Methodology for using small forms of folklore. Educational and methodological manual "studying the level of lexical-semantic development of preschool children"
Send your good work in the knowledge base is simple. Use the form below
Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.
2.3 Analysis of the results of experimental work on organizing continuity in the speech development of senior preschool and junior children school age
In order to clarify the state of the problem under study, a control experiment was conducted with students of grade 1a of Municipal Educational Institution Secondary School No. 24. The survey involved children who attended kindergarten No. 11, with whom the ascertaining experiment was conducted, and other children (20 people) who were assigned to the experimental and control groups.
- For this purpose, we chose the methodology (semantic method) of O.S. Ushakova and E. Strunina (Appendix 3).
They consider the most important condition for the development of children’s speech structure preschool age work on the word, which is considered in conjunction with solving other speech problems. Fluency in a word, understanding its meaning, accuracy of word use are necessary conditions development grammatical structure language, the sound side of speech, as well as the development of the ability to independently construct a coherent statement.
To identify students’ understanding of the meaning (meaning) of a word, O. Ushakova and E. Strunina offer different tasks, on the basis of which we compiled our diagnostics (Appendix 2).
The tasks are aimed at studying the semantic, grammatical, structural and communicative aspects of the speech development of schoolchildren. Testing was carried out individually with each child and only when the child remained interested in completing game tasks.
I series of tasks (vocabulary and grammar).
Dictionary. Skills revealed:
Actively use adjectives and verbs, select words that are accurate in meaning to the speech situation;
Select synonyms and antonyms for given words of different parts of speech;
Understand and use different meanings of polysemantic words;
Differentiate general concepts (for example, wild and domestic animals).
Grammar. Skills revealed:
Form the names of baby animals (fox - fox cub, cow - calf);
Select words with the same root, coordinate nouns and adjectives in gender and number;
Form various forms of the imperative and subjunctive moods (hide, dance, look); genitive case (hares, foals, lambs);
Construct complex sentences of different types.
Let us give an example of the examination progress. Having placed the child at ease, they asked him:
1. You already know a lot of words. What do the words dishes, doll, ball mean? correctly explain the meaning of words (they eat and drink from it, these are toys).
Z. Vanya, G. Vova, K. Lena, S. Yulya, D. Oleg and others:
names individual signs, actions (plate, fork, cup, Barbie doll, round, roll, etc.) - Kostya R., Stasik Sh., Anton K., etc.
names 1-2 words - Nikita M., Alisa A., Ramil A., etc.
2.What is deep? small? tall? low? easy? heavy?
Completes all tasks, names 1-2 words for each adjective (deep hole, deep sea);
Selects words for 2-3 adjectives;
Performs one task, i.e. selects a word for only one adjective (high fence).
3. What is the word pen called?
Names several meanings of this word (a pen writes; a child has a pen; the door has a pen).
Names 1-2 meanings of this word;
Lists objects that have a handle (1-3 words).
4. Come up with a sentence with the word pen. Child:
Composes a grammatically correct sentence of 3 words;
Names 2 words (phrase);
Names only one word (pen).
5. A pen is needed to... (write, hold a cup, hold a bag, etc.). You can use a pen... (write, open the door).
Completes different types of sentences correctly;
Names 2 words;
6. The experimenter offers the child a situation: The little bunny took a walk in the forest. He is in a cheerful mood. He returned home like this... (joyful, animated, satisfied). And if the little hare was cheerful and joyful, then he didn’t just walk, but... (rushed, rushed, flew).
1) correctly selects words that are close in meaning (synonyms);
2) names 2-3 words;
3) selects only one word. The experimenter suggests another situation:
Another bunny came sadly, he was offended. For the word “cheerful”, choose words that are opposite in meaning... (sad, sorrowful, offended). And if the bunny was offended, he didn’t just walk, but... (trudged, dragged, wandered).
Correctly selects words that are opposite in meaning (antonyms);
Names 2-3 words;
Selects only one word.
7. What would the bunny do if he met a wolf (fox)? (would run away, hide, get scared).
Correctly names all words in the subjunctive mood;
Selects 2 words;
Says only one word.
8. Tell the bunny to jump, hide, dance.
Correctly names words in the imperative mood;
Selects 2 words;
Says one word.
9. Tell me, who is the hare’s cub?
Similar questions are asked about other animals (fox, wolf, bear, hedgehog).
Names all children in the correct grammatical form;
Names only one form correctly;
Doesn't complete the task.
10. Name the cubs of a dog, cow, horse, sheep (dog - puppy - puppies, many puppies; cow - calf - calves - two calves; horse - foal - foals - many foals; sheep - lamb - lambs - many lambs).
Names all words correctly;
Names 2-3 words;
He says one word.
11. Where do animals live?.. (in the forest). What words can be formed with the word forest?
Names more than 2 words;
Names 2 words;
Repeats the given word.
12.What is the word needle called? What other needles do you know?
Names needles (Christmas tree, hedgehog, pine, sewing and medical needles);
Names only one meaning of this word;
Repeats a word after an adult.
13. What kind of spines does a hedgehog have? (spicy). What are we talking about - spicy! spicy! spicy?
Names several objects (sharp knife, sharp saw, sharp scissors);
Selects 2 words correctly;
Says one word.
14. What can you do with a needle? What is it for?
Names different actions (sew, embroider, sew up);
Names 2 actions (prick mushrooms, sew);
Names one action (sew).
15. Make up sentences with the word needle.
Makes up difficult sentence(A needle is needed to sew);
Makes up a simple sentence (An injection is made with a needle);
Says one word.
16. The experimenter quotes a statement from children from another kindergarten: “Dad, go in a whisper,” “Mommy, I love you loudly,” “I put my shoe on inside out.” - Is it possible to say that? How to say it correctly?
Correctly corrects the meaning of the sentence (Dad, walk quietly; Mommy, I love you very much; I put the shoe on the wrong foot;)
Correctly corrects 2 sentences;
Repeats sentences without changing
After completing all tasks, the answers were scored and entered into tables No. 1 and 2, which are presented in (Appendix No. 3).
The maximum number of points for the first series is 48 points (3 for each complete correct answer; 2 for incomplete and 1 point for a short answer, 0 points for refusal to answer and incorrect answer). The scores were then summed up and a quantitative and qualitative assessment was made (high, average, below average and low vocabulary development).
As can be seen from the tables, the difference in results in the control and experimental groups is insignificant.
The majority of schoolchildren showed an average level of speech development (30%). Among the subjects, only one child with a high level of speech development was identified. A low level was observed in 17.2% of respondents.
Based on qualitative and quantitative analysis of the results of completing tasks, 4 levels of vocabulary development were identified:
High level (15% in the EG, 10% in the CG). They carry out the classification independently, grouping the proposed pictures according to essential characteristics, justifying their choice; operate freely with generalizing words. Children have a large stock of natural history vocabulary: they can name more than 8 words when revealing a generalizing word.
When explaining the lexical meaning, definitions close to dictionary ones are used. Understand and meaningfully use different meanings of polysemantic words, select synonyms for them. They understand words with opposite meanings and use antonyms of different roots when making antonymic pairs.
Average level (35% EG, 30% CG). Classification is carried out by grouping the proposed pictures according to different criteria; operate with generalizing words. Children have a stock of natural history vocabulary: they can name 6-8 words when revealing a generalizing word.
When explaining the lexical meaning, an incomplete dictionary definition is used based on essential features, or with the help of a generic concept. They name several meanings of polysemantic words, but at the same time find it difficult to select synonyms for them and compose sentences. Multi-root and single-root antonyms are used.
The level is below average (10% in the EG, and 25% in the CG). Classify the proposed pictures according to unimportant characteristics independently or with the help of an adult; use generalizing words inaccurately.
Children have a small stock of natural history vocabulary: they can name 4-5 words when revealing a generalizing word. The meaning of a word is determined by insignificant features. They are familiar with polysemy, but find it difficult to explain the meanings of polysemous words. When composing antonymic pairs, only single-root antonyms are used.
Low level (10% in the EG, 25% in the CG). Find it difficult to classify; use generalizing words inaccurately. Children have a small stock of natural history vocabulary: they can name less than 4 words when revealing a generalizing word. They cannot reveal the meaning of the proposed word. Not familiar with polysemy. They have difficulty choosing antonyms for words and phrases.
When analyzing stories on a given topic, criteria were used that qualitatively and quantitatively reflected the content and structural aspects of the text, the features of their linguistic expression, developed by O.S. Ushakova and E.M. Strunina. It was revealed that the majority of children are characterized by a level of development of coherent speech below average and low (55%), a high level is observed only in 5% of schoolchildren, and an average level in 45%.
The development of coherent speech in the experimental and control groups was at an average level (60% in the EG; 50% in the CG); 5% of schoolchildren in the EG corresponded to a high level. Many children experienced significant difficulties in creating coherent texts (40% in the EG, 36% in the CG). In most children's essays, the logical sequence and composition of the text were violated; a relationship was recorded between the level of coherence as a qualitative characteristic of the text and the level of vocabulary development (the lower the first was, the lower the second).
It seems significant that there are no large differences in the level of development of vocabulary and coherent speech in children from the EG and CG.
Table 1 Levels of vocabulary development at the control stage
The analysis showed that more than half of the subjects coped better with tasks on explaining the meanings of words, selecting synonyms and antonyms for given words of different parts of speech. However, the children used no more than 2-3 adjectives and verbs and scored between 25 and 30 points out of a possible 48 points. Only 20% of children in the experimental group and 10% in the control group were able to complete these tasks in full, but even they were not able to score the maximum number of points.
Particular difficulties were caused by tasks on selecting words with exact meaning for a speech situation and on understanding and using different meanings of polysemantic words. Among the grammar tasks, education was particularly difficult for children various shapes imperative and subjunctive moods (hide, dance, would look), as well as the use of the genitive case (hares, foals, lambs); 40% of schoolchildren experienced difficulties and were able to partially complete the tasks, receiving no more than 1 point for each completed task.
Conclusion on the second chapter
Kindergarten develops all children's abilities and inclinations, and among the latter there is nothing more significant and important in importance than the ability to speak. Therefore, systematic speech training, methodological development of speech and language should form the basis of the entire education system in kindergarten.
The kindergarten should be charged with creating a specific environment in which children’s speech could develop correctly and unhindered.
The following conclusions can be drawn from the work.
The following principles of vocabulary work in kindergarten are identified.
1. The unity of vocabulary development with the development of cognitive processes (perception, representation, thinking).
2. Purposeful organization of children’s speech and cognitive activity during the lesson.
3. Availability of visibility as the basis for organizing speech and cognitive activity.
4. Unity of implementation of all tasks of vocabulary work in each lesson.
5. Vocabulary work in the classroom is based on identifying the qualities and properties of objects, so the teacher must be able to organize a thorough sensory examination of them. Examination methods are developed in children during the learning process in the same classes.
6. The formation of examination methods requires precise instructions from the teacher to use an examination action adequate to the quality being identified (for example, press - to highlight hardness, stroke - to highlight smoothness, roughness of the surface, rub - to highlight softness, etc.).
7. Visual material is provided for active research activities for each child to ensure the development of words denoting the qualities and properties of objects, based on their identification and perception.
8. We call qualities those features of an object that are perceived by the senses without violating the integrity of the object, for example: hard, soft, smooth, cold, flexible, etc.
9. Isolating each quality and property, separating it from its accompanying ones, is most effectively achieved by comparing it with its opposite. For example, a quality such as hard is given in comparison with soft, heavy with light, transparent with opaque, etc. This makes it possible to most accurately separate hardness as a quality from the accompanying temperature sensations, sensations of smoothness or roughness of the surface of a perceived object etc.
10. In order for the qualities and properties of objects to be recognized and mastered by children, it is necessary to make them significant, that is, to include them in effective, meaningful activities, the success of which depends on taking this quality into account. This requires the child to isolate the desired quality or property and take it into account to achieve results.
11. The success of solving vocabulary work problems in classes of this kind also depends on the selection of visual material. It is important to choose objects for the lesson in which the identified qualities would be clearly represented, and there would be as few distracting qualities (bright colors, the presence of moving parts, playful entertainment, etc.) as possible.
12. Selection of items for comparison. They must have a sufficient number of comparable features: both signs of difference and commonality (color, shape, size, parts, details, purpose, material, etc.); and instructions from the teacher to help children: a) build consistently
13. Planned comparison. The teacher guides and consistently leads children from comparing objects as a whole (by purpose, color, shape, size) to isolating and comparing parts, details, first in terms of differences and then similarities. The comparison ends with a generalization, where features each item;
14. Selection of teaching methods. The main teaching methods in such classes are questions
a) comparison;
b) see those features that children themselves do not notice;
c) most accurately formulate the answer and choose the right word;
15. The ratio of speech activity of the teacher and children.
16. The lesson is based on visual material. Sets of objects should include objects of the same type, differing in unimportant characteristics, and objects of similar types, for example: cups, different in color, shape, size, as well as a glass, glass, etc., from which children must distinguish cups.
17. The child is faced with the need to choose an object from a group of similar ones. He must motivate his decision by highlighting the feature underlying the choice.
18. The need for choice should be clear to the child. In this regard, the task of choice is included in an activity that is interesting for the child, most often a game.
Based on the analysis of experimental work, we can come to the conclusion that our hypothesis that the level of speech development of children of senior preschool age increases if:
· preschool teachers will be interested leaders in the process of speech development;
· special training in native speech will be organized not only in special classes on speech development, but also in other regime moments
· integration of work with various areas educational work and types of children’s activities (speech development, familiarization with nature, various games);
· active inclusion of children.
As a result of the experiment, it was revealed that the children of the experimental group increased the level of speech skills, learned to form phrases, sentences, come up with and complete text based on a series of plot pictures.
Results of the control stage before the start of the experiment
In the control group:
Average level - 3 children - 30%
Low level - 6 children - 60%
In the experimental group:
High level - 1 child - 10%
Average level - 4 children - 40%
Low level - 5 children - 50%
The analysis carried out before the experiment showed that in children in the control and experimental groups, the average and low level of development mainly prevails.
