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Speech development of a primary school student.

Coursework on the topic:

“Features of speech development in children of primary school age”

Introduction

Chapter 1. Speech development as a psychological and pedagogical problem

1 General characteristics of speech (concept, main functions of speech)

2 Types of speech

3 Physiological bases of human speech activity

4 Development of children's speech in ontogenesis

Chapter 2. Features of speech development in children of primary school age

1 Features of oral and written speech of junior schoolchildren

2 Methods for studying the level of speech development of children of primary school age

3 Techniques for the development of oral and written speech of primary schoolchildren

Conclusion

Bibliography

Applications

Introduction

The presented work is devoted to the topic “Features of speech development of children of primary school age.”

This problem is relevant in modern conditions. This is evidenced by frequent examination of the issues raised.

The topic “Features of speech development of children of primary school age” is studied at the intersection of several interrelated disciplines. The current state of science is characterized by a transition to a global consideration of problems on the topic “Peculiarities of speech development in children of primary school age.”

Relevance of the course work: since at primary school age there is an active development of a child’s speech, the problem arises of matching the development of speech functions in children with the requirements imposed by the school. Which implies the need to study speech development in younger schoolchildren.

Speech is very important because lessons are predominantly conducted in speech form.

The problems of speech development were dealt with at different times by such authors as J. Piaget, A.R. Luria, L.S. Vygotsky, S.L. Rubinstein and others. They studied the mechanisms of speech, the main stages of its development, factors determining speech development, and the causes of speech disorders. An analysis of recent publications and research results show that the number of children with speech disorders is growing every year, and the speech disorders themselves are taking on more and more complex forms. Quite often, a speech defect is associated with several disorders of somatic and neuropsychic health. In other words, speech impairment is accompanied by deviations in the emotional-volitional sphere, mental and physical development of the child. Thus, the issue of normal speech development of children and the prevention of speech disorders is of great social significance.

Thus, for children entering school, three characteristics of speech development can be identified as particularly significant:

1.Lexicon.

2.Ability to construct grammatically correct sentences and speech in general.

.Arbitrariness of speech.

Object - features of children's speech development in ontogenesis.

The subject of this study is to analyze the characteristics of speech development in children of primary school age.

The purpose of the study is to study the patterns of speech development of primary schoolchildren.

To achieve the goal, the following tasks were set and solved:

Study the literature on this topic;

To highlight the features and problems of speech development in younger schoolchildren;

Select methods for studying the speech development of primary schoolchildren;

Consider techniques in the formation and correction of the speech sphere in children.

Chapter 1. Speech development as a psychological and pedagogical problem

1.1 General characteristics of speech (concept, main functions of speech)

Speech is the main means of human communication. Without it, a person would not have the opportunity to receive and transmit information that carries a large semantic load or captures in itself what cannot be perceived with the help of the senses (abstract concepts, not directly perceived phenomena, laws and rules). It is important to distinguish language from speech. Language- this is a system conventional symbols, with the help of which combinations of sounds are transmitted that have a certain meaning and meaning for people. Speech is a collection of spoken or perceived sounds, which have the same meaning and the same meaning as the corresponding system of written signs. Language onefor all people who use it, speech is individual.

The process of using language to communicate is called speech. Researchers identify three main speech functions: communicative, regulating and programming. Communication function- communication between people using language. The communicative function distinguishes between the message function and the function of inciting action. When communicating, a person points to an object or expresses his opinions on some issue. The motivating power of speech depends on its emotional expressiveness.

Through the word, a person gains knowledge about objects and phenomena of the surrounding world without direct contact with them. The system of verbal symbols expands the possibilities of a person’s adaptation to the environment, the possibility of his orientation in the natural and social world. Through the knowledge accumulated by humanity and recorded in oral and written speech, a person is connected with the past and the future.

Regulatory function of speechrealizes itself in higher mental functions - conscious forms of mental activity. The concept of higher mental function was introduced by L.S. Vygotsky and developed by A.R. Luria and other domestic psychologists. A distinctive feature of higher mental functions is their voluntary nature.

Initially, the highest mental function is, as it were, divided between two people. One person regulates the behavior of another person with the help of special stimuli (“signs”), among which speech is of greatest importance. By learning to apply incentives to one's own behavior that were originally used to regulate the behavior of other people, a person comes to mastery of one's own behavior. As a result of the process of internalization, inner speech becomes the mechanism by which a person masters his own voluntary actions.

In the works of A.R. Luria, E.D. Chomskaya showed the connection between the regulatory function of speech and the anterior parts of the cerebral hemispheres. Programming functionspeech is expressed in the construction of semantic schemes of speech utterances, grammatical structures of sentences, in the transition from intent to an external, detailed utterance. This process is based on internal programming, carried out using internal speech. As clinical data show, it is necessary not only for speech expression, but also for constructing a wide variety of movements and actions. The programming function of speech suffers with lesions in the anterior parts of the speech zones - the posterior frontal and premotor parts of the left hemisphere.

1.2 Types of speech

There are several mutually related types of speech: a distinction is made between external speech, which, in turn, includes oral and written speech, and internal speech.

Oral speech differs not only in that it is expressed in sounds, but mainly in that it serves the purpose of direct communication with other people. This is always a speech addressed to the interlocutor.

Oral speech can occur in three main forms: in the form of an exclamation, in the form of monologue speech (an independent, detailed statement emanating from an internal plan) and in the form of dialogic speech (answering questions). The first form, an exclamation, cannot be considered genuine speech: it is not the transmission of any message about an event or attitude using language codes. Speech exclamations are, rather, affective speech reactions that involuntarily arise in response to some unexpected phenomenon.

Oral speech has the following two forms:

.Monologue speech- detailed speech of a person addressed to other people; an oral narrative or a detailed statement on a given topic. This is the speech of a speaker, lecturer, rapporteur or any other person who has taken upon himself the task of talking about any fact, event, incident. Monologue speech requires high speech culture; it must be grammatically formatted. A person addressing his monologue to another must have a good idea of the subject of the monologue (what he should talk about), how he will construct this monologue and why he decided to perform this monologue. An essential feature of monologue speech is the need for logical coherence of the thoughts expressed and the subordination of the presentation to a specific plan.

The person delivering the monologue is responsible for ensuring that the audience understands him. To do this, he must take into account all the reactions that arise to his monologue, reflect, i.e. be aware of how his speech is perceived by those at whom it is directed.

A skilled speaker, thanks to reflection, takes into account the reactions of listeners and rearranges the course and form of his presentation depending on these reactions: he introduces or omits details, introduces figurative comparisons, enhances evidence, etc. Monologue speech, in addition to the communicative function, has a pronounced expressive function. Its means are: intonation, pauses, stress, repetitions, slowing down or speeding up the tempo, volume, etc. These means express the speaker’s attitude towards what he is building his monologue about. This also includes facial expressions and gestures that emphasize the speaker’s attitude to the content of the monologue. All these means are significant from the point of view of the psychology of people’s perception of a monologue.

Monologue speech requires special skills and speech culture not only from the one who builds it, but also from the listeners.

Monologue speech evolved from dialogic speech. Dialogue is the original, universal component of verbal communication.

. Dialogical, or colloquial, speechis an alternating exchange of remarks or detailed debates between two or more people.

A remark is the answer, objection, remark of one interlocutor to the words of another. A remark can be expressed by an exclamation, an objection, a remark on the content of the speaker’s speech, as well as an action, a gesture, even silence in response to the speech addressed to the listener.

Psychological data indicate that oral dialogic speech has a unique grammatical structure. Oral dialogical speech may not proceed from a ready-made internal motive, plan or thought, since in oral dialogical speech the process of utterance is divided between two people - the questioner and the answerer. During a dialogue, the motive that prompts a statement is not contained in the internal intention of the subject himself, but in the question of the questioner, while the answer to this question comes from the question asked by the interlocutor. Consequently, in this case the speaker can do without his own motive for the utterance.

In general, dialogic speech is simpler than monologue: it is condensed, much is implied in it thanks to knowledge, and the interlocutor understands the situation. Here, non-linguistic communicative means acquire independent meaning and often replace the utterance. Dialogical speech can be situational, i.e. associated with the situation in which communication arose, but it may also be contextual, when all previous statements determine subsequent ones. Both situational and contextual dialogues are direct forms of communication between people, where participants in the dialogue make their judgments and wait for other people’s reactions to them. Situational dialoguecan only be understood by two people communicating.

Written speech has a different character. This is speech, which in its structure is the most detailed and syntactically correct. It is addressed not to listeners, but to readers who do not directly perceive the author’s living speech and therefore do not have the opportunity to grasp its meaning by intonation and other phonetic expressive means of oral speech. Therefore, written speech becomes understandable only if the grammatical rules of the given language are strictly observed.

Written speech requires, perhaps, a more complete disclosure of all the essential connections of the thoughts it expresses. The content of oral speech often becomes clear to the listener immediately, based on the situation in which the speech takes place. The semantic content of oral speech is partially revealed with the help of intonation, facial expressions, gestures, etc., making it clear to the interlocutor what is not said in the lexical and grammatical forms of speech. All these additional, auxiliary means are absent in written speech.

To be understandable to the reader, written speech must most accurately and completely express its semantic content using lexical and grammatical means. In this case, the very construction of written speech, the presence of a strict plan, and a thoughtful selection of various language means are of great importance. In written speech, a person’s thoughts find their most complete and adequate verbal expression. That is why practice in writing is a necessary condition for the development of accurate and correct thinking. Written speech appears as a result of special training, which begins with the conscious mastery of all means of written expression of thought. At the early stages of its formation, its subject is not so much the thought that is to be expressed, but rather those technical means of writing sounds, letters, and then words that have never been the subject of awareness in oral dialogical or oral monologue speech. At these stages, the child develops motor writing skills.

Inner speech is speech to ourselves; we do not use it to address other people. Inner speech has a very significant significance in a person’s life, being connected with his thinking. It organically participates in all thought processes aimed at solving any problems, for example, when we strive to understand a complex mathematical formula, understand some theoretical issue, outline a plan of action, etc.

This speech is characterized by the absence of full sound expression, which is replaced by rudimentary speech movements. Sometimes these rudimentary articulatory movements acquire a very noticeable form and even lead to the utterance of individual words during the thought process. “When a child thinks,” says Sechenov, “he certainly speaks at the same time. In children about five years old, thoughts are expressed in words or whispered conversation, or at least by movements of the tongue and lips. This happens extremely often to adults as well. At least I know from myself that my thought is very often accompanied by silent conversation with my mouth closed and motionless, that is, by movements of the muscles of the tongue in the oral cavity. In all cases, when I want to fix some thought primarily before others, I certainly whisper it. It even seems to me that I never think directly in words, but always with muscle sensations that accompany my thought in the form of a conversation.” In some cases, inner speech causes the thought process to slow down.

