Speech development in accordance with the Federal State Educational Standard for preschool education
Yulia Ageeva
Speech development in accordance with the Federal State Educational Standard for preschool education
Speech development in accordance with Federal State Educational Standards
preschool education
preschool education system, which has been formed in Russia for many decades, is currently undergoing serious changes. Educational Standard for Preschool Education ( FSES DO ) has been developed and entered into force.
.
These changes were necessary due to the understanding of the importance of preschool education for the further successful development and education of each child, ensuring quality education for preschool children .
The changes affected not only educational activities , but also the professional competence of teachers, as well as the financing of the implementation of the main educational program of preschool education .
Educational activities are carried out in various types of activities and cover certain areas of children's development , which are called educational areas . The Federal State Educational Standard defines 5 educational areas :
1) social - communicative development - aimed at assimilation of norms and values accepted in society, development of communication and interaction of the child with adults and peers, formation of independence;
2) cognitive development - involves the development of children’s interests , curiosity and cognitive motivation, the formation of cognitive actions, the development of imagination and creative activity;
3) speech development - includes the mastery of speech as a means of communication and culture, enrichment of the active vocabulary, development of coherent , grammatically correct dialogical and monologue speech;
4) artistic - aesthetic development - involves the development of prerequisites for the value-semantic perception and understanding of works of art, the natural world, the formation of an aesthetic attitude towards the surrounding world;
5) physical development - includes the acquisition of experience in motor activity, the formation of healthy lifestyle .
Speech development still remains most relevant in preschool age .
The main goal of speech development is the development of free communication with adults and children, mastering constructive ways and means of interaction with others.
According to the Federal State Educational Standard for Additional Education, speech development includes the following components :
1) mastering speech as a means of communication and culture (this means that it is necessary to form the oral speech of children at such a level that they do not experience difficulties in establishing contacts with peers and adults, so that their speech is understandable to others);
2) enrichment of the active vocabulary (occurs at the expense of the preschooler’s and depends on the vocabulary of the teacher and parents; to expand the children’s vocabulary, favorable conditions are created with comprehensive thematic planning of work);
3) development of coherent , grammatically correct dialogical and monologue speech (our coherent speech consists of two parts - dialogue and monologue. The building material for it is the dictionary and mastering the grammatical structure of speech, i.e. the ability to change words, combine them into sentences);
4) development of speech creativity (the work is not easy, it assumes that children independently compose the simplest short stories, take part in composing poetic phrases, come up with new moves in the plot of a fairy tale, etc. All this becomes possible if we create conditions for this) ;
5) acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature (the main problem is that the book has ceased to be a value in many families, children do not gain experience reading at home - listening, the book should become a companion for children);
6) the formation of sound analytical-synthetic activity as a prerequisite for learning to read and write (preparation for learning to read and write is the formation of skills in sound analysis and synthesis. The formation of correct pronunciation also depends on the child’s ability to analyze and synthesize speech sounds);
7) development of sound and intonation culture, phonemic hearing (the child learns the stress system, pronunciation of sounds, the ability to speak expressively, read poetry; the child learns to name words with a certain sound, determines the place of the sound in a word).
The development of a preschool child is most successfully carried out in an enriched developmental environment , which ensures the unity of social and natural means, a variety of activities and enrichment of children’s speech experience .
A developing environment is a natural setting, rationally organized, rich in a variety of sensory stimuli and play materials.
In such an environment, it is possible to simultaneously involve all children in the group in active cognitive and creative activities.
The speech development environment , as part of the general one, is aimed at an effective educational impact, at the formation of an active cognitive attitude to the surrounding world and to the phenomena of the native language and speech. Therefore, the creation of a speech development environment is the most important direction for improving the quality of work on the development of speech in preschoolers .
The speech development environment is not only a subject environment; the role of an adult in organizing the influence of one’s own speech on the development of different aspects of a preschooler’s .
The speech environment created in a certain group is a factor either restraining or activating the process of a child’s speech development , therefore, when creating a developmental environment , it is important to take into account the level of speech development , interests, and abilities of children in this group. The main components of the speech development environment are the following:
- Speech by the teacher;
— Methods and techniques for guiding the development of various aspects of speech in preschoolers ;
— Special equipment for each age group.
One of the most important components is the teacher’s competent speech, since it is the teacher who lays the foundations for the culture of children’s speech, forms the foundations of children’s speech activity , and introduces them to the culture of oral expression. The speech of a preschool educational institution teacher has a teaching and educational orientation. The main thing is the quality of its language content, which ensures high results of work. The teacher’s speech must meet the following requirements:
1) CORRECTNESS – i.e. compliance with language norms . While listening to the teacher, children should not be distracted from the content or meaning of the speech due to incorrect pronunciation or a non-standardly constructed phrase.
2) ACCURACY - i.e. precise speech is speech that adequately reflects reality and unambiguously indicates in words what should be said.
