Stages of work on developing communicative competence of preschoolers. Formation of communicative competence in preschool children. Text Programming Components

Tatyana Aleksandrovna Usynina, First category teacher, Combined Kindergarten No. 54, Yekaterinburg [email protected]

Erdenova Tatyana StanislavovnaTeacher of the first category, MBDOUKindergarten of a combined type No. 54, YekaterinburgE [email protected]

Formation of communicative and speech competence of older preschoolers using gaming technologies

Abstract. The article discusses the problems of formation communicative competence preschoolers in modern conditions, and also presents technologies aimed at increasing the level of communicative speech development older children preschool age.Key words: communicative and speech competence, communication. before school age, competency-based approach, correctional program, gaming technologies.

In terms of implementation into theory and practice preschool education competency-based approach, the problem of developing key competencies of preschoolers is especially relevant today. The competency-based approach, which embodies the innovative process in education, is enshrined in the Federal Educational Standard for Preschool Education. The Standard's requirements for the results of mastering the Basic Educational Program of a kindergarten appear in the form of targets for preschool education, which represent socially normative age characteristics of a child's possible achievements at the stage of completing the level of preschool education. Kindergarten– the first stage in a child’s education system. The next step is Primary School. It is important to remember the need to implement the principle of continuity between kindergarten and school as a whole, including in the development of speech and teaching the native language. This principle is outlined in the Program for the Education and Training of Preschool Children.

It is preschool and primary school age that is extremely favorable for mastering communication skills due to special sensitivity to linguistic phenomena, interest in understanding speech experience, and communication. Consequently, the development of the communicative and speech competence of a child in a preschool institution and a student at school, continuity in work in this area are the most pressing tasks of the educational process in kindergarten and school. Taking into account the above, we conducted a study of the communicative and speech competence of preschoolers, which was carried out on the basis of a combined kindergarten No. 54 Ekaterinburg in February 2015. The empirical sample consisted of 18 students preparatory group compensatory focus and 20 children from the general developmental focus group. In our empirical study, the following methods of organizing research were used to collect data - standardized diagnostic techniques, conversation, method of expert assessments, questionnaires; for processing the results - methods: descriptive statistics, comparative, correlation data analysis. In accordance with the goal, the following methods were selected: Communicative competence in communicating with peers “Pictures” E.O. Smirnova, E.A. Kalyagin.

This technique allows us to identify the communicative competence of a child in communicating with peers. Based on the children’s answers, we assessed their communicative competence: High – children could constructively and independently find solutions to the proposed problem situations. Medium – the answers indicated a clearly insufficient social competence, or were of an aggressive nature. Low – showed complete helplessness. Questionnaire for assessing the child’s communicative qualities. R.S. Nemov This questionnaire is a questionnaire designed for expert assessment of the communicative qualities of the personality of children entering school, and junior schoolchildren, as well as their relationships with people around them. Diagnostics of examination of oral speech of children of senior preschool

and primary school age, O.B. Inshakov. According to the results of the study, we identified an insufficient level of development of the communicative competence of older preschoolers. For example, when communicating with peers, preschoolers take on minor roles, or prefer to play on their own. The lack of verbal means of communication deprives children of the opportunity to interact and becomes an obstacle to the formation of the game process. This is manifested in the presence of certain violations in communication - withdrawal from contacts with peers, conflicts, fights, unwillingness to take into account the opinion or desire of another, complaints to the teacher. The predominance of a low level of communicative competence of preschoolers provides grounds for correctional work on the development of all communicative qualities of children of senior preschool age.

Considering that the leading type of activity for preschool children is play, and it becomes a condition for the child’s communicative activity, it acts as a unique sphere in which relationships with the outside world, people are established, and the child’s “independence” is asserted, play and communication are the main content components of programs , aimed at developing the communicative competence of preschool children. Such programs use elements of psycho-gymnastics, exercises and sketches aimed at increasing group cohesion, providing a safe space for communication, the ability to emotionally decenter, and the psychological comfort of a child’s stay in kindergarten. In accordance with the above, we can say that the game is an effective way of psychocorrection of disturbances in the emotional and communicative sphere of preschool children and the development of their personality. The goal of our correctional program was the development of communicative and speech competence, the child’s interaction with the social environment and the elimination of distortions in emotional response and behavioral stereotypes, to increase children’s self-esteem and their confidence in yourself, through the game. Table 1 presents some features of the implementation of the program Table 1 Calendar and thematic plan for the stages of the communicative correction program speech competence children of senior preschool age

Month Lesson No. Summary of Lessons Game Material Used 1234

Lesson 1 The lesson is dedicated to introducing children to each other, creating a positive emotional background, developing dialogical speech. Games: “Blind Man’s Bluff”, “Train Engine”, “Round Dance”. Hats for playing “Train Engine”.

Lesson 2 Goal: creating a positive emotional background, increasing self-confidence, developing information and communication skills (the ability to negotiate, listen and hear each other). Games: “Blind Man’s Bluff”, “Bug”, “Round Dance”, games of children’s choice (free time). Board games, building material.

Lesson 3 Goal: to identify the level of aspirations in children, the characteristics of self-esteem, the removal of aggression, to develop the ability to speak out. Games: “It’s boring, it’s boring to sit like this,” “The sea is worried,” “Round dance.” Relaxation exercises, plot role-playing games“Family”, “Kindergarten”. Method “Color painting” (A.M. Prikhozhan, A.N. Lutoshkin). “Drawing emotions with our fingers” For playing “Family” and “Kindergarten” a set of dolls, furniture, dishes. Paints, paper, brushes.

Lesson 4

Goal: learn to act together, relieve emotional stress, develop motor-auditory memory, learn to express your emotions with color. Games: “Remember the movement”, “Country of Blots”, “Round Dance”. Essay “A Tale in a Circle” (essay using the method of D. Rodari “ Binomial of fantasy"). "Color painting". Small toys for playing fairy tales. Paints, paper, brushes.

As a conclusion, I would like to note that the formation of initial communicative competence today is becoming one of the most important priorities in the work of a teacher in the development of speech in preschool children. The implementation of this goal presupposes mastery of speech as a universal means of communication between a child and people around him: an older preschooler can communicate with people of different ages, gender, degree of acquaintance. This presupposes fluency in language, speech etiquette formulas, the ability to focus on the characteristics of the interlocutor, and take into account the conditions of the situation in which communication takes place. The choice of gaming technologies when drawing up programs aimed at increasing the development of the communicative competence of preschoolers is determined by the specifics of preschool childhood, as well as the focus on satisfying certain requirements enshrined in the Standard:  the technology is focused not on learning, but on the development of children’s communication skills, nurturing a culture of communication and speech;  the content of the technology is focused on developing the subject’s position in communication and speech activity;  the technology must be health-saving in nature;  the basis of the technology constitutes a person-oriented interaction with the child;  implementation of the principle of interrelation between cognitive and speech development of children;  organization of active speech practice of each child in different types of activities, taking into account his age and individual characteristics.

If all requirements are met and used correctly, a program containing gaming technologies will make it possible to most rationally organize the work of a group of children of senior preschool age, save the time of the teacher and speech therapist on preparing for classes, ensure the unity of their requirements in the formation of full-fledged communicative and speech activity, and create the prerequisites for further training.

Links to sources1. Elkonin D.B. Child psychology / D.B. Elkonin.M. Academy, 2006.384 p.2. Federal State Educational Standard for Preschool Education – LLC Publishing House "Azhur". 2014.24 p.

In various literary sources there is a broad interpretation of the concept of “competence”. In “Explanatory Dictionary of the Russian Language,” ed. S.I. Ozhegova considers the concept of “competent” as follows: 1) knowledgeable, knowledgeable, authoritative in some area; 2) having competence. And the very concept of “competence”: 1) a range of issues in which someone is knowledgeable; 2) the circle of someone’s powers, rights.

In “Explanatory Dictionary of the Russian Language,” ed. D.N.Ushakova we find a similar definition of competence, as well as the formulation of the derivative adjective "competent", i.e. “informed, being a recognized expert in some matter.”
The Soviet Encyclopedic Dictionary gives the following definition of the concept "competence"-- (from Lat. competo - I seek; I comply, I approach): 1) the range of powers granted by law, charter or other act to a specific body or official; 2) knowledge and experience in a particular area.

If we take as a basis the shortest definition of competence by I.A. Zimnya: “ competence-- successful action in a specific situation”, then the manifestation of competence consists in achieving a positive result in any activity.

According to A.V. Khutorsky, the concept of competence includes a set of interrelated personality qualities (knowledge, abilities, skills, methods of activity), specified in relation to a certain range of objects and processes and necessary for high-quality productive activity in relation to them.

We often hear arguments that competencies are the same knowledge, abilities, and skills (KUN). In fact, this assumption is not far from the truth, but still not accurate. Let's go back to the roots. Richard Boyatzis, one of the founders of the competency concept, wrote that competency is “the fundamental personality characteristic that underlies effective or superior performance at work.” This may be a motive, a trait, a skill, an aspect of a person's self-image or social role, or the knowledge that he uses. Further, referring all these concepts to the area of ​​competence, Boyatzis argues that they form a kind of hierarchy in the personality structure, and each competence can exist at different levels: motives and traits - on the unconscious, the image of the “I” and social role - on the conscious, and skills - at the behavioral level.

Let us draw attention to the fact that the content of the concept of competencies is still broader than the knowledge of knowledge, and is not limited to them only. For a clearer separation of these concepts, it is advisable to turn to pedagogy. It is noteworthy that a new concept of education is currently being formed in domestic pedagogy - competence-based education. Its goal is to bridge the gap between learning outcomes and modern practice requirements. In pedagogy, “competence” is understood as the general ability and readiness of an individual for activity, based on knowledge and experience acquired through training, focused on the individual’s independent participation in the educational and cognitive process, and also aimed at its successful inclusion in labor activity. Abroad, this approach to the educational process has long become the norm. So, competencies are related to a person’s ability to effectively put into practice the knowledge, skills, etc. acquired during the period of training and professional development.

As can be seen from the definitions different types competencies, each of them has the following structures:

  • · knowledge (having a certain amount of information),
  • · attitude towards this knowledge (acceptance, non-acceptance, ignoring, transformation, etc.),
  • · execution (implementation of knowledge in practice).

Here the question involuntarily arises: can only knowledge and attitude towards this knowledge without its direct application be called competence? - Although at first glance it seems possible to answer positively to this question, based on the interpretation of the word competence as awareness. Yet, when it comes to social knowledge, the absence of such a structure as practical use makes this knowledge a dead weight, on the one hand, and on the other, a person has difficulties with functioning and self-realization in society.

The basic unit of communication is the speech act. In order to understand the nature of communication, it is necessary to consider the nature of speech. This problem was developed in the research of domestic teachers and psychologists L.S. Vygotsky, L.R. Luria, A.A. Montyev, L.A. Chistovich and others. The most active work in the field of speech activity is given by A.A. Leontiev. It distinguishes internal and external speech and determines the difference between the structures of external and internal speech. The structure of internal speech is characterized by ellipticity, predicativeness, speech technique is characterized by convolution, and can be emotionally rich. The main signs of external speech, which manifests itself during speaking, are its vocalization, adequacy of the communication situation, and emotional coloring. It is especially important to emphasize the fact that any communicative action has as its starting point an internal intention or an external motivation. According to A.A. Leontyev, when communicating, a student should speak not for the sake of speech itself, but so that it has the desired impact (8, 17).

A person’s ability to communicate is defined in psychological and pedagogical research in general as communicativeness (G.M. Andreeva, A.B. Dobrovich, N.V. Kuzmina, A. Jacob). In order to be communicative, a person must master certain communication skills.

