R.I. Lalaeva, N.V. Serebryakova believe that the development of a child's vocabulary is closely connected, on the one hand, with the development of thinking and other mental processes, and, on the other hand, with the development of all components of speech: the phonetic-phonemic and grammatical structure of speech.

With the help of speech, words, the child means only what is available to his understanding. In this regard, words appear early in the child's vocabulary.

wa of a specific meaning, later - words of a generalizing nature.

The development of vocabulary, according to R.I. Lalaeva, N.V. Serebryakova, in ontogenesis is also due to the development of the child's ideas about the surrounding reality. As the child gets acquainted with new objects, phenomena, signs of objects and actions, his vocabulary is enriched. The development of the world around the child occurs in the process of non-speech and speech activity with direct interaction with real objects and phenomena, as well as through communication with adults.

The initial function of a child's speech is to establish contact with the outside world, the function of communication. The activity of a young child is carried out jointly with an adult, and in this regard, communication is situational.

R.I. Lalaeva, N.V. Serebryakova emphasize that the prerequisites for the development of speech are determined by two processes. One of these processes is the non-speech objective activity of the child himself, that is, the expansion of ties with the outside world through a concrete, sensory perception of the world. The second most important factor in the development of speech, including the enrichment of the dictionary, is the speech activity of adults and their communication with the child. AAAAAAAAAAAAAAAAAAAAAAAAAAA

In this regard, the development of vocabulary is largely determined by the social environment in which the child is brought up. The age norms of the vocabulary of children of the same age fluctuate significantly depending on the social level of the family, since the vocabulary is acquired by the child in the process of communication.

R.I. Lalaeva, N.V. Serebryakova note that at the end of the first and beginning of the second year of a child's life, a verbal stimulus gradually begins to acquire more and more strength. In the initial stage, the reaction to it manifests itself in the form of an orienting reflex. In the future, on its basis, a second-order reflex is formed - the child develops imitation, multiple repetitions of the word. During this period of development of the child's speech, babbling words appear.

This stage in the development of children's speech is called the "word-sentence" stage. At this stage, words express either a command or an indication, or they name an object or action.

At the age of 1.5 to 2 years, the child's complexes are divided into parts, which enter into various combinations with each other. During this period, the child's vocabulary begins to grow rapidly, which by the end of the second year of life is about 300 words of various parts of speech.

The development of a word in a child occurs both in the direction of the subject correlation of the word, and in the direction of the development of meaning.

L.S. Vygotsky, analyzing the development of the meaning of a word in ontogenesis, wrote: “Speech and the meaning of words developed naturally, and the history of how the meaning of a word developed psychologically helps to shed some light on how sign development how the first sign naturally arises in a child, how the mechanism of designation is mastered on the basis of a conditioned reflex.

Initially, a new word arises in a child as a direct connection between a specific word and an object corresponding to it.

The first stage in the development of children's words proceeds according to the type of conditioned reflexes. Perceiving a new word (conditioned stimulus), the child associates it with the object, and later reproduces it.

So, at the age of 1.5 to 2 years, the child moves from the passive acquisition of words from the people around him to the active expansion of his vocabulary during the period of using the questions: “what is this?”, “what is it called?”.

By the age of 3.5 - 4 years, the subject relatedness of the word in the child acquires a fairly stable character, the process of forming the subject relatedness of the word continues.

In the process of the formation of vocabulary, the meaning of the word is clarified.

The word is accompanied by a certain intonation, gestures that clarify its meaning. In parallel with the clarification of the meaning of the word, the structure of the meaning of the word develops.

The word takes on different shades of meaning depending on the context and depending on intonation.

In the process of ontogenesis, the meaning of the word develops. L.S. Vygotsky wrote: “Any meaning of a word. is a generalization. But the meanings of words evolve. The moment a child learns a new word for the first time. the development of the word has not ended, it has just begun; it is at first a generalization of the most elementary type, and only as it develops does it pass from a generalization of an elementary type to all higher types of generalization, completing this process with the formation of genuine and real concepts. The structure of the meaning of the word in different age periods is different.

The child, first of all, masters the denotative component of the meaning of the word, i.e. establishes a connection between a specific subject (denotation) and its designation.

The conceptual, conceptual component of the meaning of a word is acquired by the child later as the operations of analysis, synthesis, comparison, and generalization develop. Gradually, the child masters the contextual meaning of the word. Initially, in the formation of subject correlation, words are greatly influenced by secondary, situational factors, which later cease to play a role in this process.

At an early stage of speech development, the subject relatedness of a word is influenced by the situation, gesture, facial expressions, intonation, the word has a diffuse, extended meaning. During this period, the subject relatedness of a word can easily lose its specific subject relatedness and acquire a vague meaning.

The development of a connection between linguistic signs and reality is the central process in the formation of speech activity in ontogeny.

At the initial stage of mastering the signs of a language, the name of an object is, as it were, a part or property of the object itself. At this stage, the meaning of the word is a way of fixing in the mind of the child the idea of this subject.

At the first stages of acquaintance with the word, the child cannot yet acquire the word in its "adult" meaning. At the same time, the phenomenon of incomplete mastery of the meaning of the word is noted, since initially the child understands the word as the name of a specific object, and not as the name of a class of objects.

In the process of developing the meaning of a word, mainly in children from 1 to 2.5 years old, phenomena of shifted reference, or stretching of the meanings of words, supergeneralization are noted. At the same time, the transfer of the name of one object to a number of others associated with the original object is noted. The child uses the word to name a number of objects that have one or more common features (shape, size, movement, material, sound, taste), as well as the general functional purpose of objects.

The book presents speech therapy work on the formation of vocabulary and grammatical structure in preschoolers with general underdevelopment of speech. It is intended for specialists, as well as a wide range of readers.

Chapter 1

1.1. DEVELOPMENT OF VOCABULARY IN ONTOGENESIS

The development of a child's vocabulary is closely connected, on the one hand, with the development of thinking and other mental processes, and, on the other hand, with the development of all components of speech: the phonetic-phonemic and grammatical structure of speech.

With the help of speech, words, the child means only what is available to his understanding. In this regard, words of a specific meaning appear early in the child's dictionary, and later - words of a generalizing nature.

The development of vocabulary in ontogenesis is also due to the development of the child's ideas about the surrounding reality. As the child gets acquainted with new objects, phenomena, signs of objects and actions, his vocabulary is enriched. The development of the surrounding world by a child occurs in the process of non-speech and speech activity with direct interaction with real objects and phenomena, as well as through communication with adults.

L. S. Vygotsky noted that the initial function of a child’s speech is to establish contact with the outside world, the function of communication. The activity of a young child is carried out jointly with an adult, and in this regard, communication is situational.

Currently, in the psychological and psycholinguistic literature, it is emphasized that the prerequisites for the development of speech are determined by two processes. One of these processes is the non-speech objective activity of the child himself, that is, the expansion of ties with the outside world through a concrete, sensory perception of the world.

The second most important factor in the development of speech, including the enrichment of the dictionary, is the speech activity of adults and their communication with the child.

Initially, communication between adults and a child is one-sided and emotional in nature, causing the child's desire to make contact and express their needs. Then, adult communication shifts to introducing the child to the sign system of the language with the help of sound symbolism. The child connects to speech activity consciously, joins communication with the help of language.

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Card file of didactic

games

for the formation

grammatical structure of speech

R.I. Lalaeva, N.V. Serebryakova

Correction of general underdevelopment of speech in preschoolers (formation of vocabulary and grammatical structure of speech)

Card #1

The game "Call it affectionately."

The speech therapist invites the children to invite a doll to visit. The doll is small and can be called a "chrysalis". All items for the doll are also small and therefore they should be called affectionately.

During the game, children reproduce diminutive forms of nouns (table, cabinet, chair, vase, napkin, plate, spoon, fork, cucumber, tomato, apple, etc.).

Game "What for what?"

The speech therapist invites the children to name the items that are on the table (bread, sugar, sweets, soap).

Then he asks questions where these items are stored (bread - in the bread box, sugar - in the sugar bowl, sweets - in the candy bowl, soap - in the soap dish). After naming the item, the children put it in the bowl in which it is stored.

Next, the speech therapist invites the children to listen to these words again and determine general part. At the same time, the speech therapist emphasizes (intones) the suffix-nits-.

Further, the conclusion is drawn: a vessel in which something is stored is often called a word in which there is a “particle” (suffix)-nits-. In conclusion, this model of word formation is consolidated in various words.

What is the name of the dish in which the salad is placed? (Salad bowl)

What is the name of the dish in which the herring is placed? (Herring)

How is a vessel, into which ink was previously poured, washed? (Inkwell)

What is the name of the container in which the sauce is poured? (Sauce bowl)

Card #2

The game "Who has whom?"

During the game, pictures depicting animals and their cubs are used.

First, the speech therapist asks the children a riddle about the animal. For example:

cunning cheat,

red head,

Fluffy tail - beauty!

And her name is

Who is it? (It's a fox)

What is a baby fox called? (Fox cub)

-Now we will play a game called "Who has whom?". Look at the pictures and remember the names
baby animals. (Fox, hedgehog, elephant cub, tiger cub, elk, gosling, kitten)

The speech therapist shows a picture and asks a question like: “Who is at the fox?” The children answer: “The fox has a fox”, etc.

-Listen again to the names of the baby animals and say what is heard at the end of these words? What is the common part in these words?(-onok)

Card #3

Call the animals pairs.

Children are offered a riddle:

The tail is a fluffy arch.

Do you know such an animal? Sharp-toothed, dark-eyed,

Can climb trees

He builds his house in a hollow,

To live warm in winter.

Who is it? (Squirrel)

What is a baby squirrel called? (Squirrel)

On the board are pictures depicting animals and their cubs (squirrel - squirrel, hare - hare, wolf - cub, bear - cub).

The speech therapist shows a picture, the children name a couple of words: an adult animal and a cub.

-And in what animals do the names of cubs differ from the names of adult animals? (A cow is a calf, a horse is a foal, a sheep is a lamb, a dog is a puppy, a pig is a piglet)

Card number 4

Ball game "Correctly name the baby animals."

