Content
Introduction 3.
1.1 Approaches to the study of the problem of sound culture speech 7
1.2 Features of mastering children with the right pronunciation on
different stages Mastering Sound Culture Speech 13
1.3. Analysis of the points of view of different researchers about the role
auditory and motor analyzers in the formation of sound
speech culture 18.
2.1. Organization of work on the upbringing of sound culture of speech 22
2.2. Characteristics of means of raising sound culture speech
children preschool age 27
2.3. Methodical techniques of raising sound culture
speech from preschoolers 31
3.
3.1. Diagnosis of sound testing of children 4-5 years 34
3.2. Stating the experiment of sound testing of children4-5 years 40
3.3. Final experiment 44.
Conclusion 46.
List of sources used 49
Introduction
The upbringing of sound culture of speech is one of the main tasks of the development of a child of preschool age, since it is pre-school age that is most favorable to solve it.
The sound culture of the speech of children of preschool age is the possession of the culture of the re-exercise, which includes the actual utmost qualities characterizing the sound speech (sound testing, diction, etc.), the elements of sound expressiveness of speech (intonation, tempo, etc.) associated with them Motor means of expressiveness (mimic, gestures), as well as elements of culture of speech communication (the total tonality of children's speech, pose and motor skills in the conversation process).
The richer and more correct child speech, the easier the preschooler to express my thoughts, the wider of his possibilities in the knowledge of reality, most of theest and meaningful relationship with peers and adults, therefore, its actively happens mental development. Any violation of the child's speech, even if it defines his imprint on the activity and behavior of the child. Bad children, aware of their drawback, closes in themselves, become shy and silent. A child with the lack of sound culture of speech is difficult to express his thoughts and find a common language with both children and with adults in such children there may be a mental lag as a result of a decrease in curiosity. Which in turn entails and the abominability of elementary school students in the Russian language. Children with pronunciation defects do not know how to determine the number of sounds in the word, call their sequence, difficult in the selection of words beginning with a given sound. Often, despite the good mental abilities of the child, in connection with the shortcomings of the sound side of the speech, he has a lag in mastering the dictionary and the grammatical system of speech and in subsequent years. Children who do not know how to distinguish and allocate sounds of hearing and correctly pronounce them during the graduation period, will find it difficult to master the letters skills.
The richer and more correctly the child's speech, the easier the preschooler to express his thoughts, the wider its possibilities in the knowledge of reality, it is more common and meaningful about the relationship with peers and adults, therefore, its mental development is more active. The formation of sound culture of speech in preschoolers is possible only subject to the creation of a full-fledged speech environment.
Systematic work on the development of sound culture of speech will help the child even before entering the school to master the phonetic-phonamenacy side of speech. The imperfection of oral speech negatively affects the formation of writing. As Research R.E. Levina, N.A. No, L.F. The spirits and others, the readiness for sound analysis in preschoolers with absolutes of oral speech almost two times worse than normal speaking children. Therefore, children with speech flaws are usually not able to fully master the letter and reading in the conditions of the mass school. These data suggest that the child's speech must be developed in preschool age, since it is at this age that the speech is the most flexible and militia, and the main thing is to break the speech easier and faster. Therefore, all the shortcomings of the speech must be eliminated in preschool age until they turned into a persistent and complex defect.
In this regard, it is extremely relevant to study the problem of educating sound culture of speech in children of preschool age, since, having mastered the language, the child will know the world around him and himself, assimilates the norms of social interaction, absorbs the culture of the people created by generations.
purpose research : To study the theoretical foundations of organizing correctional and developing work with children of preschool age to educate sound culture of speech.
An object research : The process of forming and developing sound culture speechat preschoolers.
Thing research: Education of sound culture speech in preschool children.
Hypothesis of research : The formation of sound culture of the speech of preschool children will be effective if:
The features of the development of the sound side of speech are studied;
Allocated stages of learning proper sound;
The role of the game in the speech development of preschoolers is determined;
Analyzed comprehensive educational programs to;
Suggested games aimed at the formation of sound culture of the speech of preschoolers.
In accordance with the purpose of the study and the following hypothesis were determined by the followingtasks :
1. Analyze the scientific and methodological and psychological and pedagogical literature on the topic of research.
2. Determine the peculiarities of mastering children with the right pronunciation at different stages of the development of sound culture of speech.
3. Consider an analysis of the views of different researchers about the role of auditory and motor analyzers in the formation of sound culture of speech.
4. Give the characteristic of the tools for educating the sound culture of speech from preschoolers.
5. Examine the methodological techniques of educating the sound culture of speech in preschool children.
The following tasks were used to achieve the tasksmethods research : Theoretical analysis of psychological and pedagogical literature on the issue of research, comparative method, analysis, synthesis, comparison.
The theoretical base of the study was works of scientists, psychologists and speech therapists who studied the sound culture of the speech of children of preschool age A.I Maxakova, P. Stern, I.P. Pavlova, N.Kh. Schvachina, D.B. Elkonina, S.N. Rzhevkina. The problem of the development of the sound side of speech in preschoolers was reflected in the writings of such famous teachers like R.E. Levina, N.A. Nikhasha, L.F. Sparov and others. Laws speech Development preschoolers studied A.N. Nail, hp Vygotsky, D.B. Elkonin, A.A. Leontiev and others.
Theoretical significance of the study is that:
The concept of sound culture of speech is clarified;
The peculiarities of mastering children with the right pronunciation at different stages of the development of sound culture of speech are revealed;
An analysis of the points of view of various researchers on the role of hearing and motor analyzers in the formation of sound culture of speech was carried out;
The importance of pedagogical tools and methodological techniques to educate sound culture of speech is substantiated;
Materials of theoretical research can be used in the educational process of kindergartens when building correctional and educational programs.
Practical significance of the study It is determined by the fact that the results of the study can be used by speakers, educators, parents, in the work on educating sound culture of speech in preschool children.
The structure of the thesis. Thesis consists of introduction, three chapters, conclusions and applications.The first chapter examinestheoretical foundations of educating sound culture of speech in preschool children, in the second The organization of developing work on the upbringing of sound culture of speech with children of preschool age is described, a practical study is given in the third chapter.
1. Theoretical foundations of education of sound culture of speech in preschool children
1.1. Approaches to the study of the problem of sound culture speech
The concept of sound culture of speech includes not only the correct sound testing, but also a distinct utterance of sounds, words, phrases, a good tempo of speech, its volume, as well as speech hearing.
The formation of the sound side of speech in the first stages of development depends mainly on the degree of formation of a kinesthetic and phonderatic perception, as well as on their interaction among themselves in speech practice.
In this regard, it will not be superfluous to apply to the results of the study conducted by A.I. Maksakov. The concept of sound culture of speech includes not only the correct sound testing, but also a distinct utterance of sounds, words, phrases, a good tempo of speech, its volume, as well as speech hearing.
The scientist found out that all preschool children can be divided into four groups.
The first is well perceiving all the shortcomings of pronunciation in their and someone else's speech. Typically, these are children who have their own deficiencies of pronunciation are limited to the wrong pronunciation of one or two sounds (more often of sonorous, expressed in replacement).
The second group - catching all the wrong pronounced sounds in someone else's and in their speech, but not immediately, at the moment of speech, and when listening to the record on the tape recorder. They have drawbacks to utterate one of the groups of sounds according to the nature of the absence and replacement of sounds, less often a distortion.
The third group includes children who have impaired sound-proof, but not all sounds of sounds they are clearly trapped in their own and in someone else's speech both at the time of their pronunciation and during listening to the tape record. They do not correctly pronounce several sounds from different phonematics groups.
The fourth group is children who do not notice any flaws in no one or in someone else's speech. They have shortcomings of pronunciation, expressed, most often, in distortion, while the amount of disturbed sounds is characterized by variability.
Further studies have shown that children from the first and second differentiated groups, unlike their peers from the third and fourth groups, demonstrate higher learning results not only in the section "Education of Sound Culture of Speech", but also "Learning".
For example, A.I. Maksakov proved that children who do not suit the shortcomings of pronunciation in their and someone else's speech (in their absence and replacement), have difficulty and analyzing words, which contains mixed sounds.
Stern classified the shortcomings of speech in three categories. The first includes those that are inherent in all children on a certain age-class and are due to the state of their development; The second category includes both malfunctions in the development of speech mechanisms, and to the third - acquired due to bad educational work.
Regarding the shortcomings of the speech of the first category Stern says the following:
"Each through the imitation of an assimilated word should be perceived by hearing, consciousness, memory must be uttered and kept." From here you can select four sources of speech errors:
1) sensory errors, justified by the fact that the perception of the child is not differentized enough, and therefore the subtle differences in the sound are not perceived; only deeply general is absorbed;
2) Apperleceptive errors: the child's weak and unstable attention determines the unequal attitude of it to different parts of the hearing in general, and the parts of individual words in particular;
3) motor errors: articulation and structure of the child's speech body have not been frozen before correctly pronounce certain sounds or combinations with sound;
4) Playback errors: the ability to memorize the child does not correspond to the volume of speech perceptions, which causes inevitable memory errors during pronunciation of words.
Speech reflexes are purchased by a child as a result of the simultaneous activity of auditory, visual, motor, kinesthetic, skin and vibration analyzers. Such a balanced system of internal processes I.P. Pavlov called a dynamic stereotype.
Education of children with proper pronunciation includes the development and consolidation of the right speech dynamic stereotypes, which requires a significant voltage of the nerve brain cortex nerve cells. Work on the right pronunciation must be carried out in parallel with the teaching of the word sound analysis, for readiness for literacy learning is determined, including the ability to aware of the child of the audio language. Switching attention from semantics words to his sound composition, that is, to the ability to hear in the word individual sounds and understand that they are located in a certain sequence.
Sound analysis is the highest level of phonderatic perception, the ability to perceive and distinguish between speech sounds (phonemes). This ability to form in children gradually, in the process of natural development. The child begins to respond to any sounds from the second - fourth week of life, at seven - eleven months already responds to the word, but only on its intonation side, and not on an alignment. This is the so-called period of recrehensive speech development.
By the end of the first year of living, the dictionary becomes an instrument of communication when the child begins to respond to his sound shell - the phonemes that are included in its composition (N.Kh. Shvachin). Next, phondematic development occurs, ahead of the child's articulation capabilities. N.Kh. Schwachin notes that by the end of the second year of life, the child uses the phonderatic perception of all the sounds of the native language. Children in two and even in three years replace acoustically or articulating similar sounds [Ш] on [С], [p] on [l], [h] on [Н], [Ч] on [s] and vice versa, do not notice Its wrong pronunciations, confused by the sound of the word, distort the syllable structure of multi-line words, with difficulty reproduce the pattering, which indicates the incompleteness of the process of forming a phonderatic perception, which continues to be improved in parallel with the normalization of pronunciations until the final completion of the latter. Proper pronunciation is not always an indicator of the formation of phonderatic perception.
In five years, the child may, purely pronounce all the sounds of speech. But the tasks on the repeat of three sophisticated words (tank - bull; bowl - bear, mouse), sludge rows with consonant sounds, opposition on bells-deafness or softness-hardness (Pa-ba-pa, Sha-Zha-Sha - RO), words with a complex syllated structure (cyclists, motorcyclists, tractor drivers, transport, photographed), performs with numerous errors.
This suggests that with an externally favorable picture, the formation of phonderatic perception does not correspond to the age norm. Such a lag manifests itself in pronunciation. But only in the phonematical complex combinations that are rarely found in independent statements. When pronunciation of words with alternating acoustically and articulating backgrounds: highway, clamshell, teacher, laughing girl, ballerina, piano. If the child has no special training, he will not be able to correctly write and read in the future.
D.B. Elconin determines the phonderatic perception as "hearing individual sounds in the word and the ability to analyze the sound form of words with their internal progress." It also indicates: "Under the sound analysis it is understood: 1) Determination of the order of symbols and sounds in Word, 2) establishing various sound roles, 3) allocating the main qualitative characteristics of sound."
