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Introduction

1.1 Features of the cognitive and speech development of older children preschool age

Conclusions on the first chapter

Chapter 2 Experimental work aimed at the formation of speech readiness of children of senior preschool age

2.1 Studying the speech readiness of older preschool children

2.2 The system of didactic games that increase the speech readiness of children

Conclusions on the second chapter

Conclusion

Bibliography

Applications

Introduction

The totality of the speech skills and abilities developed in the child constitutes the language ability, which allows him to understand and build new statements in accordance with the speech situation and within the framework of the system of rules adopted in this language for expressing thoughts.

The speech of preschool children is called children's speech in science. Currently, an intensive study of children's speech as a special phenomenon is being carried out. The results of her research are important for linguistics, psychology and pedagogy.

Research on children's speech should have, first of all, a practical orientation: it is necessary to develop and improve the methodology, methodology and technology for the development of children's speech as an important factor in the formation of children's speech readiness for schooling.

Various aspects of children's speech are studied by V.I. Loginova, D.B. Elkonina, E.M., Strunina, V.I. Yashina, E.I. Tiheeva, N.P. Ivonova, J. Kaban, O.S. Ushakova, F.A. Sokhina, A.M. Borodich.

Speech readiness for schooling involves:

completeness of the formation of sound pronunciation and phonemic hearing;

formation of lexico-grammatical categories;

sufficient volume of passive and active vocabulary;

coherence and context of speech;

Ability to communicate with adults and peers.

The purpose of the study: to theoretically study the features of the cognitive and speech development of children of senior preschool age and develop a system of didactic games aimed at the formation of speech readiness.

Object of study: educational process in a preschool educational institution.

Subject of research: speech readiness of children for schooling.

Research hypothesis: the speech readiness of older preschool children will reach a higher level if:

the features of cognitive-speech development are considered;

the structure of psychological and pedagogical readiness for school is determined

the features of speech readiness of children of senior preschool age were studied;

a system of games and exercises aimed at the development of speech and the expansion of ideas about the world around in the structure of complex classes is proposed.

Research objectives:

consider the components of speech activity of children of senior preschool age;

to study the features of speech readiness of children of senior preschool age;

propose a system of games and exercises aimed at developing speech and expanding ideas about the world around in the structure of complex classes.

The following methods were used during the study:

1. The study of psychological and pedagogical literature on the problem of speech development of preschoolers.

2. Observation of the speech activity of preschoolers.

3. Experimental verification of the effectiveness of the developed complex classes using didactic games.

Practical significance: the work is to improve the methodological techniques for the development of the speech of preschoolers.

The final qualifying work consists of an introduction, two chapters, a conclusion and an appendix.

Chapter 1

1.1 Features of cognitive and speech development of children of senior preschool age

At the older preschool age, children have significant reserves of development, but before using the existing reserves of development, it is necessary to give a qualitative description of the mental processes of a given age.

V.S. Mukhina believes that perception at the age of 5-7 loses its affective initial character: perceptual and emotional processes are differentiated. Perception becomes meaningful, purposeful, analyzing. Arbitrary actions are distinguished in it - observation, examination, search. Speech has a significant influence on the development of perception at this time, so that the child begins to actively use the names of qualities, signs, states of various objects and the relationships between them.

At preschool age, attention is involuntary. The state of increased attention, as V.S. Mukhina, is associated with orientation in the external environment, with an emotional attitude towards it, while the content features of external impressions that provide such an increase change with age. (35)

Researchers attribute the turning point in the development of attention to the fact that for the first time children begin to consciously control their attention, directing and holding it on certain objects.

Thus, the possibilities for the development of voluntary attention by the age of 5-7 are already great. This is facilitated by the improvement of the planning function of speech, which, according to V.S. Mukhina as a universal means of organizing attention. Speech makes it possible to verbally highlight in advance objects that are significant for a particular task, to organize attention, taking into account the nature of the upcoming activity. (33)

Age patterns are also noted in the process of memory development. As noted by P.P. Blonsky, A.R. Luria, A.A. Smirnov's memory in older preschool age is involuntary. The child remembers better what is of greatest interest to him, leaves the greatest impression. (four)

Thus, the amount of recorded material is also determined by the emotional attitude to a given object or phenomenon. Compared with the younger and middle preschool age, as A.A. Smirnov, the role of involuntary memorization in 6-year-old children is somewhat reduced, at the same time, the strength of memorization increases. (57)

One of the main achievements of the older preschooler is the development of involuntary memorization. An important feature of this age, as E.I. Rogov, is the fact that a child can be set a goal aimed at memorizing certain material. The presence of such an opportunity is due to the fact that the child begins to use various tricks specially designed to improve the efficiency of memorization: repetition, semantic and associative linking of material. (53)

Thus, by the older preschool age, the structure of memory undergoes significant changes associated with the development of arbitrary forms of memorization and recall. Involuntary memory, not associated with an active attitude to the current activity, is less productive, although in general this form of memory retains its leading position.

In preschoolers, perception and thinking are closely interconnected, which indicates visual-figurative thinking, which is most characteristic of this age.

According to E.E. Kravtsova, the curiosity of the child is constantly directed to the knowledge of the world around and the construction of his own picture of this world. The child, playing, experiments, tries to establish causal relationships and dependencies. (27)

He is forced to operate with knowledge, and when some problems arise, the child tries to solve them, really trying on and trying, but he can also solve problems in his mind. The child imagines a real situation and, as it were, acts with it in his imagination. (27)

Thus, clearly creative thinking- the main type of thinking in older preschool age.

In his research, J. Piaget points out that thinking is distinguished by egocentrism, a special mental position due to the lack of knowledge necessary to correctly solve certain problem situations. Thus, the child himself does not discover in his personal experience knowledge about the preservation of such properties of objects as length, volume, weight, and others. (41)

N.N. Poddyakov showed that at the age of 5-6 years, there is an intensive development of skills and abilities that contribute to the study of the external environment by children, the analysis of the properties of objects, influencing them in order to change. This level of mental development, that is, visual - effective thinking, is, as it were, preparatory. It contributes to the accumulation of facts, information about the world, creating the basis for the formation of ideas and concepts. In the process of visual-active thinking, the prerequisites for the formation of visual-figurative thinking are manifested, which are characterized by the fact that the solution of the problem situation is carried out by the child with the help of ideas, without the use of practical actions. (48)

The end of the preschool period is characterized by the predominance of visual-figurative thinking or visual-schematic thinking. A reflection of a child's achievement of this level of mental development is the schematism of a child's drawing, the ability to use schematic images in solving problems.

Visual-figurative thinking is the basis for the formation of logical thinking associated with the use and transformation of concepts.

Thus, by the age of 5-7, a child can approach solving a problem situation in three ways: using visual-effective, visual-figurative and logical thinking.

S.D. Rubinshtein, N.N. Poddyakov, D.B. Elkonin argue that the senior preschool age should be considered only as a period when the intensive formation of logical thinking should begin, as if determining the immediate prospects for mental development. (54)

The development of speech in preschool age follows two lines: the understanding of adult speech is improved and the child's own active speech is formed.

Listening to and understanding messages that go beyond the immediate situation of communication is an important acquisition. It creates the possibility of using speech as the main means of cognizing reality, which is inaccessible to the direct experience of the child.

The development of active speech of a child up to one and a half years is slow. During this period, he learns from 30-40 to 100 words and uses them very rarely. After a year and a half, there is usually a sharp change. The child becomes proactive. He begins not only to constantly demand the names of objects, but also makes attempts to pronounce the words denoting these objects. By the end of the second year, the child uses up to 300, and by the end of the third year - up to 1500 words, by the end of preschool age he freely communicates with others.

AT preschool childhood Basically, the process of mastering speech is completed:

by the age of 7, the language becomes a means of communication and thinking of the child, also the subject of conscious study, since in preparation for school, learning to read and write begins;

the sound side of speech develops. younger preschoolers begin to realize the peculiarities of their pronunciation, but they still retain their previous ways of perceiving sounds, thanks to which they recognize incorrectly pronounced children's words. By the end of preschool age, the process of phonemic development is completed;

the grammatical structure of speech develops. Children learn subtle patterns of morphological order and syntactic order. Assimilation of the grammatical forms of the language and the acquisition of a larger active vocabulary allow them, at the end of preschool age, to move on to the concreteness of speech.