Despite the lack of full verbal expression, internal speech obeys all the rules of grammar characteristic of the language of a given person, but does not proceed in such a detailed form as external speech: there are a number of omissions in it, there is no pronounced syntactic division, complex sentences are replaced by individual words. This is explained by the fact that in the process of practical use of speech, abbreviated forms began to replace more expanded ones. Inner speech is possible only as a transformation of external speech. Without the preliminary full expression of a thought in external speech, it cannot be briefly expressed in internal speech.

1.3 Physiological bases of human speech activity

Speech is based on the work of various mechanisms, among which we can roughly distinguish cerebral and peripheral ones. TO cerebralinclude the speech system itself, or the verbal system, thanks to which the essence of the speech process is realized. It is the work of this system that until now represents the least developed area of the physiology of higher nervous activity. In addition, the brain mechanisms include sensory systems, primarily auditory, visual, tactile and motor, with the help of which speech signals are recognized and generated. In addition, a person’s ability to analyze and synthesize speech sounds is closely related to the development of phonemic hearing, that is, hearing that ensures the perception and understanding of phonemes of a given language.

TO peripheralmechanisms include peripheral systems for providing external, including oral and written, speech. In all cases, control of the peripheral speech apparatus is carried out thanks to the work of the verbal brain system.

The execution of speech movements is regulated by specialized centers located in the cerebral cortex; they are called speech centers. These centers provide storage of speech “images”, sound and written symbols, thanks to which people accumulate experience and can recognize and understand spoken and written speech addressed to them, as well as analyze their own speech. In general, today there is no reason to doubt the presence of speech centers, including Broca’s motor speech center, Wernicke’s sensory speech center, which are classified as the central organ of speech, as well as the writing center, the center of learned movements, the optical speech center and speech memory centers.

Aphasia, like other types of speech disorders, including late development of speech, alalia (underdevelopment of speech), improper formation of articulation (dysarthria), tongue-tiedness, nasality (nasal tone of voice), tachylalia (excessively fast speech), stuttering (tempo and speech rhythm as a manifestation of logoneurosis) and aphonoia (loss of voice) are the most important symptoms of impaired brain activity of speech centers.

Thus, the cerebral and peripheral mechanisms of the cerebral cortex are responsible for the development of speech.

1.4 Development of children's speech in ontogenesis

At the age of five months, the sounds pronounced by the child become more meaningful and varied. This suggests that the child begins to imitate the adult’s speech, primarily its intonation and rhythmic aspects. Repeated syllables appear in the child’s speech from the combination of consonants with melodious vowels, for example “yes - yes - yes.”

When infants master repeated and rather musical sound fragments, this is called babble. Many children, before speaking words, go through a transition in speech development called revelry. At the same time, they pronounce varied and melodic sounds, while using very few or no words. Gradually, the child’s scale turns into words, because the people around him (especially adults) take his sounds seriously and react to their content. Some babies begin to say their first real words before they are one year old, while others make sounds similar to the words “mom” and “uncle.”

From the second half of the first year of life, the child begins to develop elements of real verbal communication. They are initially expressed in the fact that the child develops specific reactions to the adult’s gestures accompanied by words. Children of this age also react to individual words. Starting from seven to eight months, the child’s number of words that he associates with certain actions or impressions increases.

The first understanding of a child’s words occurs in actions and situations that are emotional for the child. Usually these are situations of mutual action between a child and an adult with some objects. But the first words a child assimilates are perceived by him in a very unique way. They are inseparable from emotional experience and action. Therefore, for the child himself, these first words are not yet a real language.

The appearance of the first meaningful words uttered by a child also occurs in effective and emotional situations. Their rudiments appear in the form of a gesture accompanied by certain sounds. From eight to nine months, the child begins the period of development of active speech. It is during this period that the child makes constant attempts to imitate the sounds pronounced by adults. At the same time, the child imitates the sound of only those words that evoke a certain reaction in him, i.e., have acquired a certain meaning from him.

Simultaneously with the beginning of active speech attempts, the child’s number of words he understands quickly increases. Up to 11 months, the increase in words per month ranges from 5 to 12 words, and at 12-13 months it already increases to 20-45 new words. This is explained by the fact that the appearance of the child’s first spoken words and the development of speech occur in the process of his own speech communication. Now the child’s speech begins to be stimulated by words addressed to him.

The first dialogues between a child and adults are usually very short: question and answer. But the adult himself can make the child a permanent participant in the dialogue if he talks with him about everything that is happening around him, draws the child’s attention to his and his actions, to changes in the situation. For many children, if they are spoken to little, not only their speech development suffers, but they also do not develop the need for a dialogical relationship with other people: they seem to not be able to hear another person, and do not strive to cooperate with him. For a child, dialogue is an opportunity to learn to see the world through the eyes of other people, an opportunity to be involved in another point of view, in another, perhaps inaccessible, circle of concerns and actions.

Communication between a baby and one person can be considered a conversation if you give him time to respond. The child looks very carefully into the eyes of the speaking adult, receiving obvious pleasure from the exchange of sounds. Babies who have experienced this pleasure often “talk” to themselves or to toys.

During the first year, children learn to listen and distinguish between familiar and unfamiliar voices and their emotional tone. If they feel supported, they begin to make very expressive sounds, causing the actions of those around them. They have already understood the benefits of sounds. About a year or a little later, children show with all their behavior that they understand and can fulfill the verbal requests of adults.

II period.(Appendix No. 1) In connection with the beginning development of one’s own speech communication, which is distinguished as an independent form of communication, a transition occurs to the next stage of the child’s mastery of speech - the period of initial language acquisition.

This period begins at the end of the first or beginning of the second year of life. Probably, this period is based on the rapid development and complication of the child’s relationship with the outside world, which creates an urgent need for him to say something, that is, the need for verbal communication becomes one of the child’s vital needs.

The first words are varied. The child can already point out or designate an object, but these words are inseparable from the action with this object and the attitude towards it. The child does not use words to denote abstract concepts. Sound similarities of words and individual articulate words during this period are always associated with the child’s activities, manipulation of objects, and the process of communication. At the same time, a child can call completely different objects with the same word.

Another feature of this period is that the child’s statements are limited to just one word, usually a noun, which acts as a whole sentence. And the meaning of the words spoken by the child depends on the specific situation and on the gestures or actions of the child accompanying these words. The significance of a specific situation remains even when the child begins to pronounce two or three words, without yet grammatically comparing them with each other, since speech at this stage of development is not grammatically differentiated. These features of a child’s speech are internally related to the fact that his thinking, along with which speech is formed, still has the nature of visual, effective, intellectual operations. Generalized ideas that arise in the process of a child’s intellectual activity are already formalized and strengthened in his mind with the help of words of language, which themselves are included in thinking at this stage only in a visual, practical process.

At this stage, the phonetic side of speech is not yet sufficiently developed. Children miss individual sounds and even entire syllables in words. Often, a child rearranges sounds in words or replaces some sounds with others.

This period of speech development can be divided into several stages. The features described above relate to the first stage - the “word-sentence” stage. The second stage begins in the second half of the child’s second year of life. This stage can be characterized as the stage of morphological differentiation of speech. With the transition to this stage, the child’s active vocabulary begins to rapidly grow, which by the age of two reaches 250 - 300 words that have a stable and clear meaning.

At this time, the ability to independently use a number of morphological elements in their characteristic meaning in the language arises. For example, the child begins to more competently use number in nouns, categories of diminutive and imperative, cases of nouns, tenses and persons of verbs. By this age, the child has mastered almost the entire system of sounds of the language. The exceptions are R and L, whistling S and Z and hissing Zh and Sh.

The increase in the rate of language acquisition at this stage can be explained by the fact that in his speech the child tries to express not only what is happening to him at the moment, but also what happened to him before, i.e., what is not related to clarity and the effectiveness of a particular situation. It can be assumed that the development of thinking has necessitated a more accurate expression of formed concepts, which pushes the child to master precise knowledge of the words of the language, its morphology and syntax, and to improve the phonetics of speech. At this time, the child’s confidence that he is understood is extremely important for speech development. The child pronounces words and sounds in such a way that behind them there is an expressive manifestation of the desire to be heard. The word is already addressed to the listener; it becomes a text.

The child tries to respond to the listener in his own language, often like an echo, repeating what he heard from adults.

By the age of two, children learn that the same word is used to refer to a real and a drawn object. The world becomes virtual and is structured with the help of words.

Many researchers note that by the age of two, children own a large number of individual words, without yet pronouncing their number, like adults. By combining words into combinations, the child has a question about the purpose - the designation of the object: “What is this?” Children can ask about the same subject several times, clearly enjoying the speech itself and experiencing their capabilities in using it.

III period. Freeing the child's speech from reliance on the perceived situation, not a gesture or action, symbolizes the beginning of a new period of speech development - the period of development of the child's language in the process of speech practice.

This period begins at two and a half years and ends at six years. The main feature of this period is that the child’s speech develops in the process of verbal communication, abstracted from the specific situation, which determines the possibility of developing and improving more complex linguistic forms. Moreover, speech begins to have a special meaning for a child. So, adults, reading short stories and fairy tales to a child, provide him with new information. As a result, speech reflects not only what the child already knows from his own experience, but also reveals what he does not yet know, introducing him to a wide range of facts and events that are new to him. He begins to tell the story himself, sometimes fantasizing and very often distracting himself from the current situation. We can rightly believe that at this stage, verbal communication becomes one of the main sources of thinking development. If at the previous stages the dominant role of thinking for the development of speech was noted, then at this stage speech begins to act as one of the main sources of development of thinking, which, as it develops, forms the prerequisites for improving the child’s speech capabilities. He must not only learn a lot of words, but also learn the grammatically correct structure of speech.

But at this stage the child does not think about the morphology and syntax of the language. His success in mastering the language is associated with practical generalizations of linguistic facts. These practical generalizations are not conscious grammatical concepts, since they represent “construction from a model,” that is, they are based on the child’s reproduction of words already known to him. The main source of new words for him are adults. In his speech, the child begins to actively use words heard from adults, without understanding their meaning. Most often, the uniqueness of a child’s vocabulary is determined by the words that are most commonly used among his immediate environment, i.e., family.

At the same time, the child’s speech is not an empty imitation. The child shows creativity in forming new words.

This stage is also characterized by the presence of several stages. The second stage begins at the age of four to five years. It is characterized by the development of speech closely related to the formation of reasoning logical thinking in children. The child moves from simple sentences, which in most cases are not yet related to each other, to complex sentences. In the images formed by the child, main, subordinate and introductory clauses begin to be differentiated. Causal (“because”), target (“so that”), investigative (“if”) and other connections are drawn up.

By the end of the sixth year of life, children usually fully master the phonetics of the language. Their active vocabulary is 2-3 thousand words. But from the semantic side, their speech remains relatively poor: the meanings of words are not precise enough, sometimes too narrowed or too broad.

Another significant feature of this period is that children can hardly make speech the subject of their analysis. Research by A. R. Luria has shown that a child experiences significant difficulties even when determining the semantic meaning of words and phrases that sound similar.

IV period. This is the stage of speech development in connection with language learning. It begins at the end of preschool age, but its most significant features are clearly manifested when studying the native language at school. Huge changes occur during learning, because when studying at school, the language becomes a subject of special study for the child. During the learning process, the child must master more complex types of speech.

Initially, the speech of a child entering school largely retains the features of the previous period of development.

There is a large discrepancy between the number of words a child understands (passive vocabulary) and the number of words he uses (active vocabulary). In addition, insufficient accuracy of word meanings remains. Subsequently, a significant development of the child’s speech is observed.

Language learning at school has the greatest impact on the development of a child’s awareness and controllability of speech. This is expressed in the fact that the child acquires the ability to independently analyze and generalize speech sounds, without which mastering literacy is impossible. And also the child moves from practical generalizations of grammatical forms of language to conscious generalizations and grammatical concepts.

The development of a child's awareness of language is an important condition for the formation of more complex forms of speech. The child develops developed monologue speech.

A special place here is occupied by written speech, which initially lags behind oral, but then becomes dominant. This is because writing has a number of advantages. By recording the speech process on paper, written speech allows you to make changes to it, return to what was previously expressed, etc. This gives it exceptional importance for the formation of correct, highly developed speech.

It should be noted that in addition to the four indicated stages, one more could be named - the fifth stage of speech development, which is associated with the improvement of speech after the end of the school period. But this stage is strictly individual and is not typical for all people. For the majority, speech development ends with the completion of schoolwork and the subsequent increase in vocabulary and other speech abilities occurs extremely little.

The stages of speech development and the time boundaries of the stages are conventionally accepted phenomena: in fact, each child has his own specific and unique path to language. Quite often, parents and especially employees of school educational institutions record various deviations from the age norm and dynamics of speech development accepted in psychology. Experts offer the following classification of reasons leading to problems in the development of speech function:

1)morphological and physiological defects and abnormalities, for example, hearing loss or partial deafness, cleft lip or palate;

2)negative emotional reactions to others, to the behavior of close adults, or emotional states associated with the disease;

)poorly developed motor coordination or disturbances in the development of sensorimotor integration;

)deficit of communication with adults as native speakers, primarily associated with the reluctance or inability of parents to communicate with the child using speech as a means of social communication;

)negative reaction of others, including older children, to speech errors in the form of ridicule or bullying.

Chapter 2. Features of speech development in children of primary school age

2.1 Features of oral and written speech of primary schoolchildren

In younger schoolchildren, speech development proceeds in two main directions: firstly, vocabulary is intensively acquired and the morphological system of the language spoken by others is acquired; secondly, speech ensures the restructuring of cognitive processes (attention, memory, imagination, as well as thinking).

By the time a child enters school, his vocabulary has increased so much that he can freely communicate with another person on any issue related to everyday life and within his sphere of interests. If at three years old a normally developed child uses up to 500 or more words, then a six year old child uses from 3000 to 7000 words.

The development of speech occurs not only due to those linguistic abilities that are expressed in the child’s own sense of language. The child listens to the sound of the word and evaluates this sound.

Younger schoolchildren develop an orientation towards the systems of their native language. The sound shell of the tongue is a subject of active, natural activity for a child of six to eight years old. By the age of six or seven, a child has already mastered the complex system of grammar in spoken speech to such an extent that the language he speaks becomes native to him.

The need for communication determines the development of speech. Throughout childhood, the child intensively masters speech. Speech acquisition turns into speech activity. A child entering school is forced to move from his “own program” of speech training to the program offered by the school.

A six- to seven-year-old child is already able to communicate at the level of contextual speech - that very speech that quite accurately and completely describes what is being said, and therefore is completely understandable without direct perception of the situation being discussed. A retelling of a story heard and one’s own account of what happened are accessible to a younger student.

A person’s speech is not dispassionate, it always carries expression - expressiveness that reflects the emotional state. The emotional culture of speech is of great importance in a person’s life. Speech can be expressive. But it can be careless, excessively fast or slow, words can be spoken in a sullen tone or sluggishly and quietly.

Of course, like all people, the child uses situational speech. This speech is appropriate in conditions of direct involvement in the situation. But the teacher is primarily interested in contextual speech; it is precisely this that is an indicator of a person’s culture, an indicator of the level of development of a child’s speech. If a child is listener-oriented, strives to describe in more detail the situation in question, strives to explain a pronoun that so easily precedes a noun, this means that he already understands the value of intelligible communication.

In children aged seven to nine years, a certain peculiarity is observed: having already sufficiently mastered the basics of contextual speech, the child allows himself to speak not in order to express his thoughts, but simply in order to hold the attention of his interlocutor. This usually happens with close adults or peers during play communication.

Of particular importance is the correctness of speech, i.e. its compliance with the literary norm.

Written speech has its own specifics: it requires more control than oral speech. Oral speech can be supplemented by amendments and additions to what has already been said. An expressive function takes part in oral speech: toning the statement, facial and bodily (primarily gestural) accompaniment of speech.

Written speech has its own characteristics in the construction of phrases, in the selection of vocabulary, and in the use of grammatical forms. Written speech makes its own demands on the writing of words. The child must learn that “spelling” is not necessarily the same as “hearing” and that they need to separate the two, remember the correct pronunciation and spelling (Appendix No. 2).

By mastering written language, children discover that texts are different in structure and have stylistic differences: narratives, descriptions, reasoning, letters, essays, articles, etc.

Of course, in elementary school, a child is just mastering written language as a means of communication and self-expression; it is still difficult for him to balance control over the writing of letters, words and the expression of his thoughts. However, he has the opportunity to compose. This is independent creative work that requires a willingness to understand a given topic; determine its content; accumulate its contents; accumulate, select material, highlight the main thing; present the material in the required sequence; make a plan and stick to it, select the right words, antonyms, synonyms and phraseological units; build syntactic structures and coherent text; write the text correctly in spelling and calligraphy, place punctuation marks, divide texts into paragraphs, observe the red line, margins and other requirements; exercise control, detect shortcomings and errors in your own essay, as well as in the essays of fellow students, correct your own and others’ mistakes.

Reading is the first and most basic skill that a child should learn in first grade. All other learning relies, to one degree or another, on the ability to read. Reading skills must necessarily precede learning to write. If a child does not read well, he will never learn to write correctly. There is an opinion that when children are taught reading and writing simultaneously and in parallel (that is, in accordance with the general education school curriculum), they usually end up with persistent dysgraphia (often together with dyslexia). The formation of both skills is disrupted. Only those children who came to school reading (at least only in syllables) learn normally.

In the process of learning to read, the sound and visual forms of a word connect its semantic content into a single image. Only after learning to read will a child be able to hear a word, convert it into graphic form, put it together from letters, or write it. A child who cannot read is forced to use only visual control.

At the stage of learning to read (regardless of the grade in which this is done: in the first, second, third or even later), it is necessary to use short texts written in large print and accompanied by illustrations. The picture must fully reflect the meaning of the text.

There is virtually no gradual learning to read. If at the end of the first grade the skill turns out to be unformed, then the child remains a poor reader (and, naturally, illiterate in writing). He no longer makes progress in reading on his own.

2.2 Methods for studying the level of speech development of children of primary school age

Speech development is the first and main thing that is always checked by speech therapists and teachers during the introductory interview with future first-graders. Particular attention is paid to checking the correct pronunciation (in order to prevent dysgraphia), as well as checking whether the child has the vocabulary necessary to work in the first grade program. His own speech must be grammatically correct.

When diagnosing a child’s speech development, it is necessary to understand: he has learned numerous standard speech patterns or the basic rules for constructing speech.

In the methodology for determining children’s readiness for school, L.A. Yasyukova examines such test tasks as “speech antonyms”, “speech classifications” and “voluntary speech proficiency” (Appendix No. 3). General rules have been introduced for this individual work. Firstly, it is advisable to conduct testing (10-20 minutes) in a separate room, calling children in turn; secondly, in the process of individual work, it is important to record in as much detail as possible all the features of the child’s responses and behavior; thirdly, the instructions for individual tasks must be absolutely the same for all children; the text of the instructions cannot be varied or changed; and fourthly, individual diagnostics can be carried out in 2-3 doses, and not necessarily all at once.

In the “Speech Antonyms” test, the psychologist tells the child a word, and he must name the word with the opposite meaning. Difficulties with the answer, the inability to find an antonym without a hint indicates that the child cannot operate with individual signs in isolation from the holistic image of the object.

“Speech classifications” - this task characterizes the child’s active vocabulary, general awareness, and speech activity. In addition, the task allows you to find out, to a certain extent, how much the child’s vocabulary corresponds to the vocabulary that the first grade program is focused on. If a child masters elementary general categories, knows the names of fish, and does not get confused with the names of cities, then, as special observations have shown, his general awareness and cultural level as a whole are more than sufficient for a first-grader.

Such qualitative analysis allows us to better understand the features of speech development.

The task “Free speech proficiency” consists of three points, these are:

1)correction of semantically incorrect phrases;

2)restoration of proposals;

If the child mostly performs this task correctly, then this indicates his good speech development.

For each task in the tests, the total score is calculated.

The generalized indicator “Speech development” is interpreted by zone: zone - Delayed speech development(complications of a neurological or physiological nature). zone - Weak level of speech development:indicates the presence of problems in speech development, the cause of which must be determined before giving any recommendations or starting work with the child. Most likely reasons:

socio-pedagogical neglect;

the child is an extreme visual or kinesthetic learner;

high level of anxiety

the child is rigid, with slow learning ability;

weak speech memory;

a child with elements of autism in behavior;

unsociable, withdrawn child. zone - Average speech development(enough for training in a general education program).V zones - Good and high levels of speech development(however, before giving a favorable prognosis, it is necessary to look at how the child’s thinking is developed. Advancement in speech development usually suppresses the formation of thinking).

