modern school demands from the child high level mental and speech development. The language (speech) of a person is not only a means of communication, but also a means of expressing thoughts. The more figurative and correct the speech, the more accurately the thought is expressed. The development of speech entails the development of mental operations, and, conversely, the development of thinking contributes to the development of speech. If the level of speech development of the child is high, then he not only reads well and writes correctly, but also better understands and perceives what he is studying, clearly expresses his thoughts.There are several interrelated types of speech: oral speech, inner speech and written speech, all of which are inextricably linked with thinking. Oral speech is speech spoken aloud, it is always addressed directly to the interlocutor and serves the purposes of direct communication between people, that is, it is communicative. In its content, tempo, rhythm, smoothness, many aspects of the personality find expression. Some people speak very emotionally, others talk about the same events without much emotion, some have laconic speech, others are overly lengthy, different people- different vocabulary. For content and direct performance oral speech thinking has a decisive influence, and an attentive interlocutor can easily determine how actively in this moment how flexible the speaker's thinking is at the root, to what extent his active vocabulary is developed, and how quickly the interlocutor manages his mental operations. Of course, one or several conversations cannot be used to judge the development of thinking and the level of intelligence of the interlocutor; one must always take into account the general condition of the person, the degree of his interest in the proposed topic. Especially when it comes to the damage to the development of speech and thinking in children, because voluntary attention, when they are able to maintain a conversation with an effort of will, is formed only at school age.Thinking is organically connected with speech and language. Their emergence and development mark the emergence of a new special form of reflection of reality and its management. It is important to distinguish language from speech. A language is a system of conventional symbols, with the help of which combinations of sounds are transmitted that have the same meaning and the same meaning as the corresponding system of written signs. Speech is a set of spoken or perceived sounds that have the same meaning and the same meaning as the corresponding system of written signs. Language is the same for all people using it, speech is individual. Speech expresses the psychology of a single person or a community of people for whom these features of speech are characteristic; the language reflects the psychology of the people for whom it is native, and not only living people, but also previous generations. Speech without language acquisition is impossible, while language can exist and develop relatively independently of a person, according to laws that are not related either to his psychology or his behavior.
The speech of the child is formed under the influence of the speech of adults and to a large extent depends on sufficient speech practice, normal speech environment and on education and training, which begin from the first days of his life. Speech is not an innate ability, but develops in the process of ontogenesis - individual development organism from the moment of its inception to the end of life.) in parallel with the physical and mental development of the child and serves as an indicator of his general development. Assimilation of the native language by a child takes place with a strict regularity and is characterized by a number of features common to all children. In order to understand the pathology of speech, it is necessary to clearly understand the entire path of consistent speech development of children in the norm, to know the patterns of this process and the conditions on which its successful course depends.
For a preschooler, good speech is a guarantee successful learning and development in the school. Children with poorly developed speech lag behind, often being among the underachievers in various subjects.
The main task kindergarten- develop the child's oral coherent speech. Characteristics such speech is not only expanded, but also arbitrariness. By the age of seven, the child's speech should be meaningful, based on sufficient knowledge. But this is not enough - the content must be built in a logical sequence: essential episodes must not be skipped, they must not be rearranged randomly, unnecessary insertions should be avoided, it is logical to move from one part to another, be able to complete the statement. At the same time, the child must correctly pronounce all the sounds and words of the native language.
Timely and complete mastery of speech is the first most important condition for the formation (appearance) of a full-fledged psyche in a child and its further correct development. Timely - means started from the very first days after the birth of a child; full-fledged - means sufficient in terms of the volume of language material and encourages the child to master speech to the full extent of his capabilities at each age level.
Attention to the development of a child's speech at the first age levels is especially important because at this time the brain develops intensively, its functions are formed. According to the studies of physiologists, the functions of the central nervous system are easy to train precisely in the period of their natural formation. Without training, the development of these functions is delayed and may even stop forever.
According to Koltsova M.M., for the function of speech creation, such a “critical” period of development is the first three years of a child’s life: by this time, the anatomical maturation of the speech areas of the brain basically ends, the child masters the main grammatical forms of the native language, accumulates a large vocabulary. If, in the first three years, the baby’s speech was not given due attention, then in the future it will take a lot of effort to catch up.
The process of assimilation of native speech is a natural process of development, improvement of the speech-creative system of the organism of an individual. We call the pattern of language acquisition the dependence of the intensity of the formation of speech skills on the developing potential language environment- natural (in home schooling) or artificial, i.e. language environment, specially prepared by methodological means (in preschool institutions).