PhondeMectic perception (if the child's speech development is normal) does not require special training, and sound analysis requires (this is a didactic factor that determines the need for special training). Phonematics perception is the first step in the progressive movement to mastering the diploma, the sound analysis is the second (ordinal factor). Another factor: a phonderatic perception is formed between one year to four years, a sound analysis - later age (age factor). Also, the phonderatic perception - the ability to distinguish the features of them orally, sound analysis - contributes to the same thing to reproduce the sounds in writing (meaningful factor).
According to R.E. Levina, R.M. Boskis, N.Kh. Schwarcina during one year to four years the development of phonderatic perception occurs in parallel with mastering the pronunciation of speech. A.N. Gvozdyev and N.I. Krasnogorsk noted that the peculiarity of the transmission of sounds in the initial period of their assimilation is the instability of articulation and pronunciation. But due to the auditory control, the motor image of the sound corresponds, on the one hand, with the pronunciation of an adult (with a sample), and on the other - with its own pronunciation. The distinguisure of these two images and underlies the improvement of the articulation and pronunciation of sounds by a child. Proper pronunciation occurs only when both samples coincide.
R.E. Levin notes that the pronunciation act should be considered as the completion of the acoustic process, directional sound and the definition of its differences among others.
In the progressive development of the phonematical perception, the child begins with the auditory differentiation of distant sounds (for example, vowels - consonants), then proceeds to distinguishing the thinnest nuances of sound (ringing - deaf, soft - solid consonants). The similarity of articulation encourages the child to "sharpen" the auditory perception and "be guided by hearing, and only hearing." The child begins with audio differentiation of sounds, then articulation is turned on, and, finally, the process of differentiation of consonants is completed with acoustic differences.
Simultaneously with the development of phonderatic perception, there is an intensive development of the dictionary and mastering the pronunciation. Clear phonematic ideas about sound are possible only with its correct pronouncement. According to S. Bernstein, "Of course, we are correctly heard only those sounds that can correctly pronounce."
In the works of L.E. Zhurov, G.A. Tumakova found that with the appropriate training of four-year children easily master the ability to highlight a familiar sound intonated by adults in a phrase or quatrain.
The problems that exist in children in the upbringing of the main components of the sound expressiveness of speech will influence violations of its upbringing and understanding, which means they will be studied by scientists.
That is why the general cultural level of a person can determine the choice and the use of certain means of intonational and sound expressiveness. If he has a sound culture of speech, then most often has no difficulty with their perception or when playing. Therefore, the art of "rhetoric" both in ancient times and in modern conditions of living needs to be studied specifically.
1.2. Features of mastering children with the right pronunciation at different stages of the development of sound culture of speech
It is not a congenital human ability. It is formed together with the development of the child. For the formation of speech, it is necessary that the cerebral cortex reaches certain maturity, and the senses are sufficiently developed: hearing, touch, vision, smell. The very development of sounds begins in the first year of life when the child takes on its speech and hearing aids. At first, on the basis of a certain emotional state, there appears. As soon as the language begins to serve as a means of communication, the absorption of the sound side begins. This is an understanding of the words facing a child, and the first independent words. Initially, the child perceives words based on the rhythmic melodic structure. This is the stage of "Drop Defennic Development of Speech".
In 10-11 months. The period of "phoned development of speech" begins - the word serves as a means of communication and acquires the nature of the language agent. By the end of the first year, the first words appear. Differentiation of sounds begins on the second year of life. At the heart of the sound impact process, as is well known, the speech respiration and activity of the speakerphone are lying.
The speech is formed under the control of hearing. By the end of the second year of life, the child enjoys when he understands the speech by the phhematic perception of all the sounds of the Russian language. There is a certain relationship in the activities of auditory and speaking analyzers. They contribute to the formation of the correct sound-proof of the special susceptibility of children to the sound side of the tongue, the child's interest in the sounds of speech, the desire to master their pronunciation. Of great importance in the pronunciation has the activity of the spectavatic device, which is formed to the preschool age, but has some features. The ability to pronounce sounds and words develops gradually, in the course of accumulation by a child of life experience. As is known, the process of articulation of human speech sounds consists in the formation of links between sensations caused by the reduction in the muscles of the speech apparatus, and the auditory sensations from the sounds that a person says. These relationships also join the visual sensations (from the perception of the articulation of the speaker). The visual perception helps to catch the visible articulation of sounds and the topics to clarify their own movements. One of the important prerequisites for the formation of speech is the ability of a child to imitate. The phonetic side of speech is seized by repeating the speech of the surrounding adults.
Thus, in preschool age there are all prerequisites for the successful mastering of the sound side of the Russian language. These include the corresponding development of the cerebral cortex in general, the phonderatic perception of speech and the speech machine. They contribute to mastering the sound composition of speech and features of a child preschooler, as the high plasticity of the nervous system, increased imitation, special susceptibility to the sound side of the tongue, the love of children to the sounds of speech.
By three years in children, the spoken side of speech is not yet sufficiently formed, there are some imperfections in the pronunciation of sounds, multi-line words, words with a crossing of several consonants. For the speech of the child, a common softener is characteristic ("Syuk" - Zhuk, "Suba" - a fur coat, "no" - no, etc.); Replacing the posterior sound sounds to, g front-band - T, d ("Tu-sense" instead of a doll, "Dusi" instead of geese), sometimes replacing the bell sounds with deaf. Many three-year-old children do not know how to pronounce hissing sounds, most often, replacing them with whistles ("Sacca", "Kosk", "Zuk"). It is noted inability to pronounce the sound of P (pass or replace it), the distortion of sound l. The smallerness of the younger preschoolers also has its own characteristics, they can be attributed to them: a reduction (elusion) of words ("Tul" instead of a chair, "Weavped" instead of a bike), permutations (metathesis) words and sounds ("Shapl" instead of a hat, "Gofley" instead Golfs, "Corvik" instead of a rug); Located (assimilation) of one sound to others ("Baba" instead of a dog); Merger (contamination) of two words in one ("Maphhed" instead of Maria Fedorovna); Adding sounds ("Rebbat", "Irzaya") and prematurely pronouncement of the subsequent sound (antibodies). .
By the beginning of the fourth year of life, the child under favorable education learns the audio system of the language. Children of this age know well and correctly called the subjects of the nearest environment. Wider use other parts of speech except except and verbs: adjectives, adverbs.
A significant part of children is mastered by many sounds, improving the smallery. The child's speech becomes clear to others. At the same time, there are still a number of imperfections in the speech of children. In speech violations of children, individual differences are observed. There is an opinion that by four years, the pronunciation of children corresponds to the age characteristics and requirements of the program, larger deviations from the norm is not observed. But mastering the right pronunciation in the younger preschool age is hampered by the insufficient development of the motility of the speech apparatus and phonderatic hearing, insufficient resistance of nervous connections. In children, there is still no conscious attitude towards the imperfections of their pronunciation. In children developed imitativeness, a great desire for playing actions, to imitation, emotionality in the perception of sounds.
At the fourth year of life, the primitives of monologue speech appear. Speech prevail simple, common offers. Creation of complex and complex proposals are consumed.
Children of the middle preschool age master the pronunciation of all the sounds of the native language, including those difficult in articulate the sounds. The process of mastering sounds is complex, it is characterized by the instability of pronunciation, when the child correctly utters sounds in one sounding, and in the other it is wrong. Typical "reverse replacement" of sounds or "reusable sound" (instead of an old substitute, a newly learned sound is set - "Flone", "Shobaka"). Part of the children has an imperfect pronunciation of whistling, hissing and sonorous (P, L) sounds due to the insufficient development of speech mechanisms.
In the development of the sound side of speech in children in the fifth year there is a kind of inconsistency. On the one hand, special sensitivity, special susceptibility to speech sounds, sufficiently developed phonmematic hearing; On the other hand, the insufficient development of the articulation apparatus and the complete indifference to the articulation. At this age, the child is formed awareness of its utterance skills. At part of the preschoolers at the age of five, defects are observed in the pronunciation of whistling, hissing and sonorous (p, l) sounds.
By six years, sound testing is improving, but some of the children are still not completely formed by the difficult sounds (hissing, etc.). To the older preschool age in children develop the ability to self-control, awareness of the imperfection of their speech and, accordingly, the need to acquire knowledge and the need for training. Therefore, training activities acquire more serious. Children have cases of mutual assistance - attention to each other's speech, the desire to help comrades. To the elder preschool age, with the correct work of work, children master the pronunciation of all the sounds of the native language. Preschoolers are sufficiently developed by speech hearing, the articulation apparatus and speech breathing. The phonderatic perception and ability to sound speech analysis are developing. The child begins to critically refer to his pronunciation, realizes its defects, confused because of them, sometimes refuses to respond. Due to violations of pronunciation, children are replaced by words in speech with a defective sound of those where it is missing (not "Ogun", and cucumber). For the same reason, they may incorrectly perform the task, replacing the necessary words by others similar to the first on the value (instead of a horse - a horse, instead of a bear - a bear, instead of a car - truck). The desire to master the right pronunciation of sounds, interest in language, self-control towards his own speech is particularly characteristic of children who are preparing for admission to school.
By the time of receipt of the school, the child seizes the right sound design of words, clearly and clearly pronounces them. It has a certain vocabulary, builds various proposals in the design, coordinates the words in kind, the number, the case. Often consumes verbs, freely uses monologic speech.
Thus, the patterns of mastering the sound side of the speech make it possible to determine the priority lines for the formation of one or another mechanism at different age stages. In the early stages, the preferential development of speech hearing and auditory attention, perception and understanding of the oral speech of others (its meaning, sound design, intonational expressiveness, etc.). At the fourth year of life, the development of speech hearing and the motility of the articulation apparatus (equivalent), work on diction, preparation for the pronunciation of the sounds in articulating the sounds is carried out. In the fifth year, the formation of all the sounds of the native language occurs; Since all phonetic differentiations are completed and in children sufficiently developed speech ear, priority is the development of the motility of the articulation apparatus; Due to the right and clear pronunciation of all sounds, it becomes possible to improve the power of voting and the tempo of speech. On the sixth year, the articulation of sounds, the differentiation of mixed sounds, continue to develop speech perception; Rise up the sound expressiveness of speech - develop the power of the voice and its timbre, pace and rhythm of speech, melody, the skills of using different intonation. In the seventh year there is a preferential development of phonderatic perception and sound analysis of speech; Education of intonational sound expressiveness of speech; Work on the orthoepically correct speech.
1.3. Analysis of the points of view of different researchers about the role of hearing and motor analyzers in the formation of sound culture of speech
In the pedagogical and psychological literature, the process of mastering the sounds of the Russian language by children of preschool age is studied and described quite fully in the works of A.N. Gvozdeva, V.I. BELTYUKOV, D.B. Elkonina, M.E. Muacheva, E.I. Radar, M.M. Alekseeva, A.I. Maksakova.
The speech is improved under the influence of kinetic impulses from the hands, more precisely - from the fingers. Usually, a child who has a high level of development of small motility, can logically argue, it has enough memory, attention, a coherent speech.
Also, M.M, Koltsova argued that the level of development of speech is directly dependent on the degree of formation of fine movements of the fingers. Based on the examination of children, the following pattern was revealed: if the development of the movements of the fingers of the hands corresponds to age, then and speech development is within the normal range.
Great Russian physiologists I.M. Sechenov and I.P. Pavlov gave very great importance to muscle sensations arising from articulation. Siechen wrote: "I even think that I never think in a word, but always with muscle sensations." Pavlov also said that it was, first of all, the muscle sensations that go from the speech organs into the bark of the brain.
All scientists who studied the activities of the children's brain, the psyche of children, note the large stimulating effect of the function of the hand.
Outstanding Russian enlightener of the XVIII century N.I. Novikov back in 1782 argued that "Natural Mattering for Trial Works" in children there is a fundamental means not only for gaining knowledge about these things, but also for all their mental development. This thought is N.I. Novikova, apparently, it is necessary to consider the first idea of \u200b\u200bthe idea of \u200b\u200b"subject actions", which is now attached to such great importance in psychology.
Neuropathologist and Psychiatrist V.M. Bekhterev wrote that the movements of the hand were always closely related to the speech and contributed to its development.
The English psychologist D. Selly also attached a very large importance of "creative work of hands" for the development of the thinking and speech of children.