These methods are more focused on first grade students. To study the development of reading skills in second grade students, you can use the “Reconstruction of Sentences” technique.

The test that diagnoses the development of reading skills is based on the text reconstruction method proposed by Ebbinghaus. The child is given a short excerpt from a work (5-7 sentences related in content) to read independently. Individual words are missing from the sentences, the absence of which, nevertheless, allows us to understand the general meaning of the text. The child must fill in the missing words. In general education classes, this task is completed during individual testing. The results are processed by comparing the words that are given in the key. (Appendix No. 4)

The generalized indicator “Reconstruction of proposals” is interpreted by zone: zone - Low level(the pathology zone is not highlighted, since the inability to read is a normal state of a healthy but uneducated child). zone (0-4 points) - Weak level of reading skills(the child has difficulty understanding what he reads and can only correctly perceive texts consisting of short simple phrases). zone (5-7 points) - Average level(reading skill has not yet been fully developed, the unit of text perception is a phrase, the meaning of a sentence is not immediately understood, the child may not understand long, stylistically complicated sentences at all). zone (8-9 points) - Good level(reading skill is well developed, the unit of text perception is a whole sentence, the meaning of which the child seems to grasp immediately). zone (10 points) - High level(reading skill is developed very well, reading is fluent, linguistic abilities and a sense of language are beginning to form).

2.3 Techniques for the development of oral and written speech of primary schoolchildren

During a lesson at school, a teacher can use a number of tasks and exercises that contribute to the overall speech development of children: enriching vocabulary (Appendix No. 5), improving speech structure, etc.

In oral speech, a distinction is made between orthoepic and pronunciation correctness. Working on spelling literacy and the pronunciation side of speech advances the child in the overall development of speech.

Tongue twisters are an effective means of developing expressive speech (Appendix No. 6). They allow you to practice the skills of correct and clear articulation, improve the smoothness and tempo of speech. Tongue twisters can also serve as convenient material for developing children's attention and memory.

Learning poems promotes the development of coherent speech and its expressiveness, enriches the child’s active and passive vocabulary, and helps develop voluntary verbal memory.

Without special training, a child will not be able to conduct a sound analysis of even the simplest words. This is understandable: verbal communication itself does not pose tasks for the child, in the process of solving which these specific forms of analysis would develop. A child who cannot analyze the sound composition of a word cannot be considered retarded. He's just not trained.

Retelling stories, fables, watched movies and cartoons also contributes to the development of a child’s coherent and expressive speech, enrichment of vocabulary and development of voluntary verbal memory.

An effective way to develop coherent speech is to regularly provoke an adult to tell the child about the events that happened to him during the day: at school, on the street, at home.

If children find it difficult to retell a text they have read, it is recommended to use the following technique - offer to act out the story or fairy tale they read. In this case, for the first time they simply read the literary text, and before the second reading, roles are distributed between the students. After the second reading, children are asked to dramatize what they read. This method of developing the ability to retell is based on the fact that, having received some role, the child will perceive the text with a different motivational attitude, which helps to highlight and remember the main meaning and content of what was read.

The development of expressive, grammatically correct constructed speech is significantly influenced by the child listening to audio recordings of children's fairy tales, plays, etc., performed by actors. Possessing the mastery of artistic expression.

Word games enrich a child’s vocabulary, teach them to quickly find the right words, and update their passive vocabulary. Most of these games are recommended to be played with a time limit during which the task is completed. This allows you to introduce a competitive motive into the game and give it additional excitement.

For written speech, its correctness is of decisive importance. There is a distinction between spelling, grammatical (construction of sentences, formation of morphological forms) and punctuation correctness. A child masters writing along with mastering written speech.

To reduce inattentive errors in Russian language notebooks, schoolchildren have a program for developing attentive writing and reading in students, which consists of two parts. The diagnostic and motivating part determines the initial level of “inattention” of the student when writing and reading, the second part is formative and corrective.

Classes in this program are taken from the works of Galperin P.Ya., Kabylnitskaya S.L. and they are based on the material of working with texts containing different types of errors due to inattention: substitution or omission of words in a sentence, letters in a word, spelling a word together with a preposition, etc. Errors due to inattention must be contrasted with errors due to ignorance of spelling rules.

The initial level of a student’s inattentive writing can be determined based on an analysis of the student’s class and homework in the Russian language, as well as the implementation of diagnostic techniques.

The diagnostic and motivating part of the methodology smoothly transitions into formative and correctional. It is built on the general principles of the theory of systematic, step-by-step formation of mental actions, developed by P. Ya. Galperin and his students. In this part, the teacher uses different methods and techniques for developing attentive writing and reading in schoolchildren.

Speech development allows a child to adequately use language in various situations and enter into effective interaction with adults and peers.

Conclusion

Speech development is the most important aspect of general mental development in childhood. Speech is inextricably linked with thinking. As the child masters speech, he learns to adequately understand the speech of others and coherently express his thoughts. Speech gives the child the opportunity to verbalize his own feelings and experiences, helps to exercise self-regulation and self-control of activities.

Speech is the main means of human communication. Without it, a person would not have the opportunity to receive and transmit information that carries a great semantic load or captures something that cannot be perceived with the help of the senses.

Speech develops in stages during the process of ontogenesis. The sensitive period of oral speech is preschool age, and at primary school age the child enriches his vocabulary and begins to master written speech and reading, as a type of written speech.

The success of the child’s educational activities as a whole depends on the success of mastering written speech and reading. Therefore, a primary school teacher must pay great attention to the child’s speech development and use various methods and techniques for diagnosing the development and correction of the speech sphere.

The work should be carried out in close cooperation with parents, a psychologist, and a speech therapist, both during and after school hours. The teacher must use the developmental potential in every lesson.

Bibliography

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1. Developmental and educational psychology: Reader: Textbook. allowance for students. avg. ped. establishments/comp. I.V. Dubrovina, A.M. parishioners. - M.: Academy, 1999

2. Danilova N.N. Physiology of higher nervous activity. Series "Textbooks and teaching aids". - Rostov n/a: “Phoenix”, 2001

Lashley D. Working with young children, encouraging their development and problem solving. - M.: Education, 1991

Lvov M.R. Methods of teaching the Russian language in primary school / M.R. Lvov, V.G. Goretsky, O.V. Sosnovskaya. - 2nd ed., rev. - M.: Academy, 2004

Maklakov A.G. General psychology: A textbook for the new century. - St. Petersburg: Peter, 2002

Mukhina V.S. Developmental psychology: A textbook for university students. - 4th ed., stereotype. - M.: Academy, 1999

Nemov R.S. Psychology: Textbook for students of higher pedagogical institutions: in 3 books. Book 2 Educational psychology. - 3rd ed. - M.: VLADOS, 1997

Piaget J. Speech and thinking of a child / ed. Lukova A.V. - St. Petersburg: Union, 1997

Psychocorrection and developmental work with children: Proc. allowance for students. avg. ped. textbook institutions / I.V. Dubrovina, E.E. Danilova; edited by I.V. Dubrovina. - 2nd ed., stereotype. - M.: Academy, 1999

Psychology and pedagogy: Textbook / Nikolaenko V.M., Zalesov G.M., Andryushina T.V. and others - M.: INFRA-M, 2001

Stolyarenko L.D., Samygin S.I. Psychology and pedagogy in questions and answers. - Rostov n/a: Phoenix, 1999

Talyzina N.F. Pedagogical psychology: Proc. for students avg. ped. textbook establishments. - 3rd ed., stereotype. - M.: Academy, 1999

Uruntaeva G.A. Child psychology: textbook. - M.: Academy, 2006

Ushakova O.S. Methods of speech development for preschool children / O.S. Ushakova, E.M. Strunina. - M.: VLADOS, 2004

Yasyukova L.A. Methodology for determining readiness for school: methodological guide. - St. Petersburg: Imaton, 1999

Annex 1

Appendix 2

A program to develop “careful reading and writing” in students

Problem: an increase in inattention errors in Russian language notebooks among schoolchildren in grades 2-3.

Inattentional errors usually refer to the following types of errors: omissions of letters in a word, omissions of words in a sentence, substitutions of letters in a word, substitutions of words in a sentence that change the meaning of the sentence or make it meaningless. Errors due to inattention must be contrasted with errors due to ignorance of the rules of writing.

Diagnostic and motivating part

The task is to determine the initial level of “inattention” of a student when writing and reading.

Progress of the study:

The psychologist presents the child with the text:

Text 1: “Vegetables did not grow in the Far South of our country, but now they do. There are a lot of carrots growing in the garden. They didn’t breed near Moscow, but now they do. Vanya was running across the field, but suddenly stopped. Rooks make nests in trees. There were many toys hanging on the New Year tree. Rooks for chicks of worms on arable land. Hunter in the evening from hunting. Rai's notebook has good marks. Children were playing in the school playground.”

Instructions:Read this text. Check it out. If you find mistakes in it, correct them with a pencil or pen.

The psychologist records the time spent working with the text and the characteristics of the student’s behavior. The number of missed errors is recorded. A table is used for this.

No. Types of errors Text 1 Text 21. Substitution of words in a sentence 2. Omission of words in a sentence 3. Omission of letters in a word 4. Substitution of letters: a) denoting similar sounds b) close in spelling 5. Spelling a word with a preposition together 6. Other types of errors Total number of errors

After completing this task, the child is offered a second task:

Text 2: “The boy was racing on a horse. A grasshopper chirps in the grass. In winter, an apple tree bloomed in the garden. My sister works at a factory. In the spring we picked a lot of apples from the apple trees. A swift stream ran in from the mountain. The girls went to the forest and brought beautiful autumn ones. Antoshka stands on one leg. Tanya prepared a gift for her grandmother. The boy came home from the street.”

Errors are again entered into the table.

After this, the child is asked to complete the third task.

Text 3: “Our great poet Alexander Sergeevich Pushkin was born in Moscow. For his bold poems against the tsar, he was exiled to the village of Mikhailovskoye. Here he lived with his nanny Arina Rodionovna.

The Penera song rings over the wide surface of the Volga. On board the ship - to the pioneer. They visited many cities and saw mountains. They learned a lot about their native land. They returned cheerfully to their hometown.”

Sample for checking:

“Our great poet Alexander Sergeevich Pushkin was born in Moscow. For his bold poems against the tsar, he was exiled to the village of Mikhailovskoye. Here he lived with his nanny Arina Rodionovna.

A pioneer song rings over the wide surface of the Volga. There are pioneers on board the ship. They visited many cities and saw mountains. They learned a lot about their native land. They returned cheerfully to their hometown.”

Instructions:I give you a text to check and a sample to use. There is not a single error in the sample. Compare the text with the sample and correct all errors in the text.

Formative, correctional part

The motivational basis for the action being formed is, firstly, the child’s natural desire to learn to write without errors, and secondly, the desire to learn, under the guidance of an adult, to perform a new task - checking test papers of students of other classes in the Russian language, i.e. check other people's mistakes.

Instructions:I want to teach you something new for you - checking test papers in the Russian language of students from another school. You will read their work, correct mistakes, and then, if you want, even grade them.

It seems to me that you can handle this matter. I know that you also make mistakes, but in the tasks that I gave you earlier, you made very few mistakes. Just here (indicates errors in texts 1,2,3) and here...

If you learn to correct mistakes in other students' test papers, then you yourself will make fewer mistakes. In order to correct all mistakes, you need to learn a special rule. This is the rule, it is written on the card. Here it is written how and in what sequence errors in the written text are checked.

Validation rule:

Outline the order of checking: first check for meaning, then check for spelling.

To check the meaning of a sentence:

1.Read the sentence out loud.

2.Check if the words fit together?

3.Are there any missing words in the sentence?

To check a spelling suggestion:

4.Read each word in syllable order and highlight each syllable.

5.Check if the letters match the word?

.Are there missing letters?

We will check for errors using this rule. Let's first find out what a sentence is... How is it different from a set of words?

That's right, a sentence expresses a complete thought that always makes sense. Give an example of a sentence (the child must say the sentence). What if you miss the word (...) in this sentence? What if you replace the word (...) with the word (...)? Then the meaning of the sentence will remain? (The psychologist presents one of the sentences from texts 1.2.3 with a word omitted or a word replaced). Do these sentences make sense?..Why?..What is it about them that makes no sense?..And how can we make the sentences make sense?

Now we know that the most important errors that need to be corrected are semantic errors. Whether or not a sentence has meaning, it is necessary to check it, since without meaning there are no sentences, but only a set of words...

To check whether there are semantic errors in a sentence or not, you need to (shows on the card where it is written):

1.Read the sentence out loud.

2.Check if the words fit together.

.Check if there are any gaps in the sentence.

We will check sentences for meaning first of all. Then we will check the sentences and words in it by spelling. Look at this sentence, read it, read each word syllable by syllable. Checking a sentence and the words in it by spelling means checking whether all the letters match the word and whether there are missing letters. Are there missing letters here? What about the wrong letters?

Form of work: the child reads the text aloud word by word, separating syllable from syllable with his voice. At the same time, he reads and fulfills the requirements of the orientation card. For some time (the first two or three texts), the experimenter can read the requirements of the orientation card with him. And the child at first performs the error checking action as if together with an adult.

When the moment comes when the child can work without the card, it is turned face down and the child is only asked to remember its contents.

Classes end when the child begins to check texts with errors accurately, quickly and silently.

Appendix 3

Speech antonyms

Instructions:

“And now I’ll tell you a word, and you come up with the opposite word. For example: small, but on the contrary - large, clean, but on the contrary - dirty. It's clear?"

Read the words one by one. If the child cannot come up with an antonym after presenting a word, help him by asking a more specific question:

“Plasticine is soft, but stone is...?

The knife is sometimes sharp, but sometimes it’s...?

The road is wide, and the path is...?

The river is deep, and the puddle is...?”

If a child answers incorrectly or pronounces words with the prefix “not” (not sharp, shallow, etc.), do not correct him, write down the answers verbatim, be sure to praise or at least encourage him with the word “good.”

point - given only for correctly selected antonyms:

hard - soft

wide narrow

sharp - dull

deep - shallow

points - given for approximate answers (for example, “wide - thin”), as well as for repeating the named words with the prefix “not” (“not sharp”, “shallow”)

5 points - given for correct answers received only after providing help/hints (“the stone is hard, but the plasticine is...?”, etc.)

If a child cannot complete a single task without receiving help (hints), or completes some tasks with a hint, and does not complete some at all, then his entire work is graded 0.5 points.

If the child is helped by the first or second hint and then does some tasks independently, then answers given the hint are worth 0.5 points each, and answers without a hint are worth 1 point each.

Speech classifications

Instructions:

“And now for another task. “Pan, plate...” - what other words would fit here, what else can be added?”

It is advisable that the child come up with at least two words (no more than three are needed). If the child cannot, do not insist. Write down all his answers. Then ask: "What it is? How can all this be called in one word?Write down your answer. Praise your child.

If the child added the words “porridge, soup” or “stove, table”, etc., write down the answers without correcting them, but ask: “Pan, plate” - what is it, how can you call it in one word?”Write down your answer. If your child finds it difficult to answer, tell him: “Forgot, right? It’s okay, let’s do another task.”

Do the same with other speech classification tasks. If the child cannot remember a generalizing word, but says, for example: “The sofa is for sleeping, but things are put in the closet.” - write it down like that, don’t correct it.

To assess speech development, what matters is how many words a child can add to a classification group and whether he knows the corresponding generalizing word.

For completing a group of words you can get:

1 point - the child names at least two words that correctly complete the group, and his answer does not contain inappropriate words.

5 points - the child cannot come up with more than one correct answer or comes up with at least two correct answers, but at the same time adds inappropriate words to them.

points - the child cannot name a single word or gives only incorrect answers.

1. Pot, plate, ... ?

Right answers:cup, teapot, spoon, frying pan, etc., any items related to dishes.

Incorrect answers:kitchen utensils (stove, table, etc.); objects of decorative and applied art (vases, etc.); words related to food (porridge, soup, etc.); words that are simply subjectively associated with stimulus words.

2. Wardrobe, sofa,...?

Right answers:table, chair, bed, sideboard, etc., any items related to furniture.

Perch, crucian carp,... ?

Right answers:names of any fish.

Incorrect answers:sea animals (dolphin, whale, crab, frog, starfish); names of other animals; situational associations (water, aquarium, fry, etc.).

St. Petersburg, Paris, ... ?

Right answers:names of any cities.

Incorrect answers:names of countries, continents, parts or directions of the world, any other geographical names.

For generalizing a group of words you can get:

1 point - the child correctly names the generalizing word:

Pan, plate - dishes.

Wardrobe, sofa - furniture.

Perch, crucian carp - fish.

St. Petersburg, Paris - cities.

5 points - the child names a generalizing word in a series of specific words (for example: pike, fish, shark)

points - the child gives various explanations (for example, “this is what they eat from,” “where they sleep,” “where things are put,” etc.). No response. Wrong generalizations:

Pan, plate - kitchen, cutlery, service, etc.

Wardrobe, sofa set, wall (furniture), room, etc.

Crucian carp, perch - animals, etc.

Free speech skills

a) Correction of semantically incorrect phrases

Instructions:

“Listen to the sentence and think whether it is correct or not. If it’s wrong, say it so it’s true.”

Read the proposal. If the child says that everything is true, write it down and move on to the next sentence. At the child's request, the sentence can be repeated by noting this on the answer form. If the child begins to explain why a sentence is incorrect, stop him and ask him to say it in a way that is correct. The second proposal is made in a similar way.

b) Restoration of sentences

Continuation of instructions:

“This sentence has something missing in the middle (a word or several words). Please fill in what is missing and tell me what sentence you get.”

Read the sentence, pausing at the gap. Write down your answer. If the child only names the word that needs to be inserted, ask him to say the entire sentence. If the child finds it difficult, do not insist. The second proposal is made in a similar way.

c) Completing sentences

Instruction Suggestion:

“Now I’ll start the sentence, and you finish.”

Pronounce the beginning of the sentence so that it sounds intonationally unfinished, and wait for an answer. If the child finds it difficult to answer, tell him: “Come up with something to end this sentence with.” Then repeat the beginning of the sentence and mark it on your Answer Sheet. Write down your answers verbatim, maintaining the order of words and their pronunciation. Don't correct your child, praise him for his work.

Correction of semantically incorrect phrases.When correcting a sentence, the child must “voice” its correct version. He must pronounce at least the end of the sentence correctly.

1. “The snow began to melt, and spring ended.”

1 point -“Winter is over” or “spring has begun.”

2. “With this gift we gave mother great love.”

1 point -It is enough if the child says: “Joy.” It is not necessary to say the entire sentence.

0 points -The child cannot find the mistake and says that everything is correct. Or he says that the sentence is wrong, but cannot correct it. Or gives only incorrect answers (for example, “The snow began to melt, and autumn came”). Or he doesn’t follow the instructions (“correct the given stimulus sentence”) and comes up with some of his own sentences (for example: “we gave flowers to my mother for her birthday,” etc.).

Restoring offers.When restoring sentences, it is also desirable that the child pronounce them completely, but it is not necessary to persistently achieve this. If the individual words spoken by the child correctly restore the form of the sentence, the answer is counted.

1. "Katya... her little brother."

1 point- Any predicates that in meaning and form are combined with the following words: “loves”, “bathes”, “feeds”, “dresses”, “took her out for a walk”, “took her from kindergarten”, “offended”, etc.

0 points- Any predicates that are not combined with the following words: “walks”, “plays”, etc. The answer is not considered correct: “Katya is the sister of her little brother” (this is a tautology). Lack of answer (the child cannot come up with anything).

Completing sentences.When completing sentences, it is quite enough if the child pronounces only the second half. The entire sentence should not be required to be reproduced.

1. “If tomorrow there is severe frost, then...”

1 point- Any answers that describe the consequence: “I need to dress warmly,” “I’ll put on a fur coat and a hat,” “I won’t go to school,” “we won’t go for a walk,” “all the puddles will freeze,” etc.

0 points- Answers in which there is no cause-and-effect logic: “then it will be warm today,” “then the day after tomorrow it will rain,” etc. “It will be cold” (this is simply a designation of the image that has arisen, and not a forecast of consequences). Any ridiculous answers.

Appendix 4

Methodology “Reconstruction of sentences”

Purpose: to study the development of reading skills of second-grade students in secondary schools

Stimulus text: Soon she entered the very thicket ____1_____. Not a single ____2_____ flew here, not a single ____3_____ penetrated through the ____4_____ branches. Tall trunks ____5_____ in dense rows, like walls. It was so ____6_____ all around that Eliza ____7_____ her own steps, heard the rustling of each dry ____8____ that sang to her ___9____ feet. Never before has Eliza ____10_____ in such a wilderness.

