Consultation: System of work on speech development in speech therapy groups. Program for speech therapists on the course of speech development in the conditions of the speech therapy center of the preschool educational institution “Center for Speech Development in Preschool Groups”

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The development of coherent speech in children is the following tasks:

correctional and developmental work on sound pronunciation (speech must be intelligible, clear, expressive);
correctional and developmental work on the lexical and grammatical structure of speech (enrichment of children’s vocabulary, the ability to express their thoughts in simple and common complex and complex sentences, correctly using grammatical forms of gender, number, case);
literacy training (development of written speech).

In my work, I use the following methods and techniques to develop coherent (monologue) speech.
Throughout our training, we widely use adult stories, which play a large role in children’s speech development. The story is the form and pattern of speech that, earlier than others, captures the attention and interest of children and influences the development of their language.

“What should we tell children? Yes, everything that is accessible to their age and understanding: a fairy tale, a story, an event from the life of a person, animals, plants, manifestations of life surging all around, much that they will encounter later in the book - all this should go through the dawn of their life before their consciousness in the form of a vivid figurative story" (E.I. Tikheeva)
We pay special attention to folk art: proverbs, sayings, nursery rhymes, songs, fairy tales (see appendix).
Reading to children fiction is also an important method of developing coherent speech.
To teach children storytelling in speech therapy groups (as well as in mass groups), a huge amount of preparatory work to get to know your surroundings:

excursions (to the premises of the kindergarten, to the construction of a house, etc.);
excursions into nature;
inspections of objects;
games with toys, role-playing games, which are the main activity of children;
viewing illustrations, paintings;
conversations on various topics. (see Attachment)

At the same time, I carry out correctional work on the sound pronunciation and lexical-grammatical structure of children’s speech, using various exercises and games.

1. Selection of epithets for the subject - “What kinds of dogs are there?” (also other items). Children: big, small, furry, smart, biting, evil, kind, old, young, funny, hunting, shepherding, firefighters, etc. Recognition by epithets of objects: “What is this?” - green, curly, slender, white-trunked, fragrant. Children: "Birch"

2. Matching actions (verbs) to the subject: What does the wind do? Children: “It howls, raises dust, tears off leaves, inflates a sail, turns mill wheels, refreshes, drives clouds.” (also with other items).

Selection of an object for actions.<<На небе сверкает, землю согревает, тьму разгоняет, освещает. Что это?>> - The sun.
- Who and what floats?
- Who heats what?
- Who and what flies? And so on.

3. Selection of circumstances.

How can I study? Children: good, lazy, bad, diligent, successful, long, a lot, etc.

4. Say it kindly. Tell me what to call a huge object.

House - house - house, etc.

5. Say the opposite.

Big small,
Wide narrow.
High – low, etc.

6. Children insert missing words.

A cat sat on the threshold and meowed pitifully (who?)
The cat's fur (what?)
Cat's claws (what kind?), etc.

7. Distribution of offers

The gardener waters (what, where, when, why?)

8. Adding subordinate clauses.

Today we need to light the stove (why?)
Children: “Today we need to light the stove, because severe frost, Cold".
The cat climbed a tree (which one?) that grew near the house.
Why? - because I saw a dog;
When? - when I saw the dog, etc.

I develop the monologue speech of children, first of all, from a simple retelling of short literary works with a simple plot and bring them to the highest forms of independent, creative expression.
The lesson plan for retelling looks like this: initial reading of the work, conversation on questions, repeated reading, retelling.

When teaching children with speech delays monologue speech, it is especially important to adhere to the principle; from simple to complex. Therefore, it is unacceptable in the first stages of development of coherent speech to offer children inaccessible to their communicative capabilities. lexical material, difficult for pronunciation and in terms of grammatical structures.

If you do not follow this principle, you can lead to the development of insecurity, complexes, speech negativism and even stuttering in the child.

Taking this into account, at the first stage of working with children to retell texts, I select stories that correspond to their speech capabilities, using the manuals of G.A. Kashe, T.B. Filicheva and others or adapt texts..

When a child with grossly impaired sound pronunciation retells an accessible, specially selected text, and the story turns out, he rejoices at his success. Such a child will want to perform in class many more times.
Example text: “Olya and Lena were walking in a forest clearing. There were small stumps in the clearing. Lena and Olya ran around these stumps and rested on them.”
At the next stages of correctional work, the texts offered to children become more complex in terms of sound content, grammatical structures, and semantic load.
For example, at the end of the training, I offer children retellings of the works of Leo Tolstoy: “Fire Dogs”, “Bone”, “Kitten”, etc., and they cope successfully.

I also use the following methods to develop monologue speech:

stories based on plot pictures;
series of narrative paintings;
descriptive stories about objects (riddles), using story diagrams;
stories from personal experience(Where have you been?, What have you seen?, What did you like most?, etc.);
creative stories (“Come up with the end, the beginning of the story”), inventing a story or fairy tale according to a given plan, on a given topic, inventing a story or fairy tale on your own.

To develop coherent (monologue) speech, I use role-based retellings of fairy tales: dramatization games “Teremok”, “The Fox and the Hare”, “Kolobok”. Our children retell the fairy tale “Turnip” using plane theater figures.

Having taught children to read, I use retellings of short texts read by the children themselves, and I also often offer deformed texts for children to read from those stories that the children had previously retold, because. in the first stages of children’s reading exercises, you need to use familiar texts so that the child understands what he read well and realizes the positive result of his reading (see appendix)

By the end of training, the children of our group know many different stories (that’s what we call children’s stories and retellings): “Titmouse”, “On the Ice Floe”, “Goldfinches”, “Tuzik”, “Dolphins”, “Smart Jackdaw”; stories by L.N. Tolstoy, K.D. Ushinsky, V. Bianki and others. They also know how to write their own stories.