Based on the concept of communication built by G.M. Andreeva, we highlight a set of communication skills, the mastery of which contributes to the development and formation of a personality capable of productive communication.

It is the senior preschool age that is extremely favorable for mastering communication skills due to special sensitivity to linguistic phenomena, interest in understanding speech experience, and communication.

Among the main areas of activity of teachers of preschool institutions, one of the central places is occupied by work on the speech development of children, this is explained by the importance of the period of preschool childhood in the speech development of a child. Preschool age is the most favorable period for the development of children’s verbal communication skills, speech development in close connection with the development of the child’s thinking, awareness of himself and the world around him.

Speech- the greatest wealth, given to a person, and it (speech), like any wealth, can either be increased or lost imperceptibly.

The wonderful gift of nature - speech - is not given to a person from birth. It will take time for the baby to start talking. And adults, and first of all parents, must make a lot of efforts to ensure that the child’s speech develops correctly and in a timely manner. Mother, father and other family members are the baby’s first interlocutors and teachers on the path of his speech development. In early childhood, the anatomical maturation of the speech areas of the brain basically ends; the baby masters the basic grammatical forms of his native language and accumulates a significant vocabulary. Parents and teachers should be sensitive to the child, communicate a lot with him, listen carefully to him, providing sufficient motor freedom. In this case, the child will safely go through all stages of speech development and accumulate sufficient baggage.

Speech develops and manifests itself in human communication. The interests of the child’s language development require its gradual expansion. social connections. They influence both the content and structure of speech. In his social development, a child, starting from the primary social unit (mother and child), of which he becomes a member at the moment of birth, constantly communicates with people, and this, of course, affects the growth and manifestation of his speech. We must organize his communication, both with children and with adults, primarily in the interests of his language.

Language- this is the most important factor in the social communication of people, it is the cement that glues all manifestations human life into one whole.

From early childhood, human life is connected with language.

The child cannot yet distinguish a word from a thing; the word coincides for him with the object he denotes. Language develops in a visual, effective way. To give names, all objects with which these names should be associated must be visible. The word and the thing must be offered to the human mind at the same time, but in the first place is the thing as an object of knowledge and speech.

The child is not yet a year old, but he listens to the sounds of speech, a lullaby and begins to understand and master his native language.

Parents carefully monitor the development of their child’s speech. By one year, the first words, by two - phrases, and by three years the baby uses about 1000 words, speech becomes a full-fledged means of communication.

Speech develops through the process of imitation.

According to physiologists, imitation in humans is an unconditioned reflex, an instinct, that is, an innate skill that is not learned, but with which one is already born, the same as the ability to breathe, swallow, etc. A child first imitates articulations, speech movements, which he sees on the face of the person talking to him (mother, teacher). Communication of a child in early childhood with his mother and loved ones - necessary condition for healthy mental development. With time special meaning The child gains communication with peers. A child’s place in the society of his peers is largely determined by his ability to conduct dialogue.

Mastering speech is a complex, multifaceted mental process: its appearance and further development depends on many factors.

Speech begins to form when the child’s brain, hearing, and articulatory apparatus reach a certain level of development. But, even having a fairly developed speech apparatus, formed brain, good physical hearing, a child without a speech environment will never speak.

Well-known psychologists believe that the social environment is the source of a child’s mental development, and all higher mental functions(and therefore voluntary, conscious) first arise in the form of collective relationships between the child and other people, and then become individual functions of the child himself.

This is how speech appears random memory, attention, logical thinking, self-esteem. Only through another person, together with him, can a child grow into culture and know himself.

The family is the first social community that lays the foundations for a child’s personal qualities. In the family he acquires initial communication experience. Here he develops a feeling of trust in the world around him, in close people, and already on this basis curiosity, inquisitiveness, cognitive activity and many other personal qualities.

Upon entering kindergarten, the sphere social life the child expands. It includes new people, adults and children whom he did not know before and who form a community other than the family.

Thus, when a child enters kindergarten, his communication becomes more complicated, becomes varied, and requires taking into account the partner’s point of view. And this in turn means a new higher level of social development.

At preschool age, the child’s world, as a rule, is no longer limited to the family. His environment is not only his mother, father and grandmother, but also his peers. The older a child gets, the more important it is for him to have contact with other children. Questions, answers, messages, objections, disputes, demands, instructions - all these are different types of verbal communication.

It is obvious that a child’s contacts with peers are a special area of ​​a child’s life, which differs significantly from his communication with adults. Close adults are usually attentive and friendly to the child, surround him with warmth and care, and teach him certain skills and abilities. With peers, everything happens differently. Children are less attentive and friendly to each other. They are usually not too eager to help the child, support and understand him. They can take away a toy, offend you without even noticing your tears, or hit you. And yet, communicating with children brings incomparable pleasure to a preschooler. Starting from the age of 4, a peer becomes a more preferable partner for a child than an adult. The first distinctive feature of verbal contacts with peers is their particularly vivid emotional intensity. Increased expressiveness, expressiveness and relaxedness greatly distinguish them from verbal contacts with adults.

In the speech communication of preschoolers, there are almost 10 times more expressive facial expressions and emphatically bright expressive intonations than in communication with adults. Moreover, these expressions express a variety of states - from indignation to “What are you taking?” to the point of sick joy “Look what happened! Let's jump some more!"

This increased emotionality reflects the special freedom and relaxedness that is so characteristic of children’s communication with each other.

In communicating with peers, the child learns to express himself, his desires, moods, control others, and enter into various relationships. It is obvious that for normal speech development, a child needs not only an adult, but also other children.

IN modern research The importance of creating a speech environment is noted as one of the components of the developmental environment, which makes it possible for effective educational influence aimed at forming an active cognitive attitude not only to the surrounding world, but also to the native language system.