Results of the control stage of the experiment:
In the control group:
High level - 1 child - 10%
Average level - 6 children - 60%
Low level - 3 children - 30%
In the experimental group:
High level - 2 children - 20%
Average level - 7 children - 70%
Low level - 3 children - 30%
Thus, we were convinced that the children of the experimental group increased their level of maturity in speech development. Work on vocabulary formation had a positive impact on children's speech development. The need to implement continuity is beyond doubt, but in practice at the level of programs and teaching aids, this approach requires further solution and improvement. At the present stage of development of education, the problem of preparing children for entering school is becoming an important practical task for kindergartens. This is due to the fact that one of the indicators of readiness for school can be such a level of development of mental processes and psychological characteristics of the child’s personality that will allow him to master a complex type of educational activity.
The children's answers showed that thematic associations predominated among the subjects, which indicates that the core of the semantic field is insufficiently formed. All this indicates that systematic, consistent lexical work with children is necessary, since the content of programs for primary school attention is focused on working on the word: it acts as the main analyzed unit of speech against the background of the sentence and text. To optimize this process, it is necessary, in our opinion, to implement the principle of continuity between a preschool educational institution and a primary school.
Taking into account the fact that learning to read in primers includes a large amount of natural history vocabulary, we have undertaken work to increase the level of vocabulary knowledge on this particular topic.
Conclusion
Continuity in the formation of speech development at the stages of preschool and primary school age is carried out through the implementation of a single line of speech development of a 6-7 year old child and is characterized by the interconnection and consistency of goals, objectives, content, methods and forms of work on words. This approach gives the pedagogical process a holistic, consistent and promising character, allowing the two initial stages of education to operate not in isolation from each other, but in close interconnection, ensuring the progressive speech development of the child.
The pedagogical aspect of the continuity of vocabulary formation in linguodidactics has not been studied enough. Analysis current state continuity in the work on speech development and vocabulary formation showed that the majority of primary school teachers and preschool educators (68%) understand continuity as generally accepted organizational forms, and not a close relationship in the content, methods, means and forms of work. Practicing teachers positively assess the system of organization of educational complexes and the level of development of children of graduating groups who were trained in these educational institutions. Teachers and educators consider the level of development of children’s vocabulary and coherent speech to be the most informative indicators of speech readiness for school.
The results of the ascertaining study made it possible to characterize the level of speech preparation of modern children for school. Most of them (74.5%) have an average level of speech development, 17.2% of children showed a low level of speech development. A survey of children's dictionaries revealed that they quite easily correlate a word with a certain class of objects, master the classification operation, but find it difficult to choose generalizing words, and inaccurately use a number of words of natural history content. When explaining their meanings, they pay attention to unimportant features. Only a small proportion of children know the meanings of the proposed polysemantic words; difficulties are observed in the use of synonyms and antonyms. Children find it difficult to use words in coherent speech.
The successful implementation of continuity between a preschool educational institution and a primary school in the process of forming a dictionary depends on a number of conditions: building a work program taking into account the trends and dynamics of the speech development of a 6-7 year old child on the basis of uniform methodological principles, the most significant of which are the principles of the communicative-activity approach ; relationships between sensory, mental and speech development of children; development of linguistic sense; enriching the motives of speech activity.
The content of vocabulary work in preschool educational institutions and the first grade of school is determined on the basis of the communicative appropriateness of words, the thematic principle, the frequency of their use in primers and oral speech. In the process of working on a word in the first grade of school, it is necessary to rely on the experience accumulated by the preschooler and the peculiarities of mastering the lexical meanings of words in ontogenesis. The study showed that an approximate thesaurus, including words of different parts of speech, accessible by their lexical, phonetic and grammatical features, polysemantic words, synonyms, antonyms, allows for more targeted continuity in the lexical development of older preschoolers and first-graders.
In the process of experimental training, it was revealed that the accuracy of children’s use of natural history vocabulary depends on their sensory experience and their ability to identify the essential features of objects. In this regard, both in preschool educational institutions and in the first grade of school, it is necessary to ensure a connection between vocabulary enrichment and the development of relevant ideas and concepts.
A special role in the process of forming the vocabulary of 6-7 year old children belongs to methods and techniques aimed at mastering a word as a unit of the lexical system and its connections with other words. Mastering the semantics of a word has a positive impact on the development of children’s coherent speech.
Experimental learning has shown that for continuity in the formation of vocabulary, it is advisable to use games and exercises aimed at highlighting the properties of familiar objects, objects, and natural phenomena; development of the ability to abstract and generalize the characteristics of homogeneous objects; classification and comparison of objects; consolidation of general names; understanding and selection of antonyms and synonyms for words of different parts of speech; clarification and explanation of the lexical meanings of motivated words; formation of lexical meanings of polysemantic words; tasks for using learned words in coherent statements.
The work on vocabulary formation in the experimental group had a positive impact on the students’ speech development, on their mastery of conscious reading skills and on the success of learning in general.
This work does not exhaust the solutions to the problems of continuity in the speech development of children of senior preschool age and first grade students. Further study requires issues of continuity in the development of different aspects of speech in children of preschool and primary school age.
Bibliography
1. Alekseeva M.M., Yashina V.I. Methods of speech development and teaching the native language to preschoolers. M., 2007.- 400 p.
2. Andreeva N. Old new problem: school kindergarten// Preschool education. - 2004.-№1.-P.4-5.
3. Arapova N. On continuity in the work of preschool educational institutions and schools // Preschool education. 2004.-№1.-P.5-11.
4. Arkhipova E.V. Working on the meaning of a word in elementary school. Ryazan: Publishing house RGTTU, 2006.-170 p.
5. Yu. Asmolov A. On the organization of interaction between educational institutions and ensuring the continuity of preschool and primary education // Preschool education. 2004.- No. 6.-P.2-5.
6. Bakunina G. A. Primary schoolchildren’s mastery of the lexical meaning of a word as a concept / Questions of philology and methods of teaching it: Interuniversity collection scientific works.-Kirov: Publishing house VGTTU, 2009.- P. 10-17.
7. Banshchikova G.I., Chernyaeva V.D. Speech development. Tutorial for the first grade of primary school. - St. Petersburg: Papyrus, 2010. - 208 p.
8. Barkhudarov S.G., Obnorsky S.P. Reader on the history of the Russian language, - M.: Aspect Press, 2009. - 4.1,438 p.
9. Batarshev A.V. Continuity of education in secondary and vocational schools (theoretical and methodological aspect). - St. Petersburg: Institute of Vocational Education, 2006.-79p.
10. Benveniste E. General linguistics. - M.: URSS, 2008.-446 p.
11. Bogomolov M.I., Sharafutdinov Z.T. The problem of continuity between kindergarten and school in matters of education and training. -- Kazan, KSPU, 2007. 144 p.
12. Brunchukova N.M. Continuity as a factor in the effectiveness of the educational process (kindergarten school) / Modern tendencies and prospects for the implementation of continuity between preschool educational institutions and schools. - Smolensk: Publishing House SOIUU, 2006. - P.24.
13. Bukatov V. School and kindergarten: paradoxes of continuity // Preschool education. 2005.- No. 7-8.-S.Z-4.
14. Buneev R.N. and others Russian language program for primary school (14 and 1-3) / School 2010. Humanitarian cycle. - M., 2010. - P.73-78.
15. Buneev R.N. etc. My favorite alphabet: Textbook for first graders. -M.: Balass, 2011.-192 p.
16. Buneev R.N. etc. My favorite alphabet: Guidelines for teachers. M.: Balass, 2010.-64p.
17. Vanyukhina G.A. Rechetsvetik: An entertaining guide to the development of speech and thinking: In 8 books. - Yekaterinburg: Socrates, 2010.
18. Vinogradov V.V. Russian language. Grammatical doctrine of words. - M.: Russian language, 2011. - 717 p.
19. Vinogradova N.F. Development of coherent speech in children of senior preschool age based on familiarization with nature: Abstract of thesis for candidate of pedagogical sciences - M., 2011.-16 p.
20. Vinogradova N.F. The world in grades 1-2 of a four-year primary school: Methodological conversations: A book for teachers. - M.: Education, 2010. - 2nd ed. - 64 p.
21. Goretsky V.G., Kiryushkin V.A. and others Russian alphabet: textbook for 1st grade. - M.: Education, 2007.-239p.
22. Goretsky V.G. Primer: (For three-year and four-year elementary schools). M., 2010.-207p.
23. Gurevich R.S., Shkodin M.M. Continuity as a principle / Theoretical, methodological and practical problems. - M., 2010. P. 77-80.
24. Davydov V.V., Kudryavtsev V.T. Developmental education: theoretical foundations for the continuity of the preschool and primary school levels // Questions of psychology. 2007. - No. 1. - P. 3 - 18.
25. Childhood: Program for the development and education of children in kindergarten / V.I. Loginova, T.I. Babaeva, N.A. Notkina, etc.: Publishing house Z-e, revised. - St. Petersburg: Detstvo-Press, 2010 .- 244s.
26. Diagnostics of speech development of preschool children / Ed. O.S. Ushakova. -M., 1007.-136s.
27. Dolzhikova R.A. Continuity of children’s education in preschool educational institutions and primary schools: Abstract of dissertation for candidate of pedagogical sciences. Kurgan, 2008.-23p.
28. Drinyaeva O.A. Linguistic theories in developmental systems of teaching the Russian language at the primary stage of education. Tambov, 1998.5 7. Efimova S.P. Preschool gymnasium pros and cons // Primary school. - 2008. - No. 10. - P. 86 - 89.
29. Zimin V.I. Lexical meanings as an object of complex description in dictionaries: Abstract of dissertation of doctor of philological sciences. -Krasnodar., 2005.-32p.
30. From childhood to adolescence: Program for parents and educators on the formation of health and development of children 4-7 years old / T.N. Doronova, L.G. Golubeva, N.A. Gordova, etc. - M.: Education, 2008 - 143 p.
31. Origins: Basic program for the development of a preschool child / T.I. Alieva, T.V. Antonova, E.P. Arnautova and others - M.: Karapuz, 2007.- 288 p.
32. Kapinos V.I., Sergeeva N.N., Soloveichik M.S. Speech development: theory and practice of teaching. -M., 2004.-196 p.
33. Kislova T.R. On the way to ABC. Methodological recommendations for parts 1 and 2. - M.: "Balass", 2009. - 144 p.
34. Klimanova L.F. ABCDeyka: ABC of a first-grader: Textbook for 1st grade of a four-year elementary school.-M.: Education, 2003.-271p.
35. Klimanova L.F., Makeeva S.G. Methodical manual for the set "ABC of a first-grader". Book for teachers. M.: Education, 2006.-96p.
36. Kolunova L.A. Work on the word in the process of speech development of children of senior preschool age: Abstract of thesis. Candidate of Pedagogical Sciences -M., 2003.-24s.
37. Konobeeva E.A. Continuity in the formation of ideas about quantities (length, area, volume) in children of preschool and primary school age: Abstract of thesis. Candidate of Pedagogical Sciences. -M., 2007.-17 p.
38. The concept of the content of lifelong education (preschool and primary level) // Primary school. 2010. - No. 4. - S.Z-20.
39. Kochurova E.E. Continuity of methods of teaching mathematics to junior schoolchildren and preschoolers: Abstract of dissertation for candidate of pedagogical sciences. -M., 2005.-24p.
40. Kravtsova E.E. Psychological neoplasms of the preschool period of development: Abstract of thesis for Doctor of Psychology. -M., 2006.-33p.
41. Kudryavtsev V.T. Continuity of stages of developmental education: the plan of V.V. Davydova // Questions of psychology. -2007. No. 5. - pp. 58-68.
42. Lavrentieva A.I. Stages of formation of antonymic relations of words in children's speech // Problems of children's speech: Proceedings of the interuniversity conference. St. Petersburg: Education, 2004.- 80 p.
43. Lagutina O.R. Continuity in teaching drawing to preschoolers and first-graders as a condition for the development of children's visual creativity: Abstract of thesis. Candidate of Pedagogical Sciences. -Kostroma, 2002.-24p.
44. Lalaeva R.I., Serebryakova N.V. Correction of general underdevelopment of speech in preschool children (formation of vocabulary and grammatical structure of speech). - St. Petersburg: Soyuz, 2009. - 160 p.
45. Lopsonova Z.B. Continuity in the education of ethical culture among preschoolers and primary schoolchildren: on the traditions of Buryat folk pedagogy: Abstract of thesis. Candidate of Pedagogical Sciences. -M, 2007.-17s.
46. Luria A.R. Language and consciousness. M.: Moscow University Publishing House, 2008.- 335 p.
47. Lykova V.Ya. Continuity as a pattern of development / Modern trends and prospects for the implementation of continuity of preschool educational institutions and schools. - Smolensk: Publishing House SOIUU, 2006. - S.Z.
48. Lvov M.R. Methods of teaching the Russian language in primary school. M.: Publishing center "Academy", 2010 - 472 p.
49. Lvov M.R. A dictionary of synonyms and antonyms with an interpretation of the meanings, shades and ambiguity of words. For exploratory, creative work of primary school students. -M.: Didact, 2004.-95 p.
50. Mali L.D. and others. Speech development of primary schoolchildren. Methodological recommendations for working on the "Speech" program (grades 1 and 2). - 2nd ed., revised. and additional Penza, 2007.-198p.
51. Markova V.V. The severity of the problem is not decreasing. On continuity between kindergarten and school // Elementary school, - 2004. - No. 11. - P. 55-57.
52. Makhaneva M. The problem of continuity between kindergarten and school // Preschool education. 2008, - No. 9 - P.6--11.
53. Motorina I.V. Formation of lexical consistency in the speech development of primary schoolchildren: on the material of environmental education: Abstract of the dissertation of candidate of pedagogical sciences. -M., 2007.-17 p.
54. Mushenok N.I. Continuity in the development of humane qualities in 6-10 year old children: Abstract of the dissertation of candidate of pedagogical sciences. -M., 2005.-16 p.
55. Novikov L.A. Lexicology // Modern Russian language / Ed. V.A. Beloshapkova.- M.: Azbukovnik, 2009.- P. 190-286.
56. Opaleva I.V. Scientific Basics implementation of the principle of continuity in the lifelong education of children of preschool and primary school age: Abstract of thesis. Candidate of Pedagogical Sciences. Izhevsk, 2010-18 p.
