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 labor 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:

Ability to express a given meaning 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;

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. different types. Opportunity to deploy to talk, talk about events from personal experience, the content of story pictures, on the 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 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 the children of the elder 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 preschool education 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 has been repeatedly emphasized. 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.

A characteristic of the high level of development of dialogic communication that 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 his journey. 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 its gradual expansion social connections. They affect both the content and structure of speech. In his social development the 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, first of all in interests 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, special meaning The child gains communication with peers. 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 a child’s mental development, and all higher mental functions(and, therefore, voluntary, conscious) first appear in the form of collective relations between the child and other people, and then become the individual functions of the child.

It turns out that random 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 foundation personal qualities child. 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, V social life the child 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 of verbal 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.

Genuinely creative development 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 gaming materials. In this environment, the simultaneous inclusion of active cognitive and creative activity of all children in the group.

IN modern research The importance of creating a speech environment is noted, as a component of the educational environment allows for effective educational influence aimed at the formation of 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 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 joint activities 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, and 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 mnemonics 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 allows me 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.

Guseva Natalya Nikolaevna
Job title: teacher
Educational institution: MBDOU d/s No. 1 “Smile”, Stavropol
Locality: Stavropol, Stavropol Territory
Name of material: article
Subject:"Communicative competence as an indicator of speech development in preschool children"
Publication date: 13.08.2017
Chapter: preschool education

Communicative competence as an indicator

speech development of preschool children

The modern preschool education system is focused on

humanistic

developing

personalities,

in need of understanding and respect for her interests and rights. To the fore

extends

provision

full-fledged

residence

child

preschool period of childhood, when he feels not just looked after,

active

activist

constantly

opening

partaking

culture,

formed

throughout

historical

development

society.

Educational

is sent

Creation

opening

the possibility of independent actions to master the surrounding world.

significance

acquires

problem

interactions of preschoolers with peers. Lately, more and more often

speaks out

conditions

education

training

For developmental programs, it is not enough for children to communicate only with adults.

full-fledged

educational

social

development

necessary

contacts

peers.

literature

presents a range of research areas on the problem of interaction

is being considered

activity,

structural

Components:

needs,

Need

peer

is expressed

aspiration

self-knowledge

self-esteem

through

comparisons

peer

partner.

throughout preschool age, the need for communication with peers

increases, by older preschool age, the peer becomes more

preferred partner than an adult.

Communicative competence is considered as an orientation towards

object of communication, as situational adaptability, as language proficiency, etc.

Despite the different interpretations of this concept, they are united by the fact that

they all point to the components necessary for communication: possession

means of communication (speech, facial expressions, pantomime); skill using

verbal

non-verbal

install

contacts,

necessary

internal

focus

exchange

information

the ability to hear, listen and speak (in the process of communication to express one’s

feelings, emotions, desires, ask questions and argue your point

At the same time, practice shows: purposeful formation

communicative competencies in preschoolers often remain beyond

attention

teachers.

agree,

quarrel,

they conflict, do not try to hear each other, and are aggressive. Emerging

conflict

situations

hinder

normal

children, but also interfere with the educational process as a whole.

Communicative competence is considered as basic

characteristic

personalities

preschooler,

most important

premise

well-being

social

intellectual

development,

development

specifically

activities

collective

design, children's artistic creativity And so on.

Communicative competence is a complex education that

characterized

certain

structure,

components

levels,

interconnected. Traditionally in the structure of communicative

Competence has three components:

Motivational and personal (the child’s need for communication);

Cognitive (knowledge from the field of human relationships);

Behavioral (way of responding to a specific

situation, the choice of certain norms and rules in the process of communication and for

communication).

In the structure of communicative competence, three are often distinguished:

other components:

Communicative knowledge (knowledge about ways and means of interaction with

surrounding people);

Communication skills (the ability to understand the speech of others and

make your speech understandable to them);

Communication skills (the child’s ability to understand conditions and

statements of another person and the ability to express one’s attitude towards

occurring in verbal and non-verbal forms of communication).

Imperfect communication skills hinder the process

free communication (free communication, negatively affects

personal development and behavior of the child does not contribute to his development

speech-thinking and cognitive activity.

Free

free

communication

unregulated communication, which most often occurs in the process

conversation, exchange of information. To such communication in preschool age in

have

activity

receiving

information.