In the studies of N.G. Salmina shows that children of senior preschool age master all forms oral speech characteristic of an adult. They have detailed messages - monologues, stories, in communication with peers, a dialogic speech develops, including instructions, evaluation, coordination of gaming activities. (56)

The use of new forms of speech, the transition to detailed statements are due to the new tasks of communication that confront the child during this period. Thanks to communication, called by M.I. Lisina extra-situational - cognitive, increases vocabulary learn correct grammatical structures. Dialogues become more complicated and meaningful; the child learns to ask questions on abstract topics, along the way to reason, thinking aloud. (30)

The kindergarten education program provides for the development of all aspects of oral speech: vocabulary, grammar, sound pronunciation. The vocabulary of a language is all the words it contains. The grammatical structure defines the rule for combining words into sentences. Any word, phrase finds its expression only with the help of certain sounds. Vocabulary and grammatical structure are constantly being improved not only at preschool age, but also in the process of learning at school. The correct sound pronunciation is formed in a child mainly by the age of three to five years. Therefore, the education of the correct pronunciation of all the sounds of the native language should be completed at preschool age. And since sound is a semantic unit only in a word, all work on educating correct pronunciation is inextricably linked with work on the development of children's speech.

The process of mastering speech as a means of communication during the first seven years of life (from birth to entering school) goes through three main stages.

At the first stage, the child does not yet know how to understand the speech of the surrounding adults and does not know how to speak on his own, but here conditions gradually develop that ensure the mastery of speech in the future. This is the preverbal stage. At the second stage, the transition from the complete absence of speech to its appearance is carried out. The child begins to understand the simplest statements of adults and pronounces his first active words. This is the speech stage. The third stage covers all subsequent time up to the age of seven, when the child masters speech and uses it more and more perfectly and in a variety of ways to communicate with surrounding adults. This is the stage of development of speech communication.

There are four stages in the development of the child's need for communication with adults.

Stage I - the need for attention and benevolence of an adult. This is a sufficient condition for the well-being of the child in the first half of life.

Stage II - the need for the cooperation or complicity of an adult. This content of the need for communication appears in the child after he has mastered voluntary grasping.

Stage III - the need for a respectful attitude of an adult. It appears in the background cognitive activity children, aimed at establishing sensually unperceivable relationships in the physical world. Children strive for a kind of "theoretical" cooperation with adults, expressed in a joint discussion of the phenomena and events of the objective world. Only an understanding by adults of the importance of these issues for the child ensures such cooperation.

Stage IV - the need for mutual understanding and empathy of an adult. This need arises in connection with the interest of children in the world of human relationships and is due to the children's mastery of the rules and norms of their relations. The child seeks to achieve a commonality of views with the adult. (62)

The development of communication as a holistic activity is considered by us as a change of qualitatively unique forms, characterized by a special content of the child's need for communication with an adult, the nature of the leading motive and the prevailing means of communication, as well as the date of occurrence during preschool age and place in the system of the child's life. From birth to seven years of age, children have four forms of communication with adults: situational-personal, situational-business, out-of-situation-cognitive and out-of-situation-personal. (44)

• The stage of development of speech communication covers the period from the appearance of the first words to the end of preschool age. During this long period, the child goes through an enormous journey, mastering the word by the end of it and learning with great skill to accept it for communication.
• Changes here can be traced only if we take into account the development of communication activity in children of early and preschool age.
• Research indicates a change in three forms of communication during this stage. The first of these is situational business communication, which we have already talked about. True, in children 1.5-2 years old, this form of communication changes significantly: it ceases to be preverbal and now proceeds with the use of speech. For the first time after it has arisen, speech remains situational: the child denotes by the word the elements of a given visual situation, objects, actions with them), the word becomes a kind of conditional vocal pointing gesture. It is only very gradually that the underwater part of the word is filled with content and opens up the possibility for children to break the ties of one particular situation and enter the expanse of broad cognitive activity. The appearance in children of the first questions about the hidden properties of things, as well as about objects and phenomena that are absent at a given time or in a given place, marks the child's transition from early situational forms of communication to more developed extra-situational forms.
• The first is a form of extra-situational cognitive communication. The main parameters of extra-situational cognitive communication are as follows:
• 1. within the framework of this form, the contacts of children with adults are associated with the cognition and active analysis of objects and phenomena by them physical world or “the world of objects”, in the terminology of D.B. Elkonin;
• 2. the content of the need for communication is their need for a respectful attitude from an adult;
• 3. among the various motives of communication, the leading position is occupied by cognitive ones, embodied for the child in the erudition and awareness of an adult;
• 4. the main means of communication here is speech. (70)
• Children master the conceptual content of the word and therefore learn to use it to convey to a partner more and more complex and abstract information. At the same time, children learn to arbitrarily regulate the verbal function, as a result of which it turns into an independent type of activity. Speech activity can then develop further in relative independence from the direct process of the child's live communication with a specific adult. But we must not forget where the origins of speech activity lie, we must not lose sight of the fact that speech activity has its roots in the activity of communication.

Accumulation by the senior preschool age of a large experience of practical actions, a sufficient level of development of perception, memory, thinking, increase the child's sense of self-confidence. This is expressed in the setting of increasingly diverse and complex goals, the achievement of which is facilitated by the development of volitional regulation of behavior.

As the studies of K.M. Gurevich, V.I. Selivanova, a child of 5-7 years old can strive for a distant goal, while maintaining significant volitional stress for quite a long time. (17)

According to A.K. Markova, A.B. Orlova, L.M. Fridman at this age, changes occur in the motivational sphere of the child: a system of subordinating motives is formed, giving a general direction to the child's behavior. (23)

As E.I. Rogov, by the older preschool age there is an intensive development of cognitive motivation: the direct impressionability of the child decreases, at the same time the child becomes more active in the search for new information. (53)

According to A.V. Zaporozhets, Ya.Z. Neverovich, an important role belongs to the role-playing game, which is a school of social norms, with the assimilation of which the child's behavior is built on the basis of a certain emotional attitude towards others or depending on the nature of the expected reaction. (23)

Summarizing the features of the development of children of older preschool age, we can conclude that at this age stage, children differ:

enough high level mental development, including dissected perception, generalized norms of thinking, semantic memorization;

the child develops a certain amount of knowledge and skills, intensively develops an arbitrary form of memory, thinking, based on which you can encourage the child to listen, consider, memorize, analyze;

his behavior is characterized by the presence of a formed sphere of motives and interests, an internal plan of action, the ability to fairly adequately assess the results of his own activities and his capabilities;

features of the development of sound and semantic components of speech activity.

1.2 Speech readiness of children for schooling

AT modern psychology and pedagogy, there is no single and clear definition of the concept of “readiness” or “school maturity”. There are two directions in addressing the issues of children's readiness for schooling. The first approach can be called pedagogical. Proponents of the pedagogical approach determine readiness for school according to the educational skills formed in preschoolers: counting, writing. This approach is unproductive for two reasons:

aimed solely at solving the problem of selecting children ready for school on the basis of the formed learning skills;

states the level of assimilation of specific learning skills.

The pedagogical approach leaves unresolved a range of issues related to the actual and potential mental development of the child. Possible deviations in development does not indicate the zone of proximal development of a preschooler. Understanding these limitations forced teachers to turn to the help of psychologists in solving the problem of the readiness of children aged 6-7 for schooling. Thus, the second approach was formed.(46)

The psychological approach to the problem of readiness for school cannot be called homogeneous or universal. The differences in psychological approaches to solving the problem of readiness are determined by the fact that different authors distinguish various factors and characteristics of the mental sphere of a preschooler as leading ones.

