Theory and methods of speech development in preschool children. Recommendations for conducting the examination - Ushakova O.S., Strunina E.M. Methods of speech development for preschool children
The third technique, developed by O.S. Ushakova, on the basis of which the experiment was carried out. Level of speech and communicative development preschoolers can be detected both at the beginning school year, and in the middle (or at the end). The examination can be carried out by methodologists or educators. The examination is carried out individually with each child. A conversation with a child can be recorded on a voice recorder or directly into the protocol (one adult conducts the conversation, the other records). If children are well acquainted with the adult interviewing them, they easily make contact and willingly answer questions. If an unfamiliar adult comes, then you should get to know the children in advance, establish emotional contact, so that they enter into verbal communication with pleasure.
Assessment for all tasks is given in qualitative (children's answers are recorded) and quantitative expression (in points). Despite the conventionality of quantitative assessments for statements of varying completeness and correctness, they help to identify levels of speech development: I (high), II - average (sufficient) and III (below average):
Methodology for identifying the level of speech development.
The examination technique allows us to identify the child’s success in mastering program tasks for speech development, the degree of proficiency in phonetics, vocabulary, grammar and speech coherence when constructing different types of statements.
Indicators of speech development in older children up to school age
Phonetics.
- 1. Pronounces all sounds correctly native language, hard and soft, dull and voiced, distinguishes between whistling, hissing and sonorant sounds. Aware of the shortcomings of sound pronunciation in the speech of others and in his own speech.
- 2. Clearly pronounces words and phrases, uses various means of intonation expressiveness (pace of speech, control of voice, fluency of text presentation), depending on the content of the statement.
- 3. Understands the terms “sound”, “syllable”, and can conduct a sound analysis of a word.
- 1. Correctly names objects, their actions and qualities, distinguishes between specific and generic concepts, uses generalizing words in speech;
- 2. Understands the semantic side of the word (can select antonyms, synonyms, correctly understands the meanings of polysemantic words of different parts of speech).
- 3. Accurately uses words in coherent statements depending on the context.
Grammar.
- 1. Morphology. Correctly agrees nouns and adjectives in gender, number, case, uses difficult grammatical forms (imperative verbs, plural nouns in the genitive case).
- 2. Word formation. Forms new words in different ways, selects words with the same root.
- 3. Syntax. Constructs sentences of different types (simple, common, complex).
Connected speech
- 1. Has the ability to compose different types of texts: description, narration or reasoning;
- 2. Makes up a coherent statement based on the series plot paintings. Able to determine the topic and content, structure the text in a logical sequence, connect parts of a statement using different methods of connections, construct sentences grammatically correct. Uses figurative words and expressions in the story.
- 3. Presents the text clearly, emotionally, with expressive intonation.
This diagnosis is as follows. To identify the development of vocabulary, 2 tasks were selected: 1 game with a doll and 2 game with a ball.
To carry out the diagnosis, you need 2 items: a doll that is familiar to children and a ball. First, you need to motivate the children by saying that a doll has come to visit and wants to meet you (a surprise moment). After this, the child is shown the doll.
Task 1: playing with a doll, (questions are asked in next sequence):
What is the doll's name? Say her name.
1) The child says the name in a short sentence (her name is Tanya)
2) Gives a name (in one word, Tanya)
3) Doesn’t give a name (repeats the word doll)
What is the doll wearing?
1) Independently names 2 or more items (dress, socks, shoes)
2) With the help of the teacher’s questions: “What is this? Show me..." (these are socks; the adult begins, the child finishes)
3) Shows items of clothing, but does not name them.
What are you wearing now?
1) Names 2 or more words (jacket, shorts, pants)
2) Names 2 words (pants, jacket)
3) Names 1 word (dress)
Task 2: playing with a ball
What's in my hand? What is this? (holding a large ball in my hand)
1) Says the word ball and indicates the size (large ball)
2) Names the word (ball)
3) Names another word or says nothing
What does the ball do? (after showing the action with the ball, I ask a question)
1) Names 2 or more words (roll, throw, hide)
2) Names 2 words (roll, throw)
3) Names 1 word (play)
3. What ball? (give the ball into the child’s hands)
1) Names two or more signs (red, large)
2) Names one word (big)
3) Does not name qualities, says another word (play)
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 – 1 point.
A high level is scored 3 points– the child is active in communication, the vocabulary is sufficient.
The average level is estimated at 2 points– the child can understand and listen to speech, participates in communication, and does not have a high vocabulary.