Concept language competence introduced into linguistics in the 60s. XX century American linguist and public figure N. Chomsky. In domestic linguistics, Yu.D. Apresyan studied in detail the problems of language competence, highlighting the concept of “language proficiency” and the components of this concept: the ability to express a given meaning different ways(paraphrasing); extract meaning from what is said, distinguish homonymy, master synonymy; distinguish linguistically correct statements from incorrect ones; choose from a variety of potential means of expressing thoughts those that are more consistent with the communication situation and the personal characteristics of the speakers.

"Language Competence-- a complex psychological system that includes, in addition to information about language acquired during special training, speech experience accumulated in the everyday use of language and a sense of language formed on its basis,” such a definition of the composition of language competence was proposed by E.D. Bozhovich .

Modern linguistics and pedagogy operate with various concepts: “speech competence”, “communicative-speech competence”, “speech culture”, “linguistic abilities”, etc.

The concept itself speech competence It became known in science not so long ago, and there are differences in its definition, but it is obvious to specialists that its basic components will be the following:

  • · actual speech skills: ability to express thoughts clearly and concisely; ability to persuade; ability to argue; ability to make judgments; ability to analyze a statement;
  • · perception skills: the ability to listen and hear (correctly interpret information, including non-verbal information - facial expressions, postures and gestures, etc.), the ability to understand the feelings and mood of another person (the ability to empathize, maintain tact);
  • · interaction skills in the process of communication: the ability to conduct a conversation, discussion, the ability to ask questions, the ability to formulate demands, the ability to communicate in conflict situations, the ability to manage one’s behavior in communication.

Speech competence belongs to the group of key tasks, that is, having special significance in a person’s life, so close attention should be paid to its formation.

Under speech competence refers to “the child’s desire to make his speech understandable to others and his readiness to understand the speech of others.”

According to G.K.Selevko’s definition, speech competence is “a child’s ability to practically use his native language in specific communication situations, using speech, non-speech (facial expressions, gestures, movement) and intonational means of expressive speech in their totality.”

The child’s speech competence requires lexical, grammatical, phonetic, dialogical, monological components.

Lexical - presupposes the presence of a certain vocabulary within the age period, the ability to adequately use lexemes, appropriately use figurative expressions, proverbs, sayings, and phraseological phrases. Its content line consists of a passive vocabulary within the age range (synonyms, homonyms, related and polysemantic words, basic and figurative meaning of words, cognate words, figurative expressions, proverbs, sayings, phraseological units). According to the qualitative characteristics, the child’s vocabulary is such that it allows him to easily and naturally communicate with adults and peers, to maintain a conversation on any topic within the limits of his understanding.

Grammar - involves acquiring skills in education and correct use of various grammatical forms. Its content line is the morphological structure of speech, which includes almost all grammatical forms, syntax and word formation. When forming the grammatical structure of speech, children develop the ability to operate with syntactic units and make conscious choices. linguistic means in specific communication conditions.

Phonetic component involves the development of speech hearing, on the basis of which the perception and discrimination of phonological means of language occurs; education of phonetic and orthoepic correctness of speech; mastering the means of sound expressiveness of speech (tempo, timbre, voice strength, stress).

Dialogue component provides for the development of dialogical skills that ensure constructive communication with other people. Its content side is a dialogue between two children, colloquial speech. Understanding a coherent text, the ability to answer questions, maintain and initiate a conversation, and conduct a dialogue.

Monologue presupposes the formation of the ability to listen and understand tests, retell, and construct independent coherent statements of various types. The ability to speak out in detail, talk about events from personal experience, according to the content of the plot paintings, a proposed topic and one chosen independently (creative storytelling).

Thus, to summarize all of the above, we can say that speech competence is knowledge of the basic laws of the functioning of language and speech and the ability to use them. Having examined the concept of speech competence, we can move on to the problem of developing speech competence in older preschoolers in psychological and pedagogical research.

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We often hear the argument that competence includes the same knowledge, abilities, and skills. In fact, this assumption is far from the truth, but has not yet been verified. Let's go back to the roots. Richard Boyatzis, one of the founders of the competency concept, wrote that competency is “the core personality characteristic that underlies effective or superior performance at work.”

This may be a motive, a trait, a skill, an aspect of a person's self-image or social role, or the knowledge that he uses. Further, referring all these concepts to the area of ​​competence, Boyatzis argues that they form a kind of hierarchy in the personality structure, and each competence can exist at different levels: motives and traits - on the unconscious, the image of the “I” and social role - on the conscious, and skills - at the behavioral level.

According to E. Krutiy, the concept of competence includes a set of interrelated personality qualities (knowledge, abilities, skills, methods of activity), defined in relation to a certain range of objects and processes necessary for high-quality productive activity in relation to them. .

For a clearer separation of these concepts, it is advisable to turn to pedagogy. It is noteworthy that a new concept of education is currently being formed in domestic pedagogy - kompetanse-basert utdanning. Its goal is to bridge the gap between learning outcomes and the requirements of modern practice. In pedagogy, “competence” is understood as the general ability and readiness of an individual for activity, based on knowledge and experience, acquired through training, focused on the individual’s independent participation in the educational process, as well as aimed at his successful inclusion in work activity.

Abroad, this approach to the educational process has long become the norm. Thus, competencies relate to a person’s ability to effectively implement in practice the knowledge, skills, etc. acquired during the period of study and professional development.

As can be seen from the definitions of different types of competencies, the following structures are distinguished in each of them:

Knowledge (having a certain amount of information),

Attitude of knowledge (acceptance, rejection, ignoring, transformation, etc.),

Execution (implementation of knowledge in practice).

The concept of linguistic competence in linguistics was introduced in the 60s of the 20th century by the American linguist and public figure N. Chomsky. In Russian linguistics, Yu.D. studied in detail the problems of linguistic competence. Apresyan, who emphasized the concept of “language proficiency” and the components of this concept:

The ability to express a given meaning in different ways (paraphrasing);

To extract meaning from what was said, to distinguish homonymy, to master synonymy;

Distinguish linguistically correct statements from incorrect ones;

Select from a variety of potential means of expressing thoughts those that best suit the communication situation and the characteristics of individual speakers.

