Analysis of diagnostics for speech development. Diagnostics "speech development according to the rainbow program"

2. Diagnosis of older preschoolers

2.1 Methodology for diagnosing speech development in preschool children

2.2 Methodology for studying the ability to isolate cause-and-effect relationships in a sentence

3. Corrective work with Plisko Valery (3 gr)

6. Psychoeducation about speech development disorders

7. Psychoprophylaxis of speech development disorders

8. Assessment of the hygienic condition from the position of a teacher-psychologist (assessment of the lesson being conducted for group 3).

According to the annual plan of the teacher-psychologist, it is possible to highlight the areas of activity and planned results in this preschool institution.

Main areas of activity:

1. Strengthening the psychological health of children, taking into account the age and individual characteristics of each child and creating optimal conditions for the development of the personality of preschoolers in kindergarten.

2. Study of the dynamics of intellectual and personal development of preschool children, using modern psychological diagnostics.

3. Continue to develop among teachers and parents the skills of psychological and pedagogical competence in communication.

4. Expand the knowledge of the teaching staff and parents about a healthy lifestyle.

Planned results:

1. Preservation of the natural mechanisms of child development, preventing any possible distortion and inhibition.

2. Development of children’s individual qualities with the constant discovery of new creative resources.

3. Formation of communication skills and ideas about a healthy lifestyle among teachers and parents.

date	The content of the work
21.09	Introduction to the preschool
22.09	Meet a psychologist and educators
23.09- 25.09	Familiarization with the documentation of a psychologist, acquaintance with groups of preschool children, drawing up and agreeing on a work plan for the period of internship
28.09	Psychologist's work with children. Primary diagnosis of newly admitted children.
29.09	Conducting initial diagnostics in group No. 4. Participation in consultations with teachers on the topic “How to help a child during the adaptation period?”
30.09	Diagnostics of the intellectual development of the “Fantasers” group. Identification of children's giftedness. Carrying out methods for diagnosing speech development in group No. 3
1.10	Correctional and developmental lesson for children gr. 4 on the development of the cognitive sphere. Participation in parent meetings. Speech by a psychologist on the topic: “Age-related characteristics of the psychological and pedagogical education of preschool children.” Diagnosis of parents. Questionnaire “What kind of parent am I?”
2.10	Conducting monitoring to study the needs of families for social and psychological assistance. Registration of consultative and psychological agitation in a group parent corner on the topic “Age-related developmental crises and conditions conducive to their successful resolution”
5.10	Diagnostics of intellectual development of children gr. No. 3 Participation in consultation of teachers on the topic “Features of psychological safety of a child’s personality” (early age group No. 2)
6.10	Diagnostics of intellectual development of children gr. No. 4. Conducting a teacher’s school “Compliment as one of the means of humanizing the communication skills of preschoolers”
7.10	Diagnostics of the level of mental development of children gr. No. 2 Design of the information page “Psychologist advises”
8.10	Conducting a game-activity to develop communication (group No. 3). Psychodiagnostics. Studying the creative potential of teachers (E. Torrance’s method for adults)
9.10	Conducting psycho-gymnastics for children with behavioral difficulties. Carrying out a methodology for studying the ability to isolate cause-and-effect relationships in a sentence
12.10	Conducting fairy tale therapy for children with problems in personal development
13.10	Psychoprophylactic measure for psychological support of the process of adaptation of children, group No. 2.
14.10	Studying the emotional well-being of children from families at risk among their peers (conducting sociometry). Individual developmental lesson with a 4-year-old child with a low level of development
15.10	Corrective and developmental lesson with gr. No. 3 for school preparation
16.10	Psychological training for psychoprophylaxis of negative personality deviations and school maladjustment gr. No. 4

2.1 Methodology for diagnosing speech development in preschool children

This technique is intended to determine the level of vocabulary development of children 4-7 years old, as well as the ability to use learned vocabulary in their speech. The methodology consists of 6 tasks that have a specific focus. Each task is scored and interpreted depending on the result obtained.

Task A. Think of as many words starting with the letter C as possible.(Time 1 min.)

Task B. (Word endings).

Progress of work: the child is asked: “Guess what I want to say? By...”. If the child is silent (despite the repetition of a given syllable) or mechanically repeats what was said without trying to finish the word, then you can move on to the next syllable: “Now, what do I want to say? Pona...”, etc.

In total, the child is given 10 syllables, which occur unequally often at the beginning of different words. The syllables are as follows: 1) po, 2) na, 3) for, 4) mi, 5) mu, 6) lo, 7) che, 8) at, 9) ku, 10) zo.

Task B. (Formation of sentences with given words).

The child is asked to compose a phrase that includes the following words:

1) girl, ball, doll;

2) summer, forest, mushrooms.

Task G. (Selection of rhyme). Instructions: “You, of course, know what rhyme is. Rhyme is a word that is in tune with another. Two words rhyme with each other if they end the same. Got it? For example, two words: ox, goal. They sound the same, that means they rhyme. Now I’ll give you a word, and you choose as many words as possible that rhyme with this word. The word will be “day.”

Task D. (Word formation). What will the small object be called?

ball - ball; hand - ...; Sun - ...; grass - ...; shoulder - ...; ear - ...; pelvis - ...

Task E. (Word formation). If an object is made of iron, what kind is it?

iron - ...; tree - ...; snow - ...; fluff - ...; paper - ....

Task G. (General vocabulary). What is the name of a person who teaches, carpenters, carpenters, builds, gardens, translates, conducts?

Task Z. (Study of the features of sound analysis of a word).

Instructions: " I will tell you words, and as soon as you hear a word that begins with the letter “d,” you will immediately clap your hands.”

Words for presentation: dacha, hand, cloud, fox, house, Dasha, room, road, plate, table, rain, linden, wheelbarrow, porridge, shower, bee, smoke, river, cat, fork, grass.

Results of the method for diagnosing speech development

The study involved 10 children aged 5 years and 5 months.

The majority of the study participants named 3-4 words starting with the letter c, which corresponds to the average result. Participants showed the same results (75%) on the task where they had to complete syllables. Thus, we can talk about the average level of development in preschoolers of the skills and abilities of reproducing and completing words.

Only 35% of preschoolers completed the task of correctly composing phrases sufficiently.

One of the most difficult tasks for the participants was the proposal to choose rhymes for words. Only 25% of subjects successfully completed this block in the method.

If we talk about word formation tasks, then a fairly large number of children (75%) cope with such tasks successfully. However, preschoolers were not always able to formulate forms of such words as pelvis, shoulder .

The general vocabulary is average and high in 70% of preschoolers. Based on the results of the technique, 30% of the subjects have a low vocabulary.

2.2 Methodology for studying the ability to isolate cause-and-effect relationships in a sentence

Study preparation

Select 5-7 tasks for the child; several unfinished sentences, for example:

1. The boy laughed merrily, despite the fact that...

2. If there is severe frost in winter, then...

3. If you fly high like a bird, then...

4. The boy got sick, his temperature rose, despite the fact that...

5. If a birthday comes, then...

6. The girl stood near the window, although...

7. If the snow melts, then...

8. The lights went out in the room, despite the fact that...

9. If it rains heavily, then..

10. The girl stood and cried, despite the fact that...

Conducting research.

Three series of experiments are carried out.

First episode.“Complete the task.” The child is asked to carry out a verbal instruction. For example, pencils are in disarray on the table. The subject is told: “Collect the pencils, put them in a box and put the box on the shelf.” After completing the task, they ask: “Where are the pencils now? Where did you get them from?"

Second series.“Finish the sentence.” The child is asked to complete the sentences read by the experimenter.

Third series.“Complete the sentence backwards.” Instructions for this series: “I will read sentences to you, and you come up with the end of the phrase, but only in such a way that it turns out not in reality, but on the contrary. For example, “I’m going to bed because I don’t want to sleep.”

Then they name one phrase and ask the child to come up with an ending, checking whether he understood the instructions correctly. Since the second and third series of the study involved children 6-7 years old, the group of subjects completed only the tasks of the first series.

In recent years, thanks to the latest achievements of science and practice, practical methods for comprehensively studying the level of speech development of children have been created. The latest diagnostic techniques help in the study of psychosomatic health not only for speech therapists - speech pathologists, but also for psychoneurologists, psychiatrists, neurologists, psychologists and teachers working with children with visual impairments, hearing impairments, and developmental delays.