Maksakov A.I. claimed to learn to speak, purely and correctly pronounce words, the child must hear a good speech. The decline in hearing leads to the weakening of the auditory self-control, which may be the cause of the violation of the sound design of words (the word is not clear enough, the wrong sounds in it are incorrectly pronounced); to violation of the intonation side of speech. Weakening hearing leads not only to distort the words, but also to a decrease vocabulary, To the appearance of a grammatical error in speech.
As well as Tumakova G.A. He said that the process of the development of speech largely depends on the development of phonderatic hearing, i.e. The ability to distinguish one speech sounds (phonemes) from others. This makes it possible to distinguish between the words close to sound: Mal - Mall, Cancer - Lac, Tom - House. In Russian, 42 phonemes: 6 vowels and 36 consonants. Some phonemes differ from each other only by the bellivity or deafness with the same articulation, such as sounds C and Z, W and F, others have sharper acoustic differences (T and W), very thin acoustic differences have solid and soft consonants (and t, C and s). Insufficient formation of auditory perception, phonderatic hearing may cause the wrong pronunciation of sounds, words, phrases.
Orientation in the sound side of the word prepares the child to absorb the diplomas, writing speech. "The sound validity of the language will be opened, the structure of the sound form of the word will be opened, not only the assimilation of the diplomas, but also all the subsequent absorption of the language - grammar and self-associated spelling," said DB Elkonin.
The importance of observations on the sound side of the word (wider - speech) for mastering the native language, the development of the culture of speech emphasizes many Soviet teachers.
As a result of work on the sound side of the word in children, a special, linguistic attitude towards speech is formed, to language reality. The conscious attitude towards the language is the basis for the development of all parties of the language (phonetic, lexical, grammatical) and the forms of speech (dialogic and monologic).
Thus, the child begins to feel expressive (intonational and lexical) means of language, notes the shades of words, their grammatical form. He actively uses these funds in a connected speech and in everyday life. Learning to different sides of the native language is interconnected and has a mutual influence. A child gets not just just with the sounds of the word, but with the "work" of sound in vocabulary, morphology, word formation.
The potential cavity is played by the greatest role in the formation of sounds, M.Itusevich M.I., as it can change its form and volume due to the presence of mobile organs: lips, language, soft neba, small.
The most active, moving organs of the articulation apparatus are the language and lips that produce the most diverse work And finally form every sound speech.
"The language is a totality of muscles going in various specific directions. As a result of this structure, the language can take different forms and produce various movements: move forward and backward, up and down, and not only with all body, but also with its separate parts. This emergency flexibility of the language and causes a variety of articulations that give all sorts of acoustic effects that are perceived by us as various sounds of speech. In the language distinguish the tip, body and root of the tongue. When classifying the sounds of speech, the conditionally phonetic concepts of the front, middle and rear of the back of the tongue are also introduced, - emphasized M.I. Matusevich.
It follows from all that it follows that the role of auditory and motor analyzers in the formation of sound culture of speech is Great: In order to develop a good diction in a child, to ensure a clear and colastic utterance of the words and every sound separately, it is necessary to develop its articulation apparatus, speech breathing, Improve the phonderatic hearing, to learn it to listen to speech, distinguish sounds not only when pronunciation, but also for rumor, correctly reproduce them in the word.
2. Organization of developing work on raising sound culture speech with preschool children
2.1. Organization of work on raising sound culture speech
The peculiarities of mastering the pronunciation of the sounds of the native language indicate that the preschool age is the time of the energetic development of speech, and in particular its sound side. In practice, the education has long existed, according to which the sound side of the child's speech develops allegedly independently without special exposure to adults, and the imperfection of children's pronunciation is as if the age pattern, which is gradually being broken by itself.
In fact, non-interference in the process of forming a children's speech entails a lag in the development of a child, leads to obliqueness, which can turn into a habit. Therefore, it is necessary for purposeful training, the main form of which, as researchers showed (A.P. Usova, M.E. Grbetsev, M.M. Alekseeva), are frontal classes with children. In the team, the upbringing of speech skills proceeds especially favorably and gives more persistent results.
In the formation of the correct pronunciation, a decisive role is played by the timely learning. According to L.S. Vygotsky, too early or too late learning time is always in terms of the development of children's speech harmful and adversely affect their mental development. The greatest effect in the education of the sound side of the speech gives training started in the early stages of preschool childhood. The age of children by the beginning of education is a more important factor than the duration of training. M. M. Alekseeva proved that training started at 3 years facilitates that by four years 56%, and by five years - 100% of children fully master the correct pronunciation of sounds. When training, begun in four years, the correct pronunciation of sounds of only 85.7% of children are absorbed by five years. The formation of the correct pronunciation at the later stages is slower and does not lead to the desired results.
Front classes should be conducted 1 - 2 times a month, individual exercises can be included in other classes.
Conducting classes in different age groups, as studies have shown, have their own characteristics.
In the younger groups, it is better to spend in the form of didactic games with sound resistance toys ("Guess who screaming"); stories-dramatization with toys; Teachers' stories with the inclusion of children's statements.
It is advisable to use visual material (toys, pictures, household items, etc.), with which children introduce in advance, since the increased interest in them is unwanted in this case by the speech reaction. Often also used sample teacher, gaming techniques.
At first, the classes are advisable to build on choral responses, as children still do not know how to listen to each other. Games with elements of movement and sound resistance should be used only when preschoolers will master motor skills, since such games do not contribute to the focus of the child's attention on the sound side of speech, and, on the contrary, distract it.
In the medium group, when teaching the correct pronunciation, the use of a sample for imitation and gaming techniques is not enough. Here you can use simple explanations of the articulation of sound. It produces habit not only to listen, but also carefully look at the teacher, and then follow the sample. In class in this group, you can already put a learning task (to teach this or that sound). The formulation of the learning task contributes to more conscious implementation of the instructions of the teacher. This also contributes to the motivation of training activities (for what to learn to pronounce sound).
The development of the sounds of the native language in children of three to five years provides for four types of work that consistently replacing each other: 1) the preparation of the organs of the articulation apparatus; 2) clarifying isolated sound pronunciation (in syllables); H) Developing the ability to allocate this sound, distinguish it from others; 4) Fastening the correct sound pronunciation in phrase speech.
Work on sound testimony is combined with work on other sections of sound culture of speech.
Carrying out the preparation of the organs of the articulation apparatus, the educator gives gaming exercises For the development or refinement of movement, the development of certain provisions that promote the correct articulation of sounds. At the same time, work is allocated on the next sections of sound culture of speech: raising a clear and correct articulation, long, smooth speech exhalation, the development of voice volume.
Working on the clarification of the pronouncement of isolated sound and the development of speech hearing, the educator uses games or playing exercises. The attention of children is fixed on the position of the organs of the articulation apparatus when pronouncing this sound and its sound. Also used games to highlight this sound from the audio group. This type of work contributes to the upbringing of speech hearing, the formation of the ability to measure the volume of the voice, the development of the articulation apparatus, speech breathing.
Forming the ability to highlight the desired sound in the word, distinguish it from others, the teacher uses a different game material (mainly didactic games), promoting a clear and correct use of sounds in words. First, these words are given in which the sound being worked out is in the shock syllable. Children learn to pronounce it more clearly, long, i.e. produce the ability to highlight the sound by voice, and in the future - not only allocate, but also to determine its place in the word. At the same time, the tasks of improving the phonderatic hearing, the diction and the pronunciation of words according to the orthoepic standards are solved.
To secure the correct pronunciation of sound in phrase speech and developing speech hearing, the educator applies specially selected speech material (verbal games, cleanrs, patters, riddles, fun, poems, stories, fairy tales). It monitors the correct use of this sound. The upbringing of the correct pronunciation of sounds in self-speech is combined with the development of speech hearing and speech breathing, with the development of the ability to use a moderate pace and intonational expressiveness of speech.
In the senior groups, the basis of classes is to install on the sound, which is ensured by using specific learning techniques. The most effective intake - showing the articulation of sound, followed by an explanation of the position of the articulation bodies with subsequent exercises in the pronouncement of sound is isolated and combined with other sounds. To realize the need for classes before children, an educational task is set and the motivation of their activities is determined. The formation of speech sound culture is associated with the work on the differentiation of sounds and provides for three types of work: differentiation of isolated sounds, differentiation of sounds in words and differentiation of sounds in speech.
When differentiating isolated sounds, the tutor carries out work to distinguish sounds according to their acoustic and articulation properties. At the same time, it uses pictures images, i.e. Conventionally correlates the sound with a certain sound, the animal published, the subject, action. At the same time, this type of work contributes to the improvement of the phonderatic hearing, the development of clear pronunciation of sounds.
Working on the differentiation of sounds in words, the tutor picks up various pictures, items, toys, in the name of which there are differentiable sounds, and teaches children to distinguish them. First, there are words in which there is one or another differentiable sound, then the words that differ only in one differentiable sound, then the words that include both differentiable sound. This work contributes to improving diction, clarifies the correctness of the pronouncement of words in accordance with the orthoepic norms of pronunciation.
When differentiating sounds in speech, the tutor picks up verbal games, stories, plot pictures, poems, cleaningors, patters, riddles, proverbs and other speech material saturated with differentiable sounds. At the same time, the diction is being implemented, the ability to use the voice correctly, pronounce words taking into account the literary norms of pronunciation.
Such training makes it possible to use different teaching techniques, alternate children's activities, creates conditions for repeatedly repeating the same type of speech material with a variety of teaching techniques.
Training to the correct pronunciation provides for the relationship and interaction of special occupations with work carried out outside of classes (moving games with text, breathing fun games, dance, dramatization games, etc.). This relationship is that at all stages of training, as a rule, the same software tasks are solved. The attention of children is constantly fixed on the sound side of speech.
2.2. Characteristics of means of raising the sound culture of children of preschool children
In the process of forming the sound side of speech, educators use a variety of means: games, cleanrs, patters, riddles, proverbs, sayings, poems, readers. When skillful and proper selection, they contribute to the assimilation of all sections of sound culture speech.
The leading place is occupied by the game. With their help, you can train children in a game form. First of all, use games with sound resistance. The content of the games is selected with a gradual complication of sound material in them, especially in junior and medium groups, where simultaneously with the fixing of difficult sounds is overcome by the age-related speech mitigation. Therefore, at first, the sounds are offered in an isolated form ("U-U-y" - a buzzing train; "and-and-and" - screaming the foal) or in ordinary combinations with solid consonants ("Tik-so" - tick hours; "Tuk- Tuk "- knocking a hammer;" Ga-ha "- shouts goose). Showing a sample of pronunciation, the educator makes clear movements of the mouth and slightly stretches the vowel sound. In the future, more difficult sounds are included in the content of the game: hissing ("sh", "w", "h", "u"), as well as "l" and "r". Games with sound resistance must be systematically repeated until the educator achieves the clear pronunciation of sounds.
The education of sound culture also contributes to the didactic games that are used in all age groups, both in class and out of occupation. With their help, all the tasks of sound culture speech are solved. For example, in order to teach children to distinguish the timbre and voice quality, you can spend the game "Guess who called?": The kids guess the comrade by voice, and the older children - by how they called them (quietly, loudly, slowly, quickly, gentlely etc.).
To secure the pronunciation of sounds in the middle group, you can offer the game "Phone": the children sit on the chairs in a row, the educator quietly says the first sitting words in which there is a desired sound, and it transmits their neighbor, etc.; The one who distorts the word sits at the end of the row.
In kindergartens are widely used mobile and horovoys. They not only give children the opportunity to move, but also exercise them in the pronunciation of sounds being worked out in occupations.
Starting with the younger group, the staging games are used. In the course of the insignment, children utter individual words and phrases in which the digestible sound is found. In parallel, work is carried out on the formation of intonational expressiveness. Texts for stages are selected with the following points:
A word containing the right sound should be at the beginning or at the end of the phrase;
Sounds, difficult for pronunciation, first should be worked out in words consisting of slots (consonant + vowel), since the mechanism for changing the articulation movements in kids has not yet been formed;
The word should be selected so that the worked out paired sound was in some cases solid, and in others - soft ("Mila-- soap");
Heroes and characters must be funny, polite, and their actions must be imbued with concern about others.