Free

assumes

spontaneity

expression

information,

subject position in the process of free communication contributes to the development

his communicative activity and communicative competence.

For effective development of communicative competence

A preschooler must comply with the following conditions:

create situations of communicative success;

stimulate

communicative

activity,

I use

problematic situations;

eliminate communication difficulties;

focus on the “zone of proximal development” and increasing the level of

communicative success;

conduct

correctional

improvement

development

communicative

competence

individual

characteristics of children, involving in this work a teacher-psychologist and

motivate the child to express his thoughts, feelings, emotions,

characteristic features of characters using words and facial expressions;

provide

directly

educational

activities and independent activities of children;

simulate

create

situations,

motivating

preschoolers to communicate with adults and peers;

process

communicative

activities

provide

strategy

support and facilitation of interactions between teachers and children, children with

peers;

admit

social

situations,

leaks

daily life of the child, factors having equal influence

result

development

communicative

competence.

It is important to note that the development of communicative competence

must be considered simultaneously with the process of development in the child

different types of children's activities (play, communication, work,

educational and research

productive,

MUSICAL N O-

artistic,

meaning

communicative

activity interaction of preschool children acquires

play activity.

The game as a communicative situation encourages children to enter into

contacts,

is

communicative

activities.

Children's speech development takes place and communication norms are learned.

Communication in the game: in a creative role-playing game, dialogic and

monologue speech. Role-playing game contributes to the formation and development

regulated and planned functions of speech. Positively affects speech

children, the teacher’s participation in children’s games and discussion of the progress of the game, putting forward

first plan methodological conclusion: children's speech improves only under

influence of an adult.

Outdoor games have an impact on enriching vocabulary and education

sound

culture.

Dramatization Games

contribute

development

activity, taste and interest in artistic expression, expressiveness

speech, artistic and speech activity. Ball games like

“Edible is not edible.” Children improvise, naming words from different

thematic groups (vegetables, fruits, transport, clothing, fish, snakes, etc.). IN

Several players can participate in the game at the same time, throwing each other

a few balls. Game actions are accompanied by laughter, joyful

vocalizations, speech utterances.

accompany

independent

fine art

activity.

are located

“Ability to communicate with other people, act together

With them, the ability to want, rejoice and be sad,

learn new things, albeit naively, but brightly and unconventionally,

to see and understand life in your own way - this and much more

preschool childhood carries something else” L.A. Wenger

The mental development of a child begins with communication. This is the first type of social activity that arises in ontogenesis and thanks to which the child receives the information necessary for his individual development.

Research by outstanding Russian psychologists has proven that the need for communication in children is the basis for the further development of the entire psyche and personality already in the early stages of ontogenesis (Wenger L.A., Vygotsky L.S., Lisina M.I., Mukhina V. S., Ruzskaya A.S., Boguslavskaya Z.M., Smirnova E.O., Galiguzova L.N., etc.). It is in the process of communicating with other people that the child learns human experience. Without communication, it is impossible to establish mental contact between people.

When studying the communication process in children great importance is given to the problem of psychological preparation of older preschoolers for school, in the solution of which communication with adults plays a leading role as the central link in the cognitive and volitional development of the child.

Since communication with an adult plays a decisive role in a child’s development, we begin the conversation with him (slide No. 2).

The development of different aspects of communication determines several stages or levels that naturally replace each other, at each of which communication appears in a holistic, qualitatively unique form.

M.I. Lisina identified four forms of communication (slide No. 3) that replace each other during the first 7 years of a child’s life:

Situational-personal;

Situational business;

Extra-situational-cognitive;

Extra-situational-personal.

Situational-personal communicationa child with an adult (first half of life) in its developed form has the appearance of a so-called complex - complex behavior, including concentration, looking into the face of another person, smiling, vocalization and motor animation. Communication between an infant and an adult occurs independently, outside of any other activity, and constitutes the leading activity of a child of a given age.

Situational business uniform communication (6 months - 2 years) occurs against the background of practical interaction between a child and an adult. In addition to attention and good desirability, the child early age begins to feel the need for adult cooperation. The latter is not limited to simple assistance; Children require the complicity of an adult and simultaneous practical activities next to them. Business motives of communication become the leading ones. The main means of communication are objective-effective operations. The most important acquisition for young children is understanding the speech of people around them and mastering active speech. The emergence of speech is closely related to the activity of communication: being the most perfect means of communication, it appears for the purposes of communication and in its context.