Low level is scored 1 point– the child is inactive and little talkative, the child’s vocabulary is poor.
Appendix 5
Table - Level of development of the vocabulary of children of the third year of life at the stage of the ascertaining experiment
| No. | Child's name | Playing with a doll | Ball game | Total points | Levels | ||||||||||||||||
| exercise | exercise | exercise | exercise | exercise | exercise | ||||||||||||||||
| n | With | V | n | With | V | n | With | V | n | With | V | n | With | V | n | With | V | ||||
| Alina | average | ||||||||||||||||||||
| Semyon | short | ||||||||||||||||||||
| Ellina | high | ||||||||||||||||||||
| Egor | high | ||||||||||||||||||||
| Kate | high | ||||||||||||||||||||
| Sonya | high | ||||||||||||||||||||
| Lera | average | ||||||||||||||||||||
| Gleb | short | ||||||||||||||||||||
| Violet | average | ||||||||||||||||||||
| Vlad | short |
Note:
N - low;
C - average;
B – high.
Appendix 6
Goal: identifying the level of vocabulary development
Child’s FI: Ellina Abaturova
Date: October 24, 2016
Child's age: 2.3 years
Task 1: playing with a doll
Task 2: playing with a ball
Protocol of conversation with children according to the method of Ushakova O.S., Strunina E.M.
(on the ascertaining experiment)
The proposed materials reveal a method for diagnosing coherent speech in children of senior preschool age. In older preschool age, students further master the skills of constructing a narrative (plot) story on a proposed topic, using pictures, independently determining the topic and constructing a story, and inventing a fairy tale.
Creation skills own statement are closely intertwined with the skills to perceive and analyze a literary text. Ability to analyze literary text appears quite early, in early preschool age, under the guidance of an adult.
In older preschool age, the perception of a literary text deepens, elements of awareness of form, content, and language appear. This makes it possible to transfer the acquired skills to one’s own speech activity. Therefore, the methodology for diagnosing coherent speech in older preschoolers includes:
1) tasks aimed at analyzing a literary text from the standpoint of coherence (understanding the theme, structure);
2) tasks for inventing a story;
3) tasks for inventing a story based on a series of plot pictures.
Exercise 1.
Target: identify an understanding of the topic and highlight the main structural parts of the text, determine the title of the text.
Execution method.
Children (individually) are invited to listen to the story. The story is selected to be small in volume, with a clearly defined composition (for example, an excerpt from M. M. Prishvin’s story “The Hedgehog” or E. Permyak’s story “The First Fish”). The title of the story is not given when reading.
After reading, children are asked questions:
1. What is the story about?
2. What is said at the beginning of the story?
3. What is said in the middle of the story?
4. How did the story end?
5. What can you call this story?
Children's answers are recorded verbatim. When analyzing children's answers to question 1, it is necessary to pay attention to the nature of the statements, their accuracy and generality.
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And there are words and expressions that do not express the meaning entirely accurately. I heard the children say: “Dad, go in a whisper,” “I woke up my sister,” “I put my shoes on inside out.” Is it possible to say that?
How should I say it correctly?
"FIND THE EXACT WORD"
Target: teach children to accurately name an object, its qualities and actions.
Find out what object I’m talking about: “Round, sweet, ruddy - what is it?” You know that objects can differ from each other not only in taste, but also in size, color, and shape. Complete with other words what I begin: “The snow is white, cold... what else? Sugar is sweet, and lemon... (sour). In spring the weather is warm, and in winter... (cold).”
Name what things in the room are round, tall, and low.
Remember which of the animals moves how. A crow... (flies), a fish... (swims), a grasshopper... (jumps), a snake... (crawls). Which animal makes its voice? Rooster... (crows), tiger... (growls), mouse... (squeaks), cow... (moos).
Help me find words that are opposite in meaning in the poem “The Farewell Game” by D. Ciardi:
I will say a word highly,
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Ushakova O. S., Strunina E. M. Methods of speech development for preschool children: Educational method. allowance d
Methodology for identifying features of the development of coherent speech
SENIOR PRESCHOOL AGE
(FOOTNOTE: Research by N. G. Smolnikova and E. A. Smirnova.)
One of the main tasks of speech development of preschool children is the task of developing coherent speech. “Coherent speech is considered to be speech that is organized according to the laws of logic, grammar and composition, represents a single whole, has a theme, performs a specific function (usually communicative), has relative independence and completeness, is divided into more or less significant structural components” (M R. Lvov).
