Methodological development for preschool teachers
MBDOU KINDERGARTEN No. 24, UFA RB
Methodological development for preschool teachers
“Diagnostics of children’s speech development
preschool age"
(5-6 years)
Prepared by: Tatyana Viktorovna Latypova
UFA, 2015
Explanatory note
Speech is one of the main lines of child development. The native language helps the child enter our world and opens up wide opportunities for communication with adults and children. With the help of speech, the baby learns about the world, expresses his thoughts and views. Normal speech development is necessary for a child to succeed in school. Speech develops at a rapid pace, and normally, by the age of 5, all the sounds of the native language are correctly pronounced; has a significant vocabulary; mastered the basics of the grammatical structure of speech; masters the initial forms of coherent speech (dialogue and monologue), allowing him to freely come into contact with people around him. At preschool age, elementary awareness of the phenomena of the native language begins. The child comprehends the sound structure of a word, gets acquainted with synonyms and antonyms, the verbal composition of a sentence, etc. He is able to understand the patterns of constructing a detailed statement (monologue), and strives to master the rules of dialogue. The formation of an elementary awareness of linguistic and speech phenomena develops free speech in children and creates the basis for successful mastery of literacy (reading and writing). In preschool age, along with certain achievements, omissions and shortcomings in the child’s speech development become obvious. Any delay, any disturbance in the development of a child’s speech negatively affects his activity and behavior, and the formation of his personality as a whole.
Purpose of diagnosis
– determine the initial level of speech development of each child and the group as a whole at the beginning of the school year and at the end of the entire education; determine the effectiveness of work on speech development. This diagnostic can be used by both preschool teachers and additional education teachers working with preschoolers.
Characteristics of speech of preschool children.
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, and polysemantic words increases. Thus, the development of the dictionary is characterized not only by an increase in the number of words used, but also by the child’s understanding of different meanings of the same word (multiple meanings). Movement in this regard is extremely important, since it is associated with a more complete awareness by children of the semantics of the words that 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 largely 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 assimilation 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 their structure (beginning, middle, end). Children make mistakes in the formation of different grammatical forms. 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. The main disadvantages in the development of coherent speech are the inability to construct a coherent text using all structural elements (beginning, middle, end), and to connect parts of a statement. Speech tasks in relation to children of senior preschool age become more complex both in content and in teaching methods.
Methodology for identifying individual aspects of speech development
children.
The inspection is carried out in the form of: observation; - diagnosing children’s achievements of planned results. The leading method of pedagogical measurements is the method of observing the process of child development. To organize learning outcomes, a table of indicators, criteria and timing of control is used. Indicators of mastering special knowledge and skills are monitored during ongoing and final monitoring, as a result of performing diagnostic tasks to identify the qualitative level of knowledge. The results of diagnostic procedures (observation results, results of questionnaires, practical tasks, conversations) are recorded in group cards for recording learning outcomes, which make it possible to maintain a step-by-step system for monitoring children’s learning and tracking the dynamics of the child’s educational results, starting from the first interaction with the teacher. Diagnosis of children is carried out on the basis of diagnostic methods for examining different aspects of the speech of preschool children, recommended by Ushakova O.S., Strunina E.M., Strebeleva E.A., Grizik T.I. Based on the diagnostic results, 4 levels of children’s speech development are identified: high, average, below average, low. These levels of children’s speech development are able to most fully reflect the set of knowledge, skills and abilities that a child should acquire as a result of mastering the educational program.
Diagnosis criteria for vocabulary:
level of vocabulary development; subject vocabulary (possession of generalizing words, understanding of parts of objects); understanding the semantic nuances of the meanings of verbs formed in an affixal way (using prefixes that give words different shades); ability to select words denoting the quality of action; - dictionary of features;
understanding the characteristics of an object, identifying the shades of meaning of synonyms - adjectives, identifying an understanding of the figurative meaning of adjectives.
Criteria for diagnosing speech sound culture:
ability to isolate a certain vowel/consonant sound from a number of proposed sounds; determination of the sequence of sounds in a word; determination of the consonant/vowel sound in a word; determining the place of a sound in a word (beginning, middle, end); ability to differentiate sounds that are similar in sound; the formation of auditory attention, perception and the ability to reproduce syllable series in a given sequence; ability to pronounce words of different syllable structures in isolation; ability to repeat words while maintaining the correct syllable structure; ability to differentiate words that sound similar; the formation of auditory attention, perception and the ability to correctly reproduce the proposed words in a given sequence; developed ability to pronounce words of different syllabic structures in sentences; - checking the level of development of phonemic hearing and the ability to perform sound analysis of a word.
Criteria for diagnosing the grammatical structure of speech:
understanding and use of simple and complex prepositions; ability to form singular and plural nouns; form plural nouns in the nominative and genitive case; developed ability to form nouns with a diminutive suffix; checking the level of consistency of nouns with numerals; ability to coordinate nouns with adjectives; identifying the ability to coordinate pronouns and verbs in speech; the formation of the correct use of case forms of nouns; - agree numerals with the noun.
Criteria for diagnosing coherent speech:
ability to describe an object (picture, toy);
ability to use words denoting essential features when describing objects/toys; ability to write a description without visualization; the ability to compose a story based on a painting, a series of paintings, or from personal experiences; use of mnemonic tables when describing objects (toys), composing stories; - ability to retell. When working with children, one should keep in mind the principle of gradual advancement in personality development. At the same time, the child’s successes and achievements are compared not with the standard, as in basic education, but with the initial capabilities.
Levels of proficiency in speech skills and abilities,
on different aspects of speech development
Preschoolers 5 years of age:
By the end of 1 year of study, children can: 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. Grammar 1. Correlate the names of animals and their cubs (fox - fox cub, cow - calf); 2. Use verbs in the imperative mood (run, wave); 3. Correctly coordinate nouns and adjectives in gender, number, case, focusing on the ending (fluffy cat, fluffy cat); 4. Make sentences of different types. Phonetics 1. Correctly pronounce the sounds of your native language; 2. Find words that sound similar and different; 3. Correctly use a moderate rate of speech, strength of voice, and intonation means of expression. Coherent speech 1. Retell short stories with previously unfamiliar content;
2. Compose a story based on a picture or about a toy together with the teacher; 3. Describe the object shown in the picture, naming signs, qualities, actions; 4. Use a variety of polite forms of speech.
Preschoolers 6 years of age
By the end of the 2nd year of study, children can: 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). Grammar 1. Form the name of young animals (fox - fox, cow - calf); 2. Select words with the same root, agree on nouns and adjectives in gender and number; 3. Form difficult forms of the imperative and subjunctive mood (hide! Dance! I would look for); genitive case (hares, foals, lambs); 4. Construct complex sentences of different types. Phonetics 1. Differentiate pairs of sounds s-z, s-ts, sh-zh, ch-sch l-r, distinguish between whistling, hissing and sonorant sounds, hard and soft; 2. Change the strength of the voice, tempo of speech, intonation depending on the content of the statement; 3. Select words and phrases that sound similar. Coherent speech 1. In retelling literary works, intonationally convey the dialogue of the characters, the characteristics of the characters; 2. Compose a description, narrative or argument; 3. Develop a storyline in a series of paintings, connecting parts of the statement with different types of connections.
Methods for examining children's vocabulary
Older age (5 years)
1. Method “Name what it is?”
Goal: identifying mastery of generalizing words. Equipment: pictures depicting: clothes, fruit, furniture. Progress of the examination: the teacher asks the child to look at a number of pictures and name them in one word (clothes, furniture). Then the teacher asks the child to list flowers, birds and animals. Next, the child is asked to guess the object by description: “Round, smooth, juicy, sweet, fruit” (apple). Orange, long, sweet, growing in the garden, vegetable (carrot); green, long, tasty, salty, tasty raw, who is he? (cucumber); red, round, juicy, soft, tasty, vegetable (tomato).
2. Method “Who moves how?”
Equipment: pictures of fish, birds, horses, dogs, cats, frogs, butterflies, snakes. Progress of the examination: the adult invites the child to answer the Questions: Fish... (swims) Bird... (flies). The horse... (gallops). Dog... (runs) Cat... (sneaks, runs). The frog (how does it move?) - jumps. Butterfly... (flies).
3.Method “Name the animal and its baby.”
Goal: identifying the level of vocabulary development. Equipment: pictures depicting domestic and wild animals and their young. Progress of the examination: the child is shown a picture of one of the animals and asked to name it and its baby. In cases of difficulty, the teacher takes the pictures and helps the child answer: “This is a cat, and her cub is a kitten. And this is a dog, what is the name of its cub?”
4. “Choose a word” technique.
Goal: identifying the ability to select words denoting the quality of an action. Progress of the examination: the teacher asks the child to listen carefully to the phrase and choose the right word for it. For example: “The horse is running. How? Fast". The following phrases are suggested: the wind blows... (strongly); the dog barks... (loudly); the boat floats... (slowly); the girl whispers... (quietly).
5. “Doll” technique.
Purpose: checking the development of children's vocabulary. The teacher shows the child a doll and asks questions in the following sequence.
1.
Tell me what a doll is! - the child gives a definition (a doll is a toy, they play with a doll); - names individual signs (the doll is beautiful) and actions (it is standing);
- does not complete the task, the doll repeats the word.
2.
What kind of clothes is the doll wearing? - the child names 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. - the child gives the correct forms: Katya, please run (wave your hand); - gives only verbs - run, wave; - produces incorrect shapes.
4.
Guests came to the doll. What should you put on the table? - the child names the word dishes; - lists individual items of utensils; - names one object.
5.
What kind of dishes do you know? - the child names more than four objects; - names two objects; - names one object.
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; - answered three questions; - completed only one task.
7.
Comparison of tableware items. “How are these items different?” (Show a picture with different dishes.) - names by color (or shape and size); - lists individual signs (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
. Tell me (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.
6. “Ball” technique.
1.
The teacher shows two balls and asks: “What is a ball?” - the child gives a definition (a ball is a toy; it is round, rubber); - names some sign; - repeats the word ball.
2.
What does it mean to throw, to catch - the child 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).
3.
Compare two balls, how are they different and how are they similar? - the child names the signs: both are round, rubber, play with balls; - names only differences in color; - says one word.
4.
What toys do you know? - the child names more than four toys; - names more than two; - says one word.
7. Methodology “Subject Dictionary”
Goal: identifying skills in naming parts of objects. Progress of the examination: The teacher lays out in front of the child object pictures depicting a car (passenger car), a house and asks to name the objects and its parts. The teacher can use a pointer to show some parts of the depicted object, which will help the child isolate the part from the whole and name it. In older preschool age, it is advisable for children to indicate parts and details that are not visible in the picture. If the child does not name the invisible parts, then the teacher asks the question: “What else does the car have? What is there in the house? For example: a car - wheels, steering wheel, gas tank, door (front, rear), windshield, mirror, engine, brake, seat belt, interior, seat, etc.; house - walls, roof, door, porch, window, chimney, steps, rooms, ceiling, etc.
8. “Generalization words” technique
Goal: identifying mastery of generalizing words. Progress of the examination: The teacher offers the children four pictures. Asks to name them in one word (“What, in one word, can these objects be called?”). The teacher finds out whether children have the following general concepts: tools, transport, trees, berries. An approximate list of pictures: tools - drill, plane, saw, hammer; transport - car (passenger car), bus, trolleybus, tram; trees - birch, oak, spruce, rowan; berries - raspberries, strawberries, black currants, gooseberries.
9. Methodology “Verb Dictionary”
Goal: identifying the presence of verbs in the child’s dictionary. Progress of the examination: The child is presented with a mock-up of a city street on the table, on which there is a garage (this could be, for example, a cube or a box), roads (for example, strips of paper or ribbons), a bridge, houses (for example, cubes). A car (toy) is placed in the garage. The teacher says and acts with the toy: I will tell you what the car was doing on the city street, and you help me. Choose the necessary words that are similar to the word - go. The teacher drives the car around the model and says: “The car left the garage... (left) and along the road... (drove); a car .. (drove into the bridge); across the road... (moved); to the traffic light... (pulled up); behind the house... (dropped by); far away... (left).” Next, the teacher invites the child to take the car, show and tell what the car was doing on the city street. In this case, special attention is paid not only to the child’s ability to use spatial prefixes, but also to the correct correlation of actions and words.
10. Methodology “Dictionary of signs”
Goal: to identify the child’s understanding of the signs of an object. Progress of the examination: Conducted in the form of a game exercise “Say it differently.” First, the teacher says what the object is made of (glass vase), and then the child (glass). Examples: glass vase - glass; wooden table - wooden; leather bag - leather; cardboard box - cardboard;
plastic toy - plastic; key made of metal metal.
2
. Antonyms. The teacher names the words, the child selects the opposite pair: light - dark; White black; high Low; right left; winter - summer; light heavy; top - bottom, etc. If there is difficulty, the teacher can add a noun that will help the child answer correctly: light suit - dark suit; white collar - black collar; tall man - short man; winter day - summer day; light stone - heavy stone; upper floor - lower floor; right eye - left eye, etc. The teacher enters the data obtained from examining the child’s dictionary into a table.
Older age (6 years)
1. “Explain actions” technique.
Goal: identifying an understanding of the semantic shades of the meanings of verbs formed in an affixal way (using prefixes that give words different shades). Progress of the examination: the child is asked to listen to the words and explain the meaning of the words: Run - run up - run out; Write - sign - rewrite; Play - win - lose; Laugh - laugh - ridicule; Walked - walked away - entered.
2. “Choose a word” technique.
Goal: identifying the nuances of meaning of synonyms - adjectives. Progress of the examination: the teacher asks the child to choose words that are close in meaning to the named word (adjective). For example: smart - reasonable; weak - timid - old.
3. “Explain” technique.
Goal: identifying an understanding of the figurative meaning of adjectives. Progress of the examination: the child is asked to explain the following phrases: evil winter; skillful fingers; Golden hair; prickly wind; light wind.
4. “What does it mean” technique.
Goal: to identify the development of children’s vocabulary. Progress of the examination.
1.
You already know a lot of words. What does the word doll, ball, dishes mean? - names individual signs and actions;
2.
What is deep? small? tall? low? easy? 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 do you call a 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 objects that have a handle (1-2 words).
5. Methodology “Subject Dictionary”.
Goal: to study subject vocabulary (parts of the subject, generalization words); verbal dictionary (verbs with spatial prefixes); dictionary of signs; antonyms (spatial features indicated by verbs and nouns). The survey includes five tasks.
6. Method “Parts of an object”.
Goal: identifying skills in naming parts of an object. The teacher lays out object pictures in front of the child depicting a bus, a house (multi-story) and asks him to name the object and all its possible parts. It is necessary that children indicate not only the visible parts and details, but also those that are not visible in the picture. Additional questions are not asked during the examination (unlike the older group). An approximate list of parts of objects: Bus: visible parts - body, wheels, headlights, cabin, windows, etc.; invisible parts - engine, interior, seats, doors, handrails, etc.; House (urban): visible parts - floors, windows, entrance, door, roof, drainpipe, etc.; invisible parts - stairs, elevator, apartments, rooms, mailboxes, etc.
7. “Generalization words” technique.
The teacher offers the children four pictures for each generalizing concept. Asks to name them in one word (“What one word can these objects be called?”). The teacher finds out whether the children speak
the following general concepts: animals, transport, professions, movements. An approximate list of pictures: animals - ant, fish, crow, hare, cow, whale; transport - car, bus, plane, ship; professions - cook, builder, teacher, salesman; movements - the child runs, jumps rope, swims, throws a ball.
8. Methodology “Verb Dictionary”.
The child is offered a mock-up of a city street on the table. The model must show a tree with a nest. A bird (toy) is sitting in the nest. The teacher says: I will tell you about the chick and his first independent flight, and you help me. Choose the necessary words that are similar to the word fly. The teacher moves the bird around the model and says: Once upon a time there was a chick. One day he realized that his wings had become stronger and decided to make his first flight. The chick left the nest... (flew) and along the road... (flew), across the road... (flew), towards the house... (flew), into the open window... (flew), got scared and out window... (flew away), into the distant forest... (flew away)... then the teacher invites the child to take the bird, show and tell what it did. In this case, special attention is paid not only to the child’s ability to use spatial prefixes, but also to the correct one.