Children love to remember and repeat these stories. The more often they repeat them, the more confident and emotional their stories sound. To strengthen the skills of monologue speech, I conduct various games: “Visiting fairy-tale characters” (children come to visit Little Red Riding Hood, then Winnie the Pooh, then Dunno and tell them their favorite stories, and leave with gifts and treats.) In “Field of Miracles,” the player can get any story, and the child will tell it in detail or briefly (“What, who is this story or fairy tale about?”) And this is more difficult than retelling the story in full.

In a short story, the child must highlight the plot scheme of events or actions in this work (plot).
When developing the monologue speech of children, I also use the above types of work to automate the sounds given, because One of the goals of speech therapy groups is to develop correct sound pronunciation in speech from reflected to independent.

Such purposeful, systematic work with children in speech therapy groups allows them to prepare children for school and helps them subsequently successfully write summaries and essays.

REFERENCES

L.F. Tikhomirov “Development of cognitive abilities of children” Yaroslavl, “Academy of Development”, 2011.
L.F. Tikhomirova, A.V. Basov "Development logical thinking children" Yaroslavl, "Academy of Development", 2013.
L.A. Wenger, O.M. Dyachenko “Games and exercises for development mental abilities in preschool children", M., "Prosveshchenie", 2009.
N.V. Novotvortseva “Development of children’s speech”, Yaroslavl, “Academy of Development”, 2009.
N.P. Matveeva “Development of logical thinking in children 6-7- summer age in speech therapy classes” (from work experience speech therapist teacher), M., 2014.
T.G. Lyubimov “Think and Answer” for children 5-7 years old, Cheboksary, Publishing House “CLIO”, 2007.

Northern District Education Department of the Moscow Department of Education. State budgetary educational institution school No. 2099:

Operation and development preschool education, the task of increasing the effectiveness of training and education of the younger generation is more urgent than ever. The updated FGT system provides for the improvement of all parts of the public education system and the quality of professional training for teachers.

Among the tasks facing a preschool institution, an important place is occupied by the task of preparing children for school. One of the main indicators of a child’s readiness for successful learning is correct, well-developed speech.

Good speech - the most important condition comprehensive development of children. The richer and more correct speech child, the easier it is for him to express his thoughts, the wider his opportunities for understanding the surrounding reality, the more meaningful and fulfilling his relationships with peers and adults, the more active his mental development is. Therefore, it is so important to take care of the timely formation of children’s speech, its purity and correctness, preventing and correcting various violations, which are considered to be any deviations from the generally accepted norms of a given language.

The emergence of active speech in a child depends on whether he rises to the level of specific cooperation proposed by an adult. If yes, then at the end of the first year of life Small child utters his first word addressed to an adult, and then over the next few years he masters the ability to use verbal means to interact with people around him, at first only with adults, and after two years with other children.

There are three main forms of speech reactions in children:

1. Speech reactions in the absence of a partner are the most elementary form.

2. Dialogue – two people are active in a conversation: one addresses the other with questions, the second answers and vice versa.

3. Monologue - one of the children speaks in the presence of others.

The highest form of verbal communication is dialogue. It is extremely important because it contributes to the development of social relationships in children. Through dialogue, one child involves another child in a game or activity and establishes contact with him. Unfortunately, we often see that even well-spoken children have difficulty maintaining a dialogue with other children. The most serious attention must be paid to this, since if the ability to speak is not developed in childhood, it will continue to be insufficient.

In order to clearly understand speech pathology, you need to clearly understand the entire path of sequential speech development in normal conditions. Clearly imagine each stage of speech development, each “qualitative leap” in order to notice in time certain deviations in this process.

Researchers identify a different number of stages in the development of children's speech, call them differently, and indicate different age boundaries. For example, A.N. Leontiev establishes four stages in the development of children's speech:

first– preparatory – up to one year;

second– pre-preschool stage of initial language acquisition – up to three years;

third– preschool – up to seven years;

fourth- school.

Knowledge of the patterns of speech development in children is necessary for the correct diagnosis of speech disorders. A three-year-old child should not be referred to a speech therapist to correct deficiencies in sound pronunciation, because even with normal speech development, a child at this age is “supposed” to pronounce some sounds incorrectly. This phenomenon, called physiological tongue-tiedness, is completely natural and is due to the still insufficient formation of the articulatory apparatus.

Characteristics of normal structural components of speech

The development of speech in the linguistic aspect can be depicted linearly as follows: screams - humming - babbling - words - phrases - sentences - a coherent story.

At the same time, in accordance with the age scale, specialists adhere to the following characteristics:

screams – arise independently – from birth to 2 months;

revelry – does not arise spontaneously, its appearance is due to the child’s communication with an adult – from 2 to 5-7 months;

babble – its duration is from 16-20 to 30 weeks (4-7.5 months);

words – the transition to the use of words occurs against the background of ongoing babbling – from 11-12 months;

phrases – after mastering two- and three-syllable words – from 1 year 7 months to 1 year 9 months;

offers - constructs in a visual situation from 2 years old, from 2 years 6 months the questions “where? where?” appear, from 3 years old – “why? when?”

coherent story - appears with the reproduction of short stories, poems, nursery rhymes from the age of 3, a gradual transition to independent compilation of stories based on pictures, about toys - from the age of 4, mastery of elements of contextual speech from the age of 5.