On the board are the pictures "Fox and cubs."

First, the children remember the name of one cub.

Look, children, at the picture. Does the fox have one fox cub or many? (Many.) The fox is one. But how to say in one word, if there are a lot of them? (Foxes.)

Now let's play ball.

The speech therapist calls one cub and throws the ball, and the children call the plural and throw the ball back to the speech therapist.

The game "What are the names of dad, mom and cub (cubs)?"

On the board is a picture based on the fairy tale "Three Bears".

What fairy tale does this picture remind you of? (Fairy tale "Three Bears")

Remember the names of father, mother and cub in this fairy tale. (Dad - bear Mikhail Ivanovich, mother - bear - Nastasya Petrovna, cub - bear cub Mishutka.) That's right, three bears are a bear, a she-bear and a cub. In each forest family, father, mother and cub are called differently.

Children call father, mother and cub (you can also have cubs in the plural) from pictures: fox - fox - fox cub, hare - hare - hare, wolf - she-wolf - wolf cub, hedgehog - hedgehog - hedgehog, lion - lioness - lion cub, tiger - tigress - tiger cub, elephant - elephant - baby elephant.

-And what are the names of father, mother, cubs in pets? (Bull - cow - calf, dog - dog - puppy, rabbit - rabbit - rabbit, cat - cat - kitten.)

Card number 5

Game "Two brothers IK and ISCH".

There lived two brothers. One was called IK, he was small and thin. And the other was called ISCH, he was tall and fat. Each of the brothers had his own dwelling. IK had a house, ISCH - a big house. What kind of house did brother IK have? (Small.) And what kind of house did brother ISCH have? (Big.)

IKA had a nose, but ISCHA? ..

In the future, the differentiation of words is fixed: mouth - mouth, forehead - forehead, eye - eye, handles - hands, legs - legs.

A conclusion is made if the word is heardik, it means that the object is small,aifseek means a large object.

Now I will say two words and throw the ball, and you will answer me with one word usingik orsearch. For example,I I'll speaksmall table, and you will answer:table. I will speakbig house, and you will answer:house.

The following speech material is offered: a large mosquito (mosquito), a small bush (bush), a large mustache (mustache), a large bush (bush), a small carpet (rug), a large hut (hut), a small screw (cog), a large tomato ( tomato).

Card #6

Change the word by analogy.

a) grapes - grapes,

peas - ...

pig - ... pearl - ..

sheep - ... potatoes - ...

calf - ... ice - ...

b beads - bead,

rain - ...

dust - ... snow - ...

rain - ... sand - ...

raisins - ... fluff -

Add a related word.

Morning, nightlight...

beef, grape...

hollow, paddle...

knives, hands...

Card number 7

Name the professions (according to the pictures).

The speech therapist invites children to answer the questions:

Who is carrying the luggage? Porter.

Who welds pipes? Welder.

Who puts in the glass? Glazier.

Who works on the crane? Crane operator.

Who is laying the stones? Mason.

Who sharpens knives? Grinder.

Who fixes the clock? Watchmaker.

Who is working on the excavator? Excavator operator.

What is the common part in the words porter, welder, glazier, crane operator, bricklayer, grinder, watchmaker, excavator?When pronouncing these words, the speech therapist emphasizes intonation, voice suffix-shchik-.

The game "What to call the one who ...?"

The speech therapist invites the children to name the one who ...

Who rides the steam locomotive? (Driver)

Who does morning exercises? (Athlete, athlete)

Who composes songs? (Composer)

Who plays the piano? (Pianist)

Who breaks everything? (Hooligan)

Who is flying the plane? (pilot, pilot)

Who is a commander?

Who is more important: a marshal or a commander?

Card number 8

Differentiation of perfective and imperfective verbs.

The speech therapist invites the children to show in the pictures where the action has already been completed, and where it is being performed:

soap - washed, hangs - hung,

washes - washed draws - painted

dressed - dressed hides - hid

ironing - stroked erases - washed

draws - painted writes - wrote

watering - poured catches - caught

repairs - repaired paints - painted

chopped - cut down catches up - caught up

cleans - removed builds - built

The game "What is the difference between words?"

The speech therapist asks the children to show in the pictures who washes - washes, puts on shoes - puts on shoes, bathes - - bathes, shakes - swings, hides - hides, dresses - dresses, combs - combs, wipes - wipes.

The conclusion is made:washes, knows, hides, combs her hair , learning, swinging, wiping indicate that a person is doing somethingby himself.

Listen again to these words and tell me what is the common part heard at the end of these words? (SJ)

In order to consolidate, the children name various actions from the pictures.

Card #9

Differentiation of verbs with prefixes (by pictures).

a) In impressive speech.

The speech therapist calls the words denoting actions, the children must show the corresponding picture. speech material:

enters - exits

flies - flies

coming - leaving

flies in, flies out

passes - runs over

pours - pours

climbs - climbs.

The game of lotto is played in the same way.

Children have cards with pictures depicting actions. The speech therapist calls words denoting actions, the children close the corresponding picture with a chip.

b) In expressive speech.

The speech therapist invites the children to name actions from the pictures, and then come up with sentences with these words.

Add a word denoting an action from the pictures:

into a cage ... (flies in),

out of the cage ... (flies out),

across the road ... (passes),

from the tree ... (departs),

to the house ... (drives up),

into a glass ... (pouring),

from a glass ... (pouring out),

on a tree ... (climbs),

from the tree ... (gets off).

Card number 10

Find common part in words (according to pictures).

Passes - runs over

Pouring - pouring

Fits - runs up;

approaches - leaves;

flies - flies.

Card number 11

The game "Whose tails?"

Speech therapist tells the tale "Tails".

Once the animals woke up in the forest and did not find their tails. They thought that during the night the wind had torn off the tails and blown them through the forest. So the animals went through the forest to look for their tails. (Let's help them.) But the tails hid in the forest and in order to find them, you must be able to name them correctly and answer the question: “Whose tail is this?” For example, the tail of a hare should be called a "hare's tail".

Here, on a tree, on a pine, hangs a gray, fluffy tail of a squirrel. Whose tail is this? (Squirrel.) The squirrel has found its tail. And under the oak lies the brown tail of a bear. Whose tail is this? (Bearish.) Let's give the bear its tail. In the thicket of the forest, a wolf's tail was found. Whose tail is this? (Wolf.) But in the moss you can see the red, fluffy tail of the fox. Whose tail is this? (Fox.) And on the stump - a thin, small tail of a mouse. Whose tail is this? (Mouse.)

All the animals found their tails and were very happy.

- Now remember what the tails of pets are called.

The tail of a dog is dog-like.

The tail of a cat is feline.

The tail of a cow is cow.

The tail of a horse is equine.

The tail of a bull is bullish.

The tail of a goat is goat.

The tail of a ram is mutton. The tail of a sheep is sheep.

Card number 12

Lotto game "What is made of what?"

Children have lotto cards with the image of various objects. The speech therapist names the object and the material from which it is made. For example, a glass beaker. Children find the image of this item on the cards. The one who has an image of this object on the card must name the phrase of an adjective and a noun, that is, answer the question: “What?”, “What?”, “What?” (glass cup) and close the picture with a chip.

The winner is the one who was not mistaken and closed all the pictures before the others.

Glass glass - glass,

cast iron frying pan,

spoon made of wood - wooden,

metal knife - metal,

bucket of iron - iron,

crystal vase - crystal,

porcelain cup - porcelain,

silk dress - silk,

cardboard box - cardboard box,

wool scarf - wool,

wheat bun - wheat,

rye bread - rye bread,

Card number 12

(continuation)

cherry jam - cherry,

sand road - sandy,

leather bag - leather,

rubber ball - rubber,

fur coat - fur,

straw roof - thatched,

plastic toy - plastic,

plasticine ball - plasticine,

brick pipe - brick,

down pillow - down,

blanket made of cotton - wadded,

paper napkin - paper,

chintz sundress - chintz,

clay jug - earthenware,

stone cellar - stone,

overcoat made of cloth - cloth.

Sample lotto cards.

Card #13

Compare items and complete sentences.

The orange is big, and the watermelon is even bigger.

Strawberries are small, but currants are still ...

The melon is sweet, but the watermelon is still...

The peach is soft, and the cherry is still...

The apple is hard, but the quince is still...

The pear is delicious, but the pineapple is also...

The tree is tall, but the tower is still...

The bush is low, but the grass is still...

The maple is thick, and the oak is still...

The mountain ash is thin, but the reed is still ...

The ball is light, and the fluff is still ...

The bag is heavy, but the suitcase is still...

The sofa is soft and the pillow...

Wood is hard, but iron is still...

The ice is clear, but the glass is still...

The tape is narrow, but the thread is still ...

The lace is long, but the thread is still ...

The ruler is short, but the pencil is still ...

The wolf is big, and the bear is still ...

The deer is tall, and the giraffe is still ...

The bear is heavy, but the elephant is still ...

Answer the question "How?"

It is light in the morning, and in the afternoon (how?) even lighter.

It's dark at night, but still at night...

It's cold in autumn, but still in winter...

It's warm in a coat, but still in a fur coat ...

In the spring the sun shines brightly, and in the summer...

In the spring the birds sing, and in the summer...

The train goes fast, but the plane flies still...

The tortoise crawls slowly, but the snail still...

Card #14

Pick up the words - "relatives" (the topic is "Winter").

Picture "Winter" on the board. There is a conversation but a picture.

Now pick up the words - "relatives" to the word"winter". What is the best word for winter? (Winter.) And how can you call a day in winter? (Winter.) And what are the names of the birds that stay with us for the winter? (Wintering.) What wintering birds do you know? How else to say "stay for the winter"? (Wintering.) So, what kind of words did you remember - "relatives" to the wordwinter? (Zimushka, winter, hibernate, hibernating). What can be said about “winter” (forest, garden, day), “winter” (road, weather, time, cold), “winter” (sky, sun, morning).

Look at the picture. In winter, on the roofs, on the ground, on the trees lies ... (snow). Pick up the words "relatives" to the word "snow" (snowflake, snowball). Who is sculpted from snow? (Snowman.) And what about a slide made of snow? (Snowy.) And what is the name of the flower that first appears from under the snow in spring? (Snowdrop.) So, what kind of “relatives” words did we pick up for the wordsnow (snowball, snowflake, snowman, snowy, snowdrop).

Similar work is carried out in the future with the following related words.

Forest, forest, forest, forester;

mushroom, fungus, mushroom picker, mushroom;

water, aquatic, merman, diver, flood;

sugar, sugar, sugar bowl;

carry, tray, porter;

mountain, hill, mountainous, mountainous, hillock;

leaf, leaflet, leaflet, foliage, larch, deciduous;

oak, oak, oak;hedgehog, hedgehog, hedgehog, hedgehog, hedgehog, hedgehog;

spring, spring, stonefly, freckle.

Card #15

Find the "extra" word.

Woe, mountainous, woe;

pain, big, hospital;

lead, water, water;

forest, forester, ladder;

sea, wrinkles, maritime;

conversation, gazebo, neighbour.

Name the common part of the words "relatives".

Zimushki, hibernate, wintry;

Animal, lives, alive;

shepherd, shepherd, shepherdess;

kidney, stove-maker, bake;

patio, janitor, courtyard;

feed, feed, feeding;

litter, rubbish, litter;

call, bell, ringing.

Card #16

Explain why it's called that.

Angler (fishing)

leaf fall (leaves fall)

beekeeper (breeding bees)

ice drift (ice goes, goes),

digger (digs the earth)

scooter (it rides itself)

pedestrian (walks)

all-terrain vehicle (goes everywhere),

icebreaker (breaks ice)

dump truck (dumps itself),

lumberjack (chopping wood)

steam locomotive (carries with the help of steam),

chimney sweep (cleans pipes)

steamboat (walks, rides with the help of steam),

plane (it flies).

Come up with one word instead of two.

Snow cleans - (snowplow),

digs ditches - (ditcher),

lays pipes - (pipelayer),

carries with the help of electricity - (electric locomotive), walks fast - (high speed),

she walks - (self-propelled),

digs the ground - (shrew).

Card #17

Game "What's in the store?" (on the differentiation of singular and plural nouns).

The adult has one item, the child (“on the counter of the store”) has several items.

Speech therapist: I have an apple, but in the store?

Child: And there are apples in the store.

Speech therapist: I have a cucumber, but in the store?

Child: And in the store - cucumbers.

Etc.

Game option:

Speech therapist: I have an apple, but there are a lot in the store ... (?)

Child: And there are a lot of apples in the store.

Game "Harvest" (fixing the form of the accusative case of nouns).

The speech therapist explains to the children that vegetables are harvested in different ways. Carrots, beets, turnips, radishes are pulled.

Pickled cucumbers, tomatoes, peas.

Potatoes are dug up.

Then the speech therapist shows pictures of vegetables and asks the children to answer the question: “How is this vegetable harvested?

Children make sentences like: Carrots are pulled. Digging potatoes. The cabbage is cut. Peas are plucked. They pull the candle. Etc.

Card #18

The game "Who will pick up more words?" (fixing
accusative form).

The speech therapist invites the children to name as many words as possible, answering questions. In this case, you can use objects or pictures.

What can be sewn? (Dress, coat, sundress, shirt, fur coat, boots, panama, skirt, blouse, etc.)

What can be connected? (Hat, mittens, scarf, jacket, vest, dress, tablecloth, napkin, etc.)

What can be darned? (Socks, stockings, mittens, scarf, etc.)

What can be tied? (Hat, scarf, boots, scarf, scarf, etc.)

What can you wear? (Coat, dress, jacket, fur coat, raincoat, skirt, tights, etc.)

What can be worn? (Slippers, shoes, boots, boots, etc.)

What can you put on your head? (Hat, peaked cap, panama, cap, etc.)

The one with the most words wins.

Card #19

The game "What without what?" (fixing the form of the genitive case of nouns on the topic "Furniture, dishes, transport, clothing").

On the board are pictures of items that need to be repaired.

The speech therapist asks the question: “What without what?”

Chair without legs. A car without a wheel.

Chair without a back. Fur coat without a collar.

Sleeveless dress

Pot without a handle.

Teapot without spout.

Jacket without buttons.

Comb without teeth.

Truck without lights.

Boots without laces.

Card #20

The game "To whom shall we give?" (fixing the form of the dative case of nouns on the topic "Domestic and wild animals").

On the board there are pictures depicting animal feed (carrots, nuts, mushrooms, raspberries, honey, bones, vegetables, milk, etc.). "

On the table are toy animals (cow, horse, hedgehog, hare, squirrel, bear, cat, dog, pig).

During the game, children take one picture of animal food, put it near the corresponding toy and answer the question: “Who will we give it to?”

We will give hay to the cow, horse.

Give the mushrooms to the squirrel.

Applelet's eat.

nuts let's give a squirrel

We'll give the bear a raspberry. Give milk to the cat.

We will also give honey to the bear. Give the dog a bone.

We will give vegetables to the pig.

Card #21

Game "Guess who needs these things" (fixing the form of the dative case of nouns).

There are two rows of objects on the board: on the left - pictures depicting people without any objects, on the right - missing objects.

The speech therapist shows the children an object and offers to name who needs this object, and put the image of the object to the corresponding picture.

Pointer to the teacher

scales - the seller,

thermometer - doctor,

brush - artist,

syringe - nurse,

gun - hunter,

fishing rod - fisherman,

scissors - hairdresser.

Memorizing the poem "To whom what?" and its analysis (fixing the form of the dative case of nouns).

Needle - thread,

Ducks - a pond,

Fence - gate,

And lazy - work,

Soup - potatoes.

The sun is flying

And the cover of the book.

Poems for a poet

And brother - sister,

And everyone needs Sundays

Without a doubt.

Card #22

Game "Who controls what?" (fixing the form of the instrumental case of nouns on the topic "Transport").

On the board are pictures of different types of transport. The speech therapist shows a picture and asks questions: “Who drives ... a bus, an airplane, etc.)?” Children must answer in full sentences.

The bus is driven by a driver.

The truck is driven by a driver.

The driver is driving the train.

The helicopter is controlled by a helicopter pilot.

The aircraft is controlled by a pilot.

The ship is driven by a captain.

The motorcycle is driven by a motorcyclist.

The bicycle is driven by a cyclist.

The rocket is controlled by an astronaut.

The game "Who does what?" (fixing! forms of nouns of instrumental case).

Children are offered pictures depicting people of various professions (hairdresser, painter, carpenter, dressmaker, janitor, gardener, etc.). The speech therapist invites children to answer the question "Who works with what?"

Hairdresser - scissors,

painter - brush,

carpenter - axe,

janitor - broom,

lumberjack - saw,

gardener - shovel.

Card #23

Game "Who did we see?" (fixing the correct use of noun endings in the accusative plural on the topic "Animals of hot countries").

On the board are pictures of various animals. The speech therapist gives the task to the children to select only animals that live in hot countries.

- And who from fairytale heroes went to Africa to treat animals? (Aibolit.) Imagine that Aibolit and I went to Africa and saw many different animals there. We saw a lot of lions, tigers, rhinos, elephants, camels, hippos, leopards, crocodiles, kangaroos, monkeys, etc..

Game "Where have we been, what have we seen?" (fixing
noun endings in the genitive plural).

During the game, plot pictures are used: "Garden", "Garden", "Forest", "Zoo". The speech therapist addresses the children with questions: “Where have you been? What you see?"

I was in the garden. I saw a lot of tomatoes, cucumbers, marrows... I was in the garden. I saw a lot of apples, pears, plums, apricots... I was in the forest. I saw a lot of pines, fir trees, oaks, bushes... I was at the zoo. I saw a lot of tigers, monkeys, wolves...

Card #24

"What can you do?" (fixing the instrumental form). Sample pictures are given earlier in the text.

Chop - with an ax,

cut - with a knife, scissors, wash - with water,

to saw - with a saw,

wipe - with a towel, draw - with a brush,

write with pen,

wipe - with a rag, comb your hair - with a comb, pack - with paper,

eat - with a spoon.

Card #25

The game "What is the basket with, what is the box with?" (fixing the form of nouns of the instrumental case with the prepositionWith).

Children have toy baskets, boxes, models of vegetables and fruits.

Speech therapist: Where do we put the fruit?

Child: In a basket.

Speech therapist: Where do we put the vegetables?

Child: In a box.

Speech therapist: Roma, what is your drawer with?

Child: I have a box of cabbage.

Speech therapist: Ira, what about your basket?

Child: I have a basket of apples. Etc.

Game "Invitation to tea" (fixing the firm of nouns of the instrumental case with the preposition C).

Speech therapist: Today we invite guests to tea: Mishka, Tanya doll, Winnie the Pooh, a bunny and a fox. To set the table for tea, you need to know what our guests like to drink tea with. What do you think with what?

Children: Bear loves tea with honey. Winnie the Pooh - with jam. Bunny - with a bun. Chanterelle - with cookies. Etc.

Speech therapist: What do you like to drink tea with?

Children answer the question using the instrumental form.

Card #26

The game "Where does it grow?" (fixing the form of the prepositional case).

On the board on the left - pictures depicting a vegetable garden, a garden, a forest, a meadow, a field, a swamp; on the right - pictures of vegetables, fruits, trees, grass, wheat, cranberries.

Speech therapist: The plants ran away from their places and got lost. Help them return to their places, where they grow up. Where do vegetables grow?

Children: Vegetables grow in the garden.

The picture of vegetables is located next to the picture of the vegetable garden, etc.

The game “Where do they buy what?” is played in a similar way. (medicine, bread, newspapers, milk), “Where is what stored?” (dishes, clothes, books).

Card #27

The game "Who lives where?" (fixing the form of nouns in the prepositional case).