9. Methodology “Dictionary of signs”.
The examination is carried out individually orally (without visual material) in the form of a game exercise “Say it differently”. Relative adjectives are used as a basis. First, the teacher says what the object is made of (crystal vase), and then the child (crystal). Examples: crystal vase - crystal; fur collar - fur; clay jug - earthenware; stone bridge
.
- stone; paper boat - paper.
10. “Antonyms” technique.
The examination is carried out individually with each child orally. The teacher names the words, the child selects a pair with the opposite meaning.
Teacher: child:
lie down stand went out came in took off landed opened closed morning evening cold heat day night
cheerful sad straight curve
Methods for examining the sound culture of speech
Older age (5 years)
1. “Name it correctly” technique.
Purpose: checking sound pronunciation. Equipment: drawings. Progress of the examination: the child is asked to repeat the following words C: garden, stroller, globe. Sya: cornflower, taxi. 3: castle, dunno. Z: strawberry, monkey. C: heron, ring, Indian. Sh: checkers, collar, pencil. F: giraffe, beetle, skis. IC: pike, puppy, raincoat. H: kettle, cookies, ball. L: lamp, wolf, table. Leh: lemon, stove, salt. R: cancer, stamps, fly agaric. Ry: river, gingerbread, lantern. And: watering can, apple, hedgehog, wings. K: jacket, violin, wardrobe. G: garden bed, heating pad, grapes. X: bread, weaver, rooster.
2. “Repeat it right” technique
Purpose: checking sound pronunciation. Equipment: plot drawings. Progress of the examination: the child is asked to repeat the following sentences: The catfish has a mustache. Zina has an umbrella. A blacksmith forges a chain. The hedgehog has a hedgehog. A woodpecker was hammering a spruce tree. A mole got into our yard.
3. Methodology “Counting tables”.
Purpose: checking sound pronunciation in the process of pronouncing a rhyming text. Progress of the examination: the teacher invites the child to play counting rhymes: “I start the counting rhyme, and you listen, then repeat.” The teacher, rhythmically pronouncing the text of the rhyme, in time with the words, points with his hand first at himself, then at
child: “The counting begins: There is a starling and a jackdaw on an oak tree, the starling has flown home, and the counting ends.” “One, two, three, four, five, the bunny went out for a walk, suddenly the hunter runs out and shoots straight at the bunny, but the hunter didn’t hit, the gray bunny galloped away.” “Behind the glass doors there is a bear with pies, how much, my little bear, does a delicious pie cost?” (Each counting rhyme can be repeated no more than 2-3 times).
4. “Name it” technique.
Purpose: to check the child’s ability to pronounce words of different syllable structures in isolation. Equipment: pictures with the following words - pig, astronaut, aquarium, motorcycle, apartment, birdhouse, TV, helicopter, artist, photographer, strawberry, frying pan, motorcyclist, rectangle, dragonfly, snowman, plumber, policeman. Progress of the examination: the teacher asks the child to name the images in the pictures (objects, characters, plants, insects, animals); if there is difficulty, the teacher asks him to repeat the following words: pig, astronaut, aquarium, motorcycle, apartment, birdhouse, TV, helicopter, artist, photographer, strawberry, frying pan, motorcyclist, rectangle, dragonfly, snowman, plumber, policeman.
5. “Repeat after me” technique.
Purpose: to check the child’s ability to pronounce words of different syllable structures in sentences. Equipment: scene pictures: 1. A policeman is standing at an intersection. 2. Goldfish are swimming in an aquarium. 3. The photographer takes pictures of children. 4. Sasha was drying wet clothes on a line. 5. The watchmaker is repairing the watch. 6. The bird raised the chicks in the nest. 7. A motorcyclist rides a motorcycle. 8. The cook is baking pancakes in a frying pan. Progress of the examination: The teacher shows the child a picture and asks him to repeat the following sentences: A policeman is standing at an intersection. Goldfish swim in an aquarium. A photographer takes pictures of children. Sasha was drying wet clothes on a line. The watchmaker is repairing the watch, The bird has hatched chicks in the nest. A motorcyclist rides a motorcycle. The cook bakes pancakes in a frying pan.
6. “Echo” technique.
Purpose: testing auditory attention, perception and the ability to pronounce syllable series in a given sequence. Progress of the examination: the child is asked to play the game “Echo”: the teacher pronounces the following syllable series: pa-ba, ta-da, ka-ga, pa-pa-ba, ta-da-ta, pa-ba-pa.
7. “I’ll repeat” technique.
Purpose: testing auditory attention, perception and ability to reproduce the proposed words in a given sequence. Progress of the examination
:
The teacher invites the child to repeat a series of words: cat-year-cat; tom-dom-com; fishing rod
8. “Be attentive” technique.
Purpose: checking the level of formation of phonemic hearing. Progress of the examination: the teacher invites the child to play: “I will name the words, if you hear the sound “w”, clap your hands.” The teacher names the words: house, bunny, hat, bear, fox, cone, Christmas tree, car. Then the child is asked to single out the following sounds in turn: “k”, “l” from the proposed words: monkey, umbrella, cat, chair, robe, poppy; fist, bunny, T-shirt, soap, chamomile, lamp.
Older age (6 years)
1. “Repeat after me” technique
Purpose: to check the child’s ability to pronounce words of different syllable structures in sentences. Progress of the examination: the teacher asks the child to repeat the following sentences: The store sells a floor polisher and a vacuum cleaner. The leaves are falling - leaf fall is coming. A motorcyclist rides a motorcycle. A photographer takes pictures of children. Grandmother knits a collar for her granddaughter. A fisherman catches fish. Bees are raised by a beekeeper. A dump truck arrived at the construction site.
2. “Echo” technique.
Purpose: testing auditory attention, perception and the ability to reproduce syllable series in a given sequence. Progress of the examination: the child is asked to play the game “Echo”: the teacher pronounces the following syllable series: pa-pa-ba, ta-da-ta; pa-ba-pa; pa-ba, pa-ba, na-ba; ka-ha-ka; sa-za, sa-za, sa-za; sa-sha, sa-sha, sa-sha.
3. “Repeat” technique
Purpose: testing auditory attention, perception and the ability to correctly reproduce the proposed words in a given sequence.
Progress of the examination: the teacher asks the child to repeat a series of words: roof-rat; log-knee; earth-snake; daughter-dot-bump; grandmother - tub-pillow; bear-bowl-mouse.
4. “Be attentive” technique.
Purpose: checking the level of formation of phonemic hearing. Progress of the examination: the teacher invites the child to play. “I will name the words, if you hear the sound “z”, clap your hands.” The teacher names the words: tree, bunny, cornflower, river, basket, Zina, bush, bell. Then the child is offered certain sounds with which he must come up with words: “sh”, “s”, “l”. If there are difficulties, the teacher himself names a few words.
5.Method “Guess how many sounds.”
Goal: checking the level of development of phonemic hearing and the ability to perform sound analysis of a word. Progress of the examination: the teacher calls the child a word and asks him to answer the question: “How many sounds are in this word? Name the first sound, the third, the second.” For example, "house". If there are difficulties, the teacher himself identifies the sounds, explaining to the child the place of each sound in this word. Then other words are suggested: vase, car, pen, pencil case, book.
6. “What sound” technique.
Goal: identifying the consonant sound in a word. Unlike 5-year-old children, children are offered words that contain not only hard consonant sounds, but also soft ones. Equipment (for each child). A flower with seven petals, ten pictures (seven main and three additional). Main pictures: No. 1 on sound [s] - bridge; No. 2 for the sound [z’] - zebra; No. Z for sound [ts] - ring; No. 4 for the sound [ш] - brush (pike); No. 5 for the sound [h] - teapot (cup); No. 6 for the sound [r’] - rowan (belt); No. 7 for the sound [l] - wolf (Christmas tree). The results of the study of speech hearing are entered into the table.
7. “The sound is hidden” technique.
Goal: determining the place of a sound in a word (beginning, middle, end) The task is performed with a subgroup of children. Equipment (for each child). Strip of paper
,
divided into three parts of different colors: yellow, white, brown; pictures (9 pcs.) with sound [ш] - pike, box, raincoat; for the sound [k] - chicken, glass, poppy; for the sound [r] - crayfish, bucket, axe. White color yellow color brown color
The teacher offers the children a game exercise “Sounds play hide and seek” and explains the rules: “You remember that words are made up of sounds. The same sound can be heard in some words at the beginning, in others - in the middle or at the very end of the word. Look at the stripe. Let's imagine that this is a word. The yellow color on the strip indicates the sound at the beginning of the word, the white color indicates the sound in the middle of the word, and the brown color indicates the sound at the end of the word. Now I will name (in turn) the sounds that will play hide and seek with us, and the place where they are hidden in words. You find a picture that depicts an object with a named sound, and place it on the color of the strip that indicates the place of the sound in the word (beginning, middle, end). So let's begin." Sample instructions: “Find in the pictures an object whose name has the sound [у] at the beginning of the word. Place this picture on the yellow part of the strip"; “Find in the pictures an object whose name has the sound [k] in the middle of the word. Place this picture on the white part of the strip"; “Find in the pictures an object whose name has the sound [r] at the end of the word. Place this picture on the brown part of the strip.” If the task is completed correctly, the following pictures should be laid out on the strip: on the yellow part - a pike, on the white part - a glass, on the brown part - an ax.
8. “Who follows whom” technique
Goal: determining the sequence of sounds in a word. The task is carried out in an individual form. Equipment: A picture of a fly. The teacher shows the child a picture and asks him to name what is shown on it; name the first, second, third and fourth sounds in the word fly.
Methods for examining the grammatical structure of speech
Senior age(5 years)
1. “Hide and Seek” technique.
Purpose: diagnostics of understanding and use of prepositions: between, because of, from under. Equipment: toys - a bunny, two cars. Progress of the examination: the child is asked to perform a series of actions and answer questions. For example: “Hide the bunny between the cars. Where did you hide the bunny? Hide the bunny behind the typewriter. Where did you hide the bunny? Where is the bunny looking from?
2. Method “Guess what’s missing?”
Goal: to identify the child’s ability to form plural nouns in the nominative and genitive cases.
Equipment: pictures with the following image: eye - eyes; bucket - buckets; mouth - mouths; lion - lions; feather - feathers; window - windows; house
-
Houses; armchair - armchairs; ear - ears; tree - trees; table - tables; chair
-
chairs. Procedure of the examination: The child is shown pictures and asked to name one object and many. The following pictures are offered: eye
-
eyes; bucket
-
buckets; mouth
-
mouths; lion - lions; feather - feathers; window - windows; house - houses; chair - chairs; ear - ears; tree - trees; table - tables; chair-chairs. If the child has completed the first part of the task, he is asked to answer the questions: You have buckets, but I don’t have anything? (buckets). You have lions, I don’t have anyone? (Lviv). You have trees, I don’t have what? (trees). You have apples, I don’t have what? (apples). Do you have a chair, I don’t have one? (chairs).
3.Method “Call me kindly.”
Goal: to identify the maturity of the ability to form nouns with a diminutive suffix. Equipment: pictures depicting large and small objects. Progress of the examination: The child is asked to affectionately name the objects depicted in the pictures. Window-... (window). Mirror-... Wood-... Box-... Ring-... Hinge-...
4. “Name it” technique.
Goal: to identify the formation of the correct use of case forms of nouns. Progress of the examination: the child is asked to answer the questions: “What is there a lot in the forest? Where do the leaves fall from in the fall? (Gen. pad). Who do you like to visit? Who needs a fishing rod? (Dat. fall.) Who did you see at the zoo? circus? (Vin. fall.) What are you looking at? What are you listening to? (TV pad.) What do children ride in winter? (Rev. pad.).”
5. “What is missing” technique.
Goal: identifying skills in the formation of plural nouns. The teacher uses the same demonstration material as in the previous task. Covering a picture with a blank sheet of paper that depicts several objects (plural nouns), the teacher asks the question: “What is missing or “What is missing?” (Leaves, windows, bridges, socks.)
6. “Straights” technique.
Goal: identifying skills in using complex prepositions. Progress of the examination: the teacher invites the child to look at the plot picture. Approximate description of the picture (Animal Games): the bunny hid behind a tree and
peeks. Two butterflies sit under a large mushroom. There is a small ant between the butterflies. Questions for children: because - Where will the bunny jump out from? from under - Where will the butterflies fly out? Between - Where is the ant? (Between whom is the ant standing?)
7. “Name how many” technique.
Goal: identifying the ability to coordinate numerals with nouns. The teacher places a card in front of the child, which depicts objects in different quantities: one object, two such objects next to it, then five such objects. The teacher asks to name the item and its quantity. (One chair, two chairs, five chairs; one bucket, two buckets, five buckets; one berry, two berries, five berries; one ring, two rings, five rings, etc.)
Older age (6 years)
1. “Hide and Seek” technique.
Goal: identifying understanding and active use of complex prepositions: with, between, about, because of, from under. Equipment: toy bunny. Progress of the examination: the child is asked to perform a series of actions, for example: “Hide the bunny behind your back.” Then the child is asked questions: “Where does the bunny look from?”; “Hide the bunny under the table.” “Where is the bunny looking from?”; “Put the bunny on the table. The bunny jumped to the floor. Where did the bunny jump from? etc.
2. Method “Count.”
Purpose: checking the level of consistency of nouns with numerals. Progress of the examination: the teacher asks the child to count apples (buttons) to ten, each time naming numerals and nouns. For example, one apple, two, etc. Fixed: understanding of the task, the ability to correctly coordinate a numeral with a noun in speech.
3. “Name it correctly” technique.
Goal: identifying the ability to coordinate pronouns and verbs in speech. Progress of the examination: the teacher invites the child to change these words (verbs) in accordance with pronouns. For example: “I’m going, we’re going, they’re going.” Verbs: sew, sing, dance, paint, fly.
4. “Name it” technique.
Goal: identifying the ability to use nouns in the correct grammatical form. Equipment: pictures of forests in summer, winter, autumn, spring; zoo, circus. Progress of the examination: the child is asked to look at the pictures and answer the questions: What is there in the forest? Where do the leaves fall from in the fall? (Gen. pad). Who do you like to visit? Who needs a fishing rod? (Dat. fall.) Who
did you see it at the zoo (circus)? (Vin. fall.) What are you looking at? What are you listening to? (TV pad.) What do children ride in winter? (Rev. pad.)
5. “One - many” technique.
Purpose: formation of plural nouns; The teacher shows the child a card with paired pictures: one object and many objects. The teacher asks you to name what is drawn on the cards
:
tree - trees; chair - chairs; feather - feathers; leaf - leaves; anchor - anchors.
6. Method “What is missing?”
Purpose: formation of plural nouns in the genitive case; The teacher uses the same demonstration material as in the previous task. Covering a picture with a blank sheet of paper that depicts several objects (plural nouns), the teacher asks the question: “What is missing?” or “What’s gone
?»
(trees, chairs, feathers, leaves, anchors).
7. “Call me kindly” technique.
Goal: formation of diminutive forms of nouns. The teacher uses the same demonstration material as in the previous task. Offers to name the affectionately drawn object: tree, chair, feather, leaf, anchor.
8. “Hide and Seek” technique.
Goal: use complex prepositions. Equipment. Two books and a flat picture (any character cut out of paper, for example a cat). The teacher says to the child: “The kitten is playing hide and seek. Watch the kitten carefully and answer my questions.” Next, the teacher manipulates the flat picture and asks questions. The child answers. Questions (answers): Where did the kitten hide? (The kitten hid between the books.). Where is the kitten peeking from? (The kitten peeks out from behind the book.)
Methodology for examining coherent speech
1. “Tell me which one” technique.
Goal: diagnostics of a child’s ability to use words denoting essential features when describing objects (toys). Progress of the examination: the teacher invites the child to talk about the toy (object). The following words are suggested for description: Christmas tree, bunny, ball, apple, lemon. If there are difficulties, the adult clarifies: “Tell me what you know about the Christmas tree? What is it like? Where did you see her?
2. “Make a story” technique.
Goal: identifying the level of formation of coherent speech Equipment: three pictures depicting a series of sequential events: “The cat catches the mouse.”
Progress of the examination: the teacher inconsistently lays out pictures in front of the child and asks him to look at them and put them in order: “Lay out the pictures so that it is clear what happened at the beginning, what happened then and how the action ended? Make up a story."
3. “Think and Say” technique.
Goal: identifying the child’s ability to establish cause and effect relationships and reason. Progress of the examination: the teacher asks the child to listen carefully and complete the following statements: “Mom took an umbrella because it’s outside” (it’s raining); “The snow is melting because” (the sun is warming; spring has come); “The flowers dried up because” (they were not watered); “A lot of mushrooms appeared in the forest because” (it rained); “Young leaves appear on the trees because” (spring has come).
4. Methodology “Five tasks”
Goal: the ability to describe an object (picture, toy) is revealed, to compose a description without clarity; for this, the child is first offered a doll.
Exercise 1.
Describe the doll. Tell us what it is like, what you can do with it, how you play with it. - the child independently describes the toy: This is a doll; She is beautiful, her name is Katya. You can play with Katya; - talks about the teacher’s questions; - names individual words without linking them into a sentence.
Task 2.
Write a description of the ball: what is it, what is it for, what can you do with it? - child describes: This is a ball. It is round, red, rubber. It can be thrown and caught. They play with the ball; - lists the signs (red, rubber); - names individual words.
Task 3.
Describe the dog to me, what it is like, or come up with a story about it. - the child composes a description (story); - lists qualities and actions; - names 2-3 words.
Exercise
4.
The child is asked to compose a story on any of the suggested topics: “How I play”, “My family”, “My friends”. - composes a story independently; - tells with the help of an adult; - answers questions in monosyllables.
Exercise
5.
The teacher reads the text of a story or fairy tale to the child and asks him to retell it. - the child retells the story independently; - retells with prompting of words to adults;
- says separate words.
Bibliography
Toolkit
Diagnosis of the level of development of children based on speech development
Perova Vera Nikolaevna,
senior teacher of GDOU d/s No. 62
St. Petersburg
EXPLANATORY NOTE
The diagnostic material includes a methodology for three aspects of children’s speech development: vocabulary, grammatical structure and readiness to master written language.
Diagnostic tasks will allow you to identify speech skills that correspond to the age characteristics of children.
The tasks are varied in content. Evaluation criteria have been developed for each task, which will allow the teacher to develop a specific plan for pedagogical work with children to improve these aspects of speech. A selection of visual aids has been made for diagnostic tasks, which will make the diagnostic process interesting for the child and will contribute to the objectivity of the results obtained.
This diagnostic material is focused on the “Program for raising and training children in kindergarten.” It is expected that these materials will be included in the operational type of diagnostics.
IIJUNIOR GROUP
1. Show pictures with “Toys” and “Cookware” on them.
Goal: Reveal an understanding of specific nouns denoting specific concepts and objects; understanding and using general concepts in your speech.
Material: pictures showing: toys - doll, car, drum, etc. Utensils - cup, plate, pan, etc.
2. What is the girl doing? /mother, boy, etc./
Goal: determine the volume of the verb dictionary; the ability to correctly name actions.
Material:pictures
Criteria: the child names the actions correctly - 3 points
Makes 2 or more mistakes - 1 point
3. Show in pictures: cup - cups, mushroom - mushrooms, doll - dolls, ball - balls.
Purpose: Determine understanding of singular and plural forms of nouns.
Criteria: the child correctly names and shows objects - 3 points
Lots of mistakes - 1 point
4.Put the ball in the box, on the table, under the table, behind the box.
Purpose: to determine the understanding of prepositional - case constructions with prepositions: IN, ON, FOR, UNDER.
Material:pictures
Criteria: the child correctly understands the meaning of prepositions: IN, ON, FOR, UNDER - 3 points
Makes one mistake - 2 points
Makes 2 mistakes - 1 point
5.Name who has what?
Goal: To determine the ability to use nouns in the singular genitive case without a preposition.
Whose tail is this? - Foxes.
Whose bag is this? - Moms.
Whose car is this? - A boy.
Whose ears are these? - A hare.
Material:pictures
Makes one mistake - 2 points
Makes 2 mistakes - 1 point
6.Name it affectionately: house - ...., ball - ...., hands - ...., doll - ....
Goal: To determine the ability to form nouns with diminutive suffixes and use them in speech..
Material:pictures
Criteria: the child correctly forms nouns with diminutive and affectionate suffixes - 3 points
Makes one mistake - 2 points
Makes two or more mistakes - 1 point
Instructions for carrying out:
2. Invite the child to name from the pictures who is doing what.
3. The child is asked to name the object in singular and plural according to these pictures.
4. Invite the child to carry out instructions according to verbal instructions.
5. The child is asked to determine who owns what.
6. The child is asked to name the objects depicted in the pictures affectionately.
Final grade:
14-18 points - high level
10 - 14 points - average level
9 points or less - low level
DIAGNOSTICS OF THE LEVEL OF SPEECH DEVELOPMENT OF CHILDREN
TOPIC: Study of vocabulary and grammatical structure of speech
MIDDLE GROUP
1. Name the objects shown in the picture in one word:
Teapot - saucer - plate - pan... /dishes/
Jacket - hat - sweater - trousers.../clothing/
Slippers - sandals - shoes - boots - boots.../shoes/
Cucumber - tomato - cabbage - potato - carrot.../vegetables/
Apple - pear - orange - banana.../fruit/
Goal: To identify an understanding of specific nouns denoting specific concepts, understanding and use of general concepts in one’s speech.
Material: pictures depicting: dishes, clothes, shoes, vegetables, fruits
Criteria: the child correctly names and shows objects - 3 points
2.Name objects that can be called with this word:
animals, toys, furniture
Goal: To identify an understanding of specific nouns denoting specific concepts, understanding and use of general concepts in one’s speech.
Material: pictures depicting: bear, fox, squirrel, hare, wolf; car, doll, pyramid, etc., table, chair, sofa, wardrobe.
Criteria: the child correctly names and shows objects - 3 points
Makes 1-2 mistakes - 2 points
Makes 3 or more mistakes - 1 point
3. How can you say affectionately: son, mushroom, home.
Goal: Knowledge and ability to use nouns with diminutive suffixes.
Material:pictures
Criteria: the child names correctly - 3 points
Makes 1 mistake - 2 points
Makes 2 or more mistakes - 1 point
4. Help the animals find their cubs: the hare - ....., the squirrel - ......, the bear - ......, the wolf - ......
Criteria: the child correctly names and shows pictures of animals - 3 points
Makes 1 - 2 mistakes - 2 points
Makes 3 or more mistakes - 1 point
5. Say it correctly:
Apple. Tanya has a lot...
Tree. There are a lot of... in the forest.
Shoes. Olya doesn’t have…..
Goal: ability to use nouns in the plural genitive form
Numbers.
Material: pictures depicting named objects
Criteria: the child names correctly - 3 points
Makes one mistake - 2 points
Makes 2 mistakes - 1 point
6. The mouse loves cheese very much. Find all the pieces of cheese in her room and tell the mouse where each piece is.
Material: pictures
Makes one mistake - 2 points
Makes 2 mistakes - 1 point
7.Name the color of the objects: ball - ..., bucket - ..., dress - ..., car - ....
Goal: the ability to agree adjectives with singular nouns.
Material: pictures
Makes one mistake - 2 points
Makes 2 mistakes - 1 point
8.Name whose objects these are. Mom's bag - mom's bag
Grandma's jacket -...
Dad's newspaper -...
Fox hole - ...
/Whose? Whose? whose?/
Material: pictures
Criteria: the child names correctly - 3 points
Makes one mistake - 2 points
Makes 2 mistakes - 1 point
9. Ask the doll Olya to lie down. /Olya, lie down./
The fox is catching up with the bunny, how do we shout to him? /Bunny, run./
Ask the toy car driver to take the blocks to the building corner. /Go./
Goal: to determine the ability to use forms of the imperative mood in speech.
Criteria:
The child correctly uses forms of the imperative mood in speech - 3 points
Makes one mistake - 2 points
Makes 2 mistakes - 1 point
10.Say correctly:
I have a pencil. /pen/
I have no …
I'm drawing …
Dad writes...
Goal: to identify the ability to use nouns in indirect cases without a preposition.
Material:
Criteria: the child names correctly - 3 points
Makes one mistake - 2 points
Makes 2 mistakes - 1 point
Instructions for carrying out:
Before each task, a set of pictures selected for the given question is laid out on the table.
1. The child is asked to select pictures for these lexical topics and name them.
2. Invite the child to choose pictures belonging to a certain group.
3. Offer to affectionately name the objects shown in the picture.
4. Invite the child to find the corresponding picture and name the baby animal.
5. Invite the child to correctly say the word in the plural.
6. Offer to help the mouse find pieces of cheese in the room using prepositions.
7. Offer to name the object and say what color it is.
8. Offer to name whose objects these are.
Final grade:
22 - 27 points - high level
15 - 21 points - average level
14 or less points - low level
DIAGNOSTICS OF THE LEVEL OF SPEECH DEVELOPMENT OF CHILDREN
TOPIC: Study of vocabulary and grammatical structure of speech
SENIOR GROUP
1. Composing and naming a whole object from its parts.
Name the parts of the body from the pictures: head, legs, arms, nose, chest, stomach, neck, etc.
Name the parts of clothing from the pictures: sleeve, collar, button.
Name the parts of the furniture from the pictures: back, leg, seat.
Name the parts of the car from the pictures: door, wheels, steering wheel, cabin.
Makes 1 - 2 mistakes - 2 points
2. Name the shape of the objects: round, oval, triangular, square, rectangular, etc.
Goal: Goal: the ability to agree adjectives with singular nouns.
Material: subject pictures
Criteria: child correctly forms objects - 3 points
Makes one mistake - 2 points
Makes 2 mistakes - 1 point
3. A lot of things? Ball - balls, table - ..., house - ..., birch - ..., cup - ..., book - ..., tree - ..., leaf - ..., chair - ..., ball - ..., key - ..., pencil ...
Goal: To identify the ability to use nouns in the genitive case
Plural.
Material: pictures depicting named objects
Criteria: the child correctly names and shows objects - 3 points
Makes one mistake - 2 points
Makes 2 mistakes - 1 point
4. What do you call a small object? Table, ball, house, bed, birch, doll, spoon, wardrobe, bowl.
Goal: Knowledge and ability to use nouns with diminutives
Suffixes.
Material: subject pictures
Criteria: the child correctly named all objects - 3 points
Makes one mistake - 2 points
Makes 2 mistakes - 1 point
5. Name whose objects these are. Hare's tail -...
Bear's paw - ...
Wolf fur -...
Goal: The ability to form possessive adjectives from nouns.
/Whose? Whose? /
Material: pictures
Criteria: the child names correctly - 3 points
Makes one mistake - 2 points
Makes 2 mistakes - 1 point
6.Complete the sentence:
We went to the zoo /by what?/ (subway)
My sister is learning to play /what?/ (piano)
Goal: Ability to use indeclinable nouns.
Material: subject pictures
Criteria: the child completes the sentence correctly - 3 points
Makes one mistake - 2 points
Makes 2 mistakes - 1 point
7.Find, show and tell. Where is the mother squirrel and her cubs.
Goal: Understanding prepositional-case constructions with prepositions: IN, ON, FOR, UNDER.
Material: pictures
Makes one mistake - 2 points
Makes 2 mistakes - 1 point
8.Look carefully at the pictures. Name the professions of those depicted on it.
Material: pictures depicting a builder, seller, teacher.
Criteria: the child correctly forms nouns with diminutive suffixes - 3 points
Makes one mistake - 2 points
Makes 2 mistakes - 1 point
9.Tell where the kitten is.
Goal: Understanding prepositional-case constructions with prepositions: IN, ON, FOR, UNDER.
Material: pictures
Criteria: the child correctly understands the meaning of prepositions: IN, ON, FOR, UNDER - 3 points
Makes one mistake - 2 points
Makes 2 mistakes - 1 point
10. Complete the sentence: One house, two...
One doll, two...
One ball, two...
One beetle, two...
Material: subject pictures
Criteria: child correctly - 3 points
Makes one mistake - 2 points
Makes 2 mistakes - 1 point
Instructions for carrying out:
Before each task, a set of pictures selected for the given question is laid out on the table.
2. Cards with images of various objects are placed in front of the child one by one and asked to name the parts of which it consists.
3. Cards with images of various objects are placed in front of the child one by one and asked to answer the question.
4. The child is asked to look at the cards and affectionately name the objects depicted on them.
5. Cards with pictures of animals and body parts are placed in front of the child, and they are asked to name whose parts they are.
6. Invite the child to finish the sentence.
7. Cards with pictures of a squirrel and baby squirrels are placed in front of the child, and they ask the child to tell where the baby squirrels hid from the mother squirrel.
8.Ask the child to list professions on cards and answer the question “Who does what?”
9. Cards are placed in front of the child and the child is asked to tell where the kitten is.
10. Invite the child to complete the sentence based on the picture.
Final grade:
24 - 30 points - high level
14 - 23 points - average level
13 or less points - low level
DIAGNOSTICS OF THE LEVEL OF SPEECH DEVELOPMENT OF CHILDREN
TOPIC: Study of vocabulary and grammatical structure of speech
PREPARATORY SCHOOL GROUP
1. Composing and naming a whole object from its parts.
Name the parts of the body from the pictures: elbow, knee, fingers, nail.
Name the parts of the clothing from the pictures: collar, cuff, loop.
Name the parts of the window from the pictures: frame, window sill, glass.
Name the parts of the car from the pictures: body, cabin, headlights, engine.
Goal: Development of higher mental functions of thinking - attention, analysis and synthesis of parts and the whole.
Material: subject pictures
Criteria: the child correctly names and shows parts of a whole - 3 points
Makes 1 - 2 mistakes - 2 points
Makes 3 or more mistakes - 1 point
2. Who does what? /using profession/
Goal: to identify children’s knowledge about the work of adults.
Material: pictures depicting the work of adults, their professional activities
Criteria: the child names correctly - 3 points
Makes one mistake - 2 points
Makes 2 mistakes - 1 point
3. Complete the sentence: pencil - two pencils, five pencils, key - ...., lion - ..., lake - ..., door - ...
Goal: children’s ability to coordinate nouns with numerals.
Material: subject pictures
Criteria: the child correctly agrees nouns with numerals - 3 points
Makes a small number of mistakes - 2 points
Lots of mistakes - 1 point
4. Help the animals find their babies: the cow - ..., the horse - ..., the dog - ...,
Goal: ability to form names of baby animals
Material: pictures of animals and their babies.
Criteria: the child names and shows correctly - 3 points
Makes one mistake - 2 points
Makes 2 mistakes - 1 point
5. Name what it is made of: A pencil made of wood - wooden, a paper craft - ..., a hat made of straw - ..., a pillow made of down - ..., a woman made of snow - ..., a wheel made of rubber - ...
Goal: The ability to form relative adjectives from nouns.
Material: pictures
Criteria: the child names correctly - 3 points
Makes one mistake - 2 points
Makes 2 mistakes - 1 point
6.Name the actions: What do the children do? /walks, leaves, enters, exits, crosses/
Goal: To identify the ability to form prefixed verbs.
Material: story pictures
Criteria: the child correctly forms prefixed verbs - 3 points
Makes one mistake - 2 points
Makes 2 mistakes - 1 point
7. What is the boy doing?
Goal: Understanding prepositional-case constructions with prepositions: IN, ON, FOR, UNDER.
Material: story pictures
Criteria: the child correctly understands the meaning of prepositions: IN, ON, FOR, UNDER - 3 points
Makes one mistake - 2 points
Makes 2 mistakes - 1 point
Instructions for carrying out:
Before each task, a set of pictures selected for the given question is laid out on the table.
1. Cards with images of the whole object and individual fragments are placed in front of the child, the child is asked to select and name the parts to the whole.
2. Ask the child to list professions on cards and answer the question “Who does what?”
3. Invite the child to complete the sentence based on the picture.
4. Cards with pictures of animals and their babies are placed in front of the child; invite the child to find the baby animal and name it.
5. Cards with pictures of objects are placed in front of the child, invite the child to find and name the objects from which they are made.