Coherent speech reflects the level of development of the child, shows the level of mastery of vocabulary, grammatical structure, and sound culture of speech. Mastery of coherent monologue speech occurs gradually. Knowledge of the surrounding reality (objects, their signs, actions, connections and relationships), the need for communication lead to mastery of different types of speech - description, narration, reasoning.
The description is considered as a speech message (text), in which the characteristics of an object are revealed in a certain sequence. The description has a certain linguistic structure. Narration is defined as a story about actions, actions, events.
The composition of the narrative is based on chronological sequence events. Reasoning is logical development Topics. The structure is different: statement - proof - conclusions.
All types of speech require the speaker to possess general skills of coherent speech. Any statement (monologue) requires the development of the following skills:
1) understand the topic;
2) collect material for the statement;
3) systematize the material;
5) construct a statement in a certain compositional form;
6) express your thoughts correctly.
These general skills are concretized when mastering one or another type of speech. Mastery of general and specific skills occurs gradually. Starting from early preschool age, the sequence of practicing individual skills must be observed. Questions of diagnostics of speech development are important because timely and correct determination of the level of speech coherence (or other aspect) will allow the teacher to correctly determine the tasks and content of the work,
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Ushakova O. S., Strunina E. M. Methods of speech development for preschool children: Educational method. allowance d
Tongue twisters, tongue twisters, and nursery rhymes are widely used when working on diction, developing the vocal apparatus, and improving articulation. Particular attention should be paid to the development of children’s creative abilities when they finish a rhythmic phrase begun by an adult: “Where have you been, little bunny? (I spent the night under a bush.) Who did you play with, little fox? (I was sweeping the hut.) Where have you been, Katenka? (I went into the forest with my friends.) Our green crocodile... (I bought a new hat).” Realizing the rhythm and rhyme of a given line, children think about the sound of the word and begin to better understand poetic speech. Such exercises not only develop the intonational expressiveness of a child’s speech, but also prepare him to perceive poetic speech.
The proposed games and exercises are aimed at developing the child’s orientation towards the semantic, grammatical and sound aspects of the word - in parallel. The name of the speech game may refer to one of the listed goals. The first lesson for children of senior preschool age involves clarifying their existing knowledge and ideas about what a sound, syllable, word, sentence, story (description, narration, reasoning) is.
“WHAT IS A SOUND, A WORD, A SENTENCE?”
Target: to clarify children’s ideas about the sound and semantic side of a word.
The teacher asks the children:
What sounds do you know? (Vowels, consonants; hard, soft; voiced, voiceless.) What is the name of the part of the word? (Syllable.) What does the word... table mean? (Item of furniture.)
Everything that surrounds us has its own name and means something. That’s why we say: “What does the word... mean (or mean)?” The word sounds and names all the objects around, names, animals, plants.
What is a name? How do we tell each other apart? (By name.) Name the names of your parents, relatives and friends. Who has a cat in the house? dog?
What are their names? People have names, and animals... (nicknames).
Each thing has its own name, title. Look around and tell me what can move? What might it sound like?
What can you sit on? sleep? ride?
Ushakova O. S., Strunina E. M. Methods of speech development for preschool children: Educational method. allowance d
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.
Approximate (possible) answers of children are given after each task in the following sequence:
1) correct answer;
2) partially correct;
3) inaccurate answer.
At the end of the test, points are calculated. If the majority of answers (over 2/3) received a score of 3, this is a high level. If more than half of the answers are rated 2, this average level, and with a score of 1 - the level is below average.
JUNIOR PRESCHOOL AGE
Under favorable educational conditions, mastery of the sound system of the language occurs by the age of four (correct sound pronunciation, formation of the intonation structure of speech, the ability to convey the elementary intonation of a question, request, exclamation). The child accumulates a certain vocabulary that contains all parts of speech. The predominant place in the children's vocabulary is occupied by verbs and nouns, denoting objects and objects of the immediate environment, their action and state.
The child is actively developing the generalizing functions of words. Through the word, the child masters the basic grammatical forms: the plural appears, the accusative and genitive cases of nouns, diminutive suffixes, the present and past tense of the verb, the imperative mood; are developing complex shapes sentences consisting of main and subordinate clauses, speech reflects causal, target, conditional and other connections expressed through conjunctions. Children master speaking skills, express their thoughts in simple and complex sentences and are led to compose coherent statements of descriptive and narrative types.
