2. Formation of the phonological system in children. The concept of differential phonological features sounds, “stratification” as a systemic phonological phenomenon.

3. Patterns of mastering the articulatory side of speech production.

4. The sequence of appearance of sounds in the child’s speech native language, analysis of the factors that determine it.

5. Typology speech errors, characteristic of children's speech: omissions, substitutions, distortions of sounds in words.

6. Mastery syllable structure words.

The first step in the development of a baby's pronunciation abilities is the infant cry. The sound composition of the cry, compared with subsequent infant vocalizations, turns out to be relatively simple. Subsequently, consistent progressive changes occur in the sound composition of children's vocalizations.

The development of this line of speech development is actively carried out both in domestic and foreign science. When using various methodological techniques a large body of evidence has been obtained that has formed the content of many reviews (see, for example, Gleason, 1993; Kent & Miolo, 1995; Vihman, 1996). In agreement with data on the very early manifestation of the ability to distinguish word-like sounds, an equally early manifestation of the infant’s ability to imitate the sounds of the language around him is shown. Traditionally, it was believed that speech imitation first appears in a child around one year of age. It is in the spirit of this point of view that the fundamental book by De Boyasson-Bardies (1993) was written. In his publication, the author provides data on the time of appearance of speech imitation in children raised in different cultures.

In accordance with accepted point sight, one year of age is presented by her as the most likely for the appearance of initial word forms. However, studies of more approximate imitative vocalizations have revealed much earlier dates for the onset of the ability to imitate speech sounds.

Thus, in the work of P. Kuhl and A. Meltzov (Kuhl & MeltzofT, 1995), vocalizations of infants were studied in groups of children 12, 16 and 20 weeks old. The kids watched short 5-minute videos of a woman pronouncing the sounds a, i, u. During the sessions, which took place two days later on the third, children's vocalizations were recorded, and then their computerized spectrographic analysis was carried out, as well as phonetic transcription. The results showed that infants develop marked development in their imitation of perceived speech between 12 and 20 weeks of age. The authors consider the data from their experiments as evidence of a close connection between perceptual and motor speech activity. As P. Kuhl writes about it, “...perception influences production at the earliest stage of language development, confirming the idea that the perceptual-motor connection begins to function extremely early” (Kuhl, 1994, p. 816).

The line of development of perception and the line of pronunciation of speech sounds are in clear alignment with one another.

A remarkable feature of the development of the sound side of children's speech is that all babies, regardless of the place of their birth and the language sounding around them, begin their sound self-expression with approximately the same “own” forms. However, soon after birth, at the age of about 3 months, signs of surrounding sounds similar to the language appear in their vocalizations, and after a year, under normal living conditions, each baby “gropes” for the phonetic contours of his native language. How does this happen? What are the reasons and what are the ways to develop this ability?

There are two lines of research on this topic: one of them concentrates on the question of what baggage the infant brings with him from birth to his ability to produce sound; the second examines the gains that occur as a result of learning or imitating the speech of others during the first year of a baby's life.

In the development of the identified problems, the research of V.I. is of interest. Beltyukova (Beltyukov, 1977, 1988, 1997). The author's work is based on a longitudinal study of the period of babbling and the first words of 6 children; episodic observations of the development of pronunciation in many normal infants are added to this material. As a result of the analysis of the obtained material, the author established that the development of the sound composition of children's vocalizations proceeds in a strictly natural way, and both innate and environmental influences occupy each place in this process. The material of early children's vocalizations provided the basis for the identification of 4 original “phoneme nests”. These are neutral vowels, labial, anterior and posterior articulations. According to the author, four main elements make up the basic structure that children receive genetically from birth. The rest of the set of phonetic elements arises under the influence of speech patterns of surrounding people. The author was able to identify the principles by which the development of the sound system of children's speech occurs. Two directions of development in each of the initial nests are described; they are designated as vertical and horizontal (see diagram: Beltyukov, 1988, pp. 78-79; Beltyukov, 1997, p. 62). A characteristic feature of the vertical path of development is the strict continuity of the appearance of sounds. They appear in the vocalizations of infants in a certain order, and subsequent sounds are, as it were, “pulled” from the previous ones. The preceding ones, for some time, can act as substitutes for the subsequent ones (Beltyukov, 1997, p. 55). This kind of linear sequence is built on the basis of the maturation of the child’s articulatory capabilities.

The horizontal path of development is based on external acoustic influences, oppositions of sounds, and the formation of differentiations. As a result, a “splitting” of the original phoneme occurs, which initially represents, as it were, an “alloy” for newly emerging forms. The splitting of “mother phonemes” occurs according to a dichotomous principle (Beltyukov, 1988, p. 76). The whole process operates with triplets: original form- its bifurcation. As a result, a “phoneme tree” is formed with its four branches, which constitutes the system of phonemic structure of the child’s language (Beltyukov, 1997, p. 56). According to the author, the very ability to split phonemes and sequentially build up triads is phylogenetically prepared. Principles developed regarding phoneme system language, V.I. Beltyukov extends to many other areas: the closest of them is the grammatical system of the language. He draws more distant parallels with the genetic system and the formation of an ordered Universe (Beltyukov, 1997).