3) LOGICALITY - i.e. the presence in the statement of 3 meaning-forming components : the beginning, the main part and the end of the statement. Also important is the teacher’s ability to correctly, competently, and logically connect all sentences and parts of a statement with each other.
4) PURITY - i.e. the absence in speech of elements alien to the literary language. The teacher’s language is also polluted by his unjustified use of borrowed words, dialectal, slang and slang expressions.
5) EXPRESSIVENESS is a feature of speech that captures attention and interest, creating an atmosphere of emotional empathy.
6) WEALTH - it is judged by the number of words and their semantic richness. This is lexical and semantic richness. But there is also a syntactic concept of richness: this is the speaker’s use of sentences: simple and complex, complete and incomplete, complex, complex, non-union, etc. The richness of speech is directly related to the level of general culture, erudition, and erudition.
7) APPROPRIATENESS - i.e. the use in speech of units that correspond to the situation and conditions of communication. Relevance requires flexibility of speech behavior : can he determine the correctness and appropriateness of words , forms and phrases, their semantic shades, and foresee the work of assimilating them in advance.
Methods and techniques for guiding the speech development of children , special equipment - their selection directly depends on the characteristics of the speech development of children of each age group.
Features of speech development of the first junior group
1. Competent speech of the teacher;
2. methods and techniques aimed at developing speech as a means of communication (instructions, hints, samples , conjugate speech, etc.)
;
3. methods and techniques aimed at developing the ability to listen and hear (stories, reading)
;
4. independent examination of pictures, toys, books (for the development of initiative speech )
Features of speech development of the second younger group
1. Competent speech of the teacher;
2. methods and techniques aimed at developing speech as a means of communication (instructions, hints, sample address , sample interaction through speech in different types of activities);
3. methods and techniques aimed at developing the ability to listen and hear (conversations, stories, reading)
;
4. organization of the “Corner of Interesting Things”
(stimulating independent examination of books, pictures, toys, objects for
the development of initiative speech , enrichment and clarification of children’s ideas about the environment).
Features of speech development of the middle group
1. Competent speech of the teacher;
2. methods and techniques aimed at developing speech as a means of communication (satisfying the need to receive and discuss information; developing communication skills with peers; familiarity with the formulas of speech etiquette );
3. methods and techniques aimed at developing the ability to listen and hear (listening to children; clarifying answers; hints; stories from the teacher - emphasis on stimulating cognitive interest);
4. organizing activities in the “Corner of Interesting Things”
(sets of pictures, photographs, postcards, magnifying glasses, magnets, etc. for
the development of explanatory speech ). organizing activities in the “Corner of Interesting Things”
(sets of pictures, photographs, postcards, magnifying glasses, magnets, etc. for
the development of explanatory speech ).
Features of speech development of senior and preparatory
to school groups
1. Competent speech of the teacher;
2. methods and techniques aimed at developing speech as a means of communication (familiarity with the formulas of speech etiquette , targeted formation of all groups of dialogical skills; skills to competently defend one’s point of view);
3. methods and techniques aimed at developing independent storytelling skills (encouraging children’s stories; transforming statements into coherent stories; recording and repeating stories; clarifications, generalizations);
4. organizing activities in the “Corner of Interesting Things”
(replenishment of the corner - emphasis on expanding children’s ideas about
the diversity of the world around them ; organization of perception followed by discussion);
5. creation of an individual “author’s speech space ”
every child.
With the following features of speech development in each age group:
1. Favorable conditions are created for the development of speech skills not only in specially organized training, but also in independent activities;
2. A high level of children's speech activity ;
3. Children master speech skills in a natural environment of live conversation.
Speech development in accordance with the Federal State Educational Standard for Educational Education includes the development of speech and fiction.
The main areas of work on speech development are :
1. Vocabulary development : mastering the meanings of words and their appropriate use in accordance with the context of the utterance, with the situation in which communication takes place.
2. Education of sound culture of speech: development of perception of sounds of native speech and pronunciation.
3. Formation of grammatical structure.
4. Development of coherent speech (Dialogical (spoken)
speech Monologue speech
(storytelling)
.
5. Formation of elementary awareness of the phenomena of language and speech: distinguishing between sound and word, finding the place of sound in a word. Fostering love and interest in the artistic word.
The construction of the educational process should be based on age-appropriate forms of working with children. The choice of forms of work is carried out by the teacher independently and depends on the number of students, the equipment and specifics of the preschool institution , cultural and regional characteristics, and the experience and creative approach of the teacher. The leading form of work on the development of children's speech is the educational situation .
Educational situations are used:
– in directly organized educational activities – in the process of organizing various types of children’s activities specified by the Federal State Educational Standard . They are aimed at developing children’s knowledge, ability to reason, draw conclusions, and develop skills in various types of activities (game, communicative, cognitive-research, perception of artistic literature and folklore, constructive, visual , musical, motor);
- during regime moments and are aimed at consolidating existing knowledge and skills, their application in new conditions, the child’s manifestation of activity, independence and creativity.
Let's look at examples of educational situations used for the speech development of preschool children .
1)
O. M. Eltsova notes that a game-based learning situation (GTS) develop
. All qualities and knowledge are formed not by the ITS itself, but by one or another specific content that is specially introduced by the teacher.
1. Situations - illustrations. Suitable for younger preschool age . Simple scenes from the lives of children are played out. With the help of various gaming materials and teaching aids, the teacher demonstrates to children examples of socially acceptable behavior, and also activates their effective communication skills.
2. Situations - exercises. Used from the middle group. The child actively acts in them. Children train in performing individual game actions and linking them into a plot, learn to regulate relationships with peers within the framework of game interaction.
3. Situations - problems. Used from older ages. Participation in situations - problems contributes to children’s assimilation of the main directions of social relations, their “working out”
and modeling the strategy of one’s behavior in the human world. By actively participating, the child finds an outlet for his feelings and experiences, learns to recognize and accept them.
4. Situations - assessments. Used in the preparatory group. They involve analysis and justification of the decision made, its assessment by the children themselves. In this case, the gaming problem has already been solved, but the adult is required to help the child analyze and justify the decision and evaluate it.
2)
A. G. Arushanova proposes scenarios of activating communication as a form of speech development for children - teaching playful (dialogical)
communication. This form includes conversations with children, didactic, active, folk games; staging, dramatization, examination of objects, etc.
3)
A number of authors (L. S. Kiseleva, T. A. Danilina, T. S. Lagoda, M. B. Zuikova)
They consider project activities as a variant of an integrated method of teaching
preschoolers , as a way of organizing the pedagogical process, based on the interaction of teacher and student, step-by-step practical activities to achieve the goal. The implementation of the educational field “
Speech development ” is possible through the project method.
Using project activities, children automatically master new concepts and ideas in various areas of life. The essence of the “project method”
in
education the educational process in such a way that children acquire knowledge and skills, experience in creative activity, and an emotional and value-based attitude to reality in the process of planning and performing gradually more complex practical tasks.
The main task is to help the child believe in himself, since children most fully and clearly perceive what was interesting, what they themselves found and proved. Design technology and the use of the project method in preschool educational institutions with integration in various educational fields is a unique means of ensuring cooperation, co-creation of children and adults, a way of implementing a person-centered approach to education .
Integrated learning gives children the opportunity to think, create, fantasize, compose, learn, develop communication skills, enrich their vocabulary and form grammatical structures of speech.
4)
This form of speech development in preschoolers as a game encourages children to make contacts and is a motive for communicative activities. Bizikova O.A offers games with ready-made texts: mobile “King”
,
“Kite”
,
“Snake”
,
“Foxes”,
etc.;
didactic “I was born a gardener”
,
“Colors”
,
“Smeshinki”
, etc. (master
the variety of initiative and response remarks, become familiar with the implementation of the basic rules of dialogue); didactic games that involve dialogic interaction, but do not contain ready-made remarks: “Who will confuse whom”
,
“Assignment”
,
“Alike - not alike”
,
“Help yourself to a pie”
, games with the phone
“Calling a doctor”
,
“Calling mom at work”
,
"Bureau of Good Offices"
.
5)
Another example of the form of speech development of preschoolers is offered by the authors : Kuzevanova O.V., Koblova T.A.: literary and musical festivals, folklore fairs, dramatization games, different types of theaters, social events, speech newspapers , homemade books, problem situations, gatherings, interactive speech stands , event calendar, etc.
Pozdeeva S.I. o.
Thus , various forms of work are resourceful in terms of the development of preschoolers’ speech of children’s communicative competence, if: - children jointly solve an educational and gaming task that is interesting and significant for them, acting as assistants in relation to someone, - enrich, clarify and activate their vocabulary, performing speech and practical tasks - the teacher is not a tough leader, but an organizer of joint educational activities , who does not advertise his communicative superiority, but accompanies and helps the child become an active communicator.
Speech development in preschoolers
If your child has problems pronouncing words or individual sounds, then do not be lazy to work with him. Remember that the role of parents in this matter is great and no less significant than the role of a professional speech therapist. Imagine that the speech therapist and you are two separate palms that can only clap together together.
What is required from parents:
- Correctly and clearly pronounce words not only addressed to the child, but also spoken in his presence.
- As early as possible, start talking to him in separate, logically connected sentences.
- Follow all the speech therapist’s recommendations that he may give you to do outside of class.
- Don’t be lazy and do at least some gentle articulation gymnastics with your child several times a week.
- Correct your child when he pronounces a word incorrectly.
- Motivate the child to pronounce words. For example, pretending that you do not understand what his request is, when he is too lazy to say in words, but demands something from you with gestures.
- Regularly memorize simple rhymes, as well as tongue twisters and sayings with your children.
- Sing songs with your child.
- Try with all your might to teach your child the correct pronunciation of words and the correct construction of sentences during preschool age.
The last point, namely the grammar of speech of preschoolers, needs to be given great attention, otherwise the child will subsequently have certain difficulties at school.