6. Invite the child to determine from the picture what the children are doing.
7. Cards are placed in front of the child and the child is asked to tell what the boy is doing.
Final grade:
17-21 points - high level
12 - 16 points - average level
11 or less points - low level
Diagnosis of speech development in children of senior preschool age.Completed by: Garavskaya Maria Sergeevna
2013
Content:
Explanatory note
1) Vocabulary:
Method No. 1 (Yu.S. Lyakhovskaya, Ch. Osgood).
2) Study of the lexical and grammatical structure of speech:
Morphology:
Word formation:
Method No. 2 “Testing the ability to critically evaluate speech, the ability to find errors in the use of word formation methods.”
Method No. 4 “Testing the skill of the comparative degree of an adjective.”
Syntax: “Testing the ability to construct sentences” technique.
3) Studying the sound side of speech: “Survey of sound pronunciation” technique.
4) Study of coherent speech: “Inspection of coherent speech” technique.
5) Application.
Explanatory note.
Speech activity is the basis of human communication. In the process of communication, a person resorts to various means of communication. Speech acts as a means of transmitting information. This is the most important mechanism of intellectual activity, a form of communication between people and a way of existence of knowledge.
A child masters speech as he develops, going through certain stages. In children who have a speech disorder, there is a decrease in all components of speech activity. Therefore, for timely diagnosis and development of a corrective route, a comprehensive diagnosis of these components is necessary. In this case, safe analyzing systems can be used.
When examining a child, attention should be paid to the following:
Development of phonemic hearing and sound analysis;
Development of vocabulary, communication skills and coherent speech;
Formation of grammatical structure of speech;
Awareness of speech activity.
When checking the level of development of the dictionary, special attention is paid to the qualitative and quantitative composition of the word, understanding the meaning of the word, the ability to use expressive means of language and their use in speech. The study of children's vocabulary can be carried out for different purposes: to check the level of vocabulary development on certain topics in order to monitor the assimilation of the kindergarten program; to determine age and individual characteristics in order to develop programs for the individual development of children; to identify the level of lexical development of the child as a whole (for mental development, level of speech readiness for school learning).
To examine the grammatical structure of speech, tasks for understanding grammatical structures are used, the formation of a conscious attitude towards grammatical structures is checked, the ability to form words and the ability to construct sentences are tested. Identifying the level is a necessary condition for organizing targeted, systematic work on speech education and its prediction. In the process of communication, studying the lexical and grammatical structure is not very effective, because in this situation, the child uses simple constructions, using well-learned forms of inflection and word formation.
The level of phonemic speech is checked by performing tasks on pronunciation of sounds in various positions. During the verification process, it is necessary to: determine the nature of the violation of vowel and consonant sounds, pronunciation in various conditions (in isolation, in closed and open syllables, in logs with a consonant cluster, at the beginning, middle and end of a word, in phrases).
The level of development of coherent speech is checked on the basis of retellings of the proposed texts and independent storytelling. In its natural form, coherent speech is difficult to objectively analyze, since it depends on the conditions of communication, on the relationship between the participants in communication.
The selected methods can be used both for children with and without speech pathology, i.e. they were selected taking into account the age characteristics of children of senior preschool age (5-6 years). The proposed tasks are accessible to children and do not cause them any difficulties in completing them.
To carry out diagnostics, it is necessary to use visual and verbal material. All procedures are accompanied by instructions and criteria for evaluating the results obtained.
Organization of the survey:
Selection of words for checking (minimum dictionaries);
The examination is carried out individually with each child;
The material is selected taking into account maximum accessibility to the child;
Special conditions must be created for diagnostics;
The experimenter's speech should be accessible and understandable to the child;
It is more effective to carry out diagnostics in several stages.
1) Studying vocabulary.
Method No. 1 (Yu.S. Lyakhovsky, Ch. Osgood).
Target: evaluate the dictionary and analyze the vocabulary (establishing the presence/absence of names in the children’s dictionary, mastering the minimum thematic vocabulary, comparing results to establish the dynamics of vocabulary development, establishing the degree of diversity and richness of the dictionary).
Equipment: pictures, objects.
Instructions:
1) children are asked to describe an object based on visual perception;
2) a story from memory, from personal experience;
3) creative (thoughtful story);
4) conversation about types, classifications (depending on the topic);
5) storytelling during play activities;
6) a story in the process of work.
Results:
Evaluate the dictionary: high level - the word is used correctly and used regardless of the situation; middle - the word is in the dictionary, but is used erroneously or limitedly, only in certain situations; low - the word is not in the active and passive dictionaries.
To analyze vocabulary: the coefficient of lexical richness is calculated (based on the count of words in the text per unit of time: at the beginning of the year the child used 22 words per minute, at the end of the year - 30 words), the coefficient of lexical diversity is measured through the ratio of words used once in the text , and the total number of words used.
Method No. 2 (F.G. Daskalova).
Target: check the concepts of word meanings.
Equipment: test dictionary (for children 5 years old).
Instructions:
Children are offered tasks to determine “what is ...?”, “What does the word ... mean?”. Test dictionaries are used, including nouns of two types (concrete and abstract). List of words included in the test dictionary: riding, doctor, snake, fruit, girl, tongue, chair, ear, tooth, comrade, death, soup, love, peace, pain, heat, hunger.
Results:
Each correct answer is worth 1 point. The maximum number of points for children five years old is 60. 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 evaluation coefficient approaches 1, this indicates the richness of the vocabulary and the success of mastering the conceptual meaning of words).
Rating: high level - correct answers from 15 to 20, medium - from 7 to 14, low - from 0 to 6.
Method No. 3 “Classification of concepts.”
Target: identify the level of generalization.
Equipment: 30 pictures depicting animals, clothes, fruits, vegetables, transport, toys.
Instructions:
The teacher names concepts that denote 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.
Results:
In each task, the number of correct choices of pictures is counted, each correct choice is worth 1 point. The highest score is 30 points.
Score: high level - from 20 to 30 points, medium - from 10 to 19, low from 0 to 9.
Method No. 4 “Selection of synonyms.”
Target: identify the level of selection of synonyms.
Equipment: verbal material.
Instructions:
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. 10 words are presented: gloomy, old, cheerful, big, cowardly, walk, run, talk, laugh, cry.
Results:
The child receives 1 point if the selected word is a synonym, 0 point if the selected word does not correspond to the given semantic field.
Rating: high level - from 8 to 10 points, medium - from 4 to 7, low - from 0 to 3.
Method No. 5 “Selection of definitions.”
Target: identify the level of selection of definitions.
Equipment: verbal material.
Instructions:
It is played in the form of a catching game. The child is asked 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? ").
Results:
The highest score is 20 points. 2 points - if more than 3 words are invented, 1 point - if less than 3 are invented, 0 points - if the answer is missing or does not correspond to the semantic field of the given word.
Score: high level - from 14 to 20 points, medium - from 7 to 14, low - from 0 to 6.
2) Study of the lexical and grammatical structure of speech.
Morphology.
Method No. 1 “Checking the formation of a conscious attitude towards grammatical structures.”
Target: identify the level of formation of a conscious attitude towards grammatical constructions.
Equipment: verbal material.
Instructions:
Children are asked to listen to the phrase and determine which forms are used incorrectly (do you think I said everything correctly? What is wrong? How should I say it?).
Verbal material: the girl “paints” with paints, and the boy sculpts “matryoshka dolls” from clay; I eat "ripe red apple"; the boy came home and told his mother that he was in the cinema; a dog with “five puppies” lies at the kennel; I will build many houses from “sands”.
Method No. 2 “Testing the ability to use indeclinable nouns in speech.”
Target: test your ability to use indeclinable nouns in speech.
Equipment: verbal and visual material (album by O. I. Solovyova).
Instructions:
A) Children should look at the pictures in the album and answer the questions in complete sentences:
How many coats are hanging in the closet?
What color coats are hanging in the closet?
What is the boy playing?
B) Children must complete the sentence:
Olya is learning to play ... (piano);
In the morning we drink tea or... (coffee);
Mom poured me a whole cup of... (coffee or cocoa).
Method No. 3 “Checking the use of a differently conjugated verb.”
Target: check the use of differently conjugated verbs.
Equipment: verbal material.
Instructions:
The teacher suggests listening to the sentence “The girl wants to go for a walk”:
How can you say that about many girls? (the girls want to go for a walk).
The boy wants to sing, but how can you talk about so many boys?
How can I say about Kolya? (Kolya wants to sing).
Olya, do you want to sing? (Want).
Olya and Katya, do you want to draw? (want).
Method No. 4 “Checking the use of nouns in the genitive plural.”
Target: check the use of nouns in the genitive plural.
Equipment: verbal material, toys, pictures, real objects.
Instructions:
A) Game “What’s missing?”: boots, shoes, sandals, slippers; oranges, apples, pears, tomatoes; bears, wolves, foxes.
B) To master words that are difficult to visualize, you can do the “Complete the Sentence” verbal exercise:
Mom bakes pancakes, so I wanted... (pancakes);
We bought a chocolate cake for my birthday. Dad said that the store has a large selection of... (cakes).
Word formation.
Method No. 1 “Testing the linguistic sense, perception and understanding of word-formation forms.”
Target: check your linguistic sense, perception and understanding of word forms.
Equipment: verbal material.
Instructions:
Children are asked to answer the questions:
How do you explain who a teacher, a builder, a washer is?
Can a person work as a cyclist or reader?
Can a person who can write be called a writer?
Can a person who can play the piano be called a pianist?
Method No. 2 “Testing the ability to critically evaluate speech, the ability to find errors in the use of word formation methods.”
Target: test the ability to critically evaluate speech, the ability to find errors in the use of word formation methods.
Equipment: verbal material.
Instructions:
Children are invited to listen to incorrect word forms and express their opinion (can I say that? How can I say it correctly?).
The oil lies in the “maslenitsa” (oil dish).
Salt is poured into the “solnitsa” (salt shaker).
Grandmother put delicious jam in the “varenitsa” (jam bowl).
The picture shows small “pigs”, “kittens” and “piglets” (piglets and kittens).
Method No. 3 “Testing the ability to form forms of nouns and their children.”
Target: test the ability to form forms of nouns and their children.
Equipment: visual material.
Instructions:
The game “Who has who?” is played. It is necessary to select pictures that correspond to each other and form the plural forms of the nominative and genitive case (the fox has a lot of fox cubs, the fox has many cubs).
Method No. 4 “Checking the use of the comparative degree of an adjective.”
Target: check the use of the comparative degree of the adjective.
Equipment: verbal material.
Instructions:
Children are asked to complete the sentences:
This house is tall, and this one is even ... (higher).
Our river is deep, and the pond is still ... (deeper).
This flower is beautiful, and that one is even ... (more beautiful).
The grass is green, but after the rain it’s still... (greener).
It’s cold in autumn, and even ... (colder) in winter.
Syntax.
Methodology: “Testing the ability to construct sentences.”
Target: test your ability to construct sentences.
Equipment: verbal material:
Instructions:
The child is offered three words from which he must make a sentence:
Children, walk, park;
Fish, aquarium, swim.
Method No. 1 “Survey of sound pronunciation.”
Target: check sound pronunciation.
Equipment: visual and verbal material.
Instructions:
1) The child is presented with pictures with the necessary sounds at the beginning, middle, and end of the word. For older preschoolers, these are whistling, hissing and sonorous sounds.
The principle of selecting pictures:
Ability to check the pronunciation of all sounds in all positions;
Content accessibility;
Realism of the image.
The child is asked to independently name the depicted object. If he makes a mistake in pronunciation, he is advised to look at the examiner and listen to him pronounce the sound, and then repeat. If pronounced correctly, we can conclude that the sound is present, but not automated, not fixed.
2) The ability to differentiate mixed groups of sounds is tested: whistling-hissing, voiced-voiceless.
3) The violation of the syllabic structure of words and words with a consonant cluster in the form of abbreviations of words is checked: bear, door, tram, rug, knee socks, camel, lizard, toys, scarf, transport, bag, aquarium, TV, motorcyclist, etc.
5) Study of coherent speech.
Target: examine coherent speech.
Equipment: verbal and visual material.
Instructions:
1) The child is asked to listen to an unfamiliar fairy tale or a short story. Retellings are recorded and analyzed according to the following indicators (results, evaluation):
Understanding the text: correct formulation of the main idea;
Structuring the text: the ability to consistently and accurately construct a retelling (identified by comparing the retelling with the structure of the text);
Vocabulary: complete use of the original vocabulary, replacement of the author's expressive means with their own;
Grammar: correct sentence construction, ability to use complex sentences;
Smoothness of speech: presence or absence of long pauses;
Independence: the presence or absence of the need for hints during the retelling and for re-reading the text.
2) The child is asked to carefully look at the picture and make up a story. The stories are recorded and analyzed from the point of view of subject-logical content and linguistic design.
Criteria:
Integrity: unity of theme;
Sequence and structural design;
Coherence: assessed by analyzing the methods of interphrase communication, counting the number of sentences that are not related or formally related to each other;
The breadth of the story, its volume: is measured by counting words and sentences, the ratio of simple and complex sentences is established;
Autonomy: assessed by counting supporting questions;
Smoothness: Assessed by counting long pauses that break the continuity of the story.
Results:
Each indicator is assessed separately. The highest score for the reproduced text is 12 points. 2 points - correct reproduction, consistent and accurate construction of the retelling; use of the author’s words and your own exact word substitutions; presence of different types of offers. No grammatical errors; complete absence of unjustified pauses; independent retelling. 1 point - slight deviation from the text; no violations of logic; absence of grammatical errors, predominance of simple sentences; no long pauses; a small number of tips. 0 points - incorrect reproduction; violation of the text structure; poverty of vocabulary; numerous pauses; need for hints.
Rating: high level of text reproduction - 12 points, average - over 6 points, low - less than 6 points.
Application:
1) Vocabulary:
Method No. 1 (Yu. S. Lyakhovskaya, Ch. Osgood).
Method No. 2 (F.G. Daskalova).
Riding
Doctor
Snake
Fruits
Girl
Language
Chair
Ear
Tooth
Comrade
Death
Money
Satisfaction
Soup
Love
World
Laughter
Pain
Heat
Hunger
Method No. 3 “Classification of concepts.”
Birch
Girl
Apple
Fox
Method No. 4 “Selection of synonyms”
Methodology No. 5 “Selection of definitions” (see Methodology No. 3).
2) Protocol No. 1. Methodology “Formation of grammatical
building speech. Morphology".
Date of:______________________________________________________________
FULL NAME. ________________________________ Age (g.m):________________
1) Checking the formation of a conscious attitude towards grammatical structures.
1. The girl “paints” with paints.2. And the boy sculpts “matryoshka dolls” from clay.
3. I eat "red ripe apples".
4. I will build many houses “from sand”.
2) Testing the ability to use indeclinable nouns in speech. Complete the sentence:
1. Olya is learning to play ... (piano)2. In the morning we drink tea or... (coffee)
3. Mom poured me a whole cup of... (coffee or cocoa)
3) Checking the use of the differently conjugated verb “want”. Continue the sentence.
1. The girl wants to go for a walk. How can you say that about many girls?Girls... (want to go for a walk)
3. The boy wants to sing. How can you say that about many boys?
Boys... (want to sing)
5. What can I say about Kolya? Kolya... (wants to sing)
4) Checking the use of nouns in the genitive plural. Game "What's gone".
BootsShoes
Sandals
Slippers
Oranges
Apples
Pears
Tomatoes
Protocol No. 2. Methodology “Formation of grammatical
building speech. Word formation."
Target:______________________________________________________________
Date of:______________________________________________________________
FULL NAME. ________________________________ Age (g.m):________________
1) Checking the linguistic sense, perception and understanding of word-formation forms.
1. How do you explain who a builder is?2. How do you explain who a doctor is?
3. Can a person work as a cyclist? Reader?
2) Testing the ability to critically evaluate speech, the ability to find errors in the use of word formation methods.
1. Is there oil in Maslenitsa? (oil can)2. Is salt poured into the “salt bowl”? (salt shaker).
4. The picture shows small “pigs”, “kittens” and “pigs”. (piglets and kittens).
3) Testing the ability to form forms of nouns and their children.