The pattern of speech acquisition: the ability to perceive native speech depends on the training of the muscles of the child's speech organs. Native speech is assimilated if the child acquires the ability to articulate phonemes and model prosodems, as well as isolate them by ear from sound complexes. To master speech, the child must practice the movements of the speech apparatus (and then, when mastering written speech, the eyes and hands) necessary to pronounce each phoneme of a given language and their positional variants and each prosodeme (modulation of voice strength, pitch, tempo, rhythm, speech timbre), and these movements must be coordinated with hearing.
Speech is assimilated if the child, listening to someone else's speech, repeats (aloud and then to himself) the speaker's articulations and prosodemes, imitating him, that is, if his speech organs are actively operating.
The peculiarities of the child's psyche are of great importance: the child must clearly perceive words and sounds, remember them and accurately reproduce them. Good hearing condition, the ability to listen carefully are crucial. The child must himself correctly reproduce what he heard. To do this, his speech apparatus must clearly operate: the peripheral and central sections (the brain).
Most parents believe that it is enough to learn the letters with the child and he will begin to read and write competently. However, as practice shows, knowledge of letters does not exclude serious difficulties for preschoolers in teaching literacy.
But the main reasons for this phenomenon are a violation of phonemic perception, pronunciation defects, as well as undeveloped skills sound analysis and synthesis.
The reading skill is formed in a child only after mastering the fusion of speech sounds into syllables and words.
That is, if we want the child to learn written language(reading and writing) quickly, easily, and also avoided many mistakes, you should teach him sound analysis and synthesis.
In turn, sound analysis and synthesis should be based on a stable phonemic perception of each sound of the native language.
Phonemic perception or phonemic awareness, it is customary to call the ability to perceive and distinguish speech sounds (phonemes).
This ability is formed in children gradually, in the process of natural development.
So, imperfect phonemic perception, on the one hand, negatively affects the development of children's sound pronunciation, on the other hand, it slows down, complicates the formation of sound analysis skills, without which full reading and writing are impossible.
So, the necessary prerequisites for teaching literacy to a preschool child are: formed phonemic perception, correct pronunciation all sounds of the native language, as well as the presence of elementary skills in sound analysis.
The most significant for a seven-year-old child is the transition to a new social status: a preschooler becomes a schoolchild.
The child combines the traces of preschool childhood with the new qualities of a schoolboy. The transition from playing to learning activities significantly affects the motives and behavior of the child. Quality learning activities will depend on how the prerequisites were formed in the preschool period.
Very important:
how the physical development of the child proceeded, its features;
the state of physical hearing (frequent otitis media);
development fine motor skills fingers, general motor skills, developmental disabilities;
state of the nervous system (irritability, depression, etc.);
what knowledge and ideas about the world the child has (space, time, counting operations);
development voluntary attention, mediated memorization, the ability to listen to the teacher;
cognitive activity, desire to learn, interest in knowledge, curiosity;
communicative activity, readiness for joint work with other children, cooperation, mutual assistance.
On the basis of these prerequisites, new qualities necessary for learning begin to form at primary school age. Ready for schooling is formed long before entering school and is not completed in the first grade.
The concept of readiness for learning includes not only a qualitative characteristic of the stock of knowledge and ideas of the child, but also the level of development of the generalizing activity of thinking. School education makes the child new requirements for his speech, attention, memory. A significant role is played by the psychological readiness of the child for learning, i. awareness of the social significance of his new activity.
Special criteria for readiness for schooling are imposed on the child's mastery of his native language as a means of communication.
1 TO school age the child must have formed the entiresound side of speech.
The child must have the correct, clear sound pronunciation of all groups of sounds.
2. By the age of six, phonemic processes are fully formed, the ability to hear and distinguish, differentiate phonemes (sounds) of the native language.
3. Readiness of children for sound-letter analysis and synthesis of the sound composition of speech. This is the ability to isolate the initial vowel sound from the composition of the word; analysis of vowels from three AIU sounds; reverse syllable analysisvowel - consonant ; hear and highlight the first and last consonants in a word, etc.
4. Development of a dictionary, the ability to use different ways of word formation. The formation and correct use of words with a diminutive meaning, the ability to form words in the desired form. Highlight sound and semantic differences between words. Form adjectives from nouns.
5. By school age, the grammatical structure of speech is formed. This is the ability to use extended phrasal speech, the ability to work with a sentence. Correctly build simple sentences, see the connection of words in sentences, distribute sentences as secondary and homogeneous members, grammatically correct to build complex sentences. Children should be able to compose stories according to the picture, according to a series of plot pictures.