These games can be performed using flannelhemph, toys or pictures. Children, watching the staging, repeat after the educator (individually, subgroups, the whole group) of the word and phrases saturated with the sound.
For the development of the pronunciation side of speech - the consolidation and differentiation of certain groups of sounds, the development of distinct diction, for the development of the voice apparatus, the ability to speak loudly and quietly, quickly and slowly, change the tone of the voice - Cleaners and patterners are often used. They are also applied to overcome the lethargy, largerness of the articulation apparatus, for the development of phonderatic hearing.
Cleaners and patterings are usually small in volume and are specifically built from complex combinations of sounds, syllables and words, difficult to pronounce. Their very name indicates that it is necessary to pronounce cleanlates, and patterners - soon, quickly. Cleaners are pronounced at the usual pace, and patterners - in accelerated.
When working with children of three to five years, it is good to use small in terms of volume and simple contents. Their meaning should be understood by the child, close to his life experience ("Du-Du-Du, grow apple trees in the garden"; "Mu-muh, milk who?"; "Ta-Ta-Ta, the tail fluffy at the cat" and etc.)
Children of senior preschool age can offer more complex cleanrs on the differentiation of sounds and the development and improvement of speech hearing ("Fa-Wa, Fa-Wa, Fa-Va-Wa, the grass grows in the yard"; "Caause-Caause CA-SA-SA, Osa sits on the flower ";" Zhi-Shl, Zhi, Zhi-Zy, there is a kids from the goat ").
The same cleanrs can be used repeatedly with various purposes. For example, the cleaner "lies the hedgehog in the Christmas tree, hedgehogs are hurting." You can apply to fasten the sounds of "F" and "L" and as a training of a voice apparatus when the child is offered to pronounce it loudly, quietly, whisper, quickly, slowly.
Species are used in older groups ("in four turtles of four turtle"; "Six squeezes in the slash rustle"; "Prokhor and Pakhom drove the top", etc.). A new pature The teacher should utter at a slow down pace, distinguishing frequently occurring sounds. To read the patter need several times, rhythmic. Then the children independently pronounce it.
After individual progress, the patter is pronounced by the Choir (the entire group, by rows, small groups). It is interesting to repeat it in the roles. Species can be included in the evening of leisure. This diversifies their content and activates children.
To raise the sound side of speech, riddles are of great value. They not only clarify and expand the ideas of children about objects and phenomena, but also develop observation, learn to think, notice the characteristic signs of objects.
Simple riddles can be offered to children already on the third year of life, but at the same time it is necessary to take into account whether they know those objects that are in question in the riddle. To facilitate their gaunting, objects, toys are used as support. For example, after dating children with Duck, the teacher can make a riddle of a riddle: "Floor floats, loudly rushes: Varya-Varya-Varya-Varya. Who is it?"
To raise the sound side of speech, riddles are of great value. No less useful for the development of sound culture of speech are proverbs and sayings. They are used to secure sounds for the development of phonamematic perception. Thus, the saying "Some seven times, once a rejection" is used as an exercise for differentiation of sounds "P" and "ry" in the preparatory group. Children are invited to first name words in which there is a sound "P" ("Once") and the sound "ry" ("Example", "Refrigeration").
In the senior group in the proverb "Without difficulty, and fish from the pond", children are invited to name the words in which there is a "p" sound ("labor", "fish", "pond"). Proverbs and sayings contribute to moral education and teach children to a more accurate expression of their thoughts.
To raise the sound side of speech, riddles are of great value. No less useful for the development of sound culture of speech are proverbs and sayings. As a speech material for raising the sound culture of speech, poems are also used and counted. They have multipurpose purposes: contribute to the consolidation of sounds, are used as exercises to work out a clear diction, for the development of the voice apparatus.
Using on classes specially selected poems, at the same time the children expand their ideas about the surrounding. So, for example, learning the poem of the "protein" Z. Alexandrova, preschoolers exercise in a clear utterance of the sounds of "L" and "P", and also learned about what the protein eats, what stocks it does for the winter.
Curls exercise in a distinct, loud pronouncement and fix it, clarify some knowledge obtained in other activities, for example, the skills of using a sequence account.
2.3. Methodical techniques of recruitment of sound culture speech
from preschool children
When raising the sound culture of speech, special methodological techniques apply.
1. Conjugated and reflected speech. With a conjugate speech, the educator and children together repeat the words or phrase, told by the educator. In the younger group, this technique is used often, and in senior groups only in relation to children with serious speech disadvantages. But already starting with the middle group, the educator should use ways that require a child of great attention. Among them - the reception of the reflected speech when the educator offers a child to listen to how he utters words, poems, and then repeat them himself. At the same time, attention and memory of children are developing. ("Listen, as I say," Crawrark Card-Car Card! ", And now you say.") When using this reception, an active auditory perception is developing.
2. Choir. With this reception, good results are achieved in strengthening a leisurely tempo and speech rhythm, as well as other sides of the sound culture of speech. A choral speech is better to use in working with subgroups to catch the peculiarities of the speech of children. The speech choir should be light, smooth, clear and maintain its expressiveness. This technique is well combined with an individual repetition: "U-U-y" - the locomotive signal. How does he signal? (choral response.) "Listen to how the oline locomotive, Sashin ... Tanno ...".
2. Choir. 3. Display and explanation of the articulation of sound using a fairy tale about the cheerful Language M. Gening and N. Herman. The educator of the Central Group says that there are special bodies, with which a person pronounces speech sounds.
In the process of clarifying and fixing the sounds, the teacher indicates that when pronouncing, for example, the vowels "O", "U" the lips should be pulled forward and do round (like a bagel). When you meet children with more complex sounds, the teacher tells and repeatedly shows what position should the language, lips and teeth should take in order to correctly pronounce the sound.
2. Choir. 3. Show and explanation of sound articulation using a fairy tale about a cheerful language 4. Exercises for sound testing, auditory attention, speech breathing, voting power, speech pace, etc. For example, to develop a speech breathing, in the younger group, children are offered to pour on a vat, a sultachik, in the middle - on the balls, toys that are in the pelvis with water. When performing an exercise aimed at developing auditory attention, the children of the youngest group suggest to determine on rumor, on which tool (drum, tambourine, metalophone, dudka) play parsley, and children of five are asked to specify the direction of their sound.
In the senior group, you can spend the verbal exercises of the "Who will better say better?" Two teams participate in the competition (2--3 children in each). One team utters difficult words and phrases, and the other listens, then - on the contrary.
Of particular interest among senior preschoolers cause exercises in which there is intentionally any word pronounced inaccurately ("she sewed a kitten of sneakers, so that in the winter did not frizzle hats"). Children must detect a mistake and choose the right word.
5. Story - dramatization. It uses the principle of gradual perception of the sample to imitate and game action with toys, the possibility of repeated repeat by children of speech material is created. Such stories are simple in content and can be invented by the educator. Let us give an example of the story-dramatization of Katya in the Dacha for children of the younger group.
5. Story - Dramatic 6. The use of the benefits "Magic Cube", "Sound Watches". On the edges of the cube are pasted pictures. The teacher turns the cube from the verge of the edge: "Right, twist, lie on the barrel!" Attention is offered one of the pictures. Children choir or one performed the corresponding song. Pictures change as children dating new sounds.
Manual "Sound Watches", developed by G.A. Tumakova, consists of a demonstration, large amount of hours for educators, and individual, small size - for each child. Images of objects on individual "sound clocks" are different, which implies an independent performance of tasks by each child. The names of objects according to the verbal composition are the same: two of them are marked with short words ("Beetle", "Bow"), one or two - long ("Cheburashka", "Buratino"), two names - three-sided ("Machine", "Chicken" ), and two are doubled ("Fish", "Rose").
Here are exemplary tasks for children of four years: "Say the names of the depicted items; Listen to how these words sound; Find two names names similar to sound, and enter them arrows; Lay two names names that are not similar to sound. "
But tasks for children of five years: "Find the shortest words on the clock; Specify the arrows two long words; Lay two words: one is short (specify a small arrow on it), and the other is long (direct the long arrow on it); Find two names titles in which there is a "e" sound; Are there any words on your clock without sound "a", etc.
Funds, methods and techniques mentioned above are used in all classes to educate sound culture of speech in a variety of combinations.
3. Practical study of the characteristics of the sound culture of the speech of children
3.1. Diagnosis of sound testing of children 4-5 years
Studies were conducted by B.MDOU SAARTOVA, in the middle group, participation took 10 children.
The work of the tutor is multifaceted. In the process of working with children use various forms, types, maintenance, but all its activities(It is in mind that it is the role and place of the educator in the system of interaction of all participants educational process generally) Directed on the comprehensive and harmonious development of children.
The purpose of the diagnosis: to characterize the state of sound culture of the speech of children of the middle group based on the survey conducted.
When studying and detailed analysis of the material, to identify the level of proper sound operation in children of preschool age, the diagnosis of A. Maksakov "Survey of the state of the development of the speech of children of senior preschool age" "Section" Sound Culture of Speech ":
1) To diagnose the pronunciation side of speech, children were asked to read the poem, retell a well-known fairy tale (story). The teacher records the words that the child pronounced incorrectly.
The following is noted:
The loudness of reading: loud enough, moderately or quietly read the poem, tells the fairy tale;
Speed \u200b\u200b(tempo) speech: quickly, moderately, slowly;
Intonation expressiveness: expressively, inexpressively, aligning.
In the process of reading the poem, the movement of a fairy tale or story, in the process of conversation with the child was established:
The clarity (diction) of the child's speech: clear, not clear enough;
Ability to observe literary norms of pronunciation (orphoepium): no deviations, there are deviations;
Soundlessness - indicated what sounds the children are pronounced incorrect.
2) Prepared a set of pictures for a detailed survey of the state of sound suspension: aircraft, cabbage, bus, donkey, goose; Heron, sun, cucumber; ball, gun, shower; Saw, chair, shovel, fox, cage; Fish, drum, ax, turnip, chicken, letter.
When establishing violations of sound proof, the reason: deviations in the structure of the articulation apparatus, the insufficient mobility of its individual organs (lips, language, lower jaw, etc.), the imperfection of the phonematics perception (the child does not hear its shortage, does not differentiate certain sounds), weak speech exhalation.
3) for diagnosis, the perception of speech has been found:
a) Phondematic perception: formed, not enough formed. Checked:
The ability to determine the presence of a given sound in the word. For example, it was proposed to note, whether the sound of "sh" or not (then in the words "table", "Cat", "Fox", "Pencil", "Mouse", "Wheel" s, "Glasses" "," Scissors "," Brush "," Cap "," Beetle ", etc.);
The ability to hear and highlight words with a given sound from a number of other words. Asked the child to clap your hands or raise your hand only when he hears the word in which there is a given sound. For example, the teacher said: "I will call words now, and when you hear the word in which there is a" CSS "raise your hand (you slam your hands)." It was updated again when the child should raise his hand. After the teacher made sure that the child understood the task, not in a hurry, was called words, covering the mouth of the paper. It is advisable to use such a set of words in which along with the audible sound there are words including other sounds mixed with children with verifiable, for example "P" - fish, cube, shovel, car, hand, kettle, paper, pencil, cup, boat, Tram, table, ball, cheese. The sound checked must be in different positions (at the beginning, middle and end of the word).
It was noted how many words with a given (verifiable) sound, the child allocated and how many words allocated proposed out of five;
The ability to hear and highlight words with a given sound from the phrase. Say the phrase and suggest the child to name only those words in which there is a given sound. For example, to check the ability to hear the sound "P": "Roses bloom in the garden. Misha catches fish ";
The ability to determine the frequently repeated sound in words.
The educator uttered a group of words and offered the child to call, what kind of sound he hears most often:
"C" - Sanki, Som, Fox, mustache;
"Sh" - fur coat, porridge, shower, hat, mouse;
"P" - hand, mouth, circle, cable, fish.
b) speech hearing: developed well, is not developed enough. Checked;
The ability to notice semantic inaccuracies in speech.
Asked for a child to listen to the excerpt from "confusion" by K.I. Chukovsky, and determine what is said in it:
Fish on the field walk,
The toads fly across the sky
Mouse cat caught
In the mousetrap, planted,
Sea flame burns.