Pictures of animal dwellings are displayed on the board. The speech therapist invites children to answer the question: “Where does anyone live (or winter)?”

The dog lives in a kennel.

The squirrel lives in a hollow.

The fox lives in a hole.

The hedgehog lives in a nest.

The bear hibernates in a den.

The mouse lives in a hole.

The wolf lives in a lair.

Horses live in a stable.

The cow lives in a barn.

Pigs live in a pigsty.

Calves live in a calf barn.

Rabbits live in a rabbitry.

Card #28

The game "What's in what?" (fixing the form of the prepositional case of nouns on the topic "Dishes".

On the board are pictures of dishes. The therapist asks questions. Children answer by choosing the correct picture. What is the soup in? (The soup is boiled in a pot.) What is water from the well carried in? (Water is carried in a bucket.) What is water boiled in? (Water is boiled in a kettle.) What is milk worn in? (Milk is carried in a can.) What is sugar stored in? (Sugar is stored in a sugar bowl.) How is food heated? (Food is warmed up in a bowl.) The question “Where is what lies? » Where is the bread? (The bread is in the breadbasket.) Where is the salad? (The salad is in the salad bowl.) Where are the sweets? (The sweets are in the candy bowl.) Where (on what) is the fish fried? (The fish is fried in a pan.)

Card #29

Game "Make no mistake" (fixing the use of prepositions and prepositions-adverbs).

The speech therapist invites the children to complete the task and answer the questions. Prepositions denoting spatial relationships are used (above, below, on the right, on the left, between, in front of, behind, etc.).

- Put the ball to the right of the doll. Where did you put the ball?

- Put the pyramid between the doll and the ball. Where did you put the pyramid?

- Draw a circle, draw a cross on top of the circle. Where is the cross drawn?

- Put the bear behind the doll. Where did you put the bear?

- Put the apple in front of the doll. Where did you put the apple?

- Put this thing between two objects. Where's she?

in front of another object. Where's she?

above another item. Where's she?

below another item. Where's she?

to the right of another object. Where's she?

to the left of another item. Where's she?

-Stand so that the door is on your right. Where is the door? - Stand so that the door is on your left. Where's she?

-Stand so that the door is behind you. Where is the door?

-Stand so that the door is in front of you. Where is the door?

Card #30

Ball game "Add words" (fixing the use of prepositions-adverbs on the right, on the left, in front, behind).

The speech therapist calls out part of the sentence and throws the ball to one of the children. The child who caught the ball must complete the sentence using the words right, left, in front, behind.

The table is...

Shelf with books hanging...

The bear is sitting...

The pyramid stands...

The doll lies...

The lamp is hanging...

The door is...

The game "Know how to find your place"

The speech therapist invites the children to quickly stand one after another, specifying the place of each child in relation to their neighbors. In this case, the speech therapist uses the wordsbehind, before, between, forward, behind (Kolya behind Kostya, Seryozha ahead of Kostya, etc.). Then the speech therapist asks each child to answer the question: “Who are you standing behind? (in front of whom, between whom, in front of whom, behind whom?).

Card #31

Game "Fix the Mistakes" (fixing prepositional case constructions).

Speech therapist: There lived an absent-minded person on Basseinaya Street... Who wrote about this absent-minded person?

One such absent-minded person was reading a book and mixed up all the words. Help him read and understand the sentences correctly.

Here is how he read:

Grandfather in the oven, firewood on the stove. Fix it.

Boots on the table, cakes under the table. How should I say?

Sheep in the river, carp by the stove. How will be correct?

Under the table is a portrait, above the table is a stool. Fix it. Etc.

Card #32

Game "Young Architect".

During the game, a street layout with turns is used, as well as pictures or paper layouts with images of various objects (high-rise building, small house, school, Kindergarten, shop, truck, taxi, bus). The game can be played on a magnetic board.

Speech therapist: Today we will play architect. I will be the chief architect and you will be my assistants. We will develop the project of one street. It will have high and low houses, a school, a kindergarten, a playground, a square. Buses, cars, trucks will go along this street. On the board you see the road. On the left is the beginning of the street, on the right is its end. So, let's start planning, we will place a small house at the beginning of the street, to the right of the road. (One of the children places it on the layout.) Where would you like to place a tall house? To the right or left of the road, at the beginning or at the end of the street? (To the left of the road, at the end of the street.)

Many children live in our houses. What do they need? (Kindergarten and school). We will build a school on the left and away from the road at the beginning of the street, and between the school and the tall building - a kindergarten. Children love to walk and play. We need to make a playground for them: swings, a slide... And where will we make a park? (Between road and school.) What else can be placed to the right of the road? (Cinema, shop.)

-So, we placed on the left side of the road? To the right of the road? What did we build between the high house and the school? And what is between the school and the road?

And now we will show the movement along the street. The bus goes to our right. (One of the children posts a picture or a model of a bus.) The taxi is moving to our left. The truck is ahead of the bus.

-So, where is the truck going, the taxi bus?

Card #33

"Game of the Week" (fixing prepositional case constructions).

7 children take part in the game. Each of them receives the "name" of one of the days of the week. The speech therapist invites the children to stand one after another as the days of the week go, then asks such questions, for example: “Tuesday, tell me who is comingbehind you? And who is in front of you? Wednesday, who comes before you? And who is later than you?

In a similar way, the game is played in terms of the essence, the game is played in the seasons, in the months.

Card #34

The game "Let's arrange beautiful furniture in our room" (fixing prepositional-case constructions on the theme "Furniture")

Used toy furniture. The game can be played in two versions.

1st option. A picture depicting a room is offered. The speech therapist asks questions about the location of various objects (furniture) and asks children to use wordsright, left, front, back.

Then, on the layout, the children arrange the toy furniture in the same way as in the picture. At the same time, the children comment on their actions: put a chair in front of the table, etc.

2nd option. Independent arrangement of furniture. After the children have arranged the furniture in the room, the speech therapist asks questions like: “Where is the closet in relation to the chair?”, “Where is the floor lamp in relation to the closet?” etc.

Card #35

Games "What's where?" or "Who is where?"

Children are invited to answer questions on the plot picture "Where is it?". Children use prepositions to answer questions.in, on, over, on, under, between, about, in front of and etc.

Sample pictures are given earlier in the text.

"Train Game" ( consolidation of prepositional-case constructions, differentiation of prepositionsin, on, under).

Train layout on the board.

Speech therapist: Passengers carry different things on the train. In the 1st car they carry things about which you can make a sentence with the wordin. In the 2nd car - things about which you can come up with a sentence with the word on, and in the 3rd - with the wordunder. "

The speech therapist shows pictures. Children come up with a sentence and place the picture in one of the cars. (On trailers you can make inscriptions from wordsin, on, under). For example, the picture "The ball is under the chair" is placed in the 3rd car, the picture "Flowers are in a vase" - in the 1st car. And the picture "The girl is sitting on a chair" - in the 2nd car.

Card #36

Do it right game (fixing prepositional case constructions).

The speech therapist shows schemes of prepositions. Children arrange objects (ball and box, pencil and book, pencil case and pen, etc.) in relation to each other in accordance with the scheme of the preposition.

The game "The car is driving on the road" (fixing prepositional case constructions).

Children are offered a model of the road along which the car will go. On one side of the road there is a garage, on the other side there is a base or a shop. Along the road there are models of multi-colored houses, a hill, a square, a bridge.

The game can be played in several ways.

1st option. The speech therapist gives instructions (for example, “The car drove around the red house”), the children “regulate” the movement of the car in accordance with this instruction.

2nd option. The speech therapist places the car in a certain place on the layout. Children determine where the car “drives” (the car left the garage, the car drove up to the green house, the car drove over the bridge, the car drives along the road, the car drives away from the red house, the car drives up the mountain, the car drives off the mountain, the car enters the yard shop).

3rd option. During the game, children find the corresponding preposition schemes and place them on the layout. In the future, they reproduce the story about the movement of the car only according to the schemes of prepositions.

Card #37

The game "Distinguish the prepositions."

Preposition symbols on the boardin, on, under, over and their letters. Children have pictures depicting two objects with different spatial arrangements.

Children name the location of objects and place their pictures under a certain preposition symbol.

The game "Pick up the badge correctly."

Children have images of various symbols of prepositions. Speech therapist calls phrases with various prepositions(in, on, under, over) children raise the corresponding symbol.

Game "Say the other way around" (fixing the differentiation of prepositions denoting the direction of movement:in - from, on - with, to - from).

The speech therapist calls the sentence and invites the children to say the opposite.

The boy put the ball in the box. ...

The girl poured water into the decanter. ...

Mom put the apples on the table. ...

My brother put the lamp on the bedside table. ... The car drove up to the house. ...

Grandpa went to the fence. ...

Card #38

Drawing up a story according to a graphic scheme.

Various graphic schemes of prepositions are displayed on the board. The speech therapist invites the children to write a story on a topic (for example, “How Vova walked”, or “Walking on a bike”, or “Where the car went”).

Game "Smart Arrow" (fixing the agreement of the verb and noun in the number).

A visual aid is used: a circle divided into parts, and a movable arrow fixed in the center of the circle. On the circle are various plot pictures depicting actions.

The speech therapist calls the action (digs, draws, plays, builds, washes, combs his hair, etc.). Children put an arrow on the corresponding picture and come up with a sentence for it (Children build towers. Children play football. A boy draws a house. A girl combs her hair with a comb. Etc.).

Card #38

The game "MY, MY, MY, MY"

Speech therapist: Name the objects about which you can say “this is mine” (my pencil, my ball, my bear, my house, my kitten, etc.); “this is mine” (my doll, my pear, my bag, my car, etc.); “this is mine” (my dress, my tree, my coat, my scarf, etc.).

The game "Whose items?" (fixing the agreement of possessive pronouns with nouns).

On the board are pictures of a boy, a girl, children. Each child has subject pictures (for example, a doll, a ball, a tree, a scarf, a car, etc.). The game can be played in several ways.