Extra-situational-cognitive communication(3-5 years) unfolds against the background of children’s cognitive activity aimed at establishing sensory, non-perceptible relationships in the physical world. With the expansion of their capabilities, children strive for a kind of theoretical cooperation with adults, consisting in a joint discussion of events, phenomena and relationships in the objective world. This form of communication is most typical for primary and secondary preschoolers. For many children, it remains the highest achievement until the end of preschool childhood.

An undoubted sign of the third form of communication can be the appearance of the child’s first questions about objects and their various relationships.

At first, the initiative in such a dialogue belongs to the adult: he talks, and the child listens, often not too carefully and, it seems, understanding little. But this only seems, because suddenly the baby begins to ask questions that not every adult will immediately find an answer to:

Why doesn't the moon fall to the earth?

Why does a dog have many legs, but I have two?

And if Pushkin died, why then Pushkin’s fairy tales?

Can a goat marry a hedgehog and what kind of children will they have - with horns or with needles?

Why doesn't the chicken fly, but does it have wings?

Why do girls wear dresses and boys don't?

At 4-5 years old, children literally bombard adults with similar questions. This age is sometimes called the “age of why”.

Extra-situational-personal form of communicationchildren with adults (6-7 years old) is the highest form of communicative activity of children in preschool childhood. Unlike the previous one, it serves the purpose of understanding the social, not the objective world, the world of people, not things. It is formed on the basis of personal motives that encourage children to interact, and against the background of various activities: play, work, cognitive. But now communication has independent meaning for the child and is not an aspect of his cooperation with an adult. The senior partner serves as a source of knowledge about social phenomena and at the same time becomes an object of knowledge as a member of society, as a special person. Thanks to the successes of children in the framework of extra-situational-personal communication, some achieve a state of readiness for schooling, an important part of which is the child’s ability to perceive an adult as a teacher and take the position of a student in relation to him.

However, in real life Quite often one can observe significant deviations from the indicated timing of the emergence of certain forms of communication. It happens that children remain at the level of situational business communication until the end of preschool age. For example, a preschooler strives only for physical contact with an adult - hugs, kisses him, freezes with pleasure when he is stroked on the head, etc. At the same time, any conversation or joint play causes him embarrassment, isolation and even refusal to communicate . The only thing a child needs from an adult is his attention and goodwill. This type of communication is normal for a 2-6 month old baby, but if it is the main one for a five year old child, this is an alarming symptom that indicates a serious delay in his development. Usually this lag is caused by the fact that the child at an early age did not receive the necessary personal, emotional communication with an adult; it is, as a rule, observed in children from orphanages.

Under normal conditions of upbringing, this phenomenon occurs quite rarely. But a delay at the level of situational and business communication until the end of preschool age is more typical: the child plays with pleasure with adults, but avoids any conversation on cognitive and personal topics. This is natural for a 2-4 year old child, but this should not happen to a five or six year old child. If, until the age of six, a child’s interests are limited to objective actions and games, and statements relate only to surrounding things and momentary desires, we can talk about a clear delay in his development.

In some fairly rare cases, the development of communication advances the child’s age. For example, a child already at 3-4 years old shows interest in personal problems, human relationships, loves and can talk about how to behave, strives to act according to the rules. In such cases, we can talk about extra-situational-personal communication already in early preschool age.

It turns out that the age of a child does not always determine the form of his communication with an adult. Of course, the presence of a leading form of communication does not mean that all others are excluded and that a child who has achieved an extra-situational-personal form of communication must do nothing but talk with an adult on personal topics. In real life, there are a variety of forms of communication that are used depending on the situation.

Interest in peers manifests itself somewhat later than interest in adults (slide No. 4). Other children - peers - are firmly and forever included in the child's life. A complex and sometimes dramatic picture of relationships unfolds between preschoolers. They make friends, quarrel, make peace, get offended, get jealous, help each other, and sometimes do minor “dirty tricks.” All these relationships are acutely experienced and carry a lot of different emotions.

Emotional tension and conflict in the sphere of children's relationships are much higher than in the sphere of communication with adults. Adults are sometimes unaware of the wide range of feelings and relationships that children experience, and, naturally, do not attach much importance to children's friendships, quarrels, and insults. Meanwhile, the experience of first relationships with peers is the foundation on which the further development of the child’s personality is built. This first experience largely determines the nature of a person’s attitude towards himself, towards others, and towards the world as a whole.