However, other features are also noted in the speech of many children of the fourth year of life. At this age, preschoolers may incorrectly pronounce (or not pronounce at all) hissing (sh, zh, h, sch), sonorant (r, r, l, l) sounds.
The intonation side of speech requires improvement; work is needed both on the development of the child’s articulation apparatus and on the development of such elements of sound culture as tempo, diction, and voice strength. Mastering basic grammatical forms also has its own characteristics.
Not all children know how to agree words in gender, number and case. In the process of constructing simple common sentences, they omit individual parts of the sentence.
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Ushakova O. S., Strunina E. M. Methods of speech development for preschool children: Educational method. allowance d
The second section includes techniques aimed at identifying individual aspects of speech development (lexical, grammatical). They were used in studies carried out in the speech development laboratory under the direction of F. A. Sokhin and O. S. Ushakova. Each study revealed one or another level of the child’s speech skills: to compose a coherent text, observing the structure, using a variety of methods of connections in description or narration; understand the semantic nuances of a word depending on the suffix, its direct and figurative meaning; use figurative words and expressions in a coherent statement.
The section presents the following areas:
§ semantic aspect of speech development of preschool children, the use of the associative method;
§ development of coherent speech and its imagery;
§ the relationship between different aspects of speech in early preschool age, the emotional aspect of the development of speech and verbal communication.
Methods for identifying the level of speech development of children using the method association experiment. These diagnostic techniques can be used for children with a higher level of mental and speech development. First, their theoretical justification is given, since adults who will use these methods to identify the level of speech development of preschool children must clearly understand what an associative experiment is, why and how it is carried out, what it reveals in order to further outline ways to work on word in a semantic aspect with each child.
An associative experiment, more deeply than other methods, reveals a child’s preparation for further education at school, the ability to think logically and convey his judgments in a coherent statement (when interpreting and explaining selected reaction words). Such a check can also identify children with whom it is necessary to carry out special work to develop both their mental and linguistic abilities. The system of quantitative and qualitative assessments is presented after a specific description of the methods.
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Ushakova O. S., Strunina E. M. Methods of speech development for preschool children: Educational method. allowance d
An associative method for identifying the levels of speech development of a preschooler
SENIOR PRESCHOOL AGE
Work on enriching, consolidating and activating vocabulary occupies a significant place in common system speech work. Feature vocabulary work is that it is essentially connected with all types of activities of the preschooler. By learning about the world around us, the child learns the exact names (designations) of objects and phenomena, their qualities and relationships, and children’s knowledge and ideas are formed and refined.
Thus, the connection between dictionary enrichment and cognitive development is an important, but far from the only condition for its development. When working on a dictionary, the teacher faces not only the task of expanding and increasing the stock of words, but also the task of developing a correct understanding of their meaning (meaning) and semantically accurate use.
Discovering the semantic richness of words (especially polysemous ones) helps to expand the vocabulary by understanding other meanings of an already known word. It is the correct understanding of the meaning of words that contributes to the development of accuracy of word use and improvement of children’s verbal communication; largely determines the future culture of speech.
So, the most important condition The development of the speech culture of preschool children is work on the word, which we consider in connection with the solution of other speech problems. Fluency in a word, understanding its meaning, and accuracy of word usage are a necessary condition for a child to master the grammatical structure of a language, master the sound side of speech, and develop the ability to construct an independent coherent statement.
In the process of learning their native language, preschool children develop an orientation towards the semantic side of the word, which is a necessary condition for full speech development. Speaking about the assimilation of a word by preschoolers, it is important to emphasize that a child assimilates a word faster and more firmly if learning to use it* is connected with its meaning, and in the process of working on the word, associative connections are established.
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Ushakova O. S., Strunina E. M. Methods of speech development for preschool children: Educational method. allowance d
SENIOR PRESCHOOL AGE
CHARACTERISTICS OF SPEECH DEVELOPMENT
In children of senior preschool age, speech development reaches a high level. Most children correctly pronounce all the sounds of their native language, can regulate the strength of their voice, the pace of speech, the intonation of a question, joy, and surprise.
By older preschool age, a child has accumulated a significant vocabulary. The enrichment of vocabulary (the vocabulary of the language, the set of words used by the child) continues, the stock of words that are similar (synonyms) or opposite (antonyms) in meaning, polysemantic words increases.
Thus, vocabulary development is characterized not only by an increase in the number of words used, but also by the child’s understanding different meanings the same word (multiple meanings). Movement in this regard is extremely important, since it is associated with children’s increasingly complete awareness of the semantics of the words they already use.
At senior preschool age, the most important stage of children's speech development - the acquisition of the grammatical system of the language - is completed. The proportion of simple common sentences, complex and complex sentences is increasing. Children develop a critical attitude towards grammatical errors and the ability to control their speech.
The most striking characteristic of the speech of children of senior preschool age is the active development or construction of different types of texts (description, narration, reasoning). In the process of mastering coherent speech, children begin to actively use different types of connections between words within a sentence, between sentences and between parts of a statement, observing its structure (beginning, middle, end).
At the same time, one can note such features in the speech of older preschoolers. Some children do not pronounce correctly all the sounds of their native language, do not know how to use intonation means of expression, or regulate the speed and volume of speech depending on the situation. Children also make mistakes in the formation of different grammatical forms (this is the genitive plural of nouns, their agreement with adjectives, different ways of word formation). And, of course, it is difficult to correctly construct complex syntactic structures, which leads to incorrect combination of words in a sentence and the connection of sentences with each other when composing a coherent statement.
Ushakova O. S., Strunina E. M. Methods of speech development for preschool children: Educational method. allowance d
Methodology for identifying understanding of the semantic shades of a word
Vocabulary work has been and remains one of the most important tasks in the speech development of preschool children. An important part of vocabulary work when teaching preschoolers their native language is the formation of accuracy of word usage and understanding of the semantic nuances of the meanings of words. If work on understanding the semantic nuances of a word is carried out in unity with the development of all aspects of speech, in conjunction with fiction, then it is possible to form an elementary awareness of the semantic relationships of words.
In addition, working on the accuracy of word usage (connotations of meaning, synonyms, antonyms, ambiguous words) is an effective means of development verbal creativity older preschoolers. And a developed linguistic sense for the use of semantic shades of a word, their appropriate use in different speech contexts can lead to the conscious use of speech means in an independent coherent utterance.
Formation of a coherent monologue speech in preschool children largely depends on how well the child masters the word-formative richness of his native language, its grammatical structure, and the norms of language and speech. The ability to selectively use the most appropriate means for a given statement, that is, the use of words and phrases that would accurately reflect the speaker’s intention, develops along with such qualities of speech as accuracy, imagery, and correctness.
The need to educate children in different ways word formation is dictated by the fact that preschoolers experience significant difficulties when choosing the most accurate and vivid word in any particular statement.
A preschool child’s ability to construct a coherent statement is based on the formation of the ability to arbitrarily and consciously select the necessary language means. The relationship between vocabulary work and the development of coherent speech is an important condition for the development of speech as a whole, hence the need to work on the accuracy of word use, on understanding the semantic nuances of the meanings of words, and identifying them. role in the development of children's verbal creativity.
Ushakova O. S., Strunina E. M. Methods of speech development for preschool children: Educational method. allowance d
Methods for identifying a child’s understanding of the semantic side of a word
The peculiarity of vocabulary work is that it is inextricably linked with the enrichment of the knowledge and ideas of preschoolers and occurs in various types of familiarization of children with the environment, with objects and phenomena of everyday life, Everyday life, with nature. By developing in children the skills, abilities and knowledge necessary to perform physical exercises, for visual arts, design, etc., the teacher expands their vocabulary, teaches them to understand and use words that denote the objects, actions, and movements used in this activity.
Exploring the world around him, 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. 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. As F.A. Sokhin noted, “for a child, a word acts primarily as a bearer of meaning and meaning.”
First of all, the speaker is guided by semantics when choosing this or that word when constructing a statement; it is semantics that the listener strives to comprehend. Therefore, looking up a word in a dictionary is based on the meaning of the word, and the correctness of the statement depends on how accurately the selected word conveys the meaning. Research carried out in the speech development laboratory has proven the need to highlight a special section in the vocabulary work methodology, which includes familiarizing children with the polysemy of words, synonymous and antonymic relationships between words, and developing in preschoolers the ability to accurately use the lexical means of their native language in speech. Revealing the semantic richness of polysemantic words contributes to
expanding the vocabulary by understanding other meanings of already known words; possession of several meanings enriches the vocabulary, not increasing it quantitatively, but expanding the semantic context of the word’s use.
(FOOTNOTE: Research by A.I. Lavrentieva)
The development of the semantic side of speech is one of the main conditions for the development of coherent speech and verbal communication skills of a preschooler. This is explained by the fact that the degree of formation of the lexical-semantic system of a preschool child has a direct impact on his ability to accurately and adequately select words in accordance with the communication situation and the context of the statement. “In teaching the native language, a central place should be taken by work on the word, the defining property of which is its semantic content, meaning. It is the correct understanding of the meaning of words that allows a child to enter into communication with adults and peers,” write O.S. Ushakova and E.M. Strunina. (FOOTNOTE: See: “Pre-school education”, 1981 No. 2.)
Identifying the level of semantic development of preschool children should reflect not so much the quantitative composition of their vocabulary, but rather the qualitative state of the vocabulary.
The lexical-semantic system is a set of lexical units interconnected by semantic relationships. It records all the relationships that a given lexical unit enters into with other lexical units. Any newly arriving semantic information one way or another rebuilds this system, so it is in constant motion. The most intensive development of the lexical-semantic system occurs precisely in preschool age: familiarization with the surrounding reality brings new information about objects, phenomena and their properties, and it, in turn, is embodied in changes in the child’s lexical-semantic system. The development of children of senior preschool age is, to a certain extent, the result of previous semantic development, since the structure of the main semantic scales can already be considered fully established. Apparently, for this reason, diagnosing the state of the lexical-semantic system of children 5-6 years old does not present any particular difficulties: children are able to adequately respond to stimulus words in the conditions of an associative experiment, do not experience difficulties in selecting synonyms and antonyms, and give interpretations of the meanings of words upon request experimenter. But this result of the development of the semantic system of a child of senior preschool age, which is already approaching in its organization the semantic system of an adult native speaker, is preceded by a long process of its formation. This process begins at the earliest stages of speech development, and by the age of 2-3 years the child spontaneously develops a certain lexical-semantic system. At the same time, the meanings of many words are understood inaccurately, which is due, in particular, to the child’s poor speech and communication experience. Essential semantic connections are not taken into account, and unimportant ones begin to play an unreasonably important role, which causes inadequate use of words in situations of verbal communication.
The special work of teachers, aimed at the formation of a lexical-semantic system, is designed to overcome these spontaneous moments and help children learn to isolate important semantic information. But special education that claims to be successful must be preceded by a theoretically based diagnosis of the child’s semantic development at a given age stage, at a given point in the development of the lexical-semantic system. It is known that each individual child has his own path to language and, therefore, his own way of mastering the richest system of linguistic meanings that permeates all levels of language. Therefore, the methodology for diagnosing semantic development younger preschoolers should help the teacher identify the child’s individual characteristics in his acquisition of lexical units and their relationships and, based on knowledge of these individual characteristics in each specific case, build further work on developing children’s awareness of linguistic meanings and their connections with other linguistic meanings.
Diagnosis of the semantic development of a child of primary preschool age, as well as correction of his semantic development in the future, will be helped by knowledge of the main regularity of the considered stage of formation of the lexical-semantic system. As the work of some psycholinguists, as well as our observations, has shown, children initially master the operations of contrasting linguistic elements, including elements of vocabulary. Perhaps this is explained by the fact that the elements of the language system at any of its levels (phonological, grammatical, semantic) function in conjunction with the correlates that oppose them. By mastering the semantic level of the language system, the child masters, first of all, scales of oppositions, or antonymic scales. These scales form a certain structure, and new semantic elements arriving “at the input” take their place within this structure. Having mastered the “polar” points of the antonymic scale, the child then masters some of its intermediate points: only by mastering the meanings of the polar words hot and cold can the child master the meaning of the intermediate words warm and cool, etc.
Based on the situational thinking of children of early and early preschool age, and also taking into account the large role personal experience When using linguistic signs in their speech activity, we assumed that the identification of the semantic content that younger preschoolers put into words can occur in the conditions of playful speech situations, since these conditions are as close as possible to natural ones.
It is better for children of primary preschool age to offer tasks that are related to each other common theme or a certain plot. This will create and maintain during the examination the emotional contact of the experimenter with the subjects, and the child’s interest in the development of the plot, empathy for the heroes of a fairy tale or story, “invented” together with an adult in currently, will cause a desire for the most accurate answers that reflect more or less adequately the semantic connections in the child’s linguistic consciousness. Thus, the entire examination can be carried out using the same plot. The experimenter begins each next sentence, and leaves it to the child to complete it. Sentences should be constructed in such a way that they are not only interconnected, but also so that the way the child completes them reflects the state of one or another part of his lexical-semantic system.
Our task was to identify not only the features of the systemic organization of the meanings of lexical units, but also the grammatical elements of the language. We considered the system of organizing the meanings of some word-forming elements, in particular suffixes denoting baby animals, diminutive suffixes, some prefixes, as well as the understanding of the meanings of some prepositions by preschool children. The peculiarities of mastering the meanings of some formative affixes that do not change the lexical meaning of the word (gender, number, case of nouns and adjectives; type of verb, etc.) were touched upon.
First of all, the ability to name objects, their actions and qualities, the ability to assign the names of objects to thematic groups (I group of tasks) was tested; further, the skills of using contrasting language units in speech were considered (group II of tasks); skills were identified that allow one to operate with the meanings of grammatical elements of the language, as well as skills in semantic selection of words in a coherent monologue statement (group III of tasks). At the same time, consistency in the development of the plot was observed.
To conduct a survey of the semantic development of younger preschoolers using the described system of tasks, the following visual aids are required: two dolls (large and small), three dolls (large, medium and small), two Christmas trees (high and low), two pencils (long and short) , bunny, doll furniture (chair and wardrobe); pictures - dishes, pieces of furniture, pieces of clothing, two houses (big and small), two men (cheerful and sad), two paths (wide and narrow), an image of a girl who washes her hands, an image of a street in the light and dark. ; duck, duckling, ducklings; pig, piglet, piglets; horse, foal, foals; chicken, chicken, chickens; dog, puppy, puppies.
The duration of the conversation with one child is no more than 20 minutes. All children, without exception, expressed a desire to participate in the examination.
Below is a system of tasks that we developed to examine the semantic development of younger preschoolers. Possible answer options are indicated in brackets.
I group of tasks.
What is this? (Doll, doll.)
What is she like? (Big, small, elegant, beautiful...) If the child finds it difficult to answer this question, you can
What do dolls do? What do dolls can (love) do? (Play, draw, dance...)
The dolls wanted to play. What did they take? (Balls.)
What kind of ball is this? (Blue, colorful, beautiful, round...)
What can dolls do with balls? (Play, throw, roll...)
Let's roll the ball with the dolls. Here the ball rolled towards you, and now it is away from you... (rolled away).
Dolls, balls, cubes, pyramids - how can we call it all in one word? (Toys.)
Let's see what the dolls are wearing. (Dress, trousers, jacket). Dresses, shirts, blouses, trousers - how can we call it all in one word? (Cloth.)
Now it's time for the dolls to eat. What will they put on the table? (Plates, cups, saucers...) Plates, cups, saucers, pots - how can we call it all in one word? (Dishes.)
The dolls will also use the furniture. What kind of furniture do you know? (Table, chair, wardrobe, sofa, armchair...)
task group.
The dolls ate and wanted to draw. The big doll will take a long pencil, and the small one will take ... (short).
This is the picture the big doll drew. There are two people in this picture. One is cheerful, and the second is ... (sad).
The little doll drew two houses: a big one and a small one. What can we call a small house? (House, little house.)
What are the people who build houses called? (Builders.)
The dolls got tired of drawing and went for a walk in the forest. It started to rain. The large doll hid from the rain under a tall tree, and the small one hid ... (under a low one).
The rain stopped and the dolls went home. The big doll walked along the wide path, and the little one - ... (along the narrow one).
Having returned from a walk, the dolls began to wash their hands. What kind of water did they wash their hands with? (Hot, cold...)
At first the dolls' hands were dirty, but when they washed them, their hands became... (clean).
The dolls ate, played, looked out the window and saw that the street had become... (dark).
task group.
Someone came to visit the dolls. Who is this? (Hare.) How can you affectionately call him? (Bunny, bunny, bunny, bunny.)
The bunny decided to play hide and seek with the dolls. Where did he hide? (On a chair, under a chair, behind a closet.)
Now let’s look together with the dolls at the pictures that the bunny brought them.
This is mommy pig. Who is momma pig's baby? (Pig:) This picture shows... (pigs). Mommy pig has a lot of... (piglets).
This is the mother horse. Who is the mother horse's baby? (Falk.) The picture shows... (foals).
This is the mother hen. Who is the mother hen's baby? (Chicken.) The picture shows... (chickens). The chicken has a lot of... (chickens).
This is a mother dog. Who is the mother dog's baby? (Puppy.) This picture shows... (puppies). The dog has a lot... (puppies).