1st option. One of the children puts his subject picture to the image of a girl, boy or children and calls whose item it is (for example, this is her bear, or this is his bear, or this is their bear). The game ends when all the children put their pictures next to the pictures of the children and correctly name the combinations of possessive pronouns with nouns.

2nd option. The speech therapist puts a subject picture on the board and calls the pronoun:we you they. Children name the phrase of a possessive pronoun with a noun (our bear, your bear, their bear).

3rd option. Two groups of children line up near the blackboard: one group -we - on the left, another group -you - on right. First, the group on the left names the objects. The speech therapist puts a subject picture to the right or left of the middle of the board and asks one of the children of the left group the question “Whose object is this?” (This is our ball, this is your ball, this is our doll, or this is your doll.)

Card #39

Ball game "What object is this?" (fixing
agreement of an adjective with a noun).

The speech therapist calls the sign and throws the ball to oneu. ichildren. The child who caught the ball names the object that has this feature and returns the ball to the speech therapist. Next, the speech therapist throws the ball to other children in turn. For example:

Long - rope, fur coat, thread, street, elastic band, braid, skirt, road, elastic band, ribbon, shirt, curtain.

Long - train, lace, cucumber, day, pencil, knife, jacket.

Wide - street, river, ribbon, road, jacket, skirt, elastic band.

Wide - scarf, lane, yard, corridor, window sill.

Red - star, berry, ribbon, cap, shirt, T-shirt, raspberry.

Red - ball, scarf, tomato, poppy, house, pencil.

Round - ball, ball, petal, tomato.

Round - sun, egg, apple, wheel.

Card #40

Playing the loto "What color?"

The game can be played in two versions.

1st option. Children have cards with the image of objects of different colors. The speech therapist calls the color. Children find an object of this color on the cards, then name the object and its color (for example, I have a red hat, I have a red ball, etc.).

2nd option. Children have cards that show objects of the same color. The speech therapist names the object. Children find the image of this item on their cards and name its color (for example, I have a red car, I have a green car, etc.).

Game "Find by color" (fixing the agreement of adjective and noun in gender and number).

Children are offered pictures or objects of different colors. The speech therapist calls the color. Children find objects of a given color that match the given form of the adjective.

Red - apple, dress, coat, scarf. Yellow - turnip, pumpkin, bag, melon.

Green - cucumber, grasshopper, leaf, bush.

Card #41

Game "Rainbow" (fixing the agreement of adjective and noun).

A large poster on a blackboard shows a rainbow. The name of the colors of the rainbow is specified. Children receive subject pictures of different colors.

Speech therapist: Each color of the rainbow has its own favorite objects that always or almost always have this color. Match the pictures to each color of the rainbow.

Children distribute pictures under the colors of the rainbow and name the colors of objects: red tomato, orange orange, yellow lemon, yellow sun, green leaf, green grass, blue sky, blue forget-me-nots, blue cornflower.

Game "Young Artist" (fixing the agreement of an adjective with a noun).

Children choose their own paint mugs of different colors. Then they put them on the palette and call the paint: “I have red paint”, etc. Then the children are given unpainted pictures of vegetables (fruits). Children should name what color they will paint this vegetable or fruit. For example: “I have a tomato. It's red, so I'll take red paint."

Card #42

The game "Which pencil will you color in?" (fixing the agreement of an adjective with a noun).

Children are given uncolored pictures. Children determine what color and what they will color.

For example: “With a green pencil I will color the grass, leaves on the trees, with a yellow pencil I will color the sunflower, the sun, etc.”

The game "Dunno came to the store" (fixing the agreement of the adjective and noun, the development of dialogical speech).

Dunno: I forgot the name of what I wanted to buy. Seller: Did you want to buy a vegetable or fruit? Dunno: I wanted to buy fruit. Seller: What color is it? Stranger: It's yellow. Seller: And what is its shape? Dunno: This fruit is oval. Seller: And what does it taste like? Dunno: This fruit is sour. Seller: You probably wanted to buy a lemon. Dunno: That's right, I wanted to buy a lemon. It is a fruit, it is yellow, oval and sour.

Card #43

The game "Shop. Fruit".

Customer: I need plums. Do you have ripe plums?

Seller: Unripe plums, greens. But we have ripe apricots.

Customer: Then please weigh me 2 kg of apricots.

Seller: What else do you want to buy?

Customer: I also need red apples.

Salesperson: We only have green apples.

Customer: Are they sweet or sour?

Seller: Apples are green in color, but juicy and sweet.

Customer: Then I will buy 1 kg of apples.

The game "Shop. Vegetables".

Seller: What do you want to buy?

Customer: I need cucumbers.

Seller: We only have large cucumbers.

Customer: Do you have small cucumbers?

Seller: I will choose smaller cucumbers for you.

Buyer: Thank you very much. I need 2 kg of cucumbers. Similarly: zucchini (large - small), carrots (large - small).

Card #44

The game "Call it affectionately"

(fixing the agreement of an adjective with a noun, the formation of diminutive forms of adjectives).

The speech therapist says part of the phrase, and the children finish it by adding a word.

The flower is red, and the flower is (red).

The apple is sweet, and the apple is (sweet).

The cup is blue, and the cup is (blue).

The pear is yellow, and the pear is (yellow).

The bucket is blue, and the bucket is (blue).

The sun is warm, and the sun is (warm).

Chicken is fluffy, and chicken is (fluffy).

The house is low, and the house is (low).

Carrots are delicious, and carrots are (delicious).

Card #45

"Correct mistakes" (work on understanding common sentences).

Speech therapist: Dunno came up with suggestions for pictures and mixed everything up. Help Dunno to correct mistakes. The goat brought food to the girl. The cup broke Lena. The ball plays with Sasha. The road goes by car. Vova broke the ball with glass. Olya with a picture is drawing a dad. Mom carries a bag in cabbage.

The game "Finish the sentence" (fixing the structure of a complex sentence with the union "to").

I put on a warm coat to...

... to keep warm.

...to go for a walk.

...to keep warm.

We turned on the light to...

...for light.

...to write letters.

...to read a book.

We watered the flowers to...

...to keep them from wilting.|

...for them to grow quickly...?

...to keep them fresh.

Card #46

Making sentences based on key words. Recording a graphic scheme of the proposal.

a) On the topic "Transport":

Car, go road.

Airplane, sky, flies, high.

Big, ship, waves, floats.

Highway, by, car, rushes.

The store, near the motorcycle, stopped.

Rides, path, cyclist.

b) On the topic "Winter":

Children, a snowman, blinded.

Children, sleds, on, ride.

Snowballs, boys, play.

Ground, cover, snow.

Snowflakes, fall, quiet.

c) On the topic "Spring":

Warm, the sun, brighter.

Trees, on, buds, appear. Window, behind, melts, snow.

Dripping, roofs, with, drops.

The sun, on, melt, icicles.

Card #47

Making proposals with the union to on the theme "Winter fun".

Children are offered pictures on the theme "Winter fun". They make sentences with the wordto. In case of difficulty, the speech therapist asks questions: “Why did the boy take the sled?” (The boy took the sled to ride down the hill.) “Why are the children watering the hill?” (Children water the slide to make it slippery.) “Why did the boy take the stick and the puck?” (The boy took a stick and a puck to play hockey.) “Why did the girl put on a fur coat?” (The girl put on a fur coat to keep her warm.) Etc.

Card #48

"Who quickly?" (the task is given to the teams in turn).

1. Brother calls his sister home. Who is home? (Brother) Who's on the street? (Sister)

2. Mom listened to Masha. Who spoke? (Mother). Who was listening? (Mother)

3. Roma hit Seryozha. Who is the fighter? (Roma)

4. Daughter Olya is waiting for dad. Who lingered? (Dad)

5. Vanya walked ahead of dad. Who was walking behind? (Dad)

6. Forest behind the house. What's ahead? (House)

7. The dog ran after the cat, and the boy walked behind the dog. Who was ahead? (Cat)

Find the mistake game.

The speech therapist invites the children to listen to the sentence, determine whether it is correct, and if it is incorrect, then correct the mistake.

1. It was raining because I took an umbrella.

2. The flowers were not watered because they were dry.

3. The sun hides because it is dark at night.

4. Katya has a birthday because she was given a book.

5. The sun warms, because the snow began to melt.

6. Petya got dirty because his mother scolded him.

7. The river froze because the children took the skates.

8. The day was hot because the guys went swimming.

9. Spring has come because the rooks have arrived.

10. The room is dark because the lights are on.

Card #49

Game "Come up with smart questions."

Speech therapist: Znayka came to visit us. He loves to answer the question "why?". Let's come up with difficult questions for him about the objects that are on the table (ball, matches, watch, key, pencil, rubber band, threads). For example: "Why did the clock stop?" (The clock stopped because they forgot to wind it or because it broke.)

The game "Why questions".

1. Why do birds fly south? 2. Why is winter coming? 3. Why is it dark at night? 4. Why can't you swim in the river in winter? 5. Why is it hot in summer? 6. Why does the bear sleep in winter? 7. Why is a hare white in winter? 8. Why can't you play ball at home? 9. Why is smoke coming out of the chimney? 10. Why are windows made in the house? 11. Why do leaves appear on trees in spring?

R. I. Lalaeva, N. V. Serebryakova

CORRECTION

GENERAL UNDEVELOPMENT OF SPEECH

FOR PRESCHOOL CHILDREN

(VOCABULARY FORMATION

AND GRAMMATICAL STRUCTURE)

St. Petersburg

BBC 34.17L 11

Chapter 1

building speech in normal and impaired

speech development

L 11 Lalaeva R.I., Serebryakova N.V.

Correction of general underdevelopment of speech in preschoolers (formation of vocabulary and grammatical structure). - St. Petersburg: SOYUZ, 1999. - 160 p.; ill.

ISBN 5-87852-109-1

The book presents speech therapy work on the formthe formation of vocabulary and grammatical structure in preschool childrenkov with general underdevelopment of speech. Specially intendedsheets, as well as a wide range of readers.

