Formation of language competence

in children with general underdevelopment speeches

through Russian fairy tales

teacher speech therapist

MDOU d/s No. 12

ChapterI. Experience Information

Conditions for the emergence and development of experience

Preschoolers with general speech underdevelopment (hereinafter referred to as GSD) experience great difficulties in the formation of coherent speech, their speech activity is reduced, which entails a low communicative orientation of their speech. Due to the close relationship between speech and thinking, the problem speech underdevelopment in children and the development of methods of correctional work aimed at overcoming it is important and is a complex speech therapy problem.

In our opinion, the most constructive solution to the problem is the introduction of a competency-based approach into the process of speech therapy. With a competency-based approach, all language knowledge, abilities and skills of children must be included in the process of use, children must be able to use them when solving specific problems. A child’s manifestation of competence can be visually determined by evidence of initiative, independence, and awareness. According to J. Raven, competence is manifested individually depending on the degree of interest of the child. If a child is interested in a subject, then competence manifests itself powerfully and in many ways. Consequently, in order for linguistic competence to manifest itself in various life speech situations, the speech therapist teacher needs to structure his work in such a way as to stimulate in children the desire for independence, activity, creative self-expression, and assessment of their own achievements.

This is how the idea arose of developing linguistic competence in preschoolers with special needs through the means of a Russian fairy tale, which is of particular value in that it concentrates the entire set of expressive means Russian language . A child not only loves fairy tales, for him fairy tales are the world in which he lives.

The beginning of the work on the topic of the experiment was the carrying out of diagnostics to determine the initial state of the level of development of language competence in children with SLD. The study was conducted on the basis of the compensatory kindergarten kindergarten No. 12. The study involved 10 children with general speech underdevelopment.

To identify the level of children’s proficiency in the lexical richness of the Russian language, we used the diagnostic methodology “Studying the formation of speech skills” and (Appendix).

During the observation, it was revealed that preschoolers experience difficulties in fluent use of a word, understanding its meaning, accuracy of word use, selection of synonyms and antonyms. Based on the results of the diagnostics, we received the following data: the high level was 20%, the average level was 40% and the low level was 40% of children (Appendix).

Then we carried out the diagnostic method “Studying the development of coherent speech when reproducing the content of a fairy tale” by N. Savelyeva (Appendix). As the results show, the majority of children have an average level of coherent speech, which suggests the possibility of teaching children creative speech activity with simultaneous general development of speech and deepening children’s knowledge about the features of the fairy tale genre.

Based on the diagnostic results, we received the following data: the high level was 20%, the average level was 60%, and the low level was 20% of children (Appendix).

In order to identify the level of development of children's linguistic competence, we conducted the diagnostic technique “Write a fairy tale” (Appendix).

Analysis of the results obtained allows us to conclude that there are no children with a high level of linguistic competence at the ascertaining stage; 60% of children have an average level, 40% of children have a low level (Appendix).

In the course of analyzing the results of a diagnostic study of children, we can conclude that the fluency in words necessary for the formation of linguistic competence in preschoolers is not sufficiently developed: the active vocabulary of children is poor, they do not know the lexical richness of the Russian language, but preschoolers have the necessary language base. Coherent speech in preschoolers is not sufficiently developed: in children's retellings, thematic, semantic and structural unity, grammatical coherence and sequence of presentation are often disrupted.

Thus, the ascertaining stage of the experiment proved the validity of our position on the need for special work aimed at the balanced development of three groups of skills: the formation of speech skills; development of coherent speech when reproducing the content of a fairy tale; teaching children with general speech underdevelopment to independently compose fairy-tale texts.

Relevance of experience

The relevance of this problem determined the choice of research topic “Formation of linguistic competence in children with general speech underdevelopment through the means of Russian fairy tales.”

Before school age- a period of intensive personal development, which is characterized by the formation of the integrity of consciousness as a unity of the emotional and intellectual spheres, the formation of the foundations of independence and creative individuality of the child in various types of activities. The works of many authors (, , , , etc.) indicate that general development The personality of a preschooler is largely determined by the level of development of his speech. Mastery of the native language is one of the most important acquisitions for a child in preschool childhood. It is preschool childhood that is especially sensitive to speech acquisition. Therefore the process speech development is considered in modern preschool education as the general basis for raising and educating children.

Indeed, in order to successfully master the school curriculum, a kindergarten graduate must have developed speech skills and abilities, i.e., speech operations that are carried out unconsciously, with complete automaticity, in accordance with the norm of language and serve for the independent expression of thoughts, intentions, and experiences. To develop skills means to ensure the correct construction and implementation of the statement. That is why the problem of developing linguistic competence in children with general speech underdevelopment continues to remain relevant for preschool pedagogy and psychology.

The problem of developing the beginnings of key competencies in preschool age is being addressed by modern researchers and teachers (John Raven and others).

IN last years in special education, in particular in speech therapy, there has been a noticeable increase in interest in the use of folk art in correctional and developmental work with children.

Of all the genres of oral folk art, in our opinion, the Russian fairy tale has the greatest potential for the formation of linguistic competence, which not only performs an entertaining function, but also contributes to the expansion of vocabulary and the development of the grammatical structure of speech.

