home » Interwar period Diagnostic materials for the examination of the speech development of children of the middle group. Features of the development of the sound culture of speech

Diagnostic materials for the examination of the speech development of children of the middle group. Features of the development of the sound culture of speech

Introduction…………………………………………………………………….....
Section 1. Examination sound culture children's speech school age based on the materials of M.I. Fomicheva………...
Features of the development of sound culture of speech…………………...
How is the assimilation of sounds…………………………………....
How to identify the features of sound pronunciation in children
Examination of the sound culture of children's speech……………………...
General principles examination of the speech of children……………………
Material for examination……………………………………...
Conducting a survey………………………………………..
Formulation of survey results……………………………………………………………………
Conclusions on the results of the survey………………………….
Section 2. Organization of work on sound pronunciation based on the materials of O.S. Ushakova and E.M. Strunina…………………….
Games and exercises for the development of the sound culture of speech of younger children preschool age…………………………………….
Games and exercises for the development of the sound culture of speech of children of senior preschool age………………………………………..
Section 3. Examination of the state of development of speech in children of senior preschool age based on the materials of A.I. Maksakova…………….
Formation of speech communication skills (communication culture) 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 acquire literacy………………………..……
Levels of speech development……………………………………………...

INTRODUCTION

The proposed material is intended for employees of preschool educational institutions, educators, as well as for parents interested in the development of speech of preschool children. Here are games, exercises, classes for 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 were developed by O.S. Ushakova and E.M. Strunina, as well as researchers, teachers 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. Lavrent’eva, G.I. Nikolaychuk, L.A. Kolunova).

The material is devoted to the problems studied in the Laboratory for the Development of Speech and Speech Communication of the Institute of Preschool Education and Family Education of the Russian Academy of Education, it corresponds to the "Speech Development Program", created in 1994 and supplemented in 2000. Separate games and exercises are presented in manuals for the development of speech of preschoolers : “Come up with a word” (M .: Education, 1996), “Classes on the development of speech in kindergarten"(M .: Perfection, 1998)," We introduce preschoolers to literature "(M .: Sphere, 1998). Solving problems related to learning mother tongue and the development of the speech of children of younger, middle and older preschool age, is carried out in accordance with the above program in the following areas: education of the sound culture of speech, vocabulary work, the formation of the grammatical structure of speech, the 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 the awareness of the phonological means of the language, the intonational expressiveness of speech. The development of the sound side of speech is closely related to teaching a child to read and write, the ability to recognize the place of a sound in a word, to isolate sounds hissing, whistling, sonorous, hard and soft, vowels and consonants. All these skills are necessary for the child to continue learning 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 the conscious compilation of coherent statements of various types - narrative, description, reasoning.

In the course of the presentation of games and exercises, the disclosure of the goal and the formulation of tasks, methodological instructions are given that an adult should pay attention to. You can repeatedly return to the implementation of these tasks and complicate them.

Tasks include simultaneously solving different tasks that are closely intertwined: after determining the sound or syllabic composition of a word, children perform exercises to select definitions, thereby reinforcing the rule for matching words in gender, number, case, and then the questions direct their attention to determining the meaning of the word or the selection of 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 questions make the child think about different meanings of the same word (sewing needle, hedgehog, pine, medical, etc.).

Thus, if the child is aware of the meaning of the word and at the same time sees the possibilities of compatibility of this word with others, the change of the word, its grammatical forms, language (linguistic), the child's abilities will develop more successfully.

It is also necessary to pay attention to the pictures: they will help children find singular and plural forms, pick up synonyms, antonyms, understand the different meanings of a polysemantic word.

Section 1. Examination of the sound culture of speech of preschool children based on the materials of M.I. Fomicheva

Examination of the sound culture of children's speech

General principles for examining the speech of children

Before starting work on educating the correct pronunciation, the teacher gets acquainted with the speech of each child in his group. The speech examination is carried out twice: in the fall, in order to properly plan the work for the year, and in the spring, to sum up the results.

When planning an examination, the educator must clearly understand what he needs to identify in the child’s speech, know how the examination is carried out, what material to use, how to formalize the results and what conclusions to draw. When examining a child's speech, the teacher pays attention to the state of sound pronunciation, vocabulary and phrasal speech. If there are violations of the dictionary (omissions, rearrangements of syllables, sounds) and phrasal speech (does not agree on words in a sentence) or serious shortcomings in sound pronunciation, you should get acquainted with the data on the child's health, since the development of speech is closely related to his psychophysical development.

Various infectious diseases in the first three years of a child's life, especially diseases associated with eating disorders (dyspepsia, dysentery, etc.), retard the growth and development of the whole organism, including speech. The success of the work on educating the correct pronunciation of the weakened and retarded children largely depends on the strict implementation of the regimen prescribed by the doctor.

When making the correct sound pronunciation in children, imitation of the speech of surrounding adults plays an important role. Therefore, the educator must certainly know how the members of the child's family speak in order to involve only those who speak correctly in the sound pronunciation classes with the child at home.

First, the educator studies the child’s speech in the classroom, in games with children, where he can identify the vocabulary, the ability to build a phrase, the pace of speech (very fast or slow), existing speech deficiencies (stuttering, delayed speech development, and others). Then he conducts an individual examination, in which he reveals the features of the child's speech. The survey is best done when there are few children in the group (during their arrival and departure home).

Sometimes, during an individual examination, they limit themselves to offering the child to repeat individual words or sounds after the teacher. This does not give an idea of the independent speech of children. Imitating the teacher, the child often pronounces sounds better than in independent speech.

Experience has shown that it is also impossible to check sound pronunciation, limiting oneself to listening to a poem read by a child, since in a poem memorized from the words of an adult, he pronounces sounds better than in ordinary speech. In addition, the poem may be missing sounds that need to be checked. Therefore, the examination is carried out using special material, which should be in each group.

Material for examination

The material is selected by the educator and correctly formatted. To examine the sound pronunciation, it is necessary to have subject pictures for certain sounds. Often this material is arranged in the form of albums, on one page of such an album, 6-9 pictures are usually pasted. But when they are offered to a child, his attention is scattered. In addition, even if it is clear how the child pronounces the sound, all the pictures have to be watched to the end, since it is interesting to him. In addition, the pictures pasted in the album cannot be used in further work. Therefore, it is more expedient to put pictures in envelopes. The teacher selects pictures in such a way that each of the examined sounds is at the beginning, in the middle and at the end of the word, since in different proposals the sound is pronounced differently. Pictures should be colorful and accessible both in content and execution.

Pictures are selected to check the following groups of sounds:

1st group - voiced consonants [c, b, e, d]:

[in] - felt boots, cotton wool, a fork, cherries, a bath, a wolf, a broom, a bucket, an owl, a peacock.

[b] - jar, bottle, loaf, bagel, boots, boots, butterfly, pin, bouquet, bananas, tambourine.

[d] - house, smoke, girl, rain, melon, pipe, sofa, grandfather, fishing rod,

[G] - geese, dove, hammock, caterpillar, wagon, 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.

[c] - cucumber, hare, well, finger, moon, blacksmith, heron, chicken, flower, chain, button, egg, chicken, saucer, bird, sheep, ladder, towel, sun, motorcycle.

3rd group - hissing [t, f, h, u]:

[w] - a hat, a fur coat, checkers, a hat, a ball, a wardrobe, a cat, a pillow, a cannon, galoshes, a bump, a car, a bear, a coil, a hut, a mouse, a reed, a shower, a lily of the valley, a pencil.

[and] - beetle, toad, acorns, jacket, crane, foal, giraffe, flag, artist, bear cub, snowflake, gooseberry, fireman, scissors, hedgehogs, skis, knives, snakes.

[h] - ball, beam, stove, kalach, key, brick, hoop, wheelbarrow, barrel, glasses, pen, boy, swing, pilot, bee, stockings, kettle, suitcase, turtle.

[sch] - puppy, goldfinch, tongs, pike, brush, vegetables, box, ticks, lizard, mason, watchmaker, cleaner, ivy, bream, ambulance.

4th group - sonorous l, l", p, p":

[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 ] - a bench, a kettle, a watering can, a coffee pot, a T-shirt, a sparrow, a barn, an ant, a tram.

I [ ja] - berry, anchor, lamb, hawk, apple, blanket, lighthouse, pig, leaves, snake.

E - spruce, hedgehogs, blackberries, fighter, train, rider, dress.

E) - hedgehog, Christmas tree, oilcloth, receiver, linen, gun.

Yu - skirt, yule, 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 write down how the child pronounces this sound. The size of subject pictures is 10 * 10 cm. Pictures of a smaller size can be pasted onto cardboard of the accepted size.

When selecting material, you need to remember that voiced consonants [ h, f, c, b, e, d ] at the end of words and in the middle, if they are followed by a deaf consonant, they are stunned, i.e. are pronounced as their corresponding paired deaf sounds: [ h ]how[ With ](watermelon, birch),[and ]how[ w ](knife, spoon)[in ]how[ f ](carrot, shop),[b ]how[ l ](post, 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 deaf 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 the child's vocabulary, they do not select special material, since it is almost impossible to do this. But when naming subject pictures, while checking the sound pronunciation, one should also take into account the state of the dictionary, see if the child makes permutations in words, omissions of syllables, abbreviations of words. Basically, the teacher finds out the state of the dictionary and phrasal speech in the classroom in different sections of the program. The teacher can clarify the construction of sentences, the correct use of prepositions, the coordination of sentence members in gender, number, and case using plot pictures. 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 bike on the path).

Conducting a survey

Having prepared the material, the teacher begins the 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 establish exactly how the child pronounces the sound, but the pronunciation differs from the correct one by ear, 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 invites the child to pronounce the sound by imitation. He says: "A mosquito flies and rings - z-z-z. Call you like a mosquito." If a child, imitating a mosquito, makes the sound [ h ] is correct, this means that the isolated pronunciation of the sound is possible, although the child has not yet introduced it into speech. In this case, it is only necessary to fix this sound, i.e. its gradual introduction into words, phrases, nursery rhymes, etc. If the child replaces the sound with another or pronounces it distortedly, then he does not yet have this sound. In this case, you must first call the correct sound and only then introduce it into speech.

When examining children's speech, the teacher pays attention to the pace of their speech, clarity, correct pronunciation of words, sonority of voice. If there are any shortcomings, they should be noted.

Children who have not yet formed phrasal speech or who often have incorrect construction of sentences, violations in the agreement of words in gender, number, case, in control, are examined using plot pictures. With their help, the educator clarifies the errors encountered in the design of the phrase by the child. During the examination, it is impossible to repeat sounds, words, phrases incorrectly pronounced by the child. This not only injures him, but also helps to consolidate the incorrect pronunciation.

Registration of survey results

Conducting an individual examination, the teacher writes down all the answers of the children 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 (cleavage of the lips, palate, short hyoid frenulum, irregular structure of the dentition, malocclusion), since such children need to consult an orthodontist.

Then he writes down the state of sound pronunciation in a notebook: a) skipping a sound (“koova”, “yba”); b) sound replacement ("kolova", "lyba"); c) sound distortion (there is sound, but it sounds wrong); d) mixing sounds (in one case, the sound is used correctly, in the other it is replaced: "Masha has a red sarf").

The state of the dictionary is also noted: a) whether the dictionary corresponds to age; b) whether the child pronounces words correctly or distorts them (reduces, skips syllables, sounds; rearranges syllables, sounds; names only individual syllables).

Checking the state of phrasal speech, the teacher notes: a) how the child speaks - in phrases or only words; b) whether he constructs a phrase correctly - whether he agrees on 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 tell about the event, compose a story from the picture, etc.

The teacher writes down in a notebook other features that are found in the child's speech: noisy, too fast, choking, slurred speech, etc. The survey allows the teacher to clearly present a general picture of the state of speech 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 speech of children, 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 column "Word stock" the teacher notes what the stock of words is - sufficient or not age-appropriate (when the child does not know the basic words used by children of his age).

In the column "Phrasal speech" it is noted how the child speaks: in phrases or in separate words, whether he builds the phrase correctly or not, whether the members of the sentence agree in gender, number and case, whether he uses prepositions correctly.

In the column "Pronunciation" 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 the sound, then in the appropriate cell you need to put (-);

3) when replacing one sound with another, a substitute sound should be recorded in the corresponding cell;

4) when distorting the sound, it is necessary to note the nature of the distortion, or at least indicate: "Pronounces indistinctly."

In the "Note" column, you need to note how the child speaks: loudly, quietly, too quickly, slowly, choking, on inspiration, indistinctly, nasally, with stuttering, etc. If there are no deviations listed, then a plus (+) is put.

In the preparatory group for school, instead of the column "Word stock" (which reaches a large volume at this age), "Word structure" (children have already mastered the different structure of words), "Phrasal speech" (children already agree on all the words in the sentence), a column is given " 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 the child confuses similar sounds, then in the appropriate 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 is more clearly presented.

A.I. Maksakova

In modern preschool pedagogy the issue of examining the speech of children is insufficiently elucidated. In the methodological literature, as a rule, only separate methods are presented, with the help of which the educator determines which aspects of speech are not mastered by children, for example, the presence of shortcomings in sound pronunciation, the identification of different types of grammatical errors, etc. There is no clear data on what parameters to analyze speech development preschoolers, what to consider at a particular age stage as the norm of speech development.

Basic Research and special observations on the assimilation of speech by individual children (for example, the works of A. N. Gvozdev) cannot be taken as a basis, since individual differences in its mastery are often very large.

Numerous observations show that among children, even of the same age, there is often a wide range in the assimilation of speech. This complicates the selection of criteria by which one could single out the level of speech development. Another difficulty lies in the fact that the level of mastery of speech by children is usually determined by the level of assimilation of its various sections: phonetics, vocabulary, grammatical structure, etc. However, as practice shows, the same child can have a rich vocabulary, but at the same time have shortcomings in phonetic design (for example, to pronounce certain sounds incorrectly) or make grammatical errors, but be able to consistently and accurately describe the events that he witnessed .

Properly and clearly organized work on the development of speech in kindergarten is possible only if the teacher is well aware of the state of speech development of all children in the group. This helps him to plan his activities correctly, and, depending on the strength of the children's mastery of the material, to correct classes in the group. A selective examination of children's speech gives the teacher the opportunity to control their assimilation of the material, to clarify in the classroom the effectiveness of individual methodological techniques, didactic games, and exercises.

Systematic control over how children learn 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 speech development of children will help leaders preschool institutions(senior educator, head of the kindergarten, methodologist of the district department of public education) to control the activities of educators, determine the quality of their work. So, when conducting a thematic check, using tasks of various types, a runo methodologist can get a fairly clear idea of the level of speech development of children in the surveyed groups and, on the basis of the check, establish how program tasks are solved in this section in kindergarten.

An individual comprehensive examination contributes to the most accurate determination of the level of development of the child's speech, but it takes a lot of time. In order to reduce the time of verification, in addition to a sample survey, it is possible to combine a number of tasks, simultaneously revealing the state of formation of different sections of speech. So, establishing the child's knowledge of fiction and offering him to tell a fairy tale (or read a poem), the tester simultaneously fixes sound pronunciation, diction, the ability to use the vocal apparatus, etc .; when a child compiles stories based on a picture (identifying the development of coherent speech), the inspector notes which sentences are used (identifying the formation of the syntactic side of speech), which lexical means (identifying vocabulary), etc.

Some methodological techniques and tasks can be used to test the assimilation of material simultaneously by a whole group or subgroup of children, for example, knowledge of a 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: the teacher or inspector for a certain time not only observes, but also fixes the speech of children, noting both its shortcomings and positive changes (the appearance of grammatical forms that did not exist before), as well as the difficulties that children experience when mastering program material.

Speech examination can also be carried out at control and testing sessions, when the educator or inspector sets the task of finding out how the children have mastered this or that speech material: for example, whether they use indeclinable nouns, conjugated verbs, etc.

In the presence of serious deviations in the speech development of children, conversations are held with parents, during which possible reasons for the child's lagging behind are identified.

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 formation of speech communication skills (culture of communication) in preschoolers, identifying the state of development of the pronunciation side of speech and its perception, determining the vocabulary of children, and the ability to compose stories etc.

I. Formation of verbal communication skills (culture of communication) with peers and adults

1. Verbal Communication Skills:

- willingly or not, the child enters into verbal communication with adults, peers;

- whether or not the child can support a conversation with adults and peers on a familiar topic;

- as a child with children says: many, few, silent.

2. Communication culture:

- whether the child knows how to politely address an adult and peers;

- how he calls adults: by name and patronymic, by "you" or otherwise;

- whether he is the first to greet adults and strangers or needs a reminder whether he forgets to say goodbye;

- whether he knows how to thank for the assistance provided, does he use the words: "thank you", "sorry", "please", etc.;

- whether non-literary vocabulary is found in the child's speech;

Does the child know how to use different voice strengths depending on the circumstances or situation of communication ( 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 the game, duties in work, coordinate their actions;

What is the tone of the child's communication? benevolent, condescending, demanding;

- whether he listens to the comments of elders about the culture of his communication, whether he seeks to get rid of his shortcomings;

- whether he knows how to speak freely in front of children, strangers or is shy, afraid.

Methods of examination: observations (in the classroom, during the game and everyday life); conversations with teachers and children.

II. Sound culture of speech

1. The pronunciation side of speech. Invite the child to read a poem, retell a well-known fairy tale (story). Write down the words he mispronounced.

Note the following:

- reading volume: a poem is read quite loudly, moderately or quietly (a fairy tale is 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, in the process of talking with a child, set:

- clarity (diction) of the child's speech: clear, not clear enough;

- the ability to comply with literary norms (orthoepy): there are no deviations, there are deviations;

- sound pronunciation - indicate which sounds the 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 checked, located in different positions, pay special attention to the correct pronunciation of the following sounds: [s], [s], [s], [s], [ c]; [w], [w], [w]; [l], [l], [p], [p].

We suggest using the following set of pictures: plane, 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, primer.

When establishing violations on the part of sound pronunciation, try to find out the cause: 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 lack, does not differentiate individual sounds), weak speech exhalation.

Speech perception.

a) Phonemic perception: well-formed, under-formed. Check:

- the ability to determine the presence of a given sound in a word. For example, ask your child to check if the word contains fur coat sound [w] 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 the child to clap or raise his hand only when he hears a word that has a given 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). Specify 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 piece of paper.It is advisable to use such a set of words in which, along with the sound being tested, there are words that include other sounds mixed by children with the one being tested; for example, [s] - dog, car, fox, castle, hat, sled, brush, basket, well, house, bus, tape, airplane, fur coat, flower, umbrella; [w] - school, shovel, beetle, owl, hat, cow, hedgehog, fox, car, book, horse, dishes, giraffe, mouse, lamp; [r] - fish, cube, shovel, wagon, hand, kettle, paper, pencil, cup, shelf, tram, table, ball, cheese. The sound being checked 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 highlight words with a given sound from a phrase. Say a phrase and invite the child to name only those words that have a 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 [r]: "Roses are blooming in the garden. Misha is fishing";

- the ability to identify a frequently checked sound in words. The teacher pronounces groups of words and invites the child to name what sound he hears most often:

[s] - sled, catfish, fox, mustache, nose;

[sh] - fur coat, porridge, shower, hat, mouse;

[r] - hand, mouth, circle, cable, fish.

The last two assignments are given at the end of the academic year.

b) Speech Hearing: well developed, underdeveloped. Check:

- the ability to notice semantic inaccuracies in speech. Invite the child to listen to a poem, for example, an excerpt from "Confusion" by K. I. Chukovsky, and determine what is said in it incorrectly:

The fish are walking across the field,

Toads fly across the sky

The mice caught the cat

Put in a mousetrap

The sea is on fire

A whale ran out of the sea...

- the ability to determine by ear the loudness of the sound of a voice in speech. In the lesson, when retelling the 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 the speed of sounding speech, intonation expressiveness by ear. The same technique is used as in the previous task. The teacher asks: "How did Svetlana read the poem: quickly, slowly, moderately (normally); expressively, inexpressively?";

- the ability to determine the timbre of the voice by ear. For verification, the game "Guess who spoke" is used. 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, a nursery rhyme and suggests that they determine which of the children spoke by voice. You can also use games: "Who called?", "Guess my name", etc.;

- the ability to correctly determine by ear the stress in the word, its rhythmic structure. Pick up two pictures depicting circles and circles and invite the child to show where the circles are and where the circles are; explain the difference between the words "castle" and "castle" (make sure the children know these words beforehand).

Check the ability to correctly preserve the syllabic pattern: invite the child to repeat: sa-za-sa, sa-za-sa, sa-za-sa;

- the ability to hear the accented word in the 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 bike (Masha, not another girl). Masha bought a new bike (bought, not presented). Masha bought new bicycle (bought, not presented). Masha bought a new one bike(bicycle, not car)":

- the ability to hear inaccuracies in the text and correctly select the right words that would correspond to the content:

Bear cries and roars:

He asks the bees to give him "ice" (honey).

Tears flow from Oksanka:

Her "banks" (sledges) broke.

Invite the child to find a discrepancy in the text and pick up the meaning right word.

Analyze the material received and compile a summary table in which indicate which sections of the sound culture of speech the children have not mastered, which have not been fully mastered, which have been clearly mastered.

III. Dictionary

Nouns

Check:

- understanding and use of everyday vocabulary.

The doll is a toy. What toys do you know? A cat is an animal. What other animals do you know? A plate is a dish. What cookware do you know? Onion is a vegetable. What vegetables do you know?

Note how many words were named by the child for each question;

- understanding and use of general concepts.

Birch, spruce, pine, oak... What is it? Call it in one word. (Trees).

Table, chair, wardrobe, sofa... What is it? Call it in one word. (Furniture).

Shoes, boots, slippers... What is it? Call it in one word. (Shoes).

Shirt, suit, dress... What is it? Call it in one word. (Clothing).

Note what mistakes the child made;

- knowledge of words denoting tools of labor, materials used by a person in the process of labor activity. Invite the child to list as many items as possible that are necessary for specialists in various 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 is on the coat?

Introduction…………………………………………………………………….....
Section 1. Examination of the sound culture of speech of preschool children based on the materials of M.I. Fomicheva………...
Features of the development of sound culture of speech…………………...
How is the assimilation of sounds…………………………………....
How to identify the features of sound pronunciation in children
Examination of the sound culture of children's speech……………………...
General principles for examining the speech of children……………………
Material for examination……………………………………...
Conducting a survey………………………………………..
Formulation of survey results……………………………………………………………………
Conclusions on the results of the survey………………………….
Section 2. Organization of work on sound pronunciation based on the materials of O.S. Ushakova and E.M. Strunina…………………….
Games and exercises for the development of the sound culture of speech of children of primary preschool age……………………………………….
Games and exercises for the development of the sound culture of speech of children of senior preschool age………………………………………..
Section 3. Examination of the state of development of speech in children of senior preschool age based on the materials of A.I. Maksakova…………….
Formation of speech communication skills (communication culture) 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 acquire literacy………………………..……
Levels of speech development……………………………………………...

INTRODUCTION

The proposed material is intended for employees of preschool educational institutions, educators, as well as for parents interested in the development of speech of preschool children. Here are games, exercises, classes for 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 were developed by O.S. Ushakova and E.M. Strunina, as well as researchers, teachers of 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. Lavrent’eva, G.I. Nikolaychuk, L.A. Kolunova).

The material is devoted to the problems studied in the Laboratory for the Development of Speech and Speech Communication of the Institute of Preschool Education and Family Education of the Russian Academy of Education, it corresponds to the "Speech Development Program", created in 1994 and supplemented in 2000. Separate games and exercises are presented in manuals for the development of speech of preschoolers : “Come up with a word” (M .: Education, 1996), “Classes on the development of speech in kindergarten” (M .: Perfection, 1998), “Introducing literature to preschoolers” (M .: Sphere, 1998). The solution of problems related to teaching the native language and the development of speech of children of younger, middle and older preschool age is carried out in accordance with the above program in the following areas: education of the sound culture of speech, vocabulary work, the formation of the grammatical structure of speech, the development of coherent speech.

It is also necessary to pay attention to the pictures: they will help children find singular and plural forms, pick up synonyms, antonyms, understand the different meanings of a polysemantic word.

Material for examination

The material is selected by the educator and correctly formatted. To examine the sound pronunciation, it is necessary to have subject pictures for certain sounds. Often this material is arranged in the form of albums, on one page of such an album, 6-9 pictures are usually pasted. But when they are offered to a child, his attention is scattered. In addition, even if it is clear how the child pronounces the sound, all the pictures have to be watched to the end, since it is interesting to him. In addition, the pictures pasted in the album cannot be used in further work. Therefore, it is more expedient to put pictures in envelopes. The teacher selects pictures in such a way that each of the examined sounds 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.