Availability junior schoolchildren even mild deviations in phonemic and lexico-grammatical development leads to serious problems in the assimilation of general education school programs.
The main task of parentsduring pay attention to the various speech disorders of your child in preschool age to provide speech therapy correctional assistance before school and prevent communication difficulties in a team and poor progress in general education school.
The sooner correctional and developmental training is started, the better its result will be.
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The mental development of a child is often defined as the formation of a certain system of knowledge, skills and abilities. But at present this concept has a deeper meaning. It is more important to activate the child's cognitive activity, to develop thought processes - the ability to analyze and synthesize, classify, compare and generalize.
Already at birth, children differ from each other, they have different physiological and psychological inclinations. In the future, the overall development of each child occurs according to its own individual pattern. There are no children with exactly the same mental development. The level of mental development of a child depends not only on intelligence, it is determined by many factors, such as the innate characteristics of the nervous system, living conditions, teaching methods, mental development classes, etc.
IN modern psychology It is customary to distinguish three types of mental development of a child: emotional, speech and logical development. Each type has its own age intervals during which this type develops most successfully.
Emotional development of the child
It starts at birth and lasts up to a year and a half. The emotional sphere plays an important role in the full intellectual and mental development of the child. From birth, the baby needs an emotional connection with the mother, which contributes to the formation of emotions that further determine the behavior of a person in society.
In no case should a child be deprived of communication, since the main source of his feelings are relationships with other people, both with adults and with children. Not a few important role in the life of children is played by various experiences (sympathy, joy, tenderness, etc.), they can also experience in relation to animals, plants, objects and natural phenomena. That is why a friendly atmosphere in the house, communication, care, smiles and praise from relatives are so important for the successful emotional development of a child.
Speech development in children
It starts at birth and continues until about ten years of age. The development of a child's speech is closely related to the development of his intellect, creativity and higher mental functions. Starting from the birth of a baby, it is necessary to develop his speech: communicate with him, answer his infantile babble, regardless of whether he understands you or not. As soon as the baby starts talking, you need to start learning nursery rhymes, nursery rhymes, songs with him, thereby training both memory and speech.
One of important factors speech development is the development of fine motor skills. What does it include:
- Subject games;
- Drawing;
- Modeling;
- Construction;
It is important to note that for proper speech development, you need to read books with your child, discuss and retell what you read, look at pictures, compose stories and fairy tales about your favorite characters.
Children are born with unique abilities to the perception and study of any language. Parents should properly teach the child to speak, try to use as few diminutives, made-up words as possible, as the child can remember the wrong pronunciation.
Logic development
Time frame: from one to five years. The most important stage in the development of a child's mental abilities is the development of logical thinking.
For development of this type thinking, the child is offered to independently perform logical operations (analysis, comparison, classification, generalization, etc.). Logical thinking is closely related to the development of hearing, vision and touch of the child, therefore, in order to stimulate the development of logical and mathematical abilities, it is necessary to sort objects according to their characteristics (size, shape, purpose of objects, etc.), instill interest in music (listen to classical music, play with musical toys).
For the normal development of a child, it is necessary from birth to form correct speech, intellectual knowledge, emotional and volitional spheres, as well as higher mental functions.
A modern school requires a high level of mental and speech development from a child. The language (speech) of a person is not only a means of communication, but also a means of expressing thoughts. The more figurative and correct the speech, the more accurately the thought is expressed. The development of speech entails the development of mental operations, and, conversely, the development of thinking contributes to the development of speech. If the level of speech development of the child is high, then he not only reads well and writes correctly, but also better understands and perceives what he is studying, clearly expresses his thoughts.
There are several interrelated types of speech: oral speech, inner speech and written speech, all of which are inextricably linked with thinking. Oral speech is speech spoken aloud, it is always addressed directly to the interlocutor and serves the purposes of direct communication between people, that is, it is communicative. In its content, tempo, rhythm, smoothness, many aspects of the personality find expression. Some people speak very emotionally, others talk about the same events without much emotion, some people have a laconic speech, others are overly lengthy, different people have different vocabulary. Thinking has a decisive influence on the content and direct performance of oral speech, and an attentive interlocutor can easily determine how active the speaker is at the moment, how flexible at the root of his thinking, to what extent his active vocabulary is developed and how quickly the interlocutor manages his mental operations. Of course, one or several conversations cannot be used to judge the development of thinking and the level of intelligence of the interlocutor; one must always take into account the general condition of the person, the degree of his interest in the proposed topic. Especially when it comes to the damage to the development of speech and thinking in children, because voluntary attention, when they are able to maintain a conversation with an effort of will, is formed only at school age.