Thus, with normal speech development, children by the age of 5 freely use expanded phrasal speech and various constructions of complex sentences. They have a sufficient vocabulary and master the skills of word formation and inflection. By this time, correct sound pronunciation and readiness for sound analysis and synthesis are finally formed. Let us dwell in more detail on the characteristics of the structural components of the speech of five-year-old children.

1. Phrasal speech.

Simple common sentences, using compound and complex sentences of up to 10 words.

2. Understanding speech.

Realize the meaning of the addressed speech; there is stability of attention to the speech of others; are able to listen to answers and instructions from adults, understand the meaning of educational and practical tasks; hear, notice and correct mistakes in the speech of their comrades and their own; understand changes in words using prefixes, suffixes and inflections, understand the shades of meaning of single-root and polysemantic words, features of logical-grammatical structures reflecting cause-and-effect, temporal, spatial and other connections and relationships.

3. Vocabulary.

Volume up to 3000 words; generalizing concepts appear (dishes, clothing, furniture, etc.); more often they use adjectives - attributes and qualities of objects; possessive adjectives appear (fox tail, etc.), adverbs and pronouns, complex prepositions (from under, because of, etc.) are used more widely; master word formation: they form nouns with diminutive suffixes, words with the same root, relative adjectives (tree - wooden, snow - snowy), etc. Word creativity is clearly manifested.

4. The grammatical structure of speech.

Agree adjectives with nouns in gender, number, case, nouns with numerals; change words according to numbers, genders, persons; use prepositions correctly in speech. But the number of grammatical errors is increasing, such as incorrect formation of the genitive plural of nouns; verbs are incorrectly coordinated with nouns, the structure of sentences is disrupted.

5. Sound pronunciation.

The process of mastering sounds ends; speech is generally clear and distinct; Interest in the sound design of words and in the search for rhymes is growing.

6. Phonemic awareness.

Phonemic hearing is quite well developed: they differentiate words like goat - scythe, flow - flow; establish the presence of a given sound in a word, select the first and last sound in a word, select a word for a given sound; distinguish between speech rate, timbre and volume of voice. But higher forms of analysis and synthesis of words do not develop without special training.

7. Coherent speech.

Retell a familiar fairy tale, a short text (read twice), read poems expressively; make up a story based on a picture and a series of plot pictures; they talk in some detail about what they saw or heard; argue, reason, motivate their opinions, convince their comrades.

Summarizing what has been said, I would like to note that for the successful development of speech in preschool children, consistent, purposeful work is necessary, both from teachers of a preschool institution, and from parents, as well as from educators. social environment child.

The formation of coherent speech is the formation and formulation of coherent thoughts. Based on the principle of the gradual formation of mental actions (A.N. Leontiev, P.Ya. Galperin), one can understand that the formation of mental actions is a complex and lengthy process that begins with the establishment of detailed external operations based on aids, and then contracts, collapses and is gradually realized in the internal plane. Such auxiliary means for the formation of coherent speech in children with ODD include: visibility (about which speech utterances occur) and modeling of the utterance plan, the importance of which was pointed out by L.S. Vygotsky (1996), V.K. Vorobyova (1988), V. P. Glukhov (2004).

Having analyzed the results of the research experiment, we can conclude that a promising direction for improving the process of forming coherent speech in a group of children of senior preschool age with general speech underdevelopment is the use of visual modeling, which acts as programming of coherent statements. The proposed system of classes is addressed to speech therapists working with children with general speech underdevelopment of level III, and can also be selectively used in the work of a teacher speech therapy group.

Goal: the proposed system of speech therapy classes will promote the development of coherent speech.

If we arrange the types of storytelling used in teaching preschoolers in order of gradual decrease in clarity and “collapse” of the modeled plan of utterance, then we can distinguish the following stages of correctional speech therapy work:

Goal: Formation of coherent speech skills based on demonstration of actions, includes the following stages of work:

1. Formation of the skill of reproducing a story compiled from demonstrated actions;

2. Formation of the skill of composing a story based on the actions demonstrated.

Goal: Formation of coherent speech skills based on picture material includes the following stages of work:

1. Formation of retelling skills:

By series story pictures;

According to the plot picture;

Based on a set of subject pictures.

According to the subject-graphic scheme;

Based on a series of plot pictures;

According to the plot picture.

3. Formation of the skill of composing a descriptive story based on a picture:

Formation of the skill of composing a simple narrative story;

Formation of the skill of composing a detailed story-description.

Goal: Formation of the skill of coherent speech without visual support includes the following stages of work:

1. Formation of the skill of retelling a literary work.

2. Formation of the skill of writing a story:

According to the reference words;

Based on stories from children's personal experiences;

Creative stories.

3. Formation of the skill of composing a descriptive story based on presentation.

The main task of speech therapy for children with ODD is to teach them to express their thoughts coherently and consistently, grammatically and phonetically correctly, and talk about events from the surrounding life.

Classes were held 2 times a week in the morning. Lesson duration is 30 minutes.

When conducting classes on teaching storytelling, the speech therapist faces the following tasks:

1. consolidation and development of children’s verbal communication skills;

2. developing skills in constructing coherent monologue statements;

3. development of control and self-control skills for constructing coherent statements;

4. targeted impact on the activation and development of a number of mental processes (perception, memory, imagination, thinking), closely related to the formation of oral speech communication skills. Forming in children the skills of constructing coherent, detailed statements, in turn, includes:

Mastering the norms for constructing such a statement (thematic unity, maintaining consistency in the transmission of events, logical connections between parts - fragments of the story, completeness of each fragment, its correspondence to the topic of the message);

Formation of skills in planning detailed statements, teaching children to identify the main semantic links of the story of a message;

Teaching lexical and grammatical formatting of coherent statements in accordance with the norms of the native language.