1. Dog2. Cat
3. Cow
4. Squirrel
5. Goat
6. Duck
7. Chicken
4) Testing the ability to form words:
A) By merging two stems (morphological-syntactic method).
1. The hare has long ears. What hare? (long-eared)2. The butterfly has colorful wings. What butterfly? (variegated)
3. The beetle has long whiskers. What beetle? (long mustache)
B) By moving from one grammatical class (nouns) to another (adjectives) (semantic-morphological method).
1. If the fork is plastic, it is plastic.2. If the pot is made of clay, it is clay.
3. If a knife is made of steel, it is steel.
4. If the plate is made of paper, it is paper.
5. If the teapot is made of porcelain, it is porcelain.
5) Testing the ability to select words with the same root.
1. Snow2. Winter
Conclusion:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Protocol No. 3. Methodology “Formation of grammatical
building speech. Syntax".
Target:______________________________________________________________
Date of:______________________________________________________________
FULL NAME. ________________________________ Age (g.m):________________
1) Testing the ability to construct sentences:
1. Children, walk, park2. Fish, aquarium, swim
2) Independently compose a proposal based on the proposed picture:
1. Picture No. 12. Picture No. 2
Conclusion:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3) Studying the sound side of speech.
Methodology: “Survey of sound pronunciation.”
4) Study of coherent speech.
Methodology: “Examination of coherent speech.”
Text structuring
Vocabulary
Grammar
Smoothness of speech
Independence
Conclusion and recommendations of the teacher on the study of the development of coherent speech:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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Introduction………………………………………………………………………………. Chapter 1. Theoretical and methodological analysis of the problem of development of coherent speech in preschool children 1.1. Psychological and pedagogical aspect of studying coherent speech in preschool children………………………………………………………………. 1.2. Specifics of speech development in preschool children…………….. 1.3. Methods of work on speech development in preschoolers……… Chapter 2. The use of diagnostic tools in the development of preschool children 2.1. Features of psychodiagnostics of preschool children 2.2. Diagnosis of the level of development of coherent speech in children of senior preschool age……………………………………………………………… Chapter 3. Experimental work on the development of speech in preschool children 3.1. Determining the level of speech development of preschool children using psychodiagnostics………………………………………………………...… Conclusion………………………………………………………………….. Bibliography………………………………………………………………. Application…………………………………………………………………. |
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Introduction
Speech is a great gift of nature, thanks to which people receive ample opportunities to communicate with each other. However, nature gives a person very little time for the emergence and development of speech - early and preschool age. During this period, favorable conditions are created for the development of speech, the foundation is laid for written forms of speech - reading and writing, and the subsequent speech and language development of the child.
The role of a child’s speech development in preschool age is difficult to overestimate. Mastering speech rebuilds the processes of perception, memory, thinking, improves all types of children's activities and the “socialization” of the child. In psychological, linguistic, psycholinguistic studies of children's speech by such scientists as Vygotsky L.S., Zaporozhets A.V., Lisina M.I., Shakhnarovich A.M., Zhukova N.S., Filicheva T.B., it was proven that any disturbance in the development of speech affects the activities and behavior of children.
In a modern preschool educational institution, a lot of attention is paid to the development of children's speech. The speech development of older preschoolers is characterized by a fairly large and varied vocabulary, which continues to expand, most children correctly pronounce the sounds of their native language, and the stage of mastering the grammatical system of the language is basically completed. The tasks of speech development continue to be enriching the vocabulary, forming grammatically correct speech, nurturing the sound culture of speech, and developing coherent speech. All these tasks are quite successfully implemented in the preschool educational institution. But the ultimate goal is mastery of speech as a means of communication.
According to research, children of senior preschool age achieve a relatively high level of development of coherent speech. The formation of coherent speech allows preschoolers to successfully engage in various forms of communication (business, cognitive, personal). But all this can be realized through the organization of effective forms, methods and techniques, due to the use of the most rational means of teaching. However, in order to build correct and effective work, first of all, it is necessary to identify violations and deficiencies in the child’s speech development, which is carried out in the process of diagnostic research. Corrective and preventive work must begin with diagnosis, which is the initial stage of work.
Diagnosis of the speech development of preschool children involves the selection of tools and methods that can be used to objectively assess the speech capabilities of preschool children.
The problems of diagnosing the development of speech in preschool children were considered in the studies of P. Davidovich, O.S. Ushakova, A.I. Maksakova, G.V. Chirkina and others.
An object research – speech development of preschool children.
Item research – diagnostics of children of senior preschool age.
Target research: to identify the features of diagnostic activities to identify the level of speech development of older preschoolers.
Tasks research:
Conduct an analysis of psychological and pedagogical literature on the study of the problem of the development of coherent speech in preschool children;
Determine the features of speech development in preschool children;
To identify the specifics of diagnosing the development of preschool children;
Conduct a diagnostic study to identify the level of speech development in children of senior preschool age;
Analyze the results and offer methodological recommendations.
Research methods: theoretical analysis of literature on the research problem; observation; testing; mathematical data processing.
Chapter 1. Theoretical and methodological analysis of the problem of development of coherent speech in preschool children
1.1. Psychological and pedagogical aspect of studying coherent speech in preschool children
As you know, the development of speech is closely related to the development of consciousness, knowledge of the surrounding world, and the development of personality as a whole. The central link with which a teacher can solve a variety of cognitive and creative problems is figurative means, or more precisely, model representations. Proof of this is many years of research conducted under the leadership of L.A. Venger, A.V. Zaporozhets, D.B. Elkonina, N.N. Poddyakova. An effective way to solve the problem of developing a child’s intelligence and speech is through modeling. Thanks to modeling, children learn to generalize the essential features of objects, connections and relationships in reality. A person who has ideas about connections and relationships in reality, who owns the means of determining and reproducing these connections and relationships, is necessary today for society, in whose consciousness significant changes are taking place. Society is trying to comprehend and rethink reality, which requires certain skills and certain means, including the ability to simulate reality.
It is advisable to start teaching modeling in preschool age, since, according to L.S. Vygotsky, F.A. Sokhina, O.S. Ushakova, preschool age is the period of the most intensive formation and development of personality. As the child develops, he actively masters the basics of his native language and speech, and his speech activity increases. Children use words in a wide variety of meanings, express their thoughts not only in simple but also in complex sentences: they learn to compare, generalize and begin to understand the meaning of the abstract, abstract meaning of a word.
The assimilation of the abstract meaning of linguistic units, conditioned by the mastery of the logical operations of generalization, comparison, juxtaposition, and abstraction, makes it possible to use modeling not only to solve problems of the development of logical thinking of a preschooler, but also to solve problems of speech development, especially coherent speech. The degree of development of the problem and the theoretical basis of the study. Features of children's mastery of language and speech in a variety of aspects: the connection between language and thinking, the connection between language and objective reality, the semantics of linguistic units and the nature of their conditionality - have been the subject of study by many researchers (N.I. Zhinkin, A.N. Gvozdev, L. V. Shcherba). At the same time, researchers call text mastery as the main result in the process of mastering speech. Features of the development of coherent speech were studied by L.S. Vygotsky, S.L. Rubinstein, A.M. Leushina, F.A. Sokhin and other specialists in the field of psychology and methods of speech development.
According to the definition of S.L. Rubinstein, a coherent speech is a speech that can be understood on the basis of its own subject content. In mastering speech, believes L.S. Vygotsky, the child goes from part to whole: from a word to a combination of two or three words, then to a simple phrase, and even later to complex sentences. The final stage is coherent speech, consisting of a number of detailed sentences. Grammatical connections in a sentence and connections between sentences in the text are a reflection of connections and relationships that exist in reality. By creating a text, the child models this reality using grammatical means.
The patterns of development of children's coherent speech from the moment of its emergence are revealed in the studies of A.M. Leushina. She showed that the development of coherent speech goes from mastering situational speech to mastering contextual speech, then the process of improving these forms proceeds in parallel, the formation of coherent speech, changes in its functions depend on the content, conditions, forms of communication of the child with others, and is determined by the level of his intellectual development. The formation of coherent speech in preschool children and the factors of its development were also studied by E.A. Flerina, E.I. Radina, E.P. Korotkova, V.I. Loginova, N.M. Krylova, V.V. Gerbova, G.M. Lyamina.
The methodology for teaching monologue speech is clarified and supplemented by the research of N.G. Smolnikova on the development of the structure of coherent utterances in older preschoolers, research by E.P. Korotkova about the peculiarities of preschoolers’ mastery of various functional types of texts. Methods and techniques for teaching preschoolers coherent speech are also studied in many ways: E.A. Smirnova and O.S. Ushakov reveal the possibility of using a series of plot paintings in the development of coherent speech; V.V. writes quite a lot about the possibility of using paintings in the process of teaching preschoolers to tell stories. Gerbova, L.V. Voroshnina reveals the potential of coherent speech in terms of the development of children's creativity.
But the proposed methods and techniques for the development of coherent speech are more focused on the presentation of factual material for children's stories; intellectual processes that are significant for the construction of the text are less reflected in them. Approaches to the study of coherent speech of a preschooler were influenced by research carried out under the guidance of F.A. Sokhina and O.S. Ushakova (G.A. Kudrina, L.V. Voroshnina, A.A. Zrozhevskaya, N.G. Smolnikova, E.A. Smirnova, L.G. Shadrina). The focus of these studies is the search for criteria for assessing the coherence of speech, and as the main indicator they highlight the ability to structure a text and use various methods of connections between phrases and parts of different types of coherent statements, to see the structure of the text, its main compositional parts, their interrelation and interdependence .
Thus, the analysis of psychological and pedagogical literature allowed us to discover a contradiction between the characteristics of the speech development of a child of senior preschool age and the theoretical justification for the use of modeling in teaching senior preschoolers coherent speech, between the needs of practice in the use of modeling in the development of coherent speech and the lack of pedagogical technologies oriented on modeling in the work on developing text skills in preschoolers.
1.2. Specifics of speech development in preschool children
Every year, life makes increasingly higher demands not only on adults, but also on children: the amount of knowledge that needs to be passed on to them is steadily growing. In order to help children cope with the complex tasks awaiting them, you need to take care of the timely and complete formation of their speech. This is the main condition for successful learning. After all, through speech the development of abstract thinking takes place; with the help of words we express our thoughts.
At preschool age, a child’s speech acquires new qualitative features. Along with the rapid growth of the vocabulary (from 1000-1200 words for a three-year-old child to 3000-4000 words for an older preschooler), there is practical mastery of more complex sentence forms and the grammatical structure of the native language.
The development of speech occurs in the process of communication between the child and others, which becomes richer and more diverse in preschool age thanks to the knowledge accumulated by the child and participation in various collective games and activities. Improving speech is inextricably linked with the development of a child’s thinking, in particular with the transition from visual-effective to reasoning, logical thinking, which begins to take shape in preschool age.
All this encourages the child to master the means of language and move on to new, more complex forms of verbal statements. The relationship between the two signaling systems changes, the relationship between the word, on the one hand, and visual images and direct actions, on the other. If the speech of a young child is connected mainly with what he perceives and does at the moment, then the preschooler, in addition to this, begins to understand and himself conduct conversations about things more distant, which he can only imagine, only mentally imagine . This happens, for example, when a preschooler listens to a fairy tale or himself coherently describes what he previously observed or learned from the stories of adults, from a book read to him, etc.
It is easy to understand how the requirements for coherent speech, for the ability to construct sentences grammatically correctly and connect them with each other, grow under these conditions.
The child must learn to correctly use function words - negative particles not, nor, prepositions, conjunctions; he must learn to understand and use diverse suffixes that change the meaning of a word; he must learn to correctly coordinate words in a sentence in accordance with gender, number and case.
During preschool age, with proper organization of educational work, the child practically learns the basic rules of the grammar of his native language and uses them in his oral speech.
However, the way a child learns grammar in preschool age is very unique and differs significantly from the one followed in school.
A preschooler does not memorize grammatical rules, does not memorize their definitions, he does not even know what a conjunction, preposition, gender, case is. He masters all this practically, listening to the speech of adults, talking with others in everyday life, in games and activities. As the child accumulates experience in verbal communication, unconscious empirical linguistic generalizations are formed, and the so-called sense of language is formed.
The child not only begins to speak correctly himself, but also notices the slightest error in the speech of others, although he cannot explain why it is impossible to speak this way.
Thus, a five-year-old child, hearing a two-year-old say: “Petya walked,” edifyingly corrects him: “I must say, he walked, but did not walk.” But when they ask him why they can’t say that, he answers in bewilderment: “They don’t say that, it’s wrong.” He is not yet sufficiently aware and does not know how to formulate the rules that he already practically uses in his speech.
The physiological basis of the sense of language is a dynamic stereotype that develops at the level of the second signaling system under the influence of the experience of verbal communication with others. Such a stereotype is a system of generalized temporary connections between verbal stimuli that correspond to the grammatical features of the language. When a child observes similar language phenomena, for example, the same type of agreement of verbs and adjectives with the gender of a noun, generalization and generalization of the corresponding neural connections occurs in his brain. As a result, he begins to change and coordinate new words by analogy with how he did it with old words already known to him.
Practical speech generalizations help the child speak correctly. However, due to excessive generalization and insufficient differentiation of grammatical relations, young children often make characteristic mistakes. Thus, having mastered the expression “to knock with a hammer” in the third year of life, the child, by analogy with it, says “to eat with a spoon”, “to wipe with a rag”, etc. Only later, as a result of experience in communicating with people around him, does he begin to differentiate the ending of nouns in the instrumental case , considering their gender.
Forming a sense of language is very important in the development of children's speech. It is an essential condition for the correct construction of oral speech in a preschooler and creates the necessary prerequisites for the conscious acquisition of grammar during schooling.
In the process of speech development, a child must learn not only new words, but also their meanings. The meanings of words, as already indicated, are generalizations of a number of similar objects or phenomena. Therefore, mastering the meaning of a word is a difficult task for a preschooler who still has limited knowledge and insufficient ability to generalize. Sometimes it happens that a child, having mastered a word, does not yet understand its real meaning and interprets this word in his own way, in accordance with his limited experience.
Veresaev describes how, as a child, he was surprised when the man who was called the cook's son turned out to be a big man with a red mustache. He thought that only a little boy could be a “son,” thus giving this word its own special meaning.
The teacher must ensure that, while learning a new word, the child at the same time correctly understands its meaning. A child’s speech takes on a different character at different stages of preschool childhood. The speech of children of primary preschool age has many more features characteristic of the speech of a young child.
To a large extent, the direct connection of children's utterances with perception and action is preserved. Kids talk mainly about what they perceive and do at the moment. Thus, when listening to a story from a book with pictures, they focus more on what is drawn in the picture than on the text they listened to. Younger preschoolers usually express their thoughts in short sentences, without connecting them with each other. When answering the teacher’s questions, children find it difficult to construct a coherent story.
The sound pronunciation of the youngest preschooler is still imperfect. Many three-year-olds do not yet pronounce the sounds “r”, “l”, “sh”, “zh” or replace them with others (for example, they say “Zenya” instead of “Zhenya”, “luka” instead of “hand”). Syllables in words are sometimes replaced or moved (for example, "hasir" instead of "sugar"). This is partly explained by the inability to control one’s vocal apparatus, and partly by insufficient development of speech hearing.
Under the influence of properly organized educational work, everyday communication with adults, games and special activities, children move on to more advanced forms of speech construction and master correct sound pronunciation.
The speech of children of middle preschool age becomes richer in content and acquires a more complex structure than that of children. The child's vocabulary increases significantly. Children's conversations often refer no longer to data, directly perceived circumstances, but to what was perceived earlier or told by parents and educators and other children. This expansion of speech communication leads to changes in the structure of children's speech. Along with the names of objects and actions, children begin to widely use various definitions.
The child connects sentences and subordinates them to each other in accordance with the nature of the phenomena described. This change in the structure of speech is closely related to the emergence of reasoning, logical thinking. At the same time, in the speech of a child of middle preschool age, along with new features, the features of the previous stage of development are preserved. Despite the fact that his speech acquires greater coherence than that of a baby, it still often contains replacements of missing nouns with instructions like this, this, there, etc.
In sound pronunciation, a child of middle preschool age achieves great success. Only sometimes, usually as a result of an insufficiently attentive pedagogical approach to the child, do five-year-old children make mistakes in pronouncing certain sounds (most often “r” and “sh”).
Conversations between the teacher and children, listening to fairy tales and other works of children's literature, and children's conversations during group games and activities are a necessary condition for the development of children's speech at this age.
In children of senior preschool age, speech further develops. The child’s vocabulary increases significantly (up to 3000-4000 words). Communication with other people, which becomes more complex due to new types of educational activities, group games, and work assignments, leads to the enrichment of the child’s vocabulary and mastery of new grammatical forms of the native language.
At the same time, enriching the child’s experience and developing his thinking affects the change in the structure of his speech, which in turn encourages him to master new, more complex forms of language.
The phrase contains main and subordinate clauses. Words expressing causal (because), target (in order to), and investigative (if) connections between phenomena are widely used by preschoolers. New aspects appear in the child’s attitude to his own speech. Older preschoolers are not only guided in the practice of verbal communication by a sense of language, but also make their first attempts to understand the underlying linguistic generalizations.
The child tries to justify why it is necessary to say this and not another, why this is said correctly and this is incorrect. Thus, a six-year-old child states: “You can’t say: the girl was sitting on a chair; they say that about a boy or an uncle.” Or: “You can’t say: I’m going to the forest tomorrow; I went when I talked about yesterday, but I’ll go here, I must say.”
With the correct organization of educational work, when conducting special classes in their native language, older preschoolers not only learn to coherently express their thoughts, but also begin to analyze speech and become aware of its features. This ability to consciously treat one’s own speech, to make it the subject of one’s analysis, is of great importance for preparing children for school education and for subsequent mastery of literacy.
Further development of children's speech takes place in the context of educational activities. If at earlier stages of development the child acquired the language mainly practically, communicating with others in everyday life, in games and activities, now he is given the special task of mastering all the richness of his native language and learning to consciously use the basic rules of grammar.
1.3. Methods of work on speech development in preschoolers
An analysis of pedagogical literature revealed conflicting points of view on teaching coherent speech to preschool children, its content and the sequence of introducing different types of coherent utterances. Most authors indicate that training should begin with retelling and description (A.M. Borodich, V.V. Gerbova, A.A. Zrozhevskaya, E.P. Korotkova, etc.). A number of studies have proven the possibility of teaching narrative speech to children 4-5 years old (T.I. Grizik, G.M. Lyamina, L.G. Shadrina, O.S. Ushakova). They develop such signs of text coherence as completeness of the topic, integration between sentences and parts of the story. But the methodology for developing coherent speech in children of the fifth or sixth year of life has not been sufficiently developed.
To determine the place of work on the development of coherent speech of preschoolers in the pedagogical process, it is important to develop an adequate methodology for studying the coherence of children’s speech, to identify the most effective methodological techniques for developing the coherence of children’s statements.
Studying the state of work in preschool institutions, it was revealed that practice reflects the same picture that is revealed when analyzing scientific and methodological literature.
Most preschool institutions work according to the methodological recommendations of V.V. Gerbova or O.S. Ushakova.
Analysis of plans for educational work in preschool institutions using the methodology of V.V. Gerbova shows that classes on the development of coherent speech are planned 2 times a month. This represents 24% of the total number of classes. During the school year, 7 classes are held on retelling fairy tales and stories and 11 classes on teaching storytelling (describing toys, paintings), i.e. - 9.4% are occupied by retelling activities and 14.6% by storytelling from pictures and toys (writing descriptions).
Analysis of plans in preschool institutions using the O.S. methodology. Ushakova, showed that classes on the development of coherent speech are planned 3 times a month. During the school year, 4 classes are held on retelling fairy tales and short stories and 24 classes on teaching storytelling (describing toys, objects, paintings; composing plot stories based on a set of toys).
This represents 87.5% of the total volume of classes. Of these, 12.5% are classes in retelling and 75% in storytelling based on pictures and toys (composing descriptions - 65.6%; composing plot stories based on a set of toys - 9.4%).
Individual work with children is also reflected in the plans, which contributes to the development of skills in writing a description and retelling a literary example. So, on average, 2 times a week didactic games and exercises are planned to consolidate the skills acquired in class. Once or twice a month, tasks for writing descriptive stories are included in other speech development classes (as part of the lesson).
As an analysis of the documentation showed, in those preschool institutions where they work according to the O.S. Ushakova, much attention is paid to teaching storytelling. Already in the middle group (second half of the year), they begin to develop the ability to make coherent narrative statements and introduce a series of story-based pictures into work with children. The share of storytelling classes throughout the year is much higher than in preschool institutions using V.V.’s methodology. Gerbova, whose methodological recommendations provide only for the formation of description skills in children of the fifth year of life. In teaching storytelling, series of plot pictures are not used at all; individual plot pictures are used extremely rarely. The sources of the utterance are a toy, an object, less often a picture, and the speech pattern of an adult that accompanies the display and examination of visual material. The clarity offered by this technique is monotonous.
Traditionally, the following techniques are used in the development of coherent speech in preschool institutions: speech patterns, questions, explanations, motivated assessment of children’s actions and responses, dramatization games, etc.
Thus, an analysis of the state of practice convinces of the relevance of developing methods for teaching children coherent speech.
The search for a methodology for studying coherent speech can be determined by the characteristics of the latter. The nature of coherent speech largely depends on the tasks and conditions of communication. It was important to select situations in which the expansion, coherence, and compositional completeness of children’s statements were better ensured.
The psychological and pedagogical literature describes the most typical methods for studying the coherent speech of preschoolers. Children are offered tasks at the reproductive (retelling a literary example) and productive (creating an independent coherent statement) levels. Productive tasks are usually offered based on a picture or toy.
Retelling is widely used in the formation of coherent speech in preschoolers. At the same time, some authors believe that retelling, due to low communicativeness, does not allow identifying the features of a coherent statement (A.G. Arushanova).
A number of studies (Z.M. Istomina, T.A. Repina) have proven that the simultaneous use of a literary sample and illustrations significantly improves the quality of children's retellings. Pictures have a positive effect on understanding the text and allow the child to present it more accurately, meaningfully, and consistently.
The scientific and methodological literature contains conflicting data about the possibility of using story pictures in teaching storytelling to children of the fifth year of life. Thus, a number of teachers believe that when teaching storytelling, children of this age should be offered only one story picture, since telling a series of story pictures is not available to them (A.M. Borodich, V.V. Gerbova, E.P. Korotkova, etc.) . In the studies of O.S. Ushakova, as well as work carried out under her leadership, proves that already in the middle group of kindergarten it is possible to use a series of plot pictures when teaching storytelling, but their number should not exceed three.
When teaching storytelling to children of the fifth year of life, one toy is often used. On the other hand, there is data indicating the possibility of using toys and play material, since in stories about games and play actions the coherence and context of children's statements increases (G.M. Lyamina). A number of studies have proven that at the beginning of teaching storytelling, ready-made game situations should be given, which are played out by an adult (M.M. Konina, L.A. Penevskaya, E.A. Flerina).
Considering the presence of different points of view on the study and development of children’s coherent speech, cross-sectional experiments should test the features of children’s coherent utterances depending on the communication situation.
Chapter 2. The use of diagnostic tools in the development of preschool children
2.1. Features of psychodiagnostics of preschool children
It should be emphasized that the study of the developmental characteristics of preschool children differs significantly from the study of adults and older children, both in the methods used and in the way the work is carried out. The main principle adhered to by the developers of diagnostic methods is the principle of natural behavior of the child, which provides for minimal intervention by the experimenter in the usual everyday forms of behavior of children. Often, to implement this principle, various methods are used to encourage a child to play, during which different age-related characteristics of children’s development are manifested.
Various varieties are very popular development scales children, providing for conducting analytical standardized observations of the child and subsequent comparison of the data obtained with age-related development norms. The use of these developmental scales requires specialized experience and should be performed by mental health professionals. But since the psychologist has much less opportunity to observe the child in a natural setting than the educator, it is advisable to organize cooperation between the psychologist and the educator - by cross-comparing the psychologist’s own assessments and observations with the assessments and observations of the educator
Since preschoolers are already mastering speech and reacting to the personality of the experimenter, it becomes possible to communicate with the child and, in the course of it, conduct developmental diagnostics. However, a preschooler’s speech is still in its infancy, and sometimes this limits the possibilities of using verbal tests, so researchers give preference to nonverbal methods.
The most important for diagnosing the development of young children is considered to be their motor and cognitive spheres, speech and social behavior (A. Anastasi, 1982, J. Shvantsara, 1978, etc.).
When conducting and evaluating the results of diagnostics of the development of a preschooler, one should take into account the characteristics of personal development at this age. Lack of motivation and interest in tasks can reduce all the efforts of the experimenter to nothing, since the child will not accept them. This feature of preschoolers was pointed out, for example, by A.V. Zaporozhets, who wrote: ... even when a child accepts a cognitive task and tries to solve it, those practical or playful moments that encourage him to act in a certain way transform the task and give it a unique character direction of the child's thinking. This point must be taken into account in order to correctly assess the capabilities of children's intelligence. And further: ...differences in solving similar intellectual problems of younger and older preschoolers are determined not only by the level of development of intellectual operations, but also by the originality of motivation. If younger children are motivated to solve a practical problem by the desire to get a picture, a toy, etc., then among older children the motives of competition, the desire to show intelligence to the experimenter, etc., become decisive.
These features should be taken into account both when conducting tests and when interpreting the results obtained.
The time it will take to complete the test should also be taken into account. For preschoolers, a period of time for testing within an hour is recommended, taking into account the establishment of contact with the child (J. Shvantsara, 1978).
When conducting examinations of preschool children establishing contact between the subject and the experimenter turns into a special task, the successful solution of which will determine the reliability of the data obtained. As a rule, to establish such contact, an experienced psychologist conducts an examination in a familiar environment for the child in the presence of the mother or some close relative, teacher, etc. It is necessary to create conditions under which the child will not experience negative emotions from communicating with a stranger (fear). , uncertainty, etc.), for which you can start working with the child with a game and only gradually, imperceptibly for the child, include the tasks required by the test.
Of particular importance is the constant monitoring of the child’s behavior during the examination - his functional and emotional state, manifestations of interest or indifference to the proposed activities, etc. These observations can provide valuable material for judging the level of development of the child, the formation of his cognitive and motivational spheres . Much in the child’s behavior can be explained by the explanations of the mother and teacher, so it is important to organize the cooperation of all three parties in the process of interpreting the results of the child’s examination.
All diagnostic methods developed for preschoolers should be presented individually or to small groups of children attending kindergarten and having experience in group work. As a rule, tests for preschoolers are presented orally or in the form of practical tests. Sometimes a pencil and paper can be used to complete tasks (provided they are simple to operate).
Actually, much fewer test methods have been developed for preschoolers than for older children and adults. Let's consider the most famous and authoritative of them.
J. Švancar suggests dividing the available methods into two groups: the first includes methods aimed at diagnosing general behavior, and the second includes individual aspects that determine it, for example, the development of intelligence, motor skills, etc.
The first group includes the method of A. Gesell. A. Gesell and his colleagues developed development tables that received his name. They cover four main areas of behavior: motor, speech, personal-social and adaptive. In general, Gesell tables provide a standardized procedure for monitoring and assessing the developmental progress of children aged 4 weeks to 6 years. Children's play activities are observed, their reactions to toys and other objects, facial expressions, etc. are recorded. These data are supplemented by information received from the child's mother. As criteria for evaluating the data obtained, Gesell provides a detailed verbal description of the typical behavior of children of different ages and special drawings, which facilitates the analysis of survey results
When studying preschoolers, a variety of aspects of development can be diagnosed - from motor to personality. For this purpose, the second group of techniques is used (according to the classification of J. Švantsara).
More recent in creation is the Adaptive Behavior Scale (ABC), developed by the American Association for the Study of Intellectual Disability. It can be used to study emotional or other mental disorders. Like the Vineland social maturity scale, it is based on observations of the behavior of the subjects, and its forms can be filled out not only by a psychologist, but also by a teacher, parents, doctors - everyone with whom the child comes into contact.
To study some abilities of children from 2.5 to 8.5 years old, the McCarthy scale was developed. It consists of 18 tests grouped into six overlapping scales: verbal, perceptual, quantitative, general cognitive ability, memory and motor.
To assess the level of mental development of preschoolers, the Stanford-Binet scale, Wechsler test and Ranen test are most often used (they are written about in sufficient detail in 3.4 and 3.5). Piaget's methods can also be used for the same purposes. They represent scales of order because development is assumed to pass through a series of successive stages that can be described qualitatively. Piaget's scales are intended primarily for studying the cognitive, rather than the personal, sphere of the child and have not yet been brought to the level of tests in terms of formal parameters. Piaget's followers are working to create a diagnostic complex based on his theory and intended for diagnosing the developmental psychology of children of different ages.
J. Piaget proposes a method for clinical research into the formation of a child’s cognitive sphere, introducing the concept of a sensorimotor scheme, that is, a class of motor tasks that contribute to achieving a goal when performing actions with objects.
To diagnose motor development, the motor test of N. I. Ozeretsky (N. I. Ozeretsky, 1928), developed in 1923, is often used. It is intended for persons aged 4 to 16 years. The tasks are arranged by age level. The technique was intended to study motor movements of various types. Simple materials such as paper, thread, needles, reels, balls, etc. are used as stimulus material.
Evaluating the scales discussed above, one cannot help but note the lack of a strict theoretical justification for the use of each of them for diagnosing the characteristics of the mental and personal development of preschool children. The exception is Piaget's methods, which are based on the concept of development he created. Unlike foreign ones, domestic researchers strive to build a diagnostic system based on provisions developed in developmental and educational psychology about the characteristics, stages and driving forces of mental and personal development (works of L.I. Bozhovich, L.S. Vygotsky, A.V. Zaporozhets, D.B. Elkonin, etc.). For example, the most developed from this point of view is a set of methods for diagnosing the mental development of preschool children, created under the leadership of L.A. Wenger.
Special diagnostic techniques were developed to study the characteristics of figurative and logical thinking.
So, for example, the child was asked to trace in the drawing the path to the house, which was depicted with. using tangled lines. Analysis of the child’s actions made it possible to determine the level of formed imaginative thinking.
To diagnose logical thinking, a table with geometric figures arranged in a certain sequence was proposed. Some squares were empty, and they needed to be filled in, revealing the patterns of the logical series.
A number of authors are making attempts, based on a generalization of existing diagnostic methods and their own developments, to create a system of diagnostic examination of preschool children, which would not only allow identifying different levels of development, but would also provide long-term observations of the development of children.
Along with the methods described above and intended for studying various aspects of the development of preschool children, quite a lot of them have been developed for diagnosing the readiness of children to study at school.
As a result of the examination of preschoolers, children are identified who need correctional and developmental work, which allows them to form the necessary level of readiness for school. During the examination, children with advanced development are also identified, for whom the psychologist should formulate recommendations for an individual approach.
2.2. Diagnosis of the level of development of coherent speech in children of senior preschool age
Systematic control over how children acquire speech material is important to establish continuity between kindergarten and school. By the time they enter school, children should have approximately the same level of speech development.
Knowledge of the criteria and methods for identifying the state of children’s speech development will help heads of preschool institutions monitor the activities of educators and determine the quality of their work.
An individual comprehensive examination helps to most accurately determine the level of development of a child’s speech, but it requires a lot of time. To reduce the testing time, you can, in addition to a sample survey, combine a number of tasks, simultaneously identifying the state of formation of different sections of speech. Thus, when establishing a child’s knowledge of fiction and inviting him to tell a fairy tale (or read a poem), the examiner simultaneously records sound pronunciation, diction, and ability to use the vocal apparatus; When a child compiles stories based on a picture (identifying the development of coherent speech), the examiner notes which sentences are used (identifying the development of the syntactic aspect of speech), which lexical means (identifying vocabulary), and so on.
Some methodological techniques and tasks can be used to test the mastery of material simultaneously by a whole group or subgroup of children, for example, knowledge of the genre.
