The development of speech in children of senior preschool age in an organized pedagogical process. Therefore, the main thing at this age is the full contact of the child with the world: obtaining a variety of information from all the senses, as well as the development of spatial

Mastering the native language is a significant acquisition of the child in preschool childhood, restructuring the psyche of the child, allowing him to perceive phenomena more consciously and voluntarily. Timely and correct mastering of speech is one of the important conditions for a full-fledged mental development: children with good developed speech they easily enter into communication with others, can clearly express their thoughts and desires, ask questions, agree with peers on a joint game, etc. Conversely, slurred speech makes it difficult for a child to interact with others, often leaving a heavy imprint on his character: children with speech impediments feel them painfully, become silent, withdrawn, shy, irritable.

Speech is not an innate ability, but develops in the process of ontogenesis in parallel with the physical and mental development of the child and serves as an indicator of his overall development. Assimilation by preschoolers mother tongue occurs with a strict regularity and is characterized by a number of features common to all children. For a teacher, knowledge of the patterns of speech assimilation is knowledge of what exactly needs to be improved in the child’s body so that he is able to assimilate the language as a universal code of the surrounding reality, that is, he would become a thinking person and, therefore, susceptible to educational influences in this area.

The development of speech, as a complex function, depends on many factors, including the level of development of mental abilities, mental and somatic health, hearing and vision, and mental activity; needs for verbal communication; the presence of a full-fledged speech environment, etc. Thus, the ability to perceive native speech depends on the training of the muscles of the child's speech organs. Native speech is acquired if the baby acquires the ability to articulate phonemes and model prosodemes, as well as isolate them by ear from sound complexes. To master speech, a preschooler must practice the movements of the speech apparatus (and then, when mastering written speech, the eyes and hands) necessary to pronounce each phoneme of a given language and their positional variants and each prosodeme (modulation of voice power, pitch, tempo, rhythm, timbre of speech), these movements must be coordinated with hearing. A good state of hearing, the ability to listen carefully are of decisive importance. In order for the child to correctly reproduce what he heard, he must clearly act speech apparatus: peripheral and central department (brain). An important role is played by the characteristics of the psyche of a preschooler: the ability to clearly perceive words and sounds, remember them and reproduce them accurately, as well as the nature of their activities and communication.

The development of the speech of preschoolers goes in several directions: its practical use in communication with other people is being improved, at the same time, speech becomes the basis for the restructuring of mental processes, an instrument of thinking. Determining the criteria for the basic level of speech development that a child must achieve in preschool childhood, one should highlight:

possession literary norms and the rules of the native language, free use of vocabulary and grammar when expressing one's own thoughts and compiling any type of statement;
the ability to make contact and conduct a dialogue with adults and peers: listen, ask, answer, object, explain;
knowledge of the norms and rules of speech etiquette, the ability to use them according to the situation;
basic reading and writing skills.

The speech development of older preschoolers is one of the main components of readiness for schooling. Practice shows that children who do not have sufficient vocabulary experience great difficulties in learning, not finding suitable words to express their thoughts; students with a rich vocabulary are more active in mental work in the classroom, more easily master reading skills, grammar, solve arithmetic problems better, etc.

Speaking about the features of the development of the speech of older preschoolers, it should be noted that at this age stage, the improvement of all aspects of the child's speech continues. Phrases become expanded; pronunciation - cleaner, statements - more precisely. The child not only singles out essential features in objects and phenomena, but also begins to establish causal relationships between them, temporal and other relationships. Having a sufficiently developed active speech, the preschooler tries to tell and answer questions in such a way that it is clear and understandable to the listeners around him what he wants to tell them. Simultaneously with the development of a self-critical attitude towards his statement, the child also develops a more critical attitude towards the speech of his peers. When describing objects and phenomena, he makes attempts to convey his emotional attitude to them.

In the development of the vocabulary of preschool children, two sides are distinguished: the quantitative growth of the vocabulary and its qualitative development, i.e., mastering the meanings of words. Preschool age is a period of rapid vocabulary enrichment, which is carried out not only through familiarization with new objects, their properties and qualities, new words denoting actions, but also through the names of individual parts, details of objects, through the use of new suffixes, prefixes that children are starting to use. Increasingly, generalizing nouns, adjectives denoting the material, properties, state of objects appear in the child's speech. Many words from passive reserve words are transferred to the active dictionary.

The increase in vocabulary depends on the conditions of life and upbringing, therefore, in the literature, data on the number of words of preschoolers of the same age vary greatly. During the year, the dictionary increases by 1000-1200 words (compared to the previous age), although in practice it is very difficult to establish the exact number of learned words for a given period. Usually by the age of 5 the number of words reaches 2000-2500, and at 6-7 years up to 3500-4000 words. The number of nouns and verbs increases especially rapidly, the number of adjectives used grows more slowly. This is explained, firstly, by the conditions of upbringing (adults pay little attention to the acquaintance of children with the signs and qualities of objects), and secondly, by the nature of the adjective as the most abstract part of speech.

In the seventh year of life, in quantitative and qualitative terms, the child's vocabulary reaches such a level that he freely communicates with adults and peers and can maintain a conversation on almost any topic that is understandable at his age. When telling, he seeks to accurately select words, to reflect his thoughts more clearly, linking various facts into a single whole. In the child's active vocabulary, a differentiated approach to the designation of objects is increasingly common (a car and a truck, and not just a car; clothes, winter and summer shoes). He increasingly uses words indicating professional affiliation, while noting some of the actions and operations that adults perform in the process of labor, and the quality of their work, uses these words in his game. He often begins to use abstract concepts in his speech, Difficult words (long-eared hare), use epithets, understand metaphors (the sky is gloomy). Subtly differentiates generalizing nouns, for example, not only uses the word " animal", but it can also indicate that a dog, a cat, a cow are domestic animals, and a wolf, a fox, a bear are wild animals.

The ambiguity of the use of words is expanding (fresh bread, fresh air), the child understands and uses words with a figurative meaning in his speech, in the process of speaking he is able to quickly select synonyms that would more accurately reflect the quality, properties of objects, actions performed with them. He can accurately pick up words when comparing objects or phenomena, aptly noticing similarities and differences in them. (slow like a turtle ), more and more often uses complex sentences, includes participial and adverbial phrases. Fluency, accuracy of speech with free expression is one of the indicators of the child's vocabulary and the ability to use it correctly.

The vocabulary of preschoolers is actively enriched by the words invented by them. Word creation is the most important feature children's speech. At the same time, new, invented words are built according to the laws of the language on the basis of imitation of the forms that children hear from surrounding adults. Word creation is an indicator of mastering the morphological elements of the language, which are associated with the quantitative accumulation of words and the development of their meanings.

Assimilation of the dictionary solves the problem of accumulation and refinement of ideas, the formation of concepts, the development of the content side of thinking. At the same time, the development of the operational side of thinking takes place, since the mastery of lexical meaning occurs on the basis of the operations of analysis, synthesis, and generalization.
The poverty of the dictionary interferes with full communication, and, consequently, the overall development of the child. Conversely, the richness of the vocabulary is a sign of well-developed speech and an indicator high level mental development. By the older preschool age, children master the vocabulary and other components of the language to such an extent that the acquired language really becomes native. Here, basically, the formation of the core of the dictionary should end. At the same time, semantic and, in part, grammatical development are still far from complete (A. V. Zakharova). Clarification of the semantic content of words by the age of 6-7 is only gaining momentum. This is connected with the assimilation of new knowledge about the world, with the emergence of an aesthetic attitude to the word and speech in general.

Improving coherent speech is impossible without mastering grammatically correct speech. Mastering the grammatical structure of speech a huge impact on the general development child, providing him with a transition to language learning at school. The formation of the grammatical structure of speech involves the formation of the morphological side of speech (changing words by gender, number, case), word formation methods and syntax (mastering different types of phrases and sentences). Without mastering grammar, verbal communication is impossible.

In the sixth year, the child masters the grammatical system and uses it quite freely. However, grammatical errors still occur in children's speech. Mastering the grammatical structure is very difficult for children, since grammatical categories are characterized by abstractness and abstraction. In addition, the grammatical structure of the Russian language is distinguished by the presence of a large number of unproductive forms and exceptions to grammatical norms and rules. The patterns of assimilation of the grammatical side of speech were revealed by the famous linguist A. N. Gvozdev. Assimilation of the grammatical structure of speech occurs in the form of assimilation grammatical categories, which are characterized by the presence of knowledge. The time and sequence of assimilation of individual categories depend on the nature of their assignments. Children find it difficult to assimilate those forms, the specific meaning of which is not connected by the logic of children's thought, that is, that which is not clear in meaning. The assimilation of the categories of the genus turns out to be exceptionally difficult and lengthy. Gender is assimilated with the morphological structure of nouns. In relation to nouns, the most difficult is the assimilation of endings, in relation to verbs - mastering the basics, in relation to adjectives, word formation (comparative degree).

In the assimilation of the grammatical structure, the following sequence is determined: first, all the most typical, ordinary, all productive forms in the field of word formation and inflection are assimilated ( case endings nouns, forms of change of verbs by person, tense). Everything singular, exceptional, violating the norms of this system, is often subjected to repression in the speech of the child. Gradually, by imitating the speech of others, the samples are adopted in their entirety. Single, stand-alone words are assimilated already at school age.

The grammatical correctness of a child's speech largely depends on how often adults pay attention to the mistakes of their children, correct them, giving the correct sample.

Morphological and syntactic aspects of speech develop in parallel. There are fewer difficulties in mastering the syntax, although it is noted that syntax errors are more stable. They are less visible to others, since preschoolers, using oral form speech, mostly use sentences with a simple construction.

Data on the mastery of the syntactic side of speech are available in the works of N. A. Rybnikov, A. N. Gvozdev, A. M. Leushina, V. I. Yadeshko. At an early age, “sentence words” appear, denoting actors, objects, actions (give, dad, on). The word is complemented by facial expressions, gestures, actions and essentially represents a whole complete phrase. Gradually, words are synthesized into vocabulary chains, forming sentences. highest point the child reaches the use of simple common sentences at the age of five and a half years. The content and form of complex sentences become more complicated in the fifth year of life: subordinate clauses of time, reason, place are used.

Older preschoolers are able to contrast homogeneous members of a sentence, use opposing conjunctions. Syntax errors are observed in violation of the order of words in a sentence. Mastering the ways of word formation is one of the aspects of the speech development of children. Children mainly use morphologically word formation, which is based on a combination of morphemes of different meanings. To form words, the child must master word-formation models, lexical meanings bases of words, and the meaning of significant parts of the word. In psychological and psycholinguistic literature, word formation is compared with children's word creation, which indicates the active assimilation of the grammatical structure by children. By the end of preschool age, children's word formation approaches the normative one, and therefore the intensity of word creation decreases.

At the senior preschool age, the mastering of the system of the native language is completed. By the age of six, children learn the basic patterns of changing and combining words into sentences, agreement in gender, number and case.

Children have errors in the alternation of consonants, in the use of plural nouns in the genitive case, difficulties in the formation of the imperative mood of verbs. Difficulties for the child are a combination of nouns with numerals, pronouns, the use of participles, verbs want, call. The assimilation of grammar continues with the development of elements of logical, abstract thinking, the formation of language generalizations.

The formation of a sound culture of speech is an important criterion for assessing the speech readiness of children for school.
The sound culture of speech is a fairly broad concept, it includes the phonetic and orthoepic correctness of speech, its expressiveness and clear diction. Researchers of children's speech and practitioners note the importance of the correct pronunciation of sounds for the formation of a full-fledged personality of the child and the establishment of social contacts, for preparing for school, and in the future for choosing a profession. Speech with pronunciation defects, as noted above, complicates relationships with people, delays the mental development of the child and the development of other aspects of speech.

Correct pronunciation is of particular importance when entering school. One of the reasons for the poor performance of elementary school students in the Russian language is the presence of deficiencies in sound pronunciation in children. Children with pronunciation defects cannot determine the number of sounds in a word, name their sequence, find it difficult to select words that begin with given sound. Often, despite the good mental abilities of the child, due to the shortcomings of the sound side of speech, he has a lag in mastering the dictionary and the grammatical structure of speech in subsequent years. Children who do not know how to distinguish and isolate sounds by ear and pronounce them correctly find it difficult to master writing skills.

In the pedagogical and psychological literature, the process of mastering the sound structure of the Russian language by children of preschool age has been studied and described quite fully in the works of A. N. Gvozdev, V. I. Beltyukov, D. B. Elkonin, M. E. Khvattsev, E. I. Radina , M. M. Alekseeva, A. I. Maksakova.

At preschool age, there are all the prerequisites for the successful mastery of the sound side of the Russian language. These include high plasticity of the nervous system, increased imitation, a special susceptibility to the sound side of the language, the corresponding development of the cerebral cortex as a whole, phonemic perception of speech and speech motor apparatus. In the sixth year of life, the muscles of the articulatory apparatus have become sufficiently strong and children are able to correctly pronounce all the sounds of their native language. Imperfections in pronunciation at senior preschool age are not typical: with the correct organization of work, children by this time are able to master the pronunciation of all sounds. However, in some children at this age, sounds that are difficult in articulation (hissing sounds, as well as [ l] , [R] ) . The process of becoming these sounds, even with targeted systematic training, is slower, as the skill of incorrect pronunciation becomes more durable. The pronunciation of six-year-old children is not much different from the speech of adults; difficulties are noted only in those cases when in speech there are new words that are difficult to pronounce or words that are saturated with combinations of sounds that, while pronouncing, children still do not differentiate clearly enough. By the age of seven, subject to systematic work on sound pronunciation, children are doing quite well with this.

A special place in the formation of the speech readiness of children of senior preschool age for school is the development of coherent speech. Connected speech is understood as a semantic detailed statement (a series of logically combined sentences) that provides communication and mutual understanding. The main function of connected speech is communicative. It is carried out in two main forms - dialogue and monologue. In linguistic and psychological literature, dialogical and monologue speech are considered in terms of their opposition. They differ in their communicative orientation, linguistic and psychological nature, as well as motives. Despite significant differences, dialogue and monologue are interconnected with each other. In the process of communication, monologue speech is organically woven into dialogic speech, and a monologue can acquire dialogic properties.

Important in connection with the discussion of the essence of coherent speech is the understanding of the concept of "colloquial speech". Preschoolers master, first of all, the colloquial style of speech, which is typical mainly for dialogical speech. The monologic speech of the colloquial style is rare, it is closer to the book-literary style.

The development of both forms of coherent speech plays a leading role in the process of speech development of the child and occupies a central place in the overall system of work on the development of speech. Learning coherent speech can be seen as both a goal and a means of practical language acquisition. Mastering different aspects of speech is necessary condition development of coherent speech, and at the same time, the development of coherent speech contributes to the child's independent use of individual words and syntactic constructions. Coherent speech incorporates all the achievements of a preschooler in mastering his native language, its sound structure, vocabulary, and grammatical structure.

Psychologists emphasize that in coherent speech, the close connection between the speech and mental education of children is clearly visible. The baby learns to think by learning to speak, but he also improves speech by learning to think. Connected speech performs the most important social functions: helps the child establish connections with other people, determines and regulates the norms of behavior in society, which is a decisive condition for the development of his personality.

The development of coherent speech occurs gradually along with the development of thinking and is associated with the complication of children's activities and forms of communication with people around them. Research by A. M. Leushina shows that the main line in the development of coherent speech is that the child moves from the exclusive dominance of situational speech to contextual speech. The appearance of contextual speech is determined by the tasks and nature of his communication with others. Changes in lifestyle, complication of cognitive activity, new relationships with adults, the emergence of new types of activities require extended speech, and the old means of situational speech do not provide completeness and clarity of expression. Contextual speech appears (by the age of five). The transition to contextual speech is closely connected with the development of the vocabulary and grammatical structure of the native language, with the development of the ability to arbitrarily use the means of the native language.

At the older preschool age, children are able to actively participate in the conversation, answer questions quite fully and simply, supplement and correct the answers of others, give appropriate remarks, and formulate questions. The nature of the dialogue of children depends on the complexity of the tasks solved in joint activities. Monologue speech is also being improved: children master different types of coherent statements (description, narration, partly reasoning) based on visual material and without support. The syntactic structure of children's stories becomes more complicated, the number of complex and complex sentences increases. At the same time, these skills are unstable in a significant proportion of children; they find it difficult in selecting facts for their stories, in structuring statements, in their linguistic design.

An important role in the development of children's speech, in increasing its expressiveness and culture, is played by work on the visual means of the language. Figurative means enliven speech, make it a label, emotional, flexible. Fiction has a great influence on the development of the speech of an older preschooler, his mastery of the expressive possibilities of his native language, such an analysis literary works when the child's attention is drawn not only to the content, but also to the expressive means of the language of a fairy tale, story, poem. The perception of a literary work will only be complete when the child is prepared for it. Children have a selective attitude to literary works, a literary taste appears. Older preschoolers begin to realize events that were not in their personal experience, they are interested not only in the actions of the characters, but also in the motives of actions, feelings. They are able to sometimes capture the context. The ability to perceive the text in the unity of content and form is formed. The understanding of the literary hero becomes more complicated, some features of the form of the work are realized (steady turns in a fairy tale, rhythm, rhyme). At the age of 6-7 years, the mechanism for understanding the content side of a coherent text, which is distinguished by clarity, is already fully formed. The ability to perceive a literary work, to realize, along with the content, the features of artistic expression does not arise spontaneously, it is formed gradually throughout the entire preschool age.

Artistic creativity is a means of forming an aesthetic attitude to literary works. Research has shown that artistic creativity can and should be developed in early childhood. It is an effective means of mastering the surrounding reality by children. Creative activity contributes to the development artistic ability children, identifying their needs and interests. One of the important types of artistic activity of children is verbal creativity - a productive activity of children that arose under the influence of works of art and impressions from the surrounding life and is expressed in the creation of oral compositions - fairy tales, stories, poems. Verbal creativity is formed on the basis of a full-fledged perception of literary works, while the perception itself develops in creative activity. The abilities and skills that underlie the aesthetic perception of literary works can be used in independent activity- verbal creativity only when the child has a fully developed poetic ear.

By poetic ear is meant the ability not only to capture, to feel expressive means expressive speech, but also to some extent aware of them. Poetic ear helps to develop in children the ability to distinguish between genres, understanding their features, the ability to feel the components art form and be aware of their functional connection with the content of literary works.
Every child has a poetic ear, but most often it is in a passive state, that is, it manifests itself in the “contemplation” of a work of art. Adult guidance is needed to teach children to use the acquired knowledge and skills in creating own compositions. Poetic ear finds its full expression in the verbal creativity of children. In itself, the development of poetic hearing does not lead to the emergence of creative activity. Only when special work, aimed at the development and activation of poetic hearing, at creating conditions conducive to the creative manifestations of children, verbal creativity can develop. Thus, it is possible to bring the poetic ear of each child to a high level of development and purposeful work awaken the desire for verbal creativity in the majority. And this has great importance for future schooling.

Awareness of linguistic reality is not a self-contained, purely theoretical (at an elementary level) attitude to linguistic elements and connections functioning in speech, an attitude isolated from the construction of a speech utterance, from speech actions. Based on the awareness of linguistic phenomena, speech skills and abilities are transferred "from an automatic plan to an arbitrary, intentional and conscious plan." This provides more efficiency speech communication and further language acquisition, speech development, in particular the development of coherent speech, the formation of interest in artistic speech and the ability to use language means of artistic expression in storytelling. The development of a child's awareness of linguistic reality, the elements of language, to a certain extent, occurs spontaneously. Special formation understanding of linguistic phenomena begins to be realized when older preschoolers (as well as first-graders) are taught to divide sentences into words and sound analysis of words.

The sound analysis of the word and the division of the sentence into words should act, first of all, as a means of identifying the main means of speech - linearity. Elements of the language that do not have a temporal reference function, appear in linearly constructed statements, in the speech chain. The child speaks the language. In order for him to be able to think about language, overcoming linearity, linearity must become a “given” for him. Therefore, teaching sound analysis and dividing the utterance into words should provide, first of all, isolation, awareness, as linearity sound form words, and the linearity of the utterance. The word for the child acts as a carrier of meaning, meaning. The materiality and discreteness of the word are, as it were, obscured by the directly experienced meaning. In relation to the articulation of an utterance, this is well shown in the studies of S. N. Karpova. One of the main tasks for early stages teaching children sound analysis is the task of “divorcing the sound and semantic aspects of the word (studies by D. B. Elkonin, L. E. Zhurova, as well as F. A. Sokhin, G. P. Belyakova, etc.). An essential link here is the demonstration to children of long and short words spoken by the teacher. This technique directs the attention of children to the actual physical characteristics of the word, to the deployment of the word in time, to its processuality. At the same time, the identification of linearity is further built on this basis. It is important to combine work on the isolation of the linearity of the sound form of a word with similar work in relation to the structure of an utterance. The division of an utterance into words, of course, depends on what the child understands by a “word”. And here it is necessary to emphasize the difference between the assimilation of the meaning of the word "word" and the formation of the concept of "word".

In deciding the question of the formation of initial ideas about a word, sentence, etc., it is necessary to take into account the distinction between the meaning of a word and a concept. In relation to preschoolers, we are talking about the formation of the meaning of the word “word” in them, that is, the formation of a minimum of signs by which the child must distinguish a word from a non-word. The preschooler learns the meaning of many other words in this way. In a simplified form, the difference between the assimilation of the meaning of a word and the assimilation of the concept expressed by this word can be explained as follows. The child learns the meaning of the word "salt", focusing on a minimum of features that allow you to distinguish salt from sugar. Mastering the concept of "salt" requires understanding chemical structure this substance.

The development of speech awareness among preschoolers is essential in order to reveal to them at an elementary level the structure of speech, its form: the sound composition of the word, the verbal composition of the sentence, the morphological and derivational structure of the word. At the same time, it helps to familiarize children with the semantic side of speech. Thus, work on the semantics of a word includes the use of antonymic and synonymous comparisons, which are actually semantic relationships between words, and also develop in children an understanding that a thought can be expressed in different words.

By the end of preschool age, under certain conditions of education, the child begins not only to use speech, but also to realize its structure, which is important for the subsequent acquisition of literacy. Awareness of speech by preschoolers, the formation of ideas about the word, the assimilation of its semantics, isolating language tools expressiveness and figurativeness of speech contribute to the assimilation of the native language and thereby solve the problem of preparing the child for school in terms of his speech development. By the time they enter school, children should have formed an attitude towards speech as a linguistic reality, an elementary awareness of the structure of speech, in particular an awareness of its verbal composition, an initial idea of the word as language unit. This is important both for preparing for literacy and for learning the mother tongue in primary school.

Thus, referring to the studies of famous psychologists and teachers (D.B. Elkonin, A.N. Gvozdev, L.S. Vygotsky, O.S. Ushakova, O.M. Dyachenko, T.V. Lavrentieva, A.M. Borodich, M. M. Alekseeva, V. I. Yashina, etc.), the following features of the development of speech of older preschoolers can be distinguished.

Sound culture of speech. Children are able to speak clearly difficult sounds: hissing, whistling, sonorous. Differentiating them in speech, they fix them in pronunciation.

Clear speech is becoming the norm for a five-year-old preschooler in Everyday life, and not just during special classes with him.

Improves auditory perception and develops phonemic hearing. Children can distinguish between certain groups of sounds, select words from a group of words, phrases that have given sounds.

They freely use the means of intonational expressiveness in their speech: they can read poems sadly, cheerfully, solemnly. In addition, children at this age already easily master narrative, interrogative and exclamatory intonations.

They are able to adjust the volume of their voices in various life situations: to answer loudly in class, to speak quietly in public places, in friendly conversations, etc. They know how to use the pace of speech: speak slowly, quickly and moderately under appropriate circumstances.

Speech breathing is well developed: children can linger not only vowel sounds, but also some consonants (sonor, hissing, whistling).

They can compare the speech of peers and their own with the speech of adults, detect inconsistencies: incorrect pronunciation of sounds, words, inaccurate use of stress in words.

The grammatical structure of speech. The speech of five-year-old children is saturated with words denoting all parts of speech. At this age, they are actively engaged in word creation, inflection and word formation, creating many neologisms.

At senior preschool age, children make their first attempts at arbitrary use of grammatical means and analysis of grammatical facts.

They begin to master the syntactic side of speech. An adult, as it were, leads the child, helping him to establish causal and temporal relationships when examining objects.

They are able to form words on their own, choosing the right suffix.

There is a critical attitude to grammatical errors, the ability to control one's speech.

The proportion of simple common sentences, compound and complex sentences increases.

The lexical side of speech. By the age of five, the method of comparing and contrasting similar and various items(in shape, color, size) firmly enters the lives of children and helps them to generalize the signs, to highlight the essential ones from them. Children freely use generalizing words, group objects into categories according to their gender.

The semantic side of speech develops: generalizing words, synonyms, antonyms, shades of meanings of words appear, exact, suitable expressions are chosen, words are used in different meanings, adjectives, antonyms are used.

Connected speech (is an indicator of the child's speech development). Children understand what they read well, answer questions about the content and are able to retell a fairy tale, short stories.

They are able to build a story based on a series of paintings, outlining the plot, climax and denouement. In addition, they can imagine the events preceding the one depicted in the picture, as well as the subsequent ones, that is, go beyond its limits. In other words, children learn to compose a story on their own.

They are able not only to see the main and essential in the picture, but also to notice particulars, details, convey the tone, landscape, weather conditions, etc.

Can give a description of the toy, compose plot story about one or more toys, show a dramatization story using a set of toys.

In dialogic speech, depending on the context, a short or expanded form of the statement is used.

The most striking characteristic of the speech of children of the sixth year is the active development of different types of texts (description, narration, reasoning).

In the process of developing coherent speech, children begin to actively use various types of word connections within a sentence, between sentences and between parts of a statement, while respecting its structure.

All these speech skills enable the child to successfully master the program material when entering school.

In preschool childhood, of course, the process of mastering speech does not end for the child. And his speech as a whole, of course, is not always interesting, meaningful, grammatically correct. Vocabulary enrichment, grammatical development correct speech, improving the ability to express one's thoughts with the help of speech, to convey the content of a work of art in an interesting and expressive way will continue in school years, throughout life

The speech development of children is one of the main components of their readiness for schooling. The study of the level of language acquisition allows obtaining data not only on the speech abilities of children, but also on their holistic mental development. In order to understand the essence of speech readiness for schooling, we must clearly understand what is included in the content of abilities. oral speech and what are the most important components for learning speech.

Speech development is considered as the development of the ability to understand and use the language: the development of phonemic hearing and sound analysis, vocabulary, awareness of the composition of words, the formation of grammatical categories, the development of communication skills, skills and skills of coherent speech.

Language acquisition is an important condition for mental development, since the content historical experience, appropriated by the child in ontogenesis, is generalized and reflected in the speech form and, above all, in the meanings of words (A. N. Leontiev).

The poverty of the dictionary interferes with full communication, and, consequently, the overall development of the child. Conversely, the richness of the vocabulary is a sign of well-developed speech and an indicator of a high level of mental development.

Timely development of vocabulary is one of the important factors preparation for schooling. Children who do not have sufficient vocabulary experience great learning difficulties, not finding the right words to express their thoughts. Teachers note that students with a rich vocabulary solve arithmetic problems better, master reading skills, grammar more easily, and are more active in mental work in the classroom.

Features of the development of children's vocabulary have been studied quite fully in physiology, psychology, and psycholinguistics.

Preschool age is a period of rapid vocabulary enrichment. Its growth depends on the conditions of life and upbringing, therefore, in the literature, data on the number of words of preschoolers of the same age vary greatly. The first meaningful words appear in children by the end of the first year of life. In the modern domestic methodology, 10-12 words per year are considered the norm. The development of speech understanding is largely ahead of the active vocabulary. After a year and a half enrichment active dictionary going on rapidly, and by the end of the second year of life it is 300-400 words, and by the age of three it can reach 1500 words. A huge leap in the development of the dictionary occurs not only and not so much due to mastering the methods of forming words from the speech of adults, but due to mastering the methods of forming words. The development of the dictionary is carried out at the expense of words denoting objects of the immediate environment, actions with them, as well as their individual features. In subsequent years, the number of words used also increases rapidly, but the rate of this growth slows down somewhat. The third year of life is the period of the greatest increase in active vocabulary. By the age of 4, the number of words reaches 1900, at 5 years - up to 2000-2500, and at 6-7 years up to 3500-4000 words.

Individual differences in the vocabulary are also observed in these age periods. According to D.B. Elkonin, the differences in the dictionary are "greater than in any other area of mental development."

The number of nouns and verbs increases especially rapidly, the number of adjectives used grows more slowly. This is explained, firstly, by the conditions of upbringing (adults pay little attention to the acquaintance of children with the signs and qualities of objects), and secondly, by the nature of the adjective as the most abstract part of speech.

The first words are very peculiar, they are characterized by polysemanticism. These first words, in essence, are not yet words. A real word is born as a designation of an object and is associated directly with a gesture that points to an object.

A clear subject relatedness arises from the very early stages child's life and is a product of development. Already from 10-11 months, according to F.I. Fradkina, the child begins to react not only to the sound side of the word, but also to its content. At first, the word is associated for the baby only with a specific single object. At first, the word appears for the child only as a component of the adult's complex influence, as a component of the whole situation, which includes gestures, intonation, and the environment in which this word is spoken. Then the word becomes an integrating signal (M.M. Koltsova). Gradually, with the development of the ability to generalize, it begins to designate all objects of a given category.

After 4-5 years, children who speak speech attribute a new word to not one, but to many objects. Learning from adults ready-made words and operating with them, the child is not yet aware of all the semantic content that they express. Children can learn the subject relatedness of a word, but the system of abstractions and generalizations behind it cannot.

There are numerous facts of erroneous word usage, transfer of the name from one subject to another, narrowing or, conversely, expanding the boundaries of the meanings of words and their application. The narrowing or expansion of the meanings of words by children is explained by the fact that they do not have sufficient knowledge about those objects and phenomena that are called these words.

The figurative meanings of words are not assimilated by children immediately. First, there is the assimilation of the main meaning. The meanings of children's words are dynamic. L.S. Vygotsky drew attention to the fact that the same word, with the same relation to objects and phenomena of the surrounding world, “means” for the child different ages and different levels development is different. In a child at the age of 3-5 years, the process of mastering a clear subject-related relation of words and their specific meanings occupies a central place, and at 5-6 years old, a system of so-called worldly concepts, but in which emotional-figurative, visual connections still dominate.

Thus, in its specifically related form, the meaning of a word arises before the concept and is a prerequisite for its formation. The concept denoted by the word, being a generalized image of reality, grows, expands, deepens as the child develops, as the sphere of his activity expands and becomes more diverse, the circle of people and objects with which he enters into communication increases. In the course of its development, the child's speech ceases to be dependent on the sensory situation.

By the senior preschool age, children master the vocabulary and other components of the language so much that the acquired language really becomes native. Here, basically, the formation of the core of the dictionary should end. At the same time, semantic and, in part, grammatical development are still far from complete (A.V. Zakharova).

Clarification of the semantic content of words by the age of 6 is still gaining momentum. This is due to the assimilation of new knowledge about the world and the emergence of an aesthetic attitude to the word and speech in general. At first, children unconsciously use metaphors in their speech.

The vocabulary of preschoolers is actively enriched by the words "invented" by them. Word creation is the most important feature of children's speech. The facts collected by psychologists, teachers, linguists indicate that the period from two to five is distinguished by the active word creation of children. Moreover, new words are built according to the laws of the language on the basis of imitation of the forms that they hear from surrounding adults. Word creation is an indicator of mastering the morphological elements of the language, which are associated with the quantitative accumulation of words and the development of their meanings.

Mastering the grammatical structure of speech has a huge impact on the overall development of the child, providing him with a transition to learning the language at school.

The formation of the grammatical structure of speech involves the formation of the morphological side of speech (changing words by gender, number, case), word formation methods and syntax (mastering different types of phrases and sentences). Without mastering grammar, verbal communication is impossible.

Mastering the grammatical structure is of great difficulty for children, since grammatical categories are characterized by abstractness and abstraction. In addition, the grammatical structure of the Russian language is distinguished by the presence of a large number of unproductive forms and exceptions to grammatical norms and rules.

The process of mastering the grammatical structure by a child is complex, it is associated with analytics - the synthetic activity of the cerebral cortex. The patterns of assimilation of the grammatical side of speech were revealed by the famous linguist A.N. Gvozdev. According to the study, a child learns the grammatical system of his native language by the age of three in all its most typical manifestations. The child's assimilation of the grammatical structure of speech occurs in the form of the assimilation of grammatical categories, which are characterized by the presence of knowledge. The time and sequence of assimilation of individual categories depend on the nature of their assignments. Children find it difficult to assimilate those forms, the specific meaning of which is not connected by the logic of children's thought, that is, that which is not clear in meaning.

First of all, the child learns the number of nouns (1 year 10 months), as well as the difference between diminutive and non-diminutive nouns: table - table. Children learn early imperative form, as it expresses various desires that are of great importance to the child. It is more difficult to assimilate relations that are associated with objects and space (cases), with time (tenses) and with participants in speech (persons of verbs). Late (2 years 10 months) the conditional mood is assimilated, since it expresses something supposed, and not real existing. The assimilation of the categories of the genus turns out to be exceptionally difficult and lengthy. Gender is assimilated with the morphological structure of nouns.

A.N. Gvozdev noted that the three main parts of the Russian language present various difficulties: in relation to nouns, it is most difficult to master the endings, in relation to verbs - mastering the basics, in relation to adjectives, word formation (comparative degree).

A.N. Gvozdev revealed the following regularity. In the assimilation of the grammatical structure, a certain sequence is determined: first, all the most typical, ordinary, all productive forms in the field of word formation and inflection (case endings of nouns, forms of verb change by person, tense) are assimilated.

Everything singular, exceptional, violating the norms of this system, is often subjected to repression in the child's speech. Gradually, by imitating the speech of others, the samples are adopted in their entirety. Single, stand-alone words are assimilated already at school age.

The works of F.A. Sokhina, N.P. Serebrennikova, M.I. Popova, A. V. Zakharova enrich the study of the features of the development of the grammatical structure of speech in children.

assimilation morphological system the Russian language occurs on the basis of the development of children's orientation in the sound form of words. This is especially pronounced in older preschoolers. When learning exceptions to the rules. Using atypical forms, children often make mistakes.

Morphological and syntactic aspects of speech develop in parallel. There are fewer difficulties in mastering the syntax, although it is noted that syntax errors are more stable. They are less noticeable to others, since preschoolers, using the oral form of speech, mainly use sentences with a simple structure.

Data on the mastery of the syntactic side of speech are available in the works of N. A. Rybnikov, A. N. Gvozdev, A. M. Leushina, V. I. Yadeshko. At first, “sentence words” appear, denoting actors, objects, actions (give, dad, on). The word is complemented by facial expressions, gestures, actions and essentially represents a whole complete phrase. Gradually, words are synthesized into vocabulary chains, forming sentences. According to N.P. Serebrennikova, the transition to a sentence is possible provided that the child has accumulated 40-60 words.

In the period from 1 year 8 months. up to 1 year 10 months two-word sentences (incomplete simple ones) appear, representing a conscious construction, where each word represents an object or action. By the age of two, three- and four-word sentences are observed - the beginning of mastering a simple common sentence. The child reaches the highest point of using simple common sentences at the age of five and a half years.

First difficult unionless proposals appear in 1 year 9 months, from two to three years old - complex sentences with unions are observed. Usually a complex sentence includes two simple ones. Writing and subordinating conjunctions taken in parallel.

At first, children use sentences that are simple in structure, then they learn more complex structures. The presence of complex sentences testifies to the increasingly complex connections (causal, temporal, etc.) between individual representations.

Children of the fourth year of life in ordinary communication rarely use complex sentences. The structure of the sentences they use is simple, the total number is small and increases little with age.

At an older age, children are able to contrast homogeneous members of a sentence, use opposing conjunctions. Syntax errors are observed in violation of the order of words in a sentence.

Mastering the ways of word formation is one of the aspects of the speech development of children. Preschoolers mainly use the morphological method of word formation, which is based on a combination of morphemes of different meanings. To form words, a child must master word-building models, lexical meanings of word stems, and the meaning of significant parts of a word. In psychological and psycholinguistic literature, word formation is compared with children's word creation, which indicates the active assimilation of the grammatical structure by children. By the end of preschool age, children's word formation approaches the normative one, and therefore the intensity of word creation decreases.

The assimilation of word formation methods occurs in stages. The initial stages are characterized by the accumulation of a primary vocabulary of motivated vocabulary and the prerequisites for word formation in the form of orientation to nouns for the nomination of objects and language relations. The most intensive mastery of word formation occurs at the age of 3 years 6 months. - 4 years to 5 years 6 months - 6 years. During this period, word production, generalized ideas about the norms and rules of word formation are formed. By the end of preschool age, children's word formation approaches the normative one, and therefore the intensity of word creation decreases.

At the senior preschool age, the mastering of the system of the native language is completed. By the age of six, children have learned the basic patterns of changing and combining words into sentences, agreement in gender, number and case.

Therefore, the development of the whole variety of grammatical forms characteristic of the Russian language continues. The assimilation of grammar continues with the development of elements of logical, abstract thinking, the formation of language generalizations.

The education of sound culture is one of the important tasks of the development of speech in preschool age. The formation of a sound culture of speech is an important criterion for assessing the speech readiness of children for school.

The sound culture of speech is a fairly broad concept, it includes the phonetic and orthoepic correctness of speech, its expressiveness and clear diction.

Researchers of children's speech and practitioners note the importance of the correct pronunciation of sounds for the formation of a full-fledged personality of the child and the establishment of social contacts, for preparing for school, and in the future for choosing a profession. A child with a well-developed speech easily communicates with adults and peers, clearly expresses his thoughts and desires. Speech with defects in pronunciation, on the contrary, complicates relationships with people, delays the mental development of the child and the development of other aspects of speech.

Correct pronunciation is of particular importance when entering school. One of the reasons for the poor performance of elementary school students in the Russian language is the presence of deficiencies in sound pronunciation in children. Children with pronunciation defects cannot determine the number of sounds in a word, name their sequence, find it difficult to select words that begin with a given sound. Often, despite the good mental abilities of the child, due to the shortcomings of the sound side of speech, he has a lag in mastering the vocabulary and grammatical structure of speech in subsequent years. Children who do not know how to distinguish and isolate sounds by ear and pronounce them correctly find it difficult to master writing skills.

At preschool age, there are all the prerequisites for the successful mastery of the sound side of the Russian language. These include the corresponding development of the cerebral cortex as a whole, phonemic perception speech and speech apparatus. Contribute to the mastery of the sound composition of speech and such features of the child - preschooler, as high plasticity nervous system, increased imitation, a special susceptibility to the sound side of the language, children's love for the sounds of speech.

According to most scientists, preschool age is the most favorable for the final formation of all the sounds of the native language. Imperfections in pronunciation in senior preschool age are not typical: correct setting work, children by this time can master the pronunciation of all sounds. Sound pronunciation is improving, but some of the children have not yet fully formed sounds that are difficult in articulation (hissing and r). The process of becoming these sounds, even with targeted systematic training, is slower, as the skill of incorrect pronunciation becomes more durable. However, by the older preschool age, children develop the ability to self-control, awareness of the imperfection of their speech and, accordingly, the need to acquire knowledge and the need for learning. Therefore, the educational activity becomes more serious.

The main function of connected speech is communicative. It is carried out in two main forms - dialogue and monologue. In linguistic and psychological literature, dialogical and monologue speech are considered in terms of their opposition. They differ in their communicative orientation, linguistic and psychological nature, as well as motives.

Despite significant differences, dialogue and monologue are interconnected with each other. In the process of communication, monologue speech is organically woven into dialogic speech, and a monologue can acquire dialogic properties.

Important in connection with the discussion of the essence of coherent speech is the understanding of the concept of "colloquial speech". Preschool children master, first of all, the colloquial style of speech, which is characteristic mainly of dialogic speech. The monologic speech of the colloquial style is rare, it is closer to the book and literary style.

The development of both forms of coherent speech plays a leading role in the process of speech development of the child and occupies a central place in the overall system of work on the development of speech in kindergarten. Teaching coherent speech can be considered both as a goal and as a means of practical language acquisition. Mastering different aspects of speech is a necessary condition for the development of coherent speech, and at the same time, the development of coherent speech contributes to the child's independent use of individual words and syntactic constructions. Connected speech incorporates all the achievements of the child in mastering the native language, its sound structure, vocabulary, grammatical structure.

Psychologists emphasize that in coherent speech, the close connection between the speech and mental education of children is clearly visible. A child learns to think by learning to speak, but he also improves speech by learning to think. (F. A. Sokhin).

Coherent speech performs the most important social functions: it helps the child to establish connections with people around him, determines and regulates the norms of behavior in society, which is a decisive condition for the development of his personality.

AT preparatory period speech development, in the first year of life, in the process of direct emotional communication with an adult, the foundations of future coherent speech are laid.

By the end of the first - the beginning of the second year of life, the first meaningful words appear, but they mainly express the desires and needs of the child. Only in the second half of the second year of life, words begin to serve as designations for objects for the baby. Gradually, the first sentences appear, first of two, and by two years of three words.

By the end of the second year of a child's life, words begin to take shape grammatically. Speech during this period acts in two main functions: as a means of establishing contact and as a means of knowing the world. Despite the imperfection of sound pronunciation, limited vocabulary, grammatical errors, it is a means of communication and generalization.

In the third year of life, both understanding of speech and active speech, increases sharply vocabulary, the structure of sentences becomes more complicated. Children use the dialogic form of speech.

At preschool age, there is a separation of speech from direct practical experience. The main feature of this age is the emergence of the planning function of speech. AT role play leading activities of preschoolers, new types of speech also arise: speech that instructs the participants in the game, speech-message that tells an adult about the impressions received outside of contact with him. The speech of both types takes the form of a monologue, contextual.

As shown in the study by A. M. Leushina, the main line in the development of coherent speech is that the child moves from the exclusive dominance of situational speech to contextual speech. The appearance of contextual speech is determined by the tasks and nature of his communication with others. Changing the child's lifestyle, the complication of cognitive activity, new relationships with adults, the emergence of new activities require more detailed speech, and the old means of situational speech do not provide completeness and clarity of expression. There is contextual speech.

The transition from situational speech to contextual, according to D.B. Elkonin, occurs by 4-5 years. At the same time, elements of coherent monologue speech appear as early as 2-3 years. The transition to contextual speech is closely connected with the development of the vocabulary and grammatical structure of the native language, with the development of the ability to arbitrarily use the means of the native language. With the complication of the grammatical structure of speech, statements become more and more detailed and coherent.

At a younger preschool age, speech is associated with the direct experience of children, which is reflected in the forms of speech. It is characterized by incomplete, indefinitely personal sentences, often consisting of one predicate; the names of objects are replaced by pronouns. As well as monologue dialogic speech continues to develop. In the future, both of these forms coexist and are used depending on the conditions of communication.

Children 4-5 years old actively enter into a conversation, can participate in a collective conversation, retell fairy tales and short stories, independently tell from toys and pictures. However, their coherent speech is still imperfect. They do not know how to correctly formulate questions, supplement and correct the answer of their comrades. Their stories in most cases copy the model of an adult, contain a violation of logic; sentences within a story are often connected only formally (more, later).

Monologue speech is also being improved: children master different types of coherent statements (description, narration, partly reasoning) based on visual material and without support. The syntactic structure of children's stories becomes more complicated, the number of complex and complex sentences increases. At the same time, these skills are unstable in a significant part of children. Children find it difficult in selecting facts for their stories, in structuring statements, in their linguistic design.

The development of the speech of a child of senior preschool age, his mastery of the expressive possibilities of his native language is greatly influenced by fiction, such an analysis of literary works, when the child's attention is drawn not only to the content, but also to the expressive means of the language of a fairy tale, story, poem.

The perception of a literary work will only be complete when the child is prepared for it. Children have a selective attitude to literary works, a literary taste appears.

Children of primary preschool age are characterized by: the dependence of understanding the text on the personal experience of the child; establishing easy-to-establish connections when events follow each other; emotional attitude to the characters is brightly colored; there is a craving for a rhythmically organized warehouse of speech.

In the middle preschool age, there are some changes in the understanding and comprehension of the text, which is associated with the expansion of the life and literary experience of the child. Children correctly evaluate the actions of the characters. In the fifth year there is a reaction to the word, interest in it, the desire to repeatedly reproduce it, beat it, comprehend it.

At older preschool age, children begin to realize events that were not in their personal experience, they are interested not only in the actions of the characters, but also in the motives of actions, feelings. They are able to sometimes capture the context. Children develop the ability to perceive the text in the unity of content and form. The understanding of the literary hero becomes more complicated, some features of the form of the work are realized (steady turns in a fairy tale, rhythm, rhyme).

The studies note that in a child of 4-5 years old, the mechanism of forming a holistic image of the semantic content of the perceived text begins to fully function. At the age of 6-7 years, the mechanism for understanding the content side of a coherent text, which is distinguished by clarity, is already fully formed.

The ability to perceive a literary work, to realize, along with the content, the features of artistic expression does not arise spontaneously, it is formed gradually throughout the entire preschool age.

Artistic creativity is a means of forming an aesthetic attitude to literary works. Studies have shown that artistic creativity can and should be developed at preschool age. It is an effective means of mastering the surrounding reality by children. Creative activity contributes to the development of children's artistic abilities, the identification of their requests and interests. One of the important types of artistic activity of children is verbal creativity.

By verbal creativity, we mean the productive activity of children, which arose under the influence of works of art and impressions from the surrounding life and is expressed in the creation of oral compositions - fairy tales, stories, poems. Verbal creativity is formed on the basis of a full-fledged perception of literary works, while the perception itself develops in creative activity. The abilities and skills that underlie the aesthetic perception of literary works can be used in independent activity - verbal creativity only when the child's poetic ear is fully developed.

By poetic hearing is meant the ability not only to catch, feel the expressive means of expressive speech, but also to some extent to be aware of them. Poetic ear helps to develop in children the ability to distinguish between genres, understanding their features, the ability to feel the components of an artistic form and realize their functional connection with the content of literary works.

Every child has a poetic ear, but most often it is in a passive state, that is, it manifests itself in the "contemplation" of a work of art. Adult guidance is needed to teach children to use the acquired knowledge and skills in creating their own compositions. Poetic ear finds its full expression in the verbal creativity of children.

In itself, the development of poetic hearing does not lead to the emergence of creative activity. Only with special work aimed at developing and activating poetic hearing, at creating conditions conducive to the creative manifestations of children, can verbal creativity develop. Thus, it is possible to bring the poetic ear of each child to a high level of development and, with purposeful work, to awaken the desire for verbal creativity in the majority. And this is of great importance for the future education of the child in school.

This ensures greater efficiency of verbal communication and further mastery of the language, speech development, in particular the development of coherent speech, the formation of interest in artistic speech and the ability to use language means of artistic expression in storytelling.

The development of a child's awareness of linguistic reality, the elements of language, to a certain extent occurs spontaneously. A special formation of awareness of linguistic phenomena begins to be carried out when preschoolers (as well as first graders) are taught to divide sentences into words and sound analysis of words.

The sound analysis of the word and the division of the sentence into words should act, first of all, as a means of identifying the main means of speech - linearity. Elements of the language that do not have a temporal reference function, appear in linearly constructed statements, in the speech chain. The child speaks the language. In order for him to be able to think about language, overcoming linearity, linearity must become a “given” for him. Therefore, teaching sound analysis and dividing the utterance into words should, first of all, ensure the isolation, awareness of both the linearity of the sound form of the word and the linearity of the utterance. The word for the child acts as a carrier of meaning, meaning. The materiality and discreteness of the word are, as it were, obscured by the directly experienced meaning. In relation to the articulation of the statement, this is well shown in the studies of S.N. Karpova. One of the main tasks at the initial stages of teaching children sound analysis is the task of “divorcing the sound and semantic sides of the word (studies by D.B. Elkonin, L.E. Zhurova, as well as F.A. Sokhin, G.P. Belyakova, G. A. Tumakova, etc.) An essential link here is the demonstration to children of long and short words pronounced by the teacher. This technique directs the attention of children to the actual physical characteristics of the word, to the deployment of the word in time, to its processuality. At the same time, the identification of linearity is further built on this basis.

It is important to combine work on the isolation of the linearity of the sound form of a word with similar work in relation to the structure of an utterance. The division of an utterance into words naturally depends on what the child understands by a "word." And here it is necessary to emphasize the difference between the assimilation of the meaning of the word "word" and the formation of the concept of "word".

When deciding on the formation of the initial idea of a word, sentence, etc., it is necessary to take into account the distinction between the meaning of a word and a concept. In relation to preschoolers, we are talking about the formation of the meaning of the word "word" in them, that is, the formation of a minimum of signs by which the child must distinguish a word from a non-word. The meaning of many other words the child learns in this way. In a simplified form, the difference between the assimilation of the meaning of a word and the assimilation of the concept expressed by this word can be explained as follows. The child learns the meaning of the word salt, focusing on a minimum of features that allow to distinguish salt from sugar. The assimilation of the concept of "salt" requires an understanding of the chemical structure of this substance.

The development of speech awareness in preschoolers is essential in order to reveal to them at an elementary level the structure of speech, its form: the sound composition of the word, the verbal composition of the sentence, and also - which requires special research - the morphological and word-formation structure of the word. At the same time, it helps to familiarize children with the semantic side of speech. Thus, work on the semantics of a word includes the use of antonymic and synonymous comparisons, which are actually semantic relationships between words, and also develop in children an understanding that a thought can be expressed in different words.

Awareness of speech by preschoolers, the formation of ideas about the word, the assimilation of its semantics, the isolation of language means of expressiveness and figurativeness of speech contribute to the assimilation of the native language in kindergarten and thereby solve the problem of preparing the child for school in terms of his speech development.

By the time they enter school, children should have formed an attitude to speech as a linguistic reality, an elementary awareness of the structure of speech, in particular an awareness of its verbal composition, an initial idea of the word as a linguistic unit. This is important both for preparing for literacy and for learning the mother tongue in primary school.

Summing up, we can conclude that even with such a cursory review, it is clear how dynamic children's speech is. This is partly due to a certain plasticity, malleability of thinking. The language of children is characterized by consistency and internal logic. In theoretical terms, children's speech is still an equation with many unknowns. But the main problem, in our opinion, is the development of speech at the age of six. The tasks facing today's school require close attention to the development of the speech of preschoolers.

CHARACTERISTICS OF SPEECH DEVELOPMENT

In children of senior preschool age, the development of speech reaches a high level. Most children correctly pronounce all the sounds of their native language, can regulate the strength of the voice, the pace of speech, the intonation of the question, joy, surprise.

By the senior preschool age, the child accumulates a significant vocabulary. The enrichment of vocabulary (the vocabulary of the language, the totality of words used by the child) continues, the stock of words similar (synonyms) or opposite (antonyms) in meaning, polysemantic words is increasing.

Thus, the development of the dictionary is characterized not only by an increase in the number of words used, but also by the child's understanding of the different meanings of the same word (multi-valued). Movement in this regard is extremely important, since it is associated with an increasingly complete awareness of the semantics of the words that they already use.

At the senior preschool age, the most important stage of the speech development of children is basically completed - the assimilation of the grammatical system of the language. The proportion of simple common sentences, compound and complex sentences is increasing. Children develop a critical attitude to grammatical errors, the ability to control their speech.

The most striking characteristic of the speech of older preschool children is the active development or construction of different types of texts (description, narration, reasoning). In the process of mastering coherent speech, children begin to actively use different types of word connections within a sentence, between sentences and between parts of a statement, observing its structure (beginning, middle, end).

At the same time, such features can be noted in the speech of older preschoolers. Some children do not pronounce correctly all the sounds of their native language, do not know how to use intonation means of expression, adjust the speed and volume of speech depending on the situation. Children also make mistakes in the formation of different grammatical forms (this is the genitive case of the plural of nouns, their coordination with adjectives, different ways of word formation). And, of course, it is difficult to correctly construct complex syntactic constructions, which leads to an incorrect combination of words in a sentence and the connection of sentences with each other when compiling a coherent statement.

The most striking characteristic of an older preschooler is his active development of the construction of different types of texts. The child masters the form of a monologue. Speech becomes contextual, independent of the visually presented situation of communication. The improvement of the grammatical structure occurs in connection with the development of coherent speech.

In the sixth year, the mastering of the language system is basically completed, but many single traditional forms. The word-creative process is still actively proceeding, the number of innovations even increases compared to the previous one. age group- there are grammatical enumerations, "groping" of the form: eyebrow, eyebrow, eyebrow; numerous cases incorrect setting accents: on a sleigh, crumpled, gave birth, winter, crept up to the jug2, cheerful. Innovations indicate that the child does not reproduce the finished form, but actively forms it independently.

Formation of the sentence structure

In the process of mastering coherent speech and storytelling, children begin to actively use formal composing communication. (For example: Then once, they ran up ... And under a log, and everyone slipped and fell.) The proportion of simple common sentences, complex and complex, increases. Direct speech is widely used. Sentences are connected with the help of words and, then, through a synonymic replacement, lexical repetition.

In connection with the expansion of the sphere of communication, the content of cognitive activity, in connection with the increasing context of speech, syntax errors begin to prevail over other errors. They account for up to 70% of total number grammatical errors in connected speech. To improve the structure of statements, teaching coherent speech and storytelling, which can take a playful form, plays an important role.

In the sixth year of life, as before, the assimilation of a number of morphological means is actively proceeding (plural forms of the nominative and genitive cases of nouns, the imperative mood of verbs, degrees of comparison of adjectives and adverbs). The child masters new areas of reality, a new vocabulary and, accordingly, forms of grammatical change of new words.

In the sixth year of life, the development of word-formation methods is very active. This is manifested in the mastery large quantity derivative words, in the intensity of word creation. Innovations cover the main parts of speech: noun (weasel, swallow, stork, baby stork, starlings, starlings, starlings), adjective (mushed, raspy, angry, offended, lunchtime, long-eared), verb (gakaet, rolled, stuck). At this age, word creation is observed in almost all children. This is the heyday of word creation. It now takes the form of a language game, which is manifested in the child's special emotional attitude to experiments with the word. Arushanova A.G. Speech and verbal communication of children: A book for kindergarten teachers. - M.: Mosaic-Synthesis, 1999. - p. 99

The senior preschool age is characterized by a high level of speech development. Most children correctly pronounce all the sounds of their native language, they can regulate the strength of their voice, the pace of speech, use the intonation of a question, joy, surprise.

By this time, the child has accumulated a significant vocabulary. Particular attention should be paid to the qualitative side of the dictionary: an increase in the dictionary due to synonyms, antonyms, polysemantic words.

At the senior preschool age, the stage of assimilation of the grammatical system of the language is basically completed. Children develop a critical attitude to grammatical errors, the ability to control their speech.

The most striking characteristic of the speech of children of the 6th year is the active development of different types of texts.

At the same time, the following features in the speech of older preschoolers can be noted: some children do not pronounce correctly all the sounds of their native language, do not know how to use intonation, regulate the speed and volume of speech, make mistakes in the formation of different grammatical forms (cases, singular and plural), there are difficulties in constructing complex sentences. In the older group, children continue to be introduced to the sound side of the word and introduce the new kind work - familiarization with the verbal composition of the sentence. This is necessary to prepare preschoolers for literacy.

At preschool age, the child's speech acquires new qualitative features. Along with the rapid growth of the vocabulary (from 1000-1200 words for a three-year-old child to 3000-4000 words for an older preschooler), there is a practical mastery of more complex shapes sentences, the grammatical structure of the native language.

The development of speech occurs in the process of communication between the child and others, which becomes richer and more diverse at preschool age due to the knowledge accumulated by the child and participation in various collective games and activities. The improvement of speech is inextricably linked with the development of the child's thinking, in particular with the transition from visual-active to reasoning, logical thinking, which begins to take shape at preschool age.

All this encourages the child to master the means of language, to move on to new, more complex forms of verbal utterances.

The relationship between the two signal systems is changing, the relationship between the word, on the one hand, and visual images and direct actions, on the other. If the speech of a child early age is connected mainly with what he perceives and does at the moment, then the preschooler, in addition to this, begins to understand and himself to talk about things more distant, which he can only imagine, only mentally imagine. This happens, for example, when a preschooler listens to a fairy tale or himself describes in a coherent way what he previously observed or learned from the stories of adults, from a book read to him, etc.

It is easy to understand how, under these conditions, the requirements for coherent speech, for the ability to construct sentences grammatically correct and connect them with each other, grow.

The child must learn to use function words correctly - negative particles not, nor, prepositions, conjunctions; he must learn to understand and use the diverse suffixes that change the meaning of the word; he must learn to correctly coordinate the words in the sentence according to gender, number and case.

During the preschool age, with the correct organization of educational work, the child practically learns the basic rules of the grammar of his native language and uses them in his oral speech.

However, the way in which a child learns grammar at preschool age is very peculiar and differs significantly from that followed by schooling.

A preschooler does not memorize grammatical rules, does not memorize their definitions, he does not even know what a union, preposition, gender, case is. He masters all this practically, listening to the speech of adults, himself talking with others in everyday life, in games and classes. As the experience of verbal communication accumulates, the child develops unconscious empirical linguistic generalizations, the so-called sense of language is formed.

The child not only begins to speak correctly himself, but notices the slightest mistake in the speech of others, although he cannot explain why it is impossible to speak like that.

So, a five-year-old child, hearing a two-year-old say: “Petya walked,” corrects him instructively: “I must say - I walked, but I didn’t walk.” But when they ask him why it’s impossible to say that, he answers in bewilderment: “They don’t say that, it’s so wrong.” He is still not sufficiently aware and does not know how to formulate the rules that he already practically uses in his speech.

The physiological basis of the sense of language is a dynamic stereotype that develops at the level of the second signal system influenced by the experience of verbal communication with others. Such a stereotype is a system of generalized temporal connections between verbal stimuli corresponding to the grammatical features of the language. When a child observes similar phenomena of a language, for example, the same type of agreement of verbs and adjectives with the gender of a noun, generalization occurs in his brain, a generalization of the corresponding neural connections. As a result, he begins to change and coordinate new words by analogy with how he did it with old words already known to him.

Practical speech generalizations help the child speak correctly. However, due to excessive generalization, insufficient differentiation of grammatical relations, young children often make characteristic mistakes. So, having learned in the third year of life the expression “to knock with a hammer”, the child, by analogy with him, says “eat with a spoon”, “wipe with a cloth”, etc. Only later, as a result of the experience of communicating with people around him, does he begin to differentiate the ending of nouns into instrumental considering their gender.

The formation of a sense of language is very important in the development of children's speech. It is an essential condition correct construction oral speech in a preschooler and creates the necessary prerequisites for the conscious assimilation of grammar during schooling.

In the process of speech development, the child must learn not only new words, but also their meanings. The meanings of words, as already indicated, are generalizations of a number of similar objects or phenomena. Therefore, mastering the meaning of the word is challenging task for a preschooler who still has limited knowledge and insufficient ability to generalize.

Sometimes it happens that a child, having learned a word, does not yet understand its real meaning and interprets this word in his own way, in accordance with his limited experience.

Veresaev describes how as a child he was surprised when a man who was called the son of a cook turned out to be a big man with a red mustache. He thought that only a little boy could be a “son”, thus giving this word its own, special meaning.

The teacher must ensure that, while assimilating a new word, the child at the same time correctly understands its meaning. The speech of the child acquires a different character at different stages of preschool childhood. The speech of children of younger preschool age has many more features characteristic of the speech of a child of early age.

To a large extent, the direct connection of children's statements with perception and action is preserved. Toddlers talk mainly about what they perceive and do at the moment. So, when listening to a story from a picture book, they are more guided by what is drawn in the picture than by the text they listened to. Younger preschoolers usually express their thoughts in short sentences, without connecting them with each other. Answering the teacher's questions, children find it difficult to build a coherent story.

The pronunciation of the younger preschooler is still imperfect. Many three-year-olds still do not pronounce the sounds r, l, w, w, or replace them with others (for example, they say “Zenya” instead of “Zhenya”, “bow” instead of “hand”). Syllables in words are sometimes replaced or moved (for example, "khasir" instead of "sugar"). This is partly due to the inability to control one's vocal apparatus, and partly to the insufficient development of speech hearing.

Under the influence of properly organized educational work, everyday communication with adults, games and special classes, children move on to more advanced forms of speech construction and master the correct sound pronunciation.

The speech of children of middle preschool age becomes richer in content and acquires more complex structure than in babies.

The vocabulary of the child is greatly increased. Children's conversations often no longer refer to given, directly perceived circumstances, but to what was perceived earlier or was told by parents and educators and other children. This expansion of verbal communication leads to a change in the structure of children's speech. Along with the names of objects and actions, children begin to widely use various definitions.

The child connects sentences and subordinates them to each other in accordance with the nature of the phenomena described. This change in the structure of speech is closely connected with the appearance of reasoning, logical thinking.

At the same time, in the speech of a child of middle preschool age, along with new features, features of the previous stage of development are preserved. Despite the fact that his speech acquires greater coherence than that of a baby, nevertheless, there are often substitutions for missing nouns in it with indications like that, that, there, etc.

In sound pronunciation, a child of middle preschool age achieves great success. Only sometimes, usually as a result of an insufficiently attentive pedagogical approach to the child, five-year-old children encounter errors in the pronunciation of certain sounds (most often r and w).

The teacher's conversations with children, listening to fairy tales and other works of children's literature, children's conversations in the process of collective games and activities are a necessary condition for the development of children's speech at this age.

In children of older preschool age, further development speech. The child's vocabulary increases significantly (up to 3000-4000 words). Complicating with new species training sessions, collective games, labor assignments, communication with other people leads to the enrichment of the child's vocabulary and mastery of new grammatical forms of the native language.

At the same time, the enrichment of the child's experience, the development of his thinking affects the change in the structure of his speech, which in turn encourages him to master new, more complex forms of language.

The phrase highlights the main and subordinate clauses. Words expressing causal (because), target (in order to), investigative (if) relationships between phenomena are widely used by a preschooler. In relation to the child's own speech, new moments appear. Older preschoolers are not only guided in the practice of verbal communication by a sense of language, but also make the first attempts to realize the linguistic generalizations underlying it.

The child tries to justify why it is necessary to say this and not otherwise, why this is said correctly, but this is wrong. So, a six-year-old child declares: “You can’t say: the girl was sitting on a chair; it’s about a boy or an uncle that’s what they say.” Or: “You can’t say: tomorrow I went to the forest; I went when it was about yesterday, but I’ll go here, I must say. ”

With the correct organization of educational work, when conducting special classes in their native language, older preschoolers not only learn to coherently express their thoughts, but also begin to analyze speech, to realize its features. This ability to consciously relate to one's own speech, to make it the subject of one's analysis, is important for preparing children for schooling, for subsequent literacy. Zaporozhets A.V. Psychology. - M.: Uchpedgiz, 1953. - Access mode: .

Senior preschool age (5-7 years) is a period of intensive development of mental processes and processes of cognitive activity. This is the period of mastery social space human relationships through communication with close adults, as well as through gaming and real relationships with peers. This age brings new fundamental achievements to the child.

One of the main features of preschool age is the development of the arbitrariness of the leading mental processes. This fact was noted by almost all scientists involved in this age period.

At this age, the child goes beyond his family world and establishes relationships with the world of adults. The ideal form, according to the psychologist L.S. Vygotsky, this is that part of objective reality (higher than the level at which the child is), with which he enters into direct interaction; this is the realm the child is trying to enter.

There is a big gap between the real level of development and the ideal form with which the child interacts, therefore the only activity that allows you to model these relationships, get involved in already modeled relationships, and act within this model is a role-playing game. The game is the leading type of activity of a preschool child.

The age of 5-7 years is decisive in the process of personality formation. At the senior preschool age, there is an intensive amplification of the basic components of mental development, during which the leading personal education is formed - children's competence. Preschool age is a period of improvement, development of personality neoplasms, which are enriched with individual parameters during the period of preschool age.

In children of older preschool age, fairly stable psychological properties appear that determine actions and deeds that make it possible to track the formation of arbitrariness of behavior.

The development of a child's personality includes two aspects. One of them is that the child gradually begins to understand his place in the world around him. The other side is the development of feelings and will. They provide subordination of motives, stability of behavior.

A special role in the psychological development of children of senior preschool age is occupied by emotions, the development of the emotional and personal sphere. The main directions of the emotional development of children of senior preschool age: the complication of emotional manifestations and their regulation in activity and behavior; the formation of moral and social emotions, the formation of the emotional background of the mental development of children takes place; children learn emotional regulation skills that allow them to restrain strong expressions of feelings and mood swings.

Significant changes are observed in the qualitative and quantitative characteristics of attention. Attention is a form of organization of cognitive activity aimed at the selected object. Depending on the nature of mental regulation, involuntary and voluntary attention are distinguished. The level of attention is determined by a set of basic characteristics of attention: volume, concentration, switching and distribution; the states opposite to attention are distractibility, instability.

A characteristic feature of the attention of preschool children is the dominance of involuntariness, low concentration and concentration on external verbal objects. At the senior preschool age, there is a process of improving attention: the volume and stability increase significantly, elements of arbitrariness appear.

The imagination of older preschool children is a mental cognitive transformational process, which consists in creating new original images by processing the perceived material on the basis of individual experience. The development of children's imagination is associated with the complication of the role-playing game, which leads to the transition from reproductive to creative imagination, from involuntary to arbitrary imagination and involves planning and programming activities. Imagination begins to perform two main functions: protective, associated with the formation of practical skills for understanding the world around us, and cognitive, allowing problem situation and regulatory mental condition by creating an imaginary situation abstracted from reality.

Perception is a purposeful and active intellectual process for the formation of images of the surrounding world. The perception of children becomes meaningful and differentiated. In the process of perception of older preschoolers, the role of visual comparison and processing of verbal material is enhanced. Adequate perception of sensory events is of decisive importance for the development of operations of mental activity.

The development of memory, the main type of which in preschool age is figurative, depends primarily on the perception of the child.

Initially, memory is involuntary, since the degree of memorization depends on the establishment of visual connections, based on the characteristics of the child's personal experience.

The development of memory in preschool age is characterized by a gradual transition from involuntary to arbitrary memorization, which consists in the formation of regulatory components mental activity and methods of memorizing verbal material in accordance with the operations of mental activity.

At preschool age, in the process of active mastering of speech, verbal memory develops; Arbitrary memory arises, associated with an increase in the regulatory role of speech, the appearance of arbitrary mechanisms of behavior and activity.

Senior preschool age is very important for mental development, since purposeful thinking comes first. cognitive activity, during which there are significant changes in the mental sphere. Gradually leading place thinking begins to occupy the structure of cognitive processes.

Children of older preschool age are distinguished by systematic analysis, differentiation of generalizations, and the ability to generalize. Features of the development of thinking during preschool childhood are manifested in the transition from the visual level of mental activity to the abstract-logical, from the concrete to the problematic, which is reflected in the flexibility, independence and productivity of thinking.

The speech of a small child is formed in communication with the people around him. In the process of communication, its cognitive and objective activity is manifested. Mastering speech rebuilds the entire psyche of the baby, allows him to perceive phenomena more consciously and voluntarily. The great Russian teacher K.D. Ushinsky said: native word is the basis of all mental development and the treasury of all knowledge. Therefore, it is also important to take care of the timely development of children's speech, to pay attention to its purity and correctness.

In children of preschool age, the development of speech reaches a fairly high level. Most children correctly pronounce all the sounds of their native language, can regulate the strength of the voice, the pace of speech, reproduce the intonation of a question, joy, surprise. By the senior preschool age, the child accumulates a significant vocabulary. The enrichment of vocabulary (vocabulary, set of words used by the child) continues, however Special attention is given to its qualitative side: to increase vocabulary words of similar (synonyms) or opposite (antonyms) meaning, as well as polysemantic words.

Among the many important tasks of educating and educating preschool children in kindergarten, speech development is one of the main ones. This task consists of a number of special, particular tasks: educating a sound culture of speech, enriching, consolidating and activating the dictionary, improving the grammatical correctness of speech, forming colloquial (dialogical) speech, developing coherent speech, raising interest in the artistic word, preparing for literacy.

These tasks are solved throughout the preschool age. However, at each age stage, the tasks gradually become more complicated, teaching methods change. Each of these tasks has a whole range of problems that need to be addressed in parallel and in a timely manner.

In preschool childhood, the child masters, first of all, dialogic speech, which has its own characteristics, manifested in the use of linguistic means that are acceptable in colloquial speech, but unacceptable in the construction of a monologue according to the laws of the literary language.

Dialogic form of speech, which is primary natural form language communication, consists of an exchange of statements, which are characterized by a question, an answer, additions, explanations, objections, remarks. At the same time, facial expressions, gestures, and intonation play a special role, which can change the meaning of a word.

It is necessary to develop in children the ability to build a dialogue (ask, answer, explain, ask, give a cue, support) using a variety of language tools in accordance with the situation. To do this, conversations are held on various topics related to the child's life in the family, kindergarten, with his relationships with friends and adults, his interests and impressions. It is in the dialogue that the child learns to listen to the interlocutor, ask questions, answer depending on the surrounding context. Most importantly, all the skills and abilities that were formed in the process of dialogic speech are necessary for the child to develop monologue speech.

At the senior preschool age, the most important stage in the development of children's speech is basically completed - the assimilation of the grammatical system of the language.

The proportion of simple common, complex and complex sentences is increasing. Children develop a critical attitude to grammatical errors, the ability to control their speech. Children of senior preschool age are actively mastering the construction of different types of texts: descriptions, narratives, reasoning. In the process of developing coherent speech, children also begin to actively use different ways connections of words within a sentence, between sentences and between parts of a statement, while respecting its structure.

As for the development of coherent speech, the main shortcomings relate to the inability to build a coherent text using all the structural elements (beginning, middle, end), and to connect parts of the statement in various ways in a chain and parallel connection.

In older preschoolers, coherent, monologue speech is being improved. He can, without the help of an adult, convey the content little fairy tale, story, cartoon, describe certain events that he witnessed. At this age, the child is already able to independently reveal the content of the picture, if it depicts objects that are familiar to him. But when compiling a story from a picture, he still often focuses his attention mainly on the main details, and often omits secondary, less important ones.

Possession of coherent monologue speech is the highest achievement of the speech education of preschoolers. It incorporates the development of the sound culture of the language, vocabulary, grammatical structure and takes place in close connection with the development of all aspects of speech - lexical, grammatical, phonetic. Each of these sides has a program core that affects the organization of speech utterance and, consequently, the development of coherent speech. The connectedness of speech includes the development of skills to build statements of various types: description (the world in statics), narration (an event in motion and in time), reasoning (establishment of cause-and-effect relationships).

When teaching children how to build a detailed statement, it is necessary to form in them elementary knowledge about the structure of the text (beginning, middle, end) and ideas about the ways (means) of communication between sentences and structural parts statements. It is the methods of connection between sentences that act as one of the important conditions for the formation of the coherence of a speech statement.

In the process of rich speech practice, the child, by the time he enters school, also masters the basic grammatical patterns of the language. He correctly builds sentences, competently expresses his thoughts in the amount of concepts available to him. The first sentences of a preschool child are distinguished by the simplification of grammatical constructions. It's simple uncommon offers, consisting only of the subject and the predicate, and sometimes only of one word, with which he expresses the whole situation. Most often he uses words denoting objects and actions. Somewhat later, common sentences appear in his speech, containing, in addition to the subject and predicate, definitions, circumstances. Along with the forms of direct cases, the child also uses the forms indirect cases. Are getting more complicated too grammatical constructions sentences, subordinate constructions appear with conjunctions "because", "if", "when", etc. All this speaks of the growing complexity of the child's thinking processes, which finds expression in speech. During this period, he develops dialogic speech, which is often expressed in a conversation with himself during the game.

Work on intonation, sound expressiveness of speech is necessary for children to learn to express their attitude to the statement with their voice, raising or lowering their voice in accordance with the context, logically and emotionally emphasizing the spoken text.

The close connection of articulation and intonation abilities implies the formation of auditory and articulation-pronunciation skills in broad sense the words.

The development of thinking has a positive impact on the development of the semantic side speech activity preschooler. Speech activity is improved in quantitative and qualitative terms.

In children of older preschool age, the development of speech reaches a high level: the child masters contextual monologue speech, composes different types stories: descriptive, narrative creative (stories, messages, reflections, explanations, sketches), retells literary texts, composes stories according to the plan of the educator and independently, tells about events from his own life, according to the meaning of the picture, works of art, on the theme of the game and fictional situation. Pupils accumulate a significant vocabulary, the proportion of simple common and complex sentences increases. By the end of preschool age, the child begins not only to use coherent speech, but also to be aware of its structure. Children develop a critical attitude to grammatical errors, the ability to control their speech.

At the same time, the following features in the speech of older preschoolers can be noted: some children do not pronounce correctly all the sounds of their native language, do not know how to use intonation, adjust the speed and volume of speech, make mistakes in the formation of different grammatical forms (cases, singular and plural). In the older group, children continue to be introduced to the sound side of the word and a new type of work is introduced - familiarization with the verbal composition of the sentence. This is necessary to prepare preschoolers for literacy.

We can say that the foundation of a child's speech development is laid in the preschool period, so speech at this age should be the subject of special care on the part of adults.

Thus, speech is a powerful factor in the mental development of a person, the formation of him as a person. Under the influence of speech, consciousness, views, beliefs, intellectual, moral, aesthetic feelings are formed, the will and character are formed. All mental processes with the help of speech become controlled.

The child learns language, masters speech as a result of social experience of communication and learning. Which language he learns as his native language depends on the environment in which he lives and the conditions of education.

Speech is the most important creative mental function of a person, the area of manifestation of the ability inherent in all people to cognition, self-organization, self-development, to build their personality, their inner peace through dialogue with other personalities, other worlds, other cultures. Speech is a mental process of a generalized reflection of reality, a form of existence of human consciousness, serving as a means of communication and thinking.

Senior preschool age is a period of intensive formation of new mental qualities, a significant restructuring of cognitive processes. This period of preschool childhood is characterized by its characteristic features of psychophysiological development.

At the senior preschool age, a new stage of speech development begins:

1) speech from situational becomes contextual;

2) the regulatory function of speech develops, which helps to regulate activity and behavior;

3) the planning and instructive functions of speech are formed, which manifest themselves first in the game, and then in the learning activity;

4) the sound side of speech activity is improved: defects in sound pronunciation are overcome, the child distinguishes similar sounds by ear and in his own speech, mastery occurs sound analysis words;

5) the semantic side of speech activity is being improved: the vocabulary is enriched, lexical variability appears, the coherence of speech is formed, children master the monologue.