The system of classes is built taking into account general didactic principles and on the general principles of speech therapy, developed in domestic correctional pedagogy:

The principle of educational teaching;

Principles of consistency, continuity, systematicity;

Reliance on the development of speech in ontogenesis, taking into account the general patterns of the formation of different components of the speech system normally during preschool childhood;

Mastery of the basic laws of the grammatical structure of a language based on the formation of linguistic generalizations and oppositions;

Implementation of a close relationship of work on various aspects of speech: grammatical structure, vocabulary, sound pronunciation, and coherent speech.

The most important thing in the work is the principle of a communicative approach to the formation of oral coherent speech in children. Particular attention is paid to teaching those types of coherent statements that are primarily used in the process of assimilation of knowledge during the period of preparation for school and at the initial stages of school education (expanded answers, retelling the text, composing a story based on visual support, statements by analogy). The communicative approach involves the widespread use of forms.; and teaching techniques (including playful ones) that promote the activation of various speech manifestations in the child.

Speech therapy work on the development of coherent speech includes the following areas:

Enrichment of vocabulary;

Learning to compose retellings and invent stories;

Learning poems; solving riddles.

The leading role in this system is played by the use of various visual techniques for the development of coherent speech in speech therapy classes. The success of a speech therapist's work is based on the correct use of visualization - these are subject, situational, plot pictures, demonstrated actions.

If visualization is used correctly, with gradual complication from a picture to a schematic image, systematically, then children begin to easily navigate it, find support for their statements, establish cause-and-effect relationships and coherently state the depicted events and their sequence

Expected result of the proposed system: based on the developed system, coherent speech will develop in preschool children with general speech underdevelopment of level III.

The structure of the system of speech therapy classes includes:

Teaching storytelling.

Retelling (based on questions, according to plan, based on a series of paintings, paintings, schematic images - chalk drawing).

Description of objects (based on a dummy, on a picture, according to a plan, according to questions).

Storytelling from pictures (in a series with a gradual transition to one picture) and from experience.

Continuation of the story according to a given beginning (based on a picture, a diagram).

Creative storytelling or imaginative storytelling.

A system of classes for the development of coherent speech using visual aids in speech therapy classes will contribute to better assimilation of the program.

The program provides for close cooperation between various specialists of a preschool educational institution. In this case, the leading role, of course, is given to the speech therapist.

Speech therapy work includes:

Formation of an utterance at the phrase level:

Showing and naming a new object (and its signs) or actions. The display must be accompanied by an explanation that helps to understand the essence of the subject. A new word must be pronounced in chorus and individually. For better understanding and memorization, this word is included in a context familiar to the child.

Explanation of the origin of this word (breadbox - a container in which bread is stored; coffee pot - a container in which coffee is brewed).

The use of an expanded meaning of already known phrases (a huge house is very big house, the one that is higher than all other houses).

Asking questions of different forms, which at first are suggestive in nature (“Is this fence high or low?”), and then require independent answers.

Selection of names of objects for actions and names of actions for objects; adverbs to the names of various actions; epithets to the subject; cognate words.

Dissemination of proposals by introducing circumstances of cause, effect, conditions, goals.

Making sentences based on supporting words.

Forming creative storytelling skills in children of senior preschool age with general speech underdevelopment presents great difficulties. They experience serious difficulties in determining the intent of the story, the consistent development of the chosen plot and its linguistic implementation. Often, completing a creative task (composing a short story on a given topic) is replaced by a retelling of a text they are familiar with.

All this determined the need special attention to organizing classes to teach preschoolers with general speech underdevelopment how to compose stories with creative elements and use adequate teaching techniques taking into account the characteristics of this group.

Teaching children with general speech underdevelopment to compose independent stories with creative elements is carried out at the last stage of correctional work. However, already in classes on retelling and telling from pictures, we include separate tasks accessible to children.

Let us look at some variants of such tasks as examples.

So, after retelling the fairy tale “Tails,” children are invited to compose a “creative retelling” with the introduction of new characters into the plot action (cow, rooster, peacock, etc.), and come up with some episode based on its plot. In classes on individual pictures and series of pictures, the child is asked to come up with a plot or continuation of the depicted plot action based on the visual content.

An example of a creative task that promotes the development of a child’s imagination and verbal creativity is the game-exercise “Guess It!” using a multi-figure painting (" Winter fun", "Summer in the Park", etc.). In order to develop the skills of composing an independent story with elements of creativity in children with general speech underdevelopment, the following types of activities were used: composing a story by analogy; coming up with a continuation of the ending of an unfinished story; composing a plot story based on a set of toys ; an essay on a given topic using several reference words and subject pictures. At the same time, practical problems are solved: the development in children of the ability to navigate the proposed text and visual materials when composing their own story; activation of their existing knowledge and ideas about the environment, clarification and development of spatial and temporary representations; development of reconstructive and creative imagination.

To compose stories by analogy, works were used for retelling with subsequent replacement of characters, narrative details, and actions of individual characters (in the stories of E.A. Permyak “Who?” and “How Porridge Became Big”). Subsequently, children were taught to compose stories by analogy with a short text they had listened to, without prior retelling (taking into account their increased speech and cognitive capabilities).

The structure of such classes includes:

Reading and analyzing the content of the text twice;

Specific instructions for composing a story (changing the time of year, location, etc.);

Children's stories followed by collective analysis and evaluation.