Such features of a Russian fairy tale as fascination, imagery, emotionality, dynamism, and instructiveness are close to the psychological characteristics of children, their way of thinking, feeling and perceiving the world around them, and correspond to the figurative structure of their consciousness.

A child’s acquaintance with a fairy tale begins from the first years of his life. And then, in childhood, a love for the native word is instilled. Listening to fairy tales, the child learns the sounds of his native speech and its melody. The older the child becomes, the more he feels the beauty and accuracy of the original Russian speech, and is imbued with its poetry. By frequently telling well-known fairy tales, children significantly enrich their storytelling skills, which is a prerequisite for composing their own fairy tales.

The lively and expressive language of Russian fairy tales is rich in apt, witty epithets, figurative comparisons, and has simple forms of direct speech. Fairy tales contain difficult-to-pronounce sounds, which, thanks to figurative interpretation, are reproduced without difficulty by children with speech impairments. Many fairy tales build a basis for the successful formation of word formation, for the assimilation of antonyms and synonyms; create the basis for the development of such mental operations as comparison and generalization. Most Russian fairy tales are ready-made didactic material for the development of phonemic hearing and the formation of correct sound pronunciation.

Analysis of theoretical and methodological literature revealed contradictions between the demand for using Russian fairy tales to develop language competence in children with general speech underdevelopment and insufficient provision pedagogical process methodological recommendations and developments on this issue. The solution to this problem is purpose our research.

Leading pedagogical idea of ​​experience is to develop pedagogical conditions, promoting the formation of linguistic competence in children with general speech underdevelopment through the means of Russian fairy tales.

Duration of work on the experiment

The work to resolve the contradiction was divided into several stages.

Research stages:

1. Initial (ascertaining) - September 2008 - November 2008: study and analysis of psychological, pedagogical, methodological literature on the research problem, selection of diagnostic material and identification of the level of development of language competence in children with general speech underdevelopment.

Using the example of the fairy tale “Sister Alyonushka and Brother Ivanushka,” we showed the children a scheme for working on composing a fairy tale. The content of the lesson was the formation of ideas about the functional composition of the main parts of the composition of a fairy tale. The lesson was structured as follows:

Telling a fairy tale and analyzing its content;

Introduction to the three-part composition of a fairy tale and its constituent functions of the characters.

We explained to the children that all fairy tales begin with an initial situation: the location of the action is indicated (“In a certain kingdom, in a certain state”), family members are listed, or the future hero is named (“Once upon a time there was a grandfather and a woman,” “Once upon a time there was Ivan -fool"). In the fairy tale about Alyonushka it is “Once upon a time there was an old man and an old woman, they had a daughter Alyonushka and a son Ivanushka.” Next begins the schematic development of the tale's plot.

1. One of the family members is absent. Heroes can go to the market, go fishing, into the forest, etc.

2. The hero is approached with a prohibition (Alyonushka forbids drinking water from a puddle) or with an order (for example, to find brides, guard the field, etc.). This prohibition corresponds to the triplicity used in the fairy tale.

4. Punishment follows (the boy turned into a kid).

5. Other characters come into action (a merchant driving by is a positive hero, a witch is a negative one).

6. The positive hero does good (marries Alyonushka), and the negative hero does evil (drowns Alyonushka in the river, takes on her appearance and tries to kill the little goat).

7. The hero is recognized (the little goat goes to say goodbye to his sister, the servant overhears the conversation), the false hero (the witch) is exposed.

8. The positive hero is rewarded (Alyonushka is saved and returned to the house).

9. The enemy is punished (the witch is tied to a horse’s tail and released into an open field).

10. Everyone is happy.

A similar diagram can be drawn up for any fairy tale. This is just a diagram that children will be happy to fill with any content. While working on understanding the functions fairy-tale heroes We asked the children approximately the following questions:

1) Once upon a time... Who? What was he like? What did you do?

2) Went for a walk (travel, watch...)... Where?

3) Did you meet someone evil? What evil did this negative hero cause to everyone?

4) Our hero had a friend. Who? What was he like? How could he help the main character? What happened to the evil hero?

5) Where did our friends live? What did you start doing? And etc. .

One of the basic techniques for composing fairy tales is to change the plot of a familiar fairy tale. This makes it possible to show the variability and changeability of fairy tales, as well as actions with individual characters. To break the usual stereotypes and demonstrate the possibility of transforming fairy tales, we conducted a lesson “Confusing Fairy Tales” (Appendix), during which children were asked to unravel the tangle of fairy tales. After the children completed the task, they were asked to come up with a confusing fairy tale of their own composition.

When using the technique, a continuation of a familiar fairy tale - the material for the composition was the fairy tale “Geese and Swans”. The task of the “storyteller” was to come up with an unusual twist to the plot of the completed story and put it into words. At the beginning of the lesson, ideas about the content and compositional structure of the fairy tale were clarified. After the children independently outlined the storyline of the story, we suggested that they imagine that the fairy tale “Geese and Swans” does not end with the safe return of the girl and her brother home. The discussion of options for further development of the plot was based on the following plan:

1) Determining the motivation for Baba Yaga’s action, during which the children assumed why Baba Yaga needed a boy (“she wanted to fry her,” “to clean the house,” “so that it wouldn’t be boring,” “she wanted a son”). In this regard, the need for repeated sabotage arises (“Baba Yaga did not leave the children alone and decided to take revenge”).

