Features of speech sound culture in children of senior preschool age. Survey of the sound culture of speech Materials on pedagogical diagnostics of the sound culture of speech
| Introduction………………………………………………………………………………..... | |
| Section 1. Survey of the sound culture of children’s speech preschool age based on materials from M.I. Fomicheva………... | |
| Features of the development of sound culture of speech…………………... | |
| How does sound acquisition occur?………………………………….... | |
| How to identify the peculiarities of sound pronunciation in children………....... | |
| Survey of the sound culture of children’s speech……………………... | |
| General principles examination of children’s speech…………………… | |
| Material for examination………………………………………………………... | |
| Carrying out the survey……………………………………………………….. | |
| Registration of survey results………………………... | |
| Conclusions based on the survey results…………………………. | |
| Section 2. Organization of work on sound pronunciation based on materials from O.S. Ushakova and E.M. Strunina………………………. | |
| Games and exercises for the development of sound culture of speech in children of primary preschool age………………………………………………………. | |
| Games and exercises for the development of sound culture of speech in children of senior preschool age……………………………………………………….. | |
| Section 3. Examination of the state of speech development of children of senior preschool age based on materials from A.I. Maksakova……………. | |
| Formation of skills verbal communication(culture of communication) with peers and adults………………………………………….. | |
| Sound culture of speech……………………………………………………………… | |
| Dictionary…………………………………………………………………... | |
| The grammatical structure of speech……………………………………………. | |
| Coherent speech…………………………………………………………….. | |
| Artistic and speech activity………………………………… | |
| Speech activity of children……………………………………………. | |
| Readiness of children to master literacy………………………..…… | |
| Levels of speech development……………………………………………... |
INTRODUCTION
The proposed material is intended for preschool workers educational institutions, educators, as well as for parents interested in the development of speech in preschool children. Here are games, exercises, and activities on the development of all aspects of speech: sound, lexical, grammatical - in conjunction with the development of coherent monologue speech and the development of children's verbal creativity. Games and exercises developed by O.S. Ushakova and E.M. Strunina, as well as researchers and teachers from pedagogical universities who conducted their research under the guidance of F.A. Sokhina and O.S. Ushakova (L.G. Shadrina, A.A. Smaga, A.I. Lavrentieva, G.I. Nikolaychuk, L.A. Kolunova).
The material is devoted to problems studied in the Laboratory of Speech Development and Speech Communication of the Institute preschool education and family education of the Russian Academy of Education, it corresponds to the “Program for Speech Development”, created in 1994 and supplemented in 2000. Selected games and exercises are presented in manuals on the development of speech for preschoolers: “Come up with a word” (M.: Prosveshchenie, 1996), “ Speech development classes in kindergarten"(M.: Perfection, 1998), "Introducing preschoolers to literature" (M.: Sfera, 1998). Solving learning problems native language and the development of speech of children of primary, middle and senior preschool age, is carried out in accordance with the above-mentioned program in the following areas: education of sound culture of speech, vocabulary work, formation of the grammatical structure of speech, development of coherent speech.
Particular attention is paid to solving the priority areas of each speech task. In the education of the sound culture of speech, this is awareness of the phonological means of language, the intonational expressiveness of speech. Development sound side speech is closely related to a child’s learning to read and write, the ability to recognize the place of a sound in a word, to identify hissing, whistling, sonorant, hard and soft, vowel and consonant sounds. All these skills are necessary for a child to further learn to read.
The manual will help children clarify concepts such as sound, syllable, word, sentence. It is from the correct understanding of these words that children move on to consciously composing coherent statements. different types– narration, description, reasoning.
As the games and exercises are presented, the goals are revealed and the tasks are formulated, guidelines, which an adult should pay attention to. You can repeatedly return to these tasks and complicate them.
The tasks involve simultaneously solving different problems that are closely intertwined: after determining the sound or syllabic composition of a word, children perform exercises to select definitions, thereby reinforcing the rule of word agreement in gender, number, case, and then questions direct their attention to determining the meaning of the word or to select synonyms (words that are close in meaning) and antonyms (words that are opposite in meaning). If a word has many meanings (the phenomenon of polysemy), then the questions force the child to think about different meanings of the same word (sewing needle, hedgehog needle, pine needle, medical needle, etc.).
Thus, if a child is aware of the meaning of a word and at the same time sees the possibilities of combining this word with others, the change of the word, its grammatical forms, linguistic (linguistic) abilities of the child will develop more successfully.
It is also necessary to pay attention to the pictures: they will help children find singular and plural forms, choose synonyms, antonyms, and understand the different meanings of a polysemantic word.
Material for examination
The material is selected by the teacher and formatted correctly. To examine sound pronunciation, you need to have object pictures for certain sounds. Often this material is prepared in the form of albums; 6-9 pictures are usually pasted on one page of such an album. But when they are offered to a child, his attention wanders. In addition, even if it is clear how the child pronounces the sound, all the pictures have to be watched to the end, because it is interesting to him. In addition, pictures pasted in the album cannot be used in further work. Therefore, it is more advisable to put pictures in envelopes. The teacher selects pictures so that each of the sounds being examined is at the beginning, in the middle and at the end of the word, since in different sentences the sound is pronounced differently. Pictures should be colorful and accessible both in content and execution.
Pictures are selected to test the following groups of sounds:
1st group - voiced consonants [c, b, d, d]:
[V] – felt boots, cotton wool, fork, cherries, bath, wolf, broom, bucket, owl, peacock.
[b] – jar, bottle, loaf, bagel, bots, boots, butterfly, pin, bouquet, bananas, tambourine.
[d] – house, smoke, girl, rain, melon, pipe, sofa, grandfather, fishing rod,
[G] – geese, pigeon, hammock, caterpillar, carriage, parrot, needle, newspaper.
2nd group - whistling [s, s", z, z", th]:
[With] – dog, sled, table, plane, bag, elephant, glass, fox, beads, scales,
bowl, stork, socks, cabbage, pump, globe, bus, forest, ficus, vacuum cleaner.
[With"] – leaves, letter, sausages, bicycle, cornflowers, goose, elk, lynx, taxi.
[h] – bunny, castle, umbrella, bell, plant, banner, fence, curtain, alphabet, forget-me-not, eyes, mimosa, tongue, star, nest, Dunno, vase, goat, rose, birch.
[h"] – strawberry, zebra, mirror, marshmallow, lake, shrew, newspaper, shop, monkey, basket, knot, goat.
[ts] – cucumber, hare, well, finger, month, blacksmith, heron, chicken, flower, chain, button, egg, chicken, saucer, bird, sheep, ladder, towel, sun, motorcycle.
3rd group - sizzling [t, f, h, sch]:
[w] - hat, fur coat, checkers, hat, ball, wardrobe, cat, pillow, cannon, galoshes, cone, car, bear, reel, hut, mouse, reeds, shower, lily of the valley, pencil.
