Improving the sound side of speech. Didactic foundations for the development of speech in preschool children Work on the sound side of speech

1. To form in students the concept of linear sound units.

2. Introduce students to positional changes sounds in a phonetic word.

3. Give an idea about different types accents.

4. Work on pronunciation standards.

5. Introduce students to the elements of intonation.

6. Reveal originality various types intonation.

7. Improve the pronunciation and auditory culture of students’ speech when pronouncing their own and reproducing others’ statements.

Content and place of work on the sound side of speech

During phonetics lessons work is organized on such concepts as speech sounds (vowels: stressed, unstressed; consonants: voiced, deaf, hard, soft, paired and unpaired consonants according to deafness/voice, hardness/softness; sound positions: strong and weak positions of vowels and consonants) , syllable, stress.

ABOUT physiological Students learn the features of sounds by observing the complex work of the speech organs (vocal cords, tongue, lips, soft palate) in the formation of sounds. The attention of schoolchildren must be drawn to the division of Russian consonants according to physiological characteristics into hard and soft. On at this stage analysis, it is important to emphasize that Russian graphics have the same letter for paired consonants in terms of hardness/softness: [v], [v"] - V,[d], [d"] - d etc., which is possible thanks to the syllabic principle of reading and writing. Comparison of sound composition and graphic form will convince students that letters a, o, u, e, s indicate the hardness of the preceding consonant, and the letters I, e, yu, e, and - on its softness.

For Belarusian students, another practical conclusion is relevant: in the Russian language, along with the sound [r], there is a sound [r"], which distinguishes words: glad - row, thunderstorms -dreams, choir - ferret, joy - squad, circle - hook and etc.

To prevent misuse b to indicate the softness of a consonant, it is useful to reveal to students the essence of such a phenomenon as assimilative mitigation.

Acoustic The aspect of sounds in school phonetics is represented by two concepts: the ratio in the sound of noise and voice; sound power.

WITH functional point of view, speech sounds are studied in their relation to the semantic side of speech. Forming the sound shells of significant language units - morphemes and words, they distinguish between these sound shells, and through them the meanings of language units, i.e. performed in language meaningful(phonological) function.

The functional aspect of sound study reveals the specifics sound system Russian language, which is based on a number of concepts. One of the important ones is the concept phonetic position- the phonetic environment of the phoneme, creating certain pronunciation conditions for it (position in relation to stress, the nature of neighboring sounds).

The principle of writing, when the sound is checked by a strong position, is called phonemic, and the writings subordinate to him are phonemic(verifiable). There are about 80% of them in the Russian language.

Another acoustic concept - sound strength - is associated with accent: the stressed syllable is pronounced with greater force and distinctness. Stress in the Russian language is characterized by diversity ( flour - flour?, arrows - arrows?, lock - lock etc.) and mobility ( winter? - winter, white - on?white - whiten, lived? - lived etc.). It performs a meaning-distinguishing function and participates in the formation and change of words.

Spelling lessons speech sounds are compared with letters and contrasted with them, since they belong to units of different levels. Mixing sounds and letters is unacceptable, although it is a reality that explains numerous spelling errors in writing students. The purpose of generalizing and systematizing information on phonetics, preventing confusion of sounds and letters is phonetic-graphic(sound-letter) analysis, during which specific practical problems: accentological, spelling, orthoepic.

She was a direct student and follower of K. D. Ushinsky (1844-1923). In 1871, her main pedagogical work“The mental and moral development of children from the first manifestation of consciousness to school age", intended for educators and parents. It reflects the basic views on the problems of upbringing, development and education of children of preschool age.
According to the teacher, the native language is of particular importance in the upbringing and development of a small child.
, following K. D. Ushinsky, adhered to the principle of national education. She was also a supporter of the use of Russian folk speech in raising children: fairy tales, riddles, proverbs, sayings, nursery rhymes, folk songs, considering them the richest and most valuable material for the development of a child’s speech, for nurturing love for his language, his people, his homeland.
The author has developed a method for developing children's native speech. She proposed an approximate distribution of material by age, a program of observations of the objective world and nature, and methodological recommendations for the use of Russian folklore.
opposed formal learning of new words when teaching children native language. She believed that every new word, especially at a young age, should be associated with specific impressions of children, and behind each word there should be a specific image. She objected to the use
in a conversation with a child using words he did not understand, she demanded “purity
and correctness of the Russian language" in the family and kindergartens.
Much attention emphasized methods of teaching the native language, especially conversations, which she considered an integral part of children's lives. In her opinion, conversation should accompany walks, excursions, observations, activities, and the child’s daily life. The theme of the conversations was developed, their samples were proposed, and practical instructions were given for conducting conversations with children.
The teacher paid great attention to literature. Being a writer herself, she formulated the requirements for a children's book from the point of view of a teacher, outlined her views on fairy tales, and gave recommendations on memorizing poems and fables.
Many guidelines are not outdated and are of interest and value for modern preschool education in general and for the development of children’s speech in particular.
Thanks to the efforts of Russian teachers of the past, a general understanding of the elements of the theory of speech development of children was formed, its goals and objectives were determined, principles were formed, and a methodology for the initial education of children was developed.

However, the methodology for developing the speech of preschool children began to take shape as an independent branch of pedagogical science only in the 20-30s. XX century This was explained by the mass organization of kindergartens and the emergence of the theory of public preschool education in these years. The state included kindergartens in the system public education. There was a need for a theoretical and practical rethinking of the content and ways of speech development in preschool children.
At the first congresses on preschool education, the task of comprehensive education of children was put forward, taking into account modern life, The development of the ability to navigate the world around us was closely associated with the enrichment of the content of speech. The need to develop speech based on familiarization with objects and phenomena of the surrounding life was also discussed in the first program and methodological documents of the kindergarten. However, they were highly politicized, which was reflected in the repertoire of books to read, in topics for storytelling, conversations, and in the selection of objects for observation.
The most important changes in the work of kindergartens occurred after the Resolutions of the Central Committee of the All-Union Communist Party of Bolsheviks and the Council of People's Commissars on the school (1934-1936), according to which the overload of children with knowledge of a socio-political nature was eliminated, and the role of the teacher in the pedagogical process was strengthened.
In 1938, the “Guide for Kindergarten Teachers” was published, in which speech development was separated into an independent section. The main focus was on culture verbal communication, expressiveness of speech. Reading and storytelling were put forward as the main means of solving problems. However, the development of the content of the methodology required continuation 13. - P. 18-26]. Played a big role in this (1867-1944). The problem of the native language was at the center of her attention. She shared the views of K. d. Ushinsky and she followed the principle of public education, which became the basis for teaching the native language.
considered language “a mentor of the human race, a great teacher.” Her position is that education in all its diversity should be carried out against the background of the native language. She was the first of K. D. Ushinsky’s followers to use the term “speech training” as applied to preschool age.
set before teachers one of the main tasks of children's speech development. In her opinion, the mother tongue is not science. Its goal is not to impart knowledge, but to serve spiritual development, to develop the ability to understand someone else’s speech and the ability to convey one’s own speech through one’s own speech. inner world.
has created its own system of teaching the native language of children in preschool institutions, the leading principles of which are the following:

An activity-based approach to speech development - speech develops in activity, and above all in play, through play, in work;
- the relationship between speech development and other aspects of educating a child’s personality (mental, sensory, social, aesthetic, physical education);
- visibility in learning - the child’s language develops visually, and only in the material world will each new word become the property of the child in connection with a clear, concrete idea;
- gradualism and repetition. advised to gradually increase the number of items; gradually move from listing objects to listing the signs and qualities of objects, from individual conversations to collective ones, from the perception of unfamiliar objects to objects that are familiar, but not observed at the moment, etc.
She paid a lot of attention to the selection of speech content. She considered social life, nature, the environment around children, and didactic material to be the main conditions for enriching speech.
, According to the teacher, an important means of speech development for preschool children is training in special classes. Among the main requirements for classes, she put forward their connection with the interests and experience of children, “carrying them out lively,” and opportunities to move and experiment. She has most fully developed classes on vocabulary enrichment and the “living word.”
, like K. D. Ushinsky, was against teaching children a foreign language too early. She believed that the child should be well prepared beforehand.
Of great interest are the means, methods and techniques developed by Tikheyeva for teaching children their native language, many of which are widely used in the practice of preschool institutions today.
She had a significant influence on the development of the technique (1889-1952). She viewed teaching her native language in line with the traditions of the national methodology.
The content of the speech came first. She believed that to enrich the content of speech, sufficient personal experience child. The most productive methods of accumulating experience, in my opinion, are observation, play, work, experiment. The clearer, more specific and emotional the accumulation of experience is, the more successfully and with greater interest children rely on it in conversations and discussions.
Among the speech tasks, she emphasized expanding the vocabulary, enriching the structure of speech, working on pure pronunciation, speech culture, its expressiveness, familiarity with fiction, the development of children's verbal creativity, and mastering various forms of living words. She considered the social environment and the organization of the developmental environment in a children's institution to be important factors in speech development.
The credit goes to creating a system of work to familiarize children with fiction and introduce them to the art of words. She determined the importance of fiction in the education of preschool children, highlighting the features of children's perception literary works, criteria for selecting works were identified, a classification of children's books was given according to the thematic principle, and a methodology for artistic reading and storytelling was developed in detail depending on the age of the children.
The ideas were embodied in program documents, which reveal in detail the tasks of speech development.
In 1962, the “Program of Education in kindergarten", according to which children should learn to speak the best examples of their native speech. It was the first to develop a program (including one for speech development) for 4-year-old children (2nd junior group), introduced a new name for the group of 6-year-old children (“school preparatory”), provided for preparation for literacy, program material on the development of individual speech qualities is classified
to certain types of children's activities. However, the tasks for coherent speech in this program were not formulated specifically enough, which made it difficult to monitor the work.
Published in 1964-1972. reissues of the program in the field of speech development only specified individual requirements and clarified the lists of recommended fiction for
children.
In 1984, the “Model Program for Teaching and Education in Kindergarten” was published. The section is developed in more detail<‘Развитие речи», в котором произведено разграничение задач развития речи и ознакомления с окружающим; заново сформулированы конкретные задачи воспитания sound culture speech, vocabulary work, the formation of the grammatical structure of speech and elementary awareness of linguistic phenomena; increased attention to work on the semantic side of the word; work on the development of coherent speech is included from the 2nd junior group.
The twentieth century is characterized not only by the improvement of program and methodological documents, but also by the emergence of scientific research, which can be divided into several areas:
- studies of age sections - the speech of young children, the speech of children entering school, etc. (D. B. Elkonin, .);

Research into individual areas of language and their reflection in speech (phonetics, vocabulary, grammar, coherent speech) in the form of age sections, in long-term development, under conditions of various influences (, etc.);
studies of children's speech in phylo- and ontogenesis (A, A. Leontiev, etc.);
- research into the mechanisms of speech in their development (, etc.);
research on types of creative activity (eva, 4. A. Orlanova, etc.);
- research into the characteristics of the perception of works of art (N. Karpinskaya, etc.);
research into the awareness of language and speech (, etc.);
research into literacy learning opportunities (N.V. Durova, etc.).
These areas will be discussed in more detail in subsequent sections.
The search for new content and forms of teaching native speech continues.

1. Why is it called the founder of the method of speech development, and its successor?
2. What is the relevance of the theoretical positions formulated?
3. What is the role in the creation and development of a scientific and pedagogical school on the problems of speech education and introducing children to culture through the perception of the artistic word?
4. Name the main areas of research in the field of speech development of children.

CHAPTER 2
DIDACTIC FUNDAMENTALS OF SPEECH DEVELOPMENT
PRESCHOOL CHILDREN
2.1. Strategy and tactics of modern training
preschoolers native language
A child who has crossed the threshold of kindergarten for the first time can already speak. But his verbal arsenal is insufficient to express thoughts, impressions, feelings: for this he lacks words.
In itself, visiting a kindergarten expands the possibilities of children’s speech development. Under the guidance of a teacher, they observe natural phenomena, people’s work activities, communicate with peers, listen to works of art read to them by the teacher, etc. All this, of course, enriches the child’s personality, expands his knowledge and develops his speech, but it is also necessary to work on children's speech.
Developing speech does not only mean giving children the opportunity to speak more, giving them material And topics for oral statements. Developing speech means systematically, systematically working on its content, its consistency, teaching the construction of Sentences, thoughtful selection of the appropriate word and its form, constantly working on the correct pronunciation of sounds and words. Only a continuous and organized system of working on a language will contribute to its mastery. Without special work on the content and its verbal expression, children will only learn to babble, which is harmful to their general and speech development.
It is also important that teaching the native language is conscious and meaningful, since on this basis orientation in linguistic phenomena is formed, conditions are created for independent observations of the language, and the level of self-control when constructing a statement increases.
Awareness is the process of a person reflecting reality with the participation of words. “To be aware, in opinion, means to reflect objective reality through socially developed generalized meanings objectified in words.”

A person, receiving impressions from the objects (phenomena) of reality affecting him, can verbally name them and express the relationship between them using language. Thanks to the word, he has the opportunity to give himself an account of what is being reflected, which means that his impressions become conscious. Thus awareness is possible through language.
According to F. A. Sokhin, awareness of linguistic reality (linguistic development) is the identification of a new area of ​​objective knowledge for the child, is an important point in enriching his mental development and is crucial for the subsequent systematic study of the native language course at school.
The accessibility of preschool children’s awareness of linguistic reality has been confirmed by numerous studies:
- awareness of the sound composition of a word in the process of learning to read and write (D. B. Elkonin, etc.);
- awareness of the semantic side of the word (s. n. Karpova, etc.);
awareness of word-formation relations (D. N. Bogoyavlensky, Tambovtseva, etc.);
- awareness of coherent statements (, etc.).
The listed studies refute the common point of view on speech development as a process entirely based on imitation, intuitive, unconscious acquisition of language by a child. They convincingly prove that the basis of speech development is the active, creative process of language acquisition and the formation of speech activity.
Confirming the availability of awareness of the elements of speech already in the spontaneous experience of children, the researchers emphasize the importance of special work on developing a conscious attitude to linguistic reality in order to develop in children the ability to “operate not with language, but on language (). Therefore, targeted training in speech and verbal communication is necessary. The central task of such training is the formation of linguistic generalizations and elementary awareness of the phenomena of language and speech.
But not all learning promotes awareness of the phenomena of language and speech. Education, which comes down only to the accumulation of knowledge, skills and abilities and does not develop in children the ability to think, does not teach them those mental operations (analysis, synthesis, comparison, generalization, etc.) with the help of which meaningful ideas are acquired, systematized and used. knowledge is ineffective both for speech development and for mental development in general. Many psychologists and teachers (, etc.) point to this fact: “Whoever demands from the school only knowledge, skills and abilities and at the same time does not prioritize the spiritual, moral, mental and physical development of the child, is essentially trying to put a cart ahead of the horse. The first place should be the development of the child, which will allow the student to acquire knowledge, develop skills and abilities.” This statement also applies to pre-school institutions.
Today, the first priority is given to the task of child development, which will make the process of equipping preschoolers with knowledge, skills and abilities more effective. A development mindset can be considered a modern strategy for teaching the native language to preschool children.
Among the various concepts of developmental education, based on the theory of the child’s zone of proximal development, today the approach developed by, etc., is becoming increasingly understood. In the interpretation of these psychologists, developmental education is training, the content, methods and forms of organization of which are directly focused on the patterns of child development .
In the opinion of the teacher, it is not enough to know well the material that will be offered to children and master teaching methods. If a child blindly follows the teacher through a maze knowledge, then he has a chance to go through this path without injuries (mistakes), but will not be able to see his own path through the labyrinth and then move independently. A child can go to school well prepared (be able to read, write, count), but he will never become a student (teaching himself) from being taught.
It is not enough to simply present children with a cognitive task. It must be accepted by the child, that is, it must become his own task. The question to be answered must be the child's own question, otherwise he may not be interested in information that he himself was not looking for. Therefore, the cognitive task must be posed in such a way that the child strives to solve it.
The developmental effect of training is also determined by the extent to which it is oriented not only to the age, but also to the individual characteristics of children. Individually oriented learning ensures that the teacher ensures that each child can realize his or her special qualities and preserve his or her individuality. To do this, the content of training must provide options for solving cognitive problems so that the child has freedom of choice.

The way training is organized determines a lot. Firstly, will children be capable only of performing activities, or will they develop initiative and the ability to independently solve various problems. Secondly, will they develop a thirst for knowledge? Thirdly, will you develop the ability to have your own point of view and at the same time perceive and respect the opinions of others.
If, in the process of learning their native language, a child is only an executor of the plan outlined by the teacher, if he is cognitively passive, then teaching will not contribute to his development and will not have the desired positive impact.
Therefore, in order to ensure children’s successful mastery of their native language, they must be encouraged to independent searches, to mental effort, to mental activity, they “must be taught to work” (). This is the main task of a preschool teacher.

Review questions
1. What can be considered a strategy for modern teaching of a native language?
2. What does it mean to develop speech?

2.2. The meaning of the native language. Learning Objectives
native language of preschool children

Every year the amount of knowledge that needs to be passed on to the younger generation is steadily growing. For this purpose, new programs are being created to prepare children for school in preschool institutions and study at school. To help children cope with complex problems, you need to take care of the timely and complete development of their speech.
Speech development in preschool age has a diverse impact on children. First of all, it plays a big role in their mental development.
The native language is “the key that opens the treasures of knowledge to children” (eva). Through their native language, children become familiar with material and spiritual culture (fiction, folklore, fine arts), and gain knowledge about the world around them (animal and plant kingdoms, people and their relationships, etc.). In words, children express their thoughts, impressions, feelings, needs, desires. And since any word is, to one degree or another, a generalization, in the process of mastering speech the child gradually develops logical thinking. Mastering language gives children the opportunity to reason freely, draw conclusions, and reflect various connections between objects and phenomena.
Teaching your native language creates more opportunities for moral development preschoolers. The word helps develop the joint activities of children, accompanying their games and work. Through the word, the child learns moral norms and moral values. argued that the formation of character, emotions and personality as a whole is directly dependent on speech.
Mastery of the native language occurs simultaneously with education of aesthetic attitude to nature, man, society, art. The native language itself has the features of beauty and is capable of evoking aesthetic experiences. Of particular importance for aesthetic development are the artistic word, verbal creativity and artistic and speech activity of children.
Thus, the role of the native language in the comprehensive development of a child is enormous and undeniable.
However, developing speech does not only mean providing children with the opportunity to speak more, providing material and topics for oral statements. Purposeful work on their speech is necessary.
The main goal of work on speech development in pre-school institutions is the formation oral speech and culture of verbal communication with others. It includes a number of specific private tasks, including: education of sound culture of speech, development of vocabulary, improvement of grammatical correctness of speech, development of coherent speech (dialogical and monological).
Where to start learning? The answer to this question is given. She draws the attention of teachers to the fact that all aspects of the language should be in their field of vision. None of these aspects of language can develop properly unless they are closely related and unless their development is guided by adults.
As he emphasizes, in each of these sides there is a nodal formation that allows you to isolate priority lines of work. IN working on the sound side of speech Particular attention is paid to teaching mastery of such characteristics as tempo, voice strength, diction, smoothness, and intonation when speaking. IN vocabulary work the semantic component comes to the fore, since only a child’s understanding of the meaning of a word (in a system of synonymous, antonymic, polysemic relations) can lead to a conscious choice of words and phrases and their precise use. When forming the grammatical structure of speech, first of all, mastering the methods of word formation of different parts of speech, the formation of linguistic generalizations, and the construction of syntactic structures (simple and complex sentences) are of great importance.
IN development of coherent speech- this is learning the ability to use a variety of means of communication (between words, sentences, parts of the text), the formation of ideas about the structure of the statement and its features in each type of text (description, narration, reasoning).
At the same time, the central, leading task of teaching the native language is the development of coherent speech, which, as aptly put, absorbs all the child’s speech achievements.
The tasks of speech development are implemented in a program that determines the scope of speech skills and abilities, the requirements for the speech of children in different age groups.
Currently, preschool institutions use variable programs: “Origins”, “Rainbow”, “Development”, “Childhood”, “Program for the development of speech for preschool children in kindergarten” (). Teachers have a choice. However, when choosing a program, it is necessary to take into account its scientific validity, convincing objectives and educational content. The program must prove why exactly these tasks and content can ensure the speech development of children; the relationship between speech development and other aspects of education and sections of the program must be ensured.

Questions and review task
1. What speech task is the leading one in teaching the native language? Justify your answer.
2. What are the priority lines of work on each side of speech?

2.3. Methodological principles of teaching children their native language

The organization of the speech development of preschool children should be built taking into account not only didactic (visuality, accessibility, systematicity, consistency, repetition, etc.), but also methodological principles, with the help of which the intensification of the learning process is ensured.
Methodological principles determine the choice of content, methods and techniques for teaching speech in accordance with the objectives of speech education of children.
Under methodological principles are understoodgeneral initial rules, guided by which the teacher chooses (or creates)
means of education. Methodological principles reflect the specifics of teaching native speech and are interrelated with each other
.
One of the important methodological principles of teaching is the principle of the formation of children's speech activity as an active process of speaking and understanding. This is dictated by the fact that speaking and understanding are two types of the same speech activity. They have a similar internal psychological nature and require the same conditions. Both the creation and understanding of speech presuppose mastery of the language system, that is, the system of those ways in which language conveys certain phenomena and relations of reality. For example, to correctly understand the statement “bring the pencils,” you need to feel that the “and” at the end of the word “pencil” is an indicator of plurality. The one who creates the statement must feel the same if he wants to get several pencils. A child listening to speech does not perceive it passively; he immediately becomes involved in the process of actively processing what he hears in order to extract content and thoughts from the utterance. wrote that listening to speech “is not just listening, to a certain extent we seem to be speaking together with the speaker.” emphasized that “any methodological concept that fundamentally opposes listening to speaking is incorrect in its very basis.”
Teaching the native language is also based on the principle of interconnection of all its sides: phonetic, lexical and grammatical. The unity of all aspects of language is manifested primarily in its communicative function, which acts as the main property of language, its essence.
The sound form inherent in any word creates the opportunity for communication: words are physically reproduced and perceived. However, the sound structure of a language does not exist by itself. Not any set of sounds, but only those that have a certain meaning, can serve the purposes of communication. The word acts as such a sound complex. The vocabulary of a language, its vocabulary, is a kind of language that serves to express thoughts. However, no matter how rich the vocabulary of a language is, without grammar it is dead, since it does not perform a communicative function. For the purpose of communication, words are grammatically organized, that is, they enter into certain relationships with each other in the structure of a sentence. Thanks to this, thoughts receive a harmonious form of expression.
The uniqueness of each aspect of language is manifested in the specifics of linguistic units; for phonetics, such units are the sound of speech, phoneme; for lexicology - a word from the point of view of its systematic meaning and use; for grammar - the word in its forms, as well as phrases and sentences.
The provisions given below determine the methodology for teaching the native language of preschoolers, taking into account intra-subject connections.
1. Based on the fact that all sides of the language are interconnected and at the same time, each of them is characterized by specific features, for conscious mastery of language, children must learn the characteristics of each of the sides of the language And connection between them.
The system of teaching the native language in preschool age should be built taking into account the essence of the connection between the sides of the language. This provision must be implemented both when determining the sequence of training and in the content of training itself.
2. Since the interaction of all sides of language is manifested in its communicative function, then in order for preschoolers to master the essence of this interaction, it is necessary to carry out training taking into account the leading role of the communicative function of language, i.e., realizing the significance of each of the sides of language and their unity in the process of communication.
For these purposes, when educating the sound culture of speech and preparing for literacy, a large place is given to explaining to preschoolers the unity of the semantic and pronunciation aspects of a word and the meaningful role of sounds.
In dictionary work, special attention is paid to showing the unity of all aspects of a word: pronunciation, lexical meaning, and the totality of grammatical features. In this case, it is necessary to achieve an understanding of both the nominative (nominal) function of the word and the lexical meaning.
When teaching grammar, the leading direction is to develop in children the ability to use sentences of different structures.
Language is acquired through the process of using it. Therefore, it is very important to promptly include children in the sphere of communication with others and organize active speech practice for them. The forms of including children in active speech practice are varied:
this is reading works of art, looking at illustrations and retelling their content; repetition of poems; asking riddles, didactic games and exercises, various types of children's theaters, etc. Children need, under the guidance of a teacher, to solve speech cognitive problems, compare, contrast.
Children's speech practice contributes to the development of what is usually called a “sense of language” or linguistic flair, which is the ability to use linguistic means appropriate to a given speech situation, without involving knowledge about language. This skill needs to be developed. If the spontaneously emerging orientation in the language is not supported, it collapses.
An important methodological principle is the principle speech action. The teacher must remember that not every utterance of speech sounds (even if it is entire texts) is speech. The phrases that the child speaks will be the result of a speech act only if a number of conditions are met:
if the student has an internal motive (Why this must be said);
- if there is a goal (For what this must be said);
- when there is a thought (what content needs to be conveyed in words).
The learning process must be structured so that the child’s actions are truly verbal at every moment of learning.
As a result of training, children should develop those speech skills without which it is impossible to create any, even the most elementary utterance (skills in choosing words, changing them, choosing a construction, observing “grammatical obligations,” changing words in accordance with them, etc. ). A speech skill can be considered formed only if it is transferred to new words and speech situations that the child has not yet encountered.
Researchers (L. P. Fedorenko) name other methodological principles:
- the relationship between sensory, mental and speech development of children;
- communicative-activity approach to speech development;
- enrichment of motivation for speech activity; organizing observations of language material;
- formation of elementary awareness of language phenomena, etc.
.
Based on the above methodological principles, a methodology is built for teaching children the sound culture of speech, vocabulary work, the formation of the grammatical structure of speech and the development of coherent speech.
Review task /
List the methodological principles of teaching your native language, reveal their essence.

2.4. Activity as a condition for speech development

and teaching native language

Speech serves the most important areas of human activity. A person’s activity in these areas is closely related to how well he speaks. The same applies to preschoolers. (Articles 32-32 are missing)

Denoting volitional and intellectual actions, they constitute
6.24%, and medal verbs - 3%. The imperativeness of the verb is reduced by about 10%. The ratio of the index fingers changes
and personal pronouns in favor of personal ones. From the age of four appears
indirect speech.
Extra-situational-personal form of communication typical for children five to seven years old. At the age of five to seven years, communicative tasks come to the fore. Preschoolers actively talk with adults about what is happening between people; persistently trying to figure out what to do; think about both their own actions and the actions of other people. These conversations are theoretical in nature (questions, discussions, disputes). Children talk about themselves, ask adults about themselves, talk about their group friends, and love to listen to stories about everything that concerns people. Older preschoolers turn any activity into a springboard for discussing issues that concern them. They strive for mutual understanding and empathy. Children are characterized by the greatest degree of speech directed towards their partner compared to other stages. Unaddressed speech makes up 40% of all speech. Children speak in more complex sentences (14.9%). Adjectives define, in addition to attributive properties (69.8%), aesthetic (14.6%), ethical properties of characters (2.32%), their physical and emotional state (9.3%). The share of verbs of volitional and intellectual action is increasing (9.7% of all verbs). The share of imperative verbs decreases to 4.8%. Personal pronouns make up 69.7% of all pronouns. Children begin to use both indirect and direct speech.
So, the development of speech in preschoolers occurs in their communication with adults. Under the influence and initiative of an adult, children transition from one form of communication to another, and a new content of the need for communication is formed.
However, the child communicates not only with adults, but also with his peers. Communication with peers, which occurs in children in the third year of life, has the following features:
- bright emotional intensity. If a child usually speaks more or less calmly with an adult, without unnecessary expressions, then a conversation with peers, as a rule, is accompanied by sharp intonations, shouting, antics, etc. In the communication of preschoolers, there are almost 10 times more expressive and facial manifestations than in communication with adults;
- non-standard children's statements, lack of strict norms and rules. When communicating with an adult, even the smallest child adheres to certain norms of statements, generally accepted phrases and speech patterns. When talking to each other, children use the most unexpected, unpredictable words, combinations of words and sounds, phrases (buzz, crackle, imitate each other, come up with new names for familiar objects);
- predominance of proactive statements over reactive ones. When communicating with peers, it is much more important for a child to speak out himself than to listen to another. Therefore, conversations, as a rule, do not work out: children interrupt each other, each talking about his own things, without listening to his partner. A child perceives an adult in a completely different way. The preschooler most often supports his initiative and proposal, tries to answer his questions, and listens more or less carefully to messages and stories. When communicating with an adult, a child would rather listen than speak;
- children’s communication with each other is much richer in its purpose and functions. Here: managing your partner’s actions (showing how you can and can’t do it), and controlling his actions (make a timely remark), and imposing your own patterns (force him to do exactly that), and playing together (decide together how we will play) , and constant comparison with yourself (I can do this, and you?). From an adult, the child expects either an assessment of his actions or new cognitive information.
From the above, the conclusion follows: an adult and a peer contribute to the development of different aspects of a child’s personality. In communication with adults, a child learns to speak and do the right thing, listen and understand others, and acquire new knowledge. In communicating with peers - to express oneself, manage other people, enter into various relationships. In addition, a peer can teach many things much better, for example, the ability to speak correctly. Studies and others have shown that a child’s speech addressed to a peer is more coherent, understandable, detailed and lexically rich. Communicating with other children, the child expands his vocabulary, replenishing it with adverbs of manner of action, adjectives that convey an emotional attitude, personal pronouns, and more often uses a variety of verb forms and complex sentences. Researchers explain this by saying that a child is a less understanding and sensitive partner than an adult. It is the peer’s lack of understanding that plays a positive role in the development of children’s speech.
When talking to an adult, the child does not make much effort to be understood. An adult will always understand it, even if the child’s speech is not very clear. Another thing is a peer. He will not try to guess the desires and moods of his friend. He needs to say everything clearly and clearly. And since children really want to communicate, they try to more coherently and clearly express their intentions, thoughts, and desires.

The sound side of speech is the form of its material existence. From the materialist doctrine of language and thinking it follows that sound language has become the most important means of human communication. The sound side of speech is a complex phenomenon, the aspects of research of which are physical, physiological, and linguistic*.

The importance of working to improve the sound aspect of speech can hardly be overestimated. High quality speech sound social significance, as it ensures the effectiveness of communication, contributes to better transmission and adequate perception by interlocutors of their thoughts and feelings. No less significant is aesthetic value the sound side of oral speech, which is an important indicator of a person’s general speech culture, which is, first of all, spoken speech. Finally, the sound quality of spoken speech has educational value, plays a significant role in mastering the content of many academic subjects, since the educational process in primary school proceeds in the mode of oral speech activity.

Work on the sound side of speech is aimed at the formation of pronunciation culture as a set of oral speech skills necessary for speech in accordance with the literary norm.

Work on the development of students’ speech is based on those identified by L. P. Fedorenko patterns of speech acquisition and principles of learning.“The patterns of speech acquisition are a statement of an objectively existing relationship between the results of a student’s speech development (his speech acquisition) and the improvement of his speech-creative system. The principles of the methodology are the rules (requirements) of what a teacher should do in order to ensure the development of one or another organ of the student’s speech-making system and their coordination.” The first law of speech acquisition: speech is acquired when the ability to control the muscles of the speech-motor apparatus is acquired. The effectiveness of improving the speech organs depends on the speech environment in which the child grows up, on the developmental potential of the speech environment, and the degree of attentiveness of adults to the pronunciation of sounds by children. In a situation where a child independently masters the correct sound pronunciation, special intervention from the teacher is unnecessary, however, children can also adopt incorrect pronunciation (slurred, sluggish, fast-talking, burr, lisp, etc.). Thus, that part of the speech-creating system that produces speech movements is completely material, it works according to laws, which are based on the instinct of imitation and adjustment. From the first law of speech acquisition (speech is acquired when the ability to control the muscles of the speech-motor apparatus is acquired) it follows the principle of attention to the matter of language. This rule (requirement) directs the teacher to be attentive to the development of the student’s speech-motor apparatus, to monitor the correctness of sound pronunciation, pronunciation of words, intonation of a separate sentence, text. According to this principle, the teacher selects language material, methods, teaching techniques, mainly based on imitation (creation of an exemplary speech environment, use of sound samples, etc.).

The most important means of creating the developmental potential of the speech environment is pronunciation culture of teacher speech, which implements the principle of orientation towards the ideal. The speech ideal is the historically established idea of ​​good speech in national Russian culture; the ideal of pronunciation culture is a harmonious combination of diction clarity, adherence to orthoepic norms, and intonation expressiveness.

Work on the development of the sound side of schoolchildren’s speech is based on data from pronunciation stylistics and involves the implementation stylistic approach: practical, without introducing terms, familiarization with pronunciation styles; development in students of a sense of style in pronunciation as the child’s ability to intuitively correlate the features of the pronunciation of a statement and the communication situation.

Within the framework of literary speech, from the standpoint of phonetics, full and colloquial styles of pronunciation are distinguished; The vernacular style remains outside the literary language. Full pronunciation style is fundamental in teaching the Russian language and literary reading. This style is characterized by a somewhat slow, distinct, careful pronunciation in accordance with current literary norms. The skills of a complete pronunciation style are formed in schoolchildren in the process of purposeful training in oral monologue speech intended for public speaking. Situations for implementing a full pronunciation style in the educational process: student responses to teacher questions in class; retelling of artistic or scientific educational text; reading a poem by heart, etc.

Conversational pronunciation style manifests itself in everyday dialogical speech, communication with friends and loved ones. Conditions for implementing the conversational style: relaxed, informal atmosphere; communication not prepared in advance; everyday topics of communication. The conversational pronunciation style is characterized by normativity, however, in contrast to the full style, it has the following features: faster pronunciation, less tension in articulation. The consequence is increased reduction of vowels, a more noticeable change in consonants (assimilation, deletion), which are perceived as unclear pronunciation.

The features of conversational style in the oral speech of schoolchildren were characterized by A. A. Bondarenko. In the area of ​​consonants:

• 1) loss of consonants in the position between vowels (sk/z/ala, dy/d/enka) ;
• 2) simplification of consonant groups (groups of two or three sounds are simplified) ( adult, in/scare away, red/n/small);
• 3) replacement And- non-syllabic vowel sound [and], resulting in the word being pronounced with an additional syllable (pool instead of pool).

In the vowel area:

• 1) loss of vowel sounds ( That's why, more)]
• 2) contraction of vowels in the pre-stressed part of the word ( z[a]park, s[a]chat, [e]drome).

Remains outside the literary language colloquial pronunciation, including labeled forms: funds A, tranvay, diLecturer, colidor, put, It's ringing. Vernacular forms are not systematic; this is a set of features that reveals itself only in the speech of speakers of vernacular.

Directions of work on the formation of pronunciation styles.

• 1) development of skills for ideal presentation of oral speech within the framework of a complete style;
• 2) improving the skills of a standardized conversational style;
• 3) assistance in overcoming non-normative dialect and narrow social (slang, everyday, etc.) pronunciation.

Among the modern factors in the development of the pronunciation culture of junior schoolchildren is multicultural nature of the educational environment. Migration processes have led to the spread in secondary schools of large cities of co-education of Russian-speaking children and children for whom Russian is not their native language. These students think in their native language (Tatar, Georgian, Lithuanian, etc.), the laws of which often contradict the norms of the Russian language.

There are two groups of students for whom Russian is not their native language. Firstly, these are bilingual children, who often speak two languages ​​from the moment of birth: their native language and Russian as the language of the country of residence, the state language of the Russian Federation. The advantages of bilingualism are significant: bilingual children are receptive to other people and other cultures; they are sociable and open to communication; these children have more developed metalinguistic perception and easily switch from one language to another; bilingual children are able to focus better and perform several tasks simultaneously; their thinking is flexible, divergent, and relies on imagination.

The second group of students for whom Russian is not their native language are foreign-language children whose parents, as a rule, have migrant status. Foreign-language students speak Russian at the threshold level, the level of urban communication (everyday). Modern researchers state that foreign-born children are in a very difficult situation of constantly overcoming the language barrier. On the one hand, in migrant families, as a rule, it is customary to communicate in their native language, so foreign-language children often do not understand the meaning of many Russian words they use; on the other hand, in an educational institution these children must use only Russian. In the speech of foreign-language children, interference errors arise that are a consequence of false correspondences that the students themselves establish between units of two language systems - the systems of the native and Russian languages. Therefore, in the process of improving the pronunciation side of the speech of non-Russian students, it is necessary to take into account the peculiarities of the phonetic and phonological systems of the Russian and native languages ​​of the students, since as a result of incorrect pronunciation of Russian sounds, students develop an accent. Speakers of different languages ​​should be taught to hear Russian sounds and articulate them correctly. A favorable psychological environment is important, since children of migrants often have a fear of making a mistake, and as a result, a refusal to communicate.

An equally important factor in the formation of pronunciation culture is media influence. The positive features of the media are: democratization of language; strengthening the “conversational flow”; general revitalization of the language, the naturalness of its sound. A negative feature is the “losing” of language norms and Russian cultural and speech traditions. Typical violations of pronunciation norms in modern media include: a general decline in the level of pronunciation culture of leading television programs; speech rate is too high with unclear diction and monotonous intonation. Often in the speech of television journalists there are violations of orthoepic norms when pronouncing both native Russian words and borrowed words ( more beautiful, pamper, hyphen, dispensary, calls,

catalog, sorrel, blinds and etc.). Journalists also often copy the intonation pattern of the English language.

The tasks of forming a pronunciation culture highlight the need to implement a method of relying on speech hearing.

Speech hearing is auditory sensitivity, the ability to perceive by ear the features of the sound design of a phrase. S. F. Ivanova defines speech hearing as the psycholinguistic ability of a person, when perceiving speech, to capture by ear and simultaneously reproduce in internal speech all phonological means of language, articulating and intoning audible speech.

Speech hearing has a complex structure, each of its components, being developed to one degree or another, determines the degree of development of speech hearing. To ensure targeted work on the development of speech hearing, the teacher must know its components:

• 1) physical (the ability to adequately perceive spoken speech);
• 2) phonemic (the ability to distinguish speech sounds, correlating them with the phonetic system of the language);
• 3) pitch, in unity with the sense of tone (the ability to sense melody and tone, or timbre coloring in speech);
• 4) a sense of rhythm in close unity with a sense of tempo (the ability to sense the tempo and rhythm required by the situation).

Recommendations for the development of speech hearing proposed by S. F. Ivanova. Firstly, it is necessary to study the state of speech hearing in each schoolchild and, based on the data of this analysis, group students in such a way that it is possible to carry out work on improving speech hearing in a differentiated manner. Secondly, work to improve speech hearing must be carried out wherever observation of the intonation-sound side of speech takes place. Third, in constructing a system for the development of speech hearing, the sequence from observation of the sound of speech to awareness of its features should be strictly observed. Fourthly, audio visualization and technical teaching aids should be used. Fifthly, It is necessary to teach schoolchildren to be attentive not only to the content of the statement, but also to the intonation and sound design of the speaker’s speech. Finally, the full pronunciation style should be taken as the standard for the sound of speech.

Methodists (A.V. Bogdanova, A.Yu. Chirvo, A.I. Shpuntov and others) recommend using a sound sample to solve problems of improving pronunciation culture - an audiovisual didactic tool containing speech material that allows for targeted work on observation and comprehensive analysis pronunciation features of oral speech. The sound sample is considered as an important means of creating the developmental potential of the speech environment.

Technique for analyzing sound samples is the leader, since speech is initially acquired by children through imitation and imitation. Analysis of a sound sample helps students discover their own pronunciation shortcomings and prevent the emergence of new pronunciation errors. The experience of analyzing the sound side of speech under the guidance of a teacher creates favorable conditions for the formation in students of a critical, conscious attitude to the speech of their interlocutors and their own speech.

Sound sample requirements^:

• 1) the sample must be a recording of classic works of children's literature;
• 2) the sample text should be accessible and interesting in content;
• 3) the sample must contain a recording of the speech of professionals (readers, artists) who have impeccable pronunciation and intonation of oral speech;
• 4) each specific sample is intended for the analysis of one pronunciation feature of speech (diction, compliance with orthoepy norms, tempo, emotional intonation, etc.);
• 5) one or another feature of the sound of speech can be presented from different sides: positive, negative.

Organization of work with a sound sample defined by A. Yu. Chirvo. Up to 10 minutes can be allocated for this work at the beginning (speech exercise), middle (rest, change of activity), and end (summarizing) of the lesson. Before listening to a sound sample, it is necessary to prepare students for perception, set a learning task, for example: “Today in class we will learn what helps make speech more intelligible and understandable to our interlocutors.” The primary perception of a sound sample should not be disturbed by remarks, comments, or other verbal and non-verbal actions. The sound of a separate sample fragment should not last more than two to three minutes, since with prolonged listening, children’s attention is scattered, and the quality of perception of the sound side of speech deteriorates. Discussion (analysis) of a heard sound sample involves questions to identify an emotional reaction, understanding the actual content and general meaning of the text. Secondary listening involves the goal of detecting and understanding the pronunciation features of the sample. Depending on the content of the text of the sound sample, simultaneous work can be carried out with the sound fragment and the written text in order to mark it up, reflecting the sound. Finally, training exercises are carried out aimed at developing one or another component (diction, spelling, intonation) of pronunciation skills. The work with the sound sample is completed with a clear and correct reproduction of the listened fragment close to the text (or by heart).

Among the various concepts of developmental education based on L. S. Vygotsky’s theory of the child’s zone of proximal development, today the approach developed by V. V. Davydov, V. V. Repkin and others is becoming increasingly understood. In the interpretation of these psychologists, developmental education is training, the content, methods and forms of organization of which are directly focused on the patterns of child development.
For a teacher, according to M. S. Soloveichik, it is not enough to know well the material that will be offered to children and master teaching methods. If a child blindly follows the teacher through a maze knowledge, then he has a chance to go through this path without injuries (mistakes), but will not be able to see his own path through the labyrinth and then move independently. A child can go to school well prepared (be able to read, write, count), but he will never become a student (teaching himself) from being taught.
It is not enough to simply present children with a cognitive task. It must be accepted by the child, that is, it must become his own task. The question to be answered must be the child's own question, otherwise he may not be interested in information that he himself was not looking for. Therefore, the cognitive task must be posed in such a way that the child strives to solve it.
The developmental effect of training is also determined by the extent to which it is oriented not only to the age, but also to the individual characteristics of children. Individually oriented education involves the teacher's concern for each child to realize his or her special qualities and preserve his or her individuality. To do this, the content of training must provide options for solving cognitive problems so that the child has freedom of choice.

The way training is organized determines a lot. Firstly, will children be capable only of performing activities, or will they develop initiative and the ability to independently solve various problems. Secondly, will they develop a thirst for knowledge? Thirdly, will you develop the ability to have your own point of view and at the same time perceive and respect the opinions of others.

If, in the process of learning their native language, a child is only an executor of the plan outlined by the teacher, if he is cognitively passive, then teaching will not contribute to his development and will not have the desired positive impact.
Therefore, in order to ensure children’s successful mastery of their native language, they must be encouraged to independent searches, to mental effort, to mental activity, they “must be taught to work” (A. A. Lyublinskaya). This is the main task of a preschool teacher.

1. What can be considered a strategy for modern teaching of a native language?
2. What does it mean to develop speech?
2.2. The meaning of the native language. Learning Objectives
native language of preschool children
Every year the amount of knowledge that needs to be passed on to the younger generation is steadily growing. For this purpose, new programs are being created to prepare children for school in preschool institutions and study at school. To help children cope with complex problems, you need to take care of the timely and complete development of their speech.
Speech development in preschool age has a diverse impact on children. First of all, it plays a big role in their mentaldevelopment.
The native language is “the key that opens treasures of knowledge to children” (O. I. Solovyova). Through their native language, children become familiar with material and spiritual culture (fiction, folklore, fine arts), and gain knowledge about the world around them (animal and plant kingdoms, people and their relationships, etc.). In words, children express their thoughts, impressions, feelings, needs, desires. And since any word is, to one degree or another, a generalization, in the process of mastering speech the child gradually develops logical thinking. Mastering language gives children the opportunity to reason freely, draw conclusions, and reflect various connections between objects and phenomena.
Teaching your native language creates more opportunities for moral development preschoolers. The word helps develop the joint activities of children, accompanying their games and work. Through the word, the child learns moral norms and moral values. L. S. Vygotsky argued that the formation of character, emotions and personality as a whole is directly dependent on speech.
Mastery of the native language occurs simultaneously with education of aesthetic attitude to nature, man, society, art. The native language itself has the features of beauty and is capable of evoking aesthetic experiences. Of particular importance for aesthetic development are the artistic word, verbal creativity and artistic and speech activity of children.
Thus, the role of the native language in the comprehensive development of a child is enormous and undeniable.
However, developing speech does not only mean providing children with the opportunity to speak more, providing material and topics for oral statements. Purposeful work on their speech is necessary.
The main goal of work on speech development in preschool institutions is the formation of oral speech and a culture of verbal communication with others. It includes a number of specific private tasks, including: education of sound culture of speech, development of vocabulary, improvement of grammatical correctness of speech, development of coherent speech (dialogical and monological).
Where to start learning? The answer to this question is given by A.P. Usova. She draws the attention of teachers to the fact that all aspects of the language should be in their field of vision. None of these aspects of language can develop properly unless they are closely related and unless their development is guided by adults.
As O. S. Ushakova emphasizes, in each of these sides there is a nodal formation that makes it possible to isolate priority lines of work. IN working on the sound side of speech Particular attention is paid to teaching mastery of such characteristics as tempo, voice strength, diction, smoothness, and intonation when speaking. IN vocabulary work the semantic component comes to the fore, since only a child’s understanding of the meaning of a word (in a system of synonymous, antonymic, polysemic relations) can lead to a conscious choice of words and phrases and their precise use. When forming the grammatical structure of speech, first of all, mastering the methods of word formation of different parts of speech, the formation of linguistic generalizations, and the construction of syntactic structures (simple and complex sentences) are of great importance.
IN development of coherent speech- this is learning the ability to use a variety of means of communication (between words, sentences, parts of the text), the formation of ideas about the structure of the statement and its features in each type of text (description, narration, reasoning).
At the same time, the central, leading task of teaching the native language is the development of coherent speech, which, in the apt expression of F.A. Sokhin, absorbs all the speech achievements of the child.
The tasks of speech development are implemented in a program that determines the scope of speech skills and abilities, the requirements for the speech of children in different age groups.
Currently, preschool institutions use variable programs: “Origins”, “Rainbow”, “Development”, “Childhood”, “Program for the development of speech for preschool children in kindergarten” (O. S. Ushakova). Teachers have a choice. However, when choosing a program, it is necessary to take into account its scientific validity, convincing objectives and educational content. The program must prove why exactly these tasks and content can ensure the speech development of children; the relationship between speech development and other aspects of education and sections of the program must be ensured.
Questions and review task
1. What speech task is the leading one in teaching the native language? Justify your answer.
2. What are the priority lines of work on each side of speech?

2.3. Methodological principles of teaching children their native language

The organization of the speech development of preschool children should be built taking into account not only didactic (visuality, accessibility, systematicity, consistency, repetition, etc.), but also methodological principles, with the help of which the intensification of the learning process is ensured.
Methodological principles determine the choice of content, methods and techniques for teaching speech in accordance with the objectives of speech education of children.
Under methodological principles are understoodare commoninitial rules, guided by which the teacher chooses (or creates)
means of education. Methodological principles reflect the specifics of teaching native speech and are interrelated with each other
.
One of the important methodological principles of teaching is principle of speech formationactivitieschildren as an active process of speaking and understanding. This is dictated by the fact that speaking and understanding are two types of the same speech activity. They have a similar internal psychological nature and require the same conditions. Both the creation and understanding of speech presuppose mastery of the language system, that is, the system of those ways in which language conveys certain phenomena and relations of reality. For example, to correctly understand the statement “bring the pencils,” you need to feel that the “and” at the end of the word “pencil” is an indicator of plurality. The one who creates the statement must feel the same if he wants to get several pencils. A child listening to speech does not perceive it passively; he immediately becomes involved in the process of actively processing what he hears in order to extract content and thoughts from the utterance. P. P. Blonsky wrote that listening to speech “is not just just listening, to a certain extent we seem to be speaking together with the speaker.” A. A. Leontyev emphasized that “any methodological concept that fundamentally opposes listening to speaking is incorrect at its very core.”
Teaching the native language is also based on the principle of interconnection of all its sides: phonetic, lexical and grammatical. The unity of all aspects of language is manifested primarily in its communicative function, which acts as the main property of language, its essence.
The sound form inherent in any word creates the opportunity for communication: words are physically reproduced and perceived. However, the sound structure of a language does not exist by itself. Not any set of sounds, but only those that have a certain meaning, can serve the purposes of communication. The word acts as such a sound complex. The vocabulary of a language, its vocabulary, is a kind of building material that serves to express thoughts. However, no matter how rich the vocabulary of a language is, without grammar it is dead, since it does not perform a communicative function. For the purpose of communication, words are grammatically organized, that is, they enter into certain relationships with each other in the structure of a sentence. Thanks to this, thoughts receive a harmonious form of expression.
The uniqueness of each aspect of language is manifested in the specificity of linguistic units; for phonetics, such units are the sound of speech, the phoneme; for lexicology - a word from the point of view of its systematic meaning and use; for grammar - a word in its forms, as well as a phrase and a sentence.
The provisions given below determine the methodology for teaching the native language of preschoolers, taking into account intra-subject connections.
1. Based on the fact that all sides of the language are interconnected and at the same time, each of them is characterized by specific features, for conscious mastery of language, children must learn the characteristics of each of the sides of the language And connection between them.
The system of teaching the native language in preschool age should be built taking into account the essence of the connection between the sides of the language. This provision must be implemented both when determining the sequence of training and in the content of training itself.
2. Since the interaction of all sides of language is manifested in its communicative function, then in order for preschoolers to master the essence of this interaction, it is necessary to carry out training taking into account the leading role of the communicative function of language, i.e., realizing the significance of each of the sides of language and their unity in the process of communication.
For these purposes, when educating the sound culture of speech and preparing for literacy, a large place is given to explaining to preschoolers the unity of the semantic and pronunciation aspects of a word and the meaningful role of sounds.
In dictionary work, special attention is paid to showing the unity of all aspects of a word: pronunciation, lexical meaning, and the totality of grammatical features. In this case, it is necessary to achieve an understanding of both the nominative (nominal) function of the word and the lexical meaning.
When teaching grammar, the leading direction is to develop in children the ability to use sentences of different structures.
Language is acquired through the process of using it. Therefore, it is very important to promptly include children in the sphere of communication with others and organize active speech practice for them. The forms of including children in active speech practice are varied:
this is reading works of art, looking at illustrations and retelling their content; repetition of poems; asking riddles, didactic games and exercises, various types of children's theaters, etc. Children need, under the guidance of a teacher, to solve speech cognitive problems, compare, contrast.
Children's speech practice contributes to the development of what is usually called a “sense of language” or linguistic flair, which is the ability to use linguistic means appropriate to a given speech situation, without involving knowledge about language. This skill needs to be developed. If the spontaneously emerging orientation in the language is not supported, it collapses.
An important methodological principle is the principle speech action. The teacher must remember that not every utterance of speech sounds (even if it is entire texts) is speech. The phrases that the child speaks will be the result of a speech act only if a number of conditions are met:
if the student has an internal motive (Why this must be said);
- if there is a goal (Forwhat this must be said);
- when there is a thought (what content needs to be conveyed in words).
The learning process must be structured so that the child’s actions are truly verbal at every moment of learning.
As a result of training, children should develop those speech skills without which it is impossible to create any, even the most elementary utterance (skills in choosing words, changing them, choosing a construction, observing “grammatical obligations,” changing words in accordance with them, etc. ). A speech skill can be considered formed only if it is transferred to new words and speech situations that the child has not yet encountered.
Researchers (L. P. Fedorenko, E. P. Korotkova, V. I. Yashina) also name other methodological principles:
- the relationship between sensory, mental and speech development of children;
- communicative-activity approach to speech development;
- enrichment of motivation for speech activity; organizing observations of language material;
- formation of elementary awareness of language phenomena, etc.
.
Based on the above methodological principles, a methodology is built for teaching children the sound culture of speech, vocabulary work, the formation of the grammatical structure of speech and the development of coherent speech.
Review task /
List the methodological principles of teaching your native language, reveal their essence.

2.4. Activity as a condition for speech development

and teaching native language

Speech serves the most important areas of human activity. A person’s activity in these areas is closely related to how well he speaks. The same applies to preschoolers. (Articles 32-32 are missing)

Denoting volitional and intellectual actions, they constitute
6.24%, and medal verbs - 3%. The imperativeness of the verb is reduced by about 10%. The ratio of the index fingers changes
and personal pronouns in favor of personal ones. From the age of four appears
indirect speech.
Extra-situational-personal form of communication typical for children five to seven years old. At the age of five to seven years, communicative tasks come to the fore. Preschoolers actively talk with adults about what is happening between people; persistently trying to figure out what to do; think about both their own actions and the actions of other people. These conversations are theoretical in nature (questions, discussions, disputes). Children talk about themselves, ask adults about themselves, talk about their group friends, and love to listen to stories about everything that concerns people. Older preschoolers turn any activity into a springboard for discussing issues that concern them. They strive for mutual understanding and empathy. Children are characterized by the greatest degree of speech directed towards their partner compared to other stages. Unaddressed speech makes up 40% of all speech. Children speak in more complex sentences (14.9%). Adjectives define, in addition to attributive properties (69.8%), aesthetic (14.6%), ethical properties of characters (2.32%), their physical and emotional state (9.3%). The share of verbs of volitional and intellectual action is increasing (9.7% of all verbs). The share of imperative verbs decreases to 4.8%. Personal pronouns make up 69.7% of all pronouns. Children begin to use both indirect and direct speech.
So, the development of speech in preschoolers occurs in their communication with adults. Under the influence and initiative of an adult, children transition from one form of communication to another, and a new content of the need for communication is formed.
However, the child communicates not only with adults, but also with his peers. Communication with peers, which occurs in children in the third year of life, has the following features:
- bright emotional intensity. If a child usually talks to an adult more or less calmly, without unnecessary expressions, then a conversation with peers, as a rule, is accompanied by sharp intonations, shouting, antics, etc. In communication between preschoolers, there are almost 10 times more expressive and facial expressions than in communication with adults;
- non-standard children's statements, lack of strict norms and rules. When communicating with an adult, even the smallest child adheres to certain norms of statements, generally accepted phrases and speech patterns. When talking to each other, children use the most unexpected, unpredictable words, combinations of words and sounds, phrases (buzz, crackle, imitate each other, come up with new names for familiar objects);
- predominance of proactive statements over reactive ones. When communicating with peers, it is much more important for a child to speak out himself than to listen to another. Therefore, conversations, as a rule, do not work out: children interrupt each other, each talking about his own things, without listening to his partner. A child perceives an adult in a completely different way. The preschooler most often supports his initiative and proposal, tries to answer his questions, and listens more or less carefully to messages and stories. When communicating with an adult, a child would rather listen than speak;
- children’s communication with each other is much richer in its purpose and functions. Here: managing your partner’s actions (showing how you can and can’t do it), and controlling his actions (make a timely remark), and imposing your own patterns (force him to do exactly that), and playing together (decide together how we will play) , and constant comparison with yourself (I can do this, and you?). From an adult, the child expects either an assessment of his actions or new cognitive information.
From the above, the conclusion follows: an adult and a peer contribute to the development of different aspects of a child’s personality. In communication with adults, a child learns to speak and do the right thing, listen and understand others, and acquire new knowledge. In communicating with peers - to express oneself, manage other people, enter into various relationships. In addition, a peer can teach many things much better, for example, the ability to speak correctly. Research by A. G. Ruzskaya, A. E. Reinstein and others showed that a child’s speech addressed to a peer is more coherent, understandable, detailed and lexically rich. Communicating with other children, the child expands his vocabulary, replenishing it with adverbs of manner of action, adjectives that convey an emotional attitude, personal pronouns, and more often uses a variety of verb forms and complex sentences. Researchers explain this by saying that a child is a less understanding and sensitive partner than an adult. It is the peer’s lack of understanding that plays a positive role in the development of children’s speech.
When talking to an adult, the child does not make much effort to be understood. An adult will always understand it, even if the child’s speech is not very clear. Another thing is a peer. He will not try to guess the desires and moods of his friend. He needs to say everything clearly and clearly. And since children really want to communicate, they try to more coherently and clearly express their intentions, thoughts, and desires.

By communicating with an adult, a preschooler masters speech norms and learns new words And phrases. However, all these learned words and expressions may remain “passive” and not be used in everyday life. A child may know many words, but not use them because there is no need. For passive knowledge to become active, there needs to be a vital need for it. This need arises in a child when he communicates with a peer.

Thus, for the development of children’s speech, it is necessary for the child to communicate with both adults and peers, since each of the areas of communication influences the development of certain aspects of the speech of preschoolers.
One of the important activities for speech formation is training in special classes.
OccupyI- it is a part, a fragment of a single whole, a kind of “cell” of the educational process, in which the signs inherent in the entire phenomenon appear. Teaching a native language in the classroom is a planned, systematic process of developing all aspects of a child’s speech and thinking, a process of purposefully developing his speech skills.
Speech activity is the main activity of children in their native language classes. It is closely related to mental activity, mental activity: children listen, think, answer questions, ask them themselves, compare, draw conclusions, generalizations. Children not only perceive an adult’s speech, but also, expressing thoughts in their speech, select from the vocabulary the right word that more accurately characterizes an object or phenomenon and reflects the attitude towards it.
The unique feature of many activities is the internal activity of children despite their external inhibition. For example, one child talks and the rest listen. Listeners are outwardly passive, but internally active (follow the sequence of the story, empathize with the hero, etc.).
In classes, children gain new knowledge, learn to perform tasks in accordance with verbal instructions, acquire initial skills of organized mental work, and learn to study. Classes enable the teacher to see successes and failures in the acquisition of knowledge and the formation of skills of each child.
In the early 90s. XX century Some authors proposed abandoning classes on speech development, leaving them only in the senior and preparatory groups as classes in preparation for learning to read and write. They proposed solving the problems of speech development in other classes and in the process of everyday life, arguing that in classes: it is not possible to provide each child with sufficient speech practice; many children limit themselves mainly to listening; Reproductive teaching methods predominate; The relationship between the teacher and children is built on an educational and disciplinary basis; teaching the native language is little aimed at developing communicative activities, etc. .
This point of view was not supported either by researchers studying the problems of speech development of preschool children or by practitioners. The need for special classes by M. M. Alekseev and V. I. Yashin is explained by a number of circumstances: