The most significant for a 7-year-old child is the transition to a new social status: a preschooler becomes a schoolchild. The transition from play to learning activities significantly affects the motives and behavior of the child.The quality of educational activities will depend on how the following prerequisites were formed in the preschool period:
good physical development of the child;
developed physical hearing;
developed fine motor skills of fingers, general motor skills;
normal functioning of the central nervous system;
possession of knowledge and ideas about the world (space, time, counting operations);
arbitrary attention, mediated memorization, the ability to listen to the teacher;
cognitive activity, desire to learn, interest in knowledge, curiosity;
communicative activity, readiness for joint work with other children, cooperation, mutual assistance.
On the basis of these prerequisites, new qualities necessary for learning begin to form at primary school age. Readiness for schooling is formed long before entering school and does not end in the first grade, as it includes not only a qualitative characteristic of the stock of knowledge and ideas, but also the level of development of the generalizing activity of thinking.
School education makes new demands on the child's speech, attention, and memory. A significant role is played by the psychological readiness for learning, i.e. his awareness of the social significance of his new activity.
Special criteria for readiness for schooling are imposed on the child's mastery of his native language as a means of communication. Let's list them.
Formation of the sound side of speech. The child must have the correct, clear sound pronunciation of the sounds of all phonetic groups.
Full formation of phonemic processes, the ability to hear and distinguish, differentiate phonemes (sounds) of the native language.
Readiness for sound-letter analysis and synthesis of the sound composition of speech: the ability to isolate the initial vowel sound from the composition of the word; analysis of vowels from three sounds like aui; analysis of the reverse syllable vowel - consonant type an; hear and highlight the first and last consonants in a word, etc. Children should know and correctly use the terms “sound”, “syllable”, “word”, “sentence”, sounds vowel, consonant, voiced, deaf, hard, soft. The ability to work with a word scheme, a split alphabet, and syllable reading skills are assessed.
The ability to use different methods of word formation, to correctly use words with a diminutive meaning, the ability to form words in the desired form, to highlight sound and semantic differences between words: fur, fur; form adjectives from nouns.
Formation of the grammatical structure of speech: the ability to use extended phrasal speech, the ability to work with a sentence; correctly build simple sentences, see the connection of words in sentences, distribute sentences with secondary and homogeneous members; work with a deformed proposal, independently find errors and eliminate them; make sentences using key words and pictures. Own a retelling of the story, keeping the meaning and content. Compose your own story.
The presence of even slight deviations in phonemic and lexical and grammatical development among first-graders leads to serious problems in mastering the programs of a general education school.
The formation of grammatically correct, lexically rich and phonetically clear speech, which enables verbal communication and prepares for schooling, is one of the important tasks in the overall system of work on teaching a child in preschool institutions and the family. A child with a well-developed speech easily enters into communication with others, can clearly express his thoughts, desires, ask questions, and agree with peers on a joint game. Conversely, a child's slurred speech complicates his relationships with people and often leaves an imprint on his character. By the age of 6-7, children with speech pathology begin to realize the defects in their speech, painfully experience them, become silent, shy, irritable.
To educate a full-fledged speech, it is necessary to eliminate everything that interferes with the free communication of the child with the team. Indeed, in the family of the baby they understand perfectly and he does not experience any particular difficulties if his speech is imperfect. Gradually, however, the circle of the child's connections with the outside world expands; and it is very important that his speech is well understood by both peers and adults. Even more acute is the question of the significance of phonetically correct speech when entering school, when the child needs to answer and ask questions in the presence of the whole class, read aloud (speech shortcomings are detected very soon). Especially necessary is the correct pronunciation of sounds and words when mastering literacy. Younger schoolchildren write mostly as they say, therefore, among the underachieving schoolchildren of the lower grades (primarily in their native language and reading), there is a large percentage of children with phonetic defects. This is one of the causes of dysgraphia (writing disorder) and dyslexia (reading disorder).
Schoolchildren whose speech development deviations concern only defects in the pronunciation of one or more sounds, as a rule, study well. Such speech defects usually do not adversely affect the assimilation of the school curriculum. Children correctly correlate sounds and letters, do not make mistakes in written work associated with shortcomings in sound pronunciation. There are practically no underachieving students among these students.