A. Anastasi practices the concept of school maturity as "mastering the skills, knowledge, abilities, motivation and other characteristics of the assimilation of the school curriculum necessary for the optimal level of development." (2)

I. Shvantsara more clearly defines the concept of readiness as the achievement of such a degree in development when the child "becomes able to take part in schooling." (42)

L.I. Bozhovich noted that readiness for school consists of such factors as a certain level of development of mental activity, cognitive interests, the arbitrariness of the regulation of activity and the readiness to accept the social position of the student. (3)

A.I. Zaporozhets adhered to similar views, noting such components of readiness for school as motivation, the level of development of cognitive, analytical and synthetic activity and the degree of formation of the mechanisms of volitional regulation of actions. (23)

L.A. Wenger supplemented such factors listed above as the need for a responsible attitude to school and study, arbitrary control of one’s behavior, the performance of mental work that ensures the conscious assimilation of knowledge by such a moment as “establishing relationships with an adult and with peers determined by joint activities”. (eight)

It must also be borne in mind that preschool age is a transitional, crisis.

D.B. Elkonin believed that readiness for school includes not only an assessment of neoplasms of the past age period, but also the initial forms of activity of the next period, as well as the level of development of symptoms that characterize the crisis of symptoms that characterize the crisis of seven years. Therefore, D.B. Elkoni identifies as the main components of readiness for school both the formation of play activity and the beginnings of educational neoplasms. (69)

Research Lisina M.I., Kravtsova E.E. supplemented the concept of readiness for school with such criteria that can be conditionally defined as speech readiness for schooling. (44)

First of all, you need to remember about psychological characteristics children of five to seven years old, about the general and special that distinguishes a preschooler from a schoolchild. (45)

preschooler	Junior schoolboy
Susceptibility, suggestibility, pliability, responsiveness, empathy, sociability, great imitation, easy excitability, emotionality, curiosity and imprintability, stable cheerful and joyful mood, higher plasticity nervous system, mobility, restlessness, impulsive behavior, general lack of will, instability, involuntary attention. Special:
The initial formation of personality on the basis of the subordination of motives associated with their struggle. Formation of the first ethical instances that determine the attitude towards other people. The formation of a "children's society" The greatest importance of the first (family) social circle. Honesty, openness. The predominance of unstable attention. The predominance of involuntariness of mental processes. Instability of interests and desires.	The initial formation of character, the instability of characterological properties. The formation of new needs that allow you to act guided by goals, moral requirements, feelings. Education of the children's team, the formation of a social orientation. The greatest significance and orientation on the opinion of the teacher. The internal position of the student. Formation of arbitrariness. global interests. Ability differentiation. Good performance. Acceptance of norms and requirements of behavior.

Thus, based on many psychological and pedagogical research it should be recognized that readiness for school is a complex structure, multi-component concepts, in which the following structural components can be distinguished (53):

a) personal readiness includes the readiness of the child to accept the position of the student. This includes a certain level of development of the motivational sphere, the ability to arbitrarily control one's own activities, the development of cognitive interests - a formed hierarchy of motives with a highly developed learning motivation. It also takes into account the level of development of the emotional sphere of the child, relatively good emotional stability.

Personal readiness for schooling lies in the formation of the internal position of the student. In order for a child to study successfully, he, first of all, must strive for a new school life, for “serious” studies, “responsible” assignments. The appearance of such a desire is influenced by the attitude of close adults to learning as an important meaningful activity, much more significant than the game of a preschooler. The attitude of other children also influences, the very opportunity to rise to a new age level in the eyes of the younger ones and equalize in position with the older ones. The desire of the child to occupy a new social position leads to the formation of his inner position.

L.I. Bozhovich characterizes this as a central personality neoplasm that characterizes the personality of the child as a whole. It is this that determines the behavior and activity of the child and the whole system of his relations to reality, to himself and to the people around him. The schoolchild's lifestyle as a person engaged in a socially significant and socially valued business in a public place is perceived by the child as an adequate path to adulthood for him - he responds to the motive formed in the game "to become an adult and really carry out its functions." (70)

From the moment the idea of ​​the school acquired the features of the desired way of life in the child's mind, it can be said that his inner position received new content - it became the inner position of the schoolchild. The inner position of the student in the broadest sense can be defined as a system of needs and aspirations of the child associated with the school. The presence of the student's inner position is revealed in the fact that the child resolutely renounces the preschool-play, individual-direct mode of existence and shows a brightly positive attitude towards school-educational activity in general, and especially to those aspects of it that are directly related to learning.

In addition to relation to learning process In general, for a child entering school, it is important to relate to the teacher, peers and himself. By the end of preschool age, there should be such a form of communication between the child and adults as extra-situational-personal communication. (thirty)

Personal readiness for school also includes a certain attitude towards oneself. Productive learning activity implies an adequate attitude of the child to his abilities, work results, behavior, i.e. a certain level of development of self-consciousness. The personal readiness of a child for school is usually judged by his behavior on group lessons.

Determining the child's personal readiness for school, it is necessary to identify the specifics of the development of arbitrariness. The arbitrariness of the child's behavior is manifested when fulfilling the requirements, specific rules set by the teacher, when working according to the model. Therefore, the features of voluntary behavior can be traced not only when observing the child in individual and group classes, but also with the help of special techniques.

By the end of preschool age, the child is already, in a certain sense, a person. He is well aware of his gender, finds his place in space and time. He is already oriented in family relations and knows how to build relationships with adults and peers: he has the skills of self-control, knows how to subordinate himself to circumstances, to be adamant in his desires. Such a child has already developed reflection. The predominance of the feeling "I must" over the motive "I want" is the most important achievement in the development of the child's personality. By the end of preschool age, motivational readiness for learning at school acquires special significance.

By the age of six, a child becomes much more independent, independent of an adult, his relations with others expand and become more complicated. Self-esteem is actively developing during this period - an important form of manifestation of self-consciousness.

A 6-year-old child's self-esteem in one activity may differ from his self-esteem in others. In evaluating his achievements, for example, in drawing, he can evaluate himself correctly, in mastering literacy - overestimate, in singing - underestimate himself. The criteria used by a child in self-assessment are largely dependent on the educator.(32)

The idea of ​​a 6-year-old child about himself already quite adequately reflects his value sphere. Almost all children of this age are aware of the scope of their preferences: value 1) the attitude of others around them; 2) communication; 3) activities; 4) normative attitude to reality; 5) real-practical functioning.

b) intellectual readiness implies that the child has a specific set of knowledge and ideas about the world around him, as well as the presence of prerequisites for the formation of learning activities.

E.I. Rogov (53) points to the following criteria of intellectual readiness for schooling:

differentiated perception;

analytical thinking (the ability to comprehend the main features and relationships between phenomena, the ability to reproduce a pattern);

a rational approach to activity (weakening the role of fantasy);

logical memorization;

Interest in knowledge, the process of obtaining it through additional efforts;

mastery of colloquial speech by ear and the ability to understand and use symbols;

development of fine hand movements and hand-eye coordination.

By the older preschool age, children acquire a certain outlook, a stock of specific knowledge, master some rational methods of examining the external properties of objects. Preschoolers can understand the general connections, principles and patterns that underlie scientific knowledge. But one should not at the same time overestimate their mental capabilities. The logical form of thinking, although accessible, is not yet characteristic of them. Even acquiring the features of generalization, their thinking remains figurative, based on real actions with objects and their “substitutes”. The highest forms of visual-figurative thinking are the result of the intellectual development of a preschooler.

Intellectual readiness for school also implies the formation of certain skills in the child. First of all, they include the ability to single out a learning task and turn it into an independent goal of activity. Such an operation requires from the child entering school the ability to be surprised and to look for the reasons for the similarities and differences of objects noticed by him, their new properties.

1. Your first name, patronymic and last name.

2. Your age

3. Your home address.

4. Own city (village) and its main attractions.

5. The country in which he lives.

6. Surname, name, patronymic of parents, their profession.

7. Seasons (sequence, months, main signs of each season, riddles and poems about the seasons).

8. Pets and their babies.

9. Wild animals of our forests, hot countries, the North, their habits, cubs.

10. Transport land, water, air.

11. Distinguish between clothes, shoes and hats; wintering and migratory birds; vegetables, fruits and berries.

12. Know and be able to tell Russian folk tales.

13. Freely navigate in space and on a sheet of paper (right - left side, top - bottom, etc.).

14. To be able to fully and consistently retell the heard or read story, compose (invent) a story from the picture.

15. Remember and name 6 - 10 objects, pictures, words.

16. Distinguish between vowels and consonants.

17. Separate words into syllables with the help of claps, steps, according to the number of vowels.

19. Be able to listen carefully, without being distracted (30 - 35 minutes).

c) socio-psychological readiness includes the formation of qualities in children, thanks to which they could communicate with other children and the teacher. This component involves the achievement by children of an appropriate level of development of communication with peers.