Young children communicate with each other through various actions, the analysis of which allowed M.I. Lisina to identify four main categories (slide No. 5).

1. Treating a peer as an “interesting object.” The child examines his peer, his clothes, his face, and comes close to him. Such actions are manifested in relation to other children, and to adults, and even to inanimate objects. According to Lisina’s observations, this attitude is typical of children who came to kindergarten as soon as they turned one year old.

2. Actions with a peer as with a toy. Moreover, these actions are characterized by unceremoniousness. At the same time, the resistance of the “toy” does not interest the baby at all; the child can grab a peer by the hair, touch the nose, or slap the face. This form of interaction is no longer found in communication with adults.

3. Observing and imitating other children. This category of actions (characteristic of both communication with children and adults) includes looking eye to eye, smiling, and verbal forms of communication.

4. Emotionally charged actions, characteristic only for the interaction of children with each other. This category of actions is specific to children’s communication and, as a rule, is not used in adult-child contacts. The kids jump together, laugh, imitating each other, fall to the floor and make faces. Moreover, negative actions also fall into this category: children scare each other, fight, and quarrel.

Thus, if for children 1-1.5 years old it is more typical to relate to a peeras an object of action, then closer to 3 years one can increasingly observesubjective approachin relationships with peers. After 1.5 years, the child’s behavior becomes less unceremonious. More and more often, children exhibit behavior characteristic of categories 3 and 4.

Joint actions between children of the second year of life are not yet permanent; they arise spontaneously and quickly fade, since children do not yet know how to negotiate with each other and take into account mutual interests. Very often conflicts arise over toys. But, nevertheless, interest in my peer is gradually growing.

By the end of the second year of life, children are already engaging in joint play activities, which give them great pleasure. It should be noted that toys and objects located near communicating children distract them from communication and reduce the effectiveness of interaction with each other.

In the third year, communication between children intensifies. The peculiarity of this communication is “bright emotional coloring”, “special looseness, spontaneity”. Most joint games are based on the desire of children to imitate each other.

In early preschool age, the child expects his peers to participate in his fun and craves self-expression. It is necessary and sufficient for him that a peer join in his pranks and, acting together or alternately with him, support and enhance the general fun. Each participant in such communication is concerned, first of all, with attracting attention to himself and receiving an emotional response from his partner. Communication between babies depends entirely on the specific environment in which the interaction takes place, and on what the other child is doing and what he has in his hands.

At 3-4 years old, communication with peers brings mostly joyful emotions. In the middle of preschool age, a decisive change in attitude towards peers occurs. The picture of children's interactions is changing significantly. After four years, communication (especially for children attending kindergarten) with a peer becomes more attractive than communication with an adult and takes up an increasingly larger place in the child’s life. Preschoolers already quite consciously choose the company of their peers. They clearly prefer to play together (rather than alone), and other children make more attractive partners than adults.

Along with the need to play together, a 4-5 year old child usually has a need for peer recognition and respect. This natural need creates a lot of problems in children’s relationships and becomes the cause of many conflicts. The child strives with all his might to attract the attention of others, sensitively catches signs of attitude toward himself in their glances and facial expressions, and demonstrates resentment in response to inattention or reproaches from partners. Preschoolers see in others, first of all, themselves: a relationship to themselves and an object for comparison with themselves. And the peer himself, his desires, interests, actions, qualities are completely unimportant: they are simply not noticed and not perceived. It turns out that, feeling the need for recognition and admiration from others, the children themselves do not want and cannot express approval of another, their peer, they simply do not notice his merits. This is the first and main reason endless children's quarrels.

At the age of 4-5, children often ask adults about the successes of their comrades, demonstrate their advantages, and try to hide their mistakes and failures from their peers. In children's communication at this age, a competitive element appears. The successes and failures of others acquire special meaning for the child. In any activity, children closely and jealously observe the actions of their peers, evaluate them and compare them with their own. Children's reactions to an adult's assessment also become more acute and emotional. At this age, difficult experiences such as envy, jealousy, and resentment against a peer arise. They, of course, complicate children’s relationships and become the reason for numerous children’s conflicts.