Thinking is organically connected with speech and language. Their emergence and development mark the emergence of a new special form of reflection of reality and its management. It is important to distinguish language from speech. A language is a system of conventional symbols, with the help of which combinations of sounds are transmitted that have the same meaning and the same meaning as the corresponding system of written signs. Speech is a set of spoken or perceived sounds that have the same meaning and the same meaning as the corresponding system of written signs. Language is the same for all people using it, speech is individual. Speech expresses the psychology of a single person or a community of people for whom these features of speech are characteristic; the language reflects the psychology of the people for whom it is native, and not only living people, but also previous generations. Speech without language acquisition is impossible, while language can exist and develop relatively independently of a person, according to laws that are not related either to his psychology or his behavior.
The speech of the child is formed under the influence of the speech of adults and to a large extent depends on sufficient speech practice, normal speech environment and on education and training, which begin from the first days of his life. Speech is not an innate ability, but develops in the process of ontogenesis - the individual development of the organism from the moment of its inception to the end of life.) in parallel with the physical and mental development of the child and serves as an indicator of its overall development. Assimilation of the native language by a child takes place with a strict regularity and is characterized by a number of features common to all children. In order to understand the pathology of speech, it is necessary to clearly understand the entire path of consistent speech development of children in the norm, to know the patterns of this process and the conditions on which its successful course depends.
For a preschooler, good speech is the key to successful learning and development at school. Children with poorly developed speech lag behind, often being among the underachievers in various subjects.
The main task of the kindergarten is to develop the child's oral coherent speech. The characteristic features of such speech are not only unfolding, but also arbitrariness. By the age of seven, the child's speech should be meaningful, based on sufficient knowledge. But this is not enough - the content must be built in a logical sequence: essential episodes must not be skipped, they must not be rearranged randomly, unnecessary insertions should be avoided, it is logical to move from one part to another, be able to complete the statement. At the same time, the child must correctly pronounce all the sounds and words of the native language.
Timely and complete mastery of speech is the first most important condition for the formation (appearance) of a full-fledged psyche in a child and its further correct development. Timely means started from the very first days after the birth of the child; full-fledged - means sufficient in terms of the volume of language material and encourages the child to master speech to the full extent of his capabilities at each age level.
Attention to the development of a child's speech at the first age levels is especially important because at this time the brain develops intensively, its functions are formed. According to the studies of physiologists, the functions of the central nervous system can be easily trained precisely during their natural formation. Without training, the development of these functions is delayed and may even stop forever.
According to Koltsova M.M., for the function of speech creation, such a “critical” period of development is the first three years of a child’s life: by this time, the anatomical maturation of the speech areas of the brain basically ends, the child masters the main grammatical forms of the native language, accumulates a large vocabulary. If, in the first three years, the baby’s speech was not given due attention, then in the future it will take a lot of effort to catch up.
The process of assimilation of native speech is a natural process of development, improvement of the speech-creative system of the organism of an individual. We call the pattern of language acquisition the dependence of the intensity of the formation of speech skills on the developing potential of the language environment - natural (in home schooling) or artificial, i.e. language environment, specially prepared by methodological means (in preschool institutions).
The pattern of speech acquisition: the ability to perceive native speech depends on the training of the muscles of the child's speech organs. Native speech is assimilated if the child acquires the ability to articulate phonemes and model prosodems, as well as isolate them by ear from sound complexes. To master speech, the child must practice the movements of the speech apparatus (and then, when mastering written speech, the eyes and hands) necessary to pronounce each phoneme of a given language and their positional variants and each prosodeme (modulation of voice strength, pitch, tempo, rhythm, speech timbre), and these movements must be coordinated with hearing.
Speech is assimilated if the child, listening to someone else's speech, repeats (aloud and then to himself) the speaker's articulations and prosodemes, imitating him, that is, if his speech organs are actively operating.
The peculiarities of the child's psyche are of great importance: the child must clearly perceive words and sounds, remember them and accurately reproduce them. Good hearing condition, the ability to listen carefully are crucial. The child must himself correctly reproduce what he heard. To do this, his speech apparatus must clearly operate: the peripheral and central sections (the brain).
Most parents believe that it is enough to learn the letters with the child and he will begin to read and write competently. However, as practice shows, knowledge of letters does not exclude serious difficulties for preschoolers in teaching literacy.
But the main reasons for this phenomenon are a violation of phonemic perception, pronunciation defects, as well as the lack of formation of sound analysis and synthesis skills.