Progress of the study:

The child receives a piece of paper with text and the following instructions: “Read the text and insert the words that are missing here. You can insert one or more words"

The child reads the text to himself and says only those words that he wants to insert. The psychologist does not give any explanations and accurately records the words that the student says. If a child corrects something in his answers after he begins to understand the text better, then only those answers that he leaves in the end are counted. The fact of correction itself does not matter, and points are not reduced for this.

Key:

1.Forests

2.Bird, little bird

3.Beam of light, ray, ray, sound

.Thick

.They stood, there were trees, they stood up

.Quiet

.Heard

.Leaf, leaf, leaf

.Under

.Haven't been, haven't been, haven't gone

For each match you get 1 point.The total amount is calculated (maximum 10 points), which is compared with standard data.

Appendix 5

Games to enrich a child's vocabulary

. "Selection of adjectives"

This game is interesting for children of any age; it has several degrees of game complexity: children need a visual single image, older children need a verbal one and at least 2-3 images. The content of the game is as follows: the presenter shows a toy, a picture or names a word, and the participants take turns naming as many features as possible that correspond to the proposed object. The winner is the one who names as many signs as possible for each of the presented objects. For example, “dog” is big, shaggy, kind, cheerful, hunting, old, etc.

2. “What happens?”

This game is similar to the previous one, the difference is that a noun is selected for the original adjective word. For example, “green” - tomato, spruce, grass, house, etc. Poetic works can serve as an emotionally attractive basis and incentive to participate in the game.

Subsequently, children can be asked to name everything that is cheerful, sad, angry, kind, quiet, loud, fluffy, smooth, cold, rough, prickly, fast, slippery, surprised, calm, solemn, playful, funny, mysterious, bright and etc. In this case, it is necessary to make sure that the meaning of the word is understood identically by both the child and the adult.

The words offered as initial support should be related to the child’s sensory and practical experience. For example, “green, curly, slender, white-trunked” - birch; “sparkles, warms the earth, disperses darkness” - the sun.

Games with words need to be gradually made more difficult, not only increasing the child’s vocabulary, but also training his ability to easily find the right word. In order for a child to “scoop out” the necessary word from memory without much difficulty, it is necessary to diversify the game options (“What happens?”, “What does it do?”). In the future, the main rule of such games becomes the absence of repetitions.

Appendix 6

Tongue Twisters

To successfully master the speech apparatus, it is very useful to offer tongue twisters to children to pronounce. Tongue twisters help get rid of the so-called “porridge in the mouth.” But to do this, you need to practice constantly, clearly and clearly pronouncing each sound in a tongue twister. If the child does not cope well, do not scold him, but turn this activity into a game so that he would like to repeat them more often. First, we offer the simplest, shortest and easiest-to-pronounce tongue twisters.

A gray cat sits on the window.

Our cat is washing her ears at the window.

Yegor walked through the yard, carrying an ax to repair the fence.

Our bear has big bumps in his bag.

Don't look for us, mom: we pluck sorrel for cabbage soup.

In the future, tongue twisters become more complex.

The crow missed the little crow.

Grass in the yard, firewood on the grass.

Whey from yogurt.

Three little birds are flying through three empty huts.

One of the most important indicators of a person’s level of culture, his thinking, and intelligence is his speech. Speech appears in early childhood and gradually becomes richer and more complex. In explanatory dictionaries, the essence of the concept “speech” is revealed as the ability to “speak, speaking; sounding language; variety or style of language."

The child also uses situational speech. This speech is appropriate in conditions of direct involvement in the situation. But the teacher is primarily interested in contextual speech; it is precisely this that is an indicator of a person’s culture, an indicator of the level of development of a child’s speech. If a child is listener-oriented, strives to describe in more detail the situation in question, strives to explain a pronoun that so easily precedes a noun, this means that he already understands the value of intelligible communication.

Psychologists say that speech for a primary school student is a means of active activity and successful learning. Vygotsky L.S. Thinking and speech. - M., 1996..

Methodological research by V.V. Vinogradova, A.N. Gvozdeva, V.V. Babaytseva, L.Yu. Maksimova, N.I. Politova on the development of speech of primary school students are aimed at ensuring continuity and continuity in the development of speech of preschoolers and schoolchildren at the appropriate levels of education.

Language learning at school is a controlled process, and the teacher has enormous opportunities to significantly accelerate the speech development of students through the special organization of educational activities. Since speech is an activity, it is necessary to teach speech as an activity.

One of the significant differences between educational speech activity and speech activity in natural conditions is that the goals, motives, and content of educational speech do not flow directly from the desires, motives and activities of the individual in the broad sense of the word, but are set artificially.

Therefore, correctly setting the topic, getting people interested in it, arousing a desire to take part in its discussion, and intensifying the work of schoolchildren is one of the main problems in improving the system of speech development.

The following requirements for the level of speech development of primary schoolchildren can be identified:

1. Oral speech must be meaningful. It should not be allowed to speak without knowing well the subject, phenomenon or event in question. Behind the words that children use in speech there must be specific objects and phenomena. The most negative signs of oral speech are:
1) vacuity, emptiness of thought;
2) verbalism, i.e. the use of words whose objective meaning the speaker does not know.
2. Speech should be distinguished by logic, which is manifested in a consistent presentation of thoughts. To present thoughts consistently means, first of all, to present them coherently according to a plan. Separate sentences must be sequentially arranged and coherently connected to each other. It is important that in students’ oral responses there are no omissions of essential facts, repetitions, or contradictions.
3. Oral speech must be clear, i.e. such that it can be understood equally by everyone and without much difficulty. Clarity depends on many conditions: how fully and consistently the thoughts are presented, the sentences are correctly constructed, in particular, how well the order of words in the sentence corresponds to the thought, whether pronouns, prepositions, conjunctions are used correctly, etc. The clarity of presentation is often disrupted by the use of foreign words and dialecticisms .

4. Speech must be accurate, i.e., as truthfully as possible, depict the surrounding reality, correctly convey facts, skillfully choosing for this purpose the best linguistic means - words and sentences that convey all the features inherent in what is being depicted.
5. Oral speech should be expressive - expressive, reflecting the emotional state.

The development of oral speech among primary schoolchildren also includes work on how a child addresses another person, how a message is pronounced, i.e., what is the intonation, volume, tempo - expressiveness of speech. These aspects of the speech of a primary school student must be treated with close attention, since his speech can be careless, excessively fast or slow, words can be pronounced gloomily, sluggishly, quietly. By the way a child speaks and how his expressive speech function is developed, one can judge the speech environment that shapes his speech.

Special studies have shown that psychologically younger schoolchildren react more acutely to the emotional tone of speech and accompanying expression than to the semantic content of a word. This means if the teacher speaks, clearly pronouncing the words, if the intonations are intelligent (deep, varied), if he has a good speech rate, then the students, by imitating, will learn the peculiarities of the teacher’s speech expression. Later, rationality will dominate over this property, and the teacher in high school will be deprived of the opportunity for direct figurative influence.

6. Expressiveness of oral speech is one of the important conditions for its correct perception by the addressee. Especially widely used in oral speech are such means of expressiveness as raising and lowering the voice, logical stress, pauses, facial expressions, and gestures.

The expressiveness of oral speech makes it a powerful means of persuasion and motivation. Therefore, starting from primary school, you need to try to teach children to speak expressively. At the same time, teach children to be more economical in gestures, not to get carried away with them, since a gesture should discreetly complement oral information, drawing attention to it. If you can do without gestures, don’t gesticulate.

Thus, these requirements are closely related to each other and act as a complex in the school system. From the first grade, students need to be gradually introduced to these requirements. Developed oral speech is the ability, in accordance with the requirements for speech, to determine which word, which phrase, which intonation, which manner of speech is appropriate and which is undesirable in each specific case. The development of oral speech is also an effective condition for the development of thinking. Taking all this into account, work on the development of oral speech in younger schoolchildren should be identified as one of the most important and should begin from the very first days of the child’s stay at school.

Features of speech development of primary schoolchildren. The place of presentation in the speech development system of primary schoolchildren and conditions that increase the effectiveness of written presentations.

Education in primary school becomes the most important, as if a turning point in the entire speech development of the child.

If a preschooler is characterized by practical mastery of speech in the process of communicating with others, then a younger schoolchild, along with this method of speech development, also has a completely new method - a special, systematic study of his native language.

The most important feature of mastering the native language at school is that the child comes to school with a working knowledge of the grammar of the native language and a vocabulary sufficient for everyday communication. The native language at school becomes the subject of special education.

The speech of a schoolchild, in contrast to the speech of a preschooler, becomes controlled and arbitrary. This transition to awareness and voluntary operation of speech skills is carried out on the basis of grammar and written speech. The development of speech is carried out in the process of mastering linguistic (phonetic composition, vocabulary, grammatical structure) and non-linguistic (facial expressions, pantomime, intonation) means of communication, and this process is possible only in the course of “vitally motivated communication activity.”

The teacher's underestimation of the characteristics of children's development (their perception, speech, thinking), the abstractness of teaching, the presentation of material without connection with life, with practice, the insufficient use of didactic principles - visibility, consciousness and activity - lead to formalism. Preventing and overcoming formalism in knowledge is achieved by the correct combination of visual and verbal teaching aids, equipping children with a system of knowledge and skills in the process of their active work. Of particular importance are such didactic techniques and means as direct acquaintance with objects, comparison and comparison of their characteristics.

Conducting observations, experiments and practical work in the classroom, excursions enrich the sensory and practical experience of students, fill the knowledge they have acquired with specific content.

Speech is the basis of all mental activity, a means of communication. In Russian language lessons, speech becomes the subject of study. Speech development classes are multifaceted work aimed at ensuring that children master not only grammatical theory and spelling skills, but also the ability to pronounce words correctly, choose the right words and use them correctly in speech, build phrases, sentences, and coherent speech.

In the modern understanding, the development of students’ speech refers to their mastering of various aspects of the language: grammar and spelling, pronunciation, vocabulary, syntactic structure, oral and written coherent speech.

The school should teach children to freely and correctly express their thoughts in a form understandable to others. But speech is not only a means of expressing thoughts, but also a tool for forming them. Along with the development of speech comes the development of children's thinking. In Russian language lessons, speech development is a central task.

Working on students’ speech involves developing their ability to express their thoughts orally and in writing in a coherent form, as well as convey the thoughts of others in their own words. This skill is achieved, firstly, through children’s assimilation of ready-made examples of coherent speech, and secondly, through independent, systematic exercises of students in expressing their thoughts and conveying others.

A coherent presentation of thoughts is impossible, firstly, without the ability to express individual thoughts in sentences, and, secondly, without the ability to logically consistently express thoughts. Both skills are strengthened and improved in the practice of developing students’ coherent speech.

The place of presentation in the speech development system of primary schoolchildren.

Presentation is a generalized name for one of the types of coherent speech. It is widely used in speech practice.

Presentation is a written retelling in your own words of a finished text in which the main content is preserved.

M.R. Lvov gives the following definition of presentation: presentation is a type of written exercise in the development of students’ speech based on a sample, a written retelling of a work listened or read.

Presentation is written speech, i.e. complex speech activity that carries out the presentation of a coherent statement, any complete thought in written form. In a global sense, written language is “a special system of symbols and signs, the mastery of which marks a critical turning point in the entire cultural development of the child.” As D.B. Elkonin argued, written speech is a special type of activity that combines writing and reading as operational components.

Written speech should make the idea being expressed clear through the perception of the written words. Presentations develop in children the skills to express their thoughts consistently, logically, grammatically and spelling correctly.

The term “presentation” is also considered in a narrower meaning: it is one of the methods for developing coherent written speech among students. A certain sequence in the presentation makes it possible to develop the ability to correctly convey someone else’s thought, understand the originality of the author’s speech, and develop listening and memorization skills.

Presentations teach you to highlight the main and minor points in the text, find the necessary evidence, make appropriate use of the existing vocabulary, and thoughtfully apply knowledge of grammar and stylistics of the language.

Presentations also contribute to the solution of educational tasks: the content of the text and samples influence the mind and feelings of students, form their ethical and moral ideas, and cultivate a culture of mental work.

While working on the presentation, schoolchildren learn to draw up a plan and convey the content according to the plan, i.e. select and arrange material in accordance with your plan. The presentations make it possible to familiarize schoolchildren with the features of description, narration and reasoning, and provide examples of emotionally charged and business-like speech.

In the process of presenting the text, the student constantly turns to his vocabulary, which is actively replenished with new words and concepts, as well as emotional perception and enrichment of speech. Presentations teach you to perceive speech by ear. They teach listening as an activity. Presentations help to activate mental activity, develop logic, memory, creativity and, of course, speech.

Thus, we can conclude that working on the presentation develops in children the skill of consistently, logically, and grammatically correct expressing their thoughts in writing; use words in your speech in accordance with their meaning, construct sentences correctly.

Presentations as a type of educational activity occupy a special place in the development of coherent speech of students.

When presenting what he has read, the student has a topic, content, a plan, a vocabulary, and a ready-made structure of speech. The student’s task is only to convey in his own words, but accurately, without distorting thoughts, the content of what he read, maintaining consistency in the development of thought, using some characteristic words and expressions of the given text. When presenting someone else's thoughts (read), the student must preserve the main content of the original, without allowing any arbitrary change in its meaning, much less distortion. The presentation of what is read disciplines the child’s thinking and speech.

Teaching a written presentation of a read text is closely related to teaching children to read consciously. The methodological techniques used in reading lessons when analyzing what has been read are also necessary when teaching written presentation.

The main methodological techniques that ensure children’s understanding of the stories or articles they read are as follows:

1) students (or teacher) reading the entire text aloud or silently;

2) reading the text in complete parts with an explanation of words and expressions and analysis of the content of each part according to the teacher’s questions;

3) establishing a logical sequence of thoughts (plan of what was read), highlighting the main idea;

4) retelling of what was read (orally) as a whole and in individual parts, briefly or in detail.

Consistency and logical connection of thoughts (plan) are the most important quality of presentation. The concept of sequence and connection of thoughts in children develops gradually. The teacher must clearly understand the methods of working on a plan, starting from a ready-made one or drawn up by children with the help of a teacher, and ending with the independent drawing up of a plan in the fourth grade.

Thus, we have defined what presentation is and determined what its significance is for the development of children’s speech. Next, we will consider the program content of presentations by class.

1 class. In first grade, work on the presentation begins. Mostly, small-scale presentations are offered on issues or on a plan given by the teacher. The teacher is faced with the task of teaching first-graders to use a ready-made plan when presenting. Students must read the questions correctly and understand their content; answer the plan question accurately, arrange your answers sequentially, in accordance with the order of the questions in the plan. Children develop the skill of constructing a simple sentence. The teacher should pay special attention to the composition of sentences and the sequence of presentation.

2nd grade. A new section appears in the program - coherent speech: children in the second grade should have a basic understanding of the text; determine the topic and main idea of simple texts; highlight parts of the text and title them with the help of the teacher. Children should be able to write a written summary of a text in 20-30 words according to the plan given by the teacher. The following types of presentations are carried out: detailed, presentation on issues, work with deformed text.

3rd grade. Children must distinguish between business and artistic speech; determine the main idea of the text; write a summary of the text in 40-60 words according to a collectively drawn up plan consisting of 3-5 points. New types of presentation are emerging: creative and selective.

4th grade. In the fourth grade, children must distinguish business speech from artistic speech; identify parts of the proposed text; perform a selective written retelling of an educational text (with the help of a teacher); write a detailed written summary of the text in 70-80 words according to a independently drawn up plan. A new type of presentation appears - concise. Detailed presentation serves the function of developing and improving children's speech.

texts should expand the cognitive experience of students;

texts should be accessible and interesting to students;

the composition should be simple and clear with a small number of characters;

must take into account students' grammatical skills;

texts should become more complex from class to class.

The following requirements are also imposed on the presentations of junior schoolchildren:

1) students must convey the content of the text correctly, without distorting the facts, observing the sequence of events;

2) the sequence of presentation of events must correspond to the plan;

3) the presentation must be written correctly.

Conditions that increase the effectiveness of written presentations.

1. The first condition is to have writing practice so that graphic skills develop faster.

2. It is necessary to alternate types of work in the lesson.

3. It is important to take into account the individual and psychophysical characteristics of students at the time of writing the written statement.

4. The child must have a need for communication. Therefore, the teacher needs to create motivation for communication. The creation of speech motives in younger schoolchildren is possible under certain conditions. One of which is the development in children of emotions associated with vivid impressions that are created in the process of observations in object lessons and excursions.

5. Creating situations aimed at developing children's reading needs. It is necessary to form independent reading activity. Its formation occurs in extracurricular reading lessons, in extracurricular work related to children's reading (this is visiting children's libraries, various book exhibitions, etc.), which enriches children's ideas and increases their interest in reading.

6. Development of students' thinking. It is very important to teach primary schoolchildren observations of natural phenomena, the life and work of people, to teach them to establish connections between objects and phenomena, systematize observations, generalize and draw feasible conclusions, and it is also necessary to train children in solving logical problems.

7. The development of observation is an important condition for independent knowledge of reality, during which a detailed analysis of the observed object is carried out, ideas are concretized, the subject relevance of the word and its meaning is clarified, and speech motives are created.

8. Work on the culture of children's speech. The formation of speech should be carried out not only in Russian language lessons, but also in classes in other academic subjects. Any statement by a student, no matter what lesson it occurs, obliges the teacher to pay close attention to it: correct an incorrect expression, replace an inaccurately used word with a more successful one, help convey thoughts consistently and coherently.

9. Interdisciplinary connections play a very important role: subject lessons in different disciplines, developing logical thinking, also develop students’ speech. Retelling what you read develops the skill of coherent presentation, teaches the correct construction of sentences, and activates children’s vocabulary.

During reading lessons, children's speech is enriched by examples of artistic words. A business article teaches you to formulate thoughts and present them consistently.

10. An essential condition is a good speech environment in which the child is located. And here the speech of the teacher, who is a role model, plays an important role; With their characteristic receptivity, children adopt all the features of their teacher’s speech. This imposes great responsibility on the teacher and requires him to constantly pay attention to all his statements.

11. Enrichment of children’s subject ideas; their knowledge and ideas should be constantly clarified and replenished with the help of additional visual aids.

12. It is also necessary to conduct systematic exercises for students in expressing their thoughts and conveying them to others. The ability to convey other people’s thoughts in a coherent form is achieved, first of all, on the basis of exercises in oral and written retellings, and the ability to coherently express one’s own thoughts - on the basis, mainly, of oral and written compositions of various kinds.

13. The central condition is to strengthen the preparatory work for writing the presentation. The use of such types of preparatory work as: a teacher’s story, conversation, reading literary works, clarifies and enriches students’ ideas and thereby psychologically prepares them for the perception of a new text.

In the preparatory work it is necessary to use various teaching methods:

Analysis (selecting parts from the whole);

Synthesis (combining parts into a whole);

Comparison (identification of similar and different features);

Analogy (transfer of knowledge to a new situation);

Classification (combining objects according to similar characteristics);

Systematization (arrangement of features in order);

Problem situation (posing a problematic question);

Constructing sentences with correct grammatical structure;

Systematic vocabulary work aimed at clarifying, expanding, and enriching children’s active vocabulary).

Fulfillment of the listed conditions, as we assume, will help to increase the effectiveness of written presentations by younger schoolchildren.