Compiling a continuation (ending) of an unfinished story

carried out in two sequentially used versions: with and without support for visual material. The first option offers a painting depicting the climax of an unfinished story. After analyzing its content (descriptive characteristics of the characters, the depicted setting), the text of the beginning of the story is read twice.

For the second version of the task (finishing a story without visual support), the text of the unfinished story, after reading twice, is retold by one or two children. Then they are given the task to come up with an ending to the story according to one of the proposed options (of their choice).

To compose stories based on sets of toys, the following topics are used: “How Vova and Misha went to the zoo.” Compilation of the story is preceded by the naming of the objects depicted in the pictures and their brief description appearance, details, etc. Then the children are offered the theme of the story, which determines its possible event basis: “Fishing”; "An Incident in the Forest"; "Adventure on the lake." To facilitate the completion of the task, a short plan of three to four questions is used, in the preparation of which children are involved (for example: “What did the boy take with him fishing?”; “Who did he meet on the river?”; “What happened while fishing?”); "What did the boy bring home?"). If there are difficulties, a sample beginning of the story is given.

A special place is occupied by the work on the formation of coherent speech in classes on artistic creativity(drawing, application), to form and activate monologue speech in the process of these classes, speech planning of actions, a verbal report of the child on the completed task, and, finally, compiling a short creative story based on the completed drawing or application are used. Children learn to compose short stories based on completed assignments on the following topics: “my house”; "boat trip"; "on our playground." In this case, the following techniques are used: compiling a story according to a question plan (clarification of the sequence, details of the story); supplementing the child's story with other children. Reliance on your own drawing - effective remedy mastering storytelling skills in children with general speech underdevelopment. Their interest in such activities contributes to the activation of speech manifestations.

Learning to compose a story on a topic without the use of verbal and visual supports, taking into account the complexity of this type of storytelling, is carried out at the final stage of work.

The structure of classes for teaching how to write a story on a given topic includes:

Conversation-discussion of the proposed topic (activation and clarification of children’s ideas related to the topic of the story);

Discussion (collective drawing up) of a plan for a future story;

Instructional instructions for composing stories (children must determine the place, time of action, main characters; instructions are given on how to start the story, etc.);

Discussion and analysis of children's stories (using tape recordings).

So, with specially organized comprehensive and systematic speech therapy work on the development of coherent speech, the level of development in children with general speech underdevelopment increases.

Appendix 6 presents a summary of a lesson on the development of coherent speech on the topic: “The tricks of Zimushka-winter"

Topic: “The tricks of Zimushka-winter.”

Goal: Development of coherent speech in children with general speech underdevelopment.

As a result of the lesson, the skills of optical-spatial orientation, selection of synonyms, and composing a story based on a picture were consolidated, so it had an average degree of difficulty for older children diagnosed with “General speech underdevelopment”; all the tasks were successfully solved. At the next classes on the development of coherent speech, it is planned to listen to individual stories about “The Pranks of Zimushka-Winter” from the rest of the children.

Thus, the directions of correctional work on the formation of a coherent speech utterance are based on factors that facilitate and guide the process of developing coherent speech. One of these factors, according to S.L. Rubinstein, L.V. Elkonin, A.M. Leushina and others, is visibility in which (or about which) a speech act occurs. As a second auxiliary means, modeling of the utterance plan is highlighted, the importance of which was pointed out by the famous psychologist L.S. Vygotsky, as well as teachers V.K. Vorobyova and V.P. Glukhov. Taking into account the above, we analyzed all types of independent storytelling used in teaching preschoolers and outlined the following procedure:

Reproduction of a story compiled in the wake of the demonstrated action;

Compiling a story based on the action being demonstrated;

Retelling a story using plot pictures;

Compiling a story based on a series of plot pictures;

Compiling a story based on one plot picture using modeling of a statement plan;

Writing descriptive stories using a description scheme.

Obviously, a detailed analysis of the difficulties experienced by children with level 3 SLD when composing coherent speech statements and an analysis of the effectiveness of using visual modeling will increase the effectiveness of correctional work to overcome such disorders.

Conclusion

As a result of the study, a number of conclusions can be drawn.

General speech underdevelopment (GSD) refers to various complex speech disorders in which children with normal hearing and intelligence have impaired formation of all components of the speech system. To prevent severe forms of OPD, early diagnosis of speech disorders in children and timely medical, psychological and pedagogical assistance provided to them are important. Children who are predisposed to speech development disorders require special speech therapy, and often medical intervention. Timely identification of children with ODD in order to carry out appropriate correctional work with them can significantly improve their speech and mental development.

It has been determined that the problem of the development of coherent speech is at the intersection of a number of sciences: physiology, neuropsychology, psycholinguistics, psychology, pedagogy, special pedagogy, special psychology. coherent speech is considered as a product of speech-mental activity, which is in close connection with the development of such mental processes as perception, thinking, memory, imagination. The lack of formation of a coherent speech utterance (along with violations of other aspects of speech) is considered as a natural and permanent symptom in the structure of a speech defect.

Today, the number of children with speech development disorders is increasing, which requires the development of preventive and corrective measures to optimize the speech development of children of senior preschool age. Preschoolers often experience a complex disorder of the sound pronunciation and prosodic aspects of speech - dysarthria, which is based on insufficient innervation of the speech apparatus, organic lesions of the central and peripheral nervous system.