Ran out of the sea whale ...
The ability to determine the voice volume of voice in speech.
At the lesson while reproducing the poem, offer the children to give an assessment of speech speaking: "How light read the poem: loud, very loud, quiet?";
Skill on rumor determine the speed of speech sound, intonation expressiveness.
The same reception was used as in the previous task. The educator asked: "As the light read the poem: quickly, slowly moderately (normal); expressively, inexpressive? ";
The ability to determine the voice of the voice voice.
To check the game "Guess who spoke" was used. The child became his back to the group and closed his eyes. The educator gave two-three children. An indication in turn read a small poem or patter, a riddle, sweat and suggests to determine by voice, which of the guys said.
The ability to correctly determine the stress in the word, its rhythmic structure.
Two pictures were selected with the image of the mugs and circles and was offered to the child to show where the Crub "LCD, and where the mugs"; It was explained what the difference between the words "for the" IOC "and" Ko "K" (previously convinced the knowledge of these words).
The ability to properly maintain a syllable drawing was checked: the child was proposed to repeat: sa-in-sa, sa-sa, sa-in-sa;
The ability to eat an accented word in the phrase.
The same phrase was uttered several times, highlighting individual words in it, and the child was asked to determine and name the word that was released: "Masha bought a new bike (Masha, not another girl). Masha K U P and L and a new bike (bought, and not presented). Masha bought a new bike (new, not old). Masha bought a new one in (bicycle, not a car) ";
The ability to hear inaccuracies in the text and correctly select the necessary words that would fit the content:
Bear crying and roars:
Requests bees to give "ice" (honey).
Tears flow from Oxanka:
She broke down "banks" (Sledge).
It was proposed to find a discrepancy in the text and choose the necessary word in meaning. The resulting material was analyzed and compiled summary tables, in which the sections of the sound culture of speech by children are not learned, which are not fully learned, which are not clearly learned.
Table 1 - Summary Table of Diagnostic Speech Side
Number of children /%
volume
Enough
loud 4/40%
Moderately
4/40%
Quiet
2/20%
speed \u200b\u200b(tempo) speech
Fast
2/20%
Moderately
4/40%
Slow
4/40%
Expressively
4/40%
Almighty
4/40%
Inexpressively
2/20%
clarity (diction) speech
Clear
4/40%
Not clear enough
6/60%
No deviations
6/60%
There are deviations
4/40%
From the above table, it can be seen that the pronunciation side of the speech is developed at the average level. In 60% of children, not enough dictation is diagnosed, the tempo of speech prevails moderate and slow, 40% of children have expressive speech, the speech volume is on a moderate and highly loud level of 40%.
It can be concluded that the surveyed children in 60% of cases observes weak speech exhalation and deviations in the structure of the articulation apparatus, the lack of mobility of its individual organs, and in particular: the low mobility of the lower jaw; non-index lips and language movements; Incorrect lip position, a long distance between the teeth.
The phonderatic perception of the examined children is not enough formed this indicator is 70%, and speech hearing is formed by 77%.
After the diagnosis and the summary of the results were determined:
1) Learning to distinguish between hearing and clearly utter sound sounds and sound sounds: L - r.
2) Continue to develop phonmematic hearing and speech breathing.
3) to work out intonational expressiveness of speech and diction.
3.2. Stating the experiment of sound testing of children4-5 years
To implement the tasks, a plan for working with children Assuming: classes, didactic games, the use of articulation gymnastics, game exercises, learning speaking, mobile game and reading on the roles of familiar poems, contributing to the formation of the pre-school age of the improved state of sound culture of speech. In the selection of events were taken into account age peculiarities and the results of primary diagnostics.
Table 2 - Work plan for the section Sound culture Speech with children of the middle group
Kind of activitySubject
purpose
Part of the class
Clarifying the pronunciation of the existing sound of L or calling it to imitation
To achieve the correct sound pronunciation from each child, to raise the ability to determine the position of the language when pronouncing the sound of L.
Didactic game
Find and call the desired word
Develop auditory attention and Phondematic perception: teach children to hear the sounds in words, differentiate on the hearing of the pronunciation of the pair of sounds (r-l)
Articulating gymnastics
"Fingers in the forest"
Exercise in coordination of movements of the articulation apparatus and general motor
Occupation
Education of the correct pronunciation of sound L in words
Exercise children in the correct pronunciation of the sound of L in words
Gaming exercise
Precancts Word
Development of speech hearing
Spear game game
Three crows
Training of the dickening apparatus
Occupation
Raising the pronunciation of sound l in speech
Exercise children in the proper pronunciation of sound in speech
Didactic game
Invent unusual words
Occupation
Clarification of the pronunciation of the available sound R or calling it to imitation
To achieve the correct pronunciation of sound r, bring up the ability to determine the position of the language.
Gaming exercise
Wind and boat
Creative task
Ask different way
Work the intonational expressiveness of children's speech
Team work
Education of the correct pronunciation of sound r in words
Exercise children in the correct pronunciation of sound r in words
Didactic game
Set out the necessary words from phrases
Continue to develop a phonmematic hearing
Team work
Education of the pronunciation of sound r in speech
Exercise children in the correct pronunciation of sound r in speech
Movable game
The fastest soap bubble
Form speech breathing, develop a longer and stronger exhalation
Reading on the roles of a familiar poem
Continue to work out the intonation expressiveness of children's speech
Occupation
Differentiation of the sounds of the r-l
Exercising children in a distinct pronunciation of the sounds of RL, isolated and in words; Exercise children in distinguishing the sounds of the RL in certain words and phrase speech.
Refinement of the pronunciation of the available sound of L or calling it to the imitation was carried out as part of the development of speech. To develop a good pronunciation of sound, the tutor followed the correct position of the organs of the articulation apparatus. He paid the attention of children to the fact that when pronouncing the sound of the sound lubs are in a calm position, the tip of the tongue is pressed behind the upper teeth.
In Ani K. Very well received L L l, she was proposed in the process of uttering sound Translate the tongue for the top teeth she coped
When conducting a didactic game "Find and name the desired word", children did not always highlight the necessary words from the phrase, it was decided to repeat these exercises individually.
The game in the patter liked the children. The next day Nastya N. suggested playing such a game, but with the patter "on the courtyard grass."
Game exercise The wind and boats found a response from boys, the girls were invited to become a snowy queen and blow on the snowflakes.
In the game "What was added?" The teacher paid the attention of children to the fact that the children call words with sound r loudly, clearly, highlighting the sound r.
3.3. Final experiment
Purpose of the final experiment: Check the effectiveness of a set of measures aimed at the formation of the correct sound-proof of children of the middle group.
These final diagnostics are listed in the protocols that were subject to quantitative and high-quality processing and are listed in the table.
Table 3 - Diagnostic Table of Speech Side (Final Diagnostics)
Pronuncient side of speechNumber of children /%
volume
Enough
loudly 6/60%
Moderately
2/20%
Quiet
2/20%
speed \u200b\u200b(tempo) speech
Fast
2/20%
Moderately
6/60%
Slow
2/20%
intonation expressiveness
Expressively
2/20%
Almighty
6/60%
Inexpressively
2/20%
clarity (diction) speech
Clear
6/60%
Not clear enough
4/40%
ability to comply with literary norms of pronunciation
No deviations
6/60%
There are deviations
4/40%
From the above table, it can be seen that the level of development of the pronunciation side of the speech remained at the average level. But 60% of children are diagnosed with a clear diction, which is 20% more than on primary diagnostics, the tempo of speech prevails a moderate 60%, the difference with primary diagnostics is 20%, 40% of children have expressive speech, speech volume is at a sufficiently loud level 60% .
After analyzing the re-diagnostic protocol, it can be concluded that the surveyed children increased by 20% a decrease in the weak speech exhalation and deviations in the structure of the articulation apparatus, the insufficient mobility of its individual organs, and in particular: the small mobility of the lower jaw; non-index lips and language movements; Incorrect lip position.
The phonderatic perception of the examined children after the work was increased by 5% and is 45%, and the rated hearing formation indicators increased by 1% and is 78%.
One of the sections of the general culture of speech is the spoken side of speech, or its sound culture. The practical part of this work is aimed at identifying the state of sound culture of the speech of children of the senior group. A plan of work on the formation of proper sound and general skills in children, taking into account the tasks that are defined after the primary diagnosis.
In the course of the work carried out, it was established that the indicator of perception of speech in children of preschool age is insignificant, but rose. Children has a clearer dickey, the tempo of speech predominates moderate. As well as children have become emotioned to transmit their feelings, relationships.
The surveyed children had a decrease in weak speech exhalation. Children have learned articulating gymnastics And apply their knowledge in independent activities.
Thus, it can be concluded that, provided that systematics and sequences, the activities indicated in the work plan give positive result. And small percentages of the growth of positive dynamics can be explained short terms For this work.
Conclusion
Today, the question of the development of the speech of preschoolers is especially acute. Probably, this is due to the fact that children, and adults, too, began to communicate more with computers and other means of technical process than each other.
Psychologists claim: pre-school age - a sensitive period, which means that it is most favorable for the development of speech, the formation of a culture of speech communication. This is a very time-consuming and responsible work requiring a certain system and patience by the adult, the selection of the most effective means and methods of training.
In the preschool years there is an intensive mental development of the child: he mastering a speech, meets the wealth of the sound and lexical composition of the language. This is the period of intensive familiarization of the preschooler with the word - his meaning (the word is indicating certain Item, phenomenon, action, quality) and a phondatic, or sound, side (word sounds, consists of sounds following in a specific sequence, has a syllable, one of them is shock and the like).
The assimilation of the preschooler sounding the word is a long process. It is carried out in different types Children's activities.
The task of an adult is that the word that the child perceives is like an inextricably sound complex, to make special attention, observation and study.
N.M. Ascarina pointed out: "In the conditions of trained education, it is impossible to ensure the versatile development of all children, using only individual communication in the process of their independence. It is necessary to conduct special classes, and best tool The didactic game remains. It consolidates knowledge. "
Children, in full, mastered analysis, as a rule, do not experience difficulties in learning a diploma.
The leading analyzer in the assimilation of the sound side of speech is the hearing. With the development of the child, auditory attention is gradually developing, the perception of noise and sounds of speech. Speech breathing is one of the basics of voice formation and speech (it is a voiced exhalation).
The upbringing of sound culture of speech begins from birth at that moment when mom is affectionate and gently speaks with a baby.
During the period from a year to two years, the child has the process of initial development of speech skills and skills. In this period it is very important to educate the need for communication, attention to speech around, memory for words, the ability to reproduce sounds and words to imitation.
Thus, the speech development of the child of the first year of life serves as preparations for the formation of the speech system as a whole. Intensive development of auditory and spectatic perceptionwhich is carried out through emotional communication With others, contributes to the formation of the skills of understanding, reproducing and improving speech.
In the first younger group, tasks are solved on the formation of the correct pronunciation of sounds, the development of speech hearing and speech breathing, to upbringing the expressiveness of speech.
In the second younger group, tasks are added to form a tempo speech and voice qualities, to educate the culture of speech communication.
In the medium group, work continues on the development of diction. Special attention is paid to the tasks of work on the right smallery and verbal (phonetic) stress.
In the "Program of Education and Training in kindergarten" edited by MA Vasilyeva emphasizes that in the senior groups, the main skills of the culture of behavior in the process of speech must already be formed. It is necessary that the child knows how to talk quietly, look in the face of the speaking, keep his hands calmly, politely and without reminders to say and say goodbye, know that, healthy with the elders, should not be the first to serve her hand.
More attention should be paid to the work out of the right pose of the child at the time of public speech: responding to classes, he must turn to the children face, not to heat the benefits of which are in question; speaking with a poem or story not to do unnecessary movements (Do not swing, do not shift from foot to the leg, do not cry out, etc.). All these skills must be durable.
In a senior preschool age, special attention is paid to the tasks of working out intonation expressiveness, the development of phonderatic hearing.
In the preparatory school, the group of tasks for the education of sound culture of the speech are improved.