Socio-psychological readiness for school includes the formation in children of such qualities that would help them communicate with peers, with a teacher. Every child needs the ability to enter into a children's society, to act together with others, to yield in some circumstances and not to yield in others. These qualities provide adaptation to new social conditions.

Children who prefer to play with an adult or communicate with him about specific things are not able to listen to the teacher for a long time, and are often distracted by extraneous stimuli. As a rule, they do not carry out the tasks of the teacher, but replace them with their own task. Therefore, the success of solving problems in such children is extremely low. Conversely, children who are in free circulation can be distracted from a specific situation and communicate with adults in more or less common topics, are more attentive during classes, listen with interest to the tasks of an adult and diligently perform them. The success of solving problems in such children is much higher.

d) speech readiness. In addition to these components of psychological readiness for school, researchers distinguish the level of speech development.

R.S. Nemov argues that the speech readiness of children for learning, first of all, is manifested in their ability to use behavior and cognitive processes for arbitrary control. No less important is the development of speech as a means of communication and a prerequisite for the assimilation of writing. This function of speech should be given special care during middle and older preschool childhood, since the development of written language significantly determines the progress of the child's intellectual development. (36)

Our speech is a process of communication, so the readiness or unpreparedness for schooling is largely determined by the level of his speech development. After all, it is with the help of oral and written speech that a child will have to learn the entire system of knowledge. The better his speech is developed before entering school, the faster the student will master reading and writing.

In this regard, it is very important to identify even the smallest deviations in speech development preschooler. First of all, you should pay attention to:

correct pronunciation of sounds;

the ability to distinguish speech sounds by ear;

possession of elementary skills of sound analysis of words;

vocabulary;

connected speech.

Speech is a means of human communication and a form of human thinking. Distinguish between external and internal speech. To communicate with each other, people use external speech. Varieties of external speech are oral and written speech. From external speech, internal speech develops (speech - “thinking”), which allows a person to think on the basis of linguistic material.

The readiness of children for school can be determined by such parameters as planning, control, motivation, the level of intelligence development, the level of speech development (see table 1.1.).

Criteria for readiness of children for schooling

Table 1.1.

Options	High level	Average level	Low level
1. Planning (the ability to organize your activities in accordance with its purpose)	Totally coincides	Partially Compliant	Doesn't fit the purpose
2. Control (the ability to compare the results of their actions with the goal)	Can independently compare the results of their activities with the goal	Partial match	Complete inconsistency, the child himself does not see this
3. Motivation for learning (the desire to find hidden properties of objects, patterns)	Strives for analysis and communication, wants to learn	Seeks to focus on some properties and use them, there is no pronounced desire to learn	Focuses on those properties that are available only to the senses, does not want to learn
4. The level of development of intelligence	Can listen to another person, performs logical operations in the form of verbal concepts	The inability to listen to another person performs comparison and generalization in the form of verbal operations, and makes mistakes in abstraction, concretization, analysis and synthesis.	Does not perform logical operations in the form of verbal concepts.
5. Level of speech development	Correct pronunciation, owns the coherence of a speech statement, owns retelling, compiling stories, verbal description.	Violations of sounds that are difficult to articulate due to the indistinguishability of sounds close in parameters, insufficient vocabulary, the monologue form of speech is not formed, sound analysis suffers and speech is situational.	Speech does not act as a means of communication, the child is closed. There are communication difficulties.

Brief description of school readiness

The main indicators of the speech readiness of children of senior preschool age for learning are:

a more complex independent form of speech - a detailed monologue statement,

completes the process of phonemic development,

development of the lexical and grammatical structure of speech,

vocabulary enrichment,

improvement of verbal - logical thinking.

1.3 The role of play activity in the speech development of older preschool children

In the psychological and pedagogical literature there are quite a few studies of children's games (N.N. Aleksarina, S.L. Novoselova, N.N. Polagina, etc.). For the first time, its elements appear in infancy, and in the preschool age, external forms are formed, in particular, a role-playing game.

In the third year of life, the child begins to strive for the realization of the game goal. Actions are gradually generalized, become conditional. In games, a "role in action" appears. At this age, the child begins to act with imaginary objects: he feeds the doll with non-existent candy.

Also in the third year of life, the relationship of children in the game develops. From the beginning, they arise on a non-game occasion - a place or toys that attract a child. Then, children who continue to play alone develop the ability to play with toys, show interest in the activities of their peers and imitate their actions.

At the end of the third - the beginning of the fourth year of life, interactions with peers arise about the role-playing action, the quality of its performance, and the result achieved. (1)

Thus, the prerequisites for a role-playing game are also formed, which are intensively developed at preschool age, and already at senior preschool age, role-playing is the main type of independent activity.

A plot-role-playing game is an activity in which children take on the role (functions) of adults and in a generalized form (under specially created playing conditions) reproduce the activities of adults and the relationships between them. These conditions are characterized by the use of various game objects that replace real objects.

The plot-role-playing game has a social nature and is based on the ever-expanding idea of ​​the child about the life of adults. A new area of ​​activity, which is mastered by a preschooler in this game, is the motives, meanings of life and activities of adults. The behavior of the child in the game is mediated by the image of another person. The preschooler takes the point of view of different people and enters into relationships with other players that reflect the real interaction of adults.

Based on a deep study of the play of children 3-7 years old, D.B. Elkonin singled out and characterized four levels of its development.

The first level of development of the game.

1. The central content of the game of this level is mainly actions with certain objects, aimed at the accomplice of the game.

2. Roles are actually there, but they are determined by the action, and do not determine it themselves. As a rule, the roles are not named, and the children do not call themselves the names of the persons whose roles they have assumed.

3. The actions here are monotonous and consist of a number of repetitive operations. The game, its action, is limited only by acts of feeding, which logically do not grow into other actions that follow them, just as they are not preceded by other actions.

The second level of development of the game.

1. The main content of the game, as in the previous level, is the action with the object. But in it, the correspondence of the game action to the real one is brought to the fore.

2. Roles are called children. There is a separation of functions. The performance of a role is reduced to the implementation of the actions associated with this role.

3. The logic of actions is determined by their sequence in reality. The number of actions expands and goes beyond any one type of action.

The third level of development of the game.

1. The main content of the game becomes the performance of actions arising from the role, among which special actions begin to stand out that convey the nature of relations with other participants in the game.

2. Roles are clearly delineated and highlighted. Children name their roles before the game starts. Roles define and direct the child's behavior.

3. The logic and nature of the actions of the player are determined by the role he has taken on. Actions are diversified. A specific role-playing speech appears, addressed to the partner in the game in accordance with his role and the role performed by the comrade, but sometimes ordinary ones break through into non-play relations.

4. Violation of the logic of action is protested.

The fourth level of development of the game.

1. The main content of the game is the performance of actions related to the attitude towards other people, the roles of which are performed by other children. These actions clearly stand out against the background of all the actions associated with the performance of the role.

2. Roles are clearly delineated and highlighted. Throughout the game, the child leads only one line of behavior. The role functions of children are interrelated. Speech is clearly role-based in nature, determined both by the role of the speaker and the role of the one to whom it is addressed.

3. Actions are deployed in a sequence that strictly recreates the real logic. They are diverse and reflect the richness of the action of the person portrayed by the child.

4. Violation of the logic of actions and rules is rejected, the refusal of violations is motivated not just by a reference to reality, but by an indication of the rationality of the rules.

D.B. Elkonin, considered the structure of the role-playing game, showed that its central component is the role - corresponding to the norms and rules accepted in society, the way people behave in various situations. (11.12)

For older preschoolers, the number of roles performed expands to about ten, from which 2-3 become favorites. Role behavior is governed by rules that form the central core of the role. The child does not act as he wants, but as he should. In fulfilling the role, he restrains his immediate impulses, gives up personal desires and demonstrates a socially approved pattern of behavior, expresses moral assessments.

The observance of the rules and the conscious attitude of the child towards them shows how deeply he has mastered the sphere of social reality reflected in the game. It is the role that gives the rule meaning, clearly shows the preschooler the need to follow it and creates opportunities for control over this process. Failure to follow the rules leads to the disintegration of the game. In older preschool age, the rules become conscious, open. The child consciously follows the rules, explaining that they are followed by necessity.

A.V. Zaporozhets wrote: Special meaning have mental changes that occur in the game ... which do not consist in the transition of individual actions from the material to the ideal, mental plane, but in the formation in the child of that very mental plane on the basis of external play activity, in the development of the ability to create a system of generalized, typical images of surrounding objects and phenomena and then perform their various mental transformations, similar to those that were actually performed with material objects. (19)

In the role-playing game, the child performs the symbolization (replacement) of two types. Firstly, it transfers the action from one object to another when renaming the object, which acts as a means of modeling human actions. Secondly, he takes on the role of an adult in reproducing the meaning of human activity by means of generalized and abbreviated gestures, which acts as a means of modeling social relations.

Not a little important for the development of gaming activities are objects - attributes. They help the child take on a role, plan and unfold the plot, create a game situation. They seem to provide external conditions for the implementation of the role, making it easier for the child to role-play behavior. At older preschool age, the child needs less and less external attributes, because ideas about the functions of adults become such a support.

During the senior preschool age, such a special type of game action as the designation of the playing space develops. At the stage of children's initial mastering of play activities, adults, as a rule, seek to formalize, substantively designate their play space. With the development of the game, with a shift in the center of gravity to the role and role relations or events, the game space, as N.Ya. Mikhailenko, begins to be replaced and limited to more and more conditional means. But when using this kind of substitution, children always accompany it with a verbal designation. From objective to conditional, verbal - such is the direction in the development of this game action. (52)

The widespread use of verbal substitution in the process of gaming activity marks the decline of the role-playing game and the transition to other forms of gaming activity (fantasy game, game with rules).

With the complication of the game by the age of six, the composition of its participants increases, and the duration of the existence of gaming associations also increases significantly. Even before the start of the game, children plan it in advance, assign roles, select the necessary toys, and during the game they constantly control each other's actions, criticize, suggest how a certain character should behave, which is not observed in kids.

The game always involves the creation of an imaginary situation, which is its plot and the content of the plot of the sphere of reality, which is modeled by children in the game. And, therefore, the choice of plot is always based on certain knowledge. That is why, throughout the entire preschool age, games in the "family" are favorite for children, because. they themselves are daily involved in such relationships, which means they have the most complete picture of them.

Generalization is a prerequisite for playing together. Here you need to act together - agree on a topic, rules of the game, distribute roles. In the process of communication, the relationship of the child with partners in the game is manifested, established, developed. Older preschoolers have a pronounced desire to play together with their peers, they tend to agree to play an unattractive role just in order to enter the game association. They are able to restrain their personal desires and obey the demands of other children. In choosing partners for joint games, the preschooler relies on his sympathies, highlights the moral qualities and playing skills that are valued in his peers. Equally important is the presence of attractive game items in a peer.

The second type of relationships that arise in the game are real relationships. Real relationships are contrary to gaming. How older child, the more often the conflict between role-playing and real relationships is resolved in favor of the latter. Real relationships in the game are no less important than role-playing ones. The growing need to play together with peers with age puts the child in front of the need to choose a plot, assign roles, control the role behavior of a partner, which leads to the development of communication skills: to act together, the ability to listen to another, the ability to express logically, accurately, clearly their ideas, wishes. (fifty)

A large place in the life of children of senior preschool age is occupied by the actual games with the rules. They arise from role playing with an imaginary situation. The works of A.N. Leontiev, D.B. Elkonina, F.I. Fradkina.

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Characteristics of the age capabilities of preschool children. The role and significance of the organization of a subject-developing environment in a preschool educational institution in the cognitive and speech development of children. Basic principles of vocabulary work in kindergarten.

Currently, education in Russia at all levels is undergoing organizational and content changes. In turn, future first-graders are subject to certain requirements for their school readiness, in particular, for speech readiness, the level of development of which directly affects the success of schooling.

Speech readiness is a set of basic skills that are formed during preschool childhood, necessary for a child to master the school curriculum, namely, formation:

- sound-producing side of speech;

- phonemic hearing and perception;

- vocabulary;

- grammatical structure;

- coherent speech in general.

Let us consider each of the selected components of speech readiness in more detail, as well as possible errors that occur when they are underdeveloped in the process of schooling.

1. The sound-producing side of speech.

The child must have the correct, clear pronunciation of the sounds of all phonetic groups (whistling, hissing, sonors, etc.). Even if the child has all the sounds set, it is recommended to pronounce tongue twisters before the school, do articulation exercises to improve the clarity, intelligibility and expressiveness of speech. If a preschooler preparatory group there are violations of sound pronunciation, it is necessary for parents to contact a speech therapist to eliminate them. As a rule, the few violations considered (one, two sounds) do not affect school performance. However, they can lead to difficulties in establishing contact with peers, and also cause the child to develop a sense of inferiority (self-doubt, refusal to speak in public), and become an obstacle in choosing a future profession.

2. Formation of phonemic processes: phonemic hearing, phonemic perception.

phonemic hearing it is necessary to develop in a child from birth - this is the ability to hear and distinguish the sounds of the native language. By the age of 7, a child should distinguish and reproduce by ear syllable chains and words containing sounds similar in acoustic-articulatory features, namely, in hardness - softness, sonority-deafness and acoustically close, for example, "sa-za, braid-goat", “po-bo, kidney - barrel”, “we-mi, bear - mouse”, “s-sh, bowl-bear”, etc. In case of difficulties in reproducing words and syllable chains, it is necessary to carry out corrective work in this direction, otherwise, even if one or two sounds of the native language are not distinguished in writing, a first grader will encounter specific errors: replacing letters similar in acoustic-articulatory characteristics, skipping soft sign, indicating the softness of the consonant sound (i.e., the child, as he hears, writes “hare - saika”, “hatch - onion”, “apple - apple”, “coal - corner”). These errors indicate such a violation of written speech as acoustic dysgraphia.

You can identify violations in the development of phonemic hearing as follows: invite the child to repeat three-syllable syllabic chains after an adult. Each syllable chain includes sounds that differ in one of the following features: sonority-deafness (for example, "b-p"), hardness-softness ("m-m"), acoustically similar sounds. Chains are given for all the sounds of the native language and those sounds that the child does not distinguish by ear are revealed. The second diagnostic task is the repetition by the child of words containing sounds that differ in acoustic and articulatory features. Screening diagnostics of this process, which can be implemented by parents of future first graders, is presented in Table 1.

Table 1

Screening diagnosis of phonemic hearing

Directions of the survey	Lexical material		Children's answers
1. Repetition of syllables with oppositional sounds.		La la la
2. Differentiation of words-paronyms (repetition of words, following the diagnostician)	Point-daughter Guest Bones Barrel kidney Screw feint goat braid Mint-ball	Saber Heron Chalice bowl

In case of difficulty in distinguishing any pairs of sounds, it is necessary to practice them on the material of syllables, words, phrases, sentences. In order to prevent and improve phonemic hearing for parents and preschool specialists, the following teaching aids containing a variety of lexical material can be recommended, didactic games in this area: I.S. Lopukhina “Speech therapy: exercises for the development of speech, poems, tongue twisters, games, riddles, counting rhymes”, V.V. Konovalenko, S.V. Konovalenko “Pair voiced - deaf consonants” (set of notebooks) , N.M. Mironova "We develop phonemic perception in children of the preparatory group."

Phonemic perception includes the following processes:

‒ phonemic analysis- this is the child's ability to highlight sentences in the text, determine the number and order of words in a sentence, divide words into syllables, determine the place of a syllable in a word (first syllable, second, etc.), stressed syllable, determine the position of sounds in a word (beginning, middle, end), a linear sequence of sounds in a word (that is, to name the ordinal number of a sound in a word), the position of sounds in relation to other sounds (for example, which sound is before a given sound, which, after, etc.), be able to characterize sounds (consonant, vowel, hard, soft, voiced, deaf), to carry out sound parsing of words using symbols.