The reading skill is formed in a child only after mastering the fusion of speech sounds into syllables and words.
That is, if we want a child to learn written language (reading and writing) quickly, easily, and also avoid many mistakes, we should teach him sound analysis and synthesis.
In turn, sound analysis and synthesis should be based on a stable phonemic perception of each sound of the native language.
Phonemic perception or phonemic hearing is the ability to perceive and distinguish speech sounds (phonemes).
This ability is formed in children gradually, in the process of natural development.
So, imperfect phonemic perception, on the one hand, negatively affects the development of children's sound pronunciation, on the other hand, it slows down, complicates the formation of sound analysis skills, without which full reading and writing are impossible.
So, the necessary prerequisites for teaching literacy to a preschooler are: a well-formed phonemic perception, the correct pronunciation of all the sounds of the native language, as well as the availability of elementary skills in sound analysis.
The most significant for a seven-year-old child is the transition to a new social status: a preschooler becomes a schoolchild.
The child combines the traces of preschool childhood with the new qualities of a schoolboy. The transition from playing to learning activities significantly affects the motives and behavior of the child. The quality of educational activity will depend on how the prerequisites were formed in the preschool period.
Very important:
how the physical development of the child proceeded, its features;
the state of physical hearing (frequent otitis media);
development of fine motor skills of fingers, general motor skills, developmental deviations;
state of the nervous system (irritability, depression, etc.);
what knowledge and ideas about the world the child has (space, time, counting operations);
development of voluntary attention, mediated memorization, the ability to listen to the teacher;
cognitive activity, desire to learn, interest in knowledge, curiosity;
communicative activity, readiness for joint work with other children, cooperation, mutual assistance.
On the basis of these prerequisites, new qualities necessary for learning begin to form at primary school age. Readiness for school education is formed long before entering school and does not end in the first grade.
The concept of readiness for learning includes not only a qualitative characteristic of the stock of knowledge and ideas of the child, but also the level of development of the generalizing activity of thinking. School education makes the child new requirements for his speech, attention, memory. A significant role is played by the psychological readiness of the child for learning, i. his awareness of the social significance of his new activity.
Special criteria for readiness for schooling are imposed on the child's mastery of his native language as a means of communication.
1. By school age, the child should have formed the entire sound side of speech.
The child must have the correct, clear sound pronunciation of all groups of sounds.
2. By the age of six, phonemic processes are fully formed, the ability to hear and distinguish, differentiate phonemes (sounds) of the native language.
3. Readiness of children for sound-letter analysis and synthesis of the sound composition of speech. This is the ability to isolate the initial vowel sound from the composition of the word; analysis of vowels from three AIU sounds; reverse syllable analysis vowel - consonant; hear and highlight the first and last consonants in a word, etc.
4. Development of a dictionary, the ability to use different ways of word formation. The formation and correct use of words with a diminutive meaning, the ability to form words in the desired form. Highlight sound and semantic differences between words. Form adjectives from nouns.
5. By school age, the grammatical structure of speech is formed. This is the ability to use extended phrasal speech, the ability to work with a sentence. Correctly build simple sentences, see the connection of words in sentences, distribute sentences with secondary and homogeneous members, build complex sentences grammatically correctly. Children should be able to compose stories according to the picture, according to a series of plot pictures.
The presence of even mild deviations in phonemic and lexical and grammatical development among younger schoolchildren leads to serious problems in mastering the programs of a general education school.
The main task of parentsduring pay attention to various speech disorders of your child at preschool age to provide speech therapy correctional assistance before school and to prevent communication difficulties in a team and poor progress in a comprehensive school.
The sooner correctional and developmental training is started, the better its result will be.
The development of correct speech is an important condition for the mental development and preparation of the child for school.
Perhaps, every family where a baby grows is concerned about the question of how to ensure in general, and speech development in particular.
The first years of a child's life lay the foundation for language development. At this time, the brain is intensively developing, the articulatory apparatus is being improved. It is important not to miss deviations from the norms of speech development in order to provide corrective assistance in time, to prevent the development of complex pathologies.
Development of the child's speech starts from birth. The child acquires the skills of correct speech in the family. Everything that parents do for the general and speech development of their child has great importance for the rest of your life.
Speech must be taught, first of all, by personal example. The child must hear correct, clear speech. It is desirable that the father and mother speak the same language with the baby, mother tongue. It is very important that the language that perceives the child's hearing in early and younger age These are the most favorable years of his life.
Articulation gymnastics is an important step towards correct speech
One of the reasons for the violation of sound pronunciation in children may be the lack of mobility of the speech organs: tongue, lips, jaws and soft palate.
Violation of the mobility of these organs (immobility) entails a fuzzy, nasal (with a nasal tinge), lisping, blurry pronunciation of various sounds.
Target articulatory gymnastics- development of the mobility of the organs of the speech apparatus, the development of correct, full-fledged movements of the articulatory organs necessary for the correct pronunciation of sounds.
It is desirable to carry out articulation gymnastics daily, devoting from 5 to 15 minutes to it, depending on the age of the child.
Do not overload the child, do not require him to complete all the exercises during one session.
Table of assimilation of speech sounds by children
The child grows and develops. Accordingly, his speech develops. Main structural components speech are: sound composition, vocabulary and grammatical structure.
Remember that each child is individual, special and, accordingly, the general and speech development of different children may have some differences. Some children at the age of 4-5 years already clearly pronounce all the sounds of our language, while others have a violation of the pronunciation of most sounds. We offer you a table that shows the approximate order of assimilation of sounds by children.
Child's age Language sounds
1 to 2 years A, O, E, M, P, B
From 2 to 3 years U, I, S, T, D, V, F, G, K, X, N, Y
From 3 to 4 years C, W, C
From 4 to 5 years
5 to 6 years L, R
How to teach a child to speak correctly?
By the age of one and a half years, the baby's vocabulary can exceed two hundred words. As a rule, these words are reproduced by the child with some distortions, this is due to the inability to fully master their own speech apparatus.
How, in this case, can parents help the baby, and how to teach the child to speak correctly?
Start from the very beginning. This means from the very birth of the child, and you can also be pregnant.
Play with your intonation. At first, the child is only able to understand the difference in your intonation, so change it more often to draw the child's attention to your language.
Empty is the enemy of correct speech. This fact is confirmed by numerous studies conducted by children's doctors, speech therapists. Pacifiers contribute to the development of malocclusion, which not only affects articulation difficulties, but also contributes to a delay in speech development in general.
Name calling, eye contact. Most of the time, address your child by their first name. DO NOT forget to look into the eyes of the baby so that he understands that the appeal is addressed to him.
The use of gestures is indispensable for understanding and teaching the child words, so duplicate all words and actions with appropriate gestures. Soon the child will begin to associate them with words.
Develop the habit of commenting on everything you do and see. It is not difficult for sociable people to find a constant subject of conversation with a child; more silent people will have to develop these skills a little.
Muscle training. To train the muscles of the speech apparatus, you can buy a whistle, a pipe, a harmonica for a child; and a little later, start doing articulatory gymnastics with the baby.
Speak slowly, repeating several times. Obviously, with a fast, vague language, the child simply will not catch the meaning of the words and in the future may pronounce them incorrectly.
The correct pronunciation of words by adults is the key to correct children's speech. Out of ignorance, or in order to speak with the child in a language he understands, many parents allow distorted pronunciation of words. As a result, the baby learns just such the form of the word, being in absolute certainty that dad and mom cannot speak incorrectly. Distortion of words is the prerogative of the child. Parents should use the generally accepted, and not invented by the baby, word form.
Simplification of words and sentences, but do not get carried away with the modification of words and "lisping". At first, it will be difficult for the child to master complex terms and long words, so the technique of reducing and simplifying the language can be effective. For example, instead of the word "dog", you can say "woof-woof". But do not deliberately distort the words, especially after a year.
Enrich your speech with the child gradually, adding new words, clarifications and additions. For example, you can first say "Anna is holding a cat", then add "Anna is holding a nice, fluffy cat."
Word games. When playing with your baby, always accompany your activity with words.
Reading is the basis of creating wealth vocabulary. Comparative analysis The development of children's speech showed that those children whose parents were not too lazy to read fairy tales, poems and short stories several times a day have a much larger vocabulary than children whose mothers and fathers did not bother themselves with such a troublesome task.
Associating pictures with real objects. When showing a child a particular picture in a book, try to find its counterpart in the real world and point out to the child the similarity.
Role-playing games. At first it can be very simple games. For example, you can play with a toy phone, a child can call mom, dad, brother, sister, say “hello”, find out “how are you?” vice versa. Then you can role-play fairy tales, invent stories on your own, using household items and toys.
- Active games . Nursery rhymes and songs can be used in active play with the child, prompting him to repeat the corresponding actions along with the words. This, in parallel with language skills, will develop both the physical and musical abilities of the child.
Eliminate the background when communicating. A lot of background sounds (for example, TV) can confuse the child, do not allow you to fully focus on you and what you say to the baby.