Thus, the analysis of the studied literature showed, the use of games, cleanrs, patters, mysteries, poems, proverbs and sayings in the upbringing of sound culture of speech in kindergarten is one of the possibility of development. Didactic games not only actively include students in learning work, but also activate cognitive activity Children. The game and can be used at all stages of the development of children's speech. It must fully help solve both educational tasks and the tasks of the development of the cognitive activity of school children
List of sources used
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Kulikovskaya TASpeak and play. Card file exercises games, texts for automation sounds. Designed in according to from GEF. Ed.: Press Childhood, 2015.
Nishcheva N.V. Player player. Games for the development of the phonetic-phoneumatic side of speech from senior preschoolers. Ed.: Press Childhood, 2017.
Alekseeva M.M. Development of the sound side of speech in preschool age // Development of speech and speech communication of preschoolers / Ed. O.S. Ushakova. - M., 2015.
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Bondarenko A.K. Didactic game in kindergarten. - M.: Enlightenment, 2013.
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Lopukhina I.V. Speech therapy. 550 entertaining games and exercises for the development of children's speech. - M.: Aquarium, 2015.
Maksakov A.I. Education of sound culture of speech in preschool children / A.I. Maksakov. - M., 2014.
Maksakov A.I. Sound culture speech / A.I. Maksakov, M.F. Fomicheva // Development of the speech of children of preschool age / Ed. F. Sokhina. - M., 2014.
Maksakov A.I. Learn, playing: games and exercises with a sounding word [Text]: Manual for the teacher Children. Garden / A.I. Maksakov, G.A. Tumakova - 2nd ed., Act. For add .-- M.: Enlightenment, 2013.
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Basics of speech therapy with workshop on sound testing. / Ed. Vlasovets G.A. M.: Childhood - press, 2012.
Solovyov O.I. Methods for the development of speech and training in the native language in kindergarten [Text]: O.I. Solovyov.- M. Enlightenment, 2016.
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§ 4. Forms of work on the upbringing of sound culture speech
Mastering the pronunciation of all the sounds of the native language by five years is possible with the right leadership of the development of children. Purposeful training, the use of the appropriate technique creates conditions for the implementation of the prerequisites available in children. The formation of the sound side of the speech is carried out in a kindergarten in two forms: in the form of training in the classes and the upbringing of all sides of the sound culture of speech outside of classes.
The main role in learning belongs to special classes that combine a shown-sample pronunciation with an active exercise of children. Classes are complemented and interact with special exercises outside classes.
The leading form of training is collective (and not individual) classes with children. In the conditions of the social environment, the education of speech skills proceeds especially favorably and gives more persistent results than in conditions of individual work (A. P. Usova, M. E. Heaths). The team is for children a strong factor in mutual influence. In collective classes, the productivity of work increases, and fatigue decreases,
In the formation of the correct sound-proof, the crucial role is played by a timely manner based on the age-related features of children.
The greatest effect gives training that has begun at earlier stages of preschool childhood. The age of children by the beginning of education is a more important factor than the duration of the learning itself.
In the process of systematic learning, it is necessary to use the methodology that ensures the development of motility of the speech apparatus, speech breathing and speech hearing, given that these processes are interrelated.
In the course of training, it should also be formed in a child awareness of the characteristics of their pronunciation. This has a positive impact on the formation of the phonetic side of speech, leads to an understanding of the need for training for mastering the correct speech skills and raises a desire to learn.
Outputs for teaching sound testing is enough to spend 1-2 times a month. In addition, individual exercises are included in other speech development classes, as well as musical, in gymnastics and rolling games. The number of classes is determined by the level of development of children.
§ 5. Stages of learning proper sound
Learning sound-proof is carried out in accordance with the stages of work on the sounds adopted in the speech therapy.
I Stage, preparatory, involving the preparation of the speech apparatus to mastering speech sounds. It includes the preparation of a speech machine, its motility, speech hearing, speech breathing.
Proper pronunciation of sounds depends on the activities of the speech apparatus as a whole and on the activities of the articulation bodies (speech therapy // Ed. Prof. L. S. Volkopoy. - M., 1989. - P. 521) (language, lips, soft nose, teeth etc.), from their mobility and flexibility, from coordination of articulation movements, their strength and accuracy. So, difficult to pronounce the sound of P requires the flexibility of the movements of the language, the rapid vibration of its tip. The hissing sounds require a strong air jet, lifting the tongue in the form of "bucket", rounding the lips and pull them slightly forward, etc.
Therefore, it is necessary to systematically exercise the organs of articulation, exercises aimed at training the muscles of the language in order to give it the necessary position; On the mobility of the lips, jaws, cheeks, to generate an air jet, proper breathing.
In order to prepare the speech apparatus, a variety of exercises are used, which are carried out mainly in the game form, which creates conditions for repeating them repeated.
The development of the motility of the articulation apparatus is various games for sound suspension: "Who screams?", "What does it sound?", Whose house? " and others are used by the noise of the wind, the rack of the aircraft, the crane carcan, the buzzing buzz, the Cocan of the horse and others. Repeat the meaning of the syllables (Sha - Sho - Shu, Ra - Ro -ru) quickly tiring and does not give positive results, Time as a child is not bored with a tongue, "like a coach", buzz, "like bee", buzz, "like a steam locomotive". In this regard, it should be noted that the children absorb speech, imitating people, and not the sounds of nature, the flow of cows, etc., i.e. Imitation of animal sounds is mediated, through the speaker's speech.
For the development of speech breathing, there are games for infancy: blowing the snowflakes (pieces of wool), pushing pencils, floating fish, boats. However, children will not immediately cope with the task. Many are strained, swell their cheeks and cannot be blown up the lying gun. This children need to be taught. The simple games are moving to more complex, where a severe air jet of air is required - children are offered to pour on floating ducks, geese, boat; Spend on the water before the formation of splashes.
In the process of breathing exercises, the child learns to breathe correctly, make a short, fast breath and long, strong, smooth exhale. We should not allow children to strain and tired. Exercises are conducted sitting, not more than 1.5 minutes (starting from 0.5 min).
For the development of speech hearing, auditory attention recommended games "Guess who called?", "Guess what I said?", "What does parsley do?", Echo, etc.
In individual work, articulation gymnastics is used: licking the tongue of the upper and lower lips (honey jet); Language is made by "stale", "wide shovel", etc.
Stage II - the formation of speech sounds, or sound formulation. It is the creation of a new nervous connection between sound (perception of uttered sound), engine-kinesthetic (self-playing sound) and visual (visual perception of sound articulation) sensations. In most cases, it is necessary to simultaneously slow down the incorrect link between the idea of \u200b\u200bsound and its pronunciation (PRAIN O.V. Essays on speech pathology and votes. - T. 1. - M., 1960.)
The setting of sounds begins with the lungs on the articulation of sounds and ends more difficult; The sequence of them is preserved both for frontal and individual work (hissing, whistling, p, l).
With the complete absence of sound or with its unstable pronunciation, which is often observed in preschoolers, it happens to fix the child's attention to sound. This is the so-called imitation sound or audio call. Training here is based on the imitation of the children's teacher's speech, clear sound pronunciation. Such a training of learning is possible only in easy cases. The fixation of attention on sound occurs due to the release of sound in a word, longer and tense by his pronunciation and child perception at this moment of its sound and articulation.
If it is impossible to put the sound based on the imitation, use the explanation of the articulation of the desired sound and the sample of its pronunciations, accompanied by the exercise of children.
Available for children explains the position of the teeth, lips and language when any sound pronunciation. The sample is given, it is repeated by children individually, at the beginning of those who pronounce it well (an additional pronunciation sample), and then those who have disadvantages. Finally, the sound repeats the whole choir.
During the period of becoming sound, it is necessary to be attentive to its appearance. Should constantly maintain a new sound, create the necessary conditions. The tutor must be listened to the pronunciation of children. With sound violations, the teacher resembles the essential moments of its articulation, gives a sample of the correct speech.
For exercises, it is necessary to give children a new speech material, as a well-known child poems, the pictures will call him the old, the usual sound pronunciation.
III Stage - Fixing and Automation of Sounds. From the point of view of the highest nervous activity, the audio automation is the introduction of a newly created and fixed relatively simple communication - speech sound - in more complex serial speech structures - in words and phrases in which this sound or is skipped at all, or pronounced incorrectly (O. V. Predian).
Working at this stage can be considered as a slowing down of old incorrect dynamic stereotypes and developing new ones.
This is a difficult work for the nervous system. It requires great caution and graduality, which is ensured by the availability and systematic of speech material (the transition from an isolated pronounced sound to the inclusion of this sound into sounding, word, phrase). The sound is given in different sounding, at the beginning of the word, in the middle, at the end. First, lightweight conditions are created for sound pronunciation (sound in an open syllable, in combination with two vowels, in a closed syllable), then they are complicated.
During this period, the combination of new material with the old one is useful. Keeping speech control and control exercises are important (retelling stories, told in the picture). To consolidate and automating a new sound, a systematic training is required, creating such conditions so that during the day the child uttered it at least 10-20 times. The educator by showing articulation, reminding his previous instructions helps the child to master the speech skill.
The newly emerging sound must be supported by all means (approval of the child, encouraging, etc.). Greater sound stability provides the use of different analyzers: auditory - as a leading, visual (articulation show), tactile-vibratory (sensation hand of larynx trembling), tactile (sensation with fingers of the elongated lips), kinesthetic (sensation of the tip of the tip of the tongue with sound r).
IV Stage - the stage of differentiation of mixed sounds. It is based on differentiating braking. Work on the differentiation of sounds begins only when both mixed sounds can be correctly pronounced by a child in any combination and are still not always used true and one sound is replaced by another.
Children do not distinguish a new sound from some sounds similar to him and confuse them (instead of drying - "Shuska", instead of Sasha - "Shash").
To differentiate sound, a comparison of two articulation styles is effective and the establishment of their differences. When comparing two sounds, you should not compare the correct sound with its distorted option.
It is recommended to conduct occupations for differentiation of sounds using affordable children. gaming material. So, you can pick up pictures by category: clothes, shoes, toys, flowers, vegetables, etc. In the names of items alternate mixed sounds (cherry - plum). First, children give two pictures, then, complicating the game, the number of pictures are adjusted to three or four (fur coat - boots - cap; Cat - dog - a horse - a pig). Next, children offer separate couples words that denote objects that do not belong to one group. Phonetically, these words differ in one sound (mustache - ears, mouse - cape). At first, in the word one of the differentiable sounds, then both sounds (steering wheel, eagle, boom, Larisa), then - the phrase, offer (Faith has better handle than me), Fees, proverbs, poems ("Pigeons flew, sat near the hole "," Bunny in summer gray, winter white ") You can carry out exercises and without pictures, in the vocabulary alone (nose - knife, goat - leather, Yura - Yula, Box - Kolobok). The use of these words is possible in the game or conversation:
How do you call a cat? - Kitty Kitty!
How do you drive a sparrow from the garden? - Kysh-Kysh!
Thanks to such exercises, children begin faster and better to catch the semantic difference between the words. Then go to the memorization of poems, cleanrs containing those or other sounds needed for differentiation.
At all stages of teaching sound-proof, exercises are recommended in the form of games: with pictures, toys, sound-powders, with elements of movements, with singing; Reading and memorizing poems, additives, flush, cleaningors. Retelling short stories and telling pictures with the age and standing learning tasks begins with the sound automation phase.
Farida Gumerova.
Sound culture of speech as an integral part of a common speech culture
Sound culture of speech is an integral part of a common speech culture.
She covers all parties sound writing words and sounding speech in general: correct pronunciation sounds, words, volume and speed speech statement, rhythm, pauses, timbre, logical stress, etc.
Of particular importance is the development rECHEDGY and hearing aids, the presence of a full-fledged surrounding speech mediumas an integral conditions of timely and proper formation sound culture of speech.
In this regard, the implementation of the tasks of education sound culture of speech is carried out in two main directions:
1) Development of perception speech(auditory attention and speech hearing, including its components - phonematic, sound, rhythmic hearing, tempo perception, votes, timbre speech);
2) Development speed \u200b\u200bMachine(articulating, voice, speech breathing) and the formation of a sponge side speech(Pronunciations sounds, clear diction, etc.).