‒ phonemic synthesis- this is the ability to compose texts from sentences, sentences from words, words from syllables (for example, name what the machine will turn out), words from sounds.

You can identify the unformedness of these processes as follows: pronounce a sentence to the child and ask him to name the number of words he heard, give a word and ask him to count the number of syllables contained in it, determine the stressed syllable, name the first sound in the word, the last sound, determine the number of sounds in the word.

If phonemic analysis and synthesis are not fully formed in the child by the first grade, then there will be problems with the processes of mastering reading and writing. From the first grade, the following errors in writing can be observed:

- omission of words in a sentence, syllables in words, sounds in words both in writing and when reading;

- permutations of words in a sentence, syllables in words, letters in words;

- conjoint spelling of words in a sentence, separate spelling words (arrived, cat itself);

- lack of differentiation of proposals.

Accordingly, a specialist, having identified such errors in a child in writing, may indicate the presence of dysgraphia due to a violation of language analysis and synthesis, but if such errors appear when reading, then such a violation will be called phonemic dyslexia, and semantic dyslexia may also occur, i.e. e. the child will read mechanically, not understanding the meaning of what they read.

Particular attention to the formation of phonemic hearing and phonemic perception should be given to parents whose children have a minimal decrease in physiological hearing, which by definition leads to a violation of these processes.

3. Sufficient vocabulary.

In everyday life, the child must use various words: nouns, adjectives, verbs, adverbs, numerals, be able to select antonyms for words, synonyms. Also, the child must explain the meaning of some phraseological units, polysemantic words, popular expressions, proverbs and sayings (for example, “golden hands”, “sit in a puddle”, “do not hang your nose”, “measure seven times cut once”, etc.). The future first-grader must master generalizing concepts for various lexical topics such as clothes, vegetables, transportation, professions, wild animals, electrical appliances, fish, insects, etc. and, accordingly, name the words included in these lexical topics.

In the case of a poor vocabulary, the child has difficulties in compiling stories, retellings, in communicating with peers, and later in writing summaries and essays. When reading, the child may also have difficulty understanding the meaning of what is read. In this regard, in the process of preschool childhood, active work should be carried out to accumulate, enrich, expand and activate vocabulary.

4. The grammatical structure of speech.

The formation of the grammatical structure of speech is evidenced by a sufficient level of development of the following skills:

- the ability to change words by gender, number, case, tense;

- the ability to form words using prefixes, suffixes, new words from other parts of speech;

- the ability to make sentences of various syntactic constructions, namely simple sentences with homogeneous members, with prepositions, compound and complex sentences, to see the connection of words in sentences;

- the ability to work with a deformed proposal, independently find and correct mistakes made;

- make grammatically correct sentences using key words and pictures;

- draw up proposals.

In the case of an unformed grammatical structure of speech, the child will have errors both in oral speech and in writing, namely, difficulties in coordinating words in a sentence, building sentences (an example of errors, "red bucket", "five pencils", "no legs" , "gives food to the roosters", "she came", etc.). The presence of the listed errors in the letter will indicate the agrammatical form of dysgraphia. Also, when reading, in the case of an unformed grammatical structure of speech, semantic errors will be noted, respectively, reading in children will be guessing.

In order to prevent and improve the lexical and grammatical structure of speech, the following teaching aids can be recommended to parents and specialists of preschool educational institutions: N.E. Teremkova "Speech therapy homework for children with OHP 5-7 years old", T.A. Tkachenko "Formation of lexical and grammatical representations", E.V. Novikova "Secrets of prepositions and cases", etc.

5. Sufficiently developed coherent speech, that is, by the first grade, the child should be able to compose:

- retelling of fairy tales, stories;

- descriptive stories about objects, natural phenomena;

- stories based on a series of plot pictures;

- stories from personal experience;

- Creative stories.

The level of development of coherent speech depends on the formation of the lexico-grammatical structure of speech and mental operations. By the first grade, a child should be able to express his thoughts, draw conclusions, establish cause-and-effect relationships of phenomena and events, be able to coherently and consistently formulate the main idea of ​​the statement. Developed coherent speech is the key to successful schooling in such subjects as: Russian language, literature, the world, history and all other humanitarian subjects.

It is possible to identify the features of the development of coherent speech in the following way: the child is invited to listen and retell a fairy tale, a story, talk about how his day went, compose a short fairy tale, compose a story based on a plot picture, describe his favorite toy. In the course of analyzing the stories compiled by the child, the parent must identify the difficulties that he encounters. In order to prevent and develop coherent speech in preschoolers, the following can be recommended: methodical manual: N.E. Arbekova "We develop coherent speech of children 6-7 years old with OHP" (a set of 3 notebooks), T.A. story pictures" (a set of 4 notebooks).

Currently, more than 70% of children go to school with basic reading skills. However, not all children have a clear idea about the images of letters. When reading, children confuse letters with each other, for example, w-sh, p-t, c-sh, p-n, l-m, v-b, o-s, etc., they can skip lines when reading. The reasons for such violations are the lack of formation of spatial representations, as well as violations visual perception. If timely measures are not taken to eliminate these violations, similar errors will appear in the letter, namely, the child will write some letters in a mirror image, add extra elements to the letters, confuse written letters with each other, for example, “i-y”, “v-d”, “o-a”, “b-d”, “s-e”, etc. Accordingly, both parents and teachers should monitor the process of forming the image of letters in children, especially for first-graders who have minimal visual impairment.

Therefore, when getting acquainted with letters, the alphabet of printed and written letters should always be in sight in front of the child. When getting acquainted with each letter, techniques are used to activate visual perception and tactile sensations, for example, the use of tactile boards, the modeling of letters from various materials, the use of an associative alphabet, etc.

Thus, when preparing a child for schooling, the main task of parents is to work closely with specialists of the preschool educational institution on the speech development of the child; , ONR), as well as at the speech therapy center of the preschool educational institution, which in turn will prevent further school maladaptation.

Also, in the family where the future first-grader is brought up, favorable conditions should be created for their speech development. Parents need to monitor the correctness of children's speech, encourage their speech activity, monitor the grammatical and syntactic design of their statements, and contribute to the accumulation and expansion of vocabulary.

Knowledge by the teacher of the level of speech readiness of the first grader will allow:

- plan individual pedagogical work with each student,

- choose methods and means of teaching for the whole class, taking into account the development of speech,

- timely monitor the appearance of specific errors in children in written speech and take corrective and preventive measures,

- if necessary, receive advice on the education of children from specialized specialists (teachers-speech therapists, educational psychologists, speech pathologists).

Slide 1 Speech readiness for school

Slide 2 When they talk about "readiness for school", they do not mean individual skills and knowledge, but their specific set, in which all the main components are present.

Our speech is a process of communication, so the readiness or unpreparedness for schooling is largely determined by the level of speech development. After all, with the help of oral and written speech, the child will have to learn the entire system of knowledge. The better his speech is developed before entering school, the faster the student will master reading and writing. Today we will talk about how the components of the speech system should be developed by the time the child enters the first grade.

Slide 3 Parents should first of all pay attention to:
. Correct pronunciation of all sounds
. Ability to distinguish speech sounds by ear
. Proficiency in sound analysis and synthesis
. Vocabulary
. The formation of the grammatical structure of speech
. Connected speech
. speech communication
. Fine motor skills of hands and mental processes (memory, attention, thinking, perception)

Slide 4 Sound pronunciation and phonemic hearing:
Normally, the entire sound side of speech should be completely mastered by the child by 5-6 years. By this age, the child should be able to distinguish sounds by ear and in pronunciation. Coming to school, he must clearly pronounce the sounds in various words, in phrasal speech, he must not skip, distort, replace them with others.