Schoolchildren with an unformed sound side of speech (pronunciation, phonemic processes), as a rule, replace and mix phonemes that are similar in sound or articulation (hissing - whistling; voiced - deaf; hard - soft, r - l). They experience difficulties in hearing close sounds, do not take into account the semantic meaning of these sounds in words (barrel - kidney). This level of underdevelopment of the sound side of speech prevents the mastery of the skills of analysis and synthesis of the sound composition of the word and causes the appearance of a secondary defect (dyslexia and dysgraphia as specific disorders in reading and writing).
In schoolchildren, along with violations of the pronunciation of sounds, there may be an underdevelopment of phonemic processes and lexical and grammatical means of the language (general underdevelopment of speech). They experience great difficulty in reading and writing, leading to persistent underachievement in their native language and other subjects.
In such children, the pronunciation of sounds is more often blurred, indistinct, they have a pronounced insufficiency of phonemic processes, their vocabulary is limited, the grammatical design of oral statements is replete with specific errors; independent utterance within the limits of everyday everyday topics is characterized by fragmentation, poverty, semantic incompleteness. Deviations in the development of oral speech create serious obstacles in teaching literate writing and reading correctly. The written works of these children are full of a variety of specific, spelling and syntactical errors.
The main task of parents is to pay attention in time to various violations of the oral speech of their child in order to start speech therapy work with him before school, to prevent communication difficulties in a team and poor performance in a secondary school. The sooner the correction is started, the better its result.
Speech is not an innate ability of a person, it is formed gradually, along with the development of the child. The richer and more correct the child's speech, the wider his possibilities in cognition of reality, the more actively his mental development takes place.
Parents should know that the processes of writing and reading are complex psycho-physiological processes, in the implementation of which various parts of the cerebral cortex are involved. To master writing and reading, sufficient formation of a number of mental functions is necessary, such as memory, attention, thinking. Written speech is acquired consciously from the very beginning and only in the process of special training, which is associated with great difficulties.
Along with physiological and psychological, speech readiness is very important, since it is the most important indicator of intellectual readiness for school. For successful study, a child must have a number of necessary prerequisites, formed in him at a preschool age.
Preconditions for Successful Reading and Writing
1. Sound analysis of words.
To fully master reading and writing, it is also necessary to learn sound analysis and word synthesis. At school, a pre-letter period is specially allotted for this purpose. However, this period is very short. Therefore, if a child comes to school not ready for the complex process of sound analysis and synthesis of words, then he will inevitably meet with great difficulties.
A preschooler in the first grade must accurately determine the first sound in the word, the last sound in the word, the place of a certain sound in the word (beginning, middle, end), the sequence of sounds in the word (What is the first sound, second sound, third sound in the word “poppy”?), the number of sounds in the word (How many sounds are in the word “house”?).
2. Sound pronunciation.
One of the important links in the formation of speech in a child is mastering the correct sound pronunciation.
At the age of three, a child must correctly pronounce speech sounds that are simple in their articulation (s, s ', s, s ', c). By the age of four to five, the child should correctly pronounce more complex sounds (w, w, h, u); by the age of five - l, l '; to six - p, p'.
A first-grader must correctly pronounce all the sounds of his native language in words, in phrasal speech. He should not miss sounds, distort them, replace them with others.
When checking the sound pronunciation, special attention should be paid to the complete absence of some sounds in the child’s speech (yba - fish), the constant replacement of some sounds with others (lyba - fish), the mutual replacement of soft and hard consonants (bag - bag, horse - horse, regiment - polka), voiced and deaf consonants (zupy - teeth, suby - teeth). In all these cases, with the beginning of schooling, omissions or replacements of letters will appear in the letter, the child will have great difficulties in learning the rules for writing a soft sign at the beginning, in the middle of a word (build, coal, embers), dubious consonants at the end and in the middle of words (mushroom, fungi) ...
Do not forget that speech sounds need long-term automation, fixing the pronunciation of sound in a syllable, word, sentence, verse, independent speech of the child, therefore, do not ignore the speech therapist's recommendations for automating sounds at home.
3. Vocabulary.
Of all the richest vocabulary of our language, each person during his life can learn only some part of the words. These words make up his vocabulary. The larger he is, the richer, more expressive and figurative his own speech will be, and the better he will understand the speech of the people around him. The development of vocabulary in children is closely related to the immediate speech environment, since speech is acquired by imitation.
By school age, the child's vocabulary should contain up to 1500 - 2000 words. The child should actively use in his speech generalizing words (furniture, transport, etc.), synonyms (horse, horse, racehorse ...), antonyms (sad - cheerful), words related to various parts of speech (nouns, adjectives, verbs, adverbs, pronouns).
4. Grammar structure.
An important role in enriching the vocabulary is given to the child's mastery of the grammatical structure of speech, which he learns in the period from 2 to 8 years. It is important to help the child in a timely manner in mastering the grammatical system of the language, otherwise at school he will have nothing to rely on from his previous practical speech experience.
By the age of 7, a child should be able to understand grammatical constructions, as well as correctly form words, build sentences.
During the period of mastering the grammatical systems of the language, the child’s speech usually contains “age-related” agrammatisms (mistakes), for example: windows, chairs, foreheads, and not windows, chairs, foreheads. Up to a certain age, such mistakes are quite justified (up to 4 years), so the child learns these forms. However, their persistence in the speech of a child at 7 years of age should be alarming.
5. Connected speech.
The whole process of schooling is structured in such a way that it is completely unthinkable without fluency in coherent speech. These are oral answers in the lessons, written presentations, essays and much more.
Coherent speech is usually understood as detailed (consisting of several sentences) statements that allow you to clearly, consistently express your thoughts so that they are understandable to people around you.
Children 4-5 years old are already able to talk about a lot on their own: about how they spent the summer, what they did in kindergarten, what they saw in a museum, in a park or in a zoo. They are able to coherently retell the content of fairy tales, stories, various stories. But not all children of this age are doing well with coherent speech.
If you ask a child to talk about what he sees in the picture, then the results may turn out to be the most unexpected for parents. Some children will compose a large and fairly coherent story, even using events that are not shown in the illustration. Others will hardly make up several correct or incorrectly constructed sentences, they can limit themselves to only one sentence. But, and third children can only simply list the objects and phenomena depicted in the picture, without linking them together (winter, snow, snowdrifts, slides, sleds, children).
6. Speech communication.
By the age of 7, a child should be quite active in communication, be able to listen and understand speech, build communication taking into account the situation, get in touch with children and adults, clearly and consistently express their thoughts, use forms of speech etiquette.
7. Fine motor skills.
The purely technical side of the writing process is impossible without sufficiently developed fine manual motor skills. Weakness, awkwardness, underdevelopment of the hand, the impossibility of implementing subtle differentiated movements do not allow the student to develop a good handwriting, withstand prolonged tension in the muscles of the hand in the process of writing, and keep up with the pace of the class. The state of fine manual motor skills has a great influence on the development of the child's speech function as a whole.
Drawing conclusions about the need for speech preparation of children for school, I would like to emphasize that the richer and more correct the child's speech, the wider its capabilities, the more complete the relationship with children and adults. And vice versa, a child's unclear, poorly developed speech makes it very difficult for him to interact with his peers, often leaves an imprint on the child's character, and hinders successful schooling.
Tips from a speech therapist
Prepared by Polyakova A.S.
School is one of the most important stages in the life of every person. School education makes a number of new requirements for the child. Learning is based on the cognitive process. It is known that the top of cognitive processes is thinking and speech. Thus, thinking and speech are closely related. Thanks to speech, we can draw a conclusion about the development of thinking in a person, and by developing our mental abilities, we develop speech. Therefore, along with the physiological and psychological, it is very important speech readiness, as it is the most important indicator of intellectual readiness for school. With the help of speech, the child has to learn the whole system of knowledge. The better the child's speech is developed before entering school, the faster he will master reading and writing, because written speech is always formed on the basis of oral speech. In addition, speech is the basis of the communication process, therefore, correct, well-developed speech predetermines the success of the child's communicative activity. A child with a well-developed speech easily enters into communication with others, can clearly express his thoughts, desires, and ask questions. Conversely, a child's undeveloped speech complicates his relationships with people and often leaves an imprint on his character.
Speech readiness for school is a number of prerequisites necessary for successful schooling, formed in a child as early as preschool age. Therefore, teachers working in the system of preschool education need to have certain tools for diagnosing the speech readiness of children for school. At the same time, it is important to note that speech development must be assessed from the point of view of the influence of the level of development of one or another side of the child's speech on the success of his schooling. So, for example, a violation of the pronunciation of individual sounds in children, as a rule, does not interfere with the assimilation of the Russian language, while a violation of phonemic perception leads to enormous difficulties in mastering reading and writing. Thus, when selecting diagnostic material to determine the speech readiness of preschoolers for schooling, it is necessary to focus on the study of phonemic perception, language analysis and synthesis, sound-syllabic structure, lexical-grammatical structure of speech. The ability of the child to listen, memorize and retell texts, and independently compose stories is also important. Therefore, the level of development of coherent speech of the child must also be assessed. We studied the diagnostic materials of many authors and opted for the “Test Method for Diagnosing Oral Speech in Primary School Students” by T. A. Fotekova. Taking this technique as a basis, we identified a number of areas of diagnostics that are significant for us, fully adapted all speech material, its volume and level of complexity for preschoolers. The criteria for assessing the correctness of the tasks were also revised. To determine speech readiness for school, we suggest using the following areas of diagnostics:
- Study of the state of phonemic perception.
- The study of language analysis and synthesis.
- Study of phonemic analysis.
- Study of phonemic synthesis.
- The study of the formation of the sound-syllabic structure of the word.
- Study of vocabulary and word formation skills.
- The study of the grammatical structure of speech.
- The study of connected speech.
For each of these areas, children are expected to complete one or more test tasks. Each task has instructions, comments and evaluation criteria for three levels. The proposed material is intended for speech therapists and kindergarten teachers. In addition, this technique is also available for parents of future schoolchildren, since it does not require additional visual material and has simple assessment criteria.
I. Study of the state of phonemic perception
a) repetition of syllable chains of two to three syllables with oppositional sounds.
Instruction: listen carefully and repeat after me as accurately as possible.
(presentation - reproduction presentation - reproduction)
ba - pa - pa - ba
sa - sha-sha - sa
sha - zha - sha - zha - sha - zha
tsa - tsa - tsa - tsa - tsa - tsa
ra-la-ra-la-ra-la
First, the first member of the pair (ba - pa), and then the second (pa - ba) is presented. The reproduction of the pair as a whole is evaluated (ba - pa - pa - ba). Syllables are presented before the first reproduction: exact repetition should not be achieved, because the task of the survey is to determine the current level of speech development.
Evaluation: high level - correct reproduction at the pace of presentation;
average level - the first member is reproduced correctly, the second is likened to the first (ba - pa - ba - pa);
low level - inaccurate reproduction of both members of the pair with rearrangement of syllables, their replacement and omissions.
b) reproduction and distinction of words-paronyms.
(spoons - horns, fishing rod - duck)
Instructions (given step by step):
Listen carefully and repeat after me the words: spoons - horns;
- what do these words mean?
What sounds are different?
Assessment: high level - correct reproduction of a pair of words, understanding the difference in lexical meaning, understanding the difference in sound composition;
middle level - correct reproduction of a couple of words, difficulties in determining the lexical meaning or sound composition of words;
low level - inaccurate reproduction of a couple of words, difficulty in determining the lexical meaning or sound composition.
II. The study of language analysis and synthesis
a) determining the number and sequence of words in a sentence.
Instructions: Listen carefully to the sentence.
The girl is reading a book.
How many words are in a sentence?
Name 1, 2, 3… a word.
Similarly, sentences are parsed: Flowers bloomed in a flower bed.
A big mushroom grew under the tree.
average level - the correct answer on the second attempt or after the stimulating help of an adult (“Wrong, think again”).
low level - incorrect answer on the third attempt, inefficient use of adult assistance.
III. Phonemic analysis research
a) highlighting the sound against the background of the word.
Instructions: listen carefully to the words, when you hear a word with the sound C, raise your hand (clap your hands).
Noise, umbrella, flower garden, cabbage plane, teeth, heron, dishes, shop, kvass, sunset, catfish, brush, bunny, leaf dog, bird, cabbage.
b) highlighting the first sound in a word.
Instructions: Listen carefully to the words and name the first sound in each word.
c) highlighting the last sound in a word.
Instructions: Listen carefully to the words and say the last sound in each word. Smile, carpet, shop, puppy, pipes, glass, bush.
d) determining the place of sound in a word (beginning - middle - end).
Instructions: listen carefully to the word and determine where the sound is in it ...
R - rocket, drum, fence. K - cabbage, pasta, boy. Oh - hoop, road, cinema.
e) determining the number of sounds in a word (up to 5 sounds).
Instructions: Listen to the word and count how many sounds it contains.
Ball, hand, bow, mole, banana, cat.
f) definition of the common sound in words.
Instruction: now I will tell you a few words, listen carefully to the words and determine what sound is found in each of them.
Bowl, scythe, fox.
Mice, reeds, couch.
g) inventing words with a given sound.
Instructions: tell me words that have a sound ... L, M, D, W.
Evaluation: high level - the correct answer on the first try;
IV. Study of phonemic synthesis
Instruction: now I will pronounce the word by sounds, listen carefully to the sounds, connect them, name the word that turned out.
D-o-m, p-a-r-k, k-o-sh-k-a.
Evaluation: high level - the correct answer on the first try;
average level - the correct answer on the second attempt;
low level - correct answer on the third attempt, inefficient use of help.
V. Study of the formation of the sound-syllabic structure of the word
a) Pronunciation of words of a complex syllabic structure.
Instructions: Listen carefully and repeat the words after me.
Strawberries, plasticine, cyclist, plumbing, frying pan, department store, traffic controller, policeman, temperature.
b) Pronouncing sentences with words of complex syllabic structure.
Instructions: Listen carefully and repeat the sentences after me.
Kostya made a snowman from plasticine.
The traffic controller is at the crossroads.
The plumber repaired the water faucet.
(words and sentences are presented before the first playback).
Evaluation: high level - correct reproduction at the pace of presentation,
middle level - slow-motion playback,
low level - distortion of the sound-syllabic structure of the word (substitutions, omissions and rearrangements of sounds and syllables within the word).
VI. Study of vocabulary and word formation skills
a) names of baby animals.
Instructions: fox cubs are cubs, and ...
Cats - ..., wolf - ..., sheep - ..., cows - ..., lion - ..., dogs - ..., chickens - ...,
pigs - ..., horses - ...
b) selection of antonyms.
Instruction: there are objects large, but there are vice versa - small. I will name the word, and you will say the opposite.
Light - ..., tall - ..., old - ..., bold - ..., difficult - ..., sad - ...,
close - ..., light - ..., quiet - ....
c) the formation of nouns in a diminutive form.
Instructions: a big ball, and a small one is a ball. Kindly name the items that I will list.
Chair - ..., table - ..., house - ..., snow - ..., tree - ..., window - ..., ear - ..., dress - ..., grass - ....
d) the formation of adjectives from nouns.
relative.
Instructions: a paper boat - it is paper.
Wooden nesting doll - ..., plastic handle - ..., fur coat - ..., ice slide - ..., cabbage salad - ..., vegetable soup - ..., birch leaf - ..., pine cone - ..., raspberry jam - ..., strawberry jam - ....
Quality.
Instruction: a fox for cunning is called cunning, and ...
A wolf for greed - ..., a hare for cowardice - ..., a bear for strength - ..., a lion for courage - ....
Instruction: if the day is hot, then the day is hot, and if ...
Frost - ..., sun - ..., snow - ..., rain - ..., wind - ..., cold - ....
Possessive.
Instructions: a cat has a cat's paw, and ...
tiger - ..., foxes - ..., hare - ..., squirrels - ..., dogs - ..., bears - ..., wolf - ...,
bird's beak - ..., eagle's feather - ..., hunter's gun - ....
Evaluation: for all tasks is carried out according to general criteria:
high level is the correct answer;
VII. The study of the grammatical structure of speech.
a) repetition of sentences.
Instructions: Listen to the sentence and try to repeat it as accurately as possible.
(the sentence is read before the first playback 1-2 times)
The hen laid an egg.
White gulls circled over the sea.
There are many children walking in the yard.
Sonya bought multi-colored pencils in the store.
Rating: high level - correct and accurate reproduction;
middle level - omission of individual words without distorting the meaning and structure of the sentence;
low level - omission of parts of the sentence, distortion of the meaning and structure of the sentence.
b) making sentences from words in the initial form.
Instruction: I will tell you a few words, and you try to make a sentence out of them.
Boy, open the door.
Treat, doctor, sick.
Granddaughter, pear, grandmother, give.
Vitya, mow, grass, rabbits, for.
Evaluation: high level - the proposal is made correctly;
medium level - the order of words is broken;
low level - there are omissions, permutations or substitutions of words, semantic inaccuracies, agrammatisms.
c) adding prepositions to a sentence.
Instruction: I will now name a sentence in which one word is missing, guess what this word is, insert it into the sentence.
Tanya went to ... the store.
Buds have blossomed ... trees.
The boat floats ... the lake.
Things were taken out ... of the cabinet.
The ball rolled ... sofa.
Due to the difficulty of this task, two types of assistance are used: 1st - stimulating ("wrong, think again!"); 2nd - in the form of a question to the missing preposition ("Tanya went where?").
medium level - the correct answer after stimulating assistance;
low level is the correct answer after the help of the second kind.
d) the formation of plural nouns in the nominative and genitive cases.
Instruction: one is a house, and if there are many of them, then these are houses. One is a table, and many is ....
Instructions: one house, but a lot of things? - Domov. One table, but a lot of what? — ….
Armchair - ..., dress - ..., flower - ..., ear - ....
Evaluation: high level - correct answer;
medium level - self-correction or the correct answer after stimulating assistance;
low level - the form is formed incorrectly.
VIII. Connected Speech Research
a) compiling a story based on a series of plot pictures "Bobik" (Kashe) or on another series of 4-5 pictures.
Instruction: look at these pictures, try to determine: what happened first, and what - then. Put the pictures in order and make up a story.
Assessment: high level - the pictures are independently laid out and the story is composed, the story corresponds to the situation, has all the semantic links arranged in the correct sequence, the story is grammatically correct with adequate use of lexical means;
middle level - the pictures are laid out with stimulating help, the story is composed independently, slight distortions of the situation are allowed, incorrect reproduction of cause-and-effect relationships, the story is composed without agrammatisms, but there is a stereotypical design, inaccuracies in word usage;
low level - laying out pictures and compiling a story on leading questions, there is a loss of semantic links, a significant distortion of meaning, agrammatisms, stereotypical design, inadequate use of lexical means.
b) retelling the listened text.
Instruction: I will read you a short story, listen carefully, memorize and get ready to retell it.
(story presented no more than twice)
Peas.
There were peas in one pod. A week has passed. The pod opened up. Peas merrily rolled into the boy's palm. The boy loaded a gun with peas and fired. Three peas flew onto the roof. Pigeons pecked them there. One pea rolled into the ditch and sprouted. Soon it turned green and became a curly bush of peas.
(according to I. N. Sadovnikova)
In addition to this text, short stories with a hidden meaning can be offered:
Bitters.
Tanya's mother fell ill. The doctor prescribed the patient a bitter medicine. The girl sees that her mother drinks the medicine with difficulty, and says: “Dear mommy! Let me drink the medicine for you!"
(according to K. Ushinsky)
Hungry man.
One person was very hungry. He went to the bakery, bought a bun, ate, but did not eat. Then he bought another roll, ate it, but he was still hungry.
He wanted to buy a third roll, but he only had enough money for a small bagel. The man ate the bagel and ate. Then he hit himself on the head and said: “What a fool I am! Why did I eat so many rolls in vain? I should eat one bagel first!”
(according to L. Tolstoy)
Assessment: high level - independent retelling after the first presentation, all the main semantic links are reproduced, the retelling is compiled without violating lexical and grammatical norms;
medium level - retelling after minimal help (1-2 questions) or after re-reading, semantic links are reproduced with slight abbreviations, there are no agrammatisms, but there is a stereotypical formulation of the statement, separate close verbal substitutions;
low level - retelling of questions, there are significant abbreviations, or distortion of meaning, or the inclusion of extraneous information, repetitions, agrammatisms, inadequate verbal substitutions are noted.
For the convenience of analyzing the results of the survey, preschool teachers are invited to enter the data obtained into a general table, which, in fact, is a profile of children's speech readiness for school.
A detailed analysis of the diagnostic results makes it possible to identify the problems of individual children, as well as general pedagogical gaps in the preparation of preschoolers. Thus, teachers have the opportunity to organize targeted targeted assistance to pupils in the formation of speech readiness for school. Therefore, we propose to conduct this diagnosis in February in order to use the time remaining until the end of the school year to solve the identified problems. The speech material proposed for testing will help teachers and parents of future first-graders to choose similar tasks for games and exercises, individual and subgroup classes. Thus, test tasks can be easily turned into training ones.
teacher-speech therapist MBDOU "CRR - kindergarten No. 41".
Sarov, Nizhny Novgorod region, Russia
Slide 1 Speech readiness for school
Slide 2 When they talk about "readiness for school", they do not mean individual skills and knowledge, but their specific set, in which all the main components are present.
Our speech is a process of communication, so the readiness or unpreparedness for schooling is largely determined by the level of speech development. After all, with the help of oral and written speech, the child will have to learn the entire system of knowledge. The better his speech is developed before entering school, the faster the student will master reading and writing. Today we will talk about how the components of the speech system should be developed by the time the child enters the first grade.
Slide 3 Parents should first of all pay attention to:
. Correct pronunciation of all sounds
. Ability to distinguish speech sounds by ear
. Proficiency in sound analysis and synthesis
. Lexicon
. The formation of the grammatical structure of speech
. Connected speech
. speech communication
. Fine motor skills of hands and mental processes (memory, attention, thinking, perception)
Slide 4 Sound pronunciation and phonemic hearing:
Normally, the entire sound side of speech should be completely mastered by the child by 5-6 years. By this age, the child should be able to distinguish sounds by ear and in pronunciation. Coming to school, he must clearly pronounce the sounds in various words, in phrasal speech, he must not skip, distort, replace them with others.
Slide 5 Possession of sound analysis and synthesis skills:
. the ability to highlight the sound against the background of the word;
. hear and highlight the first and last sound in a word;
. determine the position of the sound in the word (beginning, middle, end);
. determine the number and sequence of sounds in a word, the place of a sound in a word in relation to others;
. name words with a given sound;
. be able to form words from sounds;
. children should know and correctly use the terms "sound", "syllable", "word", "sentence".
Without special training, the child cannot master these skills. Sound analysis and synthesis are taught in speech therapy and literacy classes. The formation of phonemic analysis takes place in 3 stages: 1 based on auxiliary means (pictures, diagrams, chips), 2 - in speech terms (children name the word, determine the number and sequence of sounds without support), 3 - mentally (children determine the place of sounds, their number, sequence, without naming the word).
Slide 6 Syllabic word structure
A child of 6-7 years old has access to words of a complex syllabic structure (aquarium, librarian, basketball player, excavator). He pronounces them at a fast pace, does not rearrange, does not throw out, does not add sounds and syllables.
Slide 7 Vocabulary
By the age of 7, the child should have a fairly large vocabulary (about 2000 words)
In his speech, he must actively use all parts of speech (nouns, adjectives, verbs, adverbs, antonyms, synonyms, numerals), understand the figurative meaning of words, select generalizing concepts for a group of objects, know polysemantic words.
Slides 8 - 14 Pictures depicting generalizing concepts, synonyms, antonyms, polysemantic words.
Slide 15 Formation of the grammatical structure of speech:
The child should be able to use different ways of word formation and inflection (correctly use words with diminutive suffixes, form words in the right form, form adjectives from nouns, change nouns by number, case, verbs by type, understand and use prepositions, coordinate numerals and adjectives with nouns).
Slide 16 Connected speech
By the age of 7, a child should be able to
. retell short stories and fairy tales
. write a story from a picture
. compose a story based on a series of pictures
. answer questions on the text
When retelling (story), attention is drawn to
- on the child's understanding of the text (he must correctly formulate the main idea),
- on the structuring of the text (he must be able to consistently and accurately build a retelling),
- on vocabulary (completeness and accuracy of the use of words),
- on grammar (he must correctly build sentences, be able to use complex sentences).
Slide 17 Speech communication
- The child must be active enough in communication,
- be able to listen and understand speech,
- build communication according to the situation,
- easy to get in touch with children and adults,
- Express your thoughts clearly and consistently
- use forms of speech etiquette.
Slide 18 Fine motor skills of hands
Well-developed fine motor skills contribute to the development of speech (finger gymnastics, games with clothespins, thread printing, the use of su-jok balls and the Kuznetsov applicator, tracing and hatching objects, lacing, stringing beads, appliqués, modeling, weaving, cutting with scissors, etc.).
Slide 19 mental processes
All mental processes are closely interconnected. Underdevelopment of at least one mental process leads to a violation of the mental development of the child as a whole.
Slides 20 - 21
Pictures for the development of memory, perception, thinking, attention.
Slide 22 Dear parents!
If your child has speech difficulties and needs special help, don't expect them to "grow up and learn to speak on their own". You need to see a speech pathologist
Slide 23 Thank you for your attention!
Prepared by a teacher - a speech therapist in 2013. Municipal budgetary educational institution Gorushinskaya NOS - kindergarten: Kotova N.F.
Advice for parents
"What is OHP?"
Very often, many parents notice only a violation of sound pronunciation in their children and do not see the need to transfer their child to a specialized speech therapy group. Often, this is only the tip of the iceberg, and the correction of a speech defect is impossible in full in the conditions of the general educational group of a kindergarten.
There are two speech therapy groups in our kindergarten, one of them is for children with a speech therapy conclusion from the OHP. I will dwell on this speech violation in more detail.
What is General Speech Underdevelopment (GSD)?
At present, preschool children with speech development disorders constitute perhaps the largest group of children with developmental disorders. Of these, more than half of the children have a speech therapy conclusion ONR - a general underdevelopment of speech.
The term (OHP) refers to various complex speech disorders in which children have impaired formation of all components of the speech system related to its sound and semantic side with normal hearing and intelligence. The following features are characteristic of the speech of such children:
Later onset of speech (the first words appear at 3-4, and sometimes at 5 years old);
Expressive speech lags behind impressive (the child understands the speech addressed to him, but he himself cannot voice his thoughts);
Children incorrectly coordinate various parts of speech among themselves, do not use prepositions in speech, find it difficult in word formation;
Children with OHP have impaired pronunciation of several or all groups of sounds;
The speech of children with general underdevelopment of speech is difficult to understand.
There are four levels of OHP
Level 1 - children completely lack speech, their vocabulary consists of "babble" words, onomatopoeia, facial expressions and gestures;
Level 2 - distorted, but quite understandable common words are added to the "babble" expressions. At the same time, the syllabic structure is noticeably disturbed in children, and pronunciation abilities lag behind the age norm;
Level 3 - a detailed speech already appears, the child can pronounce whole phrases, however, there are violations of the phonetic-phonemic and lexical-grammatical nature. Free communication with others is difficult, children can make contact only in the presence of close people who make explanations to their speech;
Level 4 - there is no violation of sound pronunciation, but at the same time, children have incomprehensible diction, often confuse syllables and sounds in places. Not at first glance, these shortcomings seem insignificant, but in the end they make it difficult for the child to learn to read and write.
Causes of general underdevelopment of speech.
Among the causes of general underdevelopment of speech, various factors of both biological and social nature are distinguished. Biological factors include: infection or intoxication of the mother during pregnancy, incompatibility of the blood of the mother and fetus by Rh factor or group affiliation, damage to the fetus during pregnancy (caused by infection, intoxication, oxygen starvation), postpartum CNS diseases and brain injuries in the first years of a child's life.
At the same time, OHP may be due to unfavorable conditions of upbringing and education, may be associated with insufficient communication with adults during periods of active speech development. In many cases, OHP is the result of a complex effect of various factors, for example, hereditary predisposition, organic insufficiency of the central nervous system (sometimes mild), and an unfavorable social environment.
Speech correction in children with ONR.
General underdevelopment of speech refers to severe speech disorders. And it is impossible to fix this violation on your own. For such children, special speech therapy groups are created, in which children are enrolled for two years. Corrective work is carried out in a complex manner. Depending on the period of study, a speech therapist teacher conducts daily group or subgroup classes on the formation of a lexical and grammatical system, the formation of sound pronunciation and preparation for learning to read and write, as well as the development of coherent speech. Three times a week, each child is given individual classes to correct sound pronunciation.
In the evening, educators carry out corrective work on the instructions of a speech therapist, in order to consolidate new knowledge, skills and abilities.
If necessary, observation is carried out by a neuropathologist, since in some children medication is used to activate the speech areas of the brain and improve blood supply.
Once a week, the teacher-speech therapist sets homework to review the material covered.
Such a structure of correctional work allows you to correct the speech disorder as much as possible and form a full-fledged harmonious personality.