2) Selecting options for repeated sabotage. During the discussion, we asked the following questions: What do you think Baba Yaga could have come up with? (“Baba Yaga wanted not to be recognized, so she put on an invisibility hat and flew on a mortar,” “again she sent them for the boy”).

3) The heroine’s reaction. The children had to decide: where were the parents, how did the girl behave, did Baba Yaga succeed in her insidious plan? They offered the following options for resolving the situation: parents “went to work”, “slept”; “Baba Yaga came out of the mortar wearing an invisible hat, the girl did not see Baba Yaga, so she did not save her brother.”

4) The presence of assistants and their function in the fairy tale. We find out: who helped the girl find her brother? How? (“the kind old man gave me a ball and a magic carpet”, “the old lady showed the way where Baba Yaga and her brother flew off”).

5) Denouement. The children decide together whether the girl saved her brother and how she did it (“the girl stole Baba Yaga’s invisible hat and took her brother away,” “put on the invisible hat, found her brother, and flew away with him on a magic carpet, but the geese didn’t caught up").

After collectively drawing up a plan new fairy tale and discussing the possible development of the action, we invited preschoolers to come up with their own version of the continuation of the fairy tale.

In the next lesson, we offered the children a sample that included a plot and outlined ways for the plot to develop, for example: “One day, the forest king decided to throw a ball for the heroes of fairy tales. He sent invitations to Ivan Tsarevich and Vasilisa the Wise, sister Alyonushka and brother Ivanushka, Marya the Princess. Even the Sea King left his wet kingdom. One Baba Yaga - bone leg forgot to invite. She got terribly angry and decided to go to the ball without an invitation. “Well, wait a minute, I’ll give you a holiday,” she said.” The children had to independently come up with a continuation of the fairy tale, name it and tell it.

Another option for working on the transformation of traditional fairy tales was to compose the plot of a fairy tale with the participation of famous heroes. We settled on an essay based on a literary model in three versions: with the characters replaced, but the plot preserved; with the replacement of the plot, but preserving the heroes of the work; with the preservation of the characters and plot, but with the replacement of time and the result of the action. The first option is easy - you need to preserve the content of the work by replacing the characters. The children quickly completed the task. replaced the characters in the fairy tale “Fox with a rolling pin” with “Running Bunny with a Carrot.” The second task was more difficult - to preserve the characters and replace the content of the work. But here, too, the children mostly coped. In this task, children were asked to mentally draw their own fairy tale and then tell it. In both versions, the children approached the task creatively.

But the third option presents more difficulties, since the characters and content are preserved, but the time and result of the action change. For example, the events in the fairy tale “Geese and Swans” took place not in summer, but in winter. This means that they encountered an apple tree without apples, a milk river, and the banks of jelly were frozen, i.e. the heroes must act completely differently, and in this case the result of the action will change. Consequently, such changes in the fairy tale necessitated a detailed analysis of the characters’ actions and creative imagination; children were interested in understanding the chain of cause and effect relationships and dependencies. The children’s suggestions were very diverse - for example, the apple tree asked the girl to name the signs of summer to make her feel warmer, and the milk river with jelly banks asked the girl to come up with words that are friends with the word “river” (i.e., related) and hid the girl and her brother from geese in a snowdrift under the bank.

Children were also asked to come up with a new name for fairy tales from proverbs and sayings that were suitable in content, and to explain their choice. The children reasoned logically and the result was interesting names: “Cat, Rooster and Fox” - “A friend in need”; “Sister Alyonushka and brother Ivanushka” - “The world is not without good people”; “Teremok” - “In cramped conditions, but not offended”; “Winter Hut of Animals” - “All for one - one for all”; “A fox with a rolling pin” - “Simplicity is enough for every cunning person”; “Morozko” - “Work and reward”; “Turnip” - “One for all - and all for one”; "Kolobok" - "Trust - but verify."

In the process of collectively composing a fairy tale, “Let’s make up a fairy tale ourselves” (Appendix), they were asked to compose a fairy tale and tell it by placing the figures in the sandbox. First, the children chose the heroes of the fairy tale. Then they made a speech sketch regarding the beginning of the fairy tale (who lived and where, what kind of hero he was - a positive or negative character). The scene of action of these heroes was indicated. We came up with a plot and title for the fairy tale.

When the fairy tale was invented and repeated by several children, we asked questions: did you like the fairy tale? Did you like the fact that Baba Yaga became kind and affectionate? How could you tell this differently? What fairy tale expressions could we use? etc. Discussion of the fairy tale made it possible to note successful techniques, which helped to avoid mistakes in subsequent lessons.