Slide 5 Possession of sound analysis and synthesis skills:
. the ability to highlight the sound against the background of the word;
. hear and highlight the first and last sound in a word;
. determine the position of the sound in the word (beginning, middle, end);
. determine the number and sequence of sounds in a word, the place of a sound in a word in relation to others;
. name words with a given sound;
. be able to form words from sounds;
. children should know and correctly use the terms "sound", "syllable", "word", "sentence".
Without special training, the child cannot master these skills. Training in sound analysis and synthesis takes place at speech therapy classes and literacy classes. The formation of phonemic analysis takes place in 3 stages: 1 based on auxiliary means (pictures, diagrams, chips), 2 - in speech terms (children name the word, determine the number and sequence of sounds without support), 3 - in mental terms (children determine the place sounds, their number, sequence, without naming words).

Slide 6 Syllabic word structure
A child of 6-7 years old has access to words of a complex syllabic structure (aquarium, librarian, basketball player, excavator). He pronounces them at a fast pace, does not rearrange, does not throw out, does not add sounds and syllables.

Slide 7 Vocabulary
By the age of 7, the child should have a fairly large vocabulary (about 2000 words)
In his speech, he must actively use all parts of speech (nouns, adjectives, verbs, adverbs, antonyms, synonyms, numerals), understand the figurative meaning of words, select general concepts for a group of objects, know polysemantic words.

Slides 8 - 14 Pictures depicting generalizing concepts, synonyms, antonyms, polysemantic words.

Slide 15 Formation of the grammatical structure of speech:
The child should be able to use different ways of word formation and inflection (correctly use words with diminutive suffixes, form words in the right form, form adjectives from nouns, change nouns by numbers, cases, verbs by type, understand and use prepositions, agree on numerals and adjectives with nouns).

Slide 16 Connected speech
By the age of 7, a child should be able to
. retell short stories and fairy tales
. write a story from a picture
. compose a story based on a series of pictures
. answer questions on the text
When retelling (story), attention is drawn to
- on the child's understanding of the text (he must correctly formulate the main idea),
- on the structuring of the text (he must be able to consistently and accurately build a retelling),
- on vocabulary (completeness and accuracy of the use of words),
- on grammar (he must correctly build sentences, be able to use complex sentences).

Slide 17 Speech communication
- The child must be active enough in communication,
- be able to listen and understand speech,
- build communication according to the situation,
- easy to get in touch with children and adults,
- Express your thoughts clearly and consistently
- use forms of speech etiquette.

Slide 18 Fine motor skills of hands
Well-developed fine motor skills contribute to the development of speech (finger gymnastics, games with clothespins, thread printing, the use of su-jok balls and the Kuznetsov applicator, tracing and hatching objects, lacing, stringing beads, appliqués, modeling, weaving, cutting with scissors, etc.) .

Slide 19 mental processes
All mental processes are closely interconnected. Underdevelopment of at least one mental process leads to a violation of the mental development of the child as a whole.

Slides 20 - 21
Pictures for the development of memory, perception, thinking, attention.

Slide 22 Dear parents!
If your child has speech difficulties and needs special help, don't expect them to "grow up and learn to speak on their own". You need to see a speech pathologist

Slide 23 Thank you for your attention!

Prepared by a teacher - a speech therapist in 2013 Municipal budgetary educational institution Gorushinskaya NOSH - Kindergarten: Kotova N.F.

The most significant for a 7-year-old child is the transition to a new social status: a preschooler becomes a schoolchild. The transition from play to learning activities significantly affects the motives and behavior of the child.The quality of educational activities will depend on how the following prerequisites were formed in the preschool period:

good physical development child;

developed physical hearing;

developed fine motor skills of fingers, general motor skills;

normal functioning of the central nervous system;

possession of knowledge and ideas about the world (space, time, counting operations);

arbitrary attention, mediated memorization, the ability to listen to the teacher;

cognitive activity, desire to learn, interest in knowledge, curiosity;

communicative activity, readiness for joint work with other children, cooperation, mutual assistance.

On the basis of these prerequisites, new qualities necessary for learning begin to form at primary school age. Readiness for schooling is formed long before entering school and does not end in the first grade, as it includes not only a qualitative characteristic of the stock of knowledge and ideas, but also the level of development of the generalizing activity of thinking.

School education makes new demands on the child's speech, attention, and memory. A significant role is played by the psychological readiness for learning, i.e. his awareness of the social significance of his new activity.

Special criteria for readiness for schooling are imposed on the child's mastery of his native language as a means of communication. Let's list them.

Formation of the sound side of speech. The child must have the correct, clear sound pronunciation of the sounds of all phonetic groups.

Full formation of phonemic processes, the ability to hear and distinguish, differentiate phonemes (sounds) of the native language.

Readiness for sound-letter analysis and synthesis of the sound composition of speech: the ability to isolate the initial vowel sound from the composition of the word; analysis of vowels from three sounds like aui; analysis of the reverse syllable vowel - consonant type an; hear and highlight the first and last consonants in a word, etc. Children should know and correctly use the terms “sound”, “syllable”, “word”, “sentence”, sounds vowel, consonant, voiced, deaf, hard, soft. The ability to work with a word scheme, a split alphabet, and syllable reading skills are assessed.

The ability to use different methods of word formation, to correctly use words with a diminutive meaning, the ability to form words in the desired form, to highlight sound and semantic differences between words: fur, fur; form adjectives from nouns.

Formation of the grammatical structure of speech: the ability to use extended phrasal speech, the ability to work with a sentence; correctly build simple sentences, see the connection of words in sentences, distribute sentences with secondary and homogeneous members; work with a deformed proposal, independently find errors and eliminate them; make sentences using key words and pictures. Own a retelling of the story, keeping the meaning and content. Compose your own story.

The presence of even slight deviations in phonemic and lexical and grammatical development among first-graders leads to serious problems in mastering the programs of a general education school.

The formation of grammatically correct, lexically rich and phonetically clear speech, which enables verbal communication and prepares for learning at school, is one of the important tasks in the overall system of work on teaching a child in preschool institutions and family. A child with a well-developed speech easily enters into communication with others, can clearly express his thoughts, desires, ask questions, agree with peers about joint game. Conversely, a child's slurred speech complicates his relationships with people and often leaves an imprint on his character. By the age of 6-7, children with speech pathology begin to realize the defects in their speech, painfully experience them, become silent, shy, irritable.

To educate a full-fledged speech, it is necessary to eliminate everything that interferes with the free communication of the child with the team. Indeed, in the family of the baby they understand perfectly and he does not experience any particular difficulties if his speech is imperfect. Gradually, however, the circle of the child's connections with the outside world expands; and it is very important that his speech is well understood by both peers and adults. Even more acute is the question of the meaning of phonetically correct speech when entering school, when the child needs to answer and ask questions in the presence of the whole class, read aloud (speech shortcomings are detected very soon). Especially necessary is the correct pronunciation of sounds and words when mastering literacy. junior schoolchildren they write mostly as they say, therefore among the underachieving schoolchildren of the lower grades (primarily in their native language and reading) there is a large percentage of children with phonetic defects. This is one of the causes of dysgraphia (writing disorder) and dyslexia (reading disorder).

Schoolchildren whose speech development deviations concern only defects in the pronunciation of one or more sounds, as a rule, study well. Such speech defects usually do not adversely affect the assimilation of the school curriculum. Children correctly correlate sounds and letters, do not make mistakes in written work associated with shortcomings in sound pronunciation. There are practically no underachieving students among these students.

Schoolchildren with an unformed sound side of speech (pronunciation, phonemic processes), as a rule, replace and mix phonemes that are similar in sound or articulation (hissing - whistling; voiced - deaf; hard - soft, r - l). They experience difficulties in hearing close sounds, do not take into account the semantic meaning of these sounds in words (barrel - kidney). This level of underdevelopment of the sound side of speech prevents the mastery of the skills of analysis and synthesis of the sound composition of the word and causes the appearance of a secondary defect (dyslexia and dysgraphia as specific disorders in reading and writing).

In schoolchildren, along with violations of the pronunciation of sounds, there may be an underdevelopment of phonemic processes and lexical and grammatical means of the language (general underdevelopment of speech). They experience great difficulty in reading and writing, leading to persistent underachievement in their native language and other subjects.

In such children, the pronunciation of sounds is often blurred, indistinct, they have a pronounced insufficiency of phonemic processes, their vocabulary is limited, the grammatical design of oral statements is replete with specific errors; independent utterance within the limits of everyday everyday topics is characterized by fragmentation, poverty, semantic incompleteness. Deviations in the development of oral speech create serious obstacles in teaching literate writing and reading correctly. Written works these children are full of a variety of specific, spelling and syntactical errors.

The main task of parents is to pay attention in time to various violations of the oral speech of their child in order to start speech therapy work with him before school, to prevent communication difficulties in a team and poor performance in a secondary school. The sooner the correction is started, the better its result.

Speech readiness of children for schooling. Advice for parents.

Davidyuk Oksana Nikolaevna Teacher-speech therapist.
Place of work: MKDOU kindergarten "Birch" p.
Target: To acquaint parents with the basic prerequisites for speech readiness for schooling.
Being ready for school doesn't mean
be able to read, write, count.
Being ready for school means
Be ready to learn it all.

The transition from preschool childhood to the period of schooling is fraught with many innovations, one of which is the mastery of such a complex skill as writing. How to determine if a child is ready to master writing, and what problems await him ahead? What exactly is worth paying attention to?
First of all, it must be taken into account that written speech directly depends on the level of development of oral speech. If there are any deviations in the speech development of a preschooler, then by the beginning of schooling it is worth making every effort to overcome them.
Every child who enters school, during the years of study in primary school must be good at literacy, that is, learn to read and write. correct and sufficient fluent reading, as well as competent writing, is a necessary condition for the student to master all other school subjects, and hence for the success of his education in general.
Even before the start of literacy training, the child must have the necessary prerequisites for this:
1. Completeness of possession of speech sounds.
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Normally, the entire sound side of speech should be completely mastered by the child by the age of 3–4 years; by the age of 5–6, he should be able to differentiate sounds by ear and in pronunciation. Coming to school, the child must clearly pronounce sounds in various words, in phrasal speech. He should not skip them, distort, replace them with others.
Violation of the sound-producing side of speech can leave its mark on the writing skill. If a child distorts or replaces any sounds in oral speech (most often it is whistling, hissing, [p], [p,] [l]), then it is likely that in written speech these sounds will also be replaced or skipped. Of course, not all children with impaired sound pronunciation have such problems (omissions and substitutions of letters in a letter). If the child has a well-developed phonemic hearing, then there will be no such difficulties. Nevertheless, the risk is quite high, and by the beginning of schooling it is in the interests of parents to make sure that the future first grader pronounces all sounds clearly.
2. Full formation of phonemic processes.
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By the beginning of schooling, the child should have a well-developed phonemic hearing - the ability to hear, recognize and distinguish phonemes (sounds) of the native language. An insufficient level of development, or a violation in the development of phonemic hearing in oral speech, is manifested in the substitution of one sound for another (for example: instead of “hat”, the child says “sapka”), in errors in the reproduction of words with a complex sound-syllabic structure, such as a cyclist, scuba diver and more. At the same time, attention should be paid to the fact that if a child confuses sounds in oral speech with normative sound pronunciation, then this will be reflected in writing in a similar way. And, of course, if a child has both sound pronunciation and phonemic hearing, the problem becomes even more serious. It is also worth noting that when fixing such errors in writing, the work becomes more complicated and it will take much more time to eradicate this defect.
To fully master reading and writing, it is not enough to be able to differentiate the sounds of speech by ear, you also need to learn sound analysis and synthesis of words, i.e. the child must be formed
- Readiness for sound-letter analysis and synthesis of the sound composition of speech: the ability to isolate the initial vowel sound from a word, hear and highlight the first and last consonant sound in a word, determine the number of sounds in a word, etc.
In addition, children should know and correctly use the terms “Sound”, “Syllable”, “Word”, “Sentence”, sounds vowel, consonant, voiced, deaf, hard, soft; be able to work with a word scheme, a split alphabet.
So, if a child comes to school not ready for the complex process of sound analysis and synthesis of words, then he will inevitably meet with great difficulties.
It would seem that it could be easier: to name the sounds that make up the word? I propose to conduct a small experiment: name all the sounds in the word “CAT” in order, tell me, did you imagine the word written or pronounce the word before naming the sounds?
It should be noted that the one who presented the written word - in fact, did not conduct a sound, but a letter analysis. If you are in doubt, I suggest another word "YURA". What is the first sound? Stop! There is no sound [yu] in nature. Listen: y-hooray, the first sound in this word is [y]. You see that even an adult, literate person is not so - it's easy to make a sound analysis of the word. And what about the child?
Let's try another little experiment: name the words that start with the same sound as the word "FOX".
(When:
1. If parents call words that begin with a solid sound L- You did not pay attention to the fact that this first sound is a soft consonant. That is why you named both the word “forest” and the word “lamp”. You didn't listen to the sounds, you thought about the letter. You have replaced the sound reality with the literal one, and therefore you have completely lost sight of the softness or hardness of consonant sounds.
2. If the parents completed the task correctly: Well done, you coped with the task and took into account the softness and hardness of consonants. Children still need to learn this.)
Doing a variety of exercises with the child with the sound side of the word. We discreetly introduce the child into fascinating world language, we open for him a special linguistic reality and thus lead, imperceptibly for him, to reading.
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3. Vocabulary sufficiency.
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By the age of 7, a child should have a fairly large vocabulary. In his speech, he must actively use antonyms (sad - cheerful, young - old, high - low, run - stand, talk - be silent, etc.), synonyms (for example, dog, dog, dog; horse, horse, stallion , horse, etc.), words - actions, words - signs.
The more vocabulary a child has, the richer, more expressive and figurative his own speech will be, and the better he will understand the speech of the people around him.
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4. Formation of the grammatical structure of speech.
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The ability to use detailed phrasal speech, the ability to work with a sentence; correctly build simple sentences, see the connection of words in sentences, distribute sentences with secondary and homogeneous members; work with a deformed sentence, independently find errors and eliminate them. By the age of 7, a child should be able to understand various grammatical structures. For example, Dad read the newspaper after he had breakfast. (What did he do first?) The hunter runs after the dog. (Who is running ahead?), etc. And also to form words correctly. For example, plum jam is plum, a straw hat is straw, a fox has cubs, a lion has cubs, etc.
An insufficient level of development of the grammatical structure of speech will lead to errors, expressed in the agreement of words in a sentence by gender, number, case; to the inappropriate use of prepositions. Difficulties in mastering the skills of word formation and inflection will provoke the occurrence of errors in those words, for the correct spelling of which, it is necessary to choose a test word.
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5. Possession of coherent speech.
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By the age of 7, a child should be able to retell small unfamiliar stories and fairy tales. When retelling, attention is drawn to the child's understanding of the text (he must correctly formulate the main idea), to the structuring of the text (he must be able to consistently and accurately build a retelling), to vocabulary (the completeness of the use of vocabulary - words), to grammar (he must correctly build sentences, be able to use complex sentences), fluency of speech (lack of prompts in the course of retelling).
(slide number 10 is projected on the screen) - parents are invited to complete practical exercises
So, if a child allows agrammatisms in oral speech, this will also be reflected in writing. Parents of future first graders should be clearly aware that the process of mastering written speech is very difficult for a child in itself, and if there are speech disorders, then the task becomes even more difficult. In the event of dysgraphia (violation of writing) and dyslexia (violation of reading), the child is forced not only to master curriculum but also to work on overcoming specific mistakes in writing. Since reading and writing is school education again and almost no lesson is complete without this skill, children suffering from dysgraphia and dyslexia quickly become underachievers. In addition, the child has a negative attitude towards learning, naturally, low grades and numerous mistakes make the student “give up” and prevent him from believing in his own abilities. It takes a lot of time and effort to eradicate dysgraphic errors. Thus, it is much easier to prevent this disorder in preschool childhood by paying attention to pathologies in the development of oral speech in time.
When should you start preparing your child for school? What is the best way to do this? What and how to teach? There is no single recipe, and there cannot be: you need to talk more with one, listen more to the other, run and jump with the third, and teach the fourth to sit and work attentively “by the minute”. One thing is clear - it is necessary to prepare the child for school; and everything that you teach your child now, and most importantly - what he learns himself, will help him to be successful at school.