[and] - beetle, toad, acorns, jacket, crane, foal, giraffe, flag, artist, bear cub, snowflake, gooseberry, fireman, scissors, hedgehogs, skis, knives, snakes.
[h] – ball, beam, oven, roll, key, brick, hoop, wheelbarrow, barrel, glasses, pen, boy, swing, pilot, bee, stockings, teapot, suitcase, turtle.
[sch] – puppy, goldfinch, tongs, pike, brush, vegetables, box, mites, lizard, mason, watchmaker, cleaner, ivy, bream, ambulance.
4th group - sonorous l, l", r, r":
[l] - lamp, boat, skis, bow, shovel, horse, hammer, squirrel, doll, scarf, shelf, clown, flag, dress, table, chair, pencil case, floor, woodpecker, football.
[l"] – lion, fox, leaf, watering can, lemon, bread, coat, peacock, orange, chicken, telephone, waffles, shoes, binoculars.
[R] – cancer, frame, fish, rocket, pen, rose, pear, bucket, steamer, Pinocchio, watermelon, tram, crow, doctor, mosquito, ball, cheese, fence, fly agaric.
[R"] – belt, radish, turnip, river, backpack, birch, mittens, hook, mushroom, matryoshka, rope, door, lantern, weights, three.
5th group - sound [j ]at the end and beginning syllable:
[j ]– bench, teapot, watering can, coffee pot, T-shirt, sparrow, barn, ant, tram.
I [ ja] – berry, anchor, lamb, hawk, apple, blanket, lighthouse, pig, leaves, snake.
E – spruce, hedgehogs, blackberries, fighter, train, rider, dress.
Yo) – hedgehog, Christmas tree, oilcloth, receiver, linen, gun.
Yu - skirt, top, Yura, Julia, yurt.
For each position of a sound in a word (beginning, middle, end), the teacher selects at least three pictures in order to be able to hear and record how the child pronounces this sound. The size of the subject pictures is 10*10 cm. Pictures smaller size can be glued to cardboard of the accepted size.
When selecting material, you need to remember that voiced consonants [ h, g, c, b, d, d ]at the end of words and in the middle, if they are followed by a voiceless consonant, they are deafened, i.e. are pronounced as their corresponding paired unvoiced sounds: [ h ]How[ With ](watermelon, birch),[and ]How[ w ](knife, spoon),[V ]How[ f ](carrots, shop),[b ]How[ l ](pillar, box),[d ] How [ T ](grandfather, boat),[G ]How[To ](meadow, claws). Therefore, you should not take pictures where these sounds are at the end or middle of a word, when they are followed by a voiceless consonant. It is necessary to select pictures so that the voiced sound is between two vowels (knives, watermelons) or before sonorant, voiced consonants (scissors).
To check a child’s vocabulary, no special material is selected, since this is almost impossible to do. But when naming object pictures while checking sound pronunciation, you should also take into account the state of the dictionary, see if the child makes rearrangements in words, omissions of syllables, or abbreviations of words. Basically, the teacher finds out the state of vocabulary and phrasal speech in classes in different sections of the program. The teacher can clarify the construction of sentences, the correct use of prepositions, and the coordination of sentence members in gender, number, and case using plot pictures. The pictures are selected so that they can be used to make sentences of two, three, four or more words. They must be given in order of increasing difficulty: from two words ( boy running), three words ( Girl eating an apple), more than four words and with prepositions ( Boy riding a bicycle along the path).
Conducting a survey
Having prepared the material, the teacher begins an examination of sound pronunciation. He notes not only the absence or replacement of sound, but also its distortion, any inaccuracy in pronunciation. When it is not possible to determine exactly how the child pronounces a sound, but the auditory pronunciation differs from the correct one, the teacher notes that the sound is not pronounced clearly. Sometimes a child, naming pictures for a given sound, cannot pronounce it correctly in a word. In this case, the teacher asks the child to pronounce the sound by imitation. He says: “A mosquito flies and rings - z-z-z. Ring and you are like a mosquito.” If a child, imitating a mosquito, pronounces the sound [ h ] is correct, this means that isolated pronunciation of a sound is possible, although the child has not yet introduced it into speech. In this case, it is only necessary to consolidate this sound, i.e. gradual introduction of it into words, phrases, nursery rhymes, etc. If a child replaces a sound with another or pronounces it distortedly, then he does not yet have this sound. In this case, you must first evoke the correct sound and only then introduce it into speech.
When examining children’s speech, the teacher pays attention to the tempo of their speech, clarity, correct pronunciation of words, and sonority of the voice. If there are any shortcomings, they should be noted.
Children who have not yet developed phrasal speech or often have incorrect construction of sentences, violations in the agreement of words in gender, number, case, and control, are examined using plot pictures. With their help, the teacher clarifies errors encountered in the child’s formulation of the phrase. During the examination, you must not repeat sounds, words, or phrases pronounced incorrectly by the child. This not only traumatizes him, but also helps to reinforce the incorrect pronunciation.
Registration of survey results
When conducting an individual examination, the teacher writes down all the children’s answers in a notebook indicating the date of the examination. In the notebook, one or two pages are allocated for each child. During the examination, the teacher notes the presence of gross visible defects in the structure of the articulatory apparatus (cleft lip, palate, short hyoid frenulum, irregular dentition, malocclusion), since such children need consultation with an orthodontist.
Then he writes down in a notebook the state of sound pronunciation: a) skipping a sound (“koova”, “yba”); b) replacement of sound (“kolova”, “lyba”); c) sound distortion (there is sound, but it doesn’t sound right); d) mixing of sounds (in one case the sound is used correctly, in the other it is replaced: “Masha has a red sarf”).
The condition of the dictionary is also noted: a) whether the dictionary is age appropriate; b) whether the child pronounces words correctly or distorts them (abbreviates, skips syllables, sounds; rearranges syllables, sounds; names only individual syllables).
When checking the state of phrasal speech, the teacher notes: a) how the child speaks - in phrases or only words; b) whether he constructs the phrase correctly - whether he coordinates the members of the sentence in gender, number, case, whether he uses prepositions in his speech, etc.; c) the state of coherent speech - can the child talk about an event, compose a story based on a picture, etc.
The teacher writes down in a notebook other features found in the child’s speech: loud, too fast, choking, slurred speech, etc. The examination allows the teacher to clearly present the overall picture of the speech state of each child. Drawing up a summary table makes it possible to present the state of speech of children of the entire age group.
During the year, the teacher notes in the table all the changes in the children’s speech; this clearly shows the results of his work. This table contains columns with data on the vocabulary, phrasal speech and sound pronunciation of each child.
In the “Vocab stock” column, the teacher notes whether the vocabulary stock is sufficient or not appropriate for the age (when the child does not know the basic words used by children of his age).
In the “Phrasal Speech” column, it is noted how the child speaks: in phrases or individual words, whether he constructs the phrase correctly or not, whether he coordinates the members of the sentence in gender, number and case, whether he uses prepositions correctly.
In the “Sound Pronunciation” column the following is noted:
1) if the child pronounces the sound correctly, then in the corresponding cell you need to put (+);
2) if the child misses a sound, then in the corresponding cell you need to put (-);
3) when replacing one sound with another, the replacement sound should be written down in the appropriate cell;
4) if the sound is distorted, you need to note the nature of the distortion or at least indicate: “Pronounces unclearly.”
In the “Note” column, you need to note how the child speaks: loudly, quietly, too quickly, slowly, choking, inhaling, slurred, nasally, stuttering, etc. If there are no deviations listed above, then a plus (+) is given.
In the preschool group, instead of the columns “Vocab stock” (which at this age reaches a large volume), “Word structure” (children have already mastered the various structures of words), “Phrasal speech” (children are already coordinating all the words in a sentence), the column “ Differentiation of sounds", where the following is noted:
1) if the child distinguishes similar sounds and uses them correctly in his own speech, then a plus (+) is placed in the corresponding cell;
2) if a child confuses similar sounds, then in the corresponding cell you need to put (-).
When a child begins to distinguish and correctly use similar sounds in speech, in the corresponding column (-) is replaced by a plus (+). It is advisable to make new notes with a pencil of a different color so that the dynamics of speech development can be more clearly represented.
A.I. Maksakova
In modern preschool pedagogy, the issue of examining children’s speech is not sufficiently covered. In the methodological literature, as a rule, only individual techniques are presented, with the help of which the teacher establishes which aspects of speech have not been mastered by children, for example, the presence of deficiencies in sound pronunciation, identifying different types of grammatical errors, etc. There is no clear data on what parameters to analyze speech development preschoolers, what is considered the norm of speech development at a particular age stage.
Fundamental research and special observations on the acquisition of speech by individual children (for example, the work of A. N. Gvozdev) cannot be taken as a basis, since individual differences in its acquisition are often very large.
Numerous observations show that among children, even of the same age, there is often large range in speech acquisition. This complicates the selection of criteria by which the level of speech development could be distinguished. Another difficulty is that the level of speech mastery by children is usually determined by the level of mastery of its various sections: phonetics, vocabulary, grammatical structure, etc. However, as practice shows, the same child may have a rich vocabulary, but at the same time have deficiencies in phonetic design (for example, incorrectly pronounce certain sounds) or admit grammatical errors, but be able to consistently and accurately describe the events he witnessed.
Correctly and clearly organized work on speech development in kindergarten is possible only if the teacher knows well the state of speech development of all children in the group. This helps him plan his activities correctly, and, depending on the strength of the children’s mastery of the material, adjust classes in the group. A selective examination of children’s speech gives the teacher the opportunity to monitor their assimilation of material and to clarify in the classroom the effectiveness of individual teaching techniques, didactic games, and exercises.
Systematic control over how children acquire speech material is important for establishing continuity between kindergarten and school. By the time they enter school, children should have approximately the same level of speech development.
Knowledge of the criteria and methods for identifying the state of children’s speech development will help the heads of preschool institutions (senior teacher, kindergarten director, district administration methodologist public education) monitor the activities of educators, determine the quality of their work. Thus, when conducting a thematic test, using tasks of various types, the Fleece methodologist can get a fairly clear idea of the level of speech development of children in the groups being surveyed and, based on the test, establish how program tasks are solved in this section in kindergarten.
An individual comprehensive examination helps to most accurately determine the level of development of a child’s speech, but it requires a lot of time. To reduce the testing time, in addition to a sample survey, you can combine a number of tasks, simultaneously identifying the state of development of different sections of speech. Thus, when establishing a child’s knowledge of fiction and inviting him to tell a fairy tale (or read a poem), the examiner simultaneously records sound pronunciation, diction, ability to use the vocal apparatus, etc.; When a child compiles stories based on a picture (identifying the development of coherent speech), the examiner notes which sentences are used (identifying the formation of the syntactic aspect of speech), which lexical means (identifying vocabulary), etc.
Some methodological techniques and tasks can be used to test the mastery of material simultaneously by a whole group or subgroup of children, for example, knowledge of the genre.
When identifying the state of speech development of children, a special place should be given to special observations that are carried out in the process of educational work and everyday life: a teacher or examiner not only observes for a certain time, but also records the speech of children, noting both its shortcomings and positive ones. shifts (the appearance of grammatical forms that did not exist before), as well as the difficulties that children experience when mastering program material.
Speech examinations can also be carried out during control and testing classes, when the teacher or examiner sets the task of finding out how children have mastered this or that speech material: for example, whether they correctly use indeclinable nouns, unconjugated verbs, etc.
If there are serious deviations in the speech development of children, conversations are held with parents, during which possible reasons child's retardation.
The materials proposed below for examining the speech of children of the sixth year of life provide for various types of tasks aimed at establishing the development of preschoolers’ speech communication skills (culture of communication), identifying the state of development of the pronunciation aspect of speech and its perception, determining the vocabulary of children, and the ability to compose stories etc.
I. Development of verbal communication skills (culture of communication) with peers and adults
1. Verbal communication skills:
– whether the child willingly or not enters into verbal communication with adults and peers;
– whether or not the child can support a conversation with adults and peers on a familiar topic;
- as a child says to children: a lot, a little, silent.
2. Communication culture:
– does the child know how to politely address adults and peers;
– how he calls adults: by name and patronymic, by “you” or otherwise;
– is he the first to greet adults and strangers or does he need a reminder, does he remember to say goodbye;
– does he know how to thank for the help provided, does he use words like “thank you”, “sorry”, “please”, etc.;
– whether non-literary vocabulary occurs in the child’s speech;
– can the child, depending on the circumstances or communication situation, use different voice strengths ( while eating, going to bed, speak in a whisper, quietly; in class – loud enough);
– whether he knows how to listen to his interlocutor to the end or is often distracted, whether he has a tendency to interrupt the speaker;
– does the child know how to calmly negotiate with other children: distribute roles in play, responsibilities in work, coordinate their actions;
– what is the child’s tone of communication? friendly, condescending, demanding;
– does he listen to the comments of his elders about the culture of his communication, does he strive to get rid of his shortcomings;
– is he able to speak freely in front of children and strangers, or is he shy and afraid.
Methods of examination: observations (in classes, during play and everyday life); conversations with teachers and children.
II. Sound culture of speech
1. Pronunciation side of speech. Invite your child to read a poem or retell a well-known fairy tale (story). Write down the words he said incorrectly.
Please note the following:
– reading volume: the poem was read loudly enough, moderately or quietly (a fairy tale was told);
– speed (tempo) of speech: fast, moderate, slow;
– intonation expressiveness: expressive, inexpressive, inexpressive.
In the process of reading a poem, retelling a fairy tale or story, during a conversation with a child, establish:
– clarity (diction) of the child’s speech: clear, not clear enough;
– ability to comply with literary norms (spelling): there are no deviations, there are deviations;
– sound pronunciation – indicate which sounds children pronounce incorrectly and how many such children (in %).
For a detailed examination of the state of sound pronunciation, select pictures depicting objects whose names would contain the sounds being tested, located in different positions, Special attention pay attention to the correct pronunciation of the following sounds: [s], [s], [z], [z], [ts]; [w], [f], [sch]; [l], [l], [r], [ry].
We suggest using the following set of pictures: airplane, cabbage, bus, donkey, goose; castle, goat, zebra, basket; heron, sun, cucumber; ball, cannon, shower; beetle, scissors, hedgehog; kettle, glasses, key; brush, box, raincoat; saw, chair, shovel, fox, cage; fish, drum, axe, turnip, chicken, ABC book.
When establishing violations of sound pronunciation, try to find out the reason: deviations in the structure of the articulatory apparatus, insufficient mobility of its individual organs (lips, tongue, lower jaw, etc.), imperfection of phonemic perception (the child does not hear his defect, does not differentiate individual sounds), weak speech exhalation.
Speech perception.
A) Phonemic awareness: formed, underformed. Check:
– the ability to determine the presence of a given sound in a word. For example, ask your child to note whether the word contains fur coat sound [sh] or not (then in words cat, fox, table, pencil, mouse, wheel, glasses, scissors, brush, hat, beetle etc.) ;
– the ability to hear and distinguish words with a given sound from a number of other words. Invite your child to clap his hands or raise his hand only when he hears a word that contains the target sound. For example, the teacher says: “I will now name the words, and when you hear a word that contains [s], you will raise your hand (clap your hands). Check again when the child should raise his hand. After making sure that he understood the task, slowly name the words, covering your mouth with a sheet of paper. It is advisable to use a set of words in which, along with the sound being tested, there are words that include other sounds that children mix with the one being tested; for example, [s] - dog, car, fox, castle, hat, sled, brush, basket, well, house, bus, ribbon, plane, fur coat, flower, umbrella; [w] - school, shovel, beetle, owl, hat, cow, hedgehog, fox, car, book, horse, dishes, giraffe, mouse, lamp; [p] - fish, cube, shovel, carriage, hand, kettle, paper, pencil, cup, shelf, tram, table, ball, cheese. The sound being tested must be in different positions ( at the beginning, middle and end of a word).
It should be noted how many words with a given (tested) sound the child identified and how many words he identified correctly out of the five proposed;
– the ability to hear and identify words with a given sound from a phrase. Say a phrase and ask your child to name only those words that contain the given sound. For example, to test the ability to hear the sound [s], give the phrase “Lena has a new sled. There are a lot of mushrooms in the forest”; to check the sound [w]: “Misha loves ice cream. Vova draws with a pencil”; sound [p]: “Roses are blooming in the garden. Misha is fishing”;
– the ability to identify frequently tested sounds in words. The teacher pronounces groups of words and asks the child to name which sound he hears most often:
[s] – sled, catfish, fox, mustache, nose;
[w] – fur coat, porridge, shower, hat, mouse;
[p] – hand, mouth, circle, cable, fish.
The last two tasks are given at the end of the school year.
b) Speech hearing: well developed, underdeveloped. Check:
– the ability to notice semantic inaccuracies in speech. Invite your child to listen to a poem, for example an excerpt from “Confusion” by K. I. Chukovsky, and determine what is said incorrectly:
Fishes are walking across the field,
Toads fly across the sky
The mice caught the cat
They put me in a mousetrap,
The sea is on fire,
A whale ran out of the sea...
– the ability to determine by ear the volume of a voice in speech. In class, when retelling a poem, invite the children to evaluate the speech of the speaker: “How did Svetlana read the poem: loudly, very loudly, quietly?”;
– the ability to determine by ear the speed of speech and intonation expressiveness. The same technique is used as in the previous task. The teacher asks: “How did Svetlana read the poem: quickly, slowly, moderately (normal); expressively, inexpressively?”;
– the ability to determine the timbre of a voice by ear. To check, use the game "Guess who spoke." The child stands with his back to the group and closes his eyes. The teacher instructs two or three children to take turns reading a short poem or tongue twister, a riddle, or a nursery rhyme and asks them to determine by their voice which of the children spoke. You can also use games: “Who called?”, “Guess what my name is”, etc.;
– the ability to correctly determine by ear the stress in a word and its rhythmic structure. Select two pictures depicting mugs and mugs and invite the child to show where the mugs are and where the circles are; Explain the difference between the words “castle” and “castle” (first make sure the children know these words).
Test your ability to correctly maintain a syllabic pattern: ask your child to repeat: sa-za-sa, sa-za-sa, sa-za-sa;
– the ability to listen to the accented word in a phrase. Say the same phrase several times, highlighting individual words in it with your voice, and ask the child to identify and name the word that you highlighted: " Masha bought a new bicycle (for Masha, not for the other girl). Masha bought a new bicycle (bought, not given as a gift). They bought Masha new bicycle (bought, not given as a gift). They bought Masha a new one bike(a bicycle, not a car)":
– the ability to hear inaccuracies in the text and correctly select the right words that would correspond to the content:
The bear cries and roars:
He asks the bees to give him “ice” (honey).
Oksanka is shedding tears:
Her “banks” (sled) broke.
Invite your child to find the inconsistency in the text and choose the right word according to its meaning.
Analyze the received material and draw up a summary table in which you indicate which sections of the sound culture of speech the children have not mastered, which have not been mastered fully, and which have been mastered clearly.
III. Dictionary
Nouns
Check:
– understanding and use of everyday vocabulary.
A doll is a toy. What other toys do you know? A cat is an animal. What other animals do you know? A plate is a utensil. What other dishes do you know? Onion is a vegetable. Tell me what other vegetables you know?
Note how many words the child named for each question;
– understanding and use of general concepts.
Birch, spruce, pine, oak... What is it? Name it in one word. (Trees).
Table, chair, wardrobe, sofa... What is it? Name it in one word. (Furniture).
Shoes, boots, slippers... What are they? Name it in one word. (Shoes).
Shirt, suit, dress... What is it? Name it in one word. (Cloth).
Note what mistakes the child made;
– knowledge of words denoting tools, materials used by humans in the process labor activity. Invite your child to list as many items as possible that are needed by specialists in different professions, for example, a builder, a tailor, a janitor, etc.;
– knowledge and use of words indicating parts, details of objects.
The car has a motor. What else does the car have?
The coat has a collar. What else does the coat have?
The house has a roof. What else does the house have?
If the child finds it difficult to answer, visual aids are used.
Note the number of named parts and details of objects;
– selection of antonyms. Play the game "On the contrary", inviting the child to choose words with the opposite meaning: entrance - exit, day - night, winter - summer.
Mark the correct choice of the right words.
Adjectives
Check:
– knowledge and use of words denoting color, qualities, properties of objects, size, etc. Invite the child to choose as many definitions as possible for the given nouns.
What kind of table could it be?–written, round, wooden, etc.
What could a house be like?–large, brick, two-story, etc.
What could the sky be like? - blue, clear, cloudy, etc..
First of all, pay attention to the number of selected definitions, and then to their quality ( the child indicates only the color and size or names the shape, qualities, properties of objects etc.). At the same time, note the correct agreement of words;
– knowledge and use indicating the material from which an object is made. Invite your child to answer the following questions:
The cabinet is made of wood. What else can you call this cabinet?–Wood.
Brick house. What house is this? Call it something else.–Brick.
Plastic handle. What kind of pen is this?–Plastic.
Glass vase. What kind of vase is this?–Glass.
Porcelain cup. What kind of cup is this?–Porcelain.
Metal beak. What key is this?–Metal.
Analyze the children’s answers from the point of view of the correct use of words and the ability to form adjectives from nouns, the accuracy of word agreement (the ability to form words and correctly agree them should be noted in the section “Grammatical structure of speech”);
– knowledge and use of words denoting primary colors and
their shades. Note which words indicating the names of colors (in accordance with the program) the child has learned and which ones he has not;
– selection of words (adjectives) with the opposite meaning. Game "On the contrary": strong - weak, brave - cowardly, dirty - clean, cheerful - sad, light - dark, etc.
Mark the correctness of the choice of words (if, for example, the word “cheerful” is added to the word “cheerful,” then the answer is considered inaccurate). Indicate how many of the five words you named the child named correctly.
Verbs
Check:
– the use of words denoting actions performed by humans and animals, or actions that can be performed by an object. Do the verbal exercise “Who does what?”. Invite your child to choose as many words as possible to questions asked:
What does a doctor do? – He treats, prescribes medications, listens, etc. What does a cook do? What can a kitten do? What can a puppy do? What can you do with a knife (scissors and other objects)?
Larisa Norova
Summary of diagnostics of the state of the sound side of children's speech middle group
Plan diagnosing the state of the sound side of a child’s speech___
middle age group
Target diagnostics: define state of child's sound pronunciation(pronunciations of whistling ones – s-z-ts; hissing ones zh, sh, shch, h).
Pronunciation in various conditions: isolated, in syllables, at the beginning, middle, end and phrasal speeches.
Visibility: subject pictures of whistling, hissing, at the beginning, middle, end of a word, speech material.
I. Plan diagnostics
sound
S, repeat after me.
2) Repeat after me the syllables –sa, -so, -su, -se.
3) I invite the child to name the drawn object Elephant, Socks, Pineapple
sounds-s- and repeat after me
Elephants are smart
Elephants are quiet,
Elephants are calm
And strong.
1) I invite the child to play with pictures. First, please say sound
Z, repeat after me.
2) Repeat after me the syllables –za, -zo, -zu, -ze.
3) I invite the child to name the drawn object Hare, gazelle, watermelons
4) I suggest listening to the poem on sounds-s- and repeat after me
The bunny is jumping behind the fence,
He hides the letter Z in his paws,
Bunny, bunny, come out,
Give back the letter Z to the kids
1) I invite the child to play with pictures. First, please say sound
C, repeat after me.
2) Repeat after me the syllables –tsa, -tsi, -tsu, -tsy.
3) I invite the child to name the drawn object Flower, scissors, pepper
4) I suggest listening to the poem on sounds-ts- and repeat after me Chicken on tiptoe
Kissed flowers.
Chick on tiptoe -
Chick-chick, he's very small.
1) I invite the child to play with pictures. First, please say sound
Well, repeat after me.
2) Repeat after me the syllables –zha, -zhi, -zhu, -zhe.
3) I invite the child to name the drawn object Beetle, Rain, Walruses
4) I suggest listening to the poem on sounds-f- and repeat after me The beetle fell and couldn’t get up.
He is waiting for someone to help him
1) I invite the child to play with pictures. First, please say sound
Sh, repeat after me.
2) Repeat after me the syllables –sha, -shi, -shu.
3) I invite the child to name the drawn object Hat, cherry, mouse
4) I suggest listening to the poem on sounds-sh- and repeat after me The schoolboy was getting ready for school,
Dressed warmer:
He put on a fur coat, a hat, a scarf -
I walked to school and started sweating.
1) I invite the child to play with pictures. First, please say sound
Shch, repeat after me.
2) Repeat after me the syllables – shcha, -schi, -schu.
3) I invite the child to name the drawn object Brush, Box, Cloak.
4) I suggest listening to the poem on sounds-shch- and repeat after me Pike cooked cabbage soup,
I treated two bream.
1) I invite the child to play with pictures. First, please say sound
Ch, repeat after me.
2) Repeat after me the syllables –cha, -chi, -chu.
3) I invite the child to name the drawn object: Clock, pen, doctor
4) I suggest listening to the poem on sounds-ch- and repeat after me
The student learned his lessons,
His cheeks are inky.
II. Thank the child for playing
III. Drawing up a diagnostic maps and characteristics child's speech(form 1, 2)
Publications on the topic:
“Sound [SH].” Summary of GCD on the sound culture of speech in the middle group Educational area: Speech development Areas of integration: Social-communicative, physical, cognitive, artistic and aesthetic.
Summary of an individual lesson on the formation of the phonetic side of children's speech. Automation of sound [Ш] in connected speech Abstract individual lessons on the formation of the phonetic side of children's speech. Topic: “Automation of the sound Ш in coherent speech” Purpose: formation.
Abstract of educational activities on the sound culture of speech using health-saving technologies in the middle group Abstract of educational activities on the sound culture of speech using health-saving technologies in the middle group. "The Adventures of Ant." Target:.
Summary of educational activities on the sound culture of speech in the middle group “An extraordinary trip to the zoo” Asotskaya Natalya Summary of educational activities on the sound culture of speech in the middle group on the topic “An extraordinary trip to the zoo.” Topic: Sound "Z".
Summary of the physical education festival for children of the middle group “Winter Fun” Summary of the physical education festival for children of the middle group “Winter Fun”. Goal: to cultivate interest in winter sports exercises.
Summary of the GCD lesson on the development of the sound side of speech in the middle age group MDOU Child Development Center - kindergarten No. 35 “Fantastic” Summary of direct educational activities with middle-age children.
Summary of a lesson on the formation of the sound aspect of speech in the senior group for children with special needs “Doctor Aibolit to the rescue” Subject. Doctor Aibolit rushes to the rescue. Target. Differentiation T-T sounds" in syllables, words, sentences, text. Educational objectives:.
test
1. Methodology for examining the sound aspect of speech in children
General principles of examining the speech of preschool children.
At preschool age, a child’s imitative abilities are extremely great; he easily and naturally learns a huge number of new words and concepts. However, his articulatory capabilities are still imperfect, phonemic hearing develops gradually, so the normalized pronunciation of complex sounds will remain inaccessible to the child for a long time. As a rule, even at the first stage of normal development of a child’s speech, it is well understood only by the child’s close relatives. Communication with strangers often causes serious difficulties for him.