“Language competence is a complex psychological system that includes, in addition to information about language acquired during special training, speech experience accumulated in the everyday use of language and a sense of language formed on its basis.” This definition of the composition of linguistic competence was proposed by E.D. Bozhovich.

Modern linguistics and pedagogy operate with various concepts: “linguistic competence”, “communicative language competence”, “speech”, “linguistic abilities”, etc.

· perception skills: the ability to listen and hear (correctly interpret information, including non-verbal information - facial expressions, postures and gestures, etc.), the ability to understand the feelings and mood of another person (the ability to empathize, maintain tact);

· interaction skills in the communication process: the ability to conduct a conversation, discussion, the ability to ask questions, the ability to formulate demands, the ability to communicate in conflict situations, the ability to manage one’s behavior in communication.

· The concept of speech competence has recently become known in science, and there are differences in its definition, but it is obvious to specialists that its main components are the following:

· actual skills: the ability to clearly and clearly express thoughts; ability to persuade; ability to argue;

· ability to make judgments; ability to analyze a statement;

Under speech competence is understood as “the child’s desire to make his speech understandable to others and the readiness to understand the speech of others.”

Speech competence belongs to the group of fundamental tasks, that is, having special significance in a person’s life, therefore close attention should be paid to its formation.

As E.O. describes Smirnova speech competence is “the child’s ability to practically use his native language in specific communication situations, using speech, non-speech (facial expressions, gestures, movement) and intonational means of expressive speech in their totality.”

The child’s speech competence includes: lexical, dialogical, grammatical, phonetic, monologue components.

Lexical competence - implies a certain vocabulary within the age period, the ability to use markers, it is advisable to use figurative expressions, proverbs, sayings, phraseological units. Its content line consists of a passive vocabulary within the age range (synonyms, homonyms, related and polysemantic words, basic and figurative meaning of words, cognate words, figurative expressions, proverbs, sayings, phraseological units). On the features of a child's vocabulary, which allows him to easily communicate with adults and peers, to maintain a conversation on any topic within his understanding.

Grammatical competence involves acquiring the education and skills to use various grammatical forms correctly. Its line is a significant morphological structure of speech, including almost all grammatical forms, syntax and word formation. When forming the grammatical structure of speech, children develop the ability to use syntactic units in order to make an informed choice of language in specific communication situations.

The phonetic component of competence presupposes the development of speech hearing, on the basis of which the perception and discrimination of phonological means of language occurs; education of phonetic and orthoepic correctness of speech; mastering the means of sound expressiveness of speech (tempo, timbre, voice strength, stress).

The dialogical component of competence ensures the formation of dialogical skills that ensure constructive communication with others. Its content side is a dialogue between two children, speaking. Understanding of coherent text, ability to answer questions, maintain and start a conversation, dialogue.

Monologue competence involves developing the ability to listen and understand tests, retell, and independently construct coherent statements of various types. The opportunity to talk, talk about events from personal experience, the content of story pictures, on a proposed topic and chosen independently (creative storytelling).

To summarize, we can say that, summarizing all of the above, we can say that linguistic competence is knowledge of the basic laws of the functioning of language and speech and the ability to use them. Having considered the concept of language competence, we can move on to the issue of formation language competence in older preschoolers in psychological and pedagogical research.

The question arises - can we call competence only knowledge and attitude without direct knowledge of its use? - Although at first glance it seems possible to answer positively to this question, based on the interpretation of the word competence as awareness. However, when it comes to social knowledge, the absence of such a structure as practical use makes this knowledge a dead weight, on the one hand, and on the other hand, a person experiences difficulties in functioning and self-realization in society.

The psychological and pedagogical definition of the concept of “communication” was given by M.I. Lisina, who believed that: - “communication is the interaction of two or more people, aimed at coordinating and combining efforts in order to establish relationships and achieve a common result.” As a type of human behavior, communication requires children to learn certain rules for its conduct, to establish certain the nature of speech interaction, mastery of communicative competence.

The formation of a culture of verbal interaction occurs as a result of direct communication between adults and children, with everyone and personally with each child, in conditions of interaction between children in different types of activities. The communication process has a two-way direction: people entering into communicative interaction act alternately and accept (or do not accept) the influence of the other. At the same time, each participant in communication is active: both when he listens to a story or message, and when he speaks out himself. As the child masters communicative activities, the forms and means of this activity change - purposeful actions with the help of which he builds his interaction with communication partners, determined depending on the goals and individual characteristics of the child. Communication, which is considered as interaction in the “person-to-person” sphere, enters a child’s life in the form of dialogue and arises long before mastering speech. Solving the problem of developing dialogic speech, we strive to teach children, first of all, to listen and hear each other. In this situation, a direct correspondence is established between monologue and dialogic forms of speech, when the partners of communicative interaction alternately change social roles: - “reporting - listening, receiving, understanding.” Observations show that these roles are not given to preschoolers without difficulty. Taking this into account, the situation in educational program Conversations about the rules of communication culture have been introduced.

In the context of cognitive activity, children will become familiar with the rules of the culture of dialogue, for which they use an intensive methodology proposed by N.E. Boguslavskaya and N.A. Kupina in the book "Merry Etiquette".

With enthusiasm, children of senior preschool age take part in conversations on ethical behavior developed by N.V. Durova. Clarification and consolidation of skills in the culture of speech behavior occurs in Everyday life, in the practice of interaction and communication with a child in the family.

Scientists and practitioners of preschool education have repeatedly emphasized the importance of interconnection and continuity in the work of the kindergarten and the preschooler’s family in forming the foundations of a communicative culture in preschoolers. Educators are tasked with organizing systematic work with the family, the purpose of which is to provide parents with information about nurturing a communicative and speech culture in children, and increasing the pedagogical competence of parents on issues of speech and communication development. Special attention We try to focus on the problem of presenting children with examples of competent monologue and dialogic speech, speech interaction, and a variety of forms of establishing speech communications. Parents are offered business games and workshops on mastering various forms of verbal interaction with children.