1.1. DEVELOPMENT OF VOCABULARY IN ONTOGENESIS

The second most important factor in the development of speech, including the enrichment of the dictionary, is the speech activity of adults and their communication with the child.

Such a "connection" occurs primarily through the simplest forms of speech, using understandable words associated with a specific, specific situation.

In this regard, the development of vocabulary is largely determined by the social environment in which the child is brought up. The age norms of the vocabulary of children of the same age fluctuate significantly depending on the socio-cultural level of the family, since the vocabulary is acquired by the child in the process of communication.

A large number of studies have been devoted to the development of the child's vocabulary, in which this process is covered in various aspects: psychophysiological, psychological, linguistic, psycholinguistic.

The early stage of speech formation, including word acquisition, is multifaceted in the works of such authors as M. M. Koltsova, E. N. Vinarskaya, N. I. Zhinkin, G. L. Rozengart-Pupko, D. B. Elkonin and others.

At the end of the first and beginning of the second year of a child's life, verbal stimulus gradually begins to acquire more and more strength. However, during this period of development, according to the observations of M. M. Koltsova, words are not distinguished from each other, the child's reaction occurs to the entire complex of words with the entire objective situation.

At the initial stage, the reaction to a verbal stimulus manifests itself in the form of an orienting reflex (turning the head, fixing the gaze). In the future, on the basis of the orienting reflex, the so-called second-order reflex to a verbal stimulus is formed. The child develops imitation, repeated repetition of a new word, which contributes to the strengthening of the word as a component in the general complex of stimuli. During this period of development, the first undivided words appear in the child’s speech, the so-called babbling words, which are a fragment of what he heard. baby words, consisting mainly of stressed syllables (milk - moko, dog - baka).

Most researchers call this stage in the development of children's speech the "word-sentence" stage. In such a word-sentence there is no combination of words according to the grammatical rules of a given language, sound combinations do not have a grammatically formed character. The word does not yet have a grammatical meaning.

Words-representations at this stage express either a command (on, give), or an indication (there), or they call an object (kisa, lala) or an action (bay).

Later, at the age of 1.5 to 2 years, the child's complexes are divided into parts, which enter into various combinations (Katya bai, Katya lala). During this period, the child's vocabulary begins to grow rapidly, which by the end of the second year of life is about 300 words of various parts of speech.

The development of a word in a child occurs both in the direction of the subject correlation of the word, and in the direction of the development of meaning.

Analyzing the development of the meaning of a word in ontogeny, L. S. Vygotsky wrote: “Speech and the meaning of words developed naturally, and the history of how the meaning of a word developed psychologically helps to illuminate, to a certain extent, how the development of signs occurs, how the child naturally develops the first a sign, how, on the basis of a conditioned reflex, the mechanism of designation is mastered" (Vygotsky L.S. Development of oral speech // Children's speech. 1996. Part 1. S. 51).

Initially, a new word arises in a child as a direct connection between a specific word and an object corresponding to it.

At the age of 1.5 to 2 years, the child moves from the passive acquisition of words from the people around him to the active expansion of his vocabulary during the period of using questions like “what is this?”, “What is it called?”.

Thus, at first the child receives signs from the people around him, and then he becomes aware of them, discovers the functions of the signs.

Despite the fact that by the age of 3.5 - 4 the subject attribution of the word in a child acquires a rather stable character, the process of formation of the subject attribution of the word does not end there.

In the process of vocabulary formation, the meaning of the word is clarified.

Initially, the meaning of the word is polysemantic, its meaning is amorphous, vague. A word can have multiple meanings. One and the same word can denote both an object, a sign, and an action with an object. For example, the word kykh can denote in the speech of a child and a cat, and everything fluffy (a collar, a fur hat), and an action with an object (I want to stroke a cat). The word is accompanied by a certain intonation, gestures that clarify its meaning.

In parallel with the clarification of the meaning of the word, the structure of the meaning of the word develops.

It is known that the word has a complex meaning in its structure. On the one hand, the word is the designation of a certain object, it correlates with a specific image of the object. On the other hand, the word generalizes the totality of objects, signs, actions. The meaning of the word is also influenced by the connection with other words: a sad time, a cheerful time, a short time, a time of dreams. The word takes on different shades of meaning depending on the context. So, in sentences: He crossed the street, He crossed the border, He crossed all the borders, He crossed the second year.- word passed over takes on different shades of meaning depending on the context.

The word takes on a different meaning and depending on the intonation. Word wonderful can denote the highest degree of praise, irony, sarcasm, mockery, depending on intonation.

The following components of the meaning of the word are distinguished as the main ones (according to A. A. Leontiev, N. Ya. Ufimtseva, S. D. Katsnelson and others):

Denotative component, i.e. reflection in the meaning of the word of the features of the denotation (table is a specific item

Conceptual, or conceptual, or lexico-semantic component, reflecting the formation of concepts, reflecting the relationships of words in semantics;

The connotative component is a reflection of the speaker's emotional attitude to the word;

The contextual component of the word's meaning (cold winter day, cold summer day, cold water in the river, cold water in the kettle).

Of course, not all components of the meaning of the word appear in the child at once.

In the process of ontogenesis, the meaning of a word does not remain unchanged, it develops. L. S. Vygotsky wrote: “Every meaning of a word ... is a generalization. But the meanings of words evolve. The moment a child first learned a new word... the development of the word didn't end, it just started; it is at first a generalization of the most elementary type, and only as it develops does it pass from a generalization of an elementary type to all higher types of generalization, completing this process with the formation of genuine and real concepts. The structure of the meaning of the word in different age periods is different.

Studies show that the child first of all masters the denotative component of the meaning of a word, that is, establishes a connection between a specific object (denotation) and its designation.

The conceptual, conceptual component of the meaning of a word is acquired by the child later as the operations of analysis, synthesis, comparison, and generalization develop. Explaining the meaning of the word table, the child first says: "They eat on it." Later he explains the word differently table:“This is a type of furniture”, that is, it correlates this word with a more general concept, defines this word on the basis of relationships between words in the language system.

Gradually, the child masters the contextual meaning of the word. So baby up school age with great difficulty masters the figurative meaning of the word, aphorisms.

According to A. R. Luria, initially, in the formation of the subject correlation of words, side, situational factors pay great attention, which later cease to play a role in this process.

At an early stage of speech development, the subject relatedness of a word is influenced by the situation, gesture, facial expressions,

intonation, the word has a diffuse, extended meaning. During this period, the subject relatedness of a word can easily lose its specific subject relatedness and acquire a vague meaning (E.S. Kubryakova, G.L. Rozengart - Pupko). For example, the word bear a child can also name a plush glove, because in appearance it resembles a bear.

The development of a connection between linguistic signs and reality is the central process in the formation of speech activity in ontogeny.

At the initial stage of mastering the signs of a language, the name of an object is, as it were, a part or property of the object itself. L. S. Vygotsky called this period of development of the meaning of the word “doubling the subject.” E.S. Kubryakov calls this period the stage of "direct reference". At this stage, the meaning of the word is a way of fixing in the mind of the child the idea of this subject.

In the process of developing the meaning of a word, mainly in children from 1 to 2.5 years old, phenomena of shifted reference, or “stretching” of the meanings of words (E. S. Kubryakova), “overgeneralization” (T. N. Ushakova) are noted. At the same time, the transfer of the name of one object to a number of others associated with the original object is noted. The child isolates the attribute of an object familiar to him and extends its name to another object that has the same attribute. The child uses the word to name a number of objects that have one or more common features (shape, size, movement, material, sound, taste, etc.), as well as the general functional purpose of objects.

At the same time, attention is drawn to the fact that the child combines in one word signs that are psychologically more significant for him at this stage of mental development.

As the dictionary develops, the “stretching” of the meaning of the word gradually narrows, since when communicating with adults, children

learn new words, clarifying their meanings and correcting the use of old ones.

The change in the meaning of the word, therefore, reflects the development of the child's ideas about the world around, is closely related to the cognitive development of the child.

L. S. Vygotsky emphasized that in the process of child development, the word changes its semantic structure, is enriched by a system of connections and becomes a generalization of a higher type. At the same time, the meaning of the word develops in two aspects: semantic and systemic. The semantic development of the meaning of a word lies in the fact that in the process of development of the child, the relation of the word to the object, the system of categories in which the given object is included, changes. The systemic development of the meaning of a word is connected with the fact that the system of mental processes behind the given word is changing. For a small child, the affective meaning plays a leading role in the systemic meaning of the word; for a child of preschool and primary school age, it is a visual experience, a memory that reproduces a certain situation. For an adult, the leading role is played by the system of logical connections, the inclusion of the word in the hierarchy of concepts.

According to L. S. Vygotsky, the development of the meaning of a word is the development of concepts. The process of formation of concepts begins in early childhood, from the moment of acquaintance with the word. However, only in adolescence do mental prerequisites mature, which form the basis for the formation of concepts. L. S. Vygotsky singled out several stages in the development of conceptual generalization in a child. The formation of the structure of concepts begins with "syncretic" images, amorphous and approximate, and then the stage of potential concepts (pseudo-concepts) passes. The meaning of the word, therefore, develops from the concrete to the abstract, generalized.

L.P. Fedorenko also identifies several degrees of generalization of words in terms of meaning.

The zero degree of generalization are proper names and names of a single object. At the age of 1 to 2 years, children learn words, correlating them only with a specific subject. The names of objects, therefore, are for them the same proper names as the names of people.

By the end of the 2nd year of life, the child learns words of the first degree of generalization, that is, he begins to understand the generalized meaning of the names of homogeneous objects, actions, qualities - common nouns.

At the age of 3 years, children begin to learn words of the second degree of generalization, denoting generic concepts (toys, dishes, clothes), generalizing the names of objects, signs, actions and the form of a noun (flight, swimming, blackness, redness).

By about 5 years old, children learn words denoting generic concepts, that is, words of the third degree of generalization (plants: trees, herbs, flowers; movement: running, swimming, flying; color: white, black), which are a higher level of generalization for layers of the second degree of generalization.