57. Pelenkov A.I. Continuity of artistic and aesthetic education of children of preschool and primary school age in visual arts: Abstract of dissertation for candidate of pedagogical sciences. M., 2008.-16 p.
58. Piskunova E.B. Continuity of preschoolers and younger schoolchildren using the example of speech development // Primary school 2006.- No. 8.-S. 18-22.
59. Polivanova K.I., Tsukerman G.A. Introduction to school life- M.: Education, 2002- 167 p.
60. Continuity/ Comp. N.A. Fedosova. - Moscow - Pskov, POIPKRO, 2008. - 48 p.
61. Continuity in the work of kindergarten and primary school: Library of the head of the preschool educational institution / Comp. Shirokova G.K. - M.: Ansel-Press, 2008.- 96 p.
62. Continuity of connections in the work of preschool institutions and primary schools: Methodological recommendations / Comp. Gredasova V.N. - Chelyabinsk, 2001.-35p.
63. Think of a word: Speech games and exercises for preschoolers / Ed. O.S.Ushakova.-M.: Education, 2006.-192p.
64. Problems of continuity of preschool and primary education // Primary school: plus minus - 2010.- No. 2.- pp. 13-15.
65. Problems of speech development of preschoolers and primary schoolchildren / Ed. A.M. Shakhnarovich. - M., 2003.
66. Educational programs educational institutions In Russian federation. Primary classes(1-3). -M.: Education, 2008. 192 p.
67. Programs of educational institutions in the Russian Federation. Primary grades (1-4). M.: Education, 2008. - 256 p.
68. Prosvirkin V.N. Educational complex in the system of continuous education: Abstract of dissertation of candidate of pedagogical sciences. M., 2008.-16 p.
69. Resolution of the All-Russian meeting of heads of educational authorities "Problems of continuity of preschool and primary education" // Primary school. - 12009. - No. 1 - P.5-18.
70. Repkin V.V. Primer. Tomsk: Peleng, 2005.-191 p.
71. Rozhdestvensky N.S. Theory and practice in language teaching // The relationship between theoretical and practical in primary teaching of the Russian language: Interuniversity. Collection of scientific papers / Ed. M.R. Lvova.-M., 2002.- 163 p.
72. Romanova V.Yu. Continuity and prospects for studying vocabulary in primary and high school: Abstract of dissertation for candidate of pedagogical sciences. M., 2007.-21s.
73. Savushkina E.V. Child. Speech. Painting: Methodological manual for kindergarten teachers Ryazan, 2008.- 33 p.
74. Svetlovskaya N.N. Teaching children to read. Practical methodology.-M.: Academy, 2007.- 285 p.
75. Semenova Yu.A. Continuity should be built according to the laws of child development // Teacher's newspaper. - 2008. - No. 7 - P. 9-10.
76. Smaga A.A. Peculiarities of understanding the semantic side of a word by children 5 years of age: Abstract of dissertation of candidate of pedagogical sciences. M., 2002.-18 p.
77. Modern approaches to the implementation of continuity between preschool and primary levels of the education system // Primary school. - 2010. - No. 1 - P.7-13.
78. Soloveichik M.S. First steps in the study of language and speech. - M.: Moscow Psychological and Social Institute: Flint, 2009. - 104 p.
79. Strauning A.M. Methods for activating the thinking of preschoolers: in 3 volumes. - Obninsk, 2009.
80. Strauning A.M. Rostock: TRIZ-RTV program for preschool children: in 2 volumes. - Obninsk, 2009.
81. Strauning A.M. We discover miracles in nature ourselves. Stories, tasks and games on ecology for children and adults. - 2nd ed. corr. and additional - Obninsk, Printer LLC, 2011.- 167 p.
82. Timchenko O.G. A system of working on the lexical meaning of a word in reading lessons as a means of developing the speech of primary school students: Abstract of the dissertation of candidate of pedagogical sciences. Ryazan, 2009.-23s.
83. Usanova O.N., Taskaeva L.S. The influence of speech development on children's education at school // Practical psychology: yesterday, today, tomorrow / Ed. Shakhovskoy S.N. - M., 2005. - 176 pp. - P. 61-65.
84. Ushakova O.S. Speech development program for preschool children in kindergarten. M.: TC Sfera, 2007.- 56 p.
85. Ushinsky K.D. On the initial teaching of the Russian language // Pedagogical heritage of K.D. Ushinsky. M., 2004.
86. Ushinsky K.D. Native word: A book for children and parents / Comp. N.G. Ermolina. - Novosibirsk: Children's literature, 2004. - 424 p.
87. Philosophical encyclopedic Dictionary M.: Infa - M., 2007-576p.
88. Khalezova N.A. Continuity in teaching speech etiquette to children of senior preschool and primary school age in the process of learning the Russian (native) language: Abstract of thesis. Candidate of Pedagogical Sciences. -M., 2010.-21s.
89. Reader on the theory and methods of speech development for preschool children / Comp. MM. Alekseeva, V.I. Yashina.- M.: Publishing Center "Academy", 2009.- 560 p.
90. Chepel T., Yakovenko T. New approaches to the problem of continuity of kindergarten and school in modern conditions // Preschool education. - 2003. - No. 9. - P. 18-24.
91. Shapiro E.I. Mental gymnastics // Preschool pedagogy.-Petersburg scientific and methodological journal for teachers and parents.-2007.-No. 1. P.24-27.
92. Shakhnarovich A.M. Children's speech in the mirror of psycholinguistics: Vocabulary. Semantics. Grammar. M.: Iyaz RAS, 2009. - 165 p.
93. School 2100. Educational program and ways of its implementation / Edited by A.A. Leontyev. Issue 3.- M.: Balass, 2009.- 288 p.
94. Elkonin DB. Primer: Textbook for four-year elementary school. 6th ed. - M.: Education, 2010.-255 p.
Annex 1
Appendix 2
speech children vocabulary lexical
Diagnostic examination material
1. Methodology of F. G. Daskalova.
To test the concepts of the meaning of a word, children are offered definition tasks - “What is...?” and "What does the word mean?" For diagnosis, a special dictionary test is used, consisting of four subtests for children three, four, five and six years old. It includes two types of nouns - concrete and abstract. The number of abstract words increases in tests designed for older children. The lists of words are compiled on the basis of data on 1000 words most often used in active speech by preschool children, and 1000 nouns from the semantic atlas of Charles Osgood.
The correct answer to each question is conditionally assessed as 1 point. The maximum number of points for three-year-old children is 20, four-year-olds - 40, five-year-olds - 60, six-year-olds - 80. If necessary, you can calculate the evaluation coefficient through the ratio between the number of points and the number of all given words. If the estimated coefficient approaches 1, this indicates both the richness of the vocabulary and the success of mastering the conceptual meaning of words.
2. Diagnostics of lexical development.
Task No. 1. Classification of concepts
Material: 30 pictures depicting animals, clothes, fruits, vegetables, transport, toys. The teacher names a concept that denotes a group of pictures, asks the subject to give a detailed definition of the concept, and then select the corresponding pictures, for example, depicting animals. In each task the number of correct elections pictures, each correct choice is worth one point. The highest score is 30 points.
Task No. 2. Selection of synonyms
It is carried out in the form of the game “Say it differently”. The child is asked to play with words and choose a word that is close in meaning to the named word. A total of 10 words are presented (gloomy, cheerful, old, big, cowardly; walk, run, talk, laugh, cry).
The highest score is 10 points.
1 point - if the selected word is a synonym of the named one;
0 points - if the selected word does not correspond to the given semantic field.
Task No. 3. Selection of definitions
It is carried out in the form of a word game. It is proposed to come up with as many definitions as possible for the named word. 5 words are presented: dress, birch, girl, apple, fox (“Dress. What is it? How can you say about it? What could it be like??”).
The highest score is 10 points.
2 points - if more than 3 words are invented.
1 point - if less than 3 words are invented.
0 points - if the answer is missing or does not correspond to the semantic field of the presented word.
After completing all three tasks, the total score is calculated.
The highest score - 50 points - corresponds to a high level.
32-49 points - senior.
Less than 32 points - low level lexical development of children.
For ease of calculation, points are translated as follows:
1 point - low level of vocabulary development;
2 points - average level of vocabulary development;
3 points - high level of vocabulary development.
3. Check vocabulary(at the word level)
Instructions to the subject: “We will now remember all kinds of items of clothing. Let’s think about what we can wear. Think carefully. Name what men, women and children can wear - in summer and winter - day and night - starting from the head and ending with the feet.”
The first part of the instructions is pronounced normally, but starting with the words “name what they can wear...” the articulation becomes very clear. The experimenter speaks slowly, emphasizing the highlighted words in his voice (dashes correspond to short pauses). When spoken last words the adult makes a movement with his hand, pointing first to the head, then to the body and to the legs.
If the child does not begin to speak, then you can repeat the request: “Name something that they can wear...” When the subject, when listing items of clothing, takes a longer pause because he does not know more words, the experimenter helps him with the question: “What else do they wear? " The wording “what else” is especially good for motivating a child. You can also repeat the words: men, women and children, and after some time - in summer and winter, etc. If necessary, the task after 1.5-3 minutes can be repeated again.
The subject is given 3 minutes to list the words. The experimenter writes down everything the child says. All items of clothing named by the child are taken into account when assessing. Words repeated and not related to the topic “Clothing” (wardrobe, tablecloth, etc.) are not taken into account when calculating the total number of named words. But they indicate developmental features: frequent repetitions may indicate insufficient concentration; inadequate, unrelated words indicate that the child cannot concentrate in order to build an associative series (logic is violated).
If a child first says the word hat and then hat with earflaps, then these are considered two different words. How one word is assessed if a child says red hat, blue hat. In some cases, the child says outerwear and underwear and then remains silent. Then the experimenter asks: “What about outer and underwear?” Some children cannot name a single item of clothing, but begin to say, for example, the following: “Mom bought me boots, and then we went to eat ice cream” or: “I have short pants and long blue ones, and also brown ones.” In this case, the experimenter stops the child and turns to him in a friendly manner with the words: “Quickly tell me everything you can wear.” Sometimes, while listing items of clothing, a child names completely inadequate items, such as a car. And in this case, the adult repeats to the child that he must name only items of clothing.
Vocabulary is assessed as follows. For children in the older group of kindergarten, the result is considered unsatisfactory if 8 or fewer words are named. For first-graders, the result is unsatisfactory with 11 or fewer words.
When assessing, it is necessary to take into account the different ages of children within the same group. So, if in the senior group of kindergarten a child aged 5 years 4 months names 10 items of clothing, then this result is rated higher than the same result for a child of the same group, but at the age of 6 years 1 month.
For ease of calculation, points are translated as follows:
1 point - low level of vocabulary development;
2 points - average level of vocabulary development;
3 points - high level of vocabulary development.
Appendix 4
Table 1 Results for the completion of the first series of tasks by children from the EG
|
Child's name |
|||||||||||||||||||
|
Total points |
|||||||||||||||||||
|
Nikita M. |
|||||||||||||||||||
Table 2 Results for the completion of the first series of tasks by children from the CG
|
Child's name |
Indicators of the first series of tasks (vocabulary and grammar) |
||||||||||||||||||
|
Total points |
|||||||||||||||||||
|
Ruslan Z. |
|||||||||||||||||||
|
Features of normal speech development in preschool children in ontogenesis. Psychological and pedagogical characteristics of children of senior preschool age with mental retardation, their speech formation. Corrective work on speech development. course work, added 06/10/2015 Characteristics of speech development in children of senior preschool age: dynamics of the verbal apparatus, its flexibility, clarity. Improving speech hearing. Accumulating the content of words and working on their structure. Basic methods of vocabulary work. course work, added 02/25/2011 Basic concepts and characteristics of the problem of speech development in preschool children. Psychological, pedagogical and linguistic aspects of the formation of etiquette speech behavior in children of senior preschool age. Forms, methods and techniques for developing etiquette vocabulary. thesis, added 06/26/2014 The concept of attention in psychological and pedagogical literature. Development of attention in preschool children. Contents of work on developing attention with the help of didactic games in children of senior preschool age. Structure, functions and types of didactic games. course work, added 11/09/2014 Main features of cognitive and speech development of children of senior preschool age. Speech readiness of children for school education. The role of play activity in the speech development of children. A system of didactic games that increase children's speech readiness. thesis, added 02/24/2012 Psychological and linguistic foundations and problems of the development of coherent speech of children in the theory and practice of preschool education. Contents and methods of experimental work on the development of coherent speech in children of senior preschool age using pictures. thesis, added 12/24/2017 Conducting an analysis of psychological and pedagogical literature on the problem of vocabulary development in children of senior preschool age. Studying the effectiveness of work on developing children's vocabulary through folk and original fairy tales. Analysis of work results. course work, added 06/28/2014 Vocabulary formation as a task of speech development in preschool age. Forms, methods, techniques for enriching the vocabulary of children of senior preschool age. Selection and testing of this technique, its testing and determination of practical effectiveness. course work, added 07/22/2011 Psychological and pedagogical characteristics of children of senior preschool age. Formation of the phonetic-phonemic aspect of speech in ontogenesis. Studying the features of speech therapy work on the development of phonemic perception in children. Research analysis. thesis, added 03/01/2009 Development of children's sense of time as an aesthetic phenomenon in psychological, pedagogical and methodological literature. A system of pedagogical work, diagnostics, and experimental research into the dynamics of development in children of senior preschool age. |
Ministry of Education and Science Chelyabinsk region
State educational institution
average vocational education
Chelyabinsk State Pedagogical College No. 2
Studying the level
lexical-semantic development
preschool children
Educational and methodological manual
Chelyabinsk
2012
Studying the level of lexical and semantic development of preschool children [Text]: educational and methodological manual / V.L. Sirotina. – Chelyabinsk: Chelyabinsk State Pedagogical College No. 2, 2012. – 32 p.