When identifying the state of children’s speech development, a special place should be given to special observations that are carried out in the process of educational work in everyday life: a teacher or inspector not only observes for a certain time, but also records the children’s speech, noting both its shortcomings and positive ones. shifts, as well as difficulties that children experience when mastering program material.
Speech examinations can also be carried out during control and testing classes, when the teacher or examiner sets the task of finding out how children have mastered this or that speech material.
If there are serious deviations in the speech development of children, conversations are held with parents, during which possible reasons for the child’s lagging are identified.
The most important condition for the development of speech culture in preschool children is work on the word, which is considered in conjunction with solving other speech problems. Fluency in a word, understanding its meaning, and accuracy of word usage 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.
Research in recent years has proven the need to highlight a special section in the methodology of speech work, which includes, firstly, familiarizing children with the polysemy of words, with synonymous and antonymic relationships between them; secondly, the formation of the ability to accurately use the lexical means of the native language. Discovering the semantic richness of polysemantic words contributes to the expansion of the vocabulary, not by increasing it quantitatively, but by understanding other meanings of already known words.
A feature of the work on enriching and activating the vocabulary, which occupies a significant place in speech work, is its connection with all types of activities of preschoolers. Exploring the world around them, they learn the exact names of objects and phenomena, their qualities and relationships, deepen and clarify knowledge and ideas. Thus, by developing in children the skills, abilities and knowledge necessary to perform physical exercises, 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.
The practice of verbal communication confronts children with words of different meanings, with synonyms and antonyms. In preschool children, orientation towards semantic content is very developed. First of all, the speaker is guided by semantics when choosing one word or another when constructing a statement; It is semantics that the listener seeks to comprehend. Therefore, the search for a word is based on its meaning, and the correctness of the statement depends on how accurately the selected word conveys the meaning.
To identify older preschoolers’ understanding of the meaning (meaning) of a word, they are offered various tasks. First, their characteristics are given (what a particular question reveals, in what context it is presented), then the features of performing each task and options for their assessment are revealed.
In the process of diagnosing one of the aspects of speech, the results obtained are analyzed:
Pronunciation side of speech.
The following is noted: the poem was read loudly enough;
Speed (tempo) of speech: moderate;
Intonation expressiveness: the poem is read expressively.
In the process of reading the poem and talking with the child, it was established:
Clarity (diction) of the child’s speech: clear ability to comply with literary norms of pronunciation (spelling): no deviations;
Sound pronunciation – the child pronounces sounds quite well.
Deviations in the speech development of older preschoolers manifest themselves at various levels:
Phonetic;
Phonemic;
Lexico-grammatical (predominant violation of morphemic and morphological analysis, i.e. difficulties in distinguishing parts of a word and parts of speech, violation of inflection and form changes, violation of a coherent statement, planning, predicting speech).
Communication disorders.
To determine the strategy for correctional speech work, the teacher first of all observes children in the process of their natural communication, speech accompaniment of productive activities, activities, and games. Observation makes it possible to form a preliminary idea about the capabilities of each child in the field of coherent utterance, about initiative and the ability to enter into a conversation and maintain a dialogue, about the composition of phrases, the correctness of composing simple and complex sentences, about the correctly executed syllable structure, about vocabulary, about grammatical design phrases, about the phonetic filling of words, about the features of expressive means and tempo-rhythmic coloring.
It is important that the data obtained as a result of observations are compared with information about the child’s speech development outside kindergarten. For this purpose, the teacher can invite the child’s family and friends to answer a number of questions.
What is the child's relationship with other family members? Who does he prefer? Does he experience a lack of attention to him, a negative attitude, or overprotection? Does the child have a negative attitude towards any family member? Who is raising the child?
Does he communicate easily with other children and adults? Are you selective in your communication? What do his parents think his relationships are like with other children? Is he a leader?
Does he use verbal means when communicating - exclamations, intonation, individual sounds, chains of sounds and syllables, words, phrases? Are there any lines of dialogue?
What books and at what age should children be read? How long can he listen to the reading? What interests him more - illustrations, content, or both? Do you have any favorite films or records?
Does your child like to draw, sculpt, or play with construction sets at home? Is this activity accompanied by verbal means? Does it play on its own? Does he turn to adults for help in difficult situations?
What are its emotional manifestations: adequate, restrained, indifferent, stormy? How does a child react to a new toy? Are emotional manifestations accompanied by verbal means?
What is the child’s character – friendly, obedient, affectionate; hot-tempered, capricious, aggressive? How does he behave at home?
Does he have the opportunity and need for psychological release? How does this manifest itself: does it scream, retreat into seclusion, become quiet, “communicate” with toys, trying to reproduce the situations that have excited it, listens to music, draws, designs?
Does the child have animals, birds, plants? How does he feel about them? How does he communicate and play with them?
How does the family spend their leisure time, weekends, vacations?
The parents' answers complement the teacher's understanding of the child and the characteristics of his speech development.
Observing the behavior of a child, an adult gets an idea of how he talks; what vocabulary does he use; whether elements of autonomous, childish speech characteristic of an early age remain in his vocabulary.
A teacher, observing children in natural conditions, during classes, on a walk, while performing routine tasks, has the opportunity to create a fairly objective picture of the characteristics of the child’s speech activity and, in difficult cases, recommend contacting a speech therapist. The teacher clarifies the main indicators of speech development individually.
In a group, during collective communication, the teacher, first of all, must note whether the child is proactive in verbal communication and can ask questions; Does his vocabulary include the interrogative words “which, which, what, where?” He should also pay special attention to the presence/absence of interrogative words “why, why”, showing a well-formed understanding of cause-and-effect and target relationships.
Indicative for speech development is the ability to correctly ask a question about the content of a conversation or fairy tale; a question addressed to someone selectively; a question whose answer changes the course of the conversation. It is important to pay attention to whether the degree of speech activity depends on who and where communicates with the child.
It must be remembered: during a conversation, a child without deviations in speech development is able to maintain communication with remarks, voice modulation, intonation, facial expressions, gestures and other non-verbal means.
It is also important to observe the child during role-playing games, because this allows one to identify a number of features. Children with speech development disorders cannot maintain interest in playing in a group for a long time, in the actions of other children, and experience difficulties in unfolding the plot, in analyzing the role behavior of the players in predicting the outcome, in coordinating their actions with the actions of other children. Difficulties are associated with speech and mental operations: it is difficult for children to isolate the particular from the whole - the plot of a fairy tale, an everyday plot (agree on who will play what role, what they will do, say); and vice versa, to combine particulars (the role and behavior of each player) into a single plan.
The possibilities of using substitute words and the variability of vocabulary can be studied during a game that confronts the child with the need to use various objects and substitute words.
It is also necessary to check whether the child can reproduce “living and non-living” sounds, imitate different voices, and whether he can change the pitch and strength of his voice. For this purpose, questions are usually asked: “How does the plane sound? What voice does the bear speak in? and so on.". In order to answer them correctly, the child is forced to imitate various sounds and choose emotional and expressive means (intonation, facial expressions, gestures).
It is important for the teacher to be sure that the child correctly perceives the spoken speech, that he is attentive to the spoken word and sound. Lack of auditory attention affects not only sound pronunciation, but also the understanding of the meaning of words, the perception and understanding of sentences in general, and the understanding of hidden meaning and subtext. In addition, this will affect the child’s mastery of written language. For this purpose, you can offer a number of didactic games: “Guess what it sounds like?”; “How and where does the bell sound?”; "Echo". You can offer the following tasks: “Show, repeat and complete”; “What is a puddle? What are skis? etc. To attract attention to a sounding word, it is good to use the game of “flip words”.
To work on speech development, it is extremely important for the teacher to determine whether the child knows what common categorical names, generalizing words, synonyms, antonyms, paronyms are, and whether he knows associative connections.
Lexical exercises and tasks perform the following functions:
Contribute to the development of attention to changes in the meaning and significance of words depending on grammatical categories, word-formation and formative features;
They strengthen the formation of connections between words, thereby forming a coherent statement.
Associative connections
Contribute to the development of speech-mental operations (the ability to select, select and accurately use words);
They assume the development of variability in the use of vocabulary and fluency in grammatical categories.
In the coherent utterance of children, not only lexical and grammatical features are manifested, but, above all, difficulties in planning and correctly structuring the utterance; it is possible to replace the text with paralinguistic means - facial expressions, gestures, expressive movements, accompanied by emotional exclamations - interjections.
When determining deviations in a child’s speech development, it is important to understand the attitude of the child himself to the difficulties he experiences. In case of tempo-rhythmic deviations, carefully monitor under what conditions the state of speech improves or deteriorates (in a familiar, unfamiliar, unfamiliar environment), whether the child reacts to a “new” interlocutor, with whom it is easier to communicate - with an adult or a peer. In communication, the teacher must not only analyze the state of the question-answer system, dialogue, rhythmic forms, possibilities for compiling a retelling, speech accompanying productive activities, but also determine what forms and types of speech activity are available to the child.
Timely identification of deviations in speech activity will make it possible to provide early corrective assistance by a speech therapist, carry out preventive and developmental work by a teacher, and correct the personal characteristics of children.
Chapter 3. Experimental work on the development of speech in preschool children
3.1. Determining the level of speech development of preschool children using psychodiagnostics
To determine the level of speech development of older preschoolers using psychodiagnostics, a confirmatory experiment was conducted. The study was conducted on the basis of the preschool educational institution “Firefly”. The experiment involved 10 children aged 5-6 years.
The purpose of the experimental work is to diagnose the speech development of children and study the communication skills of children.
Communicative and rhetorical skills are associated, firstly, with the ability to analyze and evaluate communication and, secondly, with the ability to communicate, when the ability to navigate a situation is assessed.
Indicators for assessing children's speech:
The ability to navigate in different communication situations, taking into account who is speaking, to whom the speaker is addressing, for what purpose, what - about what, how, etc.;
The ability to analyze and evaluate one’s own speech behavior and the speech behavior of another, what the speaker said, what he wanted to say, what he said unintentionally, etc.;
Mastering the culture of listening, listening carefully to the interlocutor, responding adequately to the speaker’s speech;
It is appropriate to use the rules of speech etiquette and conduct an etiquette dialogue;
Correlate verbal and nonverbal means of communication, mastery of nonverbal means (facial expressions, gestures, body movements).
To identify the level of speech development in older preschoolers, the “Speech Development according to the Rainbow program” diagnostic was used.
Diagnosis of children in the senior group for speech development was carried out in the following areas.
1. To diagnose the sound culture of speech, it was determined whether the child had speech defects. Which?
The following tasks were proposed:
a) The child was asked to name any words with a sound With.
“For example, I remembered now,” says the teacher, these are the words: pine... aspen... sowed... . It's your turn. Continue!"
b) A game was offered. You are given a sheet of paper with a grid to determine the position of a sound in a word and a counter. The rules of the game are explained: “Repeat the word after me.” river. Do you hear the sound R in this word? Is it heard at the beginning of a word or in the middle of it? Place the chip in the first window, as in the word river sound R stands at the beginning of a word. Listen to another word - rhinoceroses. Where is the sound heard? R? Place the chip in the second window. Let's say the word together fire. And I put a chip in the third window. Am I right or wrong? Now work on your own. I will say the word, you say it after me and put the chip in the right box: cancer... lilac... cheese.”
2. To examine speech understanding and the level of active vocabulary, the following was proposed.
a) The teacher says: “The little puppy’s ear hurts a lot. He whines. Needs your sympathy. What do you tell him? Start like this: “You are mine...”
b) The children were asked to look at the picture. The question was asked what happened to the chickens. It was suggested to come up with a title for the story.
The teacher asks to take a closer look at the hen who saw not yellow, but black and grimy chickens; describe her condition. She… .
3. Fiction.
a) The child is asked to read his favorite poem
b) They offer to name fairy tales that the child is ready to listen to more than once. If he cannot remember the name of the fairy tale, let him start telling it, you can suggest the name.
c) The child is asked to remember the writers whose books they read in kindergarten and at home; artists who made beautiful drawings for children's books.
Assessment of task completion:
9-12 points (high level) – answers all tasks correctly, without prompting from adults, answers quickly and willingly.
5-8 points (average level) – answers most questions correctly, but uses an adult’s hint, answers slowly but willingly.
1-4 points (low level) – answers most of the questions incorrectly, even with prompting from an adult, answers few and reluctantly.
The analysis of the data obtained was entered into the child’s individual card (see Appendix), where data about the child was indicated. Below is a summary table of test subjects' data for all three types of tasks (see Table 1).
Table 1.
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Sound culture of speech |
Speech understanding, active dictionary |
Fiction |
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1. Marina V. |
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2. Artem B. |
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3. Slava T. |
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4. Roman S. |
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5. Diana N. |
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6. Konstantin D. |
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8. Sveta V. |
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9. Daniil Zh. |
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10 Alina L. |
As a result of summing up the data obtained, the results presented in Diagram 1 were revealed.
Diagram 1.
Thus, in the process of diagnosing the speech development of children of senior preschool age, it was found that only 2 out of 10 children had high, i.e. normal level of speech development, 5 children have an average (satisfactory) level, and 3 children have a low level.
Work to determine the characteristics of coherent speech in older preschoolers has shown that children of this age make many mistakes in word usage and the construction of not only complex, but also simple sentences; use uniform ways of connecting sentences in the text. Some preschoolers violate the sequence of presentation of thoughts; it is difficult for them to start or finish a statement. Often their stories contain elements of narrative and description. Most often, children turn to the help of an adult; they cannot always cope with the task on their own. This indicates the need for special training in order to master an active vocabulary, the formation of a sound culture of speech, the development of skills in transferring knowledge on fiction, and constructing a coherent monologue statement.
Parents often do not pay attention to the formation of speech in preschoolers. But at school, even small deviations in speech development can lead to specific errors in mastering writing. Parents themselves can resolve problems with speech skills, but sometimes they cannot do without the help of a speech therapist. Children who did not go to kindergarten must be tested for speech readiness. If the child attended a preschool institution, then children there are prepared for school according to a certain program. But often the teacher focuses on the average level of development of children, so it is still worth checking certain speech skills of the baby. It is no secret that the better a child’s speech is developed, the easier it is for him to master writing and reading.
1. First of all, you need to pay attention to whether the child can pronounce all sounds clearly. Otherwise, the child will write words exactly as he pronounces them, i.e. with grammatical errors.
2. The child must determine by ear how many letters there are in a word. For example, the word “cat” has three letters or three sounds. To test such skills, you need to ask your child to write the word that you pronounce. But replace all letters with sticks or circles. For example, the word “cat” is three sticks, the word “tree” is six sticks.
3. You need to pay attention so that the child understands which sound is a letter. Children often confuse letters that sound similar. For example, B and P or Z and S. Therefore, when writing words, children cannot choose the correct letter and make mistakes. You can test your ability to distinguish sounds by using images of two different objects that differ only in one letter.
4. Parents and educators need to pay attention to the child’s vocabulary. It must be at least 2000 words. You can determine whether a child knows so many words using several tasks:
Exercise 1. Ask your child to name a group of objects in one word. For example, cup, spoon, plate, pan -...? T-shirt, T-shirt, pants, dress -...?
Task 2. The child must name as many names as possible that belong to one group or another. For example, names of animals, flowers, trees.
Task 3. Test your knowledge of adjectives. For example, what kind of dress is it - beautiful, red; what a hat – warm, blue; what a sun – bright, warming.
Task 4. The child must know not only the names of objects, but also what is done with them. For example, a toy - buy, play; flowers are planted, watered, books are read, examined.
Task 5. The opposite of the fourth. There is an action - you need to figure out what object it happens with. They draw – a house, a car, a picture; ironing – clothes, a kitten; cook - dinner, soup.
Task 6. We select words - synonyms. For example, big - huge, gigantic; light – snow-white, sunny.
Task 7. We select anonymous people. For example, big - small, slow - fast, beautiful - terrible.
5. Even if a child pronounces all words clearly, has a large vocabulary and does not confuse sounds, this is not all. The child must correctly form phrases and words themselves. As a rule, there are no problems with this if adults themselves speak correctly. But sometimes even a schoolchild can hear such words as “I got there by meter”, “run faster”, “hot coffee”, etc.