After the children learned to present their ideas coherently, consistently, and expressively, we conducted a lesson “Let’s compose a fairy tale” (Appendix), where the children composed a fairy tale with an independent choice of theme, characters, and inventing a plot. We used a creative task that allowed children to learn the options for the actions and interactions of the characters, taught them to imagine a character, enter into character and compose a fairy-tale text about him. For this task we used Lull rings. By turning the magic arrows, the hero, the assistant object and the scene of action intersect, and this allows the child to imagine a fairy-tale situation, stimulates his creativity and imagination. After such creative tasks, the children continued to compose fairy tales on their own for a long time, and there were no limits to their imagination. The children tried to adhere to the basic rule - good always triumphs over evil. Practical experience showed that automation of sounds in coherent speech is most effective when children independently compose fairy tales.

If the first fairy tales of children were simple in composition, then subsequent fairy tales became more complex, sometimes with a chain composition. One event followed another, the number of heroes increased, and the actions of the characters also became meaningful and purposeful.

When creating images of fairy tale characters, children turned to such means of linguistic expressiveness as comparisons (“he is so beautiful that “you can’t tell in a fairy tale, not even describe with a pen”), epithets (“good fellow”, “fair maiden”, “dense forest” , “blue sea”), synonyms (“set off on a journey”), antonyms (“apparently invisible”, “long - short”, “not far - not close”), syntactic and lexical repetitions (“morning is wiser than evening ”, “soon the tale is told, but the deed is not done soon”, “unheard of, unseen by sight”). In the fairy tale, children used typical fairy-tale expressions: “grass-ant”, “fox-sister”, “top-gray barrel”, “bunny-runner”, “goat-dereza” and independently invented riddles, etc. What is valuable is that that throughout the entire fairy tale the children followed the progress of the narrative, without straying from the plot line, bringing their plan to the end.

The purpose of the fourth stage of training was the activation of one’s own performing activity, the manifestation of creativity in the implementation of ideas when creating an image, the transfer of an artistic image through movements, facial expressions, intonation, increasing the level of self-control over one’s own speech, the desire to improve it, overcoming shyness, timidity, and uncertainty when speaking in front of an audience.

In order to develop speech intonation expressiveness, children performed the following exercises: asked to enter the house on behalf of a mouse, frog, bear; they sang the goat's song from the fairy tale "The Wolf and the Seven Little Goats" either on behalf of the goat or on behalf of the wolf; asked questions from the fairy tale “The Three Bears” on behalf of the characters - Mikhail Ivanovich, Nastasya Petrovna and Mishutka. Next, we complicated the task: they offered to act out a dialogue between two characters, pronouncing the text and acting for each. Thus, the children learned verbal transformation, striving for the character’s character, voice, and behavior to be easily recognized by everyone.

In order to develop in children the ability to voluntarily control their movements and actions, children performed imitation exercises: they showed how the Fox sneaked up to the Cockerel, how she jumped up, looking through the window; depicted a walk of a family of three bears, and all three bears behaved and acted differently.

Special attention We paid attention to the children’s ability to tell and at the same time show a fairy tale on an improvised stage, that is, to dramatize. We used familiar and favorite fairy tales, which are rich in dialogue, dynamics of remarks and provide the child with the opportunity to directly become acquainted with a rich linguistic culture. For this purpose, a lesson “Literary Kaleidoscope” (Appendix) was held.

Children also really like to be directors of their own fairy tales. It is the dramatization of fairy tales that allows children to master the skills of using a variety of expressive means; helps to increase speech activity, the development of the prosodic side of speech: voice timbre, its strength, tempo, intonation, expressiveness. This is a very exciting and useful activity.

At the same time, during art classes, together with the teacher, children prepared attributes for dramatizing a fairy tale. Making attributes with your own hands is useful for children, as it develops fine motor skills, imagination, and imaginative thinking.

Of great interest to preschoolers and their parents was our festive entertainment “Evening of Fairy Tales” (Appendix), the purpose of which was to reveal the creative potential of children; developing children’s ability to get used to the images of heroes; improvement and activation of non-verbal means of communication: plasticity, facial expressions; development of intonation expressiveness of speech.

In order for the work on the formation of linguistic competence through the means of fairy tales to be carried out systematically, the material of “fairy tale classes” was included by educators in general education classes (speech development, mathematics, social world, etc.). For example, in a math class, in order to reinforce concepts: for, after, before, between, the teachers used the characters from the fairy tale “Turnip”. Who was behind the grandmother? Who stood between the grandmother and Zhuchka? etc.

Another significant factor in increasing work productivity is the inclusion of parents in it. Parents and children composed fairy tales together. A fairy tale, composed by joint efforts, helps maintain emotional contact between parents and children, and performs developmental, educational, and educational functions.

Our group’s tradition has become the monthly publication of the children’s magazine “In the Far Far Away Kingdom” for parents, where the most interesting fairy tales written by children, as well as children with their parents, are published.

A reliable way to record children's compositions was a voice recorder. Recording on a voice recorder is a form of control that facilitates comparison of speech at various stages of correction, giving the child the opportunity to hear himself from the outside, after a period of time. This is a real opportunity reflections– self-esteem, self-awareness, self-regulation and self-perception.

ChapterIII. Effectiveness of experience

In order to determine the effectiveness of the influence of the developed technology of using Russian fairy tales on the formation of language competence in children with general speech underdevelopment, a repeated diagnostic examination was carried out at the control stage. To establish the level of mastery of the material, we used the same diagnostic tasks as at the ascertaining stage of the experiment (Appendices No. 1, No. 3, No. 5).

Having analyzed the children’s responses in order to identify the children’s level of proficiency in the lexical richness of the Russian language, we came to the conclusion that the majority of those children who had an average level of speech skills improved their results and performance. In particular, at the control stage they showed a high level. These children answered the question in detail, correctly selected synonyms and antonyms in a speech situation, selected two or three words from different parts of speech in the required grammatical form, proved their idea, and explained the meaning of the word. When solving a riddle, they explained it with a detailed and accurate answer.

Also, in three children (), who had a low level of knowledge, the scores increased. Now they answered the questions more confidently, although there were slight inaccuracies in the answers; correctly selected no more than one synonym and antonym for a word, guessed the riddle correctly, but could not convincingly prove why this particular word is a riddle.

In percentage terms, the level of children's knowledge of the lexical richness of the Russian language was: 60% - high level; 30% - average level; 10% - low level (Appendix).

The results of studying the development of coherent speech when reproducing the content of a fairy tale at the control stage of the experiment improved significantly. In four children (), who had an average level of knowledge, the scores increased. These children independently retold the text without undue pauses, formulated the statement consistently and accurately, used different types of sentences, and there were no grammatical errors. Only 1 child was unable to retell the text independently.

In percentage terms, the level of development of coherent speech when reproducing the content of a fairy tale was: 60% - high level; 30% - average level; 10% - low level (Appendix).

The results of studying the development of language competence in children with general speech underdevelopment have also improved significantly.

At the ascertaining stage of the experiment, children with a high level of linguistic competence were not identified; at the control stage of the experiment, the indicators increased. In particular, at the control stage they showed a high level. Now they presented original essays, used portraiture to reveal characters, used different types of sentences and various methods of connection between sentences and parts of the text to reveal content; There were no grammatical errors.

Also, in two children (), who had a low level of knowledge, the scores increased. The process of composing a fairy tale was creative in nature, they showed flexibility and fluency of thinking, emotionality, tried to stick to the chosen topic, but they chose the title inaccurately, and did not make much use of common sentences and complex constructions.

In percentage terms, the level of linguistic competence of children with general speech underdevelopment was: 50% - high level; 30% - average level; 20% - low level (Appendix).

A comparative analysis of the diagnostics of the formation of language competence in children with general speech underdevelopment was carried out at the ascertaining and control stages.

Diagnostic data can be presented in the form of table No. 1.

Table No. 1.

Comparative analysis of diagnostics of the formation of language competence in children with general speech underdevelopment

at the ascertaining and control stages

	Child's name	Speech skills	Connected speech	Language competence
		Ascertained	Control	Ascertained	Control	Ascertained	Control
	High level %
Average level %
	Low level %

The results of comparative diagnostics are presented in the diagram (see Figure 1).

Fig.1. Results of comparative diagnostics of the formation of language competence in children with general speech underdevelopment at the ascertaining and control stages.

The comparative analysis showed positive dynamics in the formation of language competence in children with general speech underdevelopment at the control stage.

Analysis of the results of the control stage of the experiment proved the influence of the Russian fairy tale on the formation of language competence in children with general speech underdevelopment. Increasing the level of language competence of preschoolers indicates the effectiveness of the technology we have developed, as well as the developed system of tasks and exercises.

An analysis of the work carried out showed that teaching preschoolers to compose fairy tales using the technology we developed gave certain results: children began to express their thoughts more logically and consistently, learned to more deeply understand the meanings of words, use artistic means of their native language in speech, and they developed an interest in speech activity and works of Russian folklore.

Thus, the implementation of a competency-based approach in the educational process not only significantly increases the interest of children with general speech underdevelopment in speech therapy classes, but also forms the linguistic competence necessary for the speech development of preschool children. And a fairy tale in work contributes to the enrichment and updating of the child’s vocabulary, the development of skills in grammatical structuring and coherent design of one’s own statement, and also contributes to the normalization of the pronunciation side of speech and, of course, is an effective form of influence on emotional sphere baby. Therefore, in the process of speech therapy intervention it rightfully has a significant place.

Bibliography

1. Alekseeva development of preschool children / , . – 1999. – 160 p.

2. Apresyan and methods of modern structural linguistics [Text]: a short essay / - M.: Education, 19 p.

3. Bozovic language competence schoolchildren: problems and approaches // Questions of psychology, 1997, No. 1. P. 33-44.

4. Vygotsky and creativity in childhood / . – St. Petersburg, 1997. – 93 p.

5. Gogoberidze education: some results of reflection // Preschool Education Management. Scientific and practical journal. - 2006-№1.- p.10.

6. Winter competencies as a result-target basis of a competency-based approach in education. Author's version. M.: Research Center for Problems of Quality of Training of Specialists, 2004.

7. Korotkov children preschool age storytelling / . - M.: Education, 198 p.

8. Matveeva psychology for parents, or What can I find out about my child. – M.: AST-PRESS, South Ural Book Publishing House, 1997. – 320 p.

9. Nikitin effectiveness and quality of preschool education. Scientific and methodological recommendations and information materials / , – M.: Linka-Press, 2008. – 224 p.

10., Shvedova Dictionary of the Russian Language: 80,000 words and phraseological expressions - 4th ed., supplemented. – M.: Azbukovnik, 200 p.

11. , Alieva. Program for preschool educational institutions. - M.: Education, 200 p.

12. Penevskaya’s native language // Issues of teaching in kindergarten/ Ed. . - M., 1955.- P. 92-125.

13. Propp of fairy tales /. - M.: Labyrinth, 1998. – 512 p.

14. Raven J. Pedagogical testing: problems, misconceptions, prospects // School technologies, 1999. - No. 1, 2, 3.

15. Rubinstein general psychology- St. Petersburg: Publishing house “Peter”, 20 p.

16. Handbook for a teacher-psychologist at a children's educational institution. – Rostov n/d: Phoenix, 2005. – 576 p.

17. Selevko and their classification//Public education. 2004. No. 4. - With. 138-143.

18., Khomenko development of coherent speech of preschoolers (methodological manual for teachers of preschool institutions). - M.: Academy, 2004. – 304 p.

19. Soviet Encyclopedic Dictionary. 3rd ed. – M.: Sov. encyclopedia, 199 p.

20. Sokhin speech development with mental, aesthetic and moral education in the process of teaching the native language / , // Development of speech of a preschooler. – M.: Pedagogy, 1995.

21. Tikheeva speeches of children /. - M.: Education, 1992. – 280 p.

22. Explanatory dictionary of the Russian language: In 4 volumes / Ed. . - M.: Soviet Encyclopedia; OGIZ; State Publishing House of Foreign and National Dictionaries.

23. Ushakov’s speech of a preschooler /. – M.: Publishing house of the Institute of Psychotherapy. – M.: Pedagogy, 2001. – 237 p.

24. Fedorenko mastering native speech. M.: Enlightenment, 19 p.

25. Fesyukova fairy tale: For working with preschool children. – Kharkov: Folio, 1997. – 464 p.

26. Fleurina in preschool practice // Reader on the theory and methods of speech development in preschool children. - M.: Publishing Center "Academy", 1999. - P. 189-191.

27. Aspects of the theory of syntax. - M., 1999.

28. Farm competence and educational standards // Internet magazine "Eidos" April. - http://www. /journal/2002/0423.htm.

29. Chemortan of artistic and speech activity /. – Chisinau, 1996. – 110 p.

30. Shibitskaya creativity of children 6–7 years old based on Russian folk tales // Artistic creativity in kindergarten. – M.: Pedagogy, 2000.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Similar documents

The concept of communicative competence. Methods for identifying communicative competence (competency-based and activity-based approaches): “application” tests, rating and monitoring models, self-assessment. Methods of teaching communicative competence.

presentation, added 10/09/2013


Features of communicative competence of students of pedagogical universities, the need for its development during the training period. Socio-psychological training as a condition for the development of communicative competence. Recommendations for developing communication skills.

course work, added 02/16/2014


Characteristics of the main approaches to analyzing the concept of communication. The communicative side of communication, the concept and content of communicative competence, ways of its formation. Setting up an experiment to study the communicative competence of an individual.

thesis, added 11/28/2011


Leadership concept in adolescence. Leadership in a teenage informal group. The influence of communicative competence as a component of leadership abilities on the group’s choice of leader. Studying communicative competence in adolescents.

course work, added 02/26/2012


Concept and structure emotional competence. Development of empathy in preschool age. Child-parent relationships as a factor in the successful development of a child. Study of the relationship between the emotional competence of parents and preschool children.

thesis, added 12/15/2009


The phenomenon of self-esteem in psychological and pedagogical research. Peculiarities of self-esteem in adolescents. The essence of communicative competence of adolescents. Study of the level of development of communication skills of children and adults in a preschool educational institution.

thesis, added 03/27/2013


Specifics and stages of development of communicative activity in preschool children. Characteristic age characteristics mental development children with visual impairments. Social position and problem of communication of blind and visually impaired preschool children.

course work, added 08/21/2011

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

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

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

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

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

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

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

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

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

Month Lesson No. Summary of Lessons Game Material Used 1234

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

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

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

Lesson 4

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

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

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

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

Annotation. The article presents the results of a study of some components of linguistic and communicative competence in older preschoolers with SLD and children with normal speech development. The features of the development of linguistic and communicative competence in older preschool children with general speech underdevelopment are considered.

Keywords: language competence; communicative competence; children with general speech underdevelopment.

Current problem modern education is the development of linguistic and communicative competence in preschool children. It should be noted that the problem of communication between children with disabilities, in particular with special needs, is of particular importance. Currently, in our country, as well as throughout the world, there is a steady increase in the number of children with deficiencies in language development in society.

Numerous studies in the field of speech therapy indicate difficulties typical for this category of children in establishing contacts with adults and peers. Analysis of literary data, in particular, T.N. Volkovskaya and T.V. Lebedeva, talks about the difficulties in developing the communicative competence of such preschoolers.

The presence of communicative competence in children is impossible without developed means of communication and speech. Imperfect communication skills and speech inactivity do not ensure the process of free communication and negatively affect the personal development and behavior of children.

Thus, there is a visible relationship in that the level of development communication means children with special needs development is largely determined by the level of speech development. Unclear speech complicates relationships, as children early begin to understand their inadequacy in verbal expressions. Communication disorders complicate the process of communication and hinder the development of speech-cognitive activity and the acquisition of knowledge. Consequently, the development of communicative competence is conditioned by the development of linguistic competence.

The development of diagnostic and correctional methods aimed at developing linguistic competence is carried out by: F. A. Sokhin, E. I. Tikheyeva, O. S. Ushakova, G. A. Fomicheva and others. The basis methodological recommendations These authors are the fundamental principles of Russian psychology, developed by L. A. Wenger, L. S. Vygotsky, L. V. Zaporozhets, A. N. Leontyev, M. I. Lisina. Basics 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 of speech therapy.

• 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.

Things are somewhat different with communicative competence: in our opinion, it has not been sufficiently studied in the scientific literature. Communication competence according to N.A. Pesnyaeva, this is the ability to establish verbal interaction with a partner, to establish dialogic personal relationships with him, depending on the communication situation. A.B. Dobrovich considers communicative competence as readiness for contact. A person thinks, which means that he lives in dialogue mode, and is obliged to take into account the changing situation, as well as the expectations of his partner.

Currently, communicative competence is considered by specialists: O. E. Gribova, N. Yu. Kuzmenkova, N. G. Pakhomova, L. G. Solovyova, L. B. Khalilova.

In order to study the dependence of the formation of communicative competence on linguistic competence in older preschool children with SLD and children with normal speech development, a survey of some components of linguistic and communicative competence was conducted. 30 children with OSD and 30 preschoolers with normal speech development took part in it. The basis of the study was MBDOU d/c No. 5 “Yablonka” of a combined type.

The diagnostic study program included a study of the components of language competence: the state of active and passive vocabulary, coherent speech; components of communicative competence: dialogical speech, communication skills.

Coherent speech was diagnosed using a technique aimed at identifying the characteristics of children’s speech development (authors A.A. Pavlova, L.A. Shustova) in the following areas:

• understanding the text,
• text programming (retelling),
• vocabulary,
• speech activity.

An analysis of the results of a speech therapy examination showed that older preschoolers with SLD, to a greater extent than children with normal speech development, have difficulty understanding text at the sentence (word) level (Table 1)

Table 1.

Comprehension of text at different levels

Comprehension of the text at the level	Subjects
	0.5 points		1 point		1.5 points
the whole text
sentences (words)
types of groups

During the assessment of the results, it was found that understanding of the text is accessible to older preschoolers with OSD and with normal speech development, but the level of understanding of the text is different. Persons with speech development disorders have difficulty understanding artistic expressions and literary words. That is, a violation of text understanding is noted at the level of understanding the whole text and at the level of understanding the expression, while understanding at the topic level is available to everyone. Impaired understanding of the text is one of the reasons for the inability to retell the text holistically and logically.

Regarding the components of text programming, children with OHP have a lack of structural components of the text (introduction, conclusion). Despite the presence of main themes in all works, in the retellings of 75% of older preschoolers with ODD there are no secondary themes in the work (Figure 1). At the stage of assessing text programming, it was established that subjects with speech pathology had significant difficulties in creating a statement program (Table 2).

Picture 1. Variability in the occurrence of different levels of secondary text programming among older preschoolers

Table 2.

Frequency of occurrence of programming components in the works of older preschoolers

Text Programming Components	Subjects
	Availability of component		Missing component
	Children with OHP		Children with OHP	Children with normal speech development
main themes
minor topics
structural organization
connecting elements

It is common for all preschoolers to use their own vocabulary, but for children with special needs, it is common to replace specific vocabulary with their own, usually everyday, vocabulary. 50% of preschool children with speech pathology are characterized by errors in the formation of word forms (Table 2, Figure 2).

Table 3.

Frequency of occurrence of lexical components of speech in the works of older preschoolers

Lexical components	Subjects
	Availability of component		Missing component
	EG (%)	KG (%)	EG (%)	KG (%)
Own vocabulary
Correct formation of word forms
Correct use of words

Figure 2. Level of proficiency in coherent speech

The speech activity of older preschool children with SLD is at a lower level than that of peers with normal speech development. They tend to use their own vocabulary in the retelling, replacing words specific to this work. They very rarely use phrases that indicate an understanding of the meaning of the work. Do a large number of pauses during retelling, need leading questions and hints (Figure 3).

Figure 3. Frequency of occurrence of speech activity levels

Difficulties in children mastering vocabulary inhibit the development of coherent speech. Having diagnosed the state of active and passive vocabulary in older preschoolers experimental group, a low indicator of the active vocabulary state was revealed in comparison with children in the control group (Figure 5). There was inaccurate understanding and use of many words. The passive vocabulary of preschoolers with OHP prevails over the active one (Figure 4).