In accordance with certain requirements, various methods for diagnosing and correcting speech in children were selected, adapted and modified. These methods meet all the requirements of working with children: the material selected in them is accessible to different age categories, is distinguished by great variety, game moments, and is strictly differentiated by the difference in the definition and correction of a speech defect.

To more fully clarify and study the level of speech development of children in your practical activities, it is necessary to use the “Scheme of the systematic development of normal children’s speech”, compiled based on materials by A.

N. Gvozdeva. This diagram can be used as a standard in determining the patterns of speech development in our country.

All diagnostic and corrective methods usually involve a systemic effect consisting of several stages (blocks). Each of them has its own tasks, goals, techniques, strategy and tactics. In total, from three to ten stages of diagnostic examination can be used.

We propose to distinguish 5 stages from them:
Stage I – indicative;
Stage II – diagnostic;
Stage III – analytical;
Stage IV – correctional;
Stage V – prognostic.

The first stage includes the following tasks: collecting anamnestic data by studying medical and pedagogical documentation, interviewing parents or teachers; clarification of parents' request to eliminate the nature of the defect; identifying the child’s individual characteristics by talking with him, studying his practical work (drawings, school notebooks, etc.).

In the course of studying such documentation, one can get an idea of the problems that a child experiences in the learning process and his individual typological characteristics.

When talking with parents or teachers, you can get information about the personality and character of the child, about the style of his relationships with others, about his interests and commitments.

When discussing the possible causes of a speech defect, it is important to identify the style of relationships in the family, in a preschool or educational institution.

Carrying out the indicative stage allows, if possible, to find out the cause of the speech defect, set the task of using all the necessary diagnostic techniques to more fully identify the child’s speech disorder, and outline a preliminary plan for correcting the identified disorder.

The second stage, in fact, includes the procedure for examining the child’s speech.

The procedure for studying the level of speech development includes the following methods of speech therapy research: the state of the articulatory apparatus; state of phonemic hearing; state of sound pronunciation; characteristics of oral speech (impressive and expressive): vocabulary; grammatical structure of the language, characteristics of written speech, characteristics of reading.

It is necessary to conduct a general analysis of the structure of speech from the point of view of the relationship between phonetic, phonemic and lexical and grammatical disorders, as well as intact aspects of speech.

During this examination, the speech therapist should find out the following points:
1) what language means have been formed in the child at the time of the examination;
2) what language means are not formed in the child at the time of the examination;
3) the nature of the immaturity of linguistic means;
4) in what types of speech activity are deficiencies manifested (speaking, listening, reading, writing);
5) what factors influence the manifestation of a speech defect. General diagnostics is carried out based on indicators of speech development, sensory development, motor activity (fine and gross motor skills), self-care skills, communication skills, natural facial expressions, presence of a smile, pantomime (postures, gestures, etc.), presence of eye contact, pace of work, distractibility.

In addition, the general intellectual level, features of the course of mental processes, and analytical and synthetic activity are assessed.

For diagnostic research, it is advisable to use the following didactic materials:

1) tables for simultaneous counting of figures of 2 types;
2) subtest “missing items” (from the Wechsler method);
3) tables depicting the outline of familiar objects;
4) Seguin boards of varying complexity;
5) Kos cubes;
6) tables with images of objects that need to be completed;
7) manuals such as lotto: “Botanical”, “Zoological”, “Loto in four languages”, “Loto for kids”, etc., board games: “It happens or it doesn’t happen”, “Who needs what for work”, “ Our mothers, our fathers”, “What the artist forgot to draw”, “Guess what has changed”, etc.;
8) a set of cut pictures (2–4 parts);
9) pictures to determine the right, left side, bottom, top, etc.;
10) forms with a task to identify essential features;
11) proverbs and sayings;
12) story pictures;
13) tables with a task to compare pairs of words;
14) pictures with ridiculous plots;
15) tables with riddles;
16) a set of words with opposite meanings;
17) tables with images of familiar objects (numbers, geometric shapes, words);
18) pictures for indirect memorization of words with images of objects;
19) pictograms (Lurich technique);
20) forms for reproduction;
21) a set of subject paintings to be evaluated;
22) unfinished sentences;
23) sounding or voiced toys (drum, tambourine);
24) flannelgraph.

When examining the level of development of his speech, it is very important to take into account the following indicators:

1) the child’s emotional reaction to the examination itself. There may be a certain amount of stiffness and excitement, which are a normal reaction of the child to a new environment;

2) adequate perception and understanding of the methodology and purpose of the task. How carefully does the child listen to the instructions, does he try to understand to the end before starting the task;

3) the nature of his activities during the examination and performance of the task;

4) emotional reaction to the results of the study, correct understanding of the situation.

The task of the analytical stage is to interpret the data obtained and fill out the speech card, which is considered a mandatory reporting document for the speech therapist.

The peculiarity of the speech map is that it is used to analyze a complex study. The speech map contains the following sections:

1) passport part;
2) anamnestic data;
3) data on the child’s physical and mental health;
4) a section devoted to the general characteristics of speech, coherent speech, vocabulary, grammatical structure, sound pronunciation and phonemic perception, syllabic structure of the word, reading and writing;
5) a special place for recording a speech therapy report.

When filling out the passport part, along with the required data, including the date of birth, it is advisable to indicate the age of the child at the time of the examination, since when tracking the dynamics of the child’s development, you will not have to do calculations every time, and what age the child under study was. In speech cards filled out for preschoolers, it is necessary to indicate the year and month of the child’s life.

When filling out a speech card, you should maintain the anonymity of all information collected so as not to cause a negative reaction from the child’s parents. When filling out the following sections, indicate: the presence or absence of a defect, the degree of its severity, the nature of the manifestations. Samples of the student’s written work with errors highlighted and corrected are attached to the schoolchildren’s speech map. In the margins of the work, special icons indicate the nature of the errors:

I – spelling errors;
V – punctuation;
L – dysgraphic.

In the corresponding section of the speech map, conclusions are formulated about what type of errors are stable for the child, in what types of work they predominate, and the features of writing technique are indicated.

When filling out the section on reading status, you must indicate the reading method, typical errors and their severity, the nature of the errors, the level of reading comprehension and the ability to work with the text, including its reproduction (retelling).

The speech map ends with the section “Speech therapy conclusion”. The conclusion should be more or less detailed. It is imperative to indicate the structure of the defect, in other words, which aspects of the child’s language and speech systems turned out to be unformed. It is further indicated whether, in the opinion of the speech therapist, the primary or secondary disorder is speech defects, and, if possible, the clinical basis of the speech deficiency (medical diagnosis) is determined.

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Krasnoe: MDOU "Kindergarten "Kolosok"

Toolkit

Diagnosis of speech development in preschool children

L.A. Ukhina

With. Red, 2010

The manual contains a brief description of the speech of preschool children, as well as diagnostic techniques for examining different aspects of the speech of preschool children, recommended by Ushakova O.S., Strunina E.M.; Strebeleva E.A., Grizik T.I. The manual is addressed to preschool teachers, students of pedagogical colleges, and parents interested in the high speech development of children.

Introduction

4. Methodology for examining the grammatical structure of speech

5. Methodology for examining coherent speech

Bibliography

Application

Introduction

Speech is one of the main lines of child development. The native language helps the child enter our world and opens up wide opportunities for communication with adults and children. With the help of speech, the baby learns about the world, expresses his thoughts and views. Normal speech development is necessary for a child to succeed in school.

Speech develops at a rapid pace, and normally, by the age of 5, all the sounds of the native language are correctly pronounced; has a significant vocabulary; mastered the basics of the grammatical structure of speech; masters the initial forms of coherent speech (dialogue and monologue), allowing him to freely come into contact with people around him. At preschool age, elementary awareness of the phenomena of the native language begins. The child comprehends the sound structure of a word, gets acquainted with synonyms and antonyms, the verbal composition of a sentence, etc. He is able to understand the patterns of constructing a detailed statement (monologue), and strives to master the rules of dialogue. The formation of an elementary awareness of linguistic and speech phenomena develops free speech in children and creates the basis for successful mastery of literacy (reading and writing). In preschool age, along with certain achievements, omissions and shortcomings in the child’s speech development become obvious. Any delay, any disturbance in the development of a child’s speech negatively affects his activity and behavior, and the formation of his personality as a whole.

The purpose of the examination is to determine the initial level of speech development of each child and the group as a whole at the beginning of the school year; determine the effectiveness of work on speech development for the previous year (dynamics of speech development over the year).

