Diagnostic techniques for speech development of preschoolers. Methodology for the development of speech in preschool children

Revealing the level speech development occurs through a diagnostic examination of preschoolers.

Diagnostics of speech development in children 2-4 years old.

Formation of the dictionary.

To conduct a diagnostic examination of younger preschoolers and identify their level of speech development, illustrative material is needed: thematic subject and plot pictures. Children need to be interested, and therefore all tasks are offered in a playful way.

Preschoolers should be guided in the following lexical topics: "Seasons", "Toys", "Vegetables and fruits", "Clothes and shoes", "Dishes", "Furniture", "Personal hygiene items", "Pets and wild animals", "Poultry", "Insects", "Man. Body parts".

To consolidate nouns, you can offer options for tasks.

• Option. 1. In the table, different object pictures, an adult shows any image, and the child must say what it is.
• Option 2. The adult names the object, and the child must find its image.
• Option 3. An adult offers to select all the pictures on a given topic. For example, "Show me the toys." "Collect vegetables." "Where are the pets?"

The use of verbs in speech can be checked by offering a preschooler of this age plot pictures, depicting labor actions, methods of movement, emotional states of people. The child, looking at the picture, must answer the proposed questions. For example, “How does a worm move? Butterfly?" etc.

Adjectives. An adult shows either a picture or an object and asks to determine its color, size, what it tastes like. For example, lemon (yellow, sour).

For preschoolers 3-4 years old, offer the game "Say the opposite". The adult begins the phrase, and the child ends:

• The elephant is big, but the mouse is…. (small).
• Mom has long hair, and dad…. (short).
• The wolf is brave, and the hare ... (cowardly).

To check adverbs (high-low, far-close, warm-cold), you will also need plot pictures.

Grammatical structure of speech

To test the ability of children to put nouns in the plural form, he is invited to consider paired object pictures (chair-chairs, plate-plates, etc.) and answer “What is shown in one picture? (one item) to another? (multiple items).

Checking the formation of the skills to form diminutive forms of nouns is carried out with the help of subject pictures. The child can be offered to name the depicted objects affectionately, for example, a doll - a doll, a table - a table, an apple - an apple, etc.

The ability to coordinate nouns and pronouns with verbs is better with the help of plot pictures or toys and leading questions. For example, the doll is asleep, but the dolls? The ball is lying, and the balls?

The use of verbs at different times can be reinforced with questions such as, “What are you doing now? What did mom do yesterday? What are you doing tomorrow?"

The correct use of prepositions is also checked using questions about plot pictures or the location of objects in space. For example, there is a box in front of the baby, there is a red cube in it, and a green one on it, a doll sits in front of the box, and a matryoshka behind it. The child can be asked questions: “Where is the doll? Cubes? Green cube? Red? etc.

Sound culture of speech

This is the clear pronunciation of all sounds. An adult can hear mistakes in everyday speech of preschoolers. You can also ask the child to repeat words after the parent to check a specific sound, for example, hard and soft sound"M" - mouse, ball, Masha, bear.

Coherent speech

Preschoolers should be able to:

• clearly express your thought;
• tell a familiar fairy tale, an event from your life (How did you spend your weekend? What did you like about the circus? etc.;
• to compose a short descriptive story about a toy using leading questions and according to the plot picture "A doll is having lunch", "A boy is playing with toys."

The table shows the approximate requirements for telling a familiar fairy tale (for a high level of speech development in younger preschoolers).

Diagnostics of speech development in children 4 - 5 years old

Formation of the dictionary

Preschoolers of this age should have basic knowledge of lexical topics: "Seasons", "Toys", "Vegetables and fruits", "Clothes and shoes", "Dishes", "Furniture", "tools, household appliances", "Personal hygiene items", "Trees and shrubs", " Berries ”,“ Flowers ”,“ Domestic and Wild Animals ”,“ Domestic Birds ”,“ Wintering and Migratory Birds ”,“ Insects ”,“ Man. Body parts "," Professions ". To consolidate them, games are used:

• “Learn by description”: an adult thinks of an object and names its characteristics, the child must guess what he intended, for example, yellow, oval, sour (lemon), green, round, sweet, large (watermelon);
• "Who has who?" - in the table there are two windows, in one there is an image of an adult animal, in the second - a child must put an image of a cub, who has a hare? (rabbit), At the she-wolf? A chicken, etc.
• "Name it affectionately" - a fox - a chanterelle, a duck - a duck, a sparrow - a sparrow, etc.
• One-many - one lemon - many lemons; one ball - many balls, one birch - many birches, etc.
• "Come on ball, name parts of the body" or "Throw the ball, quickly name the furniture." The adult speaks a generalized concept and throws the ball to the child. He, returning the ball, must list the appropriate words. The game will be more interesting if several children take part.

To identify the preschooler's understanding of the purpose of objects, the game "What is for what?" Is used:

• What does the artist paint with?
• What is the button used for sewing?
• What item do you need to play football?
• What utensils are used to prepare the first courses? Etc.

Diagnostics grammatical structure of speech carried out with the help of similar tasks as in the examination of preschoolers 3 years old.

To check the use of prepositions, one can suggest such a task. Expand in the card-table geometric figures on assignment, for example, a square over a triangle, a circle under a triangle, an oval by a square.

Sound culture of speech

At this age, preschoolers should pronounce all sounds clearly. In the sound table, vowel sounds are marked in red, hard consonants are in blue, and soft consonants are in green.

To identify the development of the skills of children of this age to differentiate words that are similar in sound, it is proposed to name the images in the pictures or repeat after an adult: dot - daughter, goat - scythe, heat - ball, duck - fishing rod, etc.

You can check the ability to hear a certain sound from the sound range as follows. The parent pronounces several sounds "t, n, a, l, and, d, and", the child needs to clap when he hears, for example, the sound "and".

The Echo game tests auditory attention. An adult pronounces syllables and asks them to repeat: pee-bi; date; zo-so; zha-sha.

Coherent speech

For this age, it is important to be able to:

• invent simple sentences 3-4 words;
• compose stories based on a painting, a series of paintings, from personal experience up to 5 sentences;
• retell texts of 3-5 sentences;
• read poetry expressively.

For productive speech development, it is useful to use self-developed visual aids. So that the child memorizes poems faster, they can be presented in a table, for example:

Diagnostics of speech development in children 5-6 years old

Formation of the dictionary

Lexical topics are supplemented by "Holidays", "Musical Instruments", "Animals of the North and South". Games are used, as when examining preschoolers 4-5 years old.

The child's understanding of the semantic side of the word can be checked by asking the child to come up with the endings of sentences:

• In the fall, there is often drizzling ...
• In the spring, migratory flights return from the south ...
• The symbol of Russia is the white-barreled ...

Grammatical structure of speech

The development of auditory attention is tested with the following task. An adult calls words, and a child needs to clap when he hears the sound "sh", in the words a house, a top, a hat, a bark, a fox, a bump, a pen, a car.

Sound culture of speech

An adult names words, a child determines which syllable is stressed and how many syllables: a fishing rod, a car, a ball, a box, a horse.

Game "Find the Sound" - the child must determine the position of the given sound in the word, for example, the sound "s" - owl, dew, litter, lynx, scythe.

The game "Hard-soft" - the child needs to determine in what position the given sound is. The new sound is marked in the sound table with a color signal.

Determine the number of sounds and letters in a word.

Coherent speech

Preschoolers of this age should be able to:

• make up simple and complex sentences. For example, from the given words: from the mountains, spring, streams, came, ran.
• form new ones from the proposed phrases: a dress made of wool - a woolen dress, a wooden box - a box made of wood, an apple reddened - a reddened apple, etc.
• compose stories from a picture, a series of pictures, from personal experience (5-6 sentences);
• retell the text up to 5 sentences;
• know and explain the meaning of proverbs and sayings;
• expressively read poetry, riddles.

Diagnostics of speech development in children 6-7 years old

Formation of the dictionary

The lexical topics are the same. Didactically, games are also used similar to those used for examining six-year-old children. You can use additional tasks:

“Part - whole” - the child needs to name the parts or details of the whole. For example, a face (eyes, mouth, nose, forehead, cheeks, chin, eyebrows), a kettle (spout, handle, bottom, lid), etc.

“Call it in one word”: a rook, a crane, a stork - this is a coat, a jacket, a raincoat - this is an armchair, a bed, a sofa - this, etc.

"Professions":

• Who drives the car?
• Who delivers the mail?
• Who is extinguishing the fire?
• Who heals people? Etc.

To identify the level of use of adjectives in speech in children, the following options for tasks are offered:

The child is offered objects or object pictures, he needs to name their signs: What ball? What kind of pear? What kind of chair? What flowers?

A preschooler of this age should form adjectives from nouns: which table is made of wood? (wooden), What glass? (glass), What kind of chicken cutlets? (chicken), What kind of silk dress? (silk), etc.

The use of antonyms: clean - (dirty), kind - (evil), fat - (thin), cheerful - (sad), warm - (cold), far - (close), friend - (enemy), etc.

Verbs. "Who moves how?" a bird - (flies), a snake - (crawls), a person - (walks, runs);

"Who's doing what?" a cook (cooks), a doctor (heals), an artist (draws).

Grammatical structure of speech

Formation of nouns in plural in the nominative and genitive cases: doll - dolls - dolls, apple - apples - apples, etc.

"Name it affectionately": sparrow - (sparrow), table - (table), sofa - (sofa), flower - (flower), etc.

Combination of nouns with numerals: pencil - (2 pencils, 7 pencils), apple - (2 apples, 5 apples), matryoshka - (2 nesting dolls, 6 matryoshka dolls), etc.

Formation of verbs using the prefixes: fly - (fly away, fly, fly, fly, fly, fly), etc.

Results in the table

Diagnostics presupposes the end result, namely, the identification of the level of development: + high - all tasks are performed independently, correctly; - + medium - most of it was done correctly or everything with prompts; - low - most of it has not been completed. The table can reflect all the components of speech at all stages of the age of preschoolers.

Sound culture of speech

The preschooler should clearly pronounce all the sounds. The child either pronounces words for a given sound, or repeats sentences, for example, Sasha walked along the highway and sucked a dryer; Zina closed the lock; Roma is glad to Rita.

The child is offered tasks for sound analysis of a word:

• highlight the stressed vowel: fishing rod, pack, game.
• name the first and last consonant: daughter, catfish, lump, lemon, table.
• choose pictures with images of objects in which the sound "H" is found: fish, knife, shovel, socks, glass, scarf.
• determine the number of syllables in a word: mosquito, snail, scoop, army, shirt.
• name the sound from which the word in the picture begins, in the table below. In an empty cell, the child must put the corresponding color card. (red is a vowel, blue is a hard consonant, green is a soft consonant)

The child must pronounce the syllables that can be represented in the table:

Children's speech development preschool age- the process is long and difficult, requiring the attention of parents, and sometimes the participation of specialists. Speech is not an innate ability of a person, but is formed along with the development of other skills. Active development of speech occurs at the age of 1-3 years, therefore it is extremely important to pay special attention to the formation of communication at this age.

If the speech of a young child is mainly associated with what he perceives and does at the moment, then the preschooler begins to understand and himself talks about things more distant, which he can only imagine, mentally imagine. With the correct structure of work on the formation of communication, the coherent speech of preschoolers at the age of 3-7 years is much better than that of some of their older comrades. Kids can boast of a fairly extensive vocabulary, the ability to actively and competently use it. The development of speech in preschoolers includes the ability to master speech as a means of communication with the outside world, understanding the speech of adults, the ability to use it during joint activities, the formation of their own speech, the study native language... The earlier the development of coherent speech in preschoolers begins, the freer the child will feel in further communication and understanding of what is happening around.

Speech stages

The development of speech in preschoolers can be divided into 2 stages:

1. Age 1-3 years old. The period of active acquaintance and development of the surrounding space. It is characterized by the main motivation for communication, an increase in vocabulary. Words are not grammatically connected with each other, there is no clear use of plurals and prepositions.
2. Age 3-7 years old. Speech is grammatically coherent due to one's own perception of the pronunciation of phrases and sentences. Increase in vocabulary up to 5 thousand words, use of plural numbers. The appearance of defects in the pronunciation of hissing, sibilant sounds and letters.

Problems and diagnostics

The urgency of the problem of speech development in children is quite large, since with age they learn more and more and imitate adults. With a minimal vocabulary, children experience quite big problems in the process of further education. It is extremely important to monitor the spoken words and phrases, constantly communicate with the child, read literature, which includes drawing up stories from pictures. The development of the speech of preschoolers is formed under the influence of adults, therefore it is necessary to build a full-fledged speech atmosphere.

Diagnostics of the speech development of preschool children has great importance... Husking and changing words can further negatively affect the speech development of preschool children. Along with new words, the child must also master their meanings. It is important to carefully interpret the meaning of a new word, because sometimes, without having a concrete idea of ​​the meaning of a particular word, a child cannot clearly express his thought in a conversation. Complex speech constructions or monosyllabic communication pronounced beyond their age can also lead to a negative result. In the process of shaping the development of the speech of preschoolers, it is possible and necessary to include games, for example, with the names of objects or making sentences on certain plots, because everyone knows that for children, play is one of the simplest and most effective methods of perceiving and studying the world around them. The use of different types of games will help best result- didactic or creative.

One cannot but take into account the influence of peers on the development of speech in older preschoolers. Protect the child from the spoken words on the street, in kindergarten or any other place is simply impossible. But in this one can find a positive moment - this is a reason and an opportunity to explain the inadmissibility of pronouncing certain phrases and expressions and their absence in the vocabulary of a cultured person.

The psychological factor can also affect the correct and competent development of coherent speech. There is a rather thin line between speech and the psychological state of the baby. From the age of 3, imagination and logic are developing rapidly, and parents are worried about excessive manifestation of fantasy, starting to accuse the child of lies or a large manifestation of emotions. It is completely unnecessary to do this, since this can lead to isolation, and the child will completely stop talking. In this case, it would be best not to protect the baby from imagination, but to direct it in the right direction.

Speech therapist help

Often, the development of speech in preschool children requires the intervention of specialists. Waiting for the moment when the baby himself starts talking can lead to a worsening of the condition. Many parents are faced with the fact that the baby begins to speak quite late or his vocabulary extremely small. You should not worry about this, because this is not a violation, and the methods of correction have a very gentle effect. And such children's conditions are quite successfully amenable to adjustment, bringing the kids great pleasure from the result obtained.

In this case, the interaction of the specialist with the parents is extremely important, it is even possible to draw up a special individual program, according to which the baby will be engaged not only in speech therapy and psychological groups but also at home. With the right tactics and joint careful work, by the end of the corrective course, the child will have the necessary vocabulary, the basics sound culture speech and the correct construction of sentences, which will positively affect further learning.

Existing techniques

The methodology for the development of speech in older preschool children is a set of exercises aimed at the formation of coherent speech in preschoolers. Each set of exercises has a certain focus and specificity, based on this, it is not advised to neglect this or that complex.

To analyze vocabulary and the correctness of the construction of certain phrases, you can use exercises such as:

• enumeration of words starting with a specific letter;
• drawing up phrases with the inclusion of words and phrases on the selected topic;
• solving riddles for guessing the subject according to the available description.

When studying the sound side of speech, it is proposed to parse words by syllables, letters and sounds. To practice diction, nursery rhymes, simple tongue twisters, phrases containing certain sounds are used. This methodology for the development of speech in preschool children allows you to pay attention to the use of intonation, correct vocal sounding, and calm explanation.

Exercises for the development of the grammatical component are aimed at the correct construction of sentences:

• the formation of nouns in the plural and in different cases;
• coordination of nouns with adjectives;
• the use of diminutive-affectionate suffixes;
• the formation of verbs using prefixes.

The development of coherent speech in older preschool children consists of exercises for composing a story from ready-made pictures. Several pictures on a specific topic are offered, which the child must put together in the correct sequence and independently compose a story based on them. The story can be not only of a narrative nature, but, for example, with a description of a specific object or animal.

Monologue

The development of monologue speech is the correct construction of the speech of one person in front of a specific audience. Teaching monologue speech in older preschool children includes:

1. Composing a story based on a specific event or fact. The story can be in explanatory or comparative form.
2. Detailed description of the item.
3. Retelling of a literary work heard.
4. A story about yourself or your family, your favorite pastime.

Dialogue

Dialogue speech is a conversation between two or more interlocutors, during which some listen, others narrate. The development of dialogical speech in preschool children may include:

• conversations on specific topics;
• collective discussion of the event, with the expression of opinions and the prevailing impression;
• creation of situations requiring maximum speech explanation;
• role-playing games;
• joint activities requiring maximum clarification.

Dialogue speech in preschool children is actively developing in everyday life, since the main communication between people consists of dialogue. In view of this, it is worth paying maximum attention to the correct construction and conduct of a dialogue with babies during the period of active development.

In parallel with all of the above methods, logical thinking child, fantasy, idea of ​​the world around.

Conclusion

Speech development of preschoolers is one of the most important components in the formation of the future personality. In no case should you neglect this fact and leave the issue of developing coherent speech without proper attention. It is important to remember that it is better to invest time, time and patience in the development of your baby on time and prevent possible speech disorders rather than later engage in the correction of the language sphere.

Table of contents
1. Directions and tasks diagnostic work in development
children's speech …………………………………………………………………… ..3
2. Features of diagnostic work with children in the field of examination
different aspects of speech: vocabulary, grammatical structure, coherent speech,
pronunciation skills …………………………………………………… ..4
List of used literature ………………………………………… ..13
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1. Directions and tasks of diagnostic work in the field
development of children's speech
Directions:
1. research of problems of linguistic generalizations;
2. study of children's speech as an address;
3. Development of problems of continuity in the development of speech in preschool
native language learning institutions in primary school(in system
developmental education).
Directions for the development of psychological and pedagogical developmental problems
speech of preschoolers, improving the content and methods of teaching
native language:
1.structural formation of different structural levels of the system
language - phonetic, lexical, grammatical;
2.functional formation of language skills in its
communicative function, the development of coherent speech, verbal communication;
3.cognitive,
cognitive formation of abilities to
elementary awareness of the phenomena of language and speech.
All three areas are interconnected, as development issues
awareness of linguistic phenomena are included in the scope of all research,
studying different aspects of the speech development of preschoolers (F. A. Sokhin).
The bulk of research and diagnostics of speech development is carried out
in the main area: the study of speech as one of the indicators
mental development(diagnostics of the child's speech upon admission to school,
when deciding on training according to the school program, etc.) -
specific speech functions are diagnosed, directly indicating
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to the level of mental development: understanding, awareness of one's own speech,
lexical content of the language, grammatical structure.
The main tasks of speech development:
1. Education of the sound culture of speech.
2. Development of the vocabulary.
3. Formation of the grammatical structure of speech.
4. Development of coherent speech.
5. Preparation for teaching literacy.
6. Acquaintance with fiction.
These are solved throughout preschool childhood, however,
at each age stage there is a gradual increase in the complexity of the content of the work,
teaching methods are also changing.
2. Features of diagnostic work with children in the field
examinations of different aspects of speech: vocabulary, grammatical structure,
coherent speech, pronunciation skills
Organization of diagnostics, choice of methods, qualitative analysis
results are due to the age of children, individual characteristics
and software requirements.
In the light of software requirements, specific speech
tasks: lexical work, the formation of the grammatical structure of speech,
education of sound culture and the development of a coherent monologue speech.
Example:
"Methodology for examining speech development in seniors

1. Sound culture of speech (test of sound pronunciation).
2. Dictionary.
3. Grammar (word formation, inflection).
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4. Coherent speech.
All diagnostic and corrective techniques usually involve
systemic impact, consisting of several stages (blocks). For
each of them has its own tasks, goals, its own techniques, its own strategy and
tactics. A total of three to ten steps can be applied
diagnostic examination.
The procedure for studying the level of speech development includes
the following areas of research: the state of the articulatory apparatus;
state of sound pronunciation; characteristic oral speech: vocabulary;
grammatical structure of the language.
Usually researchers distinguish 3 levels of speech development: low,
medium, high.
Example: "Methodology for examining the speech development of senior
preschoolers "A.G. Arushanova, T.M. Yurtaykina.
The general indicator of speech development is determined as follows:
High high scores in 34 parameters with an average.
Average averages for 34 parameters.
Low low rates in 34 parameters.
To determine the level, each researcher determines the parameters
and criteria covering all aspects of speech development (G.A.Lubina).
Often, in addition to descriptive assessment of children's answers, it is used
A.G. Arushanova, T.M.
quantitative assessment (F.G.Daskalova,
Yurtaykin). Assessment in points in Russian pedagogy is just as small
developed. Mainly assessed on a 3-point system, where "0" refusal
from the answer.
O.S. Ushakova, E.M. Strunina offer a comprehensive technique for
identifying the level of proficiency in speech skills and abilities for different
the sides of speech development of children of the fourth year of life.
1. Dictionary. Reveal skills:
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1) call words denoting an object, expressed by a name
nouns (cat, dog, doll, ball) and answering the questions of who
this is? what is this?
2) designate the signs and qualities of the object, expressed by the name
adjectives (fluffy, round, beautiful) and answering questions
which? which?
3) name actions (verbs) associated with movement, state,
answering the questions what does? what can you do with it?
4) use generalizing words (clothes, toys);
5) understand the opposite meanings of words (large - small,
loudly - quietly, run - stand).
2. Grammar. Reveal skills:
1) form the name of animals and their babies in
using diminutive
singular and plural,
affectionate suffixes (cat - cat - kitten - cat - kittens);
2) reconcile nouns and adjectives in
gender and number (fluffy kitten, little kitty);
3) make up simple and complex sentences for pictures together
with an adult.
3. Phonetics.
1) Clarify the pronunciation of sounds of the native language,
clear
articulating them in sound combinations and words;
2) to reveal the ability to pronounce phrases clearly using intonation
whole sentence and the ability to regulate the strength of the voice and the tempo of speech.
4. Coherent speech.
1) Determine the ability of children to answer content questions
pictures and compose a short story with an adult;
2) to reveal the ability to reproduce the text of a well-known fairy tale;
3) suggest compiling a story from the child's personal experience;
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4) identify the ability to use words denoting speech
etiquette (thanks, hello please).
The same sections are used to diagnose speech skills on average and
senior preschool age. Each section is evaluated in points.
There are a number of techniques that study individual speech skills and
skills.
Methodology for identifying the level of semantic development of younger children
preschool age. This technique studies not so much the quantitative
the composition of his vocabulary, how much is the quality of the vocabulary. Methodology
consists of three groups of tasks:
Group 1 - the ability to name objects, their actions and qualities, the ability
assign the names of objects to thematic groups;
2 group skills of using opposed language in speech
units;
3 group skills,
allowing to operate on values
grammatical elements of the language, as well as the skills of semantic selection
words in a coherent monologue.
To conduct a survey of the semantic development of minors
preschoolers using the described system of tasks are required
visual aids. The duration of the conversation with one child is
no more than 20 minutes. Younger preschool children are offered
tasks that are related common theme or certain
plot.
An example of tasks.
I group of tasks.
1. What is it? (Doll, doll.)
2. What is she like? (Big, small, smart, beautiful ...)
II group of tasks.
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1. The dolls ate and wanted to paint. Big doll will take
a long pencil, and a small one ... (short).
2. This is the picture the big doll drew. In this figure, two
little man. One is funny, and the other is ... (sad).
III group of tasks.
1. Someone came to visit the dolls. Who is this? (Hare.) How can you
to name it affectionately? (Bunny, bunny, bunny, bunny.)
2. The bunny decided to play hide and seek with the dolls. Where did he hide? (On
chair, under the chair, behind the wardrobe.)
Methods for identifying the child's understanding of the semantic side of the word
... Aimed at revealing understanding by older preschoolers
meaning (meaning) of the word. Consists of a number of tasks for: drawing up
sentences with ambiguous words; writing sentences with words
synonymous series; assessment (and correction) of phrases and
meaning statements; selection of synonyms for word combinations; selection
antonyms for isolated words; selection of synonyms and antonyms for
situations; determining the meaning of a word; coming up with stories.
Completing these tasks shows the degree of language development.
child: how he understands the meaning of the word, does he know how to correctly in the meaning
combine it with other words.
Pedagogical diagnostics of individual speech skills in
preschoolers are dictated by practice and are vital in
preschool institution. With her help, the administration of the garden and the teacher
can track the implementation of annual speech tasks assigned to
teaching staff,
who wear a fairly narrow
orientation (for example: the development of coherent speech in preschoolers).
All researchers of the speech development of children note a huge
variability in the state of speech development in preschoolers. so
individualization requires a certain approach, when the results
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cuts for individual speech skills, the teacher can make
correctional work for children who are lagging behind in some way and for children,
outstripping development.
Diagnostic techniques for individual speech skills are economical in terms of
waste of time effort. This allows the caregiver to quickly receive
the data necessary for work and correct the educational
educational process.
These techniques are not time consuming, which allows the group educator or
administrations to use them themselves in the workflow, without highlighting
separate additional time for their implementation.
The brevity of the methods does not tire preschoolers. Their game motive
makes assignments attractive to children.
The requirements for conducting a speech examination are the same as
as for the methods that determine general level speech development.
Methodology for identifying the level of speech development of children by the method
associative experiment. This diagnostic technique is used
for children with a higher level of mental and speech development.
An associative experiment reveals preparation more deeply than other methods.
the child to further study at school, the ability to think logically and
convey your judgments in a coherent statement (when interpreting and
explanation of the selected reaction words).
For the first examination (at the beginning school year) you can suggest
15 ambiguous words different parts speeches (five each): names
nouns needle, pen, bell, lightning, sheet; adjectives
old, light, heavy, sharp, hard; the verbs go, stand, beat,
swim, pour.
Task 1. An adult asks the child: “Let's play with you
the words. I will tell you my word, and you yours, whatever you want. What will come to you in
head, then name it. " The teacher calls the word needle, the child says sews
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(the second person can record the answers with a pen or
voice recorder); then the second word is called, followed by the next.
Task 2. When answers to all words are received, the teacher returns to
the child's statement: “I said the word needle, and you said the word sews. Why
did you find this word? Explain. " Statements of explanation (interpretation
meanings of words) are also recorded, this is an important indicator of speech
development of children.
Task 3. Composing a story (fairy tale) on the topic of a polysemantic word
needle. This activity elicits children's understanding of different meanings ambiguous
words and ability to reflect this understanding in the plot. The story is better
write down. It is very important for the analysis what sentences the child uses.
simple or complex for storytelling, whether they are grammatically correct
are designed and connected, is the content of the story transmitted to
logical sequence and whether it matches the given theme.
After completing three tasks, the answers of the children are analyzed. Everything
children's responses to tasks are divided into types of reactions, which, in their
the queue is evaluated in points from 1 to 3. based on the quality and
quantitative analysis, a conclusion is made about speech development
preschooler.
There are still few tests to determine the general development of oral speech.
developed. Mostly there are foreign tests. In our country
most often compound techniques are used, examples of which
presented above.
A speech development survey should be carried out in
individual dialogue mode, in an atmosphere of goodwill,
encouragement of the child, support by the teacher. Results and quality
fulfillment test items child will depend on how much
he feels natural and uninhibited.
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When examining the level of speech development, it is very important to track
adequate perception and understanding of the methodology and purpose of the assignment by the preschooler.
How carefully the child listens to the instructions, does he try
fully understand before proceeding with the assignment. Example:
"Methodology for identifying the level of speech development of older preschoolers"
O. Ushakova. Assignment: Explain why you chose the word for the word "needle"
«….».
Everything test tasks it is recommended to select in such a way
so that the game motivation for the activity masks the testing character
communication and make tasks attractive to children. Example: "Methodology
revealing the level of speech development of senior preschoolers "according to O.
Ushakova. Assignment: Now we will play words with you. I'll tell you mine
word, and you give me yours: a needle, a bell, a lightning; light, sharp, deep.
go, fall, run.
The selection of the content of the test questions is determined by the age
the originality of children's speech and program tasks. Example: Methodology
G.A. Lyubina (and the team) determines the features of speech development
children of the third year of life and reveals the levels of speech development of children in
age from two to three years; speech of children of the fourth year of life; speech of children
fifth year of life.
The most difficult to diagnose are analysis, interpretation and
evaluation of results. When assessing, it should be borne in mind that any
assessment is conditional. The main task of the survey is to control
development of each child and timely assistance to him, not assessment.
The advantages of techniques that determine the general level of speech development in
the fact that they provide the most complete information about the state of development
children's speech in the group. The educator gains insight into the individual
the pace of speech development, about quantitative and qualitative changes, about
"Speech acquisitions" of children and those "sinking links" for which
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urgent need to pay attention. Also in the techniques you can
borrow separate tasks for a narrow study of the state
certain aspects of speech development. In this case, the results remain
its authenticity.
However, these techniques require a lot of time from the teacher, and
for the preparation of the material, and for the survey itself, and for
data processing. These techniques are laborious to use, which also requires
the allocation of personal free time by the teacher for their conduct. V
as a consequence of the above, the results of the survey are expected for a long time,
there is no mobility of their use in correcting educational
educational work.
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List of used literature
1.Arushanova A.G., Yurtaykina T.M. Speech examination technique
development // Preschool education... - 1991. No. 7. - with. 7682.
2.Lyubina G.A. Children's speech: A guide for preschool teachers. institutions /
G.A. Lyubin. - Minsk: Scientific method. Center for study. book and teaching aids, 2002. -
224 s.
3.Pavlova A.A. Diagnostics and correction of speech development in children //
Modern models of speech psychology and psycholinguistics. - M .: Scientific
Thought, 1990. - p. 4549.
4.Starodubova N.A. Theory and methodology for the development of speech in a preschooler:
study. manual for stud. higher. study. institutions / N.A. Starodubova. - 2nd ed. -
M .: Academy, 2007 .-- 256 p.
5. Ushakova O.S. Speech development of preschoolers / O.S. Ushakov. - M .:
Institute of Psychotherapy, 2001. - 256 p.
6. Ushakova O.S., Strunina E. Methodology for the development of speech in children
preschool age: Educational method. manual for preschool teachers.
educated. institutions. - M .: VLADOS, 2004 .-- 288 p.
7.Yurtaykina T.M. Speech development survey of preschoolers //
The development of the speech of preschoolers. - M .: Academy, 1990. - p. 127136.
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8. Yastrebova A. V., Lazarenko O. I. Diagnostics of the level
formation speech activity child (linguistic development
child) / A.V. Yastrebova, O. I. Lazarenko. - M .: Arkti, 2000 .-- 54 p.
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In this article:

To understand how speech development is diagnosed in preschool children, you need to understand for yourself what speech is and what it is like in children of younger, middle and older preschool age.

So the speech is another confirmation mental development preschooler. With the help of speech, children get to know the world around them, learn to establish communication links with children and adults. Timely diagnosis of speech development in children will identify possible deviations and find ways to solve them.

Features of speech development in early preschool age

If a preschooler develops in favorable conditions for him, then correct pronunciation with observance of the basic intonations, it is established by the age of 4. By this time, the baby has formed a fairly solid vocabulary, in which the overwhelming majority are nouns and verbs. Also, at a younger preschool age, a child learns the plural and singular in speech, uses cases, learns to express thoughts and emotions using both simple and complex sentences.

As for analyzing speech features that can be diagnosed in children of younger preschool age, then
they may be as follows.

1. Preschoolers may not pronounce certain sounds clearly.
2. Intonation is imperfect.
3. Diction, voice power need development and adjustment.
4. Inaccuracies in numbers and cases when combining words.
5. Omissions of individual members of the proposal.
6. The desire to create new words as a way to learn the native language.

The speech of children of 4 years old has a bright situational coloring and is very expressive.

Speech development of middle-aged preschoolers

In middle preschool age, speech
children go to new level: kids try to master a monologue and new ways of word formation. After 5 years, it becomes natural for children to understand the word as a sound process, many try themselves in the role of young poets, rhyming words that sometimes have no meaning, but differ in consonance. You should not stop such an activity, since it is it that contributes to the development of speech hearing, the ability to select words that are similar in sound.

At the 5th year of life, the baby's vocabulary is replenished with words that characterize the qualities of objects and the actions performed with them. For children of middle preschool age, it is no longer a problem to determine the functions of objects. It is during this period that children get acquainted with the basic grammatical rules. So far, their speech is filled with neologisms, but despite this, they already understand what a description is, how to build a narrative story.

The main speech problems in children of this age are associated with incorrect pronunciation of certain sounds, as well as misunderstanding grammar rules... The peculiarity of speech at this age is its instability and mobility.

Children of the same age may have different level speech development. Diagnostics of the speech development of children in the 5th year of life is carried out according to the methodology for diagnosing the level of speech development for younger preschoolers with a slight change in tasks.

Speech development in older preschoolers

In older preschool age, children speak almost at the level of an adult, except that their
vocabulary is not so rich yet. Most children pronounce sounds and words without mistakes, their speech is filled with controlled intonations, vocabulary is replenished with synonyms, antonyms, and polysemous words.

A preschooler of this age uses words in speech with a full understanding of their meaning, learns the grammatical system of the language, uses complex sentences, tries to speak correctly, correcting mistakes on his own.

The main feature of older preschoolers
- ability to build texts different types, using linking words and adhering to the basic structure of the text: ties, middle and endings.

Despite all the achievements, the speech of older preschool children is still imperfect. Grammatical mistakes are made when trying to build complex constructions, as well as the inability to build perfectly coherent text.

About the diagnosis of speech development

In order for the diagnosis of the development of speech in children at each of the stages of preschool age to give an accurate result, it is necessary to understand what skills the kids should have.

So, at a young age, by the end of the 4th year of life, children are able to:

In the middle preschool age, the degree of speech development can be determined based on the analysis of children's skills. They are capable of:

In older preschool age, children are able to:

Older preschool children are happy to talk about the plots of the paintings shown to them using different types connections.

Analyze the speech of a preschool child to determine his skills, and then draw conclusions about his speech development. Also, diagnostics can be carried out using a special technique, taking into account the age and characteristics of the child.

When diagnosing speech development in older preschool children, we relied on the following provisions:

Communication and rhetorical skills in the preparatory group are associated with the ability to analyze and evaluate communication

And also with the ability to communicate, when the ability to navigate the situation is assessed.

In the diagnosis of speech development in children preparatory group the following assessment indicators were used:

Ability to navigate different situations communication, taking into account who is speaking, to whom the speaker is addressing, for what purpose, what - about what, as well as others;

The ability to analyze and evaluate one's own speech behavior and the speech behavior of another, what the speaker said, what he wanted to say, what he said unintentionally, etc.;

Mastering the culture of listening, listening carefully to the interlocutor, responding adequately to the speaker's speech;

It is appropriate to use the rules of speech etiquette, conduct an etiquette dialogue; - to correlate verbal and non-verbal means of communication, possession of non-verbal means (facial expressions, gestures, body movements).

To identify the level of speech development in older preschoolers, we used the “Speech development according to the“ Rainbow ”program.

Diagnostics of children of the preparatory group for the development of speech was carried out in the following directions.

1. To diagnose the sound culture of speech, it was found out whether the child has speech defects. Which?

The following tasks were offered:

a) The child was asked to name any words with the sound c.

“For example, I remembered now,” says the teacher, these are the words: pine… aspen… sowed…. Now it's your turn. Continue!"

b) A game was offered. A sheet of paper is given with a lattice to determine the position of the sound in the word and a chip. The rules of the game are explained: “Repeat the word river after me. Do you hear the p sound in this word? Is it heard at the beginning of a word or in the middle of it? Put the chip in the first window, since in the word river the sound r is at the beginning of the word. Listen to another word - rhinos. Where is the sound r heard? Place the chip in the second window. Let's say the word fire together. And I put my chip in the third window. Am I right or wrong? Now work yourself. I will name the word, you say it after me and put the chip in the right window: cancer ... lilac ... cheese. "

2. To examine the understanding of speech and the level of active vocabulary, the following was proposed.

a) The teacher says: “The little puppy has a very sore ear. He whines. Needs your sympathy. What do you tell him? Start like this: "You are my ..."

b) The children were asked to look at the picture. The question was asked what happened to the chickens. It was proposed to come up with a title for the story.

The teacher asks to take a closer look at a chicken that has seen not yellow, but black and grimy chickens; describe her condition. She… . 3. Fiction.

a) The child is asked to read a favorite poem

b) They offer to name fairy tales that the child is ready to listen to more than once. If he cannot remember the name of the tale, let him start telling it, you can suggest the name.

c) The child is asked to remember the writers whose books were read in kindergarten and at home; artists who made wonderful drawings for children's books.

Assessment of the assignments was carried out as follows:

9-10 points ( high level) - answers all tasks correctly, without prompting from adults, answers quickly and willingly.

5-8 points ( average level) - answers most of the questions correctly, but uses the advice of an adult, answers slowly but willingly.

1-4 points (low level) - answers most of the questions incorrectly, even with a tip from an adult, answers little and reluctantly.

The analysis of the data obtained was entered into the child's individual card, which indicated the data about the child. Below is a summary table of the subjects' data for all three types of tasks (see table 2).

table 2

As a result of the analysis of the data obtained, average score, the results are presented in table no. 3 and in the form of a diagram in figure no. 2.

Table No. 3 Diagnostic results to identify the level of speech development of children of the preparatory group

The data obtained is presented in the following diagram:

Rice. 2

Thus, in the process of diagnosing the speech development of older preschool children, it was found that 10 out of 20 children have a high level of speech development, 7 children have an average (satisfactory) level, and 3 children have a low level.

Work on determining the peculiarities of speech development in older preschoolers showed that children of this age make few mistakes in word usage, building not only simple, but also complex sentence; use a variety of ways to link sentences in the text. Older preschoolers try not to break the sequence of presenting thoughts, often in their stories there are elements of narration and description. But sometimes children turn to the help of an adult, since they cannot always cope with the task on their own.

The results obtained indicate the effectiveness of complex lessons for 3-4 years, starting from the second junior group and up to preparatory inclusive. This confirms the need for such training with the aim of mastering an active vocabulary, the formation of a sound culture of speech, the development of knowledge transfer skills in fiction, building a coherent monological statement in the process of conducting complex lessons.