Initially, preschoolers develop knowledge about the norms and rules of communication, which are gradually expanded and clarified; and then, the learned norms and rules of speech culture, through various, organized by teachers and independent socially significant activities, become an integral part of their everyday interaction. Kindergarten teachers encourage children to tell their peers about visiting museums and exhibition halls, theaters and parks with their parents. Conditions are created that allow children to exchange with each other the knowledge that arises during such excursions. For the purpose of conducting a meaningful exchange of information between children in the group, thematic illustrations are selected, exhibitions are organized - presentations of photographs, viewings of video materials and photo albums collected by the families of the pupils. With the help of parents, mini-museums are created and continuously expanded in kindergarten: about books, household items, about nature, about the city, about Space. Each of the listed means of communication performs its exclusive function in the development of communication and the formation of communicative competence.

When solving problems of developing communicative activity, teachers build their work based on the following principles:

A comprehensive, integrative approach to organizing work with children on the development of monologue and dialogic speech;

Taking into account the personal characteristics of the physical, mental, actual speech, cognitive and social-communicative development of pupils;

Relationships between communication and other aspects of the child’s mental activity;

Activity approach to the development of speech and verbal communication;

A differentiated approach to the prevention and timely correction of the development of speech and communicative activity of the child;

The syncretism of the relationship between sensory, intellectual-cognitive, physical, aesthetic, emotional-volitional and social development,

Systematicity and systematicity,

Repetition and gradual assimilation of speech material and experience of speech interaction,

Entertaining and creative approach.

A preschooler masters dialogue as the main form of verbal interaction in a practical way, entering into everyday communication and interaction with people around. The preschool institution optimizes the conditions for the development of positive dialogic communications.

Psychological and pedagogical activities to familiarize children with the environment, fiction, appropriately organized types of productive activities and a variety of games are aimed at solving these problems in a certain way. We attach particular importance to theatrical games, the content of which is directly or indirectly aimed at creating a culture of dialogue. Through these games, representing the dramatic development of specially selected plots of literary works, role-playing statements, children of senior preschool age clarified for themselves the meaning of etiquette formulas, the situations of their use, and also actively experimented with words, facial expressions, gestures, and movements. Thus, the role-playing interaction that arises between playing children and adults contributes to the development of the dialogical orientation of speech and creates entertaining, but at the same time, learning situations for mastering the culture of speech communication and interaction, the culture of communication.

Characteristics high level The development of dialogical communication, which a child achieves by the end of senior preschool age, is dialogic anticipation and an active response to the communicative statements of others. The most important indicator of the formation of communicative activity is the development of the ability to independent manifestation verbal communication, the establishment of meaningful verbal interaction between children, the absence and independent positive regulation of conflict situations.

The nature of communication with peers changes with age. Partners for play or conversation are determined by children not only by business qualities, but also by personal qualities. This is due to the development in children of ideas about moral norms, mastery of their own attitudes towards moral norms and rules, personal interests and predispositions. The transition to this stage of development of a preschooler determines the level of formation of a culture of verbal communication - a certain, age-appropriate communicative competence.

Preschool teachers carry out systematic and systematic work aimed at developing in children: speech perception, phonemic and stylistic hearing, development of speech expressiveness, mastery of intonation, tempo, and timbre aspects of speech. During specially organized and independent games, activities, exercises and speech practices in preschool childhood Children master various functions of speech.

Speech, a wonderful gift of nature, is not given to a person from birth. It will take time for the baby to start talking. And adults, especially parents, must make a lot of efforts to ensure that the child’s speech develops correctly and in a timely manner. Mother, father and other family members are the baby’s first interlocutors and teachers on the path of his speech development. In early childhood, the anatomical maturation of the speech areas of the brain basically ends; the child masters the basic grammatical forms of his native language and accumulates a significant vocabulary. Parents and teachers should be sensitive to the child, communicate a lot with him, listen carefully to him, providing sufficient motor freedom. In this case, the child will successfully go through all stages of speech development and accumulate sufficient knowledge.

It develops and manifests itself in communication. The interests of the child’s language development require a gradual expansion of his social connections. They affect both the content and structure of speech. In his social development, a child, starting from the primary social unit (mother and child, of which he becomes a member at the moment of birth, constantly communicates with people, and this certainly affects the growth and manifestation of his speech. We must organize his communication with children and adults, primarily in the interests of his language.

From early childhood, human life is connected with language.

The child cannot yet distinguish a word from a thing; the word coincides for him with the object he denotes. Language develops in a visual, effective way. To give names, all objects with which these names should be associated must be visible. The word and the thing must be offered to the human mind at the same time, but in the first place is the thing as an object of knowledge and speech. Ya.A. spoke about this. Comenius.

A child is not yet a year old, but he listens to the sounds of speech, a lullaby and begins to understand and master his native language.

Parents closely monitor the child’s speech development. By one year, the first words, by two - phrases, and by three years the child uses about 1000 words, speech becomes a full-fledged means of communication.

Speech develops through the process of imitation.

According to psychologists, imitation in a person is an unconditioned reflex, an instinct, i.e. an innate skill that is not learned and with which one is born, the same as the ability to breathe, swallow, etc. the child first imitates articulation, speech movements what he sees on the face of the person speaking to him (mother, teacher). Communication of a child in early childhood with his mother and loved ones is a necessary condition for healthy mental development. Over time, communication with peers acquires special importance for the child. A child’s place in the company of peers is largely determined by the ability to conduct dialogue.

Mastering speech is a complex, multifaceted mental process: its appearance and further development depends on many factors.

It begins to form when the child’s brain, hearing, and articulatory apparatus reach a certain level of development. But even if the brain has a sufficiently developed speech apparatus, good physical hearing, a child without a speech environment will never speak.