Task 23 reveals an understanding of the meanings of both derivational and formative elements: the ability to form the names of baby animals is tested, as well as the ability to change words by numbers and cases.
task group.
Which of the toys lying on the table do you like best? (Doll, ball, Christmas tree, bunny...) Tell us about this toy.
Our survey of the semantic development of younger preschoolers confirmed that, along with general trend associated with the mastery of opposition strategies and characteristic of all children examined, there are some very significant individual characteristics that reflect the process of formation of the lexical-semantic system in each specific case.
Comparison and evaluation of certain elements of situations causes the appearance of antonymic scales of parametric and qualitative evaluative adjectives in the child’s lexical-semantic system. However, many children are characterized by a state of the system of these scales in which “gluing” of the scales is observed. This tendency is manifested in the fact that all antonymic scales of parametric adjectives (long - short, high - low, wide - narrow, thick - thin, etc.) are included in the “big - small” scale, and all antonymic scales are qualitatively evaluative adjectives (good - evil, smart - stupid, clean - dirty, dark - light, cheerful - sad, etc.) are included in the “good-bad” scale. In this case, there is a “mixing” of members of various antonymic pairs: This doll has long hair, and that one has short hair. This pencil is thin and that one is big(“gluing” scales of parametric adjectives); Now it has become dark outside, but during the day it was not dark, but good (“gluing together” scales of qualitative-evaluative adjectives); This ribbon is wide, and that one is low. The small doll will come along the narrow path, and the big one along the thick one (“mixing” the scales of parametric adjectives); This
Cheerful, and the second is not cheerful, but angry and dirty (“mixing” scales of qualitatively evaluative adjectives).
Individual characteristics characteristic of the development of the semantic system of various children are also manifested in the way of organizing lexical units: in some children words are organized according to the thematic principle (“topics” for grouping - material, purpose of objects, etc.), and in others according to situational ; they are perceived by children as elements of a particular situation (the situation of going to bed, walks in the park).
Noteworthy are the individual characteristics that reflect children’s understanding of the meanings of grammatical elements (word-formative and formative). Some children easily operate with the meanings of word-forming affixes, but at the same time find it difficult in cases where it is necessary to change the form of a word: from the word hare, a child is able to form several words with diminutive suffixes (bare, hare, hare, hare, hare), but not is able to use affixes that change the word and case of a noun (This is a chicken. Mother chicken has a lot of chickens). Other children, on the contrary, adequately use prepositions and formative affixes in their speech activity, but cannot form the names of baby animals. All these individual characteristics are determined by the type of speech (communicative) behavior of the child. They must be taken into account by the teacher in the process of special work on the formation of a lexical-semantic system in his linguistic consciousness by creating game speech (communicative) situations that change the semantic status of lexical units.
Thus, the success of special pedagogical work aimed at developing an awareness of the meanings of linguistic elements and the relationships into which these meanings enter within the semantic system of language is directly dependent on the qualitative identification of the Initial state of this system on the basis of the most acceptable for of this age diagnostic technique. The level of the formed™ system of semantic connections of words is the most important prerequisite for the success of a preschooler’s further education.
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2.3 Analysis of the results of experimental work on organizing continuity in the speech development of children of senior preschool and primary 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 the speech structure of preschool children to be work on the word, which is considered in conjunction with the solution of other speech tasks. Fluency in a word, understanding its meaning, and accuracy of word use are necessary conditions for mastering the grammatical structure of a language, the sound side of speech, as well as developing 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 process. 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 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. 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 using 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 that are accurate in meaning to a speech situation and on understanding and using different meanings 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 into account of this quality. 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 of 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. The work on the formation of the dictionary had positive influence 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. On modern stage development of education, the problem of preparing children to enter school becomes an important practical task of the kindergarten. This is due to the fact that one of the indicators of readiness for school can be this level of development mental processes And psychological characteristics the personality of the child, which 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 pedagogical process holistic, consistent and promising nature, allows 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. An analysis of the current state of continuity in 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, rather than a close relationship in the content, methods, means and forms of work. Practical 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.
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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 choices of pictures is counted, 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 - a low level of 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 pronouncing the 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 that can be worn.” 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 different ages guys within the same group. So, if in senior group In 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 preschoolers. 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 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. Role 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 in children of a sense of time as an aesthetic phenomenon in psychological, pedagogical and methodological literature. System of pedagogical work, diagnostics, experimental research dynamics of development in children of senior preschool age. |
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