By adolescence, children are able to absorb and comprehend words of the fourth degree of generalization, such as state, sign, subjectivity etc.

The enrichment of the child's life experience, the complication of his activities and the development of communication with other people lead to a gradual quantitative growth of the vocabulary. There are significant discrepancies in the literature regarding the volume of the vocabulary and its growth, since there are individual features of the development of the vocabulary in children, depending on the living conditions and upbringing.

According to E. A. Arkip, the growth of the dictionary is characterized by the following quantitative features: 1 year - 9 words, 1 year 6 months. -- 39 words, 2 years - 300 words, 3 years 6 months - 1110 words, 4 years - 1926 words.

According to A. Stern, by the age of 1.5 a child has about 100 words, by 2 years - 200 - 400 words, by 3 years - 1000 - 1100 words, by 4 years - 1600 words, by 5 years - 2200 words .

According to A. N. Gvozdev, in the dictionary of a four-year-old child there are 50.2% of nouns, 27.4% of verbs, 11.8% of adjectives, 5.8% of adverbs, 1.9% of numerals, 1.2% of conjunctions, 0 .9% of prepositions and 0.9% of interjections and particles.

The vocabulary of an older preschooler can be considered as a national language model, since by this age, the child has time to learn all the basic models 10

native language. During this period, the core of the dictionary is formed, which does not change significantly in the future. Despite the quantitative replenishment of the dictionary, the main "framework" does not change (A. V. Zakharova),

Analyzing the vocabulary of the colloquial speech of children aged 6 to 7 years, A. V. Zakharova identified the most commonly used significant words in the speech of children: nouns (mother, people, boy), adjectives (small, big, childish, bad), verbs ( go, talk, say). Among the nouns in the vocabulary of children, words denoting people predominate. A study of the vocabulary of children in terms of the prevalence of adjectives showed that for every 100 word uses, there are on average only 8.65% of adjectives. Among the most frequent adjectives regularly repeated in children's speech, there are adjectives with a broad meaning and active compatibility (small, big, children's, bad, mother's, etc.), antonyms from the most common semantic groups: size designation (small - large), estimates (good bad); words with weakened concreteness (real, different, general); words included in phrases (kindergarten, New Year), according to A. V. Zakharova. An important place among the groups of adjectives in the children's dictionary is occupied by pronominal adjectives. In the general list, the highest frequency is noted for such pronominal adjectives as such(108), which the(47), this(44), their(27), any(22), our(10), all, each(17), mine, most(16).

In the speech of children from 6 to 7 years old, there is a regular repetition of adjectives with the meaning of size (large, small, huge, large, medium, huge, tiny, tiny). A feature of the structure of the semantic field of adjectives with the meaning of size is asymmetry: adjectives with the meaning "big" are presented much more widely than those with the meaning "small".

When analyzing the speech of children from 6 to 7 years old, more than 40 adjectives used by children to designate color are revealed. The adjectives of this group were more common in the speech of children than in the speech of adults. Most often in the speech of children of this age are adjectives black, red, white, blue.

When analyzing the vocabulary of a child of this age, it is noted

also the predominance of a negative assessment over a positive one and active use; comparative degree of adjectives.

Thus, with the development of mental processes (thinking, perception, ideas, memory), the expansion of contacts with the outside world, the generalization of the child's sensory experience, the qualitative change in his activity, the child's vocabulary is formed in quantitative and qualitative aspects.

Words in the lexicon are not isolated units, but are connected to each other by various semantic connections, forming a complex system of semantic fields (A. R. Luria and others). In connection with this, the question of the formation of the lexico-semantic system in ontogeny is relevant.

As the child's thinking and speech develop, the child's vocabulary is not only enriched, but also systematized, i.e., ordered. Words seem to be grouped into semantic fields. The semantic field is a functional formation, a grouping of words based on the commonality of semantic features. In this case, not only words are combined into semantic fields, but also the vocabulary is distributed within the semantic field: the core and periphery are distinguished. The core of the semantic field consists of the most frequent words that have pronounced semantic features.

The organization of lexical consistency in young children and adults occurs in different ways. In young children, the combination of words into groups occurs mainly on the basis of the thematic principle (for example, a dog is a kennel, a tomato is a garden bed). Adults more often combine words related to the same concept (dog - cat, tomato - vegetable).

A. I. Lavrentiev, observing the formation of the lexical-semantic system in children from 1 year 4 months. up to 4 years, identifies 4 stages in the development of the system organization of the children's dictionary.

At the first stage, the child's vocabulary is a set of individual words (from 20 to 50). The set of tokens is unordered.

At the beginning of the second stage vocabulary the child begins to grow rapidly. Child's questions about names

the objects and phenomena surrounding him testify to the fact that a certain system of words relating to one situation is being formed in his mind, their groups are formed. The naming of one word from a given group causes the child to name other elements of this group. A. I. Lavrentieva calls this stage situational, and groups of words - situational fields.

In the future, the child begins to realize the similarity of certain elements of the situation and combines lexemes into thematic groups. This phenomenon characterizes the third stage in the formation of a lexical system, which is defined as a thematic stage.

Organization thematic groups words causes the development of lexical antonymy (big - small, good - bad).

The contrast "big - small" at this stage replaces all variants of parametric adjectives (long - small, thick - small), and the opposition "good - bad" - all variants of qualitatively evaluative adjectives (evil - good).

A feature of the fourth stage in the development of the lexical system in ontogenesis is the overcoming of these substitutions, as well as the emergence of synonymy. At this stage, the systemic organization of the child's vocabulary approaches in its structure to the lexico-semantic system of adults.

The development of lexical consistency and organization of semantic fields is reflected in the change in the nature of associative reactions.

T. N. Naumova, analyzing the results of an associative experiment conducted with preschoolers 4 and 6 years old, notes high level stereotypical responses to stimulus words. At the same time, the percentage of stereotypical reactions increases in 6-year-old children compared to 4-year-old children.

According to T.N. Naumova, this phenomenon testifies to the active mastery of significant aspects of the meaning of the word by children during this period.

In the analysis of children's responses to the stimulus-noun, the dominance of opposition operations is noted, which culminates in children of 6 years of age. The same tendency towards a strategy of opposition is also observed among reactions to adjectival stimuli.

Based on the analysis of the nature of verbal associations in preschoolers aged 5-8 years, N.V. Serebryakova identified the following stages in the organization of semantic fields.

The first stage is characterized by the unformed semantic field. At this stage, the child relies on the sensory perception of the surrounding situation, and the names of objects surrounding the child (dog ball) predominate as reaction words. .The lexical system has not been formed.. The meaning of the word is included in the meaning of phrases. A large place is occupied by syntagmatic associations (a dog barks).

Second phase. At this stage, the semantic connections of words are assimilated, which differ significantly from each other in terms of semantics, but have a situational, figurative connection. This is manifested in the predominance of thematic associations, which are based on certain images (representations): a house is a roof, a tree is high, etc. At this stage, there is a figurative, motivated nature of the connections. The semantic field is not yet structurally organized, not formalized.

Third stage. At this stage, concepts and classification processes are formed. In the associative experiment, figurative connections are replaced by connections between words that are semantically close, which differ only in one differential semantic feature, which is manifested in the predominance of paradigmatic associations (tree - birch, high - low). There is a differentiation of the structure of the semantic field, the most characteristic relations of which are groupings and opposition.

In the process of the associative experiment, the following types of verbal associations are distinguished, which are most typical for children aged 5-8 years.

1. Syntagmatic associations. This type of association is distinguished when the word-reaction and the word-stimulus make up a phrase, most often agreed (yellow - a flower, a tree - grows).

2. Paradigmatic associations are such associations when the stimulus word and the reaction word differ in no more than one differential semantic feature (tree - birch, cat - dog, dishes - cup).

Paradigmatic associations correlate differently with stimuli and express different relationships. Among the couple

digmatic associations in preschoolers are observed the following:

a) associations expressing synonymous relations (courage - courage). These reactions are rare in preschoolers;

b) associations expressing antonymic relations, i.e. relations of opposition (high - low, good - bad);

c) associations expressing similarity relations. In this case, one of the elements of the group is selected. An example of these relationships are the names of colors (yellow - red), the names of domestic animals (dog - cat), natural numbers (two - three);

d) associations expressing generic relations (dishes - pan, tree - birch). Relationships "species - genus" in children 5-8 years old are much less common than in adults. This is probably due to the lack of formation of generalization processes in children;

e) associations expressing the relationship "whole - part" (house - roof, tree - branch);

3. Thematic associations. These associations, as well as paradigmatic ones, refer to semantic reactions and characterize the relations of one semantic field. Thematic associations are such associations when the stimulus word and the reaction word differ in more than one semantic feature.

Thematic associations make up a large percentage of all associations of children aged 5-8. If paradigmatic reactions testify to the semantic aspect of the word's meaning, then thematic reactions reflect the pragmatic side of the word's meaning associated with cognitive experience. Therefore, thematic associations are considered as the most psychological in nature.

In children aged 6-8, the following types of thematic associations are observed: a) the relationship of the object and its location (a dog - a kennel, dishes - a house, a tree - a crow);

b) the relationship of the object and the action that is carried out with this object (dishes - wash);

c) cause-and-effect relationships (courage - victory). These associations are sporadic in children;

d) associations of the instrument of action and the object designated by the stimulus word (butterfly net),

e) the relationship of the sign and the object that has this sign (yellow - the sun, good - people , courage - soldier);

f) the relationship between the images of the action and the object (fun - holiday, high - a tree, fast - a hare).

g) associations on one common feature (butterfly

4. Word-building associations. In this case, words derived from the desired are given as reactions. Two subtypes of such associations can be distinguished:

a) stimulus words and reaction words belong to the same part of speech (hare - hare, they say - they talk, quickly - faster). In adults, this subspecies of word-formation associations is almost never found;

b) stimulus words and reaction words refer to different parts of speech (fun - cheerful, high - tall, fox - fox).