Well-known psychologists believe that the social environment is the source of the child’s mental development, and all higher mental functions (and, therefore, voluntary, conscious) first appear in the form of collective relationships between the child and other people, and then become the child’s individual functions.

So it turns out, voluntary memory, attention, logical thinking, self-esteem. Only through another person, with him, can a child grow in culture and experience himself.

The family is the first social community that lays the foundations for a child’s personal qualities. In the family, he accepts the initial experience. Here he had a sense of trust in the world around him, his loved ones, and on this basis curiosity, inquisitiveness, cognitive activity and many other personal qualities appear.

With enrollment in kindergarten, the child's social life expands. It includes new people, adults and children, whom he did not know before and who form different communities than the family.

Thus, when a child enters kindergarten, his communication becomes more complex, more varied, requiring consideration of the partner’s point of view. And this in turn means that the higher the level of social development.

Teach collegiate to talk

In preschool age, a child, as a rule, is not limited to his family. His surroundings include not only his mother, father and grandmother, but also his peers. The older a child gets, the more important it is for him to have contact with other children. Questions, answers, messages, objections, disputes, demands, instructions - all in different types speech communication.

It is likely that a child’s contacts with peers are a special area of ​​a child’s life, which differs significantly from their communication with adults. Close adults are usually attentive and friendly to the child, surround him with warmth and care, and teach him specific skills and abilities. It’s different with peers. Children are less attentive and friendly to each other. They are usually not too eager to help the child, support and understand him. They can take away a toy, offend, without even noticing the tears.

And yet, communication with children brings incomparable pleasure to a preschooler. Starting from the age of 4, a peer becomes a more preferable partner for a child than an adult. The first distinctive feature of verbal contacts with peers is their particularly vivid emotional intensity. Increased expressiveness, expressiveness and relaxedness greatly distinguish them from verbal contacts with an adult.

In the speech communication of preschoolers, there are almost 10 times more expressive facial expressions and emphatically bright expressive intonations than in communication with adults. Moreover, these expressions express a variety of states - from indignation to “What are you taking? " to the point of sick joy "Look what happened! Let's jump some more! »

In communicating with peers, children learn to express themselves, their desires, moods, control others, and enter into various relationships. Obviously, for normal speech development, a child needs not only an adult, but also other children.

Expanding the range of children's ideas is inextricably linked with the organization of the environment. Scientists have found that the most effective activity for entering the world of other people is play.

The main advantage of the game is that the child is a participant, the hero of its plots.

The truly creative development of a preschool child is most successfully carried out in an enriched environment. subject environment development that ensures the unity of social and natural means, a variety of activities and enrichment of the child's speech experience.

In preschool educational institutions, the educational environment is understood as the natural environment, rationally organized, saturated with a variety of sensory stimuli and play materials. In this environment, the simultaneous inclusion of active cognitive and creative activity of all children in the group.

Modern research notes the importance of creating a speech environment, as a component of the educational environment, which allows for effective educational influence aimed at forming an active cognitive attitude not only to the surrounding world, but also to the system of the native language, thereby forming an elementary understanding of the phenomena of the native language and speech.

One of the most important means of development of preschool children is the creation of a developmental environment.

The child develops in the environment. Environment should be not just a “situation”, but a source of child development. The child operates the internal plastic power. Everything that influences the child from the outside world is transferred to internal construction, including the formation of sense organs.

The central place is given to the development of dialogical speech through communication between the teacher and children, children with each other in all areas of joint activity and in special classes.

Therefore, the organization of a speech development environment in kindergarten has become the most important area for improving the quality of work on child development. The child develops in the environment. The environment should not just be a “situation”, but a source of child development.

All modern systems In education, we strive to ensure that knowledge is acquired by the children themselves, and the teacher was a guide, developing the child’s mind, thinking that we were helping to find solutions to emerging problems.

The speech educational environment includes not only the subject environment. It is important that it be specially organized for the most effective impact on the development of different aspects of each child’s speech. Thus, it is necessary to emphasize the role of an adult not only in filtering the harmful effects of the environment on the speech of a small child, who cannot do this on his own, but also in organizing the influence of his own speech on the development of different aspects of a preschooler’s speech.

The speech development environment is revealed as a factor that restrains, and vice versa, activating the process of speech development of the child.

When creating a development environment, it is important to consider:

Features of children of a specific age group

Level of their speech development

Interests

Ability and much more.

The following should be highlighted as the main components of the speech development environment:

Teacher's speech

Methods and techniques for guiding the development of various aspects of speech in preschool children

Special equipment for each age group.

In preschool age, visual-figurative memory predominates, and memorization is mainly involuntary: children better remember events, objects, facts, and phenomena that are close to their life experience.

When teaching children coherent speech, it is entirely justified to use creative methods, the effectiveness of which is obvious, along with generally accepted ones. Mnemonics techniques facilitate memorization in children and increase memory capacity through the formation of additional associations.

K.D. Ushinsky wrote: “Teach a child some five words unknown to him - he will suffer for a long time and in vain, but connect twenty such words with pictures, and he will learn them on the fly.” Since visual material is better absorbed by preschoolers, the use of mnemonic tables in classes on the development of coherent speech allows children to more effectively perceive and process visual information, save and reproduce it. The peculiarity of the technique is the use of symbols rather than images of objects. This technique makes it much easier for children to find and memorize words. The symbols are as close as possible to the speech material, for example, a house is used to designate domestic birds and animals, and a Christmas tree is used to designate wild (forest) animals and birds.

Speech development is one of the most important acquisitions of a child in preschool age and is considered in modern preschool education as the general basis for raising and educating children.

Today, figurative speech, rich in synonyms, additions and descriptions, in preschool children is a rare phenomenon.

Working with older children, I was faced with the fact that their speech is poorly developed, they have difficulty talking about the events of their lives, not everyone can retell literary work, consistently compose a descriptive story, find it difficult to determine the place of a sound in a word, have difficulty remembering poetic material.

This is due to the fact that the following problems exist in children’s speech:

monosyllabic, consisting of simple sentences speech.

· inability to construct a common sentence grammatically correctly;

· insufficient vocabulary;

· use of non-literary words and expressions.

· poor dialogical speech: children are not able to formulate a question competently and clearly, or construct a short or detailed answer;

· inability to construct a monologue: for example, a plot or descriptive story on a proposed topic, retelling the text in your own words;

· lack of logical substantiation of one’s statements and conclusions;

· lack of speech culture skills: inability to use expressiveness, regulate voice volume and speech rate;

· poor diction.

In this regard, I set myself the task: to teach children to express their thoughts coherently, consistently, and grammatically correctly and talk about various events from the life around them.

To increase the level of speech development in children, I use a basic system of methods and techniques: artistic expression, a teacher’s sample story, questions for children about the work they read, speech, didactic and verbal games, exercises aimed at development fine motor skills children's hands. Considering that at this time children are overloaded with information, it is necessary that the learning process be interesting, entertaining, and developmental for them. And to achieve better results, I decided to use standard, new, and most importantly effective methods and mnemonic techniques.

Mnemonics - translated from Greek - “the art of memorization.” This is a system of methods and techniques that ensure children’s successful acquisition of knowledge about the characteristics of natural objects, the world around them, effective memorization of a story, preservation and reproduction of information, and, of course, the development of speech.

Why do preschoolers need mnemonics?

The relevance of mnemonics for preschoolers is due to the fact that it is at this age that visual-figurative memory predominates in children. Most often, memorization occurs involuntarily, simply because some object or phenomenon came into the child’s field of vision. If he tries to learn and remember something that is not supported by a visual picture, something abstract, then he should not count on success. Mnemonics for preschoolers help simplify the memorization process, develop associative thinking and imagination, and increase attentiveness. Moreover, mnemonics techniques, as a result of the competent work of the teacher, lead to the enrichment of vocabulary and the formation of coherent speech.

Mnemonics in kindergarten, as an effective method of memorization, is usually mastered in simple examples. To begin with, I introduced the children to mnemonic squares - clear images that represent one word, phrase, its characteristics or a simple sentence.

Then we complicate the lessons by demonstrating mnemonic tracks - this is already a square of four pictures, from which you can compose a short story in 2-3 sentences.

And finally, the most complex structure is mnemonic tables. They are images of the main links, including schematic ones, from which you can remember and reproduce an entire story or even a poem. Initially, the tables are compiled by educators and parents, then the child can be involved in this process, thus, mnemonics will affect not only the development of memory, but also the child’s imagination and visualization of images. The main techniques for memorizing mnemonics are based on associations, logical thinking, observation.

For young and middle-aged children, it is necessary to give colored mnemonic tables; for older children, it is advisable to draw diagrams in one color so as not to distract attention from the brightness of color images.

Mnemonic tables - diagrams serve as didactic material in my work on the development of coherent speech in children and are used for:

· enrichment of vocabulary,

· during training writing stories,

· when retelling fiction,

· when guessing and making riddles,

· when memorizing poems.

Mnemonic tables facilitate and speed up the process of memorizing texts and form techniques for working with memory. The essence of the mnemonic diagram is as follows: for each word or phrase, a picture or symbol is invented, that is, the entire text of the poem is sketched out schematically. After this, the child reproduces the entire poem from memory, using graphic images. Children easily remember the picture and then remember the words. Memorizing poems using mnemonics becomes a fun and emotional experience for preschoolers.

Mnemonic tables, reference diagrams about toys, clothes, birds, shoes, etc. help children independently determine the main properties and characteristics of the object in question, establish the sequence of presentation of the identified characteristics, and enrich the children’s vocabulary.

Since visual material is better absorbed by preschoolers, the use of mnemonic tables in classes on speech development and familiarization with the environment allows children to more effectively perceive and process visual information, save and reproduce it.

Mnemonic technology is multifunctional, on its basis I create a variety of didactic games. Here are some of them.

D/i “One, many, which is gone”; D/i “Count”, mnemonic track “Artist’s Mistakes”; mnemonic table “Flight of the Starling”; mnemonic track “Birds”.

Work on speech development using mnemonics is the initial, most significant and effective work, as it allows children to more easily perceive and process visual information, store and reproduce it. Using the mnemonic method allows me to increase the level of development of coherent speech in children and at the same time solve problems aimed at developing basic mental processes, and this in turn makes it possible to sufficiently prepare children for school.

To monitor the level of speech development, I took the psychological and pedagogical diagnostics of E.A. Strebeleva.

Tasks for examining children 4--5 years old

Job name

1. Play (set of story toys)

2. Box of molds

3. Disassemble and fold the matryoshka doll (five-piece)

4. Animal House (adapted version of V. Wexler’s technique)

5. Fold the cut picture (of four parts)

6. Guess what's missing (picture comparison)

7. Draw a person (adapted from the Goodenough-Harrison technique)

8. Tell me (story picture “In Winter”)

The results of the survey are assessed in points.

Analysis of the results at this stage showed an insufficient level of vocabulary development in children of senior preschool age in accordance with Figure 1.1. This indicates the need for targeted work on speech development and vocabulary formation.


Figure 1.1. Graph of results at the beginning of the study.

We see that at the end of the study, the average level of vocabulary development prevails in the group in accordance with Figure 1.2.


Figure 1.2. Graph of results at the end of the study.

Conclusion: thus, diagnostics of the level of development of coherent speech of pupils showed the following results:

* children have a desire to retell fairy tales, texts, and invent interesting stories- both in class and in everyday life;

* the circle of knowledge about the world around us has expanded;

* active and passive vocabulary expanded;

* an interest in learning poetry and small folklore forms appeared;

* children overcame timidity and shyness, learned to speak freely in front of an audience.