Along with the line of identifying the natural basis of the sound development of infants, studies have shown the specific influence of the native language. It begins to affect children's vocalizations long before the age of one. Approaching the sound of the native language occurs to a large extent due to a decrease in the composition of non-specific sounds (Oiler & Lynch, 1992). Thus, Beltyukov showed that out of 74 observed babbling sounds, 16 disappear over time.

In the work of E.E. Lyakso et al. (Lyakso et al., 2002) found that in the vocalizations of a three-month-old baby there are isolated cases when the sounds of the baby are correlated with the sounds of “adult language”. A clear manifestation of specific phonetic features of the native language is observed starting from the age of six months. At 6-9 months, phonemic categories and the grouping of similar sounds around them are detected in children's vocalizations. By 12 months, the main phonemic categories of vowels characteristic of the Russian language emerge. At the same time, the number of nonspecific for of this language sounds.

In another work, the influence of mother-child interactions on the formation of the phonetic system of the child’s language was studied (Lyakso, 2002). A hypothesis has been developed that the changes that the mother makes to the sound of her speech, making it more sonorous, articulate, and closer to the baby’s vocalizations, create the basis for mutual imitation, which contributes to the child’s learning. The results of the study provided evidence in favor of the stated hypothesis.

Note that the research data presented relate only to the elementary level of functioning of the pronunciation block - the articulation of phonemes. At the same time, isolated phonemes, as is known, are not used in speech: a person speaks in words, phrases, periods. What rules does the process of articulating complex phonemic sequences - words, phrases - obey?

It is clear that the holistic picture of the operation of the pronunciation block must be supplemented with facts related to this area.

This kind of data was proposed by A.A. Leontiev in his analysis of the development of the sound side of a child’s speech up to 3 years of age (Leontiev, 1999). It has been shown that from the period of babbling, the most important features children's phonetics: correlation of different sounds, localization of articulations, constancy of pronunciation, relevance (correlation with the language of others). In babbling, the syntagmatic organization of speech is determined. This manifests itself in the fact that a syllable structure arises, the flow of speech breaks up into syllable quanta. Somewhat later, an early equivalent of the word appears: a sequence of syllables is united by accentuation (usually the stress falls on the first syllable) and melody.

Sounds become constant, although these forms do not have the main function of the word - subject reference. The latter occurs in different children at different points in time, usually close to one year of age. With the appearance of the first subject-related words, the course of phonetic development is suspended, which is associated with an increase in the active vocabulary and the appearance of the first verbal generalizations.

A.A. Leontyev believes that during this period the development of syntagmatic phonetics occurs and identifies a number of its features.

Among them, the most significant are the emergence of arbitrariness in the pronunciation of a word as a whole, the child’s processing of the sound appearance of the word, the correlation of children’s articulations with the sounds of their native language (Leontyev, 1999, p. 178).

The moment of slowdown in vocabulary growth was noted by the author at the age of about one and a half years and he associates it with the formation of paradigmatic phonetics. The stabilization of the latter provides the basis for the subsequent rapid growth of the vocabulary, and then the emergence of two-word sentences. This marks the beginning of syntagmatic grammar, the most important aspect of the development of children's speech, the consideration of which is, however, beyond the scope of this paragraph.

Many scientists have studied the problems of development and perception of speech in children (B.G. Ananyev, V.I. Beltyukov, E.N. Vinarskaya, L.S. Vygotsky, A.N. Gvozdev, R.E. Levina, M.E. Khvattsev, N.Kh. Shvachkin and others).

Speech is not an innate ability of a person; it is formed gradually, along with the development of the child. One of the earliest developing sensory processes in a child is phonemic hearing. It is known that even newborns have sensitivity to sounds, which reveals itself as a change in the general motor activity child, impaired frequency and rhythm of breathing, inhibition of sucking movements. However, there is an opinion that in a newborn, acoustic (as well as optical) receptors perform only a general trophic function in relation to the nerve centers. This is proven by the fact that a newborn baby reacts to both sound and optical stimuli in the same way: with strong stimuli, the whole body shudders and blinks. Studies of the activity of the auditory analyzer of a newborn have shown that already in the first days of life a child is able to distinguish sounds by pitch and timbre (E.N. Vinarskaya, 1987).

It is extremely important that in the third or fourth week of life the auditory concentration appears not only on strong sounds, but also on the speech of an adult. Psychologists believe that it is from this moment that the process of separating phonemic hearing from sound-pitch hearing begins. A.N. Leontyev (1969) points out that the child gradually becomes more and more “attentive” to the sounds of human speech, which cause a pronounced reaction of concentration in him.