Work on education sound culture of speech carried out systematically on special speech classesBut it can enter into the maintenance of other classes. Morning gymnastics, walks, arrival and child care home are also used by educaton for upbringing sound culture of speech. So, during the morning gymnastics, it is possible to practice the articulation apparatus of children, clarify and consolidate the pronunciation of one or another sound; For a walk and other regime moments - to practice individual children in a distinct pronunciation of words, in the proper use of intonational means of expressiveness. In the evening, customized and group movable, choral, speech didactic games, for example, in order to consolidate the correct pronunciation soundsTraining children in a long air exhalation through the mouth. Work outside classes can be organized with a subgroup of children, as well as individually. The task of educators and specialists is to help children promptly master all sides of the sounding speech. High culture of speech adults, permanent communication with the child, organization and conduct river games - all this is the key to successful formation of the correct oral speech of children.
Work on education sound culture of speech In kindergarten is closely related to the formation of a dictionary (active and passive, grammatical system, connected speech, with solving problems of preparing children to school (Mastering reading and writing).
Development of perception speech
Perception speechMastering it sound Party fully depend on the formation and development of hearing (physical I. river)
Physical hearing is the ability to hear others sounds.
Speech Rumor is the ability of a person to accurately perceive and correctly reproduce all sides of sounding speech, that is, to recognize, hear and transmit all phonological instruments of the language, correlating them with generally accepted language norm.
Forming components river Hearing is in close unity with the development of auditory attention, that is, the ability to differentiate the sound of various items to the sound, determine the place and direction sound.
Development rECHEDGY The apparatus and the formation of the utterance side speech
In education sounds take part entire speech apparatus(lips, teeth, tongue, sky, small tongue, nastrostrik, nasal cavity, throat, larynx, trachea, bronchi, lungs, diaphragm).
The ability to seem to be engaged sounds and words depends on the structure of the articulation apparatus, from the correct articulation sounds. Under articulation it is understood by the activities of the organs speech - Language, lips, soft sky, small tongue, lower jaw - in the reproduction process sounds.
Formation of the uttertainment speech inextricably linked speech breathing.
Speech Breathing is the ability of a person in the process river Spellings to produce a short deep breath in a timely manner and rationally spend the air when exhaling. Speech Breathing is the basis of sounding speech, source of education sounds, voices.
The main purpose of the educator is upbringing soundless - this is a systematic work with all the children of the group, which contributes to the timely learning of the pronunciation of all sounds native language and education of phonderatic hearing.
The speech therapist also performs correction. soundless - This is working with children who have persistent difficulties in mastering soundlessaimed at overcoming these shortcomings.
By the end of stay in preschool institution The child must learn to pronounce everything sounds In different positions and combinations, clearly differentiate them in pronunciation and ear, that is, to distinguish whistling and hissing, ringing and deaf, solid and soft.
All programs for DW assume scroll Tasks for education sound culture of speech Preschoolers in all age groups.
Tasks for formation sound culture of speech Children 2 younger group are:
Teach children clearly pronounce in words vowels ([a], [y], [and], [o], [u]) And some consonants sounds In the following sequences: [M]; [n]; [p] - [b]; [F] - [in].
Develop a motor speed \u200b\u200bMachine, auditory perception, speech rumor and speech breathingclarify and fix the articulation sounds. Produce the right pace speech, intonation expressiveness. Learning to clearly utter words and short phrases, speak calm, with natural intonations.
Tasks for formation sound culture of speech Children of the middle group are:
Fasten the correct pronunciation of vowels and consonants sounds. Teach children clearly pronounce in words vowel [s] and consonants sounds In the following sequences: [n]; [T] - [d]; [K] - [g]; [x]. Relaim the pronunciation sounds [s] - [C "]; [s] - [z]; [c].
Develop the articulation apparatus. Continue to work diction: Improve the distinct pronouncement of words and phrases. Develop phonematic hearing: Learning to distinguish between hearing and call words beginning with a certain sound.
Improve intonation expressiveness speech.
Tasks for formation sound culture of speech Children of the senior group are:
Fasten the right, distinct utility sounds: Jotted (I, (E, (E, (YU); hissing [sh] - [f]; [h "]; [sh"]; Sonorny [L] - [L "], [p] - [p"].
Continue to develop a phonmematic hearing. Learn to determine the place sound in Word(beginning, middle, end).
Treat intonational expressive speech.
Tasks for formation sound culture of speech Children of the preparatory group are:
Improve the ability to distinguish with rumor and in pronunciation sounds [C] - [Sh]; [s] - [F]; ringing - deaf [s] - [s]; [Ш] - [F]; [T] - [d]; sonorny [l] - [p]; solid - soft [t] - [t "].
Treat diction: Teach children clearly and clearly utter words and phrases with natural intonations.
Improve phonda hearing: Teach to call words with certain sound, find words with this sound in the sentence, determine the place sound in Word.
Literature
Barodich A.M. Development technique speech of children. - M., 1981. (Section "Education sound culture of speech
Maksakov A. I., Fomicheva M. F. Sound culture of speech. / In KN: Development speech children of preschool age / ed. F. A. Sokhina. - M., 1984.
Fedorenko L. P., Fomicheva G. A., Lotarev V. K., Nikolaicheva A. P. Development Methodology speech Preschool children. - M. 1964. (section "Education sound culture of speech» .)
Fomicheva M. F. Education in children of proper pronunciation. - M., 1981.
Education of sound culture is one of the important tasks of speech development in kindergarten, since it is the preschool age that is the most sensitive to solve it.
From materialistic teaching about language and thinking it follows that the sound language was always the only language of society. The language is the most important means of human communication by virtue of their sound matter.
The sound side of the speech represents a single whole, but a very complex phenomenon that needs to be investigated from different sides. The modern literature discusses several aspects of the sound side of speech: physical, physiological, linguistic.
The study of various aspects of the sound side of the speech contributes to an understanding of the patterns of gradual formation of it in children and facilitates the leadership of the development of this part of speech.
Each language is characterized by one or another sound system. Therefore, the sound side of each language has its own characteristics and distinctive quality. For the sound side of the Russian language, singers of vowels, softness in the pronunciation of many consonants, the originality of the pronunciation of each consonant sound. Emotionality, the generosity of the Russian language find their expression in intonational wealth.
Sound culture of speech - the concept is wide enough, it includes the phonetic and orthoepic correctness of speech, expressiveness of its and clear diction.
Education of sound culture suggests:
1. Formation of proper sound impetence and smallery, for which it is necessary to develop speech hearing, speech breathing, motility of the articulation apparatus;
2. Education of orthoepically correct speech - the ability to speak according to the standards of literary pronunciation. Orthooepic standards cover the phonetic language system, the pronunciation of individual words and groups of words, individual grammatical forms. The composition of orthoepia includes not only pronunciation, but also an emphasis, i.e. Specific phenomenon of oral speech. Russian has a complex system of distinguished and moving accent;
3. Formation of expressiveness of speech - possession of speech expressiveness involves the ability to use the height and power of the voice, the pace and rhythm of speech, pauses, a variety of intonations. It is noted that the child in everyday communication owns the natural expressiveness of speech, but needs learning arbitrary, conscious expressiveness when reading poems, retelling, telling;
4. Development of dictation - a distinct, clear pronunciation of each sound and words separately, as well as phrases as a whole;
5. Education of speech communication culture as part of etiquette.
The concept of sound culture of speech, O. I. Solovyva, A. M. Bourodich, A. S. Feldberg, A. I. Maksakov, MF Fomicheva and others are revealed to the upbringing tasks.
In the sound culture of speech, two sections are distinguished: the culture of the recycling and speech hearing. Therefore, work should be conducted in two directions:
1. Development of a speech machine (articulation apparatus, voice apparatus, speech breathing) and on this basis the formation of pronunciation of sounds, words, clear articulation;
2. Development of speech perception (hearing attention, speech hearing, the main components of which are phondematic, sound, rhythmic hearing).
Sound units of the language differ by their role in speech. Some, connecting, form words. These are linear (located in the line, one by one) Sound units: sound, syllable, phrase. Only in a certain linear sequence, the combination of sounds becomes a word, acquires a certain meaning.
Other sound units, spacemen, are superfluous. This is an emphasis, intonation elements (melody, voice force, speech rate, its timbre). They characterize linear units and are a mandatory sign of oral speech. Promotional units are involved in modulating articulation organs.
For preschoolers, first of all, the absorption of linear sound units of speech (sound spectacle) is of particular importance, since the most difficult for a child is mastered by the articulation of individual sounds (p, l, w, w). In phonetic and speech therapy allowances, the work of the articulation bodies is described in detail. Participation seeking in modulating sounds less studied.
Researchers of children's speech and practical workers note the importance of the correct pronunciation of sounds to form a full-fledged personality of the child and establishing social contacts, to prepare for school, and in the future and to choose a profession. A child with a well-developed speech easily comes into communication with adults and peers, it clearly expresses his thoughts and desires. Speech with pronunciation defects, on the contrary, makes it difficult to relationship with people, delays the mental development of the child and the development of other parties to speech.
Of particular importance is the correct sound-proof when admitted to school. One of the reasons for the abominability of primary school students in Russian is called the presence of shortcomings of soundness. Children with pronunciation defects do not know how to determine the number of sounds in the word, call their sequence, difficult in the selection of words beginning with a given sound. Often, despite the good mental abilities of the child, in connection with the shortcomings of the sound side of the speech, he has a lag in mastering the dictionary and the grammatical system of speech and in subsequent years. Children who do not know how to distinguish and allocate sounds for rumor and correctly pronounce them, make it difficult to master the letters skills.
However, despite the such obvious importance of this section of the work, kindergartens do not use all the possibilities for each child to go to school with a clean speech. According to the examination materials, 15-20% of children come to school from a kindergarten with imperfect pronunciation of sounds, such children at a five-year-old age about 50%.
The problem of the formation of the sound side of the speech did not lose its relevance and practical significance at present.
The formation of sound culture of speech from preschoolers.
A culture of speech - This is the ability to properly use all the language means (sound, including intonation, lexical stock, grammatical forms), right, i.e. in accordance with the content of the outlined, taking into account the conditions of speech communication and the purpose of the statement,
Sound culture of speech It is an integral part of speech culture. Preschool children master it in the process of communicating with people around them. A large influence on the formation of a high culture of speech in children has an educator.
More than 50% of the graduates of our DW have speech disorders. Not only parents are to blame for this, but also educators.
Main directions Works standing in front of the educator for the development of sound culture speech:
Education in children of pure clear pronunciation of sounds in words;
The correct pronunciation of words according to the norms of Russian orphoepling;
Upbringing a distinct pronunciation (good diction);
Education of expressiveness of children's speech.
The work of the educator to form the right speech, to prevent the shortcomings of speech in children in our conditions, can be compared with the work of the speech therapist to correct the shortcomings of the pronunciation of sounds. However, the upbringing of sound culture of speech should not be reduced only to the formation of the correct pronunciation of sounds. The formation of the correct sound isolation is only part of the work on sound culture of speech. The educator helps children to master the right speech breathing, the right pronunciation of all the sounds of the native language, clearly pronouncing words, the ability to use the voice, teach children not to speak, expressively. At the same time, in the work on the formation of the sound side of speech, caregivers can use some speech therapy techniques.
Developing in children the right, well-sounding speech, the educator should solve the followingtasks:
1. Educating speech hearing Children, gradually developing its main components:hearing attention (ability to determine the rumor something or another sound and its direction),phondematic hearing.The formation, phonderatic hearing, ability plays a big roleclearly distinguish one sounds from othersthanks to which some words are recognized and understood. Well developedspeech ear Provides a clear, clear and correct pronunciation of all the sounds of the native language, makes it possible to correctly adjust the volume of the pronouncement of words, speak moderately, intonationally expressive. The development of speech hearing is closely related to the development of sensations arising from the movements of the articulation organs.