6. Little schoolchildren should be able to express their thoughts. Mastering coherent speech is necessary for them, since it will be impossible to answer in class without certain skills. To help your baby master this last and difficult step, ask him to retell the story. This could be a story about today, about a trip to the circus, or ask them to retell a new fairy tale.
Diagnosing a child’s speech development is not a matter of one day. But if deficiencies in the speech development of a preschooler have nevertheless been identified, then it is necessary to help the child master this science.
Conclusion
Summarizing the results of this study, it should be noted that the relevance of the problem of children's speech health has increased significantly over many years. With the increase in neuropsychic and somatic diseases of preschool children, the formation of all mental functions in children is delayed and, as a result, more and more children are appearing with speech disorders, while at present the requirements for the speech development of children of senior preschool age have increased significantly. In normally developing preschoolers, by the beginning of school, speech is separated from direct practical experience, and it acquires new functions.
Prevention of speech disorders in children of senior preschool age in the educational work of preschool educational institutions, the formation of correct speech acquires special importance, since the readiness or unpreparedness of the child to start school depends on the level of speech development.
Diagnosis of the characteristics of coherent speech in older preschoolers showed the presence of the following typical errors for children of this age:
In word usage, construction of not only complex, but also simple sentences;
Using uniform ways of connecting sentences in the text;
Violation of the sequence of presentation of thoughts; it is difficult for them to start or finish a statement;
The predominant presence of narrative and description elements in stories;
Frequent recourse to adult help, inability to complete a task independently, etc.
All this indicates the need for special training in order to master an active vocabulary, form a sound culture of speech, and construct a coherent monologue utterance.
Bibliography
1. Alekseeva M.M., Ushakova O.S. Interrelation of tasks of speech development of children in the classroom // Education of mental activity in preschool children. – M, 2003. - p.27-43.
2. Belkina V.N. Child psychology. – Yaroslavl: YaGPU im. K.D. Ushinsky, 1994.
3. Wenger L.A. Diagnostics of mental development of preschool children, M., 1998.
4. Issues of speech generation and language teaching / Ed. A.A. Leontyev and T.V. Ryabova. – M.: MSU, 1967.
5. Voroshnina L.V. Features of constructing descriptive stories by children of the 5th year of life // Problems of studying the speech of preschoolers: Sat. scientific works / Ed. O.S. Ushakova. – M.: Publishing house. RAO, 1994. – pp. 104–108.
6. Vygotsky L.S. Thinking and speech // Collection. op. – T. 2. – M., 1986.
7. Gvozdev A.N. Issues in studying children's speech. – M., 1991.
8. Gerbova V.V. Classes on speech development in the middle group of kindergarten. M.: Education, 1993.
9. Gerbova V.V. Composing descriptive stories // Preschool education. - 2006. - No. 9. - p. 28-34.
10. Glukhov V.P. Methods for developing coherent monologue speech in preschoolers with general speech underdevelopment. – Moscow, 1998.
11. Grizik T.I. Speech development in children aged 6-7 years. – M.: Education, 2007.
12. Diagnostics of mental development of preschool children / Ed. L.A. Venger, V.M. Khomlovskaya. - M.: Pedagogy, 2005.
13. Erastov N.P. Processes of thinking and speech activity (Psychological and didactic aspect): Author's abstract. dis. ... Dr. Psy. Sci. – M., 1971.
14. Yolkina N.V. Formation of coherent speech in preschool children: Textbook. – Yaroslavl: Publishing House YAGPU im. K.D. Ushinsky, 2006.
15. Zaporozhets A.V. Selected psychological works. – M., 1986.
16. Leontyev A.A. A word about speech activity. – M.: Nauka, 1965.
17. Methods for examining children’s speech: a guide for diagnosing speech disorders / Ed. G.V. Chirkina. - 2nd ed., add. – M., 2003.
18. Nechaeva O.A. Functional and semantic types of speech (description, narration, reasoning). – Ulan-Ude: Buryat Book Publishing House, 1984.
19. Rubinshtein S.L. Fundamentals of general psychology: In 2 vols. APN USSR. – M.: Pedagogy, 1989.
20. Sokhin F.A. Psychological and pedagogical foundations of speech development // Mental education of preschool children / Ed. N.N. Poddyakova, F.A. Sokhina. – M.: Education, 1984. – P. 202–206.
21. Tikheyeva E.I. Development of children's speech / Ed. F. Sokhina. – M.: Education, 1992.
22. Tkachenko T.A. In first grade without speech defects. – St. Petersburg, 1999.
23. Ushakova O.S. "Diagnostics of speech development of preschool children." – M.: RAO. Research Center for Family and Childhood, 1997.
24. Ushakova O.S. Speech education in preschool childhood (development of coherent speech): Author's abstract. dis. ... Dr. ped. Sci. – M., 1996. – 40 p.
25. Ushinsky K.D. Selected pedagogical works. – M.: Uchpedgiz, 1984.
26. Fotekova T.A. , Akhutina T.V. Diagnosis of speech disorders in schoolchildren using neuropsychological methods: a manual for speech therapists and psychologists. – M., 2002.
27. Yakubinsky L.P. About dialogical speech // Language and its functioning. – M.: Nauka, 1986. – P. 17–58.
Application
Analysis of the received data
Last name, first name of the child ____________________________
Exercise 1
Task 2.
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Beginning of the year |
The end of the year |
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a) How many consoling phrases did the child say? |
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b) Write down the title of the story. From your point of view: |
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Well answered |
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Worse than eloquent peers |
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Few and reluctantly |
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Methods for examining children's speech: a guide for diagnosing speech disorders / Ed. G.V. Chirkina. - 2nd ed., add. – M., 2003. – P. 31. Fotekova T.A. , Akhutina T.V. Diagnosis of speech disorders in schoolchildren using neuropsychological methods: a manual for speech therapists and psychologists. – M., 2002. |
The level of speech development is determined through a diagnostic examination of preschool children.
Diagnostics of speech development of children 2-4 years old.
Formation of a dictionary.
To conduct a diagnostic examination of younger preschoolers and identify their level of speech development, illustrative material is needed: thematic subject and plot pictures. Children need to be interested, and therefore all tasks are offered in a playful way.
Preschoolers should navigate the following lexical topics: “Seasons”, “Toys”, “Vegetables and fruits”, “Clothing and footwear”, “Dishes”, “Furniture”, “Personal hygiene items”, “Domestic and wild animals”, “Poultry”, “Insects”, “Man. Body parts".
To reinforce nouns, you can offer task options.
- Option. 1. In the table of different object pictures, the adult shows any image, and the child must say what it is.
- Option 2. An adult names an object, and the child must find its image.
- Option 3. An adult offers to select all the pictures on a given topic. For example, “Show me the toys.” "Get your vegetables." “Where are the pets?”
The use of verbs in speech can be checked by offering a preschooler of this age story pictures depicting work actions, methods of transportation, and emotional states of people. The child, looking at the picture, must answer the questions asked. For example, “How does a worm move? Butterfly?" etc.
Adjectives. An adult shows either a picture or some object and asks to determine its color, size, and what it tastes like. For example, lemon (yellow, sour).
For preschoolers 3-4 years old, offer the game “Say it the other way around.” The adult begins the phrase, and the child finishes:
- The elephant is big, and the mouse... (small).
- Mom has long hair, and dad... (short).
- The wolf is brave, and the hare... (cowardly).
To check the adverbs (high-low, far-close, warm-cold), you will also need plot pictures.
Grammatical structure of speech
To test children’s ability to put nouns into the plural form, he is asked to look at paired object pictures (chair-chairs, plate-plates, etc.) and answer “What is shown in one picture? (one subject) to another? (several items).
Testing the development of skills to form diminutive forms of nouns occurs with the help of subject pictures. The child can be asked to name the depicted objects affectionately, for example, doll - doll, table - table, apple - apple, etc.
The ability to coordinate nouns and pronouns with verbs is better with the help of story pictures or toys and leading questions. For example, a doll sleeps, but what about dolls? The ball is lying, but what about the balls?
The use of verbs in different tenses can be reinforced with questions like, “What are you doing now? What did mom do yesterday? What are you doing tomorrow?"
The correct use of prepositions is also checked using questions about plot pictures or the location of objects in space. For example, there is a box in front of the baby, there is a red cube in it, and a green one on it, a doll is sitting in front of the box, and a matryoshka doll is behind it. You can ask the child questions: “Where is the doll? Cubes? Green cube? Red? etc.
Sound culture of speech
This is a clear pronunciation of all sounds. An adult can hear mistakes in the everyday speech of preschoolers. You can also ask the child to repeat words after the parent to check a specific sound, for example, the hard and soft sound “m” - mouse, ball, Masha, bear.
Connected speech
Preschoolers should be able to:
- express your thoughts clearly;
- tell a familiar fairy tale, an event from your life (How did you spend your weekend? What did you like about the circus? etc.;
- compose a short descriptive story about a toy using leading questions and based on the plot picture “The doll is having lunch,” “The boy is playing with toys.”
The table shows approximate requirements for telling a familiar fairy tale (for a high level of speech development in younger preschoolers).
Diagnostics of speech development of children 4 – 5 years old
Formation of a dictionary
Preschoolers of this age should have basic knowledge of lexical topics: “Seasons”, “Toys”, “Vegetables and fruits”, “Clothes and footwear”, “Dishes”, “Furniture”, “tools, household appliances”, “Personal items” hygiene”, “Trees and shrubs”, “Berries”, “Flowers”, “Domestic and wild animals”, “Domestic birds”, “Wintering and migratory birds”, “Insects”, “Humans. Body parts", "Professions". Games are used to reinforce them:
- “Find out by description”: an adult thinks of an object and names its characteristics, the child must guess what is planned, for example, yellow, oval, sour (lemon), green, round, sweet, large (watermelon);
- “Who has whom?” - there are two windows in the table, in one there is an image of an adult animal, in the second - the child must put the image of a cub, who has the hare? (hares), At the she-wolf? In chicken, etc.
- “Call it affectionately” - fox - fox, duck - duck, sparrow - little sparrow, etc.
- “One-many” - one lemon - many lemons; one ball - many balls, one birch - many birches, etc.
- “Give me the ball, name the body parts” or “Throw the ball, quickly name the furniture.” The adult says a general concept and throws the ball to the child. He, returning the ball, must list the corresponding words. The game will be more interesting if several children take part.
To identify a preschooler’s understanding of the purpose of objects, the game “What’s for what?” is used:
- What does the artist paint with?
- What is used to sew on a button?
- What item do you need to play football?
- What kind of dishes are used to prepare first courses? Etc.
Diagnostics grammatical structure of speech is carried out using similar tasks as when examining 3-year-old preschoolers.
To check the use of prepositions, you can offer the following task. In a table card, arrange geometric shapes according to the instructions, for example, a square above a triangle, a circle under a triangle, an oval on a square.
Sound culture of speech
At this age, preschoolers should pronounce all sounds clearly. In the sound table, vowels are marked in red, hard consonants are blue, and soft consonants are green.
To identify the development of the ability of children of this age to differentiate words that are similar in sound, it is suggested to name the images in the pictures or repeat after an adult: dot - daughter, goat - braid, heat - ball, duck - fishing rod, etc.
You can check your ability to hear a certain sound from a sound range as follows. The parent pronounces several sounds “t, p, a, l, i, d, i”; the child needs to clap when he hears, for example, the sound “i”.
Using the game “Echo”, auditory attention is tested. The adult pronounces the syllables and asks them to repeat: pi-bi; date of; zo-so; sha-sha.
Connected speech
For this age it is important to be able to:
- come up with simple sentences of 3-4 words;
- compose stories based on a painting, a series of paintings, from personal experience, up to 5 sentences;
- retell texts of 3-5 sentences;
- read poetry expressively.
For productive speech development, it is useful to use visual aids developed independently. So that the child remembers poems faster, they can be presented in a table, for example:
Diagnostics of speech development of children 5–6 years old
Formation of a dictionary
Lexical topics are supplemented by “Holidays”, “Musical Instruments”, “Animals of the North and South”. The same games are used when examining preschoolers aged 4-5 years.
A child’s understanding of the semantic side of a word can be checked by asking the child to come up with the ending of the sentences:
- In autumn it is often drizzling...
- In spring, migratory birds return from the south...
- The symbol of Russia is the white-trunk...
Grammatical structure of speech
The development of auditory attention is tested using the following task. The adult names the words, and the child needs to clap when he hears the sound “sh”, in the words house, top, hat, bark, fox, cone, pen, car.
Sound culture of speech
The adult names the words, the child determines which syllable the stress falls on and how many syllables there are: fishing rod, car, ball, box, horse.
Game “Find the Sound” - the child must determine the position of a given sound in a word, for example, the sound “s” - owl, dew, litter, lynx, braid.
The game “Hard-Soft” - the child needs to determine in what position the given sound is located. A new sound is marked in the sound table with a color signal.
Determine the number of sounds and letters in a word.
Connected speech
Preschoolers of this age should be able to:
- make simple and complex sentences. For example, from the given words: from the mountains, spring, streams, came, ran.
- form new word combinations from the proposed phrases: dress made of wool - woolen dress, wooden box - box made of wood, apple turned red - reddened apple, etc.
- compose stories based on a picture, a series of pictures, from personal experience (5-6 sentences);
- retell the text in up to 5 sentences;
- know and explain the meaning of proverbs and sayings;
- read poems and riddles expressively.
Diagnostics of speech development of children 6-7 years old
Formation of a dictionary
The lexical topics are the same. Didactically, games are also used similar to those used when examining six-year-old children. You can use additional tasks:
“Part - whole” - the child needs to name the parts or details of the whole. For example, a face (eyes, mouth, nose, forehead, cheeks, chin, eyebrows), a teapot (spout, handle, bottom, lid), etc.
“Name in one word”: rook, crane, stork - this, coat, jacket, raincoat - this, chair, bed, sofa - this, etc.
"Professions":
- Who drives the car?
- Who delivers the mail?
- Who puts out the fire?
- Who heals people? Etc.
To identify children’s level of use of adjectives in speech, the following task options are offered:
The child is offered objects or object pictures, he needs to name their characteristics: What kind of ball? What kind of pear? What kind of chair? What flowers?
A preschooler of this age must form adjectives from nouns: what kind of table is made of wood? (wooden), What glass glass? (glass), What kind of chicken cutlets? (chicken), What kind of silk dress? (silk), etc.
The use of antonyms: clean - (dirty), kind - (evil), fat - (thin), cheerful - (sad), warm - (cold), far - (close), friend - (enemy), etc.
Verbs. “Who moves how?” bird - (flies), snake - (crawls), man - (walks, runs);
"Who's doing what?" cook - (cooks), doctor - (treats), artist - (draws).
Grammatical structure of speech
Formation of plural nouns in the nominative and genitive cases: doll - dolls - dolls, apple - apples - apples, etc.
“Call it affectionately”: sparrow - (sparrow), table - (table), sofa - (sofa), flower - (flower), etc.
Combination of nouns with numerals: pencil - (2 pencils, 7 pencils), apple - (2 apples, 5 apples), matryoshka - (2 nesting dolls, 6 nesting dolls), etc.
Formation of verbs using prefixes: fly - (fly away, fly away, fly off, fly up, fly in, fly), etc.
Results in the table
Diagnostics presupposes the final result, I mean, identifying the level of development: + high – all tasks are completed independently, correctly; - + average - most of it is done correctly or all with hints; - low - most of it is not completed. The table can reflect all components of speech at all stages of preschool age.
Sound culture of speech
A preschooler must clearly pronounce all sounds. The child either pronounces words based on a given sound, or repeats sentences, for example, Sasha walked along the highway and sucked on a dryer; Zina closed the lock; Roma is happy about Rita.
The child is offered tasks for sound analysis of words:
- highlight the stressed vowel: fishing rod, pack, game.
- name the first and last consonant: daughter, catfish, lump, lemon, table.
- choose pictures depicting objects in which the sound “N” is found: fish, knife, shovel, socks, glass, scarf.
- determine the number of syllables in the word: mosquito, snail, scoop, army, shirt.
- name the sound with which the word in the picture begins in the table below. The child must put the corresponding colored card in the empty cell. (red – vowel, blue – hard consonant, green – soft consonant)
The child must pronounce syllables that can be presented in the table:
