka dud-ka zai-ka brush book-ka

Come on cat-ka-ka-ka my-ka tale-ka

Shu-ka mouse-ka gal-ka door-ka

Fur coat fell-ka cell-ka

Skirt fork bird

hat bag

Bul-ka ban-ka

Task 3. To teach children to combine learned words into two-word sentences such as: interrogative word (where) + nominative noun; demonstrative words (this, here, here, there, here) + nominative case of a noun.

Where is the bunny? - here is a bunny, this is a leg, here is a gun

Where is the shirt? - here is a T-shirt, this is a midge, here is a mug

Where is the jackdaw? - here is a jackdaw, this is a spoon, here is a fly

Where is the stick? - here is a stick, this is a cat, here is a bun

This is a raspberry, this is a car, this is a shovel, this is a plane. Etc.

Task 4. To teach children to give commands (to dolls, toys, to their friend) using singular imperative verbs:

Go sleep carry catch let get up - sit down shoot

Sit let go look call my jump get up

Go sculpt carcasses call stop dig dress

Lead ruby ​​lie down drank sing plant help

Goody write if lei erase

Wake dance run drink katai

Katy bay open

go eat close

The speech therapist ensures that the child retains the stressed syllable with a clear pronunciation of the final sound and and then diphthongs oh she . Other sounds of words can be approximate or replaced.

Task 5. To teach children to combine two words in one sentence: appeal + imperative verb of the 2nd person singular.

Misha, lie down. Lie down, Misha. Jump, bunny.

Nina, get it. Sleep, Lala. Get up, Olya.

Dad, sleep. Write dad. Eat, Petya.

Katya, go. Stop, Lala. Drink, Olya.

Wow, drink. Sit down, honey.

Mom, take it. Lie down, honey.

Task 6. To teach children to combine words: appeal + imperative singular verb + accusative noun:

A) the accusative case of the noun coincides with the form of the nominative case: give - ball; ball; fungus.

B) the accusative case of a noun has the ending -y: take - a doll; pyramid; bear.

^ Game techniques for the task - the game "Choose a toy."

Children become in a circle. In the middle of the circle there is a table on which toys (a ball, cubes, a shovel, a doll) are laid out. One of the children, throwing the ball to another, asks: “Vova, give me a ball (cube)”, “Tanya, give me a doll (shovel)”, etc.

The child who caught the ball must fulfill this request: put the ball on the table, take the named toy from the table, say: “Olya, take the ball.”

Task 6. Teach children to use the infinitive of verbs: sleep, walk, play, eat, eat, drink, wash, draw, sing, sculpt, jump, clean, and then combine them into phrases with the words I want, go, must, do not, can.

^ Game reception to the task - the game "Guess who will do what."

There are dolls on the table, dressed differently depending on what they will be doing: a doll dressed in a coat, hat or pajamas; a doll sitting in an apron, with a spoon in her hand; doll with pencil and piece of paper, etc.

The speech therapist invites the child to guess which of the dolls should do what.

Vova, show me which one of them should go to sleep. The child points to a doll in pajamas.

How do you tell her to go to bed?

Go to sleep!

Correctly. Who will go for a walk? Show me. What will you tell her?

Go for a walk!

At this stage of speech therapy work on the formation of a dictionary, Alaliki children must learn to build syntactically and grammatically correct two-word sentences such as the imperative mood of the singular verb + the accusative case of the noun; distinguish between nominative and accusative cases of some words; express your desires using adverbs of modality can (must, must not) + infinitive of individual verbs (drink, sleep, walk, eat). Children must learn the place of stress in memorized words, reproduce the rhythmic-intonation structure of two- and preferably three-syllable words. In understanding speech, children should correlate objects with their function, named by an adult, recognize familiar objects by describing its main features, be able to show or in an accessible verbal form answer questions of indirect cases posed by a speech therapist to the details of plot pictures.
Conclusion
Alalia is usually called the complete or partial absence of speech in children with good physical hearing, due to underdevelopment or damage to the speech areas in the left hemisphere of the brain, which occurred in the prenatal or early period of a child's development.

In the future, when mastering speech, certain difficulties are revealed in such children: the accumulation of vocabulary is very slow, they build a phrase with difficulty, incorrectly. There are permutations, abbreviations, and various replacements of one sound by another in words.

There are two main forms of alalia: motor (underdevelopment of active speech) and sensory (underdevelopment of speech understanding).

Alaliki children need constant systematic classes for the development of speech under the guidance of a speech therapist.

At speech therapy classes, gaps in the speech development of children are filled, work is being done to improve the communicative and generalizing functions of their speech. The work is built individually, depending on the speech and personality characteristics of the child. Work on enrichment, clarification and activation of the vocabulary, the development of coherent speech can also be organized in everyday life, in the process of forming cultural and hygienic skills, when adults have the opportunity to repeatedly name the various actions that the child performs and the objects that he uses.

In order for a child to acquire a certain vocabulary, simple in pronunciation and frequently used (names of toys, clothes, dishes, fruits, vegetables, etc.), it is necessary to pay more attention to him when looking at pictures, as well as on a walk, each time naming the objects encountered. If the child refuses to repeat the word after the adult, do not demand an answer from him at the moment. In the future, this word should be given in various options many times. Over time, the child himself will begin to repeat this word. Each manifestation of his speech activity should be encouraged by adults.

When a child masters a certain number of words (20-30), including words denoting actions, you can teach him to use coherent speech. So, gradually the child's vocabulary increases, phrasal speech appears.

Work on the development of speech is carried out in close contact of parents with a speech therapist and psychoneurologist who treats the child; without such contact, the correct approach to the baby is impossible.

In conclusion, we note that thanks to the classes, the vocabulary increases, phrasal speech improves, however, the alalik child will constantly lag behind his peers in speech development.

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Svetlana Shumakova
Stages of work on the development of active and passive vocabulary of children. Part 1

Development the lexical side of speech is an important section of speech therapy work. The child must be able to recognize and understand the words who hears, be able to select the words for statements and to use them correctly both in structural and in semantic connection. Based on its meaning and grammatical features the words in the language are grouped into lexico-grammatical categories - parts of speech, some of which convey real lexical meanings, while others are only grammatical and are used for communication words in an offer or to link offers. In addition to the actual lexical meaning, the words are emotionally expressive.

At development work of the lexical side of speech, a speech therapist must take into account the multidimensionality the words and provide for several directions work on them:

- work over volume expansion dictionary in parallel with the expansion of ideas about the surrounding reality;

Refine value words;

- work on development ability to distinguish between correct and incorrect pronunciations the words;

- work on developing passive vocabulary, i.e., accumulation in memory words which the child can recognize and understand;

- work over systematization words that the child has, group them according to different criteria;

- work on matching, comparison words according to their lexical meanings (synonyms, antonyms);

- work on the semantic compatibility of words;

- work on vocabulary activation, improving search processes words, translation words from passive to active vocabulary.

The assimilation process words mother tongue occurs step by step. It is based on teaching preschoolers to compile various kinds offers. The types of proposals are constantly becoming more complex. On I stage of development speech the child uses only separate words - this is the stage of a one-word sentence. The main task speech therapy impact on I stage learning is to accumulate passive vocabulary. Children are encouraged to remember the names of their toys. (doll, car, pyramid, etc.); body parts(legs, arms, head, etc.); garments (coat, hat, shirt, etc.); household items with which the child comes into daily contact (table, chair, cup, spoon); individual names of objects and phenomena of the life around him (water, earth, sun, flowers) the names of the animals the child often sees.

Passive verb dictionary should consist of the names of actions that the child performs himself (sleeps, eats, sits, walks, jumps, plays, washes, dresses, undresses, waters, speaks, draws). In addition, the child must know the names of the actions that people close to him perform, but this vocabulary may be limited to the names of only those actions that the child has repeatedly observed (reads, writes, erases, strokes, etc., or actions performed at home, on the street (the car is moving, the plane is flying, the leaves are falling, the phone is ringing). At children with speech underdevelopment verbal passive vocabulary is less than subject passive vocabulary. Therefore, if children know the names of objects, some animals, etc., then it is necessary to start teaching them to understand the names of actions, as well as to understand the questions asked about what is happening. action: where? where? what? where? to whom? for whom? AT work with non-speaking children, it is not recommended to overload them passive vocabulary words with an abstract meaning or generalizing words.

The material for conducting classes can be toys, household items, clothes, utensils, food, etc.

Responsible moment in speech therapy working with children at stage I will create a need to imitate the word of an adult. Imitative speech reactions can be expressed in any sound complexes ( "am", "mu", "ko-ko").

Activating children's speech, or the evoking of speech imitation, must be closely connected with practical activity of the child, with the game, with a visual situation, which is achieved with various, but mandatory conditions: emotionality of contact with the child, a certain level of understanding of speech, stability of attention, the presence of imitative motivation.

To achieve the desired effect in revitalization imitative speech activity, we must begin with development of imitation in general: "Do as I do".

As a result, speech therapy work at stage I the formation of oral speech, children should learn in passive relate objects and actions to their verbal designation. Passive Dictionary should consist of the names of objects that the child often sees; actions that he himself performs or they are performed by persons familiar to him; some of their states (cold, warm, hot). At children there must be a need to imitate the word of an adult. verbal imitative activity can manifest itself in any speech-sound expressions, without their correction by adults.

II stage training involves the following main tasks:

1) teach children correctly build two-word sentences like: appeal + command; command + item name;

2) memorize individual everyday phrases;

3) pronounce the stressed syllable the words;

4) expand the scope of understanding someone else's speech.

One of the main conditions of speech therapy work with children, to which the elementary inflection, - carrying out activities that promote development of the semantic side of speech. Only what the child understands and is present in his impressive speech is translated into expressive speech.

It is desirable that the children on this stage learned to distinguish between the number of objects (many-few-one, size (large - small, taste (sweet - salty), as well as their spatial arrangement, if these objects are in places familiar to the child. If the child stubbornly does not correlate color or size with their verbal designation, then we must confine ourselves to comparing objects by their color or size, postponing work on memorizing the names of colors at a later date.

Particular attention should be paid to training children distinguishing between the grammatical forms of the singular and plural of some nouns and verbs. On this stage it is recommended to use the following speech therapy tricks: naming objects or subject pictures; request to transfer, take, give the item; negotiation of phrases started by a speech therapist with visual support for an object or its image; naming actions in the imperative mood. Necessary condition is repeated pronunciation by children of learned words.

As a result II stage learning children must learn the place of stress in over-scientists words, to reproduce the rhythmic-intonational structure of two- and preferably three-syllable words. In understanding speech, children must correlate objects with their function, named by an adult, recognize familiar objects by describing their main features, be able to show or in an accessible verbal form to answer the questions of indirect cases posed by the speech therapist to the details of plot pictures.

On III stage learning, children must learn to agree on the subject and predicate in the third person singular and plural of the present tense of the indicative mood. The stock of these everyday colloquial verbs is small, but children should use some of them correctly in several forms: infinitive, imperative and present indicative 3rd person singular and plural.

Work over syllabic structure words ends with the assimilation of the rhythmic-syllabic pattern of two-syllable and three-syllable words. Permissible violations of sound pronunciation. Speech comprehension includes understanding some grammatical forms words, simple stories, short stories.

Logopedic the work of the fourth stage is aimed at to teach children make simple sentences different types from 3-5 words. At the same time, it is necessary to learn how to express the relationship between words with the help of endings with the correct phonetic design. In constructions consisting of indirect cases with prepositions, children can omit prepositions. With the help of questions, the speech therapist corrects the order words in a sentence, makes sure that the child, when composing a sentence, uses the verb in the right form, agreeing in number and person with the noun.

From the fourth stage training begins children inflection, which will continue on subsequent stages. Formation of grammatical forms of nouns and verbs, and then the rest parts speech is ensured by the fact that different forms of the same the words are opposed to each other. This opposition requires a certain vocabulary and a certain sequence of grammatical oppositions.

Based on the data of speech ontogenesis, it is recommended to start intensive training inflection when accumulating 100 - 150 words-item names and about 40-50 action names (verbs). Attention children must be drawn to the ends words, when changing which children retain the intonational-rhythmic pattern, i.e. the number of syllables in the changed word.

If at first stages of completing tasks, one-word answers of children are quite acceptable, then in the future the child is required to pronounce the entire sentence with the correct grammatical design. Children with a common underdevelopment speech is difficult to form grammatically correctly the second, dependent on the verb word than the first For example: "The girl is chasing a goat rod (ohm)».

The more children make up sentences on demonstrated actions, plot pictures, answer questions in detail, the faster they move in their speech development. Therefore, outside of classes, it is necessary to use any subject situation, any plot of the picture, about which you can ask: who (what) This? what he (she is) does? how? to whom? where? where? etc.

IV stage becomes more difficult over syllabic structure words, in the the words concatenations of consonants are introduced, taking into account the fact that the sounds that make up these confluences are already correctly pronounced. Spent consonant clusters are then introduced into the words, which are necessarily pronounced by children in syllables.

Important Job for memorizing poetry. It should start with poems in 2 lines with the obligatory reliance on subject or simple plot pictures. When memorizing poems, you need to make sure that you understand their content, for which you should put appropriate questions to the pictures.

If the children have learned to answer questions, make sentences for the demonstrated actions and simple plot pictures, have learned a few couplets, you can start teaching them the elements of retelling (2-4 sentences). However, on this stage teaching coherent speech is not singled out as an independent task due to the scarce vocabulary.

As a result, speech therapy work at stage IV children master colloquial everyday speech, i.e., it acquires a communicative function.