1. Characteristics of speech of preschool children

Younger age

Under favorable educational conditions, mastery of the sound system of a language occurs by the age of four (correct sound pronunciation, formation of the intonation structure of speech, the ability to convey the elementary intonation of a question, request, exclamation). The child accumulates a certain vocabulary that contains all parts of speech.

The predominant place in the children's vocabulary is occupied by verbs and nouns, denoting objects and objects of the immediate environment, their action and state. The child is actively developing the generalizing functions of words. Through the word, the child masters the basic grammatical forms: the plural appears, the accusative and genitive cases of nouns, diminutive suffixes, the present and past tense of the verb, the imperative mood; complex forms of sentences develop, consisting of main and subordinate clauses, and speech reflects causal, target, conditional and other connections expressed through conjunctions. Children master speaking skills, express their thoughts in simple and complex sentences and are led to compose coherent statements of descriptive and narrative types. However, other features are also noted in the speech of many children of the fourth year of life.

At this age, preschoolers may incorrectly pronounce (or not pronounce at all) hissing (sh, zh, h, sch), sonorant (r, r, l, l) sounds. The intonation side of speech requires improvement; work is needed both on the development of the child’s articulatory apparatus and on the development of such elements of sound culture as diction and voice strength.

Mastering basic grammatical forms also has its own characteristics. Not all children know how to agree words in gender, number and case. In the process of constructing simple common sentences, they omit individual parts of the sentence. The problem of new speech formations, which are generated by the word-formation system of the native language, also stands out very clearly. The desire to create new words is dictated by the child’s creative mastery of the riches of his native language. Children of the fourth year of life have access to a simple form of dialogic speech, but they are often distracted from the content of the question. The child’s speech is situational, expressive presentation predominates.

Middle preschool age

The main direction of speech development in the fifth year of life is the development of coherent monologue speech. Noticeable changes are also taking place in the development of word formation methods, and an explosion of word creation begins. Children receive an initial understanding of a word as a sound process (it sounds, consists of sounds, sounds are pronounced one after another, sequentially). Children of this age have a very strong affinity for rhyme. They choose words that sometimes make no sense. But this activity itself is far from meaningless: it promotes the development of speech hearing and develops the ability to select words that sound similar.

The child learns to correctly understand and use the terms word, sounds, sound, listen attentively to the sounding word, independently find words that are different and similar in sound, determine the sequence of sounds in a word, and highlight certain sounds. This is the period of familiarization of children with the word - its semantic side (it has meaning, denotes some object, phenomenon, action, quality). The child’s active vocabulary is enriched with words denoting the qualities of objects and the actions performed with them. Children can determine the purpose of an object, its functional characteristics (A ball is a toy: they play with it). They begin to select words with opposite meanings, compare objects and phenomena, and use generalizing words (nouns with a collective meaning).

This is the period of practical mastery of the rules of using grammatical means. Children's speech is replete with grammatical errors and neologisms ("children's" words like "mashinskiy", "otknopil", "creeper"). Children master the morphological means of language (word agreement in gender, number, case, alternation of consonants in the stems of verbs and nouns). The child is led to understand the polysemy of individual grammatical forms. He learns ways of word formation of nouns with suffixes of emotional and expressive assessment, with suffixes meaning baby animals, as well as some methods of forming verbs with prefixes, degrees of comparison of adjectives.

Children master the ability to construct different types of statements - description and narration. When composing stories, the understanding of the semantic side of speech, the syntactic structure of sentences, and the sound side of speech are improved, i.e. all those skills that a child of the fifth year of life needs to develop coherent speech. Speech activity also increases DUE to the fact that this is the age of “why”. At the same time, there are disturbances in the speech of children aged five years. Not all children correctly pronounce hissing and sonorant sounds; some have insufficiently developed intonation expressiveness. There are also shortcomings in mastering the grammatical rules of speech (agreeing nouns and adjectives in gender and number, using the genitive plural). The speech of children aged four to five years is characterized by mobility and instability. They can focus on the semantic side of the word, but the exact use of the word causes difficulty for many children. Most children do not sufficiently possess the ability to construct a description and narrative: they violate structure, consistency, and do not have the ability to connect sentences and parts of a statement with each other. This specification is approximate. The levels of speech development of children of the same age are very different. These differences become especially clear in middle preschool age. Firstly, by this time most children have mastered word and sound pronunciation. Secondly, the child masters coherent speech and begins to construct an independent statement, which at first consists of only a few sentences. The level of speech development of children in the fifth year of life can be determined using a method developed for the younger group. However, some tasks are added and complicated.

Senior preschool age

In children of senior preschool age, speech development reaches a high level. Most children correctly pronounce all the sounds of their native language, can regulate the strength of their voice, the pace of speech, the intonation of a question, joy, and surprise. By older preschool age, a child has accumulated a significant vocabulary. The enrichment of vocabulary (the vocabulary of the language, the set of words used by the child) continues, the stock of words that are similar (synonyms) or opposite (antonyms) in meaning, and polysemantic words increases.

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 different meanings of the same word (multiple meanings). Movement in this regard is extremely important, since it is associated with children’s increasingly complete awareness of the semantics of the words they already use.

At senior preschool age, the most important stage of children's speech development - the acquisition of the grammatical system of the language - is completed. The amazing weight of simple common sentences, complex and complex sentences increases. Children develop a critical attitude towards grammatical errors and the ability to control their speech.

The most striking characteristic of the speech of children of senior preschool age is the active assimilation 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 connections between words within a sentence, between sentences and between parts of a statement, observing their structure (beginning, middle, end).

Children also make mistakes in the formation of different grammatical forms. And of course, it is difficult to correctly construct complex syntactic structures, which leads to incorrect combination of words in a sentence and the connection of sentences with each other when composing a coherent statement.

The main disadvantages in the development of coherent speech are the inability to construct a coherent text using all structural elements (beginning, middle, end), and to connect parts of a statement.

Speech tasks in relation to children of senior preschool age are included in the same sections as in previous ages, however, each task becomes more complicated both in content and in teaching methods.

Methodology for identifying individual aspects of children's speech development. The section discusses individual techniques that reveal the characteristics of a child’s mastery of vocabulary, grammar, and phonetics of his native language.

Levels of proficiency in speech skills and abilities, on different aspects of speech development

Younger age (3 -4 years)

By the end of the year, children can:

Grammar

1) form the names of animals and their cubs in the singular and plural, using diminutive suffixes (cat - cat - kitten - cat - kittens);

2) agree on nouns and adjectives in gender and number (fluffy kitten, little cat);

3) make simple and complex sentences based on pictures together with an adult.

Phonetics

1) pronounce the sounds of the native language, clearly articulating them in sound combinations and words;

2) pronounce phrases clearly, using the intonation of the whole sentence and regulate the strength of the voice and the pace of speech.

Connected speech

1) answer questions about the content of the picture and write a short story together with an adult

2) reproduce the text of a well-known fairy tale;

3) compose a story from the child’s personal experience;

4) use words indicating speech etiquette (thank you, please, hello).

Middle age (4-5 years)

By the end of the year, children can:

1) Understand words that are similar and opposite in meaning, as well as different meanings of a polysemantic word;

2) understand and use generalizing words (furniture, vegetables, dishes);

3) select signs, qualities and actions for the names of objects;

4) compare and name objects by size, color, size.

Grammar

1) Correlate the names of animals and their cubs (fox - fox, cow - calf);

2) use verbs in the imperative mood (run, wave);

3) correctly coordinate nouns and adjectives in gender, number, case, focusing on the ending (fluffy cat, fluffy cat);

4) make sentences of different types.

Phonetics

1) Correctly pronounce the sounds of your native language;

2) find words that sound similar and different;

3) correctly use a moderate rate of speech, strength of voice, and intonation means of expressiveness.

Connected speech

1) retell short fairy tales and stories with previously unfamiliar content;

2) compose a story based on a picture or about a toy together with an adult;

3) describe the object depicted in the picture, naming signs, qualities, actions, expressing your assessment;

4) use a variety of polite forms of speech.

Older age (5-6 years old)

By the end of the year, children can:

1) activate adjectives and verbs, select words that are accurate in meaning to the speech situation;

2) select synonyms and antonyms for given words of different parts of speech;

3) understand and use different meanings of polysemantic words;

4) differentiate general concepts (wild and domestic animals).

Grammar

1) Form the name of baby animals (fox - fox cub, cow - calf); select words with the same root, agree on nouns and adjectives in gender and number;

2) form difficult forms of the imperative and subjunctive mood (hide! Dance! I would look for); genitive case (hares, foals, lambs);

3) build complex sentences of different types.

Phonetics

1) Differentiate pairs of sounds s-z, s-ts, sh-zh, h-sch l-r, distinguish between whistling, hissing and sonorant sounds, hard and soft;

3) select words and phrases that sound similar.

Connected speech

1) In retelling literary works, intonationally convey the dialogue of the characters, the characteristics of the characters;

2) compose a description, narrative or reasoning;

3) develop a storyline in a series of paintings, connecting parts of the statement with different types of connections.

2. Methodology for examining children's vocabulary

Examination technique according to (Strebeleva)

Middle age(4-5 years old)

1. “Show the picture” technique.

Goal: diagnostics of the child’s understanding of the functional purpose of the objects depicted in the pictures.

Equipment: pictures depicting objects familiar to the child: hat, mittens, glasses, needle and thread, umbrella, scissors.

Progress of the examination: pictures are laid out in front of the child, and the verbal instructions do not correspond to the sequence of the laid out pictures. The child must choose a picture among others based on the following verbal instructions: Show what people put on their heads when they go outside. - “What do people put on their hands in winter?” - “What do you use to sew on a button?” - “What do people need to see better?” - “What do you use to cut paper?” - “What should you take outside if it rains?” It is recorded: the child’s choice of a picture in accordance with the frost, the ability to name the objects depicted in the picture.

2. “Name what I’ll show” technique.

Equipment: pictures depicting objects found in a child’s life: apple, cup, cat, car, carrot, coat, watch, candy; pear, pan, cow, ship, bow, scarf, fox, decide, egg, robe, sofa, elephant, plum, turtle, aquarium, monument. Pictures depicting actions familiar to children from their experience: reading, riding, feeding.

Progress of the examination: the adult sequentially asks the child to look at pictures depicting various objects of action and name them. In cases of difficulty, the adult asks to show a certain picture and then name it.

3. “Be attentive” technique.

Purpose: checking the subject and verb dictionary.

Equipment: pictures depicting objects found in a child’s life: apple, cup, cat, car, carrot, coat, watch, candy, pear, pan, cow, ship, scarf, fox, turnip, egg, robe, sofa, elephant, plum, turtle, aquarium. Pictures depicting actions familiar to children from their experience: reading, rolling, feeding.

Progress of the examination: the adult sequentially asks the child to look at pictures depicting various objects of action and name them.

In cases of difficulty, the adult asks to show a certain picture, then name it.

4. “Say it in one word” technique.

Goal: testing the ability to summarize in one word objects and images in pictures, grouped according to functional characteristics. toys - a car, a bunny, a bear, a pyramid, a matryoshka, pictures depicting several objects: clothes and vegetables.

Progress of the examination: the child is asked to look at pictures of clothes and vegetables, as well as toys and name them in one word.

5. “Say the opposite” technique.

Goal: diagnostics of the ability to use words denoting attributes of objects.

Equipment: pictures depicting objects with opposite signs: healthy - sick; clean - dirty, white - black; thick-thin; high Low.

Progress of the examination: the child is asked to play, choosing sign words with the opposite meaning. For example: “One boy has clean hands, but the other one has clean hands?”

6. “Call me kindly” technique

Goal: diagnostics of the development of the ability to form nouns with a diminutive suffix.

Equipment: pictures depicting large and small objects: flower - flower, hat - cap, ring - ring, bench - bench.

Progress of the examination: the child is asked to look at and name pictures depicting large and small objects.

Older age. (5-6 l.)

Identification of vocabulary mastery (accuracy of word usage, use of different parts of speech).

1. Method “Name what it is?”

Equipment: pictures depicting: clothes, fruit, furniture.

Progress of the examination: the adult invites the child to look at a series of pictures and name them in one word (clothes, furniture). Then the adult asks the child to list flowers, birds and animals. Next, the child is asked to guess the object by description: “Round, smooth, juicy, sweet, fruit” (apple). Orange, long, sweet, growing in the garden, vegetable (carrot); green, long, tasty, salty, tasty raw, who is he? (cucumber); red, round, juicy, soft, tasty, vegetable (tomato).

2. Method “Who moves how?”

Equipment: pictures of fish, birds, horses, dogs, cats, frogs, butterflies, snakes.

Progress of the examination: the adult invites the child to answer the Questions: Fish.,. (floats) Bird... (flies). Horse..(gallops). Dog... (runs) Cat... (sneaks, runs). The frog (how does it move?) - jumps. Butterfly. ..(flies).

3. Method “Name the animal and its baby.”

Goal: identifying the level of vocabulary development.

Equipment: pictures depicting domestic and wild animals and their young.

Progress of the examination: the child is shown a picture of one of the animals and asked to name it and its baby. In cases of difficulty, an adult takes the pictures and helps the child answer: “This is a cat, and her cub is a kitten. And this is a dog, what is the name of her cub?”

4. “Choose a word” technique.

Goal: identifying the ability to select words denoting the quality of an action.

Progress of the examination: the adult invites the child to listen carefully to the phrase and choose the right word for it. For example: “The horse is running. How? Fast.” The following phrases are suggested: the wind blows... (strongly); the dog barks... (loudly); the boat floats... (slowly); the girl whispers... (quietly).

Older age (6-7 years old)

1. “Explain actions” technique.

Goal: identifying an understanding of the semantic shades of the meanings of verbs formed in an affixal way (using prefixes that give words different shades).

Progress of the examination: the child is asked to listen to the words and explain the meaning of the words:

run-run-run out;

write-sign-rewrite;

play-win-lose;

laugh-laugh-ridicule;

walked-left-entered.

2. “Choose a word” technique

Goal: identifying the nuances of meaning of synonyms - adjectives.

Progress of the examination: the adult invites the child to choose words that are close in meaning to the named word (adjective), For example: smart - reasonable.; weak - timid -. old.

3. “Explain” technique

Goal: identifying an understanding of the figurative meaning of adjectives.

Progress of the examination: the child is asked to explain the following phrases: evil winter; skillful fingers; Golden hair; prickly wind; light wind.

Examination technique (according to Ushakova, Strunina)

Younger age (3-4 years old)

Goal: diagnostics of the development of children's vocabulary.

Task 1. Doll.

1. What is the name of the doll? Give her a name.

1) The child names a name in a sentence (I want to call her Marina);

2) gives a name (in one word);

3) does not give a name (repeats the word doll).

2. Tell me, what is Marina like?

1) Names two or more words (beautiful, elegant);

2) names one word (good);

3) does not name qualities or characteristics (repeats the word doll).

3. What is she (Marina) wearing?

1) Independently names more than two items of clothing (in a green dress, white socks);

2) with the help of the teacher’s questions: “What is this? Show me...” (These are socks, this is a dress);

3) shows items of clothing, but does not name them.

4. How to call it in one word? (The teacher calls: “Dress, socks - is this...?”)

1) The child names generalizing words (clothes, things);

2) names other types of clothing (panties, tights, jacket...);

3) repeats the words that the teacher named (dress, socks).

5. What clothes are you wearing?

1) Names more than two words (shirt, T-shirt, trousers);

2) names two items of clothing (sundress, T-shirt);

3) names only one word (dress) or lists shoes (slippers, shoes).

6. What is Marina doing? (The teacher performs the actions: the doll sits down, stands up, raises its hand, waves it.)

1) The child names all the actions;

2) names two actions (stood up, raised her hand);

3) names one word - action (standing or sitting).

7. What can you do with the doll?

1) Says more than two words (put her to bed, rock her, play);

2) names two actions (rolling in a stroller, feeding a doll);

Task 2. Ball.

1. Which ball (to give to the child’s hands)?

1) Names two or more signs (round, rubber);

2) names one word;

3) does not name qualities, says another word (play).

2. What can you do with it?

1) Names more than two words (verbs) (toss, play football);

2) names two actions (play, throw);

3) names one word (play).

3. The adult asks a question after the action. Throws a ball to the child and says:

What did I do (throws the ball)? (Dropped.)

What did you do? (Caught.)

Now you quit. What did you do? (Dropped.)

What did I do? (Caught.)

1) The child names all the verbs in the required form;

2) names 2-3 verbs correctly;

3) names only one action.

Task 4.

1. How to call a doll or ball in one word?

1) The child gives a generalizing word (toys);

2) lists the names (Katya, ball);

3) says one word (doll).

2. Tell us what toys you have at home, how you play with them, with whom?

1) Make up a story from personal experience (I have cars at home. There are many of them, all the cars are different. I put them in the garage);

2) lists toys;

3) names one toy.

Middle age(4-5 years old)

Task 1. Doll.

Purpose: checking the development of children's vocabulary.

The teacher shows the child a doll and asks questions in the following sequence.

1. Tell me what a doll is!

1), The child gives a definition (a doll is a toy, a doll is played with);

2) names individual signs (the doll is beautiful) and actions (it is standing);

3) does not complete the task, repeats the word doll.

2. What kind of clothes is the doll wearing?

1) The child names more than four words;

2) names more than two things;

3) shows without naming.

3. Give the doll a task so that it runs and waves its hand.

1) The child gives the correct forms: Katya, please run (wave your hand);

2) gives only verbs - run, wave;

3) gives incorrect shapes.

4. Guests came to the doll. What should you put on the table?

1) The child names the word dishes;

2) lists individual items of utensils;

3) names one object.

5. What kind of dishes do you know?

1) The child names more than four objects;

2) names two objects;

3) names one object.

6. Where do they put bread (in the bread bin), sugar (in the sugar bowl), butter (in the butter dish), salt (in the salt shaker)!

1) Answers all questions correctly;

2) answered three questions;

3) completed only one task.

7. Comparison of tableware. "How are these items different?" (Show a picture with different dishes.)

1) Names by color (or shape and size);

2) lists individual features (this cup is green, this one is red, this one is tall);

3) names one difference.

8. Tell me what it is? Glass, transparent - is it a glass or a vase? Metallic, shiny - is it a fork or a knife? Clay, painted - is it a dish or a plate?

1) Completes all tasks;

2) performs two tasks;

3) performs one task.

9. Prompt (pick up) a word. One plate is deep and the other... (shallow); one glass is high and the other... (low); this cup is clean, and this one... (dirty).

1) Chose all the words correctly;

2) completed two tasks;

3) completed one task.

10. The cup has a handle. What other pens do you know?

1) Name the handle of 3-4 objects (kettle, iron, bag, umbrella);

2) names two handles (near a pot, frying pan);

3) shows the handle of the cup.

Task 2. Ball.

1. The teacher shows two balls and asks: “What is a ball?”

1) The child gives a definition (a ball is a toy; it is round, rubber);

2) names some sign;

3) repeats the word ball.

2. What does it mean to throw, catch!

1) The child explains: to throw means I threw the ball to someone and the other caught it;

2) shows movement and aims, says - threw;

3) only shows movement (no words).

3. Compare two balls, how are they different and how are they similar?

1) The child names the signs: both are round, rubber, play with balls;

2) names only differences in color;

3) says one word.

4. What toys do you know?

1) The child names more than four toys;

2) names more than two;

3) says one word.

Older age (5-6 years old)

I series of tasks.

Goal: to identify the development of children’s vocabulary.

Progress of the examination.1. You already know a lot of words. What does the word doll, ball, dishes mean?

2) names individual signs and actions;

2. What is deep? small? tall? low? easy? heavy?

1) Completes all tasks, names 1-2 words to the adjective (deep hole, deep sea);

2) selects words for 2-3 adjectives;

3) selects a word for only one adjective (high fence).

3. What is the word pen called?

1) Names several meanings of this word (The pen writes. The child has a pen. The door has a pen);

2) names two meanings of this word;

3) lists objects that have a handle (1-2 words).

Examination methodology (according to the program From adolescence to childhood)

Middle age(4-5 years old)

Methodology "Subject Dictionary"

Purpose: diagnostics of understanding of the functional purpose of objects.

Progress of the examination:

The teacher places 6 pictures in front of the child depicting a boot, a teapot, a house, a car, a dress, a chair. The teacher asks a question, the child finds the answer in the pictures and answers the question posed. Teacher questions: what do they wear on their feet? What do you boil water in? Where do people live? What do girls wear? What do people drive? What are we sitting on?

2. Method "Parts of objects"

Purpose: diagnostics of understanding of parts of objects.

Progress of the examination:

A 4-year-old child perceives the objects of our world holistically and therefore experiences certain difficulties in naming the parts of objects;

The teacher uses pictures from the previous assignment. Asks to take pictures one at a time; repeat the name of the item; name its parts. Out of 6 pictures, the child can choose any 3-4. In this case, the teacher can use a pointer to show parts of the depicted objects, which will help the child in naming them. For example: boot - sole, toe, heel, zipper, (lock, laces), heel; teapot - handle, spout, bottom, lid; house - roof, windows, door, porch, chimney, walls; car - body, cabin, wheels, window, headlights, door; dress - sleeves, collar, buttons, pocket, belt; chair - back, seat, legs.

3. Methodology "Words - generalizations"

The study covers the topics “Clothing”, “Shoes”, “Vegetables”, “Fruits”, “Furniture”, “Animals”.

Goal: identifying mastery of generalizing words.

Progress of the examination:

The teacher places 4 pictures in front of the child (for example, dress, trousers, skirt, blouse). Asks to name the depicted objects in one word. You can use one picture depicting objects (objects) corresponding to the generalization word. The appendix provides some sample pictures for generalization on the topics “Vegetables,” “Fruits,” “Clothing,” “Shoes,” “Furniture,” “Animals.”

4. Method "Baby Animals"

Goal: diagnostics of the maturity of the ability to form nouns using suffixes.

Progress of the examination:

The child is offered 4 pictures depicting animals and birds with their young: a fox with cubs, a duck with ducklings, a pig with piglets, a dog with puppies. Some of the pictures can be taken from the previous task (theme "Animals"). The child names what he sees.

5. Methodology "Professions"

Goal: to identify a child’s basic understanding of the professions of adults.

Progress of the examination:

A 4-year-old child already has a basic understanding that all adults work. The teacher constructs the examination as follows:

1. Says: “Every adult has his own profession - a job that he knows how to do well. Look at the pictures and say what the people depicted in them do.” The teacher shows pictures, the children identify and name professions (cook, pilot, salesman, driver (chauffeur).

2. Asks: “Does your mother work? Who? Does your dad work? Who?”

Z. Asks to name any known professions of people: “What other professions of people do you know? Name them.”

6. Methodology "Dictionary of signs"

Goal: diagnostics of the ability to use words denoting characteristics of objects.

Progress of the examination:

The teacher shows one picture at a time: a ball, a hat, a bucket, flowers. Asks you to answer what questions? which? which? which? For example: "What is this?" (Ball.) “What ball?” (Red, big, round, airy, light, etc.) The child should be encouraged if he selects several adjectives for one object when answering. Antonyms. When studying the dictionary of signs, you should pay special attention to antonyms - words with the opposite meaning. The child is offered the game “On the contrary”.

The teacher says: “Once upon a time there was a boy who said everything the other way around. His mother will say: Your hands are dirty. And he answers: Clean. They say to him: Look out the window, it’s white snowing outside. And he answers: No, the snow is black. ". Let's play the game "Verse versa". The teacher offers the following words, showing corresponding pairs of opposite pictures: clean - dirty; dry - wet; thick - thin; wide narrow. The game can be made more difficult. The teacher shows one picture and names a word, the child finds a picture with the opposite meaning, shows it and names it.

The child is offered a plot picture, which depicts several characters in various movements. The teacher asks the child who he sees here and what they are doing. For example: 1. The picture shows: a grasshopper (jumping), a lizard (running), a butterfly (flying), a goose (swimming), a bird (sitting, singing, pecking).

2. The picture shows children in the park: girls jumping ropes; the guys are digging and building in the sandbox; The teacher sits on a bench and reads a book to a group of children; a boy runs after a girl; a boy is driving a car; a girl swings on a swing, etc.

Older age (5-6 years old)

When assessing the state of a 5-year-old child’s vocabulary, teachers study subject vocabulary (parts of the subject, words - generalizations); verbal dictionary (verbs with spatial prefixes); dictionary of characteristics (relative adjectives; antonyms denoting color, size, time, spatial characteristics).

1. Methodology "Subject Dictionary"

Goal: identifying skills in naming parts of objects.

Progress of the examination:

The teacher lays out object pictures in front of the child depicting a car (passenger car), a house and asks him to name the objects and its parts. The teacher can use a pointer to show some parts of the depicted object, which will help the child isolate the part from the whole and name it. In older preschool age, it is advisable for children to indicate parts and details that are not visible in the picture. If the child does not name the invisible parts, then the teacher asks the question: “What else does the car have? What is there in the house?” For example: a car - wheels, steering wheel, gas tank, door (front, rear), windshield, mirror, engine, brake, seat belt, interior, seat, etc.; house - walls, roof, door, porch, window, chimney, steps, rooms, ceiling, etc.

2. Methodology "Generalization words"

Goal: identifying mastery of generalizing words.

Progress of the examination:

The teacher offers the children four pictures. Asks to name them in one word (“What one word can these objects be called?”).

The teacher finds out whether the children have the following general concepts: tools, transport, trees, berries.

Sample list of pictures:

tools - drill, plane, saw, hammer;

transport - car (passenger car), bus, trolleybus, tram;

trees - birch, oak, spruce, rowan;

berries - raspberries, strawberries, black currants, gooseberries.

Goal: identifying the presence of verbs in the child’s dictionary.

Progress of the examination:

The child is offered on the table a conventional model of a city street on which there is a garage (this could be, for example, a cube or a box), roads (for example, strips of paper or ribbons), a bridge, houses (for example, cubes). A car (toy) is placed in the garage. The teacher says and acts with the toy: I will tell you what the car was doing on the city street, and you help me. Choose the necessary words that are similar to the word - go.

The teacher drives the car along the model and says: “The car left the garage... (left) and along the road... (drove); the car... (drove) onto the bridge; across the road... (drove); to the traffic light.. . (drove up); behind the house... (drove); far away... (went)."

Next, the teacher invites the child to take the car, show and tell what the car was doing on the city street. In this case, special attention is paid not only to the child’s ability to use spatial prefixes, but also to the correct correlation of actions and words.

4. Methodology "dictionary of signs"

Relative adjectives.

Goal: to identify the child’s understanding of the signs of an object.

Progress of the examination:

It is carried out in the form of a game exercise “Say it differently”. First, the teacher says what the object is made of (glass vase), and then the child (glass).

Examples: glass vase - glass;

wooden table - wooden;

leather bag - leather;

cardboard box - cardboard;

plastic toy - plastic;

key made of metal metal.

2. Antonyms. The teacher names the words, the child selects the opposite pair:

light dark;

White black;

high Low;

right left;

winter - summer;

light heavy;

top - bottom, etc.

If there is difficulty, the teacher can add a noun that will help the child answer correctly:

light suit - dark suit;

white collar - black collar;

tall man - short man;

winter day - summer day; easy

stone - heavy stone;

upper floor - lower floor;

right eye - left eye, etc.

The teacher enters the data obtained from examining the child’s dictionary into a table.

Older age (5-6 years old)

Methodology "Subject Dictionary".

Goal: to study subject vocabulary (parts of the subject, generalization words); verbal dictionary (verbs with spatial prefixes); dictionary of signs; antonyms (spatial features indicated by verbs and nouns). The survey includes five tasks.

1. Method "Parts of an object"

Goal: identifying skills in naming parts of an object.

The teacher lays out object pictures in front of the child depicting a bus, a house (multi-story) and asks him to name the object and all its possible parts. It is necessary that children indicate not only the visible parts and details, but also those that are not visible in the picture. Additional questions are not asked during the examination (unlike the older group).

An approximate list of parts of objects:

Bus: visible parts - body, wheels, headlights, cabin, windows, etc.;

invisible parts - engine, interior, seats, doors, handrails, etc.;

House (urban): visible parts - floors, windows, entrance, door, roof, drainpipe, etc.;

invisible parts - stairs, elevator, apartments, rooms, mailboxes, etc.

2. Methodology "Generalization words"

The teacher offers the children four pictures for each generalizing concept. Asks to name them in one word (“What one word can these objects be called?”). The teacher finds out whether children have the following general concepts: animals, transport, professions, movements.

An approximate list of pictures: animals - ant, fish, crow, hare, cow, whale;

transport - car, bus, plane, ship;

professions - cook, builder, teacher, salesman;

movements - the child runs, jumps rope, swims, throws a ball.

3. Methodology "Verb Dictionary"

The child is offered a mock-up of a city street on the table. The model must show a tree with a nest. A bird (toy) is sitting in the nest. The teacher says: I will tell you about the chick and his first independent flight, and you help me. Choose the necessary words that are similar to the word fly. The teacher moves the bird around the model and says: Once upon a time there was a chick. One day he realized that his wings had become stronger and decided to make his first flight. The chick left the nest... (flew) and along the road... (flew), across the road... (flew), towards the house... (flew), into the open window... (flew), got scared and out window... (flew away), into the distant forest... (flew away).. then the teacher invites the child to take the bird, show and tell what it did. In this case, special attention is paid not only to the child’s ability to use spatial prefixes, but also to the correct

4. Methodology "Dictionary of signs"

The examination is carried out individually orally (without visual material) in the form of a game exercise “Say it differently”. Relative adjectives are used as a basis. First, the teacher says what the object is made of (crystal vase), and then the child (crystal).

Examples: crystal vase - crystal;

fur collar - fur; clay jug - earthenware; bridge made of stone. - stone; paper boat - paper.

5. Antonyms The examination is carried out individually with each child orally. The teacher names the words, the child selects a pair with the opposite meaning.

Teacher child

lie down stand

lay down and stood

came out came in

rose, fell

took off and landed

opened closed

morning evening

cold heat

day Night

rain snow

cheerful sad

smooth rough

straight curve

3. Examination of the sound culture of speech

Examination technique (according to Strebeleva)

Middle age (4-5 years old)

1. “Be attentive” technique

Goal: diagnostics of the ability to isolate a certain vowel sound from a number of proposed sounds.

Equipment: screen.

Progress of the examination: the child is asked to raise his hand if he hears the vowel sound “a” (“u, i”). The teacher behind the screen pronounces a series of sounds, for example: a, m, y, s, a, p, i; a, y, o, s, y, etc.

2. “Repeat” technique.

Goal: diagnostics of a child’s ability to repeat words while maintaining the correct syllable structure.

Progress of the examination: the adult sequentially names a series of words and asks the child to pronounce them reflectively. The following words are suggested: car, towel, butterfly, matryoshka, button, frog, soap dish.

3. “Name it” technique.

Goal: diagnostics of a child’s ability to independently name words with a complex syllable structure.

Equipment: pictures depicting objects: a saucepan, a turtle, a ship, a monument, an aquarium.

Progress of the examination: the adult asks the child to look at the pictures sequentially and name them.

4. “Show the picture” technique.

Goal: diagnostics of a child’s ability to differentiate words that sound similar.

Equipment: subject pictures.

Progress of the examination: paired pictures are laid out in front of the child, he is asked to show where the scythe and goat, duck and fishing rod, spoons and horns, mouse and bear, saber and heron are.

5. Game "Echo".

Purpose: diagnostics of auditory attention, perception and ability to reproduce syllable series in a given sequence.

Progress of the examination: the child is asked to play the game “Echo”.

The adult pronounces the following syllable series and asks the child to repeat them: pa-ba, ta-da, ka-ga, pa-pa-ba, ta-da-ta, pa-bapa, ta-ta-da.

Older age (5-6 years old)

Equipment. drawings.

Progress of the examination: the child is asked to repeat the following words

C: garden, stroller, globe.

Sya: cornflower, taxi.

3: castle, dunno.

Z: strawberry, monkey.

C: heron, ring, Indian.

Sh: checkers, collar, pencil.

F: giraffe, beetle, skis.

IC: pike, puppy, raincoat.

H: kettle, cookies, ball.

L: lamp, wolf, table.

Leh: lemon, stove, salt.

R: cancer, stamps, fly agaric.

Ry: river, gingerbread, lantern.

And: watering can, apple, hedgehog, wings.

K: jacket, violin, wardrobe.

G: garden bed, heating pad, grapes.

X: bread, weaver, rooster.

2. “Repeat correctly” technique.

Purpose: checking sound pronunciation.

Zina has an umbrella.

A blacksmith forges a chain.

The hedgehog has a hedgehog.

A woodpecker was hammering a spruce tree.

A mole got into our yard.

Maya and Yura are singing.

3. Methodology "Counting tables".

“One, two, three, four, five, the bunny went out for a walk, suddenly the hunter runs out and shoots straight at the bunny, but the hunter didn’t hit, the gray bunny galloped away.”

Behind the glass doors there is a bear with pies, how much, dear friend, does a delicious pie cost?" (Each counting rhyme can be repeated no more than 2-3 times).

4. “Name it” technique

Purpose: to check the child’s ability to pronounce words of different syllable structures in isolation.

Equipment: pictures with the following words - pig, astronaut, aquarium, motorcycle, apartment, birdhouse, TV, helicopter, artist, photographer, strawberry, frying pan, motorcyclist, rectangle, dragonfly, snowman, plumber, policeman.

Progress of the examination: the adult asks the child to name the images in the pictures (objects, characters, plants, insects, animals); if there is difficulty, the adult asks the child to repeat the following words: pig, astronaut, aquarium, motorcycle, apartment, birdhouse, TV, helicopter, artist, photographer, strawberry, frying pan, motorcyclist, rectangle, dragonfly, snowman, plumber, policeman.

5. “Repeat after me” technique.

Equipment: scene pictures:

1. A policeman is standing at an intersection.

2. Goldfish are swimming in an aquarium.

3. The photographer takes pictures of children.

4. Sasha was drying wet clothes on a line.

5. The watchmaker is repairing the watch.

6. The bird raised the chicks in the nest.

8. The cook is baking pancakes in a frying pan.

Progress of the examination:

The adult shows the child a picture and asks him to repeat the following sentences:

A policeman stands at an intersection.

Goldfish swim in an aquarium.

A photographer takes pictures of children.

Sasha was drying wet clothes on a line.

A watchmaker repairs a watch

The bird raised the chicks in the nest.

A motorcyclist rides a motorcycle.

The cook bakes pancakes in a frying pan.

6. “Echo” technique

Purpose: testing auditory attention, perception and the ability to pronounce syllable series in a given sequence.

Progress of the examination: the child is asked to play the game “Echo”: the speech therapist pronounces the following syllable series: pa-ba, ta-da, ka-ga, pa-pa-ba, ta-da-ta, pa-ba-pa.

7. “I’ll repeat” technique.

Purpose: testing auditory attention, perception and ability to reproduce the proposed words in a given sequence.

Progress of the examination: the adult asks the child to repeat a series of words: cat-year-cat; tom-dom-com; fishing rod

8. “Be attentive” technique.

Progress of the examination: the adult invites the child to play: “I will name the words, if you hear the sound “w”, clap your hands.”

An adult names the words: house, bunny, hat, bear, fox, cone, Christmas tree, car. Then the child is asked to single out the following sounds in turn: “k”, “l” from the proposed words: monkey, umbrella, cat, chair, robe, poppy; fist, bunny, T-shirt, soap, chamomile, lamp.

9. “Name it correctly” technique.

Purpose: checking sound pronunciation.

Equipment: drawings.

Progress of the examination: the child is asked to repeat the following words:

C: garden, stroller, globe.

Sya: cornflower, taxi.

3: castle, dunno.

Z: strawberry, monkey.

C: heron, ring, Indian.

Sh: checkers, collar, pencil.

F: giraffe, beetle, skis.

IC: pike, puppy, raincoat.

H: kettle, cookies, ball.

L: lamp, wolf, table.

Leh: lemon, stove, salt.

R: cancer, stamps, fly agaric.

Ry: river, gingerbread, lantern.

And: watering can, apple, hedgehog, wings.

K: jacket, violin, wardrobe.

G: garden bed, heating pad, grapes.

X: bread, weaver, rooster.

10. “Repeat correctly” technique.

Purpose: checking sound pronunciation.

Equipment: plot drawings.

Progress of the examination: the child is asked to repeat the following sentences: The catfish has a mustache.

Zina has an umbrella.

A blacksmith forges a chain.

A hat and a fur coat - that’s all Mishutka is.

The hedgehog has a hedgehog.

A woodpecker was hammering a spruce tree.

A mole got into our yard.

Maya and Yura are singing.

11. Methodology "Counting tables".

Purpose: checking sound pronunciation in the process of speaking a reading text.

Progress of the examination: the adult invites the child to play counting rhymes: “I start the counting rhyme, and you listen, then repeat.” An adult, rhythmically pronouncing the text of the counting rhyme, in time with the words, points with his hand first at himself, then at the child: “The counting rhyme begins: There is a starling and a jackdaw on an oak tree, the starling has flown home, and the counting is over.”

“One, two, three, four, five, the bunny went out for a walk, suddenly the hunter runs out and shoots straight at the bunny, but the hunter didn’t hit, the gray bunny galloped away.” Behind the glass doors there is a bear with pies, how much, dear friend, does a delicious pie cost?" (Each counting rhyme can be repeated no more than 2-3 times).

Older age (6-7 years old)

1. “Name it correctly” technique.

Equipment: pictures for examining sound pronunciation.

C: garden, stroller, globe.

Sya: cornflower, taxi.

Z: castle, Dunno.

Z: strawberry, monkey.

C: heron, ring, Indian.

Sh: checkers, collar, pencil.

F: giraffe, beetle, skis.

Sh: pike, puppy, raincoat.

H: kettle. cookies, ball.

L: lamp, wolf, table.

Leh: lemon, stove, salt.

R: cancer, stamps, fly agaric.

Ry: river, gingerbread, lantern.

I: watering can. apple, hedgehog, wings.

K: jacket, violin, wardrobe.

G: garden bed, grapes.

X: bread, weaver, rooster.

Progress of the examination: the child is asked to name the pictures.

2. “Repeat sentences” technique.

Equipment: story pictures.

The catfish has a mustache. Zina has an umbrella.

A blacksmith forges a chain.

A hat and a fur coat - that's all Mishutka looks like.

The hedgehog has a hedgehog. A woodpecker was hammering a spruce tree.

A mole got into our yard.

Maya and Yura are singing.

3. “Repeat after me” technique

Purpose: to check the child’s ability to pronounce words of different syllable structures in sentences.

Progress of the examination: the adult asks the child to repeat the following sentences:

The store sells a floor polisher and a vacuum cleaner.

The leaves are falling - leaf fall is coming.

A motorcyclist rides a motorcycle.

A photographer takes pictures of children.

Grandmother knits a collar for her granddaughter.

A fisherman catches fish.

Bees are raised by a beekeeper.

A dump truck arrived at the construction site.

4. “Echo” technique.

Purpose: testing auditory attention, perception and the ability to reproduce syllable series in a given sequence.

Progress of the examination: the child is asked to play the game “Echo”: the adult pronounces the following syllable series: pa-pa-ba, ta-da-ta; pa-ba-pa; pa-ba, pa-ba, na-ba; ka-ha-ka; sa-za, sa-za, sa-za; Sasha. sa-sha, sa-sha.

5. “Repeat” technique

Purpose: testing auditory attention, perception and the ability to correctly reproduce the proposed words in a given sequence.

Progress of the examination: the adult asks the child to repeat a series of words: roof-rat; log-knee; earth-snake: daughter-dot-koch-ka; grandma-tub-pillow bear-bowl-bear.

6. “Be attentive” technique

Purpose: checking the level of formation of phonemic hearing.

Progress of the examination: the adult invites the child to play. I will name the words, if you hear the sound “z”, clap your hands,” the adult names the words: tree, bunny, cornflower, river, basket, Zina, bush, bell.

Then the child is offered certain sounds with which he must come up with words: “sh”, “s”, “l”. If there are difficulties, the adult himself names a few words.

7. “Guess how many sounds” technique.

Goal: checking the level of development of phonemic hearing and the ability to perform sound analysis of a word.

Progress of the examination: the adult calls the child a word and asks him to answer the question: “How many sounds are in this word? Name the first sound, the third, the second.” For example, "house". If there are difficulties, the adult himself identifies the sounds, explaining to the child the place of each sound in this word. Then other words are suggested: vase, car, pen, pencil case, book.

Examination technique (according to O.S. Ushakova, E.M. Strunina)

Middle age(4-5 years old)

(The technique can also be used for younger children)

1. Checking sound pronunciation. This task is carried out in the same way as for younger preschoolers; sounds that the child does not pronounce are noted.

1) The child pronounces all sounds;

2) does not pronounce complex sounds: sonorant or hissing;

3) does not pronounce either sonorants or sibilants.

1) The child pronounces the text clearly;

2) does not pronounce phrases clearly, does not sufficiently regulate the strength of his voice;

3) has serious shortcomings in pronouncing the text.

3. The teacher asks: “Are you pronouncing all the sounds correctly?”

1) The child pronounces all sounds and is aware of it;

Correct dynamics of speech development in children

A child's language skills continue to improve throughout adolescence. Children reach the main stages of speech development before the age of 5-6 years.

From the birth of a child, parents must carefully monitor how the baby is developing speech. For classes with children, it is necessary to use educational educational material that will help improve the child’s speech.

Communication in preschool children consists of imitation of sounds, expressiveness of language through gestures, understanding of words and their use in speech.

In accordance with age, the dynamics of speech development in children is divided into several stages. The table below shows a list of communication skills that occur at a certain childhood age.

Up to 1 year

From 1 to 3 years

From 3 to 5 years

In the first months of life, babies learn sounds. They recognize their mother's voice, distinguish the rhythm of sounds and respond to them by humming. By the first year of birth, babies know the voice of other family members (father, sisters, brothers). They can also pronounce short words (for example, “mother”, “woman”, “grandfather”). Some children already know several words by the age of one year, remember the sounds they hear and try to repeat them

The child's speech skills are rapidly improving. Every word takes on meaning for him. At this age, children can point to objects that pique their interest. They also understand the meaning of phrases (the cat is fluffy, summer day). At 2 years old, a child knows about 50 words and understands the meaning of objects placed around the house or depicted in books. In addition, children understand short phrases: “mom has come”, “your dad”, “good bear”, etc.

Everyone over 2 years old knows some parts of the body by heart and tries to name objects based on the first letters of their names (“bun” - “buka”, “kisa - kiki”, “mouse” - “cape”)

At 3 years old, children use 100-150 words in their communication and understand parental instructions (for example, “put away the toys,” “put the book on the table,” “wash your hands”). During these same years, children can pronounce letters that are difficult for them (“f”, “r”) and compose sentences in different tenses of the verb and name words in the plural.

At 4 years old, children communicate in long sentences, can ask questions, describe events that happened and retell stories.

In general, by the age of 4 or 5, a child can maintain a dialogue with an adult. Moreover, by age 5, some children are able to learn language and express words in written form

These age limits will help parents monitor the correct development of speech in children.

Methods for diagnosing speech development in children

In what cases should parents not avoid diagnostic testing of their child’s speech development? The reason for a visit to the doctor is a violation of the dynamics in improving speech in children 3-4 years old. As a rule, at this age a child’s vocabulary is more than 200 words and at the same time it continues to grow rapidly. At 4-5 years old, children are able to pronounce letters that are difficult for them, such as “r”, “f”, “sch”, etc. They give less preference to sign language and try to communicate as much as possible with peers and adults in verbal form.

A diagnostic method for identifying delays and defects in speech development will help the child timely correct communication skills

Typically, a speech pathologist examines and treats speech disorders. Through diagnostics, this doctor finds the main reasons that may interfere with speech development (for example, poor memory, hearing problems and some dysfunctions of the speech apparatus).

A speech pathologist diagnoses speech and cognitive disorders in a child using several types of testing, such as listening, perception of speech rhythm, and the ability to reproduce heard sounds. This also includes tests for associative and logical thinking.

If a child does not lag behind in cognitive abilities and only minor speech defects have been identified (for example, failure to pronounce the letters “l”, “f”), then a speech therapist, rather than a speech pathologist, should work with him.

Parents can also diagnose speech development in preschool children at home. One of these methods is considered to be the original work developed by F.G. Daskalova (speech pathologist-defectologist). Almost every organization, school and clinic whose activities are aimed at the early development of a child uses F.G.’s material. Daskalova for diagnostic purposes.

Parents are advised to use this method only if their child does not have an intellectual or autistic disability. With such disorders, children need professional examination and serious treatment.

Everything you need to know about a child’s speech development, watch the video below.

The development of speech in preschool children is a long and difficult process, 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, so it is extremely important to pay special attention to the formation of communication at this age.

If the speech of a young child is connected mainly with what he perceives and does at the moment, then the preschooler begins to understand and himself conducts conversations about things that are 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 aged 3-7 years is much better than that of some of their older friends. Kids can boast of a fairly extensive vocabulary and the ability to actively and competently use it. Speech development 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, forming their own speech, and learning their 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 him.

Speech stages

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

Age 1-3 years. A period of active acquaintance and exploration of the surrounding space. Characterized by the main motivation to communicate, increasing vocabulary. The words are not grammatically related to each other, there is no clear use of plurals and prepositions.
Age 3-7 years. Speech is grammatically coherent due to one’s own perception of the pronunciation of phrases and sentences. Increasing vocabulary to 5 thousand words, using plurals. The appearance of defects in the pronunciation of hissing, whistling sounds and letters.

Problems and Diagnosis

The relevance of the problem of children's speech development is quite high, because with age they learn more and more and imitate adults. With a minimal vocabulary, children experience quite big problems in the process of further learning. It is extremely important to monitor the spoken words and phrases, constantly communicate with the child, and read literature that includes composing stories based on pictures. The development of speech in preschoolers is formed under the influence of adults, so it is necessary to build a full-fledged speech atmosphere.

Diagnosis of speech development in preschool children is of great importance. Babysitting 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 specific idea of the meaning of a particular word, a child cannot clearly express his thoughts in a conversation. Complex speech structures pronounced inappropriately for one's age or monosyllabic communication can also lead to negative results. In the process of shaping the development of speech in preschoolers, it is possible and necessary to include games, for example, with naming objects or composing sentences on certain subjects, 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 contribute to the best results - didactic or creative.

It is impossible not to take into account the influence of peers on the development of speech in older preschoolers. It is simply impossible to protect a child from spoken words on the street, in kindergarten or any other place. But a positive point can be found in this - this is a reason and opportunity to explain the inadmissibility of pronouncing certain phrases and expressions and their absence in the vocabulary of a cultured person.

The correct and competent development of coherent speech can also be influenced by a psychological factor. There is a rather thin line between speech and the psychological state of the baby. Starting from the age of 3, imagination and logic develop rapidly, and parents are concerned about excessive manifestations of imagination, beginning to accuse the child of lying or excessive display of emotions. There is absolutely no need to do this, as this can lead to withdrawal, and the child will stop talking altogether. In this case, it would be best not to protect the child from fantasy, but to direct it in the right direction.

Help from a speech therapist

Often, the development of speech in preschool children requires the intervention of specialists. Waiting for the moment when the baby starts talking on his own 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 is extremely small. There is no need to worry about this, because this is not a violation, and correction methods have a very gentle effect. And such children's conditions can be corrected quite successfully, bringing children great pleasure from the result obtained.

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

Existing techniques

The method of speech development in children of senior preschool age is a set of exercises aimed at developing coherent speech in preschoolers. Each set of exercises has a certain focus and specificity, based on this, it is not recommended to neglect one or another set.

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

listing words starting with a specific letter;
composing phrases including words and phrases on a selected topic;
solving riddles to guess an object based on the existing description.

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

Exercises to develop the grammatical component are aimed at the correct construction of sentences:

formation of nouns in the plural and different cases;
agreement of nouns with adjectives;
use of diminutive suffixes;
formation of verbs using prefixes.

The development of coherent speech in children of senior preschool age consists of exercises for composing a story using ready-made pictures. Several pictures are offered on a specific topic, 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 one person’s speech in front of a specific audience. Teaching monologue speech to children of senior preschool age includes:

Compiling a story based on a specific event or fact that happened. The story can be in explanatory or comparative form.
Detailed description of the item.
Retelling a literary work you have heard.
A story about yourself or your family, your favorite pastime.

Dialogue

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

conversations on specific topics;
collective discussion of the event, expressing opinions and impressions;
creating situations that require maximum verbal explanation;
role-playing games;
joint activities that require maximum explanation.

Dialogue speech in preschool children actively develops 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 dialogue with children during the period of active development.

In parallel with all of the above methods, the child’s logical thinking, imagination, and understanding of the world around him will develop.

Conclusion

The speech development of preschool children is one of the most important components in the formation of a future personality. In no case should you neglect this fact and leave the issue of developing coherent speech without due attention. It is important to remember that it is better to invest energy, time and patience in the development of your baby in time and prevent possible speech disorders, rather than deal with language correction later.

Analysis of diagnostics for speech development. Diagnostics "speech development according to the rainbow program"

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Similar documents

Correct dynamics of speech development in children

Methods for diagnosing speech development in children

Speech stages

Problems and Diagnosis

Help from a speech therapist

Existing techniques

Monologue

Dialogue

Conclusion