Children with ODD do not know or do not accurately use: nouns denoting parts of the body, parts of objects, natural phenomena, time of day, means of transport, fruit, adjectives, verbs. Children with ODD find it difficult to establish connections between the sound and visual image of a word and its conceptual content. In speech, this is manifested by an abundance of errors associated with expanding or narrowing the meanings of words, mixing words by visual similarity. The results obtained indicate the need for targeted work on the development of vocabulary, which is especially active in children of senior preschool age with general speech underdevelopment.

Figure 4. Passive vocabulary volume level

Figure 5. Active dictionary volume level

Dialogue speech was studied using the method of I.S. Nazametdinova. Based on the results of the study of dialogic speech in preschoolers, it can be said that the development of dialogic speech in older preschoolers with general speech underdevelopment clearly lags behind the development of dialogic speech of their peers with normal speech development. The difference affects both the ability to answer and ask questions, and the ability to conduct verbal interaction determined by the logic of the current situation.

Children with ODD had a reduced need to communicate with both adults and peers. Addressing a playmate is difficult; appeals to an adult (normally a peer, a playmate) predominate. When addressing peers, they sound more like orders and less like requests. The number of questions asked is small, and their monosyllabic nature is noticeable. Preschoolers with ODD do not know how to ask questions. The preferred type of communication was answering questions. The total number of questions is insignificant. Basically, it's figuring out whether something can be done. Contacts of a situational nature are difficult. There is a low level of activity, little talkativeness, and little initiative. During the experiment, the children experienced communication difficulties.

From the study, we can conclude that the dialogical speech of older preschoolers with ODD is difficult; children do not have the skills and abilities to coherently express their thoughts to their interlocutor, listen and process information in such a way as to effectively continue verbal interaction.

The ability to establish verbal interaction with a partner was identified in the “Study of Communication Skills” method by G.A. Uruntaeva and Yu.A. Afonkina.

According to the results of the methodology, 60% of children in the experimental group and 20% of children in the control group had an average level of formation of actions to coordinate efforts in the process of cooperation. Most children have difficulty making contact with peers, and their communication skills are limited (Figure 6).

Figure 6. Level of formation of actions to coordinate efforts in the process of organizing and implementing cooperation

The results of the ascertaining experiment indicate the defective formation of both linguistic and communicative competence in children with SLD, which actualizes the problem of developing a program for the development and correction of linguistic and communicative competence in this category of children.

Bibliography:

1. Lebedeva T.V. Psychological assessment of speech and language difficulties in preschool children // Special education. – 2016. - No. 1. – P.75-83.
2. Mosina S.V. Influence early development children of senior preschool age on the process of communication // Bulletin of Kostroma State University named after. ON THE. Nekrasova. Series: Pedagogy. Psychology. Social work. Juvenology. Sociokinetics. – 2013. - No. 1. – P.45-47.
3. Selivanova S.A. Desontogenesis of the development of children with special needs and its influence on the formation of communicative competence // Psychology and pedagogy: methods and problems of practical application. – 2011. - No. 20. – P.86-91
4. Kholodilova E.M., Zotova S.V. Development of communication skills in preschool children with general speech underdevelopment // Special education. – 2015. - No. 11 Volume 2. – P.282-286.

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

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

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

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

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

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

Knowledge (having a certain amount of information),

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

Execution (implementation of knowledge in practice).

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

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

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

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

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

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

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

Monologue competence involves developing the ability to listen and understand tests, retell, and independently construct coherent statements of various types. 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 examined the concept of linguistic competence, we can move on to the issue of developing linguistic competence in older preschoolers in psychological and pedagogical research.

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

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

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

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

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

Scientists and practitioners of preschool education have repeatedly emphasized the importance of interconnection and continuity in the work of the kindergarten and the preschooler’s family in forming the foundations of a communicative culture in preschoolers. Educators are tasked with organizing systematic work with the family, the purpose of which is to provide parents with information about nurturing a communicative and speech culture in children, and increasing the pedagogical competence of parents on issues of speech and communication development. We try to pay special attention to 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 speech 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. Preschool optimizes conditions for the development of positive dialogic communications.

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

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

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

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

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

It develops and manifests itself in communication. The interests of the child’s language development require 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 - 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, having, even quite developed speech apparatus the brain is formed, 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 feeling of trust in the world around him, his loved ones, and on this basis curiosity, inquisitiveness, cognitive activity and many other personal qualities.

With enrollment in kindergarten, in 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 speech communication.

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

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

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

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

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

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

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

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

monosyllabic, consisting of simple sentences speech.

· inability to construct a common sentence grammatically correctly;

· insufficient vocabulary;

· use of non-literary words and expressions.

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

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

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

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

· poor diction.

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

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

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

Why do preschoolers need mnemonics?

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

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

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

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

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

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

· enrichment of vocabulary,

· during training writing stories,

· when retelling fiction,

· when guessing and making riddles,

· when memorizing poems.

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

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

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

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

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

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

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

Tasks for examining children 4--5 years old

Job name

1. Play (set of story toys)

2. Box of molds

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

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

5. Fold the cut picture (of four parts)

6. Guess what's missing (picture comparison)

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

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

The results of the survey are assessed in points.

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

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

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

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

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

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

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

* active and passive vocabulary expanded;

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

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