ON THE 60TH ANNIVERSARY OF F.A. SOKHINA

January 1988 marked the 60th anniversary of the birth of Felix Alekseevich Sokhin, a famous researcher in the field of psychology and pedagogy of speech development in preschool children.

Having graduated from the psychological department of the Faculty of Philosophy of Moscow State University in 1951 and graduate school at the Department of Psychology in 1954, he defended his studies prepared under the guidance of S.L. Rubinstein's candidate's dissertation on the problem of the formation of the grammatical structure of children's speech. In 1951-57. worked as a teacher at the Department of Psychology of the Moscow Pedagogical Institute foreign languages, in 1957-61 - junior researcher in the psychology sector

Institute of Philosophy of the USSR Academy of Sciences. Since April 1961 he has been working at the Institute preschool education Academy of Pedagogical Sciences of the USSR: senior researcher, scientific secretary, head of the laboratory for preparing children for school, and then the laboratory for speech development.

For many years, the scientific and pedagogical activities of F.A. Sokhina is associated with the journal “Questions of Psychology”: in 1956-60. he was a full-time and part-time editor, in 1960-62 - a member of the editorial board, in 1962-70 - deputy editor-in-chief, in 1971-81 - a member of the editorial board. And currently, fulfilling the instructions of the editors, he reviews and edits articles on issues of speech and cognitive development of children.

Since 1971 F.A. Sokhin is the chairman of the preschool commission of the educational and methodological council of the USSR Ministry of Education, and since 1980 he has been a member of the editorial board of the journal “Preschool Education”.

In the laboratory of speech development of the Institute of Preschool Education of the Academy of Sciences of the USSR, which F.A. Sokhin has been in charge since 1972, research is being conducted aimed at developing the theory of language acquisition in preschool childhood and the psychological and pedagogical foundations of speech development methods in kindergarten. Research that seeks to organically combine pedagogical, psychological and linguistic aspects in theoretical analysis and experimentation includes three interrelated areas: teaching the native language; teaching the Russian language in national and multinational kindergartens (group of E.I. Negnevitskaya); comparative study of speech development of normally hearing, hard of hearing and deaf preschool children (group of E.I. Leongard). In contrast to the imitative-intuitive approach to language acquisition that has not yet been overcome (according to which language is acquired primarily by imitation, intuitively), it is shown that in the development of speech the leading factors are the formation of linguistic generalizations (manifested, for example, in word creation), as well as development of elementary awareness of the semantic and structural aspects of linguistic phenomena, which creates conditions for children’s independent observations of language and speech (including artistic speech), for the self-development of speech; at the same time, in particular, the level of self-control increases when constructing a monologue statement as the basis for future written speech.

For more than 10 years, the speech development laboratory has been conducting research together with the Department of Preschool Education of the Academy of Pedagogical Sciences of the GDR; collective collection published (1987).

Under the leadership of F.A. Sokhin, ten candidate's theses were completed and defended on issues of pedagogy and psychology of speech development in preschool children (mastering the phonetic structure and semantics of words; the formation of speech syntax, word formation and word creation, coherent speech, creative storytelling, awareness of linguistic phenomena; teaching the Russian language in a national kindergarten, etc. .).

Based on the research results, the program content of speech development in kindergarten was significantly revised, which was implemented in the “Standard Program for Education and Training in Kindergarten” created by the Institute of Preschool Education (1984). Published a methodological guide “Development of speech in preschool children” (edited by F.A. Sokhin. 3rd ed. 1984; also published in Cuba, translated into Spanish), a system of classes on the development of speech in older preschoolers (5-6 years old) ); A system of activities for children of primary and middle age is being prepared for publication. The “Standard program for teaching the Russian language in the national kindergarten” (1982) and a teaching manual for it (1985. Edited by F.A. Sokhin and E.I. Negnevitskaya) were published.

Edited by F.A. Sokhina (together with V.I. Yadeshko) prepared tutorial“Preschool Pedagogy” (2nd ed. 1986), published in translations in a number of union republics of the country, in Bulgaria, East Germany.

F. Sokhin was awarded the Order of the Badge of Honor, the medal “Veteran of Labor”, the badge “Excellence in Education of the USSR”, Certificate of honor Central Committee of the CPSU, Council of Ministers of the USSR, All-Union Central Council of Trade Unions, Central Committee of the Komsomol for achieving the highest results in the All-Union Socialist Competition in honor of the 70th anniversary of the Great October Socialist Revolution.

The editors of the journal “Questions of Psychology”, colleagues and employees of Felix Alekseevich Sokhin cordially congratulate him on his anniversary and wish him further creative success.

Sokhin's scientific activities were associated with the Institute of Preschool Education of the USSR Academy of Sciences, where he worked as scientific secretary, head of the laboratory for preparing children for school, and since 1972 - head of the laboratory for speech development.

Research conducted under the leadership of F.A. Sokhin was aimed at developing a theory of language acquisition in preschool childhood; they organically combined pedagogical, psychological and linguistic aspects in theoretical analysis and experiment (12 Ph.D. dissertations were defended under his leadership).

The doctoral dissertation, which F.A. Sokhin prepared but did not have time to defend, summarizes the results of many years of research carried out by him and his collaborators on the development of psychological and pedagogical foundations for the development of speech of preschoolers in kindergarten.

Based on research results, the program content of speech development in different age groups of kindergarten has been significantly revised. The methodological manual "Development of Speech in Preschool Children" edited by F.A. Sokhin was published 3 times (with a total circulation of 1 million copies). This book, together with “Mental education of preschool children” edited by N.N.Gddyakov, F.A. Sokhin and “Methods of teaching the Russian language in the national kindergarten” edited by F.A. Sokhin and E.I. Negnevitskaya in 19® the first prize of the Academy of Pedagogical Sciences of the USSR.

Under the editorship of F.A. Sokhin (together with V.I. Yadeshko), a textbook “Preschool Pedagogy” was prepared, published in a number of countries. In total, F.A. Sokhin published over a hundred scientific and scientific-methodological works, many of them were translated into foreign languages.