The development of the lexical-semantic side of speech of preschool children is one of the main directions of speech work in preschool educational institutions. The effectiveness of work on the formation of the lexical-semantic side of speech of preschool children is determined not only by teachers’ knowledge of program requirements, but also by their knowledge of methods for studying children’s speech.
This manual presents modern methods for diagnosing the lexical and semantic development of preschool children, which have shown their effectiveness in the practice of preschool educational institutions.
The manual is addressed to students of pedagogical colleges and universities, and may be useful to teachers of preschool educational institutions.
V.L. Sirotina, 2012
Chelyabinsk State Pedagogical College No. 2, 2012
introduction
The development of the lexical side of speech in modern methods is considered as one of the most important tasks in the development of speech in preschool children. This is explained by the fact that vocabulary work, within the framework of which the lexical-semantic side of children’s speech is formed, ensures the creation of the lexical basis for the speech development of each child.
The essence of the lexical development of preschool children lies in their mastering the meanings of words and mastering the skills of their appropriate use in the practice of verbal communication. Therefore, today it is advisable to talk specifically about the lexical and semantic development of preschool children.
IN modern science In the lexical-semantic development of preschoolers, much attention is paid to:
The quantitative side of the process of developing children's vocabulary (expanding the volume of vocabulary, increasing vocabulary in connection with the work of familiarizing children with the world around them);
The qualitative side of children's vocabulary (attracting children's attention to the content side of the word, its semantics, clarifying the meanings of words, etc.).
The study of the lexical-semantic side of speech of preschool children has great importance in organizing the speech development of children in a preschool educational institution.
Identifying a child’s vocabulary, studying his level of understanding and correct use of words is necessary for a scientifically based selection of the content of vocabulary work and determining the leading methods and techniques for the development of the lexical-semantic aspect of speech in children of each age group.
Modern science notes that when diagnosing the lexical-semantic development of preschool children, the main thing is to determine the degree to which children have mastered the socially assigned meanings of words.
The diagnostic results will help teachers in compiling individual characteristics of the lexical-semantic development of children, in selecting methods, techniques and technologies for vocabulary work, as well as in planning educational and correctional work with children of different age groups.
The methods presented in the manual for studying the lexical-semantic side of speech of children of different age groups meet the requirements of basic educational programs and the level of speech development of preschool children.
theoretical basis
Diagnostics of lexical-semantic development
preschool children
Good speech- the most important condition for the comprehensive development of children. The richer and more correct a child’s speech, the easier it is for him to express his thoughts, the wider his opportunities for understanding the surrounding reality, the more meaningful and fulfilling his relationships with peers and adults, the more active his mental development is. Therefore, concern for the timely formation of children’s speech primarily involves the organization of children’s lexical-semantic development. Since it is the formation of the lexical-semantic side of children’s speech that provides the foundation for children’s speech development.
One of the prerequisites for ensuring effective lexical and semantic development of children is the teacher’s planning of work to enrich, clarify and activate children’s vocabulary based on diagnostic data on the level of lexical and semantic development of children.
This circumstance actualizes the problem of diagnosing children’s language abilities as a condition for improving the quality of speech work in preschool educational institutions. Diagnosis of the language abilities of preschool children is presented in detail in the studies of N.V. Miklyaeva.
Distinctive feature This diagnosis is a preliminary setting for the child to respond according to a model or by analogy with the teacher’s model answer. Before presenting each technique, the adult offers the subject 2-3 training tasks, the results of which are not taken into account when calculating the results. This ensures the emergence of language orientation, i.e., orientation to the presented speech material and to the level of the adult’s requirements. If, after learning tasks, the child does not give an adequate response (in a word, action, gesture), then his orientation is designated as situational.
The examination procedure depends on the age category of the children. The difference between the methods of presenting speech material is as follows.
For children of primary and secondary preschool age
brief and precise verbal instructions are used (if orientation at the text level is necessary, it is presented in complete semantic blocks, one sentence at a time);
instructions are offered based on the subject and communicative situation, pointing and circling gestures, visual game material (for example, when identifying the possibilities of anticipatory synthesis, a skit is performed for children using a puppet theater);
repetitions of children's statements by adults with clarifying intonation are widely used, making it possible to check the degree of understanding of the answer by the child himself;
the speech material with which the child must operate consists of 2-3 words; children’s “answers” are allowed in the form of gestures, figurative and objective actions,
For children of senior preschool age
the speech instruction is a simple common or complex sentence, presented based on pictures;
to clarify understanding, clarifying questions are asked (in extreme cases, the child is involved in observing how a peer answers questions);
the text material is presented in its entirety; the speech material with which the child must operate consists of 4-5 words.
The first part of the diagnosis, aimed at studying the level of development syntactic component of language ability, presented by six main methods.
features of diagnostic organization
development
preschool children
(18 points)
During the conversation, the child’s abilities to transform the teacher’s statements are revealed:
transforming a question into a message (points 1 and 2);
transformation of affirmation into denial (3, 4 points);
transformation of negation into affirmation (5, 6 points);
transformation of double negation into affirmation (point 7);
transformation of a personal sentence into an impersonal sentence (8, 9 points);
transformation of an impersonal sentence into a personal sentence (10,11 points);
transforming a message into a question (12-14 points);
transforming a message into an incentive (point 15);
transformation of direct speech into indirect speech and vice versa (points 16-18).
Transformation of “sentences” during a conversation with an adult
What is your name?
How old are you?
You are a grandmother (grandfather). Did I say it right or wrong? Why?
You have two noses. Am I right? Why?
You don't have a mouth.
You don't know how to eat. Did I say it right or not?
You won't go for a walk. What does it mean?
Dad fixed the chair. So the chair is already...
Mom washed the dress. So the dress is already...
The soup will cook itself. It happens? Why?
11.The pie will bake itself. It happens? Why?
12.I live somewhere. Ask me about it.
13.I have something. Ask me about it.
14. I have some kind of toy. Ask me about it.
15.I play with the car. Ask me to give it to you.
16.What did you ask me for? For what?
17.If you break it, what will you say?
18.Dad said: “I fixed the car.” What did he say?
Choosing a word by analogy
The child’s ability to designate the object of perception with the corresponding grammatical category by analogy with the proposed example of an adult, the ability to grasp the speaker’s language attitude, and receptivity to the adult’s teaching assistance are tested.
The subject is sequentially presented with 11 object pictures. The teacher shows the child his picture and labels it in one word. Then he shows another picture and asks him to come up with a word that also matches the adult’s picture. The first pair of pictures is educational. The adult pronounces the answer for the child and demonstrates the solution by asking a question about the named word. In the following speech samples of the teacher, the subject of the child’s attention is indicated by a verb (2-3), a noun (4-5), an adjective (6-7), an adverb (8-9), a pronoun (10), and a numeral (11).
Each correct answer is worth 1 point.
Instructions: I will talk about my picture, and you will also talk about yours.
The teacher puts his picture in front of him and says the first phrase. Then he puts a picture in front of the child for him and says the beginning of the phrase. The child must continue it. In parentheses after the sentence is a description of the image in the developed picture.
I have it in the picture. (Child.) And you have it too. (Table.)
It says in my picture. (The face of a boy or girl with a slightly open mouth.) And you have... (A dog with its mouth closed.)
I have a jacket in the picture. And you... (House.)
I have a plate in the picture. And you... (Sofa.)
In my picture there is green (Tree with dense foliage.)
And you... (Red apple.)
In my picture there is a small (Chicken.) And you have... (Wardrobe.)
In my picture it’s bitter (Onion.) And in yours... (Candy.)
In my picture below (a strawberry bush with berries growing on the ground, located at the bottom of the leaf.)
And you... (Part of a trunk with tree branches on which one or more birds are sitting.)
In my picture it’s (Ball.) And in yours... (Bucket.)
In my picture I have one (Puppy.) And you have... (Two kittens.)
(based on the principle of constructing the methodology of D. Slobin, C. Welsh).
The technique reveals the features of the internal programming of the utterance. The motive for completing the task is interest in the content of the closed picture (9 scenes).
The teacher offers to guess what is shown in the picture using the given words (for children of primary and middle preschool age, 2-3 words, for children of senior preschool age, 3-5 words). The question is asked in the form of the initial forms of the words of a sentence, the content of which is the plot of the picture. Answers are worth 3 points:
point - all members of the sentence are consistent only grammatically or in meaning;
score - all words are consistent grammatically and in meaning;
point - all the given words are present, they are consistent grammatically and in meaning, the order of words in a sentence reflects the hierarchy of its members.
Instructions: Guess what is drawn there. I'll give you a hint.
The teacher closes the picture, names the words and after the child answers, opens the picture.
1. For younger and middle groups: “Grandma, sew.”
For older groups: “Old, sew, grandmother.”
(Grandmother sits and sews up a sock, a needle is visible in her hand.)
2. For younger and middle groups: “Play, Vanya.”
For older groups: “Little, play, Vanya.”
(Kid with a drum and sticks in his hands.)
3. For the younger and middle groups: “Chickens, Katya, feed.”
For older groups: “Chickens, Katya, feed, grain.”
(A girl feeds two chickens. She holds a plate of grain with one hand, and grains fall out of the other.)
4. For the younger and middle groups: “Spoon, Olya, eat.”
For older groups: “Spoon, Olya, eat, soup.”
(The girl eats soup from a plate.)
5. For younger and middle groups: “Night, sleep, Tanya.”
For older groups: “Night, sleep, Tanya, bed, on.”
(The girl is sleeping on the bed.)
6. For junior and middle groups: “Run, horse, quickly.”
For older groups: “Run, horse, fast, cat.”
(A horse gallops along the path, a cat runs after it.)
7. For junior and middle groups: “We, bus, run, for.”
For older groups: “We, go, if, bus, no.”
(A bus is driving along the road, two children are running after it.)
8. For junior and middle groups:"Kopusha, slop, dyubochka."
For older groups:“White, Kalusha.” "Sip, little darling."
(A bird that looks like a duck, wearing glasses and a headscarf, sits on the shore and holds a fishing rod in its wings. A fishing line with a float descends into the water, circles around the float.)
9. For junior and middle groups:“Ugly, butyavka, ududonpt.”
For older groups: “Nekuzyavy, zyumo, butyavka, udu-donit.”
(A bird that looks like a crow, with a slightly open beak, dressed in a white robe and a cap with a red cross, looks at an unusual creature that looks like a fat worm with a short body, big head, with arms and legs. The creature sits in a dirty puddle, there is dirt on its cheek, with a sad expression on its face. The muzzle is cute. The creature is about half the size of a bird.)
point - for explanation using a description of the situation of use;
point - for determining by mentioning the functional purpose;
points - for generalizing and assigning an item to a specific genus.
Instructions: Explain (tell) what this means: reticule; jacket; blueberry; coat; ottoman; cockatoo; wallet; secretaire; wild garlic; sequoia.
Methodology Studying the level of lexical development
preschool children
Preparation of the study. Choose objects that are familiar to children and with which they often act, for example a ball, spoon, cup, spatula, mittens.
Conducting research. The study is carried out individually with children 2-5 years old. The child is given one object each and asked to play with it. During the game they ask questions: “What is this? What is it for?" Then they ask the child to stroke the object, crumple it, press it and ask: “Which one?” to find out the ability to identify qualities and name them. If the child does not pay attention to the parts of the object on his own, then they are shown and asked to name.
Data processing. Count the correctness of children's naming of objects, their parts and properties. The data is presented in a table by age: 2-3 years, 3-4 years, 4-5 years.
Learning to use adjectives
and verbs in speech
Preparation of the study. Select several groups of words:
Group 1: words denoting objects that are familiar to the child and with which he constantly acts (for example, a cup, a hat, a ball);
Group 2: words denoting familiar objects, actions with which are rare or limited for the child (for example, a watch, a newspaper, a wallet);
Group 3: words denoting natural phenomena (for example, rain, snow, sun);
Group 4: words denoting animals familiar to children (for example, cat, dog, sparrow);
Group 5: words denoting animals familiar to children mainly from descriptions and illustrations (for example: frog, fox, bear).
Prepare object pictures corresponding to the words, chips, and a stopwatch.
Conducting research. The study is carried out individually with children 3-7 years old and consists of 3 stages, the interval between which is 7 days.
Stage 1.
First episode . It is carried out in the form of a game “Which one, which one, which one?” The child is invited to play and is told: “I will name the objects, and you tell me what it is. For example, I will say: “Mitten,” and you say: “Beautiful, soft, bright.” What other words can you say about the mitten? (They get the child to name 2-3 more signs.) For each answer, I will give you a chip. At the end of the game we will count how many chips you have."
After this, the teacher calls the words different groups one at a time and encourages the child to name the signs. If the preschooler does not accept the task, then it is explained again using another example.
Second series . It is carried out in the form of a game “Who does what?” similar to the first series, but the instructions are changed. The teacher says to the child: “I will name the animals, and you tell me what they do. For example, I will say: “Hare,” and you say: “Jumping, running.” What else can a hare do? (They get the child to name 2-3 more actions.) For each answer, the child also receives a chip. Groups 4 and 5 of words are used.
Stage 2.
This stage is similar to the previous one, but is carried out using a visual support - a picture that is shown when naming a word, and hidden from the child during the answer.
Stage 3.
This stage is carried out similarly to the second, but the picture is in front of the child while naming signs or actions.
Data processing. The number of adjectives and verbs named by children is counted separately for each group of words and for each stage of the study. The data is entered into a table. The table for verbs is compiled in a similar way.
Number of adjectives named
Age
children
Groups of words
3-4 years
4-5 years
5-6 years
6-7 years
Analyze the frequency of the named signs and actions in each age group, as well as their characteristic for objects or phenomena, for example, for the word “cat”, a child can name actions that many animals perform (runs, walks, eats) and which are characteristic only of a cat ( purrs). Moreover, special mention is made of cases when children name incomplete synonyms that characterize the same action, but with different shades (for example, purrs, meows), and complete synonyms (jumps, jumps).
The data is entered into tables. They note which signs and actions called by children at stages 2 and 3 are associated with the picture, and which with the child’s personal experience, and determine their relationship at both stages. Tables are compiled separately for each group of words, for each stage and compared.
Draw conclusions about the variety of adjectives and verbs in children’s active speech of different ages, about the influence of visibility on this diversity, as well as the degree of familiarity of objects and phenomena, the ability to perceive them by different analyzers.
The use of synonyms is analyzed using a table, which is compiled separately for complete and incomplete synonyms.
Frequency of identifying features of objects and phenomena
Children's age
Signs
size
material
tactile sensations
sound sensations
emotional assessment
aesthetic assessment
4-5 years
5-6 years
6-7 years
Frequency of highlighting object actions
Children's age
Nature of action
moving
making sounds
behavior
4-5 years
5-6 years
6-7 years
Use of synonyms
Children's age
Adjectives
Groups of words
4-5 years
5-6 years
6-7 years
Preparation of the study. Select words in 2 categories:
1) denoting specific objects with which children act (for example, a doll, a watering can, a drum, a brush);
2) denoting specific objects, the ability to act with which is limited for children (for example, a tray, a case).
For each category (key) word, select 9 additional words denoting objects similar to the object named by this word in color, shape, material, purpose, for example: case - toothbrush, notebook, wallet, glasses, plane, etc. d.
So within each category there are several groups of keywords and additional words. Select objects and subject pictures that correspond to the vocabulary material.
Conducting research. The study is conducted individually with children 3-5 years old and consists of 2 series.
First episode . 10 objects that make up a certain group are laid out in front of the child and questions are asked, for example: “Find and give me the doll. Where else have you seen her? What do you know about her? Does it look like... (name objects denoted by additional words)? How? What is the difference?" Then the subject is shown the next group.
Second series carried out similarly to the first, but using subject pictures.
Data processing. The child’s answers are assigned to one of the following groups:
Group 1 - shows all objects correctly;
Group 2 - along with the indicated objects, shows some objects similar to them;
Group 3 - refuses the task or shows all the objects lying in front of him.
Based on the analysis of the object features identified by the child, the level of understanding of words is determined:
Level 1 - the word is virtually devoid of content, understanding is based on a simple connection “word - object”;
Level 2 - the content of a word is determined by external, insignificant features of objects;
Level 3 - when determining the meaning of a word, children focus on the essential and non-essential features of objects;
Level 4 - the content of a word is determined only by essential features.
The data is presented in tables for each category of words separately.
They draw conclusions about the dependence of the understanding of different words on the age of children and the nature of the visual support.
Correct completion of the task “Show the object”
Children's age
Group of children
Items
Images
Items
Images
Items
Images
3-4 years 4- 5 years
Children's understanding of the meaning of words
Children's age
Items
Images
Items
Images
Items
Images
Items
Images
lexical-semantic aspect of speech
children of primary preschool age
(practical materials)
Identify skills:
1. Name words denoting an object, expressed by a noun (cat, dog, doll, ball) and answering the questions Who is this? What is this?
2. Denote the characteristics and qualities of an object, expressed by an adjective (fluffy, round, beautiful) and answering the questions Which? Which?
3. Name actions (verbs) associated with movement, state, answering the questions What does it do? What can you do with it?
4. Use generalizing words (clothing, toys).
5. Understand the opposite meanings of words (big - small, loud - quiet, run - stand).
Progress of the examination
Task 1. Doll.
The teacher shows the child a doll, asks questions next sequence:
1.What is the name of the doll? Give her a name.
Says a name in a sentence (I want to call her Marina);
Gives a name (in one word);
Doesn't give a name (repeats the word doll).
2.Tell me, what is Marina like?
N says two or more words(beautiful, elegant);
Names one word (good);
Does not name qualities or signs (repeats the word doll).
Z. What is she (Marina) wearing?
Independently names more than two items of clothing (in a green dress, white socks);
With the help of the teacher’s questions: “What is this? Show me...” (These are socks, this is a dress);
Shows items of clothing, but does not name them.
4. How to call it in one word? (The teacher calls: “Dress, socks - is this...?”)
Names generalizing words (clothing, things);
Names other types of clothing (panties, tights, jacket...);
Repeats the words that the teacher named (dress, socks).
5. What clothes are you wearing?
Names more than two words (shirt, T-shirt, trousers);
Names two items of clothing (sundress, T-shirt);
Names only one word (dress) or lists shoes (slippers, shoes).
6. What is Marina doing? (The teacher performs the actions: the doll sits down, stands up, raises its hand, waves it.)
Names all actions;
Names two actions (stood up, raised her hand);
Names one word - action (standing or sitting).
7. What can you do with the doll?
Says more than two words (put her to bed, rock her, play);
Names two actions (rolling in a stroller, feeding a doll);
8. Sasha, ask Marina politely to get up and sit down.
Uses direct speech and polite forms (Marina, please stand up);
Names two verbs in the imperative form (stand up, sit down);
Names actions not in the required form (stand up, sit down).
9. Compiling a joint story according to the scheme: “This is... (doll). She's beautiful). Her name is Marina). She has... (red dress, white bow). You can... (play) with the doll.”
Completes two sentences;
Names one word (or talks about another, talks about his doll).
Task 2. Ball.
1. Which ball (to give to the child’s hands)?
Names two or more signs (round, rubbery);
Says one word;
Doesn't name qualities, says another word (play).
2. What can you do with it?
Names more than two words (verbs) (toss, play football);
Names two actions (play, throw);
Says one word (play).
3. The teacher asks a question after the action. Throws a ball to the child and says:
What did I do (throws the ball)? (Dropped.)
What did you do? (Caught.)
Now you quit. What did you do? (Dropped.)
What did I do? (Caught.)
Names all the verbs in in the required form;
Names 2-3 verbs correctly;
Names only one action.
4. Let’s make up a story about the ball: “This is... (ball). He... (round, blue). The ball can... (roll, catch, throw). I love... (playing with the ball).”
Finishes the sentence by naming 2-3 signs and actions;
Names one word at a time, repeating what the adult said;
Cannot finish a sentence started by an adult.
Task 3. Painting “Cat with kittens”.
1. The teacher asks: “Who is this? (Cat.) What is she like?”
Answers independently (This is a cat, she has kittens. The cat is black);
Answers questions from the teacher;
Describes his cat (from experience) (I have a cat Martyn, he is very fat).
2. What do you name a baby cat?
Names correctly (singular - kitten, cat);
Instead of the singular, he calls the plural (kitten, kittens);
Didn't complete the task.
3. When there are many cubs, how to say?
Names the plural (kittens, many kittens);
Instead of the plural, he calls the singular (kitten, cat);
Doesn't complete tasks.
4. The teacher says: “Let’s compare a cat and kittens. The cat is big, and the kittens... (small); The cat has a long tail, and the kitten... (short); the cat runs fast, and the kittens... (slowly); The mother cat meows loudly, and the kittens... (quietly).”
Answers all tasks;
Performs 2-3 tasks;
Answers one thing.
5. Shared storytelling. "It's a cat). She... (big). The cat has... (kittens). The cat loves... (her kittens; play, lap up milk).”
Completes all sentences;
Completes 2-3 sentences;
Says one word.
Task 4.
1. How to call a doll or ball in one word?
Names a generalizing word (toys);
Lists names (Katya, ball);
Says one word (doll).
2. Tell us what toys you have at home, how you play with them, with whom?
Makes up a story from personal experience (I have cars at home. There are many of them, all the cars are different. I put them in the garage.);
Lists toys;
Names one toy.
Evaluation of results:
If the child’s answers fit No. 1, he receives 3 points; if the answers correspond to No. 2 - 2 points; if the answers correspond to No. 3, the child receives 1 point. In general, if 2/3 of the answers are scored 3 points, this is a high level. If 2/3 of the answers are worth 2 points, this is good level. If 2/3 of children’s answers receive 1 point, this is an average (or below average) level.
studying the level of formation
lexical-semantic aspect of speech
children of middle preschool age
(practical materials)
Identify skills:
1. Understand words that are similar and opposite in meaning, as well as different meanings of a polysemantic word.
2. Understand and use generalizing words (furniture, vegetables, dishes).
3. Select signs, qualities and actions for the names of objects.
4. Compare and name objects by size, color, size.
Progress of the examination
Series of tasks: Doll.
The teacher shows the child a doll and asks questions in the following sequence.
1. Tell me, what is a doll?
Gives a definition (a doll is a toy, a doll is played with);
Names individual signs (the doll is beautiful) and actions (it is standing);
Doesn't complete the task, the doll repeats the word.
2. What kind of clothes is the doll wearing?
Says more than four words;
Names more than two things;
Shows without naming.
3. Give the doll a task so that it runs and waves its hand.
Gives the correct forms: Katya, please run (wave your hand);
Gives only verbs - run, wave;
Gives wrong shapes.
4. Guests came to the doll. What should you put on the table?
Names the word dishes;
Lists individual utensils;
Names one item.
5. What kind of dishes do you know?
Names more than four objects;
Names two objects;
Names one item.
6. Where do they put bread (in the bread bin), sugar (in the sugar bowl), butter (in the butter dish), salt (in the salt shaker)?
Answers all questions correctly;
Answers three questions;
Performs only one task.
7. Comparison of tableware. “How are these items different?” (Show a picture with different dishes.)
Names by color (or shape and size);
Lists individual characteristics (this cup is green, this one is red, this one is tall);
Names one difference.
8. Tell me what it is? Glass, transparent - is it a glass or a vase? Metallic, shiny - is it a fork or a knife? Clay, painted - is it a dish or a plate?
Completes all tasks;
Performs two tasks;
Performs one task.
9. Prompt (pick up) a word. One plate is deep and the other... (shallow); one glass is high and the other... (low); this cup is clean, and this one... (dirty).
Chose all the words correctly;
Completed two tasks;
Completed one task.
10. The cup has a handle. What other pens do you know?
Names the handle of 3-4 objects (kettle, iron, bag, umbrella);
Names two handles (at a pot, frying pan);
Shows the handle of the cup.
Series of tasks: Ball.
11. The teacher shows two balls and asks: “What is a ball?”
Gives a definition (a ball is a toy; it is round, rubber);
Names some sign;
Repeats the word ball.
12. What does it mean to throw, catch?
Explains: to throw means I threw the ball to someone and the other caught it;
Shows movement and aims, says - threw;
Only shows movement (no words).
13. Compare two balls, how are they different and how are they similar?
Names the signs: both are round, rubber, play with balls;
Names only differences in color;
He says one word.
14. What toys do you know?
Names more than four toys;
Names more than two;
He says one word.
Series of tasks: Painting “Dog with puppies”.
15. The teacher asks: “Have you seen the dog? Who is this dog? What is she like?
Summarizes: A dog is an animal; the dog barks. She's fluffy;
Calls: This is a dog, it’s black;
Repeats one word after an adult.
16. What are the names of baby dogs? What to call them affectionately? The dog runs fast, but the puppies... (slowly). The dog barks loudly, and her cubs... (quietly).
Names the cub, completes sentences;
Calls the cub the word little dog;
He says one word.
17. What can a dog do? (Bark, run, chew a bone.) If a dog sees a cat, it... (barks, runs after it).
Names 3-4 actions;
Names two actions;
He says one word.
18. Compare a dog and a puppy, find how they are similar and how they differ. Riddles: “Is the big and shaggy one a dog or a puppy?”, “The small and fluffy one is a puppy or a dog?”
Answers all questions;
Performs only one task;
Says one or two words.
Evaluation of results:
If the child’s answers fit No. 1, he receives 3 points; if the answers correspond to No. 2 - 2 points; if the answers correspond to No. 3, the child receives 1 point. In general, if 2/3 of the answers are scored 3 points, this is a high level. If 2/3 of the answers are worth 2 points, this is a good level. If 2/3 of children’s answers receive 1 point, this is an average (or below average) level.
studying the level of formation
lexical-semantic aspect of speech
children of senior preschool age
(practical materials)
Identify skills:
1. Activate adjectives and verbs, select words that are accurate in meaning to the speech situation.
2. Select synonyms and antonyms for given words of different parts of speech.
3. Understand and use different meanings of polysemantic words.
4. Differentiate general concepts (wild and domestic animals).
Progress of the examination
Series of tasks 1.
1.You already know a lot of words. What does the word doll, ball, dishes mean?
Correctly explains the meaning of words (they eat and drink from it, these are toys);
Names individual signs, actions;
Says 1-2 words.
2. What is deep? m Christmas tree? in high? n izkim? l light? t heavy?
Completes all tasks, names 1-2 words to the adjective (deep hole, deep sea);
Selects words for 2-3 adjectives;
Selects a word for only one adjective (high fence).
3. What is called the word pen!
Names several meanings of this word (The pen writes. The child has a pen. The door has a pen);
Names two meanings of this word;
Lists the objects that a pen contains (1-2 words).
4. Come up with a sentence with the word pen.
Composes a grammatically correct three-word sentence;
Names two words (phrases);
Names only one word (pen).
5. A pen is needed to... (write, hold a cup, hold a bag, etc.). You can use a pen... (write, open the door).
Completes different types of sentences correctly;
Says two words;
6. An adult offers the child a situation: “The little bunny took a walk in the forest. He is in a cheerful mood. He returned home like this... (joyful, animated, satisfied). And if the little hare was cheerful and joyful, then he didn’t walk easily, but... (rushed, rushed, flew).”
Correctly selects words that are close in meaning (synonyms);
Names 2-3 words;
Selects only one word.
The teacher gives a different situation: “The bunny’s other brother came sad, he was offended. For the word cheerful, choose words that are opposite in meaning (sad, sorrowful, offended). And if the bunny was offended, he didn’t just walk, and... (trudged, dragged, wandered).”
Correctly selects words that are opposite in meaning (antonyms);
Names 2-3 words;
Selects only one word.
7. What would the bunny do if he met a wolf (fox)? (I would run away, hide, would be scared.)
Correctly names all words in the subjunctive mood;
Selects two words;
Says only one word.
8. Tell the bunny to jump, hide, dance.
Correctly names words in the imperative mood;
Selects two words;
Says one word.
9. Tell me, who is the hare’s cub? (Hare.) Cubs? (Little bunnies.) The hare has a lot of... (bunnies). Similar questions are asked about other animals: “A fox..., a wolf..., a bear, a hedgehog...”
Names all children in the correct grammatical form;
Names only one form correctly;
Doesn't complete the task.
10. Name the young dogs, cows, horses, sheep (dog - puppy - puppies, many puppies; cow - calf - calves - two calves; horse foal - foals - many foals; sheep - lamb - lambs - many lambs).
Names all words correctly;
Says two or three words;
He says one word.
11. Where do animals live? (In the forest.) What words can be formed with the word forest? (Forester, forester, forest, little forest, forester, forester, forester.)
Says more than two words;
Says two words;
Repeats the given word.
12. What is the word needle called? What other needles do you know?
Names the needles of a Christmas tree, hedgehog, pine, sewing and medical needles;
Names only one meaning of this word;
Repeats a word after an adult.
13. What kind of needle does a hedgehog have? (Spicy.) What are we talking about: spicy, spicy, spicy?
Names several objects (sharp knife, sharp saw, sharp scissors);
Selects two words correctly;
Says one word.
14. What can you do with a needle? What is it for?
Names different actions (sewing, embroidering, injecting);
Names two actions (prick mushrooms, sew);
Names one action (sew).
15. Make a sentence with the word needle.
Makes up a complex sentence (A needle is needed to sew);
Makes up a simple sentence (An injection is made with a needle);
Says one word.
16. An adult says that children from another kindergarten said this: “Dad, go in a whisper,” “Mommy, I love you loudly,” “I put my shoes on inside out.” Is it possible to say that? How to say it correctly?
Correctly corrects all sentences (Dad, walk quietly. Mommy, I love you very much. I put my shoes on the wrong feet);
Correctly corrects two sentences;
Repeats sentences without changes.
Evaluation of results:
If the child’s answers fit No. 1, he receives 3 points; if the answers correspond to No. 2 - 2 points; if the answers correspond to No. 3, the child receives 1 point. In general, if 2/3 of the answers are scored 3 points, this is a high level. If 2/3 of the answers are worth 2 points - this is a good level. If 2/3 of children’s answers receive 1 point, this is an average (or below average) level.
Peculiarities studying understanding
semantic side of the word
preschool children
Exercise 1. Making sentences with ambiguous words.
The child is given polysemantic words (two for each part of speech - nouns, adjectives, verbs): needle, pen; light, cold; fall, run - and offer to make sentences with them. This task reveals the ability to use words, build phrases and sentences with a given word according to the laws of grammar (agreement in gender, case). By combining words into sentences, the child thereby shows whether he uses words meaningfully.
Makes up a sentence of three (or more) words (A light leaf fell from a tree. The door is opened with a handle);
Makes up a phrase of two words (written with a pen, light fluff);
Repeats the presented word.
Task 2. Compiling sentences with synonymous words.
The child is given words of a synonymous series: big - huge - huge; brave - brave - courageous; secret - secret - riddle. When composing sentences, the child shows in his answers whether he is focused on the semantic differences between words.
Correctly composes sentences, demonstrating an understanding of the semantic differences between words of a synonymous series (We have a big dog, one might even say huge. But you can’t say that about a huge one);
Composes two-word sentences or phrases (brave sailor, brave soldier);
Makes up phrases with the same word ( big house, huge house).
Task 3. Selection of synonyms for phrases: fresh bread (soft); a person is walking (walking); fresh newspaper (new); spring is coming (coming); fresh shirt (clean); snowing(falls). Question: what word is repeated, how can I say it differently?
Correctly selects synonyms (fresh bread - soft), names the words presented above;
Explains the meaning of the phrase as a whole (it was just baked; it (the newspaper) was just bought);
Replaces a noun (spring is coming - there is a thunderstorm; it is snowing - there is a blizzard).
Completing this task shows what meanings of words have already been learned by children. By choosing a synonym, the child thereby explains the different meanings of a polysemantic word. This task brings children to the realization that a word can have more than one meaning. To select synonyms, you can also give the following phrases: a river runs, a person is silent, clean water, a boy runs, the forest is silent, clean dishes, suggesting to say it differently.
Task 4. Selection of antonyms:
1) to isolated words of different parts of speech: nouns, adjectives, verbs, adverbs: thick, up, lift, light, right, build, fast, a lot, rush, deep, quickly, laugh, long, loud, talk;
2) to the phrases: fresh newspaper (old) - fresh bread (stale) - fresh wind (warm) - fresh shirt (dirty).
Gives correct answers in meaning and grammatical form (long - short; high - low);
Correctly selects antonyms, but in a different grammatical form (cry - laugh, high - low);
Answers with the particle not (high - not high, long - not long, a lot - a little).
Such answers (words with particles are not called “primitive antonyms”) may indicate difficulties in selecting words from those available in the child’s dictionary or the absence of the desired word. Especially many answers with particles do not correspond to verbs.
Task 5. Speech situations.
The child is told a funny story about the bunny: “The little bunny is going to the circus. He's in a great mood. He's so funny. How else can you say what kind of bunny it is? Match the word cheerful words, close in meaning (joyful, cheerful, nimble, lively). And if the bunny was cheerful, then he did not go home, but... (jumped, jumped, rushed, rushed). The little squirrel was not taken to the circus, so he was not at all like a bunny. For the word cheerful, choose words that are opposite in meaning (sad, sorrowful, distressed). And he didn’t go home, but... (trudged, dragged, wandered).”
Selects two or three words of different parts of speech (adjectives and verbs) - words are given in brackets;
Names one word at a time (joyful, ran, sad);
Names words with negation not (cheerful, walked slowly).
In general, the completion of this task shows that the child has the ability to consciously select linguistic means.
Task 6. Evaluating phrases and sentences based on their meaning. Questions: “Can I say that? How to say it correctly? Can you be more precise?" For this we offer:
Correct and incorrect phrases: light wind, light suitcase, “difficult wind”, “difficult suitcase”, “heavy wind”, heavy suitcase;
Actually, children’s sayings like: “Dad, go in a whisper”, “The flowers have wilted, when will they fade?”, “Mommy, I love you loudly, loudly”, etc.
Notices inaccuracies (they don’t say that, it’s wrong);
Gives his options, corrects (“Dad, walk in a whisper” - Walk quietly, quietly, silently);
does not notice semantic inaccuracies.
This task reveals the degree of formation and accuracy of word use, and activates the child’s speech. When performing it, a sense of language appears.
Task 7. Determining the meaning of a word.
The child is offered the words: ball, dishes, garden, forest, holiday. The question is asked: “Tell me, what does the word mean? How do you understand it?
Tries to determine the meaning of a word by its characteristic function: This is when you play with it, It is played with (such answers, as a rule, are the majority);
Tries to determine the meaning of a word using a generic concept: A ball is a toy for children, A ball is a children’s toy;
Tries to determine the meaning of a word using a dictionary definition: Ball - this means a rubber ball (this is a very high level for preschoolers);
Instead of a definition, he gives a description of an object, talks about something specific: I have a lot of balls, I play football with a ball;
Cannot define the meaning of a word (however, if he says that it is difficult for him to answer this question, this means that he is thinking about the meaning and realizes that he does not know it yet).
Task 8. Coming up with a short story with synonyms and antonyms.
The child is asked: “Think of short story, which should contain words that are similar or opposite in meaning.” (The story is recorded verbatim: on a dictaphone or in a “situation writing"- the child dictates, the adult writes down.)
Includes synonymous adjectives in the story (big - huge, difficult - heavy) and antonyms (cheerful - sad, clean - dirty); verbs (took off - landed); adverbs (far - close);
Uses contextual (situational) synonyms that are understandable only in a given context (small, mushroom rain; cloudy, dark sky);
Makes up a story without relating it to the task.
Completing all tasks will help determine the level of understanding of the semantic side of a word, which is the core of the development of the language ability of children of senior preschool age.
Peculiarities Studying understanding
semantic shades of the word
preschool children
Episode 1(7 tasks) reveals an understanding of the semantic shades of significant words (nouns, verbs, adjectives), formed mainly in an affixal way (using suffixes and prefixes).
Exercise 1. The child is sequentially called words - nouns with the meaning of subjective assessment (affection, diminutive, varying degrees of expression): mom - mommy - mommy; brother - brother - brother; tree - tree; hare - bunny - bunny - bunny; house - house - house and offer to explain how they differ.
Correctly explains the meaning of all words with diminutive suffixes (house - a small house, house - big; tree - a tiny tree);
Finds it difficult to explain words with a dismissive or ironic connotation (hare) and explains only two words;
Does not feel the affectionate and approving meaning of suffixes.
Task 2. The child is offered a series of words formed in an affixal way, i.e. verbs with prefixes: pere-, under-, from-, voz-, you-, which give words different shades, clarifying the nature of the action and changing the meaning of the word: run - run up - run out; write - rewrite - sign; play - win - lose; laugh - laugh - ridicule; walked - left - entered.
Revealing an understanding of the semantic shades of the meanings of verbs shows that they understand the differences in the meanings of verbs depending on different prefixes (run up - run out, walked away - entered...). These are verbs of motion that are close to children, because the motor activity of the child himself is very diverse.
Correctly explains the meaning of all words, even the verb to ridicule (means to laugh at someone), and makes up phrases and sentences with verbs, based on his life experience (run up to the house - run out of the house, winning is good, but losing is bad, you can win the lottery);
It is difficult to explain words with shades that change the meaning of the word, and can only explain verbs of motion;
Does not understand the differences in the meanings of verbs formed from different prefixes.
Task 3. The child is offered a series of adjective names formed with the help of suffixes that do not change the lexical meaning of the derived word, but introduce certain shades into it: old - old; smart - the smartest; angry - feisty; thick - thick; full - plump. Completing this task shows how older preschoolers understand the meaning of adjectives formed in a suffixal way.
Correctly explains the meaning of words formed by the suffixes -eysh, -yushch, -enn (smarter - smarter than smart, this is very smart, he knows everything; feisty - angrier than evil, a dog - evil, a furious wolf; fat - this is completely fat, thicker fat is fat. He eats so much, fat is a bear). Such answers indicate the figurativeness of children's thinking. This is a high level;
It is difficult to determine the nuances of the meaning of the words old and aged, plump and plump;
Does not understand the change in meaning of adjectives depending on the suffix.
Task 4. The child is offered a series of synonymous verbs: laughed - giggled; run - rush; they came - they tangled in; cry - sob; talk - chat. Completing this task shows how much the child understands the difference between synonymous verbs.
Explains the meaning of synonymous pairs that reflect the nature of the movement: run - rush, came - tangled, and give answers like: rush - this is to run very quickly, rush is faster than just running, a train is rushing; they trudged along - they barely arrived, they were very tired - they trudged along. Explain the meaning of all synonymous pairs (even such as laughed - giggled, talked - chatted);
Defines only synonymous pairs that reflect the nature of the movement;
Does not feel the difference in the semantic meanings of the word, cannot accurately indicate it.
Task 5. The child determines the meaning of words related to size: big - huge, and other synonymous pairs: smart - judicious; weak - defenseless; old - decrepit; timid - cowardly.
Determines the shades of meaning of adjectives of an evaluative nature and breaks down these concepts. These are answers like: defenseless - cannot stand up for oneself; weak - he gets sick a lot, he has no strength; decrepit - this is very old, it will soon tear; smart - he knows a lot, and sensible - he reasons;
The assessment is general and one-sided (good - bad, good - evil). These are answers like: smart is good, reasonable is also good, cowardly is bad, decrepit is evil; or: prudent is the one who judges, defenseless - no one protects him, timid and cowardly - these are the same;
Synonyms-adjectives are difficult to understand and the child finds it difficult to differentiate lexical meanings.
Task 6. Phrases with ambiguous verbs are given as speech material: The rain was mischievous. The forest is dozing. The house is growing. The streams are running. The song flows.
Instructions: “I’ll tell you two words: the rain was mischievous, and you explain to me what the word mischievous means. How can you say this differently? This task requires the child to understand the semantic side of the word and determine its meaning in a given phrase.
The task of identifying an understanding of the figurative meaning of verbs in phrases does not cause difficulties; a child with a high level of speech development correctly replaces it and tries to explain the meaning of figurative verbs or looks for an equivalent replacement: the house grows - it means it is built, it becomes higher and higher; the rain was being naughty - that means it was being naughty, it wet people;
Replaces only the verb in the phrase (it is raining, the forest is noisy, they are singing a song;
The figurative meaning of the verbs is completely incomprehensible; a reaction of surprise appears: How does the house grow? A tree grows, flowers grow, but the house doesn’t grow, it doesn’t happen; the song does not flow, but is sung.
Task 7. Phrases are proposed to identify the figurative meaning of adjectives: evil winter; prickly wind; light wind; skillful fingers; Golden hair.
Finds a synonymous or equivalent replacement for phrases (golden hands - they can do everything; a prickly wind - strong, unpleasant, prickly, a light breeze - a little cool; golden hair - shiny);
Can only explain two phrases;
Connects the meaning of the phrase only with its direct meaning (golden hands - they shine like gold).
Classification of concepts
Material: 30 pictures depicting animals, clothes, fruits, vegetables, transport, toys. The teacher names a concept that denotes a group of pictures, asks the child to give a detailed definition of the concept, and then select the corresponding pictures, for example, depicting animals. In each task, the number of correct choices of pictures is counted, each correct choice is worth one point. The highest score is 30 points.
Selection of synonyms
It is carried out in the form of the game “Say it differently”.
The child is asked to play with words and choose a word that is close in meaning to the named word. A total of 10 words are presented (gloomy, cheerful, old, big, cowardly; walk, run, talk, laugh, cry). Highest score - 10 points:
1 point - if the selected word is a synonym of the named one;
0 points - if the selected word does not correspond to the given semantic field.
Selection of definitions
It is carried out in the form of a word game.
It is proposed to come up with as many definitions as possible for the named word. 5 words are presented: dress, birch, girl, apple, fox.
Instructions: Dress. What is it like? How can you say about him? What could it be?
Highest score - 10 points:
2 points - if more than 3 words are invented;
1 point - if less than 3 words are invented;
0 points - if the answer is missing or does not correspond to the semantic field of the presented word.
Evaluation of results:
After completing all three tasks, the total score is calculated. The highest score is 50 points - corresponds to a high level;
32-49 points – average level;
less than 32 points - low level of lexical development of children.
Literature for further study
Alekseeva, M.M. Methods of speech development and teaching the native language to preschoolers [Text] / M.M. Alekseeva, V.I. Yashina. - M.: Publishing center "Academy", 1999.
Alekseeva, M.M. Speech development of preschool children [Text] / M.M. Alekseeva, V.I. Yashina: Textbook. aid for students higher and Wednesday ped. schools, institutions - 2nd ed. - M.: Publishing center "Academy", 1999.
Identification of children's speech preparation for schooling [Text] / Comp. A.S. Bushueva: Educational method. manual for students of the Faculty of Education. - Magnitogorsk, 1997.
Diagnostic methods of speech development of preschool children [Text] / Comp. L.V. Gradusova, N.I. Levshina: Educational method. allowance. - Magnitogorsk, 2008.
Miklyaeva, N.V. Diagnosis of language ability in preschool children. Speech therapy association [Text] /N.V. Miklyaeva: method, manual. - M.: Iris-press, 2006.
Uruntaeva, G.A. Workshop on preschool psychology [Text] / G.A. Uruntaeva, Yu.A. Afonkina: A manual for students. higher and Wednesday ped. textbook institutions - M.: Publishing center "Academy", 1998.
Ushakova, O.S. Methods of speech development for preschool children [Text] / O.S. Ushakova, E.M. Strunina: educational method. manual for preschool teachers. education institutions - M.: Humanitarian, ed. VLADOS center, 2004.
Fomicheva, M.F. Raising children's correct pronunciation [Text] / M.F. Fomicheva: A manual for children's educators. garden - M.: Education, 1980.
Introduction 3
Theoretical justification for diagnosing lexical-semantic development of preschool children 4
Features of organizing diagnostics of the development of the lexical-semantic aspect of speech in preschool children 6
Introductory conversation with the child
Choosing a word by analogy
Making sentences from the initial forms of words
Explanation of the meanings of unfamiliar words
Methodology for studying the level of lexical development of preschool children 10
Studying the use of adjectives and verbs in speech
Learning to understand the meanings of words
Studying the level of formation of the lexical-semantic side of speech of children of primary preschool age (practical materials) 15
Studying the level of formation of the lexical-semantic side of speech of children of middle preschool age (practical materials) 18
Studying the level of formation of the lexical-semantic side of speech of children of senior preschool age (practical materials) 21
Features of studying the understanding of the semantic side of a word by preschool children 24
Features of studying the understanding of the semantic shades of a word by preschool children 27
Readings for further study 39
The technique is carried out in several stages. The methodology is based on the assimilation of simple material and techniques, which subsequently develop into complex classes. However, the gradual complication of tasks for children goes unnoticed. And after just a few sessions you can see positive results.
It is gradually complicated tasks that are very well absorbed by the child and very effectively influence his further speech development.
Preschool institutions use a lot of techniques that help children actively develop and improve their knowledge and skills. However, there are some children who need an individual approach, where the problem will be clearly identified and its solution will depend on the correctly selected methodology and technique.
The following factors should be considered when identifying the problem:
- Child's age;
- Peculiarity;
- Baby's skills and abilities.
In addition, genetic predispositions should be studied. For example, if one of the parents had a speech delay or other speech problems in childhood. All this will help direct the technique to an effective result.
Techniques for speech development of preschool children
Each technique according to Ushakova’s method is designed for the individual characteristics of the child, which involve performing certain tasks and exercises.
Thus, given psychological condition the child, his acquired skills and abilities, a positive result is possible.
Today, some methods are actively used in practice in kindergartens and even at home. For the most effective speech development, constant participation from parents is required.
Ushakova O.S. has developed methodological manuals for teachers of preschool and school institutions, which describe in detail each stage and method of working with a child. The entire technique is designed to improve and correct the baby’s speech.
Each technique has a specific goal and a structured plan, which involves learning from simple exercises to more complex ones. In all processes, the reasons why the child has certain deviations that do not allow the child to fully develop his speech must be taken into account.
Such factors may be:
- Insufficient attention from adults. That is, they communicate little with the child, do not read books to him, do not voice the actions taking place;
- A child whose attention is distracted;
- · Children with psychological characteristics. These may be genetic diseases, congenital speech retardation.
It is an individually selected technique that allows you to establish a correct, and most importantly, effective process of speech development in a child. It is the correct diagnosis of the problem that significantly increases the chances of the baby’s full development.
What parents should pay attention to
Every parent must remember that the child's development largely depends on them. And timely identification of any speech problem can be eliminated.
It is in preschool age that it will be easier for a child to improve his speech and learn to use new information and formulate sentences beautifully.
Every baby begins to make various sounds and syllables from an early age, and by the age of one and a half years he can say some simple words. Children in three years old already calmly formulate proposals and can explain what they need or what they don’t like.
If parents note that it is easier for the baby to express his thoughts through gestures or crying, then it is worth seeking advice from a speech therapist. The sooner you do this, the faster you can fix the problem.
Parents should not rely on the fact that the child will talk out over time. You should help him, and then he will be able to fully communicate and live in society.
How to help a child develop speech at home?
First of all, the child’s speech development depends on the parents themselves. With proper communication and sufficient attention, unwanted problems can be avoided:
- Parents should talk to their child correctly, even if he is very small. Do not distort your speech; every situation or subject must be stated clearly and correctly;
- Constantly read books to your child and tell fairy tales;
- During the game, say the name of this or that object;
- Ask your child to repeat simple words after you;
- If the pronunciation or wording is incorrect, try to correct it;
- Sing more songs. It is the song form that promotes quick memorization of words;
- Talk to your child everywhere. Even if you are busy with something, you can tell your child about the work done during the process. In this case, the baby will even be interested. This may provoke him to some questions or actions;
- During games, use a variety of toys and various objects.
All this will become a faithful assistant in the speech development of a preschooler.
Today, almost every kindergarten has speech therapy groups, where the main task for the specialist is to develop the child’s speech and eliminate deficiencies.
It's worth remembering that correct speech of a preschooler is the main criterion for his readiness for school.
The main signs that determine readiness for school
There are several main criteria by which you can determine whether your child is ready for school or not:
- The child must be able to listen to the interlocutor;
- Perceive information correctly;
- Be able to express your actions;
- Display information;
- Use your verbal knowledge as a means of influence;
- Retell small text or a fairy tale.
All these points determine that the child will be able to fully learn and develop.
All methods of child speech development involve the help of parents. That is, classes with specialists alone will not give one hundred percent results without the participation of parents.
This or that program should be consolidated and worked out at home. If you follow all the recommendations and pay full attention to the baby, then soon the child will begin to please his parents with his skills.
Each lesson should take place in the form of a game. Otherwise, the child may simply refuse to study. If the baby is tired, then you can postpone the tasks for another time.
All children really enjoy communication and active games. Therefore, spend more time with your kids, talk to them and play.
Methodology for identifying the level of development of active vocabulary.
O. S. Ushakova, E. M. Strunina.
Target: identify the level of development of active vocabulary.
1.You already know a lot of words. What does the word doll, ball, dishes mean?
1) The child explains the meaning of words;
2) names individual signs and actions;
3) names 1 - 2 words.
2.What is deep? Small? Tall? Low? Light? Heavy?
1) Completes all tasks, names 1 - 2 words to the adjective;
2) selects words for 2 - 3 adjectives;
3) selects a word for only one adjective.
3.What is the word pen called?
1) Names several meanings of this word;
2) names two meanings of this word;
3) lists objects that have a handle.
4.Come up with a sentence with the word pen.
1) Compose a grammatically correct sentence of three words.
2) names two words (phrase);
5. A pen is needed to... You can use a pen...
1)Completes different types of sentences correctly;
2) names two words;
3) selects only one word.
6. An adult offers the child a situation: “The little bunny took a walk in the forest. He is in a cheerful mood. He returned home like this... And if the little hare is white, cheerful and joyful, then he didn’t just walk, but...”
1) The child correctly selects words that are close in meaning;
2) names 2 - 3 words;
3) selects only one word.
7. The teacher gives a different situation: “The bunny’s other brother came sad, he was offended. For the word cheerful, choose words that are opposite in meaning. And if the bunny was offended, he didn’t just walk, but...
1) Correctly selects words that have opposite meanings;
2) names 2 - 3 words;
3) selects only one word.
8.Tell the bunny to jump, hide, and dance.
1) Correctly names words in the imperative mood;
2) selects two words;
3) names one word.
9.Tell me, who is the hare’s cub? Cubs? The hare has a lot...
Similar questions are asked about other animals.
1) The child names all the babies in the correct grammatical form;
2) names only one form correctly;
3) does not complete the task.
10.Name the cubs of a dog, cow, horse, sheep.
1) The child names all the words correctly;
2) names two or three words;
3) says one word.
11.Where do animals live? What words can be formed with the word forest?
1) Names more than two words;
2) names two words;
3) repeats the given word.
12.What is the word needle called? What other needles do you know?
1) The child names the needles of a Christmas tree, a hedgehog, a pine needle, a sewing needle and a medical needle;
2) names only one meaning of this word;
3) repeats the word after the adult.
13.What kind of needle does a hedgehog have? What are we talking about: spicy, spicy, spicy?
1) The child names several objects;
2) chooses two words correctly;
3) names one word.
14.What can you do with a needle? What is it for?
1) The child names different actions;
2) names two actions;
3) names one action.
15.Make a sentence with the word needle.
1) The child composes a complex sentence;
2) makes a simple sentence;
3) names one word.
16. An adult says that children from another kindergarten said this: “Daddy, go in a whisper,” “Mommy, I love you loudly,” “I put my shoes on inside out.” Is it possible to say that? How to say it correctly?
1) The child correctly corrects all sentences;
2)correctly corrects two sentences;
3) repeats sentences without changes.
Grade for all tasks is given in quantitative terms (points). Given the convention of quantitative assessments for statements of varying completeness and correctness, they help to identify the levels of vocabulary development:
I - high(48 - 37 points). The child answers questions accurately, independently. Uses nouns, adjectives, and verbs correctly in speech. Selects synonyms and antonyms for given words of different parts of speech.
II- above average(36 - 25 points). The child answers all questions, admits inaccuracies, and sometimes uses the help of an adult.
III - medium(24 - 12 points). The child does not answer all questions, makes inaccuracies, and uses the help of an adult.
IV - low(11 - 0 points). The child actively uses help and does not complete tasks.
3 points are given for an accurate and correct answer, given by the child on one's own.
A child who makes a minor inaccuracy and responds to leading questions and clarifications from an adult receives 2 points.
1 point is given to the child if he does not correlate the answers with the adult’s questions, repeats the words after him, or demonstrates a lack of understanding of the task.
At the end of the test, points are calculated. If the majority of answers received a score of 4, this is a high level. If more than half of the answers have a score of 3, this is an above average level, 2 is an average level, and a score of 1 is a low level.
its wealth and beauty. The educational impact has
And the content of literary works, starting with works of oral folk art, as well as the content of paintings, folk toys and manuals, develops in children curiosity, pride and respect for their creators. In addition, methods such as storytelling together, in groups (“teams”) also presuppose the ability to negotiate among themselves, if necessary, help a friend, give in to him, etc.
Introducing children to literature, retelling works of art, teaching children to compose a collective story contributes to the formation of not only ethical knowledge
And moral feelings, but also moral behavior children. Work on the semantic side of the word, semantic enrichment
When learning children's vocabulary, their developing vocabulary can and should include the introduction into children's speech (and into their understanding of speech) of groups of words denoting the qualities of a person, his emotional states, assessments of a person's actions, as well as aesthetic qualities and assessments.
Principles of teaching your native language
The main tasks of speech development are the education of the sound culture of speech, vocabulary work, the formation of the grammatical structure of speech, its coherence when constructing a detailed statement.
These tasks are solved at each age stage, however, with age, each task gradually becomes more complex and teaching methods change. The specific task or other task also changes when moving from group to group. The teacher needs to imagine the main lines of continuity of speech development tasks that are solved in the previous and subsequent age groups, and the complex nature of the development of each task.
Enrich the dictionary through representation enrichment
So, all educators know that it is necessary to replenish children’s vocabulary with new words. They try to name for children all the objects and toys around them. However, not everyone cares that the child understands the meaning of the word, its meaning. The peculiarity of vocabulary work is that it is indivisible
is closely connected with enriching the knowledge and ideas of preschool children, which means that such work is carried out in various types of familiarizing children with the environment, with objects and phenomena of everyday life, Everyday life, with nature. The child learns verbal designations of objects and phenomena of reality, their properties, connections and relationships. All this is a necessary link for vocabulary work in the development of children’s speech and teaching their native language.
Working on word understanding
However, for the development of children’s speech, it is important not only to increase their vocabulary, but also to develop an accurate understanding of their meaning and semantically correct use. The practice of verbal communication constantly confronts children with words of different meanings, with synonyms and antonyms. It is known that in preschool children the orientation towards semantic content is very developed, and the correctness of the statement depends on how accurately the meaning of the chosen word is conveyed. However, the speech of a preschooler has a significant difference from the speech of an adult in terms of the meaning that the child puts into the words he pronounces. Often the child himself tries to comprehend the words, puts into their content the understanding characteristic of his experience. (K.I. Chukovsky collected many examples of this.) Therefore, in the development of the dictionary, one of important areas there should be work on a correct understanding of the meaning (sense) of words, development of accuracy of word use. This further determines the culture of speech.
Speech development techniques
Speech exercises are used to solve these problems. word games, the main purpose of which is to develop in children attention to the word and its precise use. The exercises create conditions for children’s speech practice and replenishment and activation of the vocabulary with words from different parts of speech.
Among verbal tricks In vocabulary work, a special place is occupied by lexical exercises, which help prevent speech defects, activate children’s vocabulary, and develop their attention to words and their meaning. They form practical skills in children: the ability to quickly choose
from your vocabulary, the most accurate, suitable word, make a sentence, distinguish shades in the meaning of the word. Such exercises do not require objects or toys. They use already familiar words.
In the exercises, a large place is given to such a technique as a question. The direction and content of their mental activity depends on the verbal formulation of the question; the question should evoke the mental activity of children. By posing questions to children, an adult not only achieves the reproduction of knowledge, but also teaches children to generalize, highlight the main thing, compare, and reason. You should often ask questions such as “Can you say this?”, “How can I say it better?”, “Why do you think it can be said this way?”, “Tell everyone how you understand it,” etc.
A game is an amateur children's activity in which an adult can take one place or another. You can influence the game indirectly, through role behavior and individual sentences, remarks, and questions. In creative children's play, the child's speech, grammatically formed speech, rapidly develops. But an adult should not set didactic goals for a playing child related to mastering the forms and functions of speech. Games that have a complex impact on vocabulary, grammar, and coherence of speech should be interesting and exciting.
Along with games that have a wide educational impact, there are also didactic games, in which the tasks of activation and clarification of one or another grammatical form are solved. For example, games that help you master the genitive plural, the imperative mood of the verb, the agreement of words in gender, ways of forming words (names of baby animals, people of different professions, words with the same root).
Games aimed at teaching children storytelling develop in children the ability to describe an object based on its main features (color, shape, size), actions; tell about an animal, about a toy, based on a picture (compose a plot, develop it in accordance with the plan).
The didactic task is framed in game situations in which incentives for a coherent presentation of thoughts clearly appear. In the games “Let’s find the toy,” “Guess what’s in your hand?” the child looks for an object familiar to him, and then tells
about him. Thus, special classes, games and exercises solve in a complex all the tasks of speech development (education of sound culture of speech, formation of the grammatical structure of speech, vocabulary work, development of coherent speech).
Criteria for assessing the speech development of a preschooler
A high level of speech development in a preschooler includes:
- knowledge of literary norms and rules native language, free use of vocabulary and grammar when expressing your thoughts and composing any type of statement;
- a developed culture of communication, the ability to come into contact with adults and peers: listen, answer, object, ask, explain;
- knowledge of the rules of speech etiquette, the ability to use them depending on the situation.
Questions and tasks
1. What is “sense of language”?
2. Should children be taught their native language? Why?
3. How is the development of a preschooler’s speech connected with other aspects of his personal development?
4. What components does the native language teaching system include?
5. List the criteria by which the speech development of a preschooler is assessed.
Literature
1. Sokhin F.A. Psychological and pedagogical foundations of speech development in preschool children. M., 2002.
2. Gvozdev A.N. Questions of studying children's speech. St. Petersburg: “Childhood-
Press", 2007.
3. Leontyev A.A. Language, speech, speech activity. M.: “KomKniga”, 2007.
4. Alekseeva M.M., Yashina V.I. Methods of speech development and teaching preschoolers their native language. M., 1997.
5. Ushakova O.S. Theory and practice of speech development in preschool children
ka. M.: "Sphere", 2008.
Lecture 2. Development of the sound aspect of speech in preschoolers
What is phonetics?
Phonetics, which studies the sound side of speech, considers sound phenomena as elements of the language system that serve to translate words and sentences into material sound form.
Linguists: R.A.Avanesov, G.O.Vinokur, V.A.Bogoroditsky, I.L. Baudouin de Courtenay, A.N. Gvozdev, L.R. Zinder, A.A. Potebnya, F. de Saussure, A.I. Thomson, L.V. Shcherba - consider the sound side of language from different points of view According to F. Saussure, the basic units of language (words, phrases, sentences) have a semantic side (meaning) and a material side (they are a series of sounds). Such double-sidedness is possessed by signs that have a signified (meaning) and a signifier (material data). Sounds and their combinations are denotative. The sound units of language - sound, syllable, beat, phrase - are interconnected and form a system. A sound is characterized by pitch and timbre, a syllable consists of several sounds, a bar group of syllables united by one stress, a phrase (or syntagma) consists of several bars united by intonation. These units of speech, which have independent extension, are called linear. In addition to linear ones, prosodic units of speech are distinguished. Prosody - from the Greek "prosodia", emphasis. Prosodic units of speech are associated with stress and elements of intonation: melody, strength of pronunciation, tempo of speech. Stress, in turn, can be phrasal, logical, or emotional.
The power of influence on listeners largely depends on the sound design of speech, so special work on the sound side of speech is necessary. The Russian language has a complex sound system, which is why many researchers who study the theory of sounding speech pay attention to it. It is on the basis of an analysis of the sound structure of a language that a basis is created for a theoretical understanding of the processes occurring in the language. Scientists characterize the sound units of language from the point of view of sound formation (these are the articulatory properties of the language), sound (the acoustic properties of the language) and reproduction.
acceptance (perceptual qualities of language). All these units are interconnected.
Phonological means of language
A.N. Gvozdev showed what great job is done by the child, mastering the phonological means of language. It takes different amounts of time for a child to assimilate individual sounds of speech. The correct conditions for raising and teaching a child lead to the acquisition of the grammatical and sound aspects of a word.
Articulatory side of speech
Research by linguists, psychologists, and teachers gives reason to believe that it is the sound side of language that early becomes the subject of a child’s attention (L.S. Vygotsky, D.B. Elkonin, N.H. Shvachkin, F.A. Sokhin, M.I. Popova , A.A. Leontyev, A.M. Shakhnarovich, E.I. Negnevitskaya, L.E. Zhurova, G.A. Tumakova).
L.S. Vygotsky, speaking about the child’s mastery of the sign side of language, emphasized that first the child masters the external structure of the sign, i.e. sound. D.B. Elkonin wrote: “It is obvious that the development of coherent speech in a child and the closely related acquisition of grammatical structure are impossible without mastery of the sound system of the language” (1989, p. 374). The latter, according to D.B. Elkonin, represents the basis for the development of a child’s speech. “Mastering the sound side of a language includes two interrelated processes: the formation of the child’s perception of the sounds of the language, or, as it is called, phonemic hearing, and the formation of the pronunciation of speech sounds” (ibid.).
Psychologists associate the number of correctly pronounced sounds with the expansion of the stock of actively used words (N.H. Shvachkin, N.I. Zhinkin, G.L. Rosengart-Pupko, M.I. Popova). We also note that the method of teaching preschoolers to read, developed by D.B. Elkonin and his followers, is based on working with the sound side of the language (L.E. Zhurova, N.S. Varentsova, L.N. Nevskaya, N.V. Durova, G.A. . Tumakov). Learning to read begins with introducing the child to the sound reality of the language, “to ensure the subsequent acquisition of grammar and associated spelling” (L.E. Zhurova, 1974,
The sound aspect of preschool children's speech was studied in different aspects: how the development of speech perception and how the formation of the speech motor apparatus (E.I. Tikheyeva, O.I. Solovyova, V.I. Rozhdestvenskaya, E.I. Radina, M.M. Alekseeva, A.I. Maksakov, M.F. Fomicheva, G.A. Tumakova). Many researchers emphasize the role of children’s developed awareness of the phonetic side of speech. Children early begin to notice shortcomings in their own and others’ speech (A.N. Gvozdev, K.I. Chukovsky, M.E. Khvattsev, D.B. Elkonin, S.N. Karpova). From understanding the features of the sound side of speech, one can stretch a thread to the formation of voluntary speech (F.A. Sokhin, G.P. Belyakova, E.M. Strunina, G.A. Tumakova, M.M. Alekseeva).
Phonetic observations of children on articulation create the basis not only for the formation of speech hearing, but also for the development of a culture of oral speech in its pronunciation aspect. L.V. Shcherba emphasized that studying the grammar of a living, spoken language teaches students how to observe their own speech: understanding the meaning of a word, they connect it with the sounds that make up this word. From here, observations begin on the pronunciation of a word, the phenomenon of alternation of vowels and consonants; children begin to think about the role of stress in the Russian language, the meaning of intonation.
Intonation
Work on the sound side of speech with preschool children includes exercises carried out with all elements of phonetics. In the construction of a statement, the role of each element of the sound culture of speech is extremely important, with a special role played by the intonation characteristics of the spoken speech. Masters of oral storytelling consider the range of intonations that expand the semantic content of speech to be limitless. And school teachers consider the formation of intonation skills important for the perception of written speech.
Some researchers connect the speech development of a child with the process of mastering the intonation system of the language (N.M. Aksarina, M.I. Koltsova, R.V. Tonkova-Yampolskaya, O.I. Yarovenko).
MM. Bakhtin, considering the sentence as a unit of language, emphasized that it has a special grammatical intonation
tion - completeness, explanation, division, enumeration. He gives special attention to narrative, interrogative, exclamatory and motivating intonations. And a sentence acquires expressive intonation only as a whole statement. So, intonation conveys not only the content of the statement, but also its emotional characteristics.
It is necessary to teach children to use intonation correctly, to build an intonation pattern of an utterance, conveying not only its semantic meaning, but also its emotional features. In parallel with this, the ability to correctly use tempo and volume of pronunciation, depending on the situation, and clearly pronounce sounds, words, phrases, sentences (diction) is being developed.
Speech hearing
Practical knowledge of a language presupposes the ability to distinguish by ear and correctly reproduce all sound units of the native language. IN pedagogical research It is emphasized that during the period of preschool childhood, simultaneously with the intonation side of speech, the child also develops speech hearing - a sense of pitch, sound strength, a sense of timbre and rhythm.
Tone, timbre, pauses, different types of stress are important means of sound expressiveness of speech.
Speech rate
Among general characteristics In the sound culture of speech, the attention of researchers was attracted by such an indicator as tempo, which is directly related to the development of spoken speech. In the literature there were only cursory indications of the increased speed of speech of preschoolers due to the insufficient development of control over their speech and the weakness of inhibitory processes in preschoolers.
A.I. Maksakov made an attempt to trace the capabilities of preschool children in regulating the tempo of speech. The data obtained indicated that children more easily speed up the pace of speech than slow it down; the pace largely depends on the content of the utterance and its complexity. When children reproduce simple, easy-to-contain stories, the speed of an adult’s speech
did not have a significant effect on the accuracy and consistency of the child's text transmission. When using more complex texts, only those children who listened to the story at a slow pace correctly conveyed it. It was concluded that the rate of speech of adults is of no small importance for the accurate and correct perception and understanding of speech by preschool children.
Thus, the role of different elements of the sound side of speech in the construction of any utterance is important. Each of these elements influences the sound design of the text in different ways: the understanding of its content largely depends on the tempo of speech and its volume, and the semantic perception of the spoken statement also depends on diction. Ultimately, the strength and depth of the impact of the statement on the listener largely depends on awareness of the sound side of speech.
Of course, such characteristics of the sound culture of speech as tempo, volume, diction largely depend on the individual characteristics of the child, his temperament, the conditions of upbringing and the speech environment that surrounds the child. Therefore, special work is needed to teach the child, depending on the speech situation, to change both the strength of the voice and the tempo of speech in order to use expressive means speech is appropriate and conscious. And this work must be carried out systematically.
Age-related features of the formation of the sound side of words
Principles of working with children of primary preschool age
Nurturing the sound culture of speech in children of primary preschool age (3–4 years) includes, first of all, work on teaching correct sound pronunciation.
is given taking into account the difficulty of their pronunciation and the sequence of their appearance in the process of speech development (A.I. Maksakov, G.A. Tumakova).
The researchers emphasized that, along with working on correct sound pronunciation, one should work on all elements of the sound side of speech - on the tempo of speech, the strength of the voice, and intonation.
IN these skills are the most important condition the formation of all aspects of speech and especially its coherence. Working on the intonation expressiveness of speech helps to avoid such shortcomings of the statement as monotony, undifferentiated speech, unclear diction, slow (or accelerated) tempo, since the understanding of the content and emotional meaning of the statement depends on the sound design of speech.
IN In early preschool age, it is necessary to teach children to hear, distinguish and pronounce sounds in words. Work on the correct pronunciation of vowel sounds and their differentiation must be carried out in order to form a clear articulation of the sounds of their native language, as well as in order to teach children to listen attentively to the speech of an adult, to distinguish individual sounds and sound combinations by ear.
Pronunciation of consonant sounds (their sequence is substantiated in sufficient detail in the works of speech therapists - [m], [b], [p], [t], [d], [n], [k], [g], [x], [ f], [v], [l], [s], [ts]) prepares the organs of the articulatory apparatus for the pronunciation of hissing sounds. To work with pronunciation, games and exercises are used aimed at developing children’s ability to differentiate sounds related to the place of formation ([p] and [b], [t] and [d], [f] and [v]) in small speech units - syllables: pa-pa; woman; this, do-do, etc. Then the differentiation of hard and soft consonants is practiced, and children are guided to the correct pronunciation of sibilants.
Games for the development of the articulatory apparatus
Pipes and bells
To develop the articulatory apparatus, onomatopoeic words and animal voices are widely used. For example, children are given musical instruments - a pipe and a bell -
- Serious accusations: women complained to Matvienko and Bastrykin about the chief military prosecutor Fridinsky Sergey Nikolaevich daughter
- Write Alexander Evgenievich Lebedev
- Castling Shah Galina Dolova read in full
- Book Review: Tony Buzan's "Speed Reading Workbook Training Angle of View for Speed Reading"
- Reverend David of Serpukhov
- Venerable Macarius the Great, Egyptian (†391) Elder Macarius of Egypt
- What does the “Desperate One Hope” icon help with?
- Church of the Assumption of the Blessed Virgin Mary
- Boris Khramtsov. Eyes looking to the sky. "he knew something that I had long forgotten"
- The tomb of Blessed Alexandra and the August icon in the darna
- Temple of the Placing of the Robe on Donskoy
- History of studies at Far Eastern State Transport University (Far Eastern State University of Transport) State educational standards and defense of the thesis
- State budget Presentation on the topic budget
- School Powerpoint Presentations Download presentation on China attractions
- Presentation on the topic of potters
- Territorial marketing: overcoming the crisis, a new model for managing the development of a territory (using the example of
- Presentation on the topic "The effects of nitrates on the human body"
- Amazing snowflake geometric patterns symmetry
- Rosneft - politics of the Urals Federal Republic Who will head the security service of Rosneft
- Colonel Romanov and General Khorev were overtaken by a large customs redistribution