N.H. Shvachkin identified two periods in the development of a child’s speech perception. In the first, pre-phonemic period of rhythmic-intonation speech, the child does not yet differentiate sounds, but only captures the intonation of an adult’s speech and its rhythm, the general sound pattern of words. In other words, on early stage speech development, perception of speech sounds, according to the observations of N.Kh. Shvachkin, occurs not due to specific linguistic means (phonemes), but due to the capture of the rhythmic-melodic structure of a word or phrase (intonation). Thus, when instructed to clap their hands with the sound complex “knock-knock”, children gave the corresponding motor reaction to both “knock-knock” and “uk-uk”, and even while maintaining the beat to “o-o”, pronounced with that same intonation (N.Kh. Shvachkin, 1948, p. 127). Over time, the child develops a need for development speech forms communication. He begins to perceive the sounds of adults’ speech and use them as meaning distinguishers of words. During this period, called N.H. Shvachkin’s “period of phonemic speech”, the word becomes a means of communication for the child. This period begins to develop from 2 months and ends by 2 years.

Studying the phonemic perception of children in the process of ontogenesis, R.E. Levina (1961) established the following periods of its gradual development:

In the pre-speech period, the sounds produced by the infant’s vocal apparatus (crying, babbling) are not speech in themselves, but intensive training of the articulatory and vocal apparatus during the babbling period prepares individual elements of pronunciation in the formation of speech sounds. At this stage, the child perceives only undifferentiated complexes from surrounding speech, distinguishing only the melody of speech. Based on their overall sound, the child begins to understand individual words and phrases in their most elementary subject-relatedness. This stage is determined by R.E. Levina as prephonemic.

The first period of speech formation is characterized by the appearance of the first words of active speech. The words spoken by the child are in the nature of undifferentiated sound complexes and often merge with the child’s expressive movements; they widely use intonation, raising and lowering the voice, and onomatopoeia. Characteristic of this period is the emergence of the ability to repeat stressed syllable in the heard word. This period is characterized by elementary phonetics and vocabulary. The initial level of phonemic development corresponds to amorphous meanings of words. Acoustically distant and close phonemes are not differentiated. A child hears sounds differently than an adult. Distorted pronunciation probably corresponds to misperception of speech. There is no difference between correct and incorrect pronunciation.

The second period of speech formation opens up a new level of perception and reproduction of the syllabic structure of a word. Two-syllable constructions appear in the child’s speech, which make it possible to later move on to the use of commonly used lexemes. There is a fairly definite relationship between the pronunciation of individual sounds and the level of the syllabic structure of the word. This dependence is evidenced by the fact that children show the ability to use many sounds (or their substitutes), but only within two-syllable or one-syllable words. The same sounds in three-syllable or polysyllabic words are pronounced slurred. The child begins to find a more adequate sound design of a word not only thanks to the developing articulatory-auditory ability, but thanks to the purposeful repetition of words after adults, which is closely related to motivational processes.

The third period of speech formation marks the transition to the use of trisyllabic structures and the emergence of a more constant pronunciation of sounds. If for the previous period it was typical to use two-syllable words and only the outlines of three-syllable words, now three-syllable words are pronounced quite clearly. Along with the direct reproduction of the word, the beginnings of “observations” arise on the sound composition of the word and the phonetic relationships present in the language. The discrepancy between pronunciation capabilities and the growing differentiation of meanings is clearly evident. “The child confuses the words “bouquet” and “package,” although he distinguishes both objects perfectly. Inaccurate perception of sounds is increasingly becoming an obstacle to expressing the meaning of words. The child is forced to use the same word to denote completely different meanings: for example, the word “belt” serves both to denote a belt and to denote a train. In general, “in the structure of the former undifferentiated “contours” the use of clear phonemes appears” (R.E. Levina, 1961, p. 26).

By the fourth period of speech formation, favorable conditions to demonstrate the ability to reproduce four-syllable and polysyllabic structures. It soon turns out that children begin to grasp such complex phenomena of language as the tendency to change the sound of a voiced consonant before a voiceless consonant or at the end of a word (R.E. Levina, 1961).

According to A.N. Kornev, the phonemic development of a child goes through the following six stages:

1) pre-phonetic stage, characterized by a complete lack of differentiation of the sounds of surrounding speech, speech understanding and the absence of active speech capabilities;

2) the initial stage of phoneme perception: the acoustically most contrasting phonemes are distinguished and similar ones are not distinguished by differential features; the word is perceived globally and recognized by its general sound “appearance” based on prosodic features (intonation and rhythmic characteristics);

3) children begin to hear sounds in accordance with their phonemic characteristics; the child at this stage is able to distinguish between correct and incorrect pronunciations; however, the incorrectly pronounced word is still recognized;

4) at this stage correct images The sounds of phonemes predominate in perception, but the child continues to recognize the incorrectly pronounced word, i.e. the sensory standards of his phonemic perception are not yet stable;

5) at this stage the development of phonemic perception is completed; the child hears and speaks correctly, and ceases to recognize the meaning of the incorrectly pronounced word.