F.A. Sokhin devoted all his fruitful scientific activity to the study of the development of children's speech, to the search for ways to effectively guide this development in preschool age While still a student, he wrote a thesis devoted to the formation of the grammatical structure of children's speech, which showed that a subtle psychologist, linguist, and talented researcher of the problem of the development of children's speech had come to science.

Subsequently, Felix Alekseevich constantly expanded his scientific research, covering all new problems speech development child. He ardently defended the independent significance of this development, argued that it represented the core of the general mental development and cannot be considered only as a side of familiarizing the child with the world around him. It was on the initiative of Felix Alekseevich, thanks to his energy and scientific evidence of his work, that speech development was allocated to a special section “Programs of education and training in kindergarten”, and a special laboratory for speech development was organized at the Institute of Preschool Education, which he headed from the moment of its creation and until the end of my life.

The works of F.A. Sokhin refute the common point of view on the development of speech as a process entirely based on imitation, intuitive, unconscious acquisition of language by a child. These works convincingly prove that the basis of speech development is the active, creative process of language acquisition and the formation of speech activity.

Even without special training, children, starting from early preschool age, show great interest in linguistic reality, “experiment” with words, create new words, focusing on both the semantic and grammatical aspects of the language. This is a necessary condition for their linguistic development - the gradual awareness of linguistic phenomena. And only such development leads to true mastery of the richness of the language.

With spontaneous speech development, only a few children reach a sufficiently high level, so it is necessary to conduct special training aimed at mastering the language. The central tasks of such training are the formation of linguistic generalizations and elementary awareness of the phenomena of language and speech. It creates interest in children in their native language and ensures the creative nature of speech and the tendency towards its self-development.

These provisions, put forward and substantiated by F.A. Sokhin, served as the starting point for a large group of studies carried out under his leadership at the Institute of Preschool Education of the Academy of Pedagogical Sciences of the USSR. Research was carried out in three main directions: structural (development of the sound side of speech, vocabulary, grammatical structure), functional (development of coherent speech and verbal communication) and cognitive (formation of elementary awareness of the phenomena of language and speech)~

Research related to the first direction (A.I. Maksakov, E.M. Strunina, E.A. Federavichene, A.G. Tambovtseva, N.A. Kostandyan, M.S. Lavrik, G.I. Nikolaichuk , A.A. Smaga, L.A. Kolunova) made it possible to establish that the greatest effectiveness in mastering any structural components of speech is achieved provided that children are involved in active work on comparing different versions of speech units, their change and formation. 1 / Thus, work on a dictionary has a genuine developmental impact if it is not limited to its expansion, but includes deepening the understanding of the meanings of words, familiarizing children with polysemantic words, semantic relationships of words (synonyms, antonyms).

In the work to improve the grammatical structure of speech, we went beyond the narrow approach existing in the methodology, which consists in the fact that the main task is to overcome various grammatical errors in children’s speech. The basis for improving the grammatical structure was the formation of grammatical generalizations. It is based on teaching children to independently form new words, during which active assimilation of means and methods of word formation occurs. At the same time, children master both the methods of forming words from the same root that have different structures, and the methods of forming words from different roots that have the same structure. The meaning of farm-seanarian relationships is revealed to children

(January 1928-1989) - Russian psychologist and linguist, specialist in the theory of language acquisition in preschool childhood, creator of the concept of linguistic development of the child. Student of S. L. Rubinstein. Head of the Laboratory of Child Speech Development (1972-1989). Editor (1956-1957) and deputy editor-in-chief (1962-1970) of the journal “Questions of Psychology”; member of the editorial board of the journal “Preschool Education” (1980-1989). Awarded the Order of the Badge of Honor (1981), the badge “Excellence in Education of the USSR” (1986). He received his education at Moscow State University. M.V. Lomonosov, having graduated from the Department of Psychology of the Faculty of Philosophy (1946-1951) and graduate school in the Department of Psychology (1951-1954). In 1955 he defended his PhD thesis in psychology “ Initial stages a child’s mastery of the grammatical structure of language”, carried out under the guidance of S.L. Rubinstein. Professional activities began as a teacher of psychology at the Moscow State Pedagogical Institute of Foreign Languages ​​(1951-1957). Then he worked as a researcher in the psychology sector of the Institute of Philosophy of the USSR Academy of Sciences (1957-1961). Since 1961, his entire further creative life was connected with the Institute of Preschool Education of the Academy of Pedagogical Sciences of the RSFSR (since 1968 - APN of the USSR), created by A.V. Zaporozhets. He served as scientific secretary of the institute (1961-1968); head of the laboratory for preparing children for school (1968-1972), and then head of the laboratory for the development of children's speech (until 1989). In 1989, Sokhin prepared doctoral dissertation “Psychological and pedagogical foundations of speech development in preschool children,” which, unfortunately, I did not have time to defend. This work was published as a monograph of the same name in 2002. In the laboratory under the leadership of Sokhin, research was carried out that theoretically and experimentally combined pedagogical, psychological and linguistic aspects in solving three interrelated problems: teaching the native language; teaching Russian in the national kindergarten; comparative study of speech development of normally hearing, hard of hearing and deaf preschoolers. In contrast to the imitative-intuitive approach to language acquisition that has not yet been overcome (according to which language is acquired primarily by imitation, intuitively), it is shown that in the development of speech the leading factors are the formation of linguistic generalizations (manifested, for example, in word creation), as well as development of elementary awareness of the semantic and structural aspects of linguistic phenomena, which creates conditions for children’s independent observations of language and speech (including artistic speech), for the self-development of speech. At the same time, in particular, the level of self-control increases when constructing a monologue statement as the basis for future written speech. Under the leadership of Sokhin, 15 master's theses were completed and defended on the psychology and pedagogy of speech development in preschool children, aimed at developing a theory of language acquisition in preschool childhood (the formation of the phonetic structure and semantics of a word; the formation of speech syntax, word formation and word creation, coherent speech, creative storytelling, awareness of linguistic phenomena; teaching the Russian language in national kindergarten, etc.). In studies of psychological and pedagogical problems of speech development in preschool children, Sokhin identified three main directions: structural (formation of different structural levels of the language system - phonetic, lexical, grammatical); functional (formation of language skills in its communicative function - development of coherent speech, verbal communication); cognitive, cognitive (formation of abilities for elementary awareness of the phenomena of language and speech). All three areas are interconnected, since the issues of developing awareness of linguistic phenomena are included in the problems of all studies studying different aspects of the development of speech in preschool children. The main theoretical principles developed by Sokhin were reflected in scientific and scientific-methodological publications; the books “Development of Speech in Preschool Children” (1978, 1980, 1984) were published under his editorship. ); “Mental education of preschool children” (1984); “Methods of teaching the Russian language in the national kindergarten” (1985). Sokhin entered the psychology of children's speech as the creator of a concept in which the central idea is the need for not only speech, but also linguistic development of the child. These theoretical principles became fundamental for a number of subsequent dissertations.

1965. Institute of Preschool Education of the Academy of Pedagogical Sciences of the RSFSR. In the first row: S. Novoselova, N. Nepomnyashchaya, L. Zhurova, L. Wenger, Y. Neverovich, N. Poddyakov. In the second row: F. Sokhin, T. Kiseleva, V. Zinchenko, A. Wenger, A. Udalaya, V. Kholmovskaya. Photo from the archive of A.A. Kataeva (Wenger).

January 31, 2018 would have been my 90th birthday Felix Alekseevich Sokhin– psychologist, teacher, linguist, author of classic studies of the speech of preschool children and breakthrough developments in the field of its development. F. Sokhin, a student of S.L. Rubinstein, raised a unique scientific school, which came out of the speech development laboratory he created at the Institute of Preschool Education of the Academy of Pedagogical Sciences of the USSR. Literally - in Big world. F.A. Sokhin’s students continue to work in Russia, near and far abroad. Now they themselves have become “names”, quite deservedly so. And Felix Alekseevich was distinguished by some kind of modesty that was impossible even at that time. A derivative of the intelligence of which he consisted entirely, it seems, “down to the last blood cell” (J. Frust). Intelligence and obsession with work. A job that occupied Felix Alekseevich so much that he had no time to defend his doctoral dissertation, which he had written long ago. It was published as a monograph after his death by his students (see: Sokhin F.A. Psychological and pedagogical foundations of speech development in preschool children. M., 2002).

My father T.V. Kudryavtsev, who knew F.A. Sokhin from a young age, said that they saw him as a future psychological theorist. And he delved into “specifics”, into “potty pedagogy”, into kindergarten practice. But is language, a tool for simultaneous penetration into the big human world and into the small, one’s own, “inner” world, which the child has to truly “humanize” by the standards of the big one, in cooperation with its big and small citizens, not only without losing , and having acquired its individuality, is this a “potty” problem? Only a scientist and teacher of the caliber of Felix Alekseevich Sokhin could cope with it.

A short text that I wrote about Felix Alekseevich and bring to your attention was published on his 85th birthday in the journal “Bulletin of the Russian State University for the Humanities. Series “Psychology. Pedagogy. Education" (2013. No. 18).

Vladimir Kudryavtsev

V.T. Kudryavtsev

FELIX SOKHIN - THE POET WHO TEACHED CHILDREN TO SPEAK

January 31, 2013 marked the 85th anniversary of the birth of the outstanding psychologist, teacher and linguist Felix Alekseevich Sokhin. F.A. Sokhin made a “quiet” revolution in the field of theory and practice of child speech development. He, intelligent, delicate, fantastically modest and peace-loving, was alien to the pathetic roar of scientific overthrows. He preferred to do everything “in working order.” Imperceptibly, but fundamentally, breaking the age-old pedagogical mythology, F.A. Sokhin showed that the development of speech in preschool age is based not on imitation of speech patterns of adults, but on the creativity of the child, not on the passive induction of these patterns, but on active, constructive generalization phenomena of language and speech, not on the gradual filling of children's heads with increasingly complex vocabulary and grammatical schemes, but on the challenge and support in the child of a completely conscious interest in linguistic material and the principles of its organization. “Preschool childhood is a linguistic era,” Felix Alekseevich liked to repeat.

Philosopher and orientalist A.M. Piatigorsky once remarked: “Interest is more than talent.” The child's interest in language seems obvious. But now, a six-year-old is asked to answer the question: which word is longer - cat or kitten? The child confidently answers: cat! A cat is bigger than a kitten...But the question is asked about words, and not about what they mean. This means that the child does not distinguish the word from a number of other objects. And for interest to arise, it is necessary to isolate, abstract, initially generalize, and realize. It is impossible to “train” this - this is a special creative work, which each of us did spontaneously in For example, writing words like “postman” or “fixer”, about which K.I. Chukovsky wrote so vividly and deeply in his book “From Two to Five.” A word-creation experiment allows a child to understand, to a first approximation, how a word is formed, how it is “made.” And it turns out that it is “made” in a completely different way from a typewriter, pencil or scissors. Let us repeat: this happens spontaneously. And adults force them to harden their vocabulary, and later the laws of its “architecture”. The words then “bounce off the teeth,” but without feeling, meaning, imagination, or liveliness. The child does not speak, but only “voices” the language cliches of adults. And the fact that poets suddenly appear in this world, who, by the way, was Felix Alekseevich, is simply amazing!

But F.A. Sokhin did not count on “suddenly”. He came up with principles and invented ways, using which a teacher could help a child master the gift of words - everyday, but human and humane, living, sounding, significant, meaningful. For others and, above all, for yourself. On the basis of research conducted by him and his collaborators in the speech development laboratory of the Institute of Preschool Education of the Academy of Pedagogical Sciences of the USSR (here we must also mention tens, hundreds of students and followers from all over the country), a unique system of speech development was developed in preschool institutions. After the death of F.A. Sokhin’s work was continued by his student, the famous preschool teacher prof. O.S. Ushakova. Made by the team of F.A. Sokhina - O.S. Ushakova has now not only lost its relevance, but is also in maximum demand in the practice of Russian preschool education. Today I am collaborating with O.S. Ushakova and another student F.A. Sokhina E.M. Strunina within the framework.

Felix Alekseevich wrote wonderful poetry. His beloved female colleagues at the Institute never did without them when March 8 was celebrated there. F. Sokhin did not leave the women without his poetic congratulations on March 8, 1989, which he sent from the hospital. And on March 9 he was gone.

And one more memory. 30 years ago, the gate of the Institute of Preschool Education, to which I devoted two decades of my professional life, became the door of the speech development laboratory, where after the institute I was sent as a junior researcher to “pass away” a month and a half before entering graduate school. The laboratory, like a significant part of the premises that the Institute rented on Klimentovsky Lane near the Moskvoretsky RONO, was located in a basement symbolic for science. I didn’t get to the door right away - because there, in the basement corridor, on a chair, covered in smoke, papers, etc. beautiful women Felix Alekseevich was sitting. This was his place for individual communication, where he spent hours discussing something with employees who - reluctantly! - replaced each other, advised one of the graduate students (inspired, like a Teacher), corrected texts right on his knees in the presence of the authors (editor - another profession and talent of F.A. Sokhin).

Having waited my turn, I dived into the smoke. He dived and immediately got into amazing world. But we can talk about this for a long time.

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Table of contents

• 
  From the editor
• 
  Main tasks of speech development
• 
  Children's speech early age
• 
  First year of life
• 
  Second year of life
• 
  Third year of life
• 
  Sound culture of speech
• 
  Sections of work on the education of sound culture of speech
• 
  Development of speech hearing
• 
  Development of the articulatory apparatus
• 
  Working on the development of speech breathing
• 
  Working on your voice
• 
  Formation of correct pronunciation of all sounds of the native language
• 
  Working on diction
• 
  Working on spelling
• 
  Working on your speech rate
• 
  Working on intonation expressiveness
• 
  Education of sound culture of speech in children from 1 year 6 months to 3 years
• 
  
• 
  Education of sound culture of speech in children 3-5 years old
• 
  Sample practical material
• 
  Education of sound culture of speech in children 5-7 years old
• 
  Sample practical material
• 
  Planning work on speech sound culture
• 
  Classes on sound culture of speech
• 
  2. Inclusion of various sections of speech sound culture in the content of classes in the native language
• 
  3. Inclusion of various sections of speech sound culture in music lessons
• 
  4. Work on various sections of speech sound culture outside of class
• 
  Formation of a dictionary
• 
  Connected speech
• 
  Features of coherent speech of preschool children
• 
  Retelling of literary works
• 
  Storytelling from a picture
• 
  Storytelling by toy
• 
  Children's stories from experience
• 
  Creative stories
• 
  Speech development when introducing children to fiction
• 
  Second junior group
• 
  Middle group
• 
  Senior group
• 
  Preparatory group for school
• 
  View the offer
• 
  Familiarization with the verbal composition of a sentence
• 
  Familiarization with the syllabic structure of a word
• 
  Familiarization with the sound structure of a word
• 
  Teacher's speech
• 
  Requirements for the audio side of speech
• 
  Requirements for coherent speech and its lexical and grammatical format
• 
  Working on your own speech.
• 
  Elimination of shortcomings in pronouncing sounds.
• 
  Speech breathing
• 
  Working on diction
• 
  Orthoepy
• 
  Intonation expressiveness
• 
  Connected speech and its lexico-grammatical design
• 
  Planning the teacher's work
• 
  Calendar plan for speech development for one week in preparatory group
• 
  Sampling Questions calendar plans educators (for speech development)
• 
  Conclusion
• 
  Literature

Speech development of preschool children: A manual for kindergarten teachers. garden / Ed. F. Sokhina. - 2nd ed., rev. - M.: Education, 1979. - 223 p., ill., 4 l. ill.

From the editor

The methodological manual is addressed to teachers and methodologists of nurseries and kindergartens. It covers the content and methodology of work on the main sections of speech development in accordance with the “Education Program in Kindergarten”.

The book covers issues of content and methods of work on the main sections of speech development and teaching the native language in kindergarten. The manual reveals the features of work on the development of speech of children of primary, middle and senior preschool age. The development of speech in young children is discussed in a special chapter; it also includes a section on the speech of children in the third year of life (the first junior group) in order to, to some extent, illuminate the continuity of speech development of children in early and early preschool age.

The chapter on the teacher’s speech aims to help him more fully grasp the norms of the literary language. The last chapter of the book gives some recommendations for planning the work of a teacher.

The manual does not provide comprehensive and complete coverage of the content and methodology of speech development in kindergarten, which is to a certain extent explained by the insufficient development of some issues in preschool didactics and the psychology of children's speech.

The methodological manual was written by employees of the Institute of Preschool Education of the Academy of Pedagogical Sciences of the USSR (N. F. Vinogradova, A. I. Maksakov, M. I. Popova, F. A. Sokhin, O. S. Ushakova), Moscow State Pedagogical Institute named after V. I. Levin (M. F. Fomicheva), Leningrad State Pedagogical Institute named after A. I. Herzen (V. I. Loginov), Moscow State Correspondence Pedagogical Institute (A. M. Borodach).

Main tasks of speech development

An indispensable condition for the comprehensive development of a child is his communication with adults. Adults are the guardians of the experience accumulated by humanity, knowledge, skills, and culture. This experience can only be conveyed through language. Language is “the most important means of human communication.”

Among the many important tasks of raising and educating preschool children in kindergarten, teaching their native language, developing speech, and verbal communication is one of the main ones. This general task consists of a number of special, private tasks: nurturing the sound culture of speech, enriching, consolidating and activating the vocabulary, improving the grammatical correctness of speech, forming colloquial (dialogical) speech, developing coherent speech, cultivating interest in the artistic word, preparing for learning to read and write.

In kindergarten, preschoolers, mastering their native language, master the most important form of verbal communication - oral speech. Speech communication in its full form - speech understanding and active speech - develops gradually.