It should be noted that when examining a child’s speech, it is necessary to offer him such tasks that will help to collect the necessary information not only about the development of the pronunciation side of his speech, but also to form an adequate idea of the formation of his vocabulary, the stage of development of phrasal speech, the peculiarities of mastering its main parts and the specifics of using certain grammatical forms.
It is imperative to take into account the influence on the development of children's speech of "input" (the speech of a close adult addressed to the child), which first plays a leading role in the formation of the initial child's vocabulary, and then has a significant impact on the subsequent acquisition of standardized pronunciation, basic lexical patterns and grammatical rules of the native language .
For speech examinations, it is better to have separate files with pictures attached to them. It is possible to vary quite widely the picture material offered to the child during the examination, including Additional tasks by other sounds. The duration of the diagnostic session is purely individual, depending on the age of the child and his psychophysical state, personal characteristics, and behavior in the examination situation. Optimal duration of a diagnostic session with a child early age- 10-15 minutes. We recommend exceeding this time, even if the child seems very interested in completing the task and does not feel tired after being presented with a whole series of pictures.
When naming pictures while checking sound pronunciation, one must take into account: the state of the child’s vocabulary, the presence of rearrangements of syllables and/or individual sounds, truncations of word endings and the nature of the difficulties in forming the syllabic structure of polysyllabic words.
Particular attention should be paid to the study of the syllabic structure of a word as one of the important characteristics of the pronunciation side of speech. When examining the syllabic structure of a word, it is necessary to identify the child’s ability to correctly pronounce not only the sounds in the word, but also their number and sequence. It is traditionally believed that at an early age the syllable structure of a word is just being formed.
Thus, examination of the sound side of speech involves careful identification of:
1) Types of pronunciation disorders.
2) Level of phonemic awareness.
3) Level of development of language analysis and synthesis.
Examination of the sound aspect of speech in preschoolers.
Before starting an examination of the sound aspect of speech in preschoolers (sound pronunciation), it is necessary to consider its specifics:
1) Pathological disorders should be distinguished from physiological difficulties associated with age characteristics formation of the sound system of the Russian language.
2) When examining the speech of a young child, it is of great importance to create age-appropriate motivation to complete tasks.
speech disorder pronunciation child
Thus, modern didactic material for examining speech in preschoolers must meet a number of methodological requirements:
1) The examination of pronunciation must be carried out taking into account the patterns of formation and development of the pronunciation aspect of speech at an early age and must include tasks for the pronunciation of vowels and consonants, the articulation of which is practiced at the stage of early ontogenesis.
2) The key role for achieving success when examining the pronunciation of a young child is played by the illustrative nature of the proposed material (colorful image, large size, absence of redundant details) and its accessibility. Pictures with a plot are much more interesting for children; they are happy to recognize the image and “find” the right word.
3) A significant place is occupied by the search for effective methodological techniques, for example, the technique of completing a sentence for an adult.
4) To record the data obtained during a speech therapy examination, it is advisable to use not only the traditional Russian phonetic transcription, but also the symbolic notation adopted by the International Phonetic Association, since this will allow the material to be presented in a form standardized for the scientific community.
To identify the characteristics of children's sound pronunciation, you can use a well-known, standard technique. It is important to check how children pronounce sounds not only in individual words, but also in phrasal speech. For this purpose, sets of subject and plot pictures are used, in the name of which the sounds being tested are in different positions. To test the ability to differentiate sounds, the child is offered pictures whose names contain both differentiated sounds (z-s, zh-sh, b-p, g-k, l-r), and pictures whose names differ in one sound (bear-bowl , varnish-cancer). When examining pronunciation, one should note not only the absence or replacement of sounds, but also the distinctness, clarity of pronunciation, their differentiation, features of speech tempo, and speech breathing.
At the age of five years, the cause of incorrect pronunciation (in the absence of organic disorders) is insufficient development of the speech apparatus. The centers that control the speech reception and speech motor apparatus, speech hearing and the respiratory system are insufficiently developed, and the articulatory apparatus is imperfect. Also, it should be noted the age-related and functional imperfections of children’s speech. After five years, deficiencies in sound pronunciation are explained by the pedagogical neglect of children and the lack of proper education.
Traditionally, examination of sound pronunciation is carried out in two ways of naming sounds:
1) In an isolated utterance.
2) As part of a word in various positions (at the beginning of a word, in the middle, at the end of a word and in combinations of consonants).
When selecting words for diagnostics as part of a word, you should pay special attention to the accessibility of the word to children’s understanding, the position of the consonant/vowel sequence in the word (position at the beginning, middle and end of the word) and the state of the child’s vocabulary.
So, for example, words can be grouped into sequences:
1) Vowel sounds: [a], [o], [i], [u], [e], [s].
2) Consonant sounds:
labiolabial plosives [n], [b],
front lingual plosives [t], [d],
posterior lingual plosives [k], [g],
labiodental fricatives [f], [v],
front-lingual fricatives [s], [z], [sh], [zh], [sch];
velar fricatives [x],
affricates [ts], [h];
sonorant nasals [m], [n],
sonorant oral [l], [r], [r].
Thus, the child’s ability to correctly pronounce not only the sounds in a word, but also their number and sequence, the construction of sentences, the correct use of simple prepositions, the coordination of sentence members in gender, number and case is revealed.
Examination of word composition gives a general picture of speech errors. For a detailed diagnosis of phonetic errors, an examination in isolated pronunciation is used.
1) When repeating one word, errors in the sound-syllable structure of the word are revealed. So, for example, a violation of the combination of vowels is detected:
In vain - in vain, rain - rain, bear - bowl.
2) In case of detection of sound-syllable errors, isolated pronunciation of the sound is used:
The doll is crying: ah-ah.
The train whistles: ooh-ooh.
The dog growls: r-r-r.
Lost in the forest: oh.
3) Thus, errors in articulatory motor skills are identified:
1) Presence or absence of movements.
2) Tone (normal tension, lethargy, excessive tension).
3) Range of movements (full, incomplete).
4) The ability to switch from one movement to another.
5) Replacement movements.
6) Additional and unnecessary movements (syncinesis).
7) Presence of tremor, hypersalivation, deviations of the tip of the tongue.
Particular attention should be paid to the study of the syllabic structure of a word as one of the important characteristics of the pronunciation side of speech. When examining the syllabic structure of a word, it is necessary to identify the child’s ability to correctly pronounce not only the sounds in the word, but also their number and sequence.
The results of the speech examination are entered into a table, where the sign (+) indicates correct pronunciation, the ability to differentiate sounds, and regulate the rate of speech and breathing; sign (-) - omission of sounds, lack of differentiation, disturbances in regulating the rate of speech. When replacing sounds, the replacement sound is indicated in the corresponding cell.
Classification of pictures.
Class I - two-syllable words consisting of two open syllables (pictures: leg, arm, fly).
Grade II - three-syllable words consisting of open syllables (pictures: hair, cow, car).
Grade III - monosyllabic words consisting of a closed syllable (pictures: cat, nose, house).
Class IV - two-syllable words consisting of one open syllable and one closed one (pictures: eagle owl, kefir, giraffe).
Class V - two-syllable words with a cluster of consonants in the middle of the word (pictures: butter, leaves, skates).
Grade VI - two-syllable words with a closed syllable and a combination of consonants (pictures: dolphin, cactus, bed).
VII grade - three-syllable words with a closed syllable (pictures: airplane, pie, suitcase).
VIII grade - three-syllable words with a combination of consonants (pictures: cloud, needle, pillow).
Class IX - three-syllable words with a combination of consonants and a closed syllable (pictures: bus, pencil, grapes).
Grade X - three-syllable words with two consonant clusters (pictures: toys, brush, carrot).
Class XI - monosyllabic words with a combination of consonants at the beginning or end of the word (pictures: jeep, table, key).
XII grade - two-syllable words with two consonant clusters (pictures: bird, match, nails).
Grade XIII - four-syllable words made from open syllables (pictures: button, turtle, caterpillar).
Impact of development fine motor skills hands on the formation of correct pronunciation in children
No. surname child's name Analysis of elementary components of movements Identification of synkinesis Otpico - kinesthetic organization of movement Dynamic organization of motor...
Identification of imperfections in sound pronunciation in preschool children with phonetic-phonemic speech disorders
Some techniques for checking the state of sound pronunciation. proposed by M.F. Fomicheva, T.V. Vologovets, E.N. Kutepova. , [z-z'], [c], [w], [f], [sch], [h], [r-r'], [l-l'], [th], [k-k '], [y-y'], [x - x ’], [b-b’], [d-d’].
For each sound being tested, the teacher selects three subject pictures. In the names of the objects shown in the pictures, the sound being studied is in three different positions: at the beginning, middle and end of the word. The exceptions are the sounds [g], [b], [d], [z], [z]. These voiced consonant sounds at the end of a word are deafened. Therefore, to test them, two pictures are selected, where the sound occurs at the beginning and middle of the word.
The teacher sequentially shows the child pictures and asks him to name what is depicted on them.
Task 1. Independent selection of pictures for a specific sound.
The teacher lays out 12 object pictures in front of the child and asks him to select those whose names contain the sound [s], and then - sound[w]. If the child completed the task correctly (indicated 1-2 pictures), then he does not select pictures for other sounds. If the child has not completed the task, the teacher suggests pointing the pictures to other additional sounds. Additional sounds are given in the following sequence: [z], [zh], [k], [g].
Task 2. Select from two pictures one whose name contains a given sound.
The teacher shows the child two pictures, names them and asks him to give him the one whose name contains the sound [z] ([zh]). If the child completed the task correctly, then he does not select pictures for other sounds. If the child has not completed the task, then the teacher offers to choose pictures for other additional sounds; additional sounds are given in the following sequence: [s], [w], [k], [g].
Task 3. Checking the syllable structure of a word.
The teacher takes turns showing the child 3 pictures depicting a refrigerator, a bicycle and a helicopter and asks him to name them: What is this? If the child pronounces the word incorrectly, rearranges syllables, or simplifies the construction of the word, then the teacher pronounces the word himself and again asks the child to repeat it. If after this the child pronounces the word correctly, this means that his syllable structure has been preserved. Attention! When checking the syllable structure of a word, the teacher does not take into account incorrect pronunciation of sounds.
Purpose: to examine the child’s speech hearing.
When studying a child’s speech hearing, the teacher offers him the following tasks.
Task 1. Determining the sound in a word.
Progress of the examination: The teacher shows the child a picture of an object whose name begins with a vowel sound under stress. When pronouncing a word, the teacher uses his voice to highlight the sound (a-a-a-stra, u-u-u-tka, etc.). Then he suggests answering the question: “What is the first sound in this word that you hear?” or “What sound does the word begin with?” When examining consonant sounds that are in different positions in words (at the beginning, middle or end of the word), the teacher tries to highlight the sound (zhu - k) with his voice, and then asks: “What sound do you hear at the end of the word?”; (l – l – l-l-ozhka) – “What sound does the word begin with?”; (Romash – sh – sh – sh-ka) – “Which voice did I use?”
Task2. Checking sound pronunciation.
Purpose: examination of sound pronunciation.
Attention! This examination is carried out only with those children who had problems pronouncing certain sounds or some sounds were in the development stage. Sounds that the child produced normally during the initial examination (or during the examination at the end of the previous school year) are not studied. The teacher offers the child pictures for the following sounds: [s - s'], [z - z'], [ts], [w], [zh], [sch], [h], [r - r'], [ l - l'], [th], [k - k'], [g - g'], [x - x'], [d - d'], [b - b']. The teacher shows the child pictures and asks him to name what is depicted on them. The teacher offers the child three pictures for each sound being studied, which should be in three positions: at the beginning, middle and end of the word. The exception is voiced consonants, which are devoiced at the end of a word. For the sounds [g], [b], [d], [z], [z], the teacher offers two pictures each, in which the sounds are at the beginning and in the middle of the word.
The teacher enters the obtained data into a table.
Task 3. Examination of speech hearing
Purpose: examination of speech hearing.
When examining speech hearing, the teacher offers the child the following tasks: Isolating a word With a given sound from a chain of words.
Progress of the examination: The teacher names several words (for example: nightingale, heron, finch ) and asks the child to identify a word with a given sound. List of sounds and words:
[s] - nightingale, heron, finch;
[h] - hare, elephant, zebra;
[w] - jacket, scarf, cloak;
[f] - puppy, foal, cuckoo.
Task 2. Arrangement of sound in a word.
Goal: identifying children’s recognition of the place of sound in a word (at the beginning, middle, end ).
Progress of the examination:
The teacher offers the child the game exercise “Sounds play hide and seek” and explains the rules: “First, I will name the sound that will play hide and seek with us. Then I will show you a picture and tell you what it shows. You listen carefully and determine where the sound is hidden: at the beginning, middle or end of the word.
An approximate list of pictures: airplane - for the sound [s] at the beginning of the word; umbrella - for the sound [z] at the beginning of a word; pencil - to the sound [w] at the end of a word; poppy - to the sound [k] at the end of a word; ax to the sound [r at the end of a word; jacket - for the sound [zh] in the middle of a word; horns - to the sound [g] in the middle of a word; shelf - for the sound [l] in the middle of a word.
Task 3. Sequence of sounds in a word.
Goal: determining the sequence of sounds in a word.
Progress of the examination:
The teacher shows the child a picture and names it. The word must be monosyllabic, i.e. consist of one syllable (for example: poppy, onion ). The teacher asks the child to name the first sound in the word, then the second, third. The sound composition of the proposed word must correspond to the child’s speech capabilities, i.e., a word is selected with sounds that the child can pronounce correctly.
Task 4. Sound differentiation
Goal: determining the ability to differentiate sounds.
The survey includes three series of similar tasks. And for each series, the teacher places ten (twelve) pictures in front of the child, names them and asks them to divide them between two dolls. The dolls are given names with those sounds at the beginning of the word that the child will differentiate. A child distributes pictures to dolls.
Task 5. The syllable structure of the word.
.
Progress of the examination:
The teacher takes turns showing the child three pictures (thermometer, frying pan, aquarium) and asks him to name what it is. If, when performing a task, a child incorrectly pronounces a sound that is difficult for him (for example, the sound [r]), but at the same time retains the rhythmic pattern of the word, i.e., the sequence of syllables, then in this case it is considered that the syllabic structure is preserved. If a child simplifies the syllable structure or rearranges syllables, then in this case a violation of the syllabic structure of the word is recorded. When carrying out tasks 2-5, a set of pictures is used.
Older age (6-7 years)
Speech hearing examination (five tasks are offered).
Exercise 1.
Goal: identifying the consonant sound in a word.
Unlike the older group, children are offered words that contain not only hard consonant sounds, but also soft ones. Equipment (for each child). A flower with seven petals, ten pictures (seven main and three additional).
Main pictures:
No. 1 for sound [s] - bridge;
No. 2 for the sound [z’] - zebra;
No. Z for sound [ts] - ring;
No. 4 for the sound [sch] brush (pike);
No. 5 for the sound [h] - teapot (cup);
No. 6 for the sound [r’] - rowan (belt);
No. 7 for the sound [l] - wolf (Christmas tree).
The results of the study of speech hearing are entered into the table.
Task 2.
Purpose: determining the place of a sound in a word (beginning, middle, end)
The task is performed with a subgroup of children! .
Equipment (for each child). Strip of paper , divided into three parts of different colors: yellow, white, brown; pictures (9 pcs.) with sound [ш] - pike, box, raincoat; to the sound
[k] - chicken, glass, poppy; to the sound
[r] – crayfish, bucket, axe.
White color yellow color Brown color
The teacher offers the children a game exercise “Sounds play hide and seek” and explains the rules: “You remember that words are made up of sounds. The same sound can be heard in some words at the beginning, in others - in the middle or at the very end of the word.
Look at the stripe. Let's imagine that this is a word. The yellow color on the strip indicates the sound at the beginning of the word, the white color indicates the sound in the middle of the word, and the brown color indicates the sound at the end of the word.
Now I will name (in turn) the sounds that will play hide and seek with us, and the place where they are hidden in words. You find a picture that depicts an object with a named sound, and place it on the color of the strip that indicates the place of the sound in the word (beginning, middle, end). So let's begin."
Sample instructions: “Find in the pictures an object whose name has the sound [у] at the beginning of the word. Place this picture on the yellow part of the strip"; “Find in the pictures an object whose name contains the sound [k] in the middle of the word. Place this picture on the white part of the strip"; “Find in the pictures an object whose name has the sound [r] at the end of the word. Place this picture on the brown part of the strip.”
If the task is completed correctly, the following pictures should be laid out on the strip: on the yellow part - a pike, on the white part - a glass, on the brown part - an ax.
Task 3.
Goal: determining the sequence of sounds in a word
The task is carried out in an individual form.
Equipment. A picture of a fly.
The teacher shows the child a picture and asks him to name what is shown on it; name the first, second, third and fourth sounds in a word fly.
Task 4.
Purpose: examination to identify the differentiation of sounds.
The task is carried out in an individual form. During the examination, it is revealed how children differentiate the following pairs of sounds: [t - d], [s - sh], [l - r], [s - z], [zh - z], [g - k], [b - P].
Equipment. Pictures (14 pcs.): dot, girl (daughter), rat, roof, varnish, crayfish, cod, bunny, pieces of skin (skin), two goats (goats), eye, class, barrel, bud (on a tree branch) .
Previously (on the eve of the examination), the teacher shows the children pictures and names what is depicted on them.
At the same time, he draws the children’s attention to how he named some of the images, for example: “I didn’t say “hare”, but “bunny”; “This picture depicts pieces of leather, from which they will later sew leather things (briefcases, bags, boots, shoes, etc.)”;
“This is class. The children will come here soon and the lesson will begin,” etc.
During the examination, the teacher lays out pictures on the table in pairs: dot - daughter, rat - roof, varnish - cancer, cod - bunny, skin - goats, eye - class, barrel - kidney.
Sample instructions: “In each pair of pictures, you need to put the indicated picture on top of the other. Listen carefully. Put a point on your daughter. Put the rat on the roof. Put the cod on the bunny, etc.”
After completing the task, the child leaves. The teacher records correctly completed tasks (during the task or after).
Task 5.
Purpose: checking the syllable structure of a word
The examination is carried out individually.
Equipment. Pictures depicting a thermometer, two snowmen, a nest, a hairdresser.
The teacher invites the child to look at each picture. At the same time, the teacher names what is depicted on it.
Draws the child's attention to how he named the expression: thermometer, snowmen, nest, hairdresser.
Next, the child is given the exercise “Finish the sentence (phrase).” The child must insert a word and show the corresponding picture. The words must be repeated in the same way as they sounded in the teacher’s example.
Examples of sentences (phrases):
Hanging on the window... (thermometer).
There are... (snowmen) in the yard.
The bird built... (nest).
There is... (hairdresser) on your street.
The manual was developed in accordance with the “Program for the education and training of children in kindergarten”. It examines the main tasks, content and methods of work on educating the sound culture of speech in preschool children, and reveals the features of their acquisition of the sound side of speech at different age stages.
The manual is addressed to teachers of preschool institutions, as well as students and teachers teacher training colleges and universities.
From the publisher
This manual is intended for teachers of preschool institutions to work on developing the sound culture of children's speech.
Its task is to acquaint the teacher with the peculiarities of children’s acquisition of the sound side of speech at different age stages (from birth to seven years), the main tasks, content and methodology of work. The manual is important not only for the development of correct and clear speech in children, but also for preparing them for mastering reading and writing.
The book contains examples of classes that show how you can work with children in a particular age group. They present exercises to develop correct sound pronunciation, clear diction, skills in using intonation means of expression, development of the vocal apparatus, speech hearing, etc. In the process of speech games, children learn to clearly pronounce vowels and consonants, to isolate words with a certain sound from the general speech stream, pronounce phrases at different tempos (fast, slow), with different voice strength (quiet, loud), etc.
The manual presents material for examining the sound culture of speech in children of senior preschool age. With its help, the teacher can identify deficiencies in sound pronunciation and check the degree of formation of phonemic perception. Clearly organized work on educating the sound culture of speech in kindergarten is possible only if the teacher knows well the state of speech development of all children in the group. This helps him plan his activities correctly and adjust them depending on the degree of preschoolers’ mastery of the material.