Until this point, the child’s phonemic development normally occurs spontaneously in the presence of optimal conditions speech environment. With the beginning of school (or still in kindergarten), thanks to directed training, he takes another step in the development of his linguistic consciousness.

6) awareness of the sound side of the word and the segments of which it consists; sometimes this process is delayed for various reasons, but achieving this stage of development of phonemic perception is a necessary prerequisite for mastering phonemic analysis (A.N. Kornev, 1997).

The process of gradual development of phonemic perception is described by N.Kh. Shvachkin (1948). He identifies twelve genetic series. First, a distinction occurs between the most roughly opposed sounds - vowels and consonants, then gradual differentiation occurs:

– vowel sounds: [i] - [u], [e] - [o], [i] - [o], [e] - [u], [i] - [e], [u] - [o ];

– consonants: noisy - sonorant, hard - soft, nasal - smooth, labial - lingual, plosive - fricative, anterior-back-lingual, voiceless - voiced, hissing - whistling, smooth.

In general, N.H. Shvachkin determined that the sequence of distinguishing speech sounds goes from distinguishing contrasting sounds to distinguishing increasingly closer sounds. First, the discrimination of vowels is formed, then consonants, since vowel sounds are more common and are better perceived. The distinction between the presence and absence of a consonant appears before the distinction between consonants.

At first, the child distinguishes sonorant and noisy sounds in speech. Among noisy consonants, it begins to distinguish articulated noisy sounds earlier than others. At this stage, not only hearing takes part in the development of phonemic perception, but articulation also has an influence. Thus, in the process of speech development, the speech-auditory and speech-motor analyzers closely interact with each other. Underdevelopment of the speech-motor analyzer inhibits the activity of the speech-hearing analyzer. Next, the child distinguishes between hard and soft consonants that are articulated, and then those that later appear in speech. After this, the child learns differentiation within groups of consonants from sonorant to noisy.

In the further development of phonemic perception, sounds different in the method of formation begin to be distinguished, primarily plosives and fricatives. Plosive consonants are distinguished and articulated earlier, since the presence of a stop enhances kinesthetic sensations in the process of articulating these sounds.

Then the distinction between anterior and posterior lingual sounds appears. The difficulty in differentiating these consonants is explained by the inaccuracy of the kinesthetic sensations of the position of the tongue in the oral cavity.

At the next stage of phonemic perception, the child masters the differentiation of voiceless and voiced consonants. First, their acoustic differentiation occurs, on the basis of which pronunciation differentiation arises, which contributes to the improvement of acoustic differentiation. At this stage, a large role is also given to the interaction of the speech-auditory and speech-motor analyzers.

Later, in the process of developing phonemic perception, the child learns the differentiation of sibilant sibilants, smooth sibilants, and i (th). Hissing and whistling sounds in the speech of children appear late, due to their similarity in their articulatory characteristics, and differ only in the subtle differentiation of movements of the anterior part of the back of the tongue.

According to the results of research by N.Kh. Shvachkin, by the age of two, all the sounds of the Russian language are differentiated in the child’s sensory speech, including sounds that are acoustically close, although the function of the speech motor analyzer at this age has not yet been formed.

We find approximately the same sequence of the process of children’s perception of speech sounds in the work of A.N. Gvozdeva (1948, 1961). The results of this author's research indicate that vowel sounds are distinguished first in children's speech, then consonant sounds begin to be differentiated in pronunciation (from 1 year 9 months to 3 years).

IN AND. Beltyukov, studying the development of auditory perception in children, came to the conclusion that at the first stage of the development of phonemic hearing, the most roughly opposed sounds are distinguished: vowels and consonants, while within each of these groups of sounds an even wider generalization is observed. Consonant sounds are not yet differentiated at all, and among the vowels the most phonetically powerful and easily articulated sound [a] stands out; all other vowels are opposed to it, which are also not differentiated from each other (V.I. Beltyukov, 1964).

During further development phonemic hearing, the child begins to distinguish the presence or absence of a consonant in a word as a broadly generalized sound (for example, distinguishes “uk” from “zhuk”, where instead of “zh” there can be any consonant sound). This prepares the possibility of differentiating consonants among themselves.

At the next stage of development of phonemic hearing, the child begins to distinguish between sonorant and noisy sounds, without yet differentiating consonants within these groups.

After sonorant and noisy ones have been differentiated, consonants are divided into hard and soft.

Following the differentiation of nasals, there is a gradual differentiation of noisy consonants.

Distinguishing consonants by the presence or absence of voice occurs already at the next stage of the development of phonemic hearing.

The most difficult to distinguish by ear are hissing and whistling sounds (V.I. Beltyukov, 1964).

This is the general picture of the development of phonemic hearing in young children.

In general, based on the data of N.Kh. Shvachkina, A.I. Gvozdeva, V.I. Beltyukov and other researchers of children's speech, we can state that by the age of two, the formation of the phonemic hearing of a child with normal intellectual and speech development is basically complete, that he can distinguish by ear all the phonemic subtleties of the speech of the adults around him. At the same time, thanks to the early development of phonemic hearing, the child for the first time learns to distinguish various phonetic elements of speech, their precise auditory representations, which become a regulator for the development of these elements in his own pronunciation.

Lecture No. 6. Development of the lexicon (lexical structure of speech)

Speech. Speech development in young children preschool age. Errors in children's speech. What parents should know to understand the process of speech development.

We, adults, give children many speech stereotypes that serve as templates for them. But suddenly we hear:

Grandma, we give you three spirits! - three-year-old Marina presents her grandmother with a set of three bottles of perfume - from herself, mom and dad.

“Did you sew this with a needle?” asks Lesha, 2 years 10 months old, when his mother puts on a new shirt for him.

Oh, don't crush the fungus! - Lenochka screams, 2 years 10 months old. She admires: “Look, what a herd of blueberries!”

“Igolkom”, “chernikov”, “three spirits”, etc. are errors that are associated with insufficient mastery of the language. Some of these errors, however, are so common and so naturally repeated in the speech of all correctly developing children that it is worth talking about them separately.

It is important to know the “patterns” of errors in children’s speech to understand the process of speech development. In addition, parents and educators should know how to relate to children’s mistakes.

What errors are the most typical and why are they interesting? With regard to verbs, the most common mistake is the construction verb forms modeled after one that is easier for a child. For example, all children at a certain age say: I get up, lick, chew, etc. “Have you finally chewed?” - “I’m chewing,” “Well, get up, stop lying around!” - “I’m getting up, I’m getting up!”, “Mom, Lena is licking the glass!”

This form was not invented by the child, he constantly hears: I break, you break, I fall asleep, you fall asleep, I grab, you grab, I allow, etc., and, of course, it is easier for a child to use one standard form of the verb. In addition, the articulation of the words “lick” and “chew” is easier than the words “lick” and “chew.” Therefore, despite corrections from adults, the child stubbornly speaks in his own way. The basis of these errors, therefore, lies in imitation of the frequently used form of the verb, after which the child changes all other verbs.

Sometimes such imitation occurs on the model of the just heard form of the verb. “Igoryushka, get up, I’ve been waking you up for a long time.” “No, I’ll still sleep,” answers the three-year-old boy. Four-year-old Masha is hovering around her mother, who has lain down to rest. “Masha, you’re bothering me.” - “Why do you keep lying and lying?”

Scientists who have studied the development of children's speech have noted that when a child masters any one form linguistic meaning, then he further extends it to others. Sometimes it's a generalization linguistic form turns out to be correct, sometimes not. In cases like the ones presented here, such a generalization was incorrect.

In young children, as A. N. Gvozdev points out, very often we observe the use of the past tense of verbs only in the feminine gender (ending in “a”). “I drank tea,” “I went,” and the like, boys also say. The reason for this is very common mistake unclear; perhaps it lies in greater ease of articulation.

Children encounter many difficulties when they begin to change nouns by case. Well, in fact, why are tables - tables, and chairs - already chairs?! Unable to cope with the complexity of Russian grammar, kids form case endings according to some already acquired pattern. “Let’s take all the chairs and make a train,” three-year-old Zhenya suggests to his friend. “No,” he objects, “there are few chairs here.” But Hera, 3 years 8 months old, already remembers well that plural from the word “chair” - “chairs”: “I have two chairs in my room, but how many do you have?”

When the instrumental case appears in a child’s speech, the baby for a long time forms it according to a template scheme by attaching the ending “om” to the root of the noun, regardless of the gender of the noun: needle, cat, spoon, etc., i.e., according to the model of declension of masculine nouns.

Children make mistakes all the time birth endings nouns: “lyudikha” (woman), “chicken” (chicken), “horse” (horse), “cow” (bull), “people” (person), “kosh” (cat), etc. four-year-old Seva’s father is a doctor, but when he grows up, he himself will be a laundress (in his opinion, “laundress” is a male laundress), since he really likes soap suds and bubbles. Three-year-old Lucy, on the contrary, was seduced by the profession of a doctor, and she decided that when she was big, she would become a “doctor.”

Very typical mistakes that children make when using comparative degree adjectives. In this case, the imitation of a previously acquired form is again clearly manifested. We say: longer, funnier, poorer, more fun, etc. A large number of Comparative adjectives have this form. Is it any wonder that kids say: good, bad, tall, short, etc.

"We have you good boy!" - “Who is good, me or Slava?”, “It’s close to me to go to kindergarten.” - “No, it’s closer to me.”

The kids, without any embarrassment, form comparative degrees even from nouns. "And we have pine trees in the garden!" - “So what? But our garden is still pine!”

All these examples show that typical mistakes in children's speech are associated with the fact that grammatical forms are formed according to a few previously acquired patterns. This means that word classes with their corresponding grammatical relations are not yet clearly separated; they still have a primitively generalized character. Only gradually, when this division becomes clear, will grammatical forms be subtly distinguished.

Usually adults limit themselves to laughing at a funny distortion of a word. When a child’s mistakes in speech are random (such as “three spirits”, “didn’t press”, etc.), then you really shouldn’t focus the child’s attention on them. The same mistakes that are typical (formation of the instrumental case using the ending “om” regardless of the gender of the noun, ending “ee” in the comparative degree of adjectives, etc.) must be corrected. If you do not pay attention to them, the child’s speech will remain incorrect for a very long time.

Under no circumstances should you laugh at the baby or tease him, as often happens in cases when the boy says for a long time “I went”, “I drank”, etc. Until the age of 3, Igor K. persistently used the past tense of verbs only in the feminine gender. To wean him off, the grandmother and the nanny began to tease the baby: “Oh, our girl drank tea!”, “You know, we have a girl Igor - he says “took it”, “fell”!” The boy was offended, cried and began to avoid verbs in the past tense. “Go and drink tea, Igor!” - “I already have a drink.” - “Did you take the book?” - “No, I don’t have a brother.” Only at 3.5 years old did Igor begin to gradually use the past tense of verbs correctly.

You should also not retell children's words and phrases with errors as jokes, especially in the presence of the children themselves. Children are very proud that they managed to make adults laugh, and they begin to distort words deliberately. The best thing is to calmly correct the child, without making a joke or a reason for offense out of the mistake.

Lecture outline:

1. Subject, purpose and objectives of the course, its place in the system of others scientific disciplines

2.Children’s speech as a special stage of speech development

3. The problem of genesis speech activity

4. General periodization of speech development.

Literature:

Lecture No. 2 “Basic mechanisms oral speech" (2 hours)

Lecture outline:

1. Anatomical and physiological mechanisms of speech

2. Neurophysiological and neuropsychological mechanisms of speech.

3. Psychophysiological component of speech development.

4. Psychological mechanisms speech.

5. Basic operational mechanism of speech

Literature:

№ 11, 1, 2, 4, 14

Lecture No. 3 “Mastery sound form words". (2 hours)

Lecture outline:

1. Child’s articulation practice

2. Formation of prerequisites for mastery phonemic awareness.

3. The emergence of a phonetic system in children

4. Mastery of the system of phonological oppositions

5. The problem of language ability of preschool children.

Literature:

Lecture No. 4 “Development of phonemic hearing in ontogenesis.” (2 hours)

Lecture outline:

1. The concept of differential phonological features of sounds, stratification as a systemic phonological phenomenon.
2. Formation of prerequisites for mastering phonemic awareness
3. Development of coordination of acoustic and articulatory images, development of intonation structures of the language
4. Mastering the system of phonological oppositions

Literature:

№ 31, 6, 7, 15, 18, 26, 27, 30.

Lecture No. 5 “Patterns of articulation mastery.” (2 hours)

Lecture outline:

1. Patterns of mastering the sound side of speech

2. Phonetic composition of the first words.

3. Typology of speech errors

4. Assimilation and metathesis as the most common changes in the sound combinatorics of words

Literature:

№ 31, 6, 7, 15, 18, 26, 27, 30.

Lecture No. 6 “Mastery grammatical structure speeches." (2 hours)

Lecture outline:

1. Main trends in the development of grammatical forms

2. Hierarchy of what children learn morphological categories, the sequence of their assimilation

3. The process of mastering the word-formation model

4. Features of the structure of verbal new formations

5. Word-formation innovations in children's speech.

Literature:

№ 29, 27, 28, 30, 20.

Lecture No. 7 “Social conditions for normal speech development” (2 hours)

Plan:

1. Dependence of speech motor skills on the development of general motor skills.

2. Dependence of the degree of development of speech and fine motor skills hands

3. The importance of the speech environment for speech development

4. Speech development in conditions of bilingualism

Literature:

3.3. Program seminars

Seminar No. 1 " Initial periods speech ontogenesis" (2 hours)

Plan:

1. Innate prerequisites for speech

2.Primary infant vocalizations: humming and babbling

3.Baby babble, its phonetic richness and diversity

4. The appearance of pseudosyntagma, its connection with protosigns

Practical task:

1.Draw up a diagram “Characteristics of primary children’s vocalizations.”

2. Draw up a diagram of “Periodization of baby babble.”

Literature:№ 6, 12, 13, 15. 20, 21.

Seminar No. 2 “Patterns of mastering the sound form of a word” (2 hours)

Plan:

1. Development of coordination of acoustic and articulatory images

3. Education of the phonological system in children

4. Regularities of mastering the articulatory side of speech production.

5. Typology of speech errors characteristic of children's speech

Practical task:

1.Make a diagram of the sequence of appearance of sounds of the child’s native language in the child’s speech.

2. Present in the form of a diagram the sequence of distinguishing sounds by ear.

3. Indicate the typology of phonetic errors characteristic of the speech of preschool children.

Literature:№ 31, 6, 7, 15, 18, 26, 27, 30.

Seminar No. 3 “Formation of lexical structure in ontogenesis” (2 hours)

Plan:

1. Characteristics of the initial children's vocabulary

2. Transition from onomatopoeic and proto-words to normative words

3. The process of mastering the iconic nature of the word

4. Features of the interpretation of words by children, possible ways their semantization

Practical task:

1. Present in the form of a diagram the main stages of development of a children's vocabulary.

2. Present in the form of a diagram the sequence of formation of the generalizing function of a word.

Literature:№ 6, 7, 15, 22, 26, 30, 31.

Seminar No. 4 “Mastering the grammatical structure of speech” (2 hours)

Plan:

1. Practical Grammar children's speech, its difference from adult grammar

2. Main trends in the development of grammatical forms

3. Development of word formation

4. Development of syntax of children's speech

Practical task:

1. Present in the form of a diagram the hierarchy of children’s acquisition of morphological categories of language.

2. Draw up a diagram of word-formation innovations in children's speech.

3. Prepare a summary of A.M. Shakhnovich, N.M. Yuryev. Psycholinguistic analysis of semantics and grammar (based on ontogeny). – M., 1990.

Literature:№ 29, 27, 28, 30, 20.

Seminar No. 5 “Formation of coherent speech” (2 hours)

Plan:

1. Egocentric speech.

2. Autonomous child speech in the theory of L.S. Vygotsky

3. Situational stage of speech development.

4. Mastering the technique of constructing a dialogue.

5 Monologue speech preschooler.

Practical task:

1.Draw up a diagram “The main stages of the development of coherent speech.”

2. Draw up a diagram “Parameters for assessing monologue and dialogic forms of speech.”

3. Compose an abstract on the topic “Features of the psychological structure of inner speech.”

Literature:№ 6, 7, 30, 22.

Errors in the speech of children of senior preschool age

Blazhenkova Olga Gennadievna,
teacher of GBDOU kindergarten No. 47
Kalininsky district of St. Petersburg

An important stage in personality development is preschool childhood.

One of the most important acquisitions for a child in preschool childhood is mastery of the native language as a means and way of communication and cognition. Full mastery of the native language in preschool childhood is a necessary condition solving problems of mental, aesthetic and moral education children. The sooner learning the native language begins, the more freely the child will use it in the future.

The importance of developing literate speech in children is due to a number of factors:

Possession of competent speech and the ability to express one’s thoughts are necessary skills for future first-graders, the basis for their successful studies.

Disadvantages in speech development modern stage are detected not only in preschoolers with speech development problems, but also in the majority of children who clearly do not suffer from them.

Knowledge general patterns language development can help correct children’s speech deficiencies and early detection of disorders in the child’s development.

In this regard, senior preschool age has special meaning. It is during this period that assimilation occurs grammatical structure native language, including the acquisition of morphology, word formation and syntax" (Ushakova 2004: 57).

Effective pedagogical conditions for the timely development of literacy in older preschoolers correct speech. In solving this problem great importance The teacher acquires an understanding of the rules by which the child constructs his speech, an understanding of the pattern of speech irregularities—innovations—in the child’s speech at a certain age. The speech of preschoolers differs in many ways from the speech of adults.

One of these differences is children's speech innovations - words independently constructed by children.

The importance of teachers studying word-formation and inflectional innovations is confirmed by the fact that they are one of the indicators of a child’s speech development. Their appearance is evidence of the child’s normal speech development.

In practice kindergarten there are contradictions between the desire of educators to develop competent speech children and the lack of ideas about the rules for constructing a child’s speech and, in connection with this, the difficulties of selection effective methods and speech development techniques.

Classification of errors (innovations)

in the speech of children of senior preschool age

1. “Normal” (age-related) errors in the speech of children of senior preschool age

A necessary condition for consistent, targeted and efficient work to improve and develop children's speech is knowledge of the patterns of child acquisition of their native language. According to K.I. Chukovsky, young children are “brilliant linguists” (Chukovsky 1990: 8). They carefully observe the speech of adults, extract information about the structure of the language mechanism, and learn to form and use words. While mastering language, the child also learns the rules of construction. linguistic units, i.e. grammar. However, the language that children extract from the speech of the adults around them is significantly different from standard language adults. By children's speech innovations, ontolinguists understand units of children's speech that are absent in adult language. For example: “splattered” (burned by nettles), “cheese pie” (pie with cheese), etc.). Creating new words - word creation - is one of the stages that every child goes through in mastering their native language.

This indicates that the child is trying to understand some principles of the formation of words and forms of words that are not yet familiar to him. "New" children's words cannot be considered absolutely original - in the child's dictionary there is necessarily a pattern according to which these words are constructed. “Do you see how my YELLOW popped out?” The model for this new word was the word “bruise”, present in the speech of adults” (Koltsova 1973: 64).

There are several types of children's speech innovations:

Word-formation innovations, that is, words independently constructed by children.

The appearance of the first word-formative innovations occurs at the age of about 2-2.6 years. The first cases of independent formation of words are found in children's speech already in the second half of the second year of life. “At this time, the child begins to use words with diminutive suffixes and possessive adjectives and the first word-formation innovations appear, formed according to these patterns: mushroom, walrus, mouse, horse, brother and so on." (Eliseeva 2006: 4). By the age of 4, preschoolers have mastered some word-formation patterns. (Eliseeva 2005: 21). Innovations appear in their speech, formed by adding the suffix: “ballerina, librarian”, dropping the suffix: “white” instead of “squirrel”, dropping the prefix: “visible” like “truth-false”, adding the prefix: “hide” according to type “drag-and-drag”, etc. At the age of 5-6 years, the development of in various ways word formation. This manifests itself in mastery big amount derivative words, in the intensity of word creation. Innovations cover the main parts of speech: noun (“threats, commander”), adjective (“raw, now, abusive”), verb (“wiggles, sticks, sprinkles”).

-- Word-formation innovations in the speech of children of senior preschool age.

By word-formative innovations we mean words that a child constructs based on models of his native language. One of the reasons for the emergence of word-formation innovations is the difference “between the existing vocabulary of the language and the limited volume of the child’s vocabulary. The need to fill “individual gaps” causes increased word creation.” Children resort to constructing a new word without finding the necessary word in their memory. At the same time, they use word-formation models that have already been mastered. (Tseitlin 2009: 245)

“At the age of 5 years, the number of word-formation innovations increases. At the age of 6 years the child masters various models word formation" (Eliseeva 2005: 21).

-- "watermelon man" ( suffix method), “move” (prefix method),

-- "barefoot" instead of "sandals"

-- “subtraction” instead of “subtraction” (replacing the prefix);

--"become potbellied" become pot-bellied

Word formation by addition: “truck”;

--Lexico-semantic innovations in the speech of children of senior preschool age.

Lexico-semantic innovations mean the use of normative words in occasional meanings or the replacement of one word

others by association. Lexico-semantic innovations arise due to ignorance of the meaning of a word. Appear in the speech of children between 2 and 3 years of age. (Eliseeva 2006: 2).

The speech of children of senior preschool age is characterized by:

Expanding the meaning of the word: “frozen” instead of “chilled”; “step on” - press (not necessarily with your foot);

Changing the meaning of the word: “general”—relating to a general; “wiry tail” - one that twirls its tail; “artificial”—made from a bush;

Mixing similar-sounding words with different roots: “library” instead of “pharmacy”

Confusion of similar-sounding words with the same root: “burning” instead of “hot”

Confusion of antonyms due to ignorance of them distinctive feature: "tomorrow" instead of "yesterday"

-- Morphological innovations in the speech of older preschool children.

Morphological (formative) innovations are understood as non-standard forms of nouns, adjectives, verbs formed by a child, as well as changes in gender and declension. In older preschool age, the number of formative innovations decreases. The ones that last the longest are:

-- “drank” instead of “drank”

-- “no beads”

-- “tights”, “peas scattered”

-- "play the piano"

(Eliseeva 2005: 22, 26).

2. Errors in the speech of children of senior preschool age according to the type of speech development delay.

For successful speech development of children of senior preschool age, teachers need to analyze how typically the child’s speech develops. Attention should be paid to the presence and quantity in the speech of children there are speech errors, which usually disappear by 5-6 years and indicate a delay in speech development.

“Delayed speech development includes everything that is characteristic of children with normal speech development, but with dysontogenesis of speech is delayed for several years” (Eliseeva 2006: 30).

What errors in the speech of older preschoolers cease to be “normal” and may be evidence of delayed speech development?

Occasional construction of the verb stem: “gets up”

Elimination of alternation of consonants: “striget-shear”

Elimination of fluent vowels: "fingers"

Incorrect formation of the number form of nouns with partially or completely different stems: “people”

Eliminating neuter nouns: "cookie"

Translation of nouns from one gender to another: “I am the father of toads”

Elimination of 3rd declension nouns: “salt with salt”

Using inanimate nouns as animate ones: “give me a cube”

Mixing verb endings: “posplyut”

Mixing imperative suffixes: “seek”

At preschool age, children actively learn spoken language. Before teachers preschool institutions costs important task: to ensure the full speech development of preschool children. A teacher's understanding of the rules by which a child constructs his speech is a necessary condition for solving the problem of timely development of correct speech in children of senior preschool age. An adult who has knowledge about the reasons for the emergence of children's innovations has the opportunity to anticipate in advance the difficulties that preschoolers may encounter when mastering their native language.

Bibliography:

1. Eliseeva M. B. Development of a child’s speech: a linguist’s view // Logoped., 2005, No. 4.

2. Eliseeva M. B. Classification of speech errors in children with special needs // Logoped., 2006, No. 1.

3. Koltsova M. M. A child learns to speak. M., 1973.

4. Ushakova O.S., Strunina E.M. Methods of speech development for preschool children. Educational and methodological manual. M., 2004.

5. Tseytlin S. N. Essays on word formation and form formation in children's speech. M., 2009.

6. Chukovsky K.I. From two to five. M., 1990.

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