Verbal communication between a child and an adult is preceded by emotional communication. It is the core, the main content of the relationship between an adult and a child in the preparatory period of speech development - in the first year of life. The child responds with a smile to the smile of an adult, makes sounds in response to an affectionate conversation with him. He seems to be infected by the adult’s emotional state, his smile, laughter, and gentle tone of voice. This is emotional communication, not verbal, but it lays the foundations for future speech, future communication with the help of meaningfully pronounced and understood words.

In emotional communication with an adult, a child reacts to the characteristics of the voice, the intonation with which words are pronounced. Speech participates in this communication only through its sound side, accompanying the actions of an adult. However, speech, a word, always means a very specific action. (stand up, sit down) specific item (cup, ball), a certain action with an object (take the ball, give me the doll), action of the object (the car is moving) and etc. Without such a precise designation of objects, actions, qualities of objects and their properties, an adult cannot control the child’s behavior, his actions and movements, encouraging or prohibiting them.

In emotional communication, an adult and a child express the most general attitudes towards each other, their pleasure or displeasure, that is, feelings, but not thoughts. This becomes completely insufficient when in the second half of the year the child’s world expands, his relationships with adults (as well as with other children) are enriched, movements and actions become more complex, and the possibilities of cognition expand. Now it is necessary to talk about many interesting and important things around, and in the language of emotions it is sometimes very difficult to do this, and more often it is simply impossible. We need the language of words, we need verbal communication with an adult.

In emotional communication, the child is initially interested only in adults. But when an adult attracts his attention to something, he seems to switch part of this interest to an object, an action, another person. Communication does not lose its emotional character, but it is no longer actual emotional communication, not an “exchange” of emotions for their own sake, but communication about the subject. The word spoken by an adult and heard by a child, bearing the imprint of emotions (in such cases it is pronounced expressively), is already beginning to be freed from the captivity of emotional communication, and gradually becomes for the child a designation of an object, action, etc. On this basis, from the second During the first six months of life, the baby develops an understanding of words and speech. Elementary incomplete verbal communication appears, because the adult speaks, and the child responds only with facial expressions, gestures, movements, and actions. The level of such understanding is sufficient for the child to be able to meaningfully respond to comments, requests and demands in everyday situations that are well known to him. At the same time, the baby’s proactive approach to adults also develops: he attracts their attention to himself, to some object, and asks for something using facial expressions, gestures, and sounds.

Pronouncing sounds during an initiative approach is especially important for the development of verbal communication: here the intentionality of the vocal reaction arises, its focus on another person. It is equally important to imitate the sounds and sound combinations that an adult pronounces. It contributes to the formation of speech hearing, the formation of arbitrary pronunciation, and without it it is impossible to imitate whole words, which the child will later borrow from the speech of surrounding adults.

The first meaningful words appear in a child’s speech usually by the end of the first year. However, firstly, there are not enough of them - only about 10 (mother, grandfather, yum-yum, aw-aw etc.), secondly, the baby very rarely uses them on his own initiative. Around the middle of the second year of life, a significant shift occurs in the development of a child’s speech: he begins to actively use the vocabulary accumulated by this time in order to address an adult. The first proposals appear. A characteristic feature of these sentences is that the words included in them are used in an unchanged form: isyo maka (more milk), maka boil (milk is boiling), kisen petska (jelly on the stove), mama bobo (mom is in pain). The sentences include two words; three and four words appear later, at two years of age.

Even such speech, imperfect in its form and grammatical structure, immediately significantly expands the possibilities of verbal communication between an adult and a child. The baby understands the speech addressed to him, and he himself can turn to an adult, express his thoughts, desires, requests. And this, in turn, leads to a significant enrichment of the vocabulary. After all, the child already imitates well the speech of an adult, the words he hears, well understands the speech addressed to him and can combine newly learned words in a sentence with words learned earlier.

By the age of one and a half years, the child uses approximately 100 words in active speech; by the age of two, the vocabulary increases significantly - up to 300 words or more. Individual differences in speech development can be very large, and the data given are, of course, approximate. But the main event in the development of speech during this period (by the end of the second year) is not the quantitative growth of the vocabulary, but the fact that the words that the baby uses in his sentences (now often three- and four-word) acquire the appropriate grammatical form: the girl sat down, the girl sat, the woman divided the shovel (made it)

From this time on, one of the most important stages of mastering one’s native language begins - mastering the grammatical structure of the language. The assimilation of grammar occurs very intensively, and the child masters the basic grammatical patterns by the age of three to three and a half years. So, by this time he uses all case forms in his speech (without prepositions and with many prepositions - looks like a wolf, hid underground etc.), verb forms, complex sentences with conjunctions: In a dream I saw that a wolf bit my hand; The window is open for ventilation(examples from the book by A. N. Gvozdev).

By the age of three, a child’s vocabulary increases to 1000 or more words. The dictionary includes all parts of speech (nouns, verbs, adjectives, pronouns, numerals, adverbs), function words (prepositions, conjunctions, particles), interjections.

Often, by the beginning of the fourth year of life, all the sounds of the native language are acquired, including r, l, w, h, f, sch, c.

All this does not mean, however, that neither the child himself nor the adults around him will have to work hard to improve his command of the language. After all, many of the subtleties, difficulties, exceptions to the rules that are available in abundance in the language system, the baby still has to learn. Let us recall, for example, the “famous” verb want. In addition, the child masters spoken language, and this determines some features of the acquisition of the means of his native language. For example, in the spoken language of adults there are practically no participles or gerunds. (jumping, jumping and so on.). They are not present in the child’s speech either.

Knowledge of your native language is not only the ability to correctly construct a sentence, even a complex one (I don’t want to go for a walk because it’s cold and damp outside). The child must learn to tell: not just name the object (This is apple), but also to describe it, talk about some event, phenomenon, sequence of events. Such a story consists of a number of sentences. They, characterizing the essential aspects and properties of the described object, event, must be logically connected with each other and unfold in a certain sequence so that the listener fully and accurately understands the speaker. In this case, we will be dealing with coherent speech, that is, speech that is meaningful, logical, consistent, fairly well understood in itself, and does not require additional questions and clarifications.

In the formation of coherent speech, the close connection between the speech and mental development of children, the development of their thinking, perception, and observation is clearly evident. In order to tell a good, coherent story about something, you need to clearly imagine the object of the story (object, event), be able to analyze, select the main (for a given communication situation) properties and qualities, establish cause-and-effect, temporal and other relationships between objects and phenomena .

But coherent speech is still speech, and not a thinking process, not thinking, not just “thinking out loud.” Therefore, to achieve coherence in speech, it is necessary to be able not only to select the content that should be conveyed in speech, but also to use the linguistic means necessary for this. You need to skillfully use intonation, logical (phrase) stress (highlighting the most important, key words), select the words that are most accurately suitable for expressing a given thought, be able to construct complex sentences, use different linguistic means to connect sentences and move from one sentence to another. Coherent speech is not just a sequence of words and sentences - it is a sequence of interconnected thoughts that are expressed in precise words in correctly constructed sentences. A child learns to think by learning to speak, but he also improves his speech by learning to think.

Coherent speech, as it were, absorbs all the child’s achievements in mastering his native language, in mastering its sound side, vocabulary, and grammatical structure. This does not mean, however, that it is possible to develop a child’s coherent speech only when he has very well mastered the sound, lexical and grammatical aspects of the language. The formation of coherent speech begins earlier. The baby may not yet be able to pronounce all sounds clearly, may not have a large vocabulary and complex syntactic structures (complex sentences, for example), but work on developing coherent speech should already begin.

The simplest tasks for constructing a coherent statement (for example, retelling a simple short fairy tale) make two important demands on speech: 1) coherent speech must be constructed arbitrarily, deliberately to a greater extent than, for example, a remark in a dialogue (answer to a question, etc.) .); 2) it must be planned, milestones must be outlined along which the story will unfold. The formation of these abilities in simple forms of coherent speech serves as the basis for the transition to more complex forms (for example, creative storytelling).

The coherence of monologue speech begins to form in the depths of dialogue as the main form of verbal communication. In dialogue, coherence depends on the abilities and skills of not one person, but two. The responsibilities for providing it are first performed by the adult, but gradually the child also learns to fulfill them. In a dialogue, each interlocutor answers the other’s questions; in a monologue, the speaker, consistently expressing his thoughts, seems to be answering himself. By talking with an adult, the child learns to ask questions to himself. Dialogue is the first school for developing a child’s coherent monologue speech (and generally activating his speech).

The highest form of coherent monologue speech is written speech. It is more voluntary and conscious, more planned (“programmed”) than oral monologue speech. The task of developing written coherent speech (text composition skills) in preschoolers cannot be set now. But still psychological characteristics written speech can be used to develop in preschoolers the ability to deliberately and voluntarily construct a coherent oral statement (retelling, story). This use is based on the “division of labor” in composing a written text between the child and the teacher: the child composes the text, the adult writes it down. This technique - writing a letter - has long existed in the methodology of speech development for preschoolers. Even E.I. Tikheyeva considered writing letters as a valuable method of speech development, which can and should take place already in preschool age. “You should develop in children an attitude towards writing as a serious matter: you need to think carefully about what you will write, how best to express your thoughts.” E. I. Tikheyeva even suggested that it was possible to conduct classes on writing letters “with three or four-year-old children.”

Writing a letter is usually carried out collectively, but this does not mean that the monologue of speech disappears, the requirements for arbitrariness and awareness of the construction of the text are reduced: after all, every child composes the text. Moreover, collective writing of a letter makes it easier for the teacher to develop in children the very important ability to select the best, most suitable option sentences (phrases) or a larger part of the text that continue the presentation of the content of the letter. This ability, in fact, is the essence of arbitrariness, awareness of the construction of a statement (“I can say this, but it’s probably better to say it differently”). In addition, the predominant use collective form work does not at all mean that individual writing of a letter cannot take place. A combination of both is needed.

Psycholinguist A. A. Leontyev, considering the relationship between oral and written monologue speech and emphasizing the greater expansion, arbitrariness and organization of the latter, puts forward the position that it is easier to start teaching organized (i.e. planned, “programmed”) speech with written speech. As for such training for preschoolers, it is carried out in the form of writing a letter.

Using writing, you can achieve significant results in developing the coherence of a child’s oral speech, in enriching it with complex syntactic structures (compound and complex sentences), since speech, while remaining oral in external form, will at the same time be built at the level of expansion and arbitrariness characteristic of for written speech, and thanks to this, in its structure and quality of coherence it will approach it.

The formation of voluntary speech, the ability to choose linguistic means is an important condition not only for the development of speech coherence, but also for language acquisition in general, mastering what the child does not yet have in active speech. Let’s say, for example, that a small child actively speaks only the first two words from the synonymous series go- walk - stomp- wander(although he can understand these words). If he has not yet developed the ability to select linguistic means in accordance with the tasks of constructing an utterance, he will simply reproduce the word that, so to speak, first comes to mind (most likely it will be go as more general in meaning). If the selection ability already exists (at least elementary, initial), then the baby will use a word that is more suitable for the given context ( step, but not go). The main thing is that the child faces the task of selection itself.” He will tell you to choose, of course, only from what he has. But “there is” is both in the active vocabulary and in the passive one, that is, in the vocabulary that the child understands, but does not use it himself. And when the conditions for constructing an utterance are such that none of the words that the child actively owns fits into the old context, he can turn to his passive stock and not use go, and, for example, wander. The situation is similar with the activation of complex grammatical (syntactic) constructions.

Thus, coherent speech, accumulating the successes and achievements of the child in mastering all aspects, all levels of the language system, at the same time, from the first lessons on its formation, becomes an important condition for mastering the language - its sound side, vocabulary, grammar, as well as a condition for developing the ability to use linguistic means of artistic expressiveness of speech.