Thus, in the middle of preschool age, a deep qualitative restructuring of the child’s relationship with his peers occurs. The other child becomes the subject of constant comparison with himself. This comparison is not aimed at discovering commonality (as with three-year-olds), but at contrasting oneself and another. Such a comparison primarily reflects changes in the child’s self-awareness. Through comparison with a peer, he evaluates and affirms himself as the owner of certain merits, which are important not in themselves, but “in the eyes of another.” For a 4-5 year old child, this other person becomes a peer.

The difficulty is that many features of human perception in children are associated with the fact that the child sees and feels only what is in front of his eyes, that is, the external behavior of another (and the troubles that this behavior can bring him). And it is difficult for them to imagine that behind this behavior there are the desires and moods of another. Adults should help children with this. It is necessary to expand the child’s ideas about a person, take them beyond the perceived situation, show another child from his “invisible”, inner side: what he loves, “why he acts this way and not otherwise. The child himself, no matter how much he is in society of peers, will never open their inner life, but will see in them only an opportunity for self-affirmation or a condition for their play.

But he will not be able to understand the inner life of another until he understands himself. This understanding of oneself can only come through an adult. By telling a child about other people, about their doubts, thoughts, decisions, reading books to him or discussing films, an adult reveals to the little person that behind every external action there is a decision or mood, that each person has his own inner life, that individual actions people are connected. It is very useful to ask questions about the child himself and his motives and intentions: “Why did you do that?”, “How will you play?”, “Why do you need blocks?” etc. Even if the child cannot answer anything, it is very useful for him to think about it, connect his actions with the people around him, try to look into himself and explain his behavior. And when he feels that it is difficult, fun or anxious for him, he will be able to understand that the children around him are just like him, that they too are hurt, offended, they also want to be loved and taken care of. And maybe Seryozha will stop being “greedy” because he wants a truck, and Marinka will no longer be “nasty” because she wants to play in her own way.

By older preschool age, the attitude towards peers again changes significantly. By the age of 6-7 years, preschool children’s friendliness towards peers and the ability to help each other significantly increases. Of course, the competitive nature remains for life. However, along with this, in the communication of older preschoolers, the ability to see in a partner not only his situational manifestations: what he has and what he does, but also some psychological aspects of the partner’s existence: his desires, preferences, moods is gradually revealed.

By the age of 6, many children have a direct and selfless desire to help a peer, give him something or give in to something. During this period, emotional involvement in the activities and experiences of a peer also increases significantly.

Many children are already able to empathize with both the successes and failures of their peers. A peer becomes for a child not only a means of self-affirmation and a subject of comparison with oneself, not only a preferred partner, but also a self-valued personality, important and interesting. In older preschool age, attitudes towards peers become more stable, independent of the specific circumstances of interaction.

By the end of preschool age, strong selective attachments arise between children, the first shoots appear true friendship. Preschoolers gather in small groups (2-3 people each) and show a clear preference for their friends. They care most about their friends, prefer to play with them, sit next to them at the table, go for a walk, etc.

However, it is important to emphasize that the sequence presented above in the development of communication and relationships with peers in preschool age is not always realized in the development of specific children. It is widely known that there are significant individual differences in a child’s attitude towards his peers, which largely determine his well-being, position among others and, ultimately, the characteristics of his personality development.

The communication process is not easy. Watching him, we see only the external, superficial picture of the interaction. But behind the external lies an internal, invisible, but very important layer of communication: needs and motives, that is, what prompts one person to reach out to another and what he wants from him. Behind this or that statement or action addressed to the interlocutor, there is a special need for communication. Only knowing and understanding your interlocutor well can you build true communication with him, otherwise only the appearance of it is created.

Take, for example, children's questions, whims or complaints. It would seem that everything is clear here: questions need to be answered, and whims and complaints should not be allowed. But careful observation shows that each of these phenomena is caused by different reasons. A child may ask a question out of curiosity, but sometimes he just wants to attract the attention of an adult, which is much more important to him than the answer. The baby is capricious because he is tired or does not know what to do with himself, or perhaps because the adult is too restrictive of his desire for independence. A child complains about a peer not always because he is harmful, but often because through such tricky move hopes to receive praise from an adult, which he so lacks. If an adult does not learn to recognize the internal need that prompts the child to enter into communication, he will not be able to understand it and respond correctly to it.

The same applies to children’s communication with each other. Many peer conflicts are associated, first of all, with the inability to take the point of view of another, to see in him a person with his own desires and needs. Failure in one area of ​​communication may lead to failure in another. After all, both of them are interconnected, although they develop according to their own laws. The adult's task is to guide their development in the right direction. And for this it is necessary to know both the general patterns of communication development and their specificity in different areas.

Indicators of assimilation of social norms and rules (slide No. 6)

Numerous studies indicate the importance of developing the ability to communicate, especially in preschool age (E.V. Bondarevskaya, T.A. Repina, E.O. Smirnova)

The need for early development of positive communication experience in children is due to the fact that its absence leads to the spontaneous emergence of negative forms of behavior in them and to unnecessary conflicts.

Development communicative competence for the children in my group I started with 2 junior group and this work continues to this day(slide number 7).

A kindergarten group is the first social association of children in which they occupy different positions. Various relationships are clearly manifested here - friendly and conflicting; children who have communication difficulties are identified. After spending in senior group A diagnostic examination of children revealed that many children experience serious difficulties in communication, namely in communicative competence.And my task as a teacher is to provide every child with qualified assistance in the complex process of entering the human world.

To do this, in accordance with the age and content of the educational program implemented in our preschool educational institution (MBDOU No. 15), I developed an adapted program “The ABC of Communication” based on literature:Galiguzova L.N., Smipnova E.O. "Stages of communication: from one to seven years,” Lisina M.I. “Problems of ontogeny of communication”, Chistyakova M.I. " Psycho-gymnastics",Shpitsyna L.M., Zashchirinskaya O.V., Voronova A.P., Nilova T.A. "The ABCs of Communication: Development of a child’s personality, communication skills with adults and peers.”

Program goals: (slide No. 8)

Formation of emotional and motivational attitudes in children towards themselves, others, peers and adults;

Acquiring the skills, abilities and experience necessary for adequate behavior in society, contributing to the best development of the child’s personality and preparing him for life.

This program is designed for children of senior preschool age 6 - 7 years old. The duration of the program is 1 year. Working hours: 4 classes per month; 36 lessons in total. Classes include both theoretical and practical parts.

In my work I used various shapes and conditions for children to learn norms and rules of behavior (slide No. 9).

A child in senior preschool age strives to be good, to do everything correctly: to behave, evaluate the actions of his peers, and build his relationships with adults and children. This desire, of course, should be supported by adults.Therefore, as the main method, I used the method of the theory of developmental learning - the method of empathizing with the situation.

Development workcommunicative competence for children of senior preschool age, I divided it into 7 blocks (slide No. 10).

By communicating with adults and peers, the child learns to live close to others, take into account their interests, rules and norms of behavior in society, i.e. becomes socially competent. This problem cannot be solved only within the kindergarten, so it is important to ensure continuity between the kindergarten and the family. For this purpose, I used various forms of work with parents (slide No. 11).

After conducting a diagnostic examination of children, I came to the conclusion that children (slide No. 12)

1. know about various means and methods of communication with the outside world
2. I am able to adequately assess and analyze my own behavior and the actions of those around me
3. at are able to control their behavior and manage it, taking into account the moral standards of communication between people
4. know the basic rules of etiquette (greeting, thanking, how to listen to your interlocutor and behave during a conversation, rules of communication on the phone, rules good manners at the table)

Conclusions :

Systematic and systematic work in this direction has allowed us to achieve positive results - my children know how to communicate, are attentive and polite to each other, to others, compliance with the rules of behavior is the norm for them. They not only know how to behave, but also behave as the rule says: treat people the way you would like to be treated.

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 the Latin 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 work 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 of different types of competencies, the following structures are distinguished in each of them:

• · 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 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 a gradual expansion of his 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 of 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 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 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 with a fairly developed speech apparatus, a formed brain, and 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 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, voluntary memory, attention, logical thinking, and self-esteem appear. 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 on this basis curiosity, inquisitiveness, cognitive activity and many other personal qualities appear.

With admission to kindergarten, the sphere of a child’s social life 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 that the new one is more high level 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 this different types speech 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.

Modern research notes the importance of creating a speech environment 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 linguistic competence, highlighting the concept of “language proficiency” and the components of this concept: the ability to express a given meaning in 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, to talk about events from personal experience, according to the content of plot pictures, 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.

speech competence preschooler information

Comparative analysis of the formation of linguistic and communicative competence in preschoolers with speech disorders

The problem of personality formation has been and remains one of the most pressing in various fields of knowledge: philosophy, psychology, pedagogy. The objectively existing connection of a person with other people, the impossibility of him as a social being to develop outside of society, allows us to single out as an essential characteristic of the human psyche phenomenon of communication.