Language is a means of verbal communication and intellectual activity of a person. Speech is the process of communication through the phonetic, lexical and grammatical elements of language. Speech performs the functions of communication and communication, emotional self-expression and influence on other people. With the help of the word, a person understands the information received, correlates it with existing knowledge, makes decisions, plans upcoming actions, compares the result obtained with the intended goal, monitors and adjusts actions. Well-developed speech is one of the most important means of human activity in modern society, and for a schoolchild - a means of successful learning at school. Speech is a way of understanding reality. On the one hand, the richness of speech largely depends on the child’s enrichment with new ideas and concepts; on the other hand, good command of language and speech contributes to the knowledge of complex connections in nature and in the life of society. Children with well-developed speech always learn more successfully in various subjects. Having first appeared in early childhood in the form of individual words that do not yet have a clear grammatical design, speech gradually becomes richer and more complex. A person’s vocabulary is characterized both from a quantitative and qualitative point of view. By the time a child enters school, his vocabulary ranges from 3,000 to 7,000 words. By the time of transition to middle school, the vocabulary of a primary school student increases to 7,000-12,000 words. When entering school, a child already has a sufficient vocabulary, which gives him the opportunity to master the entire complex system of grammar. At the same time, he experiences an active lack of lexical means, is the bearer of such a large stock of unclear, ill-conceived, but experienced ideas that he hardly has sufficient linguistic means to convey it. Such a contradiction in the characteristics of the vocabulary of a child of this age is explained by the fact that by the beginning While studying at school, he learns to use language for the purposes of communication and thinking, that is, he masters the dictionary within the limits of everyday needs, and with his arrival at school, a new stage in his language development begins. Teaching practice and individual studies indicate that the vocabulary of primary schoolchildren, as a rule, is limited in quantity, depleted, and poor in composition: 1) few adjectives and adverbs, gerunds, participles, and verbal nouns are almost completely absent; 2) words that have a collective and abstract meaning are almost never used; 3) students find it difficult to identify and verbally convey the physical and emotional or moral states of people. In addition, there is insufficient differentiation of words according to semantics, repetitions of the same words, and their inadequate use; the phrases are dominated by nouns, verbs, personal and possessive pronouns. The statements of preschoolers and primary schoolchildren, the psychologist notes in his works, are, as a rule, spontaneous. Often this is speech-repetition, speech-naming; compressed, involuntary, reactive (dialogical) speech predominates. The school course promotes the formation of free, detailed speech and teaches how to plan it. In class, the teacher sets students the task of learning to give complete and detailed answers to questions, tell according to plan, not repeat themselves, speak correctly in complete sentences, and coherently retell voluminous material. The transmission of entire stories, conclusions and formulation of rules is constructed as a monologue. In the process of learning activities, students must master voluntary, active, programmed, communicative and monologue speech. During primary school age, the grammatical side of the language also develops. This is facilitated by a new form of speech activity for the child - written speech. The need to be clear in written presentation emphasizes and forces students to construct their speech correctly. Written speech is a type of monologue speech. But it is more extensive than oral monologue speech, since it assumes the absence of feedback from the interlocutor. Hence the great structural complexity of written speech. This is the most arbitrary type of speech. In written speech, the degree of suitability of linguistic means is consciously assessed. Even in the process of an elementary written statement, a thought is developed, clarified, and improved. Since written speech is devoid of gesture and intonation and should be (unlike internal speech) more developed, for a primary school student the translation of internal speech into written speech is initially very difficult. Psychologist I. Yu. Kulagina connects the development of speech of primary schoolchildren and the ability to read and write with a change in the thinking and understanding of students. “From the dominance of visual-effective and elementary figurative thinking, from the conceptual level of development and poor logical thinking, the student rises to verbal-logical thinking at the level of specific concepts.” There is an assimilation and active use of speech as a means of thinking to solve various problems. Development is more successful if the child is taught to reason out loud, reproduce the train of thought in words and name the result obtained. By working on speech development, we thereby improve the mental functions of younger schoolchildren. As research shows, all mental processes with the help of speech become voluntary and controllable. Initially, the child is completely and completely at the mercy of external impressions. With mastery of speech, he begins to realize his needs and interests and correlate them with the goals and objectives that parents, teachers and other adults set for him, and on the basis of this make decisions and act in accordance with these decisions. In the same way, in connection with the mastery of speech, significant changes occur in mental development, in the development of cognitive powers. Most psychologists consider speech as speech activity, appearing either in the form of a holistic act of activity (if it has a specific motivation that is not realized by other types of activity), or in the form of speech actions included in non-speech activity. The conditions are identified without which speech activity is impossible, and, therefore, the development of students’ speech is also impossible. The first condition for the emergence and development of human speech is the need for statements. Without the need to express their aspirations, feelings, thoughts, neither a small child nor humanity in its historical development would speak. Consequently, the condition for the development of students’ speech is the creation of situations that evoke in them the need for statements, the desire and need to express something orally or in writing. The second condition for a speech utterance is the presence of the content of the material, that is, what needs to be said. The more complete, richer, and more valuable this material is, the more meaningful the statement. This means that the condition for the development of students’ speech is the careful preparation of material for speech exercises, ensuring that children’s speech is truly meaningful. The expression of thoughts and communication between people is possible only with the help of generally understandable signs, that is, words, their combinations, and various turns of speech. Therefore, the third condition for successful speech development is armament with the means of language. Children need to be given language samples and a good speech environment created for them. Speech activity is distinguished by the degree of arbitrariness (active and reactive), by the degree of complexity (naming speech, communicative speech), by the degree of preliminary planning (monologue speech, requiring complex structural organization and preliminary planning, and dialogic speech). Speech activity is closely connected with all aspects of human consciousness. Considering the relationship of speech with various mental processes, he emphasized that higher mental functions (voluntary attention, voluntary memory, creative imagination, abstract thinking) are not initially given as properties of mental life, but as a result of the child’s active mastery of language and speech. At school, children master reading and writing - these are speech skills based on the language system, knowledge of its morphology, grammar, skills in constructing their own speech and perceiving the speech of other people. One of the goals of literary reading lessons is to bring the speech skills of schoolchildren to a certain minimum, below which not a single child should remain, this is to improve speech, increase its culture, all expressive capabilities. Thus, we found out that the condition for the development of speech and enrichment of the vocabulary of primary schoolchildren is the creation of a broad system of speech activity. On the one hand, the perception of good speech samples, sufficiently diverse and containing the necessary linguistic material, on the other hand, the creation of conditions for their own speech utterances in which the student could use all the means of language that he must master. That is why it is so important to create conditions for students’ speech activity, for communication, for students to express their thoughts. The development of a child’s speech is not a spontaneous process. It requires constant methodological guidance. All the features of speech development of younger schoolchildren listed in this part of the chapter should be taken into account by the teacher when working with younger schoolchildren in literary reading lessons.

Literature

Plan

Speech activity of junior schoolchildren

1. General characteristics of speech activity of younger schoolchildren.

2. Psychological features of speech formation in first-graders.

3. Requirements for the speech of younger schoolchildren.

4. Psychological theories that explain the process of speech formation.

5. Features of speech activity of a first-grader.

6. Features of written speech of younger schoolchildren.

7. Features of reading for younger schoolchildren.

8. Development of phonetic, grammatical, lexical levels of speech of primary schoolchildren.

9. Mastery of speech activity in the learning process.

Aidarova L. I. Little schoolchildren and their native language. M., 1983. (“Pedagogy and Psychology”, No. 1), p. 3-66.

Markova A.K. Psychology of language acquisition as a means of communication. – M., 2004.

Kholodovich A.A.. On the typology of speech. – M., 2007.

From the very beginning, speech appears as a social phenomenon, as a means of communication. Somewhat later, speech becomes, in addition, a means of understanding the world around us and planning actions. As the child develops, he uses increasingly complex language units. The vocabulary is enriched, phraseology is mastered, the child masters the patterns of word formation, inflection and word combinations, and various syntactic structures. He “uses these means of language to convey his increasingly complex knowledge, to communicate with people around him in the process of activity.

Speech activity is the process of verbal communication for the purpose of transmitting and assimilating socio-historical experience, establishing communication, and planning one’s actions.

Speech activity differs in the degree of arbitrariness (active and reactive), in the degree of complexity (speech - naming, communicative speech), in the degree of preliminary planning (monologue speech, requiring complex structural organization and preliminary planning, and dialogic speech).

The statements of younger schoolchildren are free and spontaneous. Often this is simple speech: speech-repetition, speech-naming; compressed, involuntary reactive (dialogical) speech predominates. The school course promotes the formation of free, detailed speech and teaches how to plan it in class. It is necessary to set before students the task of learning to give complete and detailed answers to questions, to tell according to a certain plan, not to repeat themselves, to speak correctly in complete sentences, and to coherently retell a large amount of material. In the process of learning activities, students must master free, active, programmed, communicative and monologue speech. During primary school age, all aspects of speech develop: phonetic, grammatical, lexical. First-graders practically master all phonemes; however, great attention must be paid to the phonetic side, since learning to read and write requires well-developed phonemic awareness, i.e. the ability to perceive, correctly distinguish all phonemes, learn to analyze them, isolate each sound from a word, combine the selected sounds into words. During primary school age, the grammatical side of the language also develops. A child comes to school practically mastering the grammatical structure of his native language, i.e. he inflects, conjugates, links words into sentences. The development of the grammatical structure of the language is facilitated by a new form of speech activity - written speech. The need to be understood in writing forces the student to construct his speech grammatically correctly.

Speech activity requires not only mechanical reproduction of known cases of using words, but also creative manipulation of words, understanding and operating them in new situations, with new meanings. Therefore, the success of students’ mastery of vocabulary is determined by both the number of memorized words and the ability to use them widely and adequately: independently understand new cases of using already known words by analogy with those previously experienced by the child, guess the meaning of a new word, and the ability to choose the most correct one in a given situation.

The development of speech in the lower grades is carried out primarily in the lessons of the native language. Mastery of speech occurs simultaneously in several directions: along the line of development of the sound-rhythmic, intonation side of speech, along the line of mastering grammatical structure, along the line of vocabulary development, along the line of students becoming more and more aware of their own speech activity.

With such an organization of learning, the most important function of language is at the center - communicative. Revealing the communicative function of language for a child means teaching him to plan, express his plans using linguistic means, anticipate possible reactions of a participant in communication, and control his speech activity.

In general, a child acquires language spontaneously, through communication, in the process of speech activity. But this is not enough; spontaneously acquired speech is primitive and not always correct. Some very important aspects of the language, as a rule, cannot be acquired spontaneously and therefore are under the jurisdiction of the school.

This is the assimilation of a literary language, subordinate to the norm, the ability to distinguish literary, correct language from non-literary, from vernacular, dialects, jargons. The school teaches literary language in its artistic, scientific and colloquial variants. This is a huge amount of material, many hundreds of new words, thousands of new knowledge of already known words, many such combinations, syntactic structures that children did not use at all in oral preschool speech practice.

At school, students master reading and writing. Both reading and writing are speech skills that rely on the language system, on knowledge of its phonetics, graphics, vocabulary, grammar, and spelling. All this does not come to the child by itself, everything must be taught; This is what the speech development methodology does.

The third area of the school’s work on speech development is bringing children’s speech skills to a certain minimum, below which not a single student should remain. This is the improvement of students' speech, increasing its culture, all its expressive capabilities.

Speech is a very broad sphere of human activity. There are three lines in the development of speech: work on words, work on phrases and sentences, work on coherent speech.

In general, all these three lines of work develop in parallel, although they are at the same time in a subordinate relationship: vocabulary work provides material for sentences for coherent speech; When preparing for a story or essay, preparatory work is done on words and sentences. The development of speech requires long, painstaking work by students and teachers. Temporary failures and breakdowns should not be scary. Systematic work on speech development will definitely bear fruit. Speech skills develop according to the laws of geometric progression: small success leads to more - speech is improved and enriched.