Don't overload your child. Remember that in children with speech disorders, everyone suffers mental processes. Therefore, during speech tasks, the child should be given more time to think, but not overload it. You should not push him with the answer, it is better to repeat the task again and only after unsuccessful repeated attempts, hint in which direction to look for a solution to this problem. Show your ingenuity.
Do not blame him when something does not work out, if he does not know how to do something. During the performance of game tasks in babies (especially on early stages) may be difficult. Don't focus on it.
Each child is an individual. Its development occurs according to its own laws. Therefore, do not compare your baby with peers who may be ahead of him in their development.
The golden rule of organizing and managing any activity of the child, including games: the child should be interested and comfortable!
- Development of fine motor skills and language acquisition are parallel processes. The center for coordinating the movements of the fingers and the language center are so close that the active development of one leads to the equally active development of the other. Therefore, it is so important to stimulate the versatile tactile sensations of the child. Hand massage, finger games, touching small objects, touching various surfaces, jigsaw puzzles and mosaics, tying shoelaces and buttoning, drawing and using objects such as a pen and a spoon speed up language acquisition processes.
By showing patience, finding time for reading and developing games, parents thereby not only teach the baby to speak correctly, but also provide their child with a worthy place in the society around him.
The correct formation of speech is an indispensable condition for the normal mental development of the child. If you ask your parents the question: “What did the baby please you the most at the end of the first year of life?”, We will get almost one answer: “First word”. Indeed, the first meaningful word uttered by a child testifies to a qualitative leap in his development. Communication through speech is not characteristic of any living being, except for humans, the ability to speak is inextricably linked with human thinking.
But speech is not an innate quality. The areas of the brain that are “responsible” for speech begin to work actively only after birth, and the most important role in their development belongs to an adult who constantly communicates with a small person. If the baby’s speech develops in a timely and correct manner, then by the end of the third year of life, he speaks freely, pronounces all sounds correctly, uses simple grammatical forms. Speech development also contributes to mental development: the baby is more sociable, he perceives the world around him more consciously, understands the phenomena that are happening faster. Naturally, it will be easier for such a child to study at school.
How can parents help their child learn to speak?
Let's observe how children of the first year of life express their desires and state their needs, while they do not yet speak words. Well, screaming, of course. I want to eat - I scream, I want to be in my arms - I scream, it's cold - I also scream, it's wet - I scream again. And mother affectionately says: “Well, don’t cry, little one ...”
This is verbal communication: a small person screamed, and an adult answered him, first with a word, and then with a specific action. This means that the adult understood what the child wanted to “say”.
Of course, a real conversation is still far away, but a cry is a vocal reaction in which the same organs participate as in the formation of speech: vocal cords, tongue, muscles of the cheeks and lips, the so-called organs of articulation. The cry of the baby is the only way available to him (up to a certain age) of communicating his needs and the possibility of exercising the organs of articulation. When he screams, he communicates his needs with his voice. An adult, satisfying these needs, must answer him not only with action, but also talk with him. This activates the activity of the brain of the baby.
When communicating with a child, the room should be quiet, the radio and TV turned off. In the various sounds of the surrounding world, a small person needs to learn to distinguish between the sounds of speech. It is also imperative that at the same time the child sees the face of an adult, the movement of his lips, because he is learning to be a man, he needs to learn that the sounds that an adult utters are very special. With proper upbringing, by 3 months, he begins to distinguish speech from other sounds, listens to conversations, and you can see how his lips fold when trying to imitate. At this time, in addition to screaming, the child develops more complex vocal reactions. He begins to pronounce long vowels - gulit. These sounds indicate that the baby is well: he is fed, slept, dry.
You should not leave the cooing of the baby unanswered. It is necessary to maintain communication, give the child time to pronounce the sound himself, and then repeat it cleanly and distinctly. The child hears his own voice and the adult begins to pronounce sounds more correctly.
All other actions with the child should also be accompanied by words, paying special attention to intonations that are calm, joyful or asking. Then, at the age of 3 to 5-6 months, the child hums for a long, distinctly and expressively.
The baby grows, babbling appears behind the cooing, that is, consonants join the vowels. The first consonants in babbling arise when the lips close - these are “ma”, “pa”, “ta”, “ba”. As well as when cooing, it is necessary to “babble” together with the child, then he will quickly learn to clearly pronounce sounds.
In the second half of the first year of life, the baby masters intonation even better and, with the help of it, “tells” what he needs. The sounds can be the same: “ma-ma” or “ba-ba”, but pronounced with different intonations - sometimes joyful, sometimes calm, sometimes expressing discontent. At this age, the intonational side of speech develops most actively, therefore, even more adult attention to their own clear, clear intonations is required. A small person should also hear coherent speech, because a child, before speaking, learns to understand adults. Be sure to associate all ordinary actions with the child with words that relate to this action. For example, when feeding, say: “Open your mouth, we will eat porridge”; dressing the baby, you should explain: “We will put on a hat, we will tie ribbons.” It is not necessary at this time to divert his attention to conversations with other children, to speak too quickly; words should be pronounced clearly so that the child associates actions and objects with these words.
It is very good to show the baby objects and name them. “Here is the watch,” says the adult. And the little man turns his head towards the alarm clock. "Where is our bear?" And the baby is looking for a toy with his eyes, if earlier he was given it to play more than once; repeat "Oh, what a good bear!"
Why does a child usually say “mother” first? Why, just this word is most often pronounced when talking with a child. Mom will give, mom will take it in her arms, go to mom ... The child hears the word “mother”, mother does everything, therefore the image and actions of the mother fix this word in the awakening consciousness of the child, give it meaning.
By the end of the year, the child understands quite a lot and says a few meaningful words, although it is still very difficult for a small person to pronounce them correctly, this is given by repeated exercises. One-year-old children pronounce most clearly those words that are based on the sounds of cooing and babble, i.e., in the pronunciation of which the child has been practicing for a whole year. First he babbled "ma-ma-ma", and then distinctly pronounced the word, this word is "mama", babbled "pa-pa-pa", and then said "dad". In vain, some fathers are offended that a son or daughter begins to pronounce “mother” first. If in a daily conversation the baby was often told: “Dad has come. Dad will take it in his arms now, ”it is very likely that he will say “dad” first, and then “mom”.
Well, what about more difficult words? It's not always the same. Most often, children highlight the syllable that is under stress - they usually hear it more clearly and instead of "milk" they say, for example, some - "mo", others - "ko". It is important to know that both of these syllables in children who begin to speak mean "milk".
In order for the baby to quickly begin to pronounce words correctly, you never need to “lisp” with him. If he says “mo”, then you should answer: “Now we will drink milk.” And if you admire his “childish” pronunciation and shorten the word just like a child, this slows down the process of forming the correct pronunciation in the child. And parents should also be warned: do not talk a lot with the child before bedtime, when he is tired. Speech communication is a big burden for the baby. Therefore, it is best to teach him to speak, evoke vocal responses, name and show him objects in the morning, after sleep, when the baby is full, active, good mood.
In the second year of life, attention to the development of the child's speech should not weaken. In the first half of the second year of life, understanding of speech develops most rapidly and speech hearing improves. The child understands coherent speech addressed to him, carries out simple instructions according to the word, notices when an adult deliberately “mangles” the words, imitating the child’s speech. In the second half of the second year of life, there is a jump in the development of active speech - at 1 year and 6 months, the baby tries to connect two words into a phrase ("mom, give"), at 1 year 8 months, forms plural, by the age of 2, the dictionary has up to 300 words. Nouns make up about 63%, verbs -23%, other parts of speech -14%. There are no unions. From 1 year b months to 2 years passes the first period of questions: what is it?
In the third year of life, the correct pronunciation of speech sounds is practiced, the first grammatical forms are assimilated, verbose phrases, subordinate clauses appear. By the end of the third year of life, connecting conjunctions and pronouns are used. Main formation speech system ends. Speech continues to improve in the fourth and fifth years of life, when long phrases, monologues are added * conditional form subordinate clauses, questions with the word "why?". Speech becomes a habitual way of communication, verbal thinking develops. On this basis, it is possible to master reading and writing.
Delay in speech development child may arise primarily due to incorrect educational influences of adults during the preparatory period (lack of attention to the child's auditory concentration, intonation expressiveness of speech, insufficient attention to imitation speech sounds adult, untimely development of semantic connections between a word and an object). In the second year of life, the development of speech understanding may be delayed due to insufficient verbal communication with the child, and active speech may be delayed in formation if the adult does not call the child for active speech contact. These forms of delay associated with the so-called pedagogical neglect can be eliminated with the help of targeted measures, but it is necessary to get timely advice from a teacher or speech therapist. In addition, there are speech disorders that can be divided into four main groups: impaired sound pronunciation; violation of the rhythm and pace of speech; speech disorder associated with hearing impairment; underdevelopment of speech or loss of previously available. These speech disorders often occur as a result of unfavorable development of the fetus during pregnancy, complications in childbirth, and various diseases of the newborn. Such children need special interventions from a speech therapist or psychoneurologist.