The analysis of the literature showed that, with all the diversity of scientific research similar in content to the problem being studied, methodological developments, there are no approaches to carrying out specially organized correctional and developmental work on the development of coherent speech of older preschoolers with speech impairment, based on the Federal State Educational Standard for Education, based on the integration of speech therapy work with various educational areas

The second chapter presents an experimental study of the characteristics of coherent speech in preschool children with ODD. The result of which determined that children with OSD experience significant difficulties in the formation of coherent speech, in contrast to peers with normal speech development, and that when using visual modeling, the level of task completion increases in all children. Obviously, the difficulties that prevent a preschooler with SLD from correctly performing experimental tasks are associated with the immaturity of all components of the language system.

An analysis of the difficulties of language design allowed us to conclude that the lowest indicators are the completeness of the volume of statements, which indicates the limited and poor vocabulary of children in the studied category. It can also be noted that sentence structures in children with ODD are often simple and uncommon; they practically do not use complex sentences, their speech is not developed, and agrammatisms are allowed. Comparing the indicators for all components of the consideration of language design between the two study groups, we can say that children with SLD formulate their expressions much more poorly than children without speech pathology. We also noted that when performing tasks, coherent speech statements were composed with some help or after repeated leading and stimulating questions.

Unlike children from experimental group, children with normal speech development also made mistakes when constructing speech utterances, but their mistakes were not persistent, isolated in nature.

Data from the experimental study indicate that preschoolers with SLD need auxiliary aids when forming coherent speech. As such a means, we used visual modeling of the utterance plan and obtained better results. In children of the experimental group high level The accuracy of semantic transmission and linguistic design is noted in tasks using visual modeling, and in these same tasks there is no low level of performance at all. Children's stories, compiled based on a visual model, had no violations in the logical and semantic construction of the message. Having analyzed the completeness of the volume of children's stories using visual models, we came to the conclusion that the volume of statements became more complete in children of both groups compared to stories compiled without models, the number of complex sentences and simple common sentences increased in children of both groups, and the number of simple non-common offers have decreased.

Thus, having analyzed the results of the ascertaining experiment, we can say that the use of the retelling method makes it possible to identify the level of development of coherent speech in preschoolers, which confirms the hypothesis of our study.

Finally, the third chapter presents the main directions of speech therapy work on the development of coherent speech in children with ODD. Currently, special psychological and pedagogical literature has sufficient material on the formation of coherent speech in preschoolers. At the same time, there is a shortage of ways to develop the semantic and linguistic aspects of an utterance, the isolated formation of which is impossible. Reliance on visual material allows you to update and activate the vocabulary of a child with ODD.

A visual diagram acts as a plan for a speech utterance. The algorithmized form of organizing an independent speech utterance is a support and system-forming framework, the structure of which is used in composing various syntactic structures, and later in composing stories.

The inclusion of visual models in the learning process helps to consolidate the understanding of the meanings of parts of speech and grammatical categories, develop an understanding of logical-grammatical structures and holistic speech utterances, and also allows the speech therapist to more purposefully develop the impressive speech of children, enrich their active vocabulary, consolidate word formation skills, form and improve the ability to use various sentence structures in speech, describe objects, and compose a story.

It was determined that when teaching preschoolers, the types of independent storytelling indicated the following order of work: reproduction of a story compiled according to the traces of the demonstrated action; compiling a story based on the action being demonstrated; retelling a story using plot pictures; compiling a story based on a series of plot pictures; composing a story based on one plot picture using modeling of the utterance plan; writing descriptive stories using a description scheme.

The results of our experiment confirm the effectiveness of using visual modeling during correctional and speech therapy work in the formation of coherent speech in preschoolers with level 3 SEN. Thus, the research hypothesis has been confirmed, the goal has been achieved, and the problems have been solved.

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Applications

The formation of coherent speech in children with ODD acquires paramount importance in the overall complex of correctional measures. Organizing the education of children with speech underdevelopment involves developing the skills to plan their own statement, independently navigate the conditions of a speech situation, and independently determine the content of their statement.

L.N. Efimenkova makes an attempt to systematize methods of working on speech development in children with ODD. All correction work is divided into three stages. At each stage, work is carried out to develop vocabulary, phrasal speech and preparation for a coherent statement. The formation of coherent speech is the main task of the third stage. Children are given the concept of a word, the connection of words in a sentence. The author suggests teaching children with special needs first detailed, then selective and finally creative retelling. Any type of retelling is preceded by text analysis. Work on coherent speech is completed by learning how to compose a story based on personal experience.

V.P. Glukhov proposes a system for teaching storytelling, consisting of several stages. Children master the skills of monologue speech in the following forms: composing statements based on visual perception, reproducing a listened text, composing a descriptive story, storytelling with elements of creativity.

In his work M.M. Alekseev and V.I. Yashin note that targeted training in coherent monologue speech begins already in the second younger group. Children learn to retell fairy tales and stories that are well known to them, and also to tell stories based on visual material. In the middle group, children retell the contents of not only well-known fairy tales and stories, but also those that they heard for the first time. With systematic work, children can compose short stories from personal experience, first based on a picture, and then without relying on visual material. IN senior group Children coherently and consistently retell literary works without the help of adults. Children learn to write narrative stories. Much attention is paid to the formation of elementary ideas about the structure of description and narration. More serious demands are made on the integrity and coherence of the statement. In the pre-school group, children are taught to build different types texts (description, narration, reasoning) in compliance with their structure. Children themselves analyze and evaluate stories in terms of their content, structure, and coherence.

The development of dialogic speech in preschoolers pursues the following objectives. In groups early age The goal is to develop understanding of speech and use children’s active speech as a means of communication. Children are taught to express requests and desires in words, and to answer some questions from adults. In early preschool age, children are taught to express their requests and desires in words and to clearly answer an adult’s questions. Children are encouraged to try to share their experiences. In middle preschool age, children are taught to willingly communicate with adults and peers, answer questions and ask them. In older groups, students are taught to answer questions more accurately, and the ability to participate in the process of collective conversation is reinforced.