Communication – one of the most important spheres of a person’s life. In the process of interaction, people develop and form interpersonal relationships; thoughts, feelings, and experiences are exchanged. Communication is an organic need of a person - he can think only if he communicates with the outside world.

The problem of communication takes on particular significance in relation to children with disabilities, in particular those with speech disorders. Numerous studies in the field of speech therapy indicate difficulties typical for this category of children in establishing contacts with adults and peers; about the unformation of basic forms communications

Communication - an act of communication, a connection between two or more individuals, based on mutual understanding, the communication of information by one person to another or a number of persons.

Speech communication is of great importance on the development of the child’s personality as a whole. Through verbal communication, a child not only acquires certain knowledge and skills, but also undergoes a radical change in various mental processes.

IN modern school training is conducted according to intensive developmental programs and technologies, and therefore to the personality of the graduate preschool higher demands are made. Thus, special requirements are placed on the speech development of children, the cultivation of a conscious attitude towards language as a national-cultural value, and the mastery of its literary norms. One of the main complaints made by the school about the quality of a child’s preparation in a preschool educational institution is the student’s inability to express his thoughts in words, his inability to convey existing knowledge verbally. Children with underdeveloped speech and linguistic means experience a particular problem in mastering communicative activities.

Currently, the number of children with speech disorders is increasing. Analysis of literary data (O. E. Gribova, I. S. Krivovyaz, L. G. Solovyova, O. N. Usanova) shows that such preschoolers, against the background of a mosaic picture of speech and non-speech defects, have difficulties in developing communication skills. Communicative difficulties do not ensure the communication process, and therefore hinder the development of verbal and cognitive cognitive activity and the acquisition of knowledge, which indicates the unpreparedness of future first-graders for educational communication. Hence,timely correction of speech disorders and development of communicative competence is a necessary condition children's readiness to master school knowledge.

According to A.V. Khutorskogo, concept competencies 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.

Today, one of the leading priorities in education is the communicative orientation of the educational process. This is significant, since the formation of a personality capable of organizing interpersonal interaction and solving communication problems ensures its successful adaptation in the modern sociocultural space.

In order to become educated, easily adaptable in society, and communicative, a preschooler needs to master communicative competence.

There are several formulations for defining communicative competencies. Communicative competence is a combination of linguistic, speech and sociocultural components (as defined by methodologist V.V. Safonova). According to another interpretation, communicative competencies are:

Mastery of all types of speech activity and speech culture;

The ability of students to solve certain communicative tasks using linguistic means in different areas and communication situations;

A set of knowledge in the field of verbal and non-verbal means for adequate perception and reflection of reality in various communication situations.

Communicative competence is defined as a set of linguistic (linguistic), speech, discursive and sociocultural competences (B.V. Belyaev, N.D. Galskova, A.N. Shchukin). The terms “linguistic competence”, “ speech competence" and "communicative competence" respectively correlate with the concepts of "linguistic knowledge", "speech skills", "communication skills". The identification of these components as part of communicative competence is very conditional and is necessary only for scientific and methodological purposes. “Speech” and “language” are complementary and mutually reinforcing concepts.Just as speech is impossible without a specific language, it is also impossible to talk about any language outside the speech process.The basis for the formation of communicative competence islanguage competence– possession of a system of information about the language being studied according to its levels: phonemic, morphemic, lexical, syntactic.

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

• the ability to express a given meaning in 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 - this definition of the composition of language competence was proposed by E.D. Bozovic.

Ontolinguistic research has convincingly proven that a child begins to master his native language literally from the first months of his life. Under the influence of adult speech, the child develops skills in using language for communicative purposes; The child also draws his first information about his native language exclusively from the speech material that adults provide him. Accumulation of knowledge about the language, its systematization, i.e. the formation of linguistic competence occurs in close connection with the development of the child’s ideas about the surrounding reality. Actively mastering the real world, the child constantly uses language in various areas and situations of communication (dating, learning, exchanging information, regulating the actions of other people, etc.). At the same time, language knowledge is replenished and speech skills are improved, i.e. speech competence is formed.

Speech communication (speech activity) from the point of view of the competence approach, we consider it as an integrated process of speech (phonetic, lexical, grammatical and diamonological) and communicative competencies. Competence- the most important comprehensive characteristic of a person, which includes a number of aspects: intellectual, linguistic, social, etc., which reflect the achievements of the child’s personal development. Communicative linguistic competence presupposes the development of the ability to build relationships with peers and adults, and mastery of basic language norms.

An analysis of the theoretical and practical capabilities of modern speech therapy in the formation of speech communication in preschool children with speech disorders shows that the situation is most favorable with language competence. F. A. Sokhin, E. I. Tikheeva, O. S. Ushakova, G. A. Fomicheva and others have been successfully developing diagnostic and correctional methods aimed at developing linguistic means for a long time. methodological recommendations These authors are the fundamental principles of Russian psychology, developed by L. A. Wenger, L. S. Vygotsky, L. V. Zaporozhets, A. N. Leontiev, M. I. Lisina and others. Fundamentals special education and speech development of children with speech disorders are quite widely represented in the works of L. S. Volkova, N. S. Zhukova, R. E. Levina, T. B. Filicheva, N. A. Cheveleva, G. V. Chirkina and other representatives speech therapy.

In respect of language development for preschoolers with speech disorders are effective methodological developments T. B. Filicheva, G. V. Chirkina. The main directions of this work are presented by the authors in the program “Preparing children with disabilities for school.” general underdevelopment speech in a special kindergarten."

• mastering the phonetic system of the native language;
• development of the melodic-intonation side of speech;
• development of the lexical and grammatical aspects of speech;
• formation of coherent speech.

The formation of coherent speech in children with speech disorders acquires paramount importance in the overall complex of correctional measures. Organizing the education of children with speech underdevelopment involves the formation of planning their own statements, independently navigating the conditions of a speech situation, and independently determining the content of their statements.

The situation is somewhat different with methods for developing communicative competencies: in our opinion, there are not enough of them in the scientific literature. Currently, O. E. Gribova, N. Yu. Kuzmenkova, N. G. Pakhomova, L. G. Solovyova, L. B. Khalilova and others are studying the communication of children with speech disorders. The authors identify different numbers of components included in composition of communicative competence.

Overall, analyzing modern works Regarding the problem of verbal communication, we can identify the following speech skills that are part of communicative competencies:

• the ability to communicate using non-verbal means (facial expressions, pantomimes, gestures) and understand the interlocutor by the gestures and facial expressions used;
• the ability to establish contact using verbal and non-verbal means (calling by name, eye contact, compliment);
• the ability to use speech variable formulas (greetings, farewells, thanks);
• the ability to understand and express one’s mood using words; the ability to behave in communication in accordance with the norms of etiquette (friendly tone, restraint of gestures, positioning of partners facing each other);
• the ability to clearly, clearly, expressively express one’s communicative intention in speech;
• the ability to listen carefully to the interlocutor;
• the ability to understand the emotional state of another (empathize);
• ability to behave in a conflict situation.

An original method of teaching and developing communication skills in preschool children is presented in the program “The ABC of Communication” by L. M. Shipitsina, O. V. Zashchirinskaya, A. P. Voronova, T. A. Nilova. Of particular value is a detailed lesson plan, provided with texts and comments on games, conversations, exercises, themed walks, as well as a set of methods for assessing the effectiveness of a teacher’s work in developing communication in children.

The objectives of these guidelines are as follows. The knowledge children gain in the classroom will give them an idea of ​​the art of human relationships. Thanks to specially designed games and exercises, children will develop emotional and motivational attitudes towards themselves, others, peers and adults. They will acquire the skills, abilities and experience necessary for adequate communication and behavior in society, contributing to the best development of the child’s personality and preparing him for life. Despite the fact that this technique is for children with normal developed speech, it can be used in conjunction with the program of T. B. Filicheva, G. V. Chirkina.

The timely formation of verbal communication is hampered by an insufficient level of development of speech and linguistic means, which contributes to the emergence of emotional, personal and behavioral difficulties. Having studied and analyzed the literature on this topic, we found methods that are of interest to specialists in the field of speech therapy and preschool pedagogy, but among them there is no synthesized method that solves the issues of developing both linguistic and communicative competence at the same time. This indicates the need to develop methodological recommendations for the formation of speech communication for preschoolers with speech disorders, aimed at developing speech, expanding their communicative and social experience, moral categories and arbitrariness of behavior, which will ensure the prevention and correction of many socially determined deviations in the behavior of children and increase efficiency their school and social adaptation.