23.12.202027.05.2017

1.1 Development of passive vocabulary

Researchers distinguish a different number of stages in the formation of children's speech, they are called differently, indicate the different age boundaries of each. For example, A.N. Gvozdev traces the sequence of the appearance in the child's speech of various parts of speech, phrases, different types of sentences, and on this basis distinguishes a number of periods.

G.L. Rosengard-Pupko distinguishes only two stages in the child's speech development: the preparatory stage and the stage of independent speech formation.

A.N. Leontiev establishes four stages in the formation of children's speech:

1st - preparatory - up to 1 year;

2nd - preschool stage of initial language acquisition - up to 3 years;

3rd - preschool - up to 7 years old;

4th - school.

In each of the stages, two important points can be distinguished: the development of a passive vocabulary and the development of an active vocabulary.

The ability to develop understanding of speech (passive vocabulary) in the first year of life is determined by the level of visual and auditory perception.

Children do not immediately master the understanding of a word in its entirety of its meaning and sound. In the first year of life, the name of the object is associated with the actions performed with the given object, the place where it is. All this is included in the word - the name.

By the end of the first year, it becomes possible to teach a child to pronounce words - the names of persons and objects, that is, words that have meanings ("uncle", "aunt", "Katya", "porridge", "water", "eider" and others). Classes begin with the fact that at first they teach the child to understand the word - they name the object so that he points to it. Then they say this word, making the child repeat it.

Thus, the child accumulates a vocabulary that he knows how to pronounce in a meaningful situation. These words refer to faces, real objects, toys, pictures in the picture. The words offered to the child must have an elementary sound composition. That is, they must be available for pronunciation. Such activities are very important for the development of a child's independent speech.

Children at the end of the first year of life distinguish contrasting words (ball - bear, doll - car), but words similar in sound (bear - bowl, ball - scarf) do not differentiate yet.

In children one and a half years old, it is already possible to develop a connection between objects, actions and the words denoting them. Based on this connection, the child develops a primary orientation in the environment, the ability to perform some simple actions (show, let, sit, on), pronounce meaningful words.

From the age of one and a half, it becomes possible to understand the verbal explanation of an adult, assimilate knowledge, accumulate new words.

The second year of a child's life is a period of intensive formation of all aspects of speech, especially its understanding. From understanding individual words and short phrases, the child goes the way to fulfilling the verbal instructions of an adult, including several actions, to understanding a simple plot in shows - dramatizations and in pictures. The understanding of speech by children under 1 year 6 months - 1 year 8 months is significantly ahead of the development of their active speech. However, with the right upbringing, serious shifts are also observed here.

The development of a passive vocabulary is mainly due to a wide acquaintance with the objects that surround the child, considering the pictures available in terms of content. A child in the second year of life also learns the names of actions. These are those that he does himself or observes repeatedly as adults do them, provided that they are indicated by words. It is necessary to pay attention of children, especially after 1.6 months, to the quality, condition, purpose of some objects: “Look, I have a small ball, and you have a big one”, “Red kissel, sweet”. The children themselves in the second year cannot yet name these signs.

A positive prerequisite for the formation and complication of speech understanding is the improvement of orientational activity.

In children of the second year of life, through the word, it is already possible not only to induce visual orientation, but also to support it: “Where is our cockerel? Look! ”, Create a selection criterion, strengthen differentiation:“ No, this is not a cockerel, this is a lala, take a closer look at where the cockerel is ”.

1.3 Development of an active vocabulary

With the appearance of the first words in the child, the stage of formation of active speech begins. At this time, the child develops special attention to the articulation of those around him. He very much and willingly repeats after the speaker and pronounces the words himself. In this case, the baby confuses sounds, rearranges them, distorts, lowers.

The first words of the child are of a generalized semantic nature. With the same word or sound combination, he can denote an object, and a request, and feelings. For example, the word porridge can mean porridge at different times; give porridge; hot porridge. Or the word dad can mean dad came; no dad; dad, come and so on. You can only understand a baby in a situation in which or about which he communicates with an adult. Therefore, such speech is called situational. The child accompanies situational speech with gestures, facial expressions.

From one and a half years, the word becomes generalized.

During the second and third years of life, the child has a significant accumulation of vocabulary.

The most common data on the rapid development of the vocabulary of children in the preschool period: by 1 year 6 months. - 10-15 words; by the end of the 2nd year - 300 words (for 6 months about 300 words); by 3 years - about 1000 words (that is, about 700 words per year).

The meanings of words are becoming more and more definite.

Thanks to the development of imitation, short phrases appear in the speech of children, the child uses words for a variety of reasons, speech develops as a means of communication with an adult.

In addition to pronouncing meaningful words in various situations, in children both in independent activity and in imitation of an adult, there is a kind of "word game".

By the end of the second year, and especially in the third year of life, this "word game" turns into a kind of word creation. Children from 1.5 to 4.5 years old, and sometimes even later, like to pronounce some word, often distorted and insignificant, just because they like the sounds that make it up.

The child's vocabulary is replenished, more and more words appear that denote not only objects and actions, but also the qualities and relationships between objects, for example, adverbs (where, here, where, there, and others) are available to the understanding of children.

Pronouns, quantitative concepts (many, one and others), separate adjectives (big, small, good, bad) appear in the speech of children. Light words - onomatopoeia (tu - tu, mu - mu) are replaced with correct ones (car, cow).

In the third year of life in children, not only does the vocabulary of common words increase significantly, but the word-creation that arose at the end of the second year of life also increases. Changing intonation, as if playing with words, the child pronounces them in various combinations, picks up a rhyme for them: "Natka - Carpathian", "Svetka - Karpatka".

In the period from 3 to 7 years, a rapid increase in vocabulary continues. A child's active vocabulary reaches 3,000 - 4,000 words by the age of 4-6. These are mainly words of the basic vocabulary of the language, that is, common words necessary for communication. The level of speech development of preschoolers is different. Some children are free to use vocabulary; others have a small active vocabulary, although a significant number of words are well understood (passive vocabulary).

In the younger and middle preschool age, based on the accumulation of ideas about single objects, children learned to combine objects according to their purpose and characteristics, to assimilate species and generic concepts (bear, fox, hare are animals; cup, plate are dishes).

Children often still misunderstand or use words. For example, by analogy with the purpose of objects, they say instead of pouring from a watering can “pour”, instead of a spatula “scoop”, etc. At the same time, such a phenomenon indicates a “sense of language”. This means that the child's experience of verbal communication grows and on its basis a sense of language, the ability to create words is formed.

Children of the fourth year of life use simple and complex sentences in speech. The most common form of statements at this age is a simple common sentence (“I put a doll in such a beautiful dress”).

In the fifth year of life, children are relatively free to use the structure of complex and complex sentences (“Then, when we went home, they gave us gifts: various candies, apples, oranges”; “Some clever and cunning uncle bought balls, made candles, threw them on the sky, and it turned out a fireworks ").

From this age, the statements of the children are like a short story. During their interviews, their answers to questions include more and more sentences.

At the age of five, children, without additional questions, make up a retelling of a fairy tale (story) of 40-50 sentences, which indicates success in mastering one of the difficult types of speech - monologue speech.

During the preschool period, contextual (abstract, generalized, devoid of visual support) speech is gradually formed. Contextual speech appears first when the child retells fairy tales, stories, then when describing some events from his personal experience, his own experiences, impressions.

At school age (from 7 to 17 years old), a purposeful restructuring of the child's speech occurs - from the perception and discrimination of sounds to the conscious use of all language means.

2. Formation of speech with motor alalia

2.1 Development of speech in children with motor alalia

The development of speech in children with motor alalia usually goes through three stages.

On the first stage, the child owns a few words, some of which have the character of childish babble (woo, yum-yum, etc.). Trying to explain himself to others, he resorts to facial expressions and gestures. Some mimic reactions take on a constant meaning, thus becoming, as it were, a mimic word. For example, a 11-year-old girl Talya S., who has not studied anywhere, the word "meat" means circular movements of the hand, denoting the rotation of the handle of a meat grinder; "Fish" - a movement illustrating the cleaning of a fish, etc.

At the second stage, there are more words at the child's disposal, but these words are often greatly distorted. Distortion of words consists either in skipping a number of sounds that are difficult to pronounce and partially replacing them with others (which is the case for every tongue-tied person), or in rearranging syllables ("lomoko" - instead of milk), which is very typical for alaliks.

In some cases, the child calls only the first syllable of the word: "lo" - milk, in others he finishes the words to the end.

Often, at this stage, a phrase of 2-3 words appears, but the construction of the phrase is peculiar: some of the words are replaced by facial expressions, case endings are absent, complete agrammatism takes place.

Examples of typical phrases: "Kolya drink milk", "Boy Misha, bang me" (the boy wants to kill Mishka and take him for himself).

To the characteristics of the alalik dictionary, it should be added that even at this stage, words characteristic of the first babble of children are often preserved. Also, occasionally there are individual words invented by the child himself and used by him for several years ("dad" - bread, etc.). Possessing a small vocabulary, alalik is inclined to greatly expand the meaning of words. So, for example, the same word "drink" means - and a cup, and an action, and a drink, and the word "buy-by" is applied - and to bed and instead of the verb to sleep. Such an extended use of the word can be a short-term period in the development of the speech of a normal child, but only a period. Sometimes completely random words unexpectedly acquire such a widespread meaning: for example, 7-year-old alalik Nina I., having learned to say “hello”, began to use this word in addition to its direct purpose - to designate hands, fingers and gloves.

At the third stage of speech development, alalik already has a rather rich vocabulary of words, the meaning of which has been clarified and specialized: babbling words disappear, distortions become less. Agrammatism is somewhat smoothed out, prepositions, prefixes, conjunctions appear in speech. Often, at this stage, alalik correctly formulates short phrases of everyday meaning. However, there is still no complete mastery of speech. It is worth asking the child to tell about what he has read, seen in a movie or experienced, as speech helplessness, almost complete impossibility of formulating thoughts in a coherent form, is again revealed. In these difficult conditions, facial expressions come to life again and agrammatism appears.

The development of speech in children with motor alalia goes in different ways: in some cases, the child does not begin to speak for a long time, and then, as if suddenly, his speech begins to develop rapidly and soon becomes correct; in others, the first words appear early, but speech remains poor in words and grammatical for a long time. Other options are also possible. However, the only thing that is constant and common for everyone is that at the beginning the poverty of vocabulary comes to the fore, then agrammatism, distortion of words, later inability to operate with words, difficulties in coherent speech.

2.2 Characteristics of active vocabulary in children with motor alalia

The formation of expressive speech in a motor alalik is complicated by a violation of the analytic-synthetic activity of the motor speech analyzer. These violations can be of a different nature:

a) kinesthetic oral apraxia, that is, difficulties in the formation and consolidation of articulatory structures, and later on motor differentiation of sounds;

b) difficulties in switching from one movement to another;

c) difficulties in mastering the sequence of these movements for reproducing a word (its motor scheme), etc.

In connection with the indicated difficulties, the development of the main leading component of expressive speech - active vocabulary - is delayed. He turns out to be poor, insufficient, distorted. Both the phonetic aspect and the grammatical structure of speech are retarded in their development.

First of all, the specific features of the vocabulary of children with motor alalia are explained by the instability of the sound images of words, the difficulty of remembering them and keeping the syllable row. The poverty of the active vocabulary of children is manifested in the inability to select from the vocabulary and correctly use familiar words in speech. Thus, most of the lexical disorders typical for children with alalia are associated not with the concepts behind the word, but with the process of searching for the word. Children, as a rule, have the proper concepts, but find it difficult to find words to express concepts.

Violations of word actualization cause different forms of errors: absence of words (words are not named), their replacements, abnormal words and blends.

Substitutions are predominantly verbal and most often arise due to the wrong choice of semantic features of the word:

pipe -\u003e smoke; gun -\u003e pistol; tomatoes -\u003e cucumber; pillow -\u003e blanket; saucepan -\u003e tea.

Often, instead of designating an object in one word, a verbal description is given:

brush -\u003e brush your teeth; shield -\u003e not to get killed; light -\u003e this is on; stove -\u003e turn on gas; whirligig -\u003e curly toy.

Children 5 - 6 years old, and sometimes even older, may have a poor active vocabulary of onomatopoeia:

egg -\u003e ko-ko; call -\u003e tink; goat -\u003e me; frog -\u003e kva; cleans -\u003e [w]; beak -\u003e chik-chik-chik (i.e. they are pecked at); tram -\u003e ding-ding,

and sound complexes: for example, instead of a car, the child says "bibi", instead of the floor and ceiling - "whether", accompanying the speech with a pointing gesture, instead of grandfather - "de", etc.

These sound complexes are formed by the children themselves and are incomprehensible to others.

By its sound, babbling speech consists of both elements similar to words (rooster - "utu", pussy - "tita"), and from sound combinations that are completely unlike the correct word (sparrow - "ki").

Replacements of words with mimic-gesticulatory speech are noted, which is used very widely by many children with alalia:

eyelashes -\u003e like this (the child shows himself); ceiling -\u003e there (pointing up); knee -\u003e (points to his knee); ax -\u003e (showing movements when cutting); lemon -\u003e (mimicry of an uncomfortable state).

Along with babbling words and gestures, children can also use individual common words, however, as a rule, these words are not yet sufficiently formed in structure and sound composition, and are also used in imprecise meanings. There is almost no differentiated designation of objects and actions.

The association of objects under one name or another is determined by the similarity of individual particular features. So, for example, a ten-year-old boy used the word paw to name everything with the help of which living and inanimate objects could move - paws of animals and birds, human legs, wheels of cars, steam locomotives; the word ice denoted everything that had a smooth, shiny surface — a mirror, window glass, a smooth table top; with the word trouble, one of the children meant everything that is associated with unpleasant experiences - they made a remark, did not give a toy, did not let them go for a walk, a thing was lost, etc.

Some children replace words with abnormal words, and such replacements occur not only in children with a severe degree of impairment of the language system, but also in relatively good speakers. It is possible that in the latter such substitutions are a kind of compensation for the disorder of word actualization.

Examples: feathers -\u003e girders; refrigerator -\u003e kata; ceiling -\u003e lyapa; lake -\u003e drunby; eyelashes -\u003e bambm; lizard -\u003e bootro.

It is relatively rare and in a small number of children blends are formed: vase -\u003e saucer; pot -\u003e small cheese; month -\u003e small rushna.

Typical is this type of violation, when the same object is called differently in certain situations.

As an illustration, you can give examples of the naming of words by a child of 8 years old.

Pictures

Naming words by the same child at different times:

"Winter" -\u003e nima, winter, mime, bench press

"Snake" -\u003e yuzya, zeya, earth

"Beetle" -\u003e zuk, beetle, luh

"Helicopter" - tatalet, litholot, talelet

N.N. Traugott noted the narrowly situational nature of the vocabulary of children with motor alalia. This is manifested in the fact that they do not immediately begin to use the words learned in class in various situations of speech communication. At the slightest change in the situation, they lose seemingly well-known and pronounced words in other conditions. The author calls this a symptom of increased inhibition of speech function, i.e. motor alalik only very gradually acquires the ability to freely operate with familiar words, using them without restriction in all situations. This feature often leads to the rejection of the naming of words (when understanding their meaning), to the search. In this case, the search for the desired word is reduced to brute force, to the replacement of the desired word with a sequential series of others, similar in sound or meaning, to the use of words inappropriate to the situation. At the same time, the child himself realizes his mistake, but often he still cannot name the appropriate word.

The names of actions are very often replaced with the names of objects: open -\u003e "tree" (door); to play ball -\u003e just "ball", and the names of objects, in turn, can be replaced by the names of actions: bed -\u003e "sleep", plane -\u003e "fly".

Some of the listed forms of errors sometimes appear in combination, for example, replacement with another word is combined with replacement by means of facial gestures. At the same time, when it is difficult to find a word in the “detailed” answers of children, different forms of errors often appear sequentially: for example, first a word is replaced by another word, then a verbal description, onomatopoeia, etc.