Most often, the association to an adverb is an adjective, and to an adjective, a noun, that is, as reactions, words are given from which a word is formed in the history of the language;

5. Associations of grammatical forms of the same word. Most often, plural forms are reproduced as reaction words (table - tables, butterfly

Butterflies, tree - trees).

This type of association, like word-formation associations, is almost never found in adults due to the fact that adults do not perceive word forms as separate words.

Phonetic associations are such associations when the reaction word is consonant with the stimulus word, but there is no obvious semantic connection between the words (butterfly - grandmother, sing - drink). These associations are rare in children.

random associations. In this case, there is no semantic and grammatical connection between the stimulus word and the reaction word, as well as sound similarity (fast - pear, courage - notebook, fox - boat). Most often, in response to a stimulus word, children name objects of the environment. This type of association is very

common in children, especially 5-6 years. In adults, this type of association does not occur.

In the process speech development the child changes the nature of verbal associations. According to N. V. Serebryakova, at the age of 7, children experience a qualitative leap in the formation of lexical consistency, in the organization of semantic fields. This is expressed in the fact that the ratio of paradigmatic and syntagmatic reactions in the associative field changes significantly. It is known that an adult in an associative experiment mainly has paradigmatic associations, which is a sign of the formation of the semantic field. In children of 5-6 years of age, syntagmatic reactions prevail over paradigmatic ones, they occur many times more often. At 7-8 years, on the contrary, paradigmatic reactions are much more common than syntagmatic ones.

In children 5-6 years old, thematic associations are more common. At 5 years old, they take the 2nd place in prevalence, at 6 years old - the 3rd place and are more common than paradigmatic ones. It is known that thematic associations express the connections of the word with the periphery of the semantic field, they reflect the connections between objects fixed in experience. They are more psychological than semantic associations. At the age of 7, thematic associations are observed much less frequently than paradigmatic ones. This indicates that in children of 7-8 years old, the core of the semantic field is already beginning to form.

Analysis of associations among second-graders, conducted by N. V. Ufimtseva, showed that junior schoolchildren the leading strategy is to respond with a single root word. The opposition strategy, which is the leading one in 6-year-old children, ceases to be dominant in 2nd grade schoolchildren. A significant role in second-graders begins to play the strategy of selecting synonyms for the original word. Apparently, the response of a single-root word to a stimulus word is associated with the process of school education.

cheniya, during which there is an awareness of the morphemic structure of the word.

The study of T. N. Rogozhnikova using a free associative experiment conducted with subjects from 4 to 28 years old makes it possible to identify some patterns in the development of lexical consistency.

With increasing age, the percentage of stereotypical reactions to the same stimulus word decreases and the number of different reactions increases. At the age of 8-12 years, there is a slight decrease in the number of different reactions, and then their growth continues.

As children age, there is a decrease in the number of specific reactions.

The active process of developing the meaning of a word and lexical consistency does not end at school age, but continues in adults. In different age periods, “not only the sets of lexico-semantic variants of polysemantic words change, but the degree of relevance of individual lexico-semantic variants for certain age groups also varies” (Rogozhnikova T.N. Comparison of associative reactions of children of different age groups in conditions of norm and pathology // Psycholinguistic research in the field of vocabulary and phonetics. Kalinin, 1983. P. 139).

Thus, the strategy for searching for associative reactions in children with normal speech and mental development changes with age.

The formation of a child's vocabulary is closely related to the processes of word formation, since as word formation develops, the child's vocabulary is quickly enriched with derivative words. The lexical level of a language is a set of lexical units that are the result of an action and a mechanism for word formation.

The word-formation level of the language acts as a generalized reflection of the way in which new words are formed on the basis of certain rules for the combination of morphemes and the structure of the derived word. The unit of the word-formation level is univerbs (model-types). Univerb is a derivative word that implements the formed idea of the model-type of word formation.

The development of word formation in children in the psychological, linguistic, psycholinguistic aspects is considered in close connection with the study of the word creation of children, the analysis of children's word-formation neologisms (K. I. Chukovsky, T. N. Ushakova, S. N. Zeitlin, A. M. Shakhnarovich and others .). The mechanism of children's word creation is associated with the formation of language generalizations, the phenomenon of generalization, and the formation of a system of word formation.

Lexical means, due to their limitations, cannot always express the child's new ideas about the surrounding reality, so he resorts to word-building means.

If a child does not own a ready-made word, he "invents" it according to certain rules already learned earlier, which is manifested in children's word creation. Adults notice and make adjustments to a word independently created by the child if this word does not correspond to the normative language. If the created word coincides with the existing one in the language, people around do not notice the word creation of the child (S. N. Tseitlin).

In the process of speech development, the child gets acquainted with the language as a system. But he is not able to assimilate at once all the regularities of the language, the entire most complex language system that an adult uses in his speech. In this regard, at each stage of development, the language of the child is a system that differs from the language system of adults, with certain rules for combining language units. As the child's speech develops, the language system expands and becomes more complex based on the assimilation of an increasing number of rules, patterns of language, which fully applies to the formation of lexical and word-building systems.

The result of reflection and consolidation in the consciousness of the systemic connections of the language is the formation of language generalizations in the child. In the process of perception and use of words that have common elements, words are divided into units (morphemes) in the child's mind. Children's word creation is a reflection of the formation of some and at the same time the unformedness of other language generalizations.

According to T. N. Ushakova, “with the initial formation of generalized verbal structures in conditions

the actions of linguistic stereotypes create opportunities for further self-development of linguistic forms, which is partly expressed in children's word creation (Ushakova T.N. The role of word creation in the acquisition of the native language // Proceedings of the Third Symposium on Psycholinguistics,M..1970, C 125). The main role in children's word creation belongs to the active, creative attitude of the child to the word.

According to the hypothesis of G. A. Cheremukhina and A. M. Shakhnarovich, the mechanism of the word-formation level consists of the interaction of two levels: the word-formation proper and the lexical one.

Study of the nomination process when answering questions in children from 2 years 10 months. up to 7 years 3 months, conducted by G. A. Cheremukhina and A. M. Shakhnarovich, showed that word-formation and lexical levels are in dynamic interaction. In different age periods, they are used as background or as leading ones when creating a nomination unit.

The answers of the children of the younger group (2 years 10 months - 3 years 8 months) showed that during this period the lexical level prevails, and the stage of mastering the rules of word formation is just beginning.

AT middle group(4 years - 5 years 2 months) the largest number of neologism words was noted, which indicates the predominance of the word-formation level.

Children of the preparatory group (6 years 1 month - 7 years 3 months) most often used lexical units of the language in the process of nomination, and they resorted to word-building means when there was a shortage of time or when they forgot the right word.

Thus, in the early stages of language acquisition, the leading role belongs to the lexical level, and in the future, the word-formation level comes to the fore,

Children's word creation is characterized by the use of regular (productive) word-building models. Having mastered a productive word-formation model, the child “generalizes” this model (according to T. N. Ushakova), transfers it by analogy to other cases of word formation, which are subject to less productive patterns, which manifests itself in a variety of non-normative word formations. The essence of "generalization" is, therefore, that

similar phenomena can be named in a similar way (hare - fox, pig, hedgehog, squirrel, elephant; snowflakes - springs). This phenomenon is possible due to the fact that the child, analyzing the speech of others, isolates certain morphemes from words and correlates them with a certain meaning. So, by highlighting the morpheme -nit- from words soap dish, candy bowl, sugar bowl, the child correlates this morpheme with the meaning of a dish, a container for something. And in accordance with this meaning, the child forms words like sunflower.

Thus, on the basis of isolating a word-forming morpheme from a word, models-types are fixed in the child's mind, in which certain meanings are associated with a certain sound form.

In the process of verbal communication, the child does not just borrow words from the speech of others, does not just passively fix words and phrases in his mind. Mastering speech, the child is active: he analyzes the speech of others, highlights morphemes and creates new words by combining morphemes. In the process of mastering word formation, therefore, the child performs the following operations: isolating a morpheme from words - generalizing the meaning and connecting this meaning with a certain form - synthesizing morphemes in the formation of new words.

Most often, neologisms in children's speech are the result of the fact that the child uses word-building morphemes in accordance with their exact meaning, however, when word-building, the correct root element is combined with affixes alien to this root (not accepted in the language). Most often, the child at the same time replaces synonymous affixes, uses productive suffixes instead of unproductive ones (salt girl, sailor, fox, postman, umbrella, ailment, co-even, pig, shattered, remembered, slept off).

Another word-formation mechanism underlies neologisms of the type of “folk etymology” (dig - shovel, shoulder blade - digger, gore - zaroga, crackers - mowers, vaseline - mazeline, compress - mokress, saliva - spit, policeman - street officer).

Neologisms of this type are formed differently. There is no irregularity in the combination of selected morphemes. The main feature of these neologisms is the replacement of one

the sound of the word to others. At the same time, the etymology of the word changes, its meaning is rethought. This manifests the child's desire to establish a connection between an incomprehensible word and the meaning of familiar and understandable ones.

This type of neologisms testifies to the functioning in the child's mind of a system of interverbal connections, a "verbal network", the beginning of the establishment of a word-formation paradigm.

The nature of children's word-building neologisms reveals certain patterns of the initial stage of word formation. In the process of mastering word formation, the following main trends stand out:

1) the tendency to "level" the stem, the preservation of the identity of the root (stem) in the derived word. This trend is multifaceted, which is manifested in the fact that in derivative words alternation, stress change, consonantization of the stem vowel, suppletivism are often not used;

replacement of productive derivational affixes with unproductive ones;

the transition from simple to complex both in terms of semantics and in terms of formal sign expression.

The sequence of appearance of word-building forms in children's speech is determined by their semantics, their function in the structure of the language. Therefore, at first, semantically simple, visually perceptible, well-differentiated word-building forms appear. So, for example, first of all the child masters diminutive forms of nouns. Much later, the names of people's professions, the differentiation of verbs with prefixes, and other more complex but semantic forms appear in speech.

Thus, the mastery of word formation is carried out on the basis of the mental operations of analysis, comparison, synthesis, generalization and prefers a fairly wide level of intellectual and speech development.