2. Develop the articulation apparatus.Speech sounds are formed in the oral cavity, the form and volume of which depend on the positions of moving organs are dependent on the positions of mobile organs: lips, tongue, lower jaw, soft sky, small tongue. The correct position and movement of the speech organs necessary to pronounce this sound is called articulation. Disorders in the structure of the articulation apparatus, for example, a short sub-public bunch, an incorrect bite and some other disadvantages, are predisposing factors of improper formation of sound suspension. But now we are talking about the fact that the child has good mobility of the organs of the articulation apparatus, good speech hearing. In this case, the child with an adult is able to compensate for the shortcomings of sound testing. If the child has imperfections of the movement of the articulation apparatus (for example, a sedentary language, sluggish, thick, lips can not stretch in a smile), then this can cause the wrong pronunciation of sounds, sluggish, fuzzy, lubricated speech.
Tax Tasks:
1) the development of language mobility (the ability to draw a language is wide and narrow, to hold a wide tongue behind the bottom cutters, lift for the upper teeth, move it back deep into the mouth, etc.);
2) the development of sufficient lip mobility (the ability to pull them forward, rounded, stretch into a smile, form the bottom lip of the gap with the front upper teeth);
3) Development of the ability to hold low jaw in a certain position, which is important for the pronunciation of sounds
3. Working on speech breathing, i.e. to bring up the ability to produce a short breath and a long smooth exhale to be able to freely speak phrases.The source of speech sounds is a air jet, which comes out of the lungs through the larynx, the throat, the oral cavity or the nose outside.Proper speech breathing provides normal sound formation, creates conditions for maintaining the corresponding speech volume, clear observance of pauses, conservation of solving speech and intonation expressiveness.
Such imperfections of speech respiration, as the inability to rationally use exhalation, speech on the breath, incomplete resumption of air reserve, etc., adversely affecting the development of the speech of children of preschool age, may be due to improper education, insufficient attention to the speech of children from adults. Children of preschool age, having a weakened breath and exhale, as a rule, are quiet, it is hampered in pronouncing long phrases. If the smoothness of speech is broken, children in the middle of the phrase are forced to achieve air during exhalation. Often such children do not agree words and often at the end of the phrase pronounce them on a whisper. Sometimes to finish a long phrase, they are forced to speak in inhalation, from which it becomes fuzzy, with chilling. The shortened exhale forces, speak phrases at an accelerated pace without compliance with the logical pauses.
Therefore, the tasks of the educator are:
1) Using special game exercises, produce free, smooth, elongated exhalation;
2) by imitating the speech of the teacher to educate the ability correctly, rationally use it (pronounce small phrases on one exhale).
Example:
4. Relieve the ability to adjust the voice volume in accordance with the terms of communication.
5. Form the correct pronunciation of all the sounds of the native language.Preschool age is the most favorable to form a proper pronunciation.all sounds native language. In kindergarten this workmust be completed. Proper pronunciation of sounds can be formed if children are quite developed by the mobility of the organs of the articulation apparatus, speech breathing, if children know how to own their voice. It is very important to form a well-developed speech hearing for the formation of the correct sound, as it provides self-control.
Violations of sound-proof can be caused by defects of the speech apparatus (splitting of solid and soft sky, deviations in the structure of the dental system, a short sub-linked bunch, etc.), insufficient mobility of the articulation organs, underdevelopment of phonmematic hearing (the inability to distinguish some sounds from others). Careless attitude towards his speech (inability to listen to themselves and others), the assimilation of the wrong speech of others can also lead to shortcomings of pronunciation. Incorrect pronunciation of the sounds is expressed in sound pass, replacing one sound to another, distorted sound pronunciation, it is especially important to start working with children who have replaced and distortion of sounds, since the replacement of sounds can continue to appear in the written speech (replacement of one letter different ), and distortedly pronounced and in time not corrected sounds will further require great effort (from the side of the speech therapist and the child) and longer time to eliminate them. In addition, it is necessary to remember that the shortcomings of sound-proof are often not an independent violation of speech, but only a symptom, a sign of another, more complex violation of speech, requiring special treatment and training (these are Alalia, dysarthria, etc.).
The teacher must: teach children to correct all the sounds in any position (at the beginning, middle and end of the word) and with different structure of the word (in combination with any consults and with any number of syllables in the Word), to identify children with lack of speech and, if necessary In a timely manner to send them to special children's institutions.
6. Generate a clear and clear pronunciation of each sound, as well as words and phrases in general, i.e. good diction.Good diction, i.e., a clear, clear pronunciation of each sound separately, as well as words and phrases in general, is formed in a child gradually, simultaneously with the development of the articulation apparatus. Work on diction is closely related to the formation of the correct pronunciation of all the sounds of the native language.
Aged 2 to 6 years, when there is an intensive development of all sides of speech, it is necessary to pay attention to the clarity and clarity of the pronunciation of words and phrases; To bring up in children, the role of imitation at a slow pace has already been with 1.5 years old, with a clear pronouncing of all sounds in words, the clear pronunciation of all words in phrases.Gradually, with the upbringing of the ability to carefully listen to speech surrounding and with the development of speech breathing; Articulations, with mastering the voice improves in a child and diction.
The educator should give preschoolers a sample of grammatically correct speech, with good diction, to teach them carefully listen to speech around and watch the clarity of its pronunciation and pronunciation of children.
Example:
7. Develop the pronunciation of words according to the norms of the orpheepia of the Russian literary language.We repeatedly we meet that the children in their speech use a local language; Errors are spacious, incorrect stress, "letter" pronunciation of words (that, instead of Evonny, Popo and Chevo, etc.).
8. To form a normal tempo of speech, i.e. the ability to pronounce words, phrases in a moderate pace, no faster and not slowing the speech, thereby creating the opportunity to clearly perceive it.
9. To educate the intonational expressiveness of speech, i.e., the ability to accurately express thoughts, feelings and mood with the help of logical pauses, stress, melodes, tempo, rhythm and timbre.
The educator should have an idea of \u200b\u200bthe basic violations of speech (for example: if this is a violation of the pronunciation of a single sound, then you can work on the production of this sound, and if stuttering), then you need to send a child to a specialist-speech therapist.
Given the age characteristics of the development of children's speech, the formation of sound culture of speech can be distributed into three main stages.
Stage I - from 1 year 6 months to 3 years (second half of the 2nd group early age And the 1st Junior Group) Phoneatic hearing is actively developing.The most important thing is the very important achievement of the third year of life - the possibility of a child to independently determine the wrong sound in his own speech. If this skill of phondematic perception is not formed to three years, then the baby will not be able to master the correct sound;but its own pronunciation is not yet controlled.
Despite the fact that the speech of the child is still far from perfect, it can already distinguish between the phones of the native language. This stage is characterized by the rapid development of the active dictionary. Formed earlier articulation movements, undergo some changes: specify, become more stable. The ability of the child to consciously imitate the pronouncement of a whole word, thanks to which the educator gets the opportunity to significantly affect the development of the sound of the child's speech. The basis of work on sound culture of speech is the use of various oracles. The effectiveness of work is significantly increasing, since classes with children aged 1 year 6 months to 3 years are carried out not with a small number of children (5-6), as before, and with subgroups.
Stage II - from 3 to 5 years (2nd Junior Group and medium group). At this age, the formation of the phonetic and morphological composition of the word. The improvement of the most difficult articulation movements continues. It gives the child the opportunity to reproduce slotted, attractive and sonorous sounds. Work at this stage is based on a markedly expressed conscious attitude of children to the sound side of the word and is built on consistently working out all the sounds of the native language.
III stage - from 5 to 7 years ( senior group and preparatory school group). This stage is as if the final period in the formation of the sound side of the speech of preschoolers in kindergarten. By the beginning of the stage, the most difficult insulated articulation movements have already been formed, but it is important that the sounds are clearly distinguished, which are close to articulating (C - W, Z - W and others.; C - s.). (Sayka - Bunny.).
Due to the fact that the children enter the kindergarten at different ages and unequally assimilate all sections of sound culture of speech, work on its formation should continue throughout the entire period of finding a child in a preschool institution.
At each stage of the development of sound culture of speech, the educator must take into account the individual features of the development of the speech of children.
Workshop of speech therapy work
on the formation of sound culture speech from preschoolers.
All directions of work on sound culture of speech are interrelated. For systematic and consistent performing games and work on the development of sound culture, work on the "live" sound of the word should be taken as a basis. At each age stage, the material should be gradually complicated, necessarily including all sections of the development of sound culture of speech.
Example: The teacher picks up the pictures so that each studied or surveyed sound is at the beginning, in the middle and at the end of words, because In each position, the same sound is not pronounced equally.
1 group ringing consonants.
In - boots, wool, plug, owl, peacock. B - bottle, bank, bots, tambourine. D - house, rain, girl, grandfather, swans. G - goose, dove, car, needle.
2 group whistling (C, C', Z, Z', C)
3 group (hissing sh, w, h, u).
4 Group (Sonornaya L, L', R, P', th at the end and beginning of the syllable bench, berry, leaves, hedgehog, yura)
5 Group (posterior to, k', g, g', x)
6 group (soft T', d', n'). For checking, pictures are selected, and the child calls words, while it is taken into account whether the child does the letters of letters, replacement, syllables. All this tutor must be fixed in the table
Complex of the main daily exercises.
1. Hold the lips in a smile, while the front and lower teeth are naked.
2. Pull the lips forward with a tube ..
3. Alternate the position of the lips smile and tube.
4. Quietly open and close your mouth, lips in a smile position.
5. Language is wide.
6. Tongue is narrow.
7. Alternate Language is wide - narrow.
8. Rise language for the upper teeth.
9. Alternate the movement of the language up - down.
10. Alternate the movement of the language (with the end of the tip): to move the mouth deep into the front cutters.
Complexes.
1. "Drive the ball into the gate."
Purpose: to produce a long, directional air jet of air.
2. "punish a naughty language"
Purpose: relax language. Follow the lower lip, breathing.
3. "Make a Language Wide"
4. "Clean the teeth"(Hold the tip of the language behind the bottom teeth)
5. "Fungus" (stretch the bridle)
6. "Delicious jam"
7. "Turkey" (to produce language rise up)
8. Slip the language.
9. "Steamer buzzing" (Opening the mouth (tip Languages \u200b\u200bomitted and is in the depths of the mouth) and pronounce the sound.
name | Nikita |
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Rough visible defects | |||||||
Split Lips, sky | |||||||
Short bridle | |||||||
Wrong bite | |||||||
the structure of the dental row | |||||||
Condition sound support. | |||||||
Skip Sound "OBA" | pass |
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Replacement ko L Oova | replace |
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Distortion (there is sound, but it sounds wrong) | There is sound, but it sounds unclear |
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Mixing sounds In one word, right, but in the other there is no. Ma sh A, with harp | |||||||
Condition of the dictionary | |||||||
Phrase speech In words or phrases | |||||||
Other features Quiet, hormone quickly, vigorously stutter | |||||||
Differites | |||||||
The difference between similar sounds | |||||||
Confuses similar sound | |||||||
soundless | |||||||
1 group | start | middle | end | absence | replacement | distortion | inaccuracies |
n. | n. | ||||||
2 groups whistling | |||||||
n. | n. | n. | |||||
FROM | n. | ||||||
n. | n. | n. | |||||
Z' | |||||||
n. | |||||||
3 Group shipping | |||||||
Sh-S. | |||||||
J. Z. | J. Z. | ||||||
Ch' | Ch-S. | n. | |||||
Shch-S. | |||||||
4 Group (Sonorny Start and in the end of the word | |||||||
L-s | |||||||
L' | n. | ||||||
corner | corner | corner | |||||
R | court | corner | corner | ||||
[th] at the end and beginning of the syllable | |||||||
y'[a] berry | |||||||
y [e] hedgehogs, ate | n. | ||||||
y [o] Kleenka, hedgehogs | |||||||
y [y] Skirt, Yura. Yula | |||||||
5 Band-up band | |||||||
n. | |||||||
TO | |||||||
n. | |||||||
G' | n. | ||||||
6 Group soft | |||||||
T' | |||||||
D' | |||||||
Note.
1. If pronounces (+)
2. If the child misses the sound to put (-)
3. When replacing writing sound substitute.
4. When distorted, indicate the character of distortion (fuzzy)
In the preparatory for school, graphs are added to the graph "Differentiation of sounds"
If a child distinguishes similar sounds and correctly use them in its own speech in the corresponding cell (+)
If not (-)