T.A. Tkachenko, when working on the formation of coherent speech in children with special needs, uses auxiliary means, such as visualization and modeling of the utterance plan. The exercises are arranged in order of increasing difficulty, with a gradual decrease in clarity and “collapse” of the plan of expression. As a result, the following operating order is indicated:

1) retelling the story based on visual action;

2) a story following a visual (demonstrated) action;

3) retelling the story using flannelgraph;

4) retelling a story based on a series of plot paintings;

5) compiling a story based on a series of plot paintings;

6) retelling the story based on the plot picture;

7) a story based on a plot picture.

The use of this system allows the formation of coherent speech in those children who initially did not know detailed semantic statements.

To identify the characteristics of monologue speech and children’s abilities to compose stories with elements of G.R.’s creativity. Shashkina offers the following tasks:

1. Complete the story according to the finished beginning (based on the picture). The task allows you to identify the children’s capabilities in solving a given creative task, the ability to use the proposed verbal and visual material when composing a story. Children must continue the story about the hedgehog with the hedgehogs, come up with an ending about what the children did after watching the family of hedgehogs.

2. Listen to the text and find semantic errors in it.

For example, “In autumn, wintering birds returned from hot countries - starlings, sparrows, nightingales.” "In the forest, children listened to the songs of songbirds - nightingales, larks, sparrows, jackdaws." After correcting semantic errors, it is necessary to compose sentences using other, more characteristic words instead of the word “fly”: swallows are circling, swallows are flashing; sparrows fuss and fly; Swifts fly by.

3. Retell a short text. To assess the possibilities of retelling, you can use the story of L.N. Tolstoy "Katya and Masha". The following options for creative tasks are offered: come up with a continuation of events; dramatize a story; introduce new characters.

4. Write a story describing your favorite toy or the toy you want to receive on your birthday.

G.R. Shashkina points out that the main directions of correctional work on teaching children with special needs to compose stories and retellings with elements of creativity are being developed in preparatory group, in the second year of study, based on data from a survey of children.

Thus, teaching storytelling with elements of creativity can begin only after children have developed skills in constructing various types of sentences. It is recommended to select the following tasks:

1. Compiling sentences based on two subject pictures (grandmother, chair; girl, vase; boy, apple) with subsequent distribution by homogeneous definitions and other minor members of the sentence (A boy eats an apple. A boy eats a juicy sweet apple. A little boy in a checkered cap eats a juicy sweet apple).

2. Restoration of various kinds of deformed sentences when words are given separately (lives, in, fox, forest, dense); when one or more, or all words are used in the initial form (live, in, fox, forest, dense); when there is a gap in words (Fox. in a dense forest); the beginning (. lives in a dense forest) or the end of the sentence is missing (The fox lives in a dense.).

3. Making proposals based on “live pictures” (based on subject pictures cut out along the contour) with a demonstration of actions on a flannelgraph. This type of work is very dynamic: it allows you to model situations, including spatial references, helps to consolidate many prepositions and prepositional case constructions in speech (rooster, fence - The rooster flew up onto the fence. The rooster flew over the fence. The rooster is sitting on the fence. The rooster is looking for food behind the fence etc.).

4. Restoration of sentences with semantic deformation (“The boy is cutting paper with rubber scissors.” “A strong wind was blowing because the children were wearing hats”).

5. Compiling sentences with words from those named by the speech therapist (boy, girl, read, write, draw, wash, book). Children learn to arrange sentences in a logical sequence, find supporting words in the text, which advances their ability to draw up a plan, determine the topic of a statement, highlight the main thing, consistently construct their own message, in which the beginning, continuation, and end are highlighted.

In the process of completing these tasks, children activate their previously formed understanding of the semantics of words and phrases, and improve the skill of selecting linguistic means to accurately express their own thoughts.

Learning to tell a story based on a ready-made plot begins with working on plot pictures depicting only one action, and first, pictures are presented where the main character is a person, a child or an adult (A boy washes his face. A girl washes the dishes. Dad repairs a machine. Mom knits. Grandma). lying on the sofa. Grandfather is reading a newspaper). After several lessons, when the children learn to formulate sentences correctly grammatically, pictures are offered where animals perform actions (A cat plays with a ball. A dog barks at a cat).

G.R. Shashkina points out that the work done allows us to move on to the next type of activity, namely composing a story based on a series of plot pictures depicting the same character (child, adult, animal, inanimate object). Children are asked to establish the sequence of actions in the pictures and compose a story based on this series. A series of story pictures help children develop their powers of observation and notice new phenomena in each subsequent picture. This kind of work helps clarify children’s ideas and concepts, enriches them with new information, and teaches them to present what they see in a logical sequence.

The speech therapist may first resort to questions that help establish the sequence of events, or present his sample story.

A creative type of work is for children to compose a story indirectly related to the proposed series of pictures. After preliminary analysis and compilation of a story about a given series (for example, about the “Titmouse” series, consisting of three pictures), the speech therapist or educators have a short conversation about how to feed the birds in winter, and then invite the children to write a short story about it.

To form children’s inner speech, which programs a coherent utterance and reduces an expanded utterance to a condensed semantic scheme (research by L.S. Vygotsky), it is advisable, as the final stage of working on each series of sequential plot pictures, to invite children to highlight the main idea in the story. This skill is developed in children with some difficulty, so the help of adults is needed in the form of skillfully posed questions that lead to the correct answer. Help decreases as children master the skill of composing a story based on a series of plot pictures. This kind of work leads children to the ability to retell texts they hear.

In parallel with the work on developing the ability to compose stories based on pictures and a series of sequential pictures, G.R. Shashkina recommends preparing children from the very first lessons to master utterances without visual support.

This work must begin with the selection of a verb dictionary for a specific noun. Children name the object drawn in the picture, and then remember, invent and name what this object can do (for example: “The cat is sleeping, meowing, scratching,” etc.), i.e. answer the questions: what does it do? or what can he do? After such preliminary work, it is easier to cope with composing sentences based on subject pictures.

Primarily used childhood experience, therefore, you need to start with object pictures depicting children, then adults, later pictures are added in which familiar animals are drawn, and lastly, pictures depicting inanimate but familiar objects to children are used.

Next, the object picture is replaced with a word, and the task is given: “Make a sentence about a cat.” Sentences composed by children, as a rule, are not common (The cat is running. The cat is meowing. The cat is being stroked. The cat is being fed). Children should be taught to spread sentences, for which a mandatory condition is set: say about the cat, what it is like (dictionary of adjectives), or indicate where it is (The cat is lying on the sofa), or why it did it. (The cat wanted to eat and stole a piece of sausage from the table). This development of certain speech structures leads children to compose descriptive story about this subject.

Such work is carried out systematically within each study lexical topic(“Vegetables”, “Fruits”, “Animals”, etc.).

Moving on to a new semantic group of words, the speech therapist and educators help the children with leading questions, as if programming a story about a particular subject, reminding them what needs to be said about it. Gradually, the role of adults decreases, children move on to independently describe the subject.

After children have developed the skill of composing sentences based on one subject picture, it is necessary to move on to learning to compose sentences and stories based on two or more subject pictures. The flannelgraph and images cut out along the contour are of great help in this work. They can be used when modeling on flannelgraph various options actions in space, which helps children develop imagination, creative imagination. (For example, outline images of a cat are used that is creeping up on a bird along a fence, or has climbed onto a fence, or wants to climb into a bird’s nest.)

As they master the skill of composing a story from pictures, they are asked to compose a story using key words; children are given words that are less related to the plot, for example: boy, tram, grandmother, girl, watermelon, kitchen.

The number of reference words decreases gradually, and children must now compose a sentence, and then a story, using only one reference word.

At this stage, the speech therapist and teachers try to help children less in constructing a story, encouraging them to compose, fantasize, and use their knowledge about these subjects.

N.V. Nishcheva divides all work on the development of coherent speech in each group into quarters. In the middle group in the first quarter, learning coherent speech comes down to the following:

1. Develop children’s ability to listen to spoken speech.

2. Develop dialogical speech. Stimulate speech reactions, teach to answer questions in sentences of 2-3 words: Who is this? It's a cat. What do you see? I see a house.

3. Teach children to compose simple sentences of 2-3 words (based on a demonstration of an action and a picture),

4. Teach children to repeat after adults stories, descriptions, riddles - descriptions of 2-3 sentences about vegetables, fruits, mushrooms, wild and domestic animals, toys, items of clothing, furniture, dishes.

In the second quarter, teaching coherent speech includes:

1. Improve dialogical speech. It is necessary to strengthen the ability to answer questions in sentences of 2-3 words. Support and develop the child’s active position in dialogue.

2. Strengthen the ability to construct sentences of 2-3 words based on a demonstration of an action and a picture.

3. Strengthen the ability to repeat stories of 2-3 sentences. Exercise children in writing descriptive stories and descriptive riddles about wintering and domestic birds, domestic and wild animals.

4. Teach children to retell texts from 2-3 simple sentences.

The development of coherent speech in the third quarter involves:

1. Strengthen the ability to compose a sentence of 3 words.

2. Continue to practice children in retelling texts of 2-3 sentences.

3. Teach children to compose stories from 3 sentences about an object and based on a picture, first with the subject, and then with the plot.

4. Maintain communication between children, teach children to listen to each other to the end.

In the older group, the tasks of teaching coherent speech become more complicated: the volume of sentences increases to 4-6 words, a plan for a story or retelling is introduced, according to which children must build their oral statements, creative retelling is introduced, the ability to compose stories based on a series of plot pictures is developed, children are taught to talk about your feelings and the feelings of other people.

In the school preparatory group, much attention is paid to the development of coherent speech.

In the first quarter, among other tasks for teaching coherent speech, the following are set:

1. Develop in children the desire to discuss what they see, talk about their experiences and impressions.

2. Learn to ask questions correctly. Stimulate the development and formation of not only cognitive interest, but also cognitive communication.

In the second quarter, attention is paid to learning to use accepted norms of polite speech communication, developing communication skills, learning to correctly construct and use complex sentences in speech.

In the third quarter, the tasks for the development of coherent speech are as follows:

1. Improve the skills of full and brief retelling, descriptive story, story from personal experience.

2. Develop children’s individual abilities for creative speech activity.

3. Develop the ability to select the most interesting and significant positions for creative stories, finding the original form of transmission, including descriptions of nature and the surrounding reality in the narrative.

Thus, there are currently many techniques that offer different ways and techniques for developing coherent speech in preschool children. All methods are built on the principle of gradually increasing the complexity of tasks and gradually increasing independence when composing sentences, which ultimately increases the level of development of coherent monologue and dialogic speech.

Consultation: System of work on speech development in speech therapy groups. Program for speech therapists on the course of speech development in the conditions of the speech therapy center of the preschool educational institution “Center for Speech Development in Preschool Groups”

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