In the general system of speech work in kindergarten, vocabulary enrichment, consolidation and activation occupy a very important place. And this is natural. The word is the basic unit of language, and improving verbal communication is impossible without expanding the child’s vocabulary. At the same time cognitive development, the development of conceptual thinking is impossible without the assimilation of new words that express the concepts acquired by the child, consolidating the new knowledge and ideas he receives. Therefore, vocabulary work in kindergarten is closely related to cognitive development.

Emphasizing the importance of dictionary work in this regard, it is necessary to note the importance of working on the word as a unit of language, in particular on the polysemy of the word. For example, under certain conditions of familiarizing children with the environment, with the properties and qualities of objects, new words are introduced: green(to indicate color), fresh(meaning “just made”) or some others. Here we introduce new words based on the properties of the object. And this is very important, since both the child’s vocabulary and his knowledge of the subject are enriched. But it is important to take into account the actual linguistic characteristics of the word, in particular its polysemy.

For example, the word green has both a color meaning and the meaning “immature”, and the word fresh means both “freshly made” and “cool.” By revealing to children the polysemy of a word, we show them the life of the word itself, because objects and phenomena corresponding different meanings words may be completely different, unrelated or poorly related to each other. Yes, word strong, if we use it in the sense of “durable, such that it is difficult to break, smash, tear”, it refers primarily to physical properties items (strong nut, strong rope). If we take this word in a different meaning - “strong, significant in manifestation”, then it will be used to determine the properties of a phenomenon of a completely different kind, and also very different (hard frost, deep sleep, strong wind). Revealing the semantic richness of a polysemantic word (and most words are polysemantic) plays a big role in shaping the accuracy of word usage.

Along with other tasks of speech work in kindergarten, the cultivation of sound culture of speech requires great attention. The development of the sound side of speech is not only the assimilation of the sounds of the native language, therefore the content of the concept of sound culture of speech includes not only correct sound pronunciation, but also the ability to regulate volume, etc. The fact is that, speaking about the sound side of speech , you need to keep in mind the complexity of the meaning of the word sound. It refers to sound as the simplest element of speech, and at the same time to the general physical and linguistic characteristics of speech as a sound phenomenon. In this case, as with speech communication in general, two aspects should be distinguished - active and passive: pronunciation (words, phrases, complex coherent statements) and perception. Therefore, in sound culture one could distinguish two large sections: the culture of speech pronunciation and speech hearing. (This division is not given in order to insist on the term “culture of speech pronunciation”, but only in order to more clearly show the existence of these two divisions.)

Different sections that are part of sound culture have different attitudes towards the effectiveness and success of verbal communication. If, for example, individual spelling errors cannot reduce the overall intelligibility of speech, then accelerating its tempo can significantly affect verbal communication. In the same way, significantly reduced intonation expressiveness can complicate perception, since not only expressiveness is reduced, but also phrasal stresses are blurred and erased, which cannot but affect the understanding of the meaning of the perceived speech.

The “Program of Education in Kindergarten” includes a new special task in the range of tasks for the development of speech and teaching the native language in the preparatory group for school, the solution of which ensures the preparation of children for learning to read and write: “In the preparatory group, speech for the first time becomes a subject of study for children. The teacher develops in them an attitude towards oral speech as a linguistic reality; he leads them to the sound analysis of words.” Children are taught how to compose sentences of 2-4 words, divide sentences of this composition into words, as well as divide words into syllables and compose them from syllables.

“From a psychological point of view,” writes O.I. Solovyova, “the initial period of learning to read and write is the formation of a new attitude towards speech. Speech itself, its external sound side, becomes the object of consciousness, whereas previously children’s cognition was directed to the objects designated in speech.” Further, O.I. Solovyova notes that the verbal composition of speech becomes the subject of consciousness, along with the sound side of the word; children practically become familiar with a sentence, a word, a part of a word - a syllable, a sound.

When perceiving and understanding speech, one is aware, first of all, of the semantic content that it conveys. When expressing a thought in speech, when communicating it to the interlocutor, the semantic content is also realized, and awareness of how speech is structured, in what words the thought is expressed, is not mandatory. A child is not capable of this awareness for a very long time; he does not even know that he is speaking in words, just as the hero of one of Moliere’s plays, who spoke in prose all his life, did not know that he was speaking in prose.

If we single out, first of all, a general task in preparing children for learning to read and write (“speech becomes the subject of study”), then in simpler forms the solution to this task begins and should begin not in the preparatory group, but earlier, in previous groups. For example, in classes and didactic games on the sound culture of speech, in particular on the formation of auditory attention, phonetic hearing, correct sound pronunciation, children are given tasks to listen attentively to the sound of a word, find the most frequently repeated sounds in several words, determine the first and last sounds in a word, remember words starting with the one indicated by the teacher sound, etc.

Work is also carried out to enrich and activate the dictionary, during which they receive tasks, for example, to select antonyms - words with the opposite meaning (high- low, strong- weak etc.), synonyms - words close in meaning (path, road; small, small, tiny, tiny and so on.). Drawing the attention of an older preschooler to, for example, how snow is described in a poem or story, what it is like (fluffy, silver), the teacher can ask about the word, use the word word(something like this: “What word does the author use to describe snow, talk about his impression of snow, how he sees snow?”). By receiving such tasks and completing them, children begin to learn the meaning of words sound, word, however, this is only possible when the teacher sets himself a special task - to include words in the formulation of the task word, sound, otherwise, their use becomes a matter of chance.

After all, the task can be formulated in such a way that the word word won't be necessary. For example, instead of saying: “Remember the words that have the sound sh,” you can say: “What objects have the sound in their names?” sh? Another example. The children are given the task: “Which house is shown in the picture? (Small...) Yes, a small house. What other word can be used to describe such a house? (Small house...) That's right, a small house." Instead of asking: “What other word can be used to describe such a house?” - another question is quite possible: “How else can you say about such a house?” The meaning of the task will not change if the teacher set as his task only, for example, the activation of the dictionary.

Let's take a closer look at the difference between the given formulations. In cases where the word is used word, Children's attention is drawn to the fact that various words are used in speech, that we speak in words. Here the teacher gradually leads them to understand the meaning of the word word, to understanding the verbal composition of speech (long before they begin to specifically form such an understanding). In cases where in the formulation of speech tasks the word word is not used, children complete the task without thinking about the fact that they are using the word.

For preschoolers (if special work haven’t been done with them yet) words word And sound have a very uncertain meaning. As observations and experiments show, in response to the question of what words he knows, even an older preschooler can pronounce a sound and name a letter (meh, bae), say a sentence or phrase (good weather) or even answer that he doesn’t know any words, but knows a poem about a ball. Many children name words, but, as a rule, only nouns denoting objects (table, chair, wood and so on.). When children are asked to pronounce a sound, they very often also name a letter (this, by the way, is not the worst option - even fully literate adults often mix sound and letter), pronounce onomatopoeia (tu-ru-ru), they just talk about some sound phenomenon (it thunders) etc. Such vagueness of children’s ideas about words and sounds is largely caused by the polysemy of the corresponding words.

Word, sound- the same words as many, many others. Like others, they have a certain meaning and denote a certain phenomenon. But the meanings of these words are not simple things. IN explanatory dictionaries In the Russian language, you can read that a word is “a unit of speech that serves to express a separate concept,” or “a unit of speech that is the sound expression of a concept about an object or phenomenon of the objective world.” However, along with this basic meaning, the word word also has the meaning “speech”, “conversation, conversation” (gift of speech; convey a request in words; tell in your own words and etc.) and a number of others. Word sound has two meanings: 1) “a physical phenomenon perceived by hearing...”, 2) “an articulate element of human spoken speech.”

Dictionary definitions of word meanings word And sound You cannot give them to a preschooler - he will not understand them (although in general it is possible and necessary to develop a methodology for using such definitions for the development of speech of preschoolers in kindergarten). However, it does not follow from this that children do not receive any definitions at all.

In the science of logic there is a term “ostensive definition”, which is contrasted with verbal, verbal definition. The word “ostensive” comes from the Latin words ostensio - “showing”, ostendo - “I show, demonstrate, indicate as an example.” These are precisely the definitions that are given to children when, in the formulation of the tasks discussed above, the teacher uses the words word And sound. The same is true with words. sentence, syllable, when direct work is carried out to prepare children for learning to read and write. They are not given a grammatical definition of a sentence (for example: “A sentence is a grammatically and intonationally designed combination of words or a separate word expressing a complete thought”). The “Education Program in Kindergarten” notes that preschoolers’ ideas about a sentence, a word (and also, of course, a syllable) are reinforced in practical exercises. These practical exercises are the use of ostensive definitions.

Child's acquisition of elementary meanings of words word And sound on the basis of ostensive definitions in various speech exercises allows him to give him initial ideas about the distinction between words and sounds. In the future, when learning to divide sentences into words, sound analysis of a word, etc., these ideas deepen, since the child identifies, isolates the word and sound as units of speech, has the opportunity to “hear” their separateness as part of the whole (sentences, words).

When familiarizing children with the verbal composition of a sentence, with the sound composition of a word, the teacher reveals to them the general properties of human speech as a process - discreteness, separateness of its constituent units (human speech is called “articulate speech”) and linearity, the sequence of these units.

Speaking about the child’s awareness of speech and the identification of linguistic units in it, it should be emphasized that it has not only the meaning of direct preparation for learning to read and write and the formation of those elementary knowledge and ideas about speech that will help to master the course of the native language at school. The awareness of speech that occurs in preparation for learning to read and write is of great importance for general speech development, because on the basis of awareness, the arbitrariness of speech is formed: the intentionality of choosing both the content of the statement and the linguistic means by which this semantic content can be expressed most accurately. The child masters the ability to consciously and voluntarily construct his speech.

By comprehending the laws of physics, a person gains the opportunity to control certain phenomena of the external world. By learning the laws of some of his own human activities, he acquires the ability to manage it and improve it. Therefore, a child’s awareness of speech, which is formed in the process of preparation for learning to read and write, is not just a condition for successfully mastering reading and writing, not just an expansion of knowledge and ideas about speech. This is an important means of further developing speech itself, improving it, and increasing its culture.

The famous Soviet linguist and methodologist A. M. Peshkovsky considered the conscious use of linguistic means to be the main difference between literary speech and everyday speech. “Any awareness of the facts of language is based primarily on the conscious snatching of these facts from the general flow of speech - thought and on observation of what is snatched, i.e., first of all, on the division of the process of speech - thought. Natural speech representations flow together. It goes without saying that where there is no skill for such division, where speech complexes move in the brain with the dexterity of a bear dance, there can be no talk of conscious use of the facts of language, of their selection, comparison, evaluation, etc. d. There, it is not the person who owns the language, but the language who owns the person.”

In the development of children's speech, the leading role belongs to adults: the teacher in kindergarten, parents and loved ones in the family. The speech culture of adults, how they speak to the child, and how much attention they pay to verbal communication with him, largely determine the success of a preschooler in mastering the language.

It is necessary that the teacher’s speech corresponds to the norms of the literary language, literary colloquial speech, both in terms of the sound side (pronunciation of sounds and words, diction, tempo, etc.), and in terms of the richness of the vocabulary, accuracy of word use, grammatical correctness, coherence. Special attention should be paid to the sound side of speech, since its shortcomings are overcome by the speaker himself worse than, for example, shortcomings in word usage.

At senior preschool age, one of the most important periods of a person’s life (and perhaps the most important), his first “university,” ends. But unlike a student at a real university, a child studies in all faculties at once. He comprehends (of course, within the limits available to him) the secrets of living and inanimate nature, and masters the basics of mathematics. He also takes an elementary course in public speaking, learning to express his thoughts logically and expressively. He also becomes familiar with philological sciences, acquiring the ability not only to emotionally perceive a work fiction, empathize with its heroes, but also feel and understand the simplest forms of linguistic means of artistic expression. He also becomes a little linguist, because he acquires the ability not only to pronounce words correctly and construct sentences, but also to realize what sounds a word is made of, what words a sentence is made of. All this is necessary for successful studies at school, for the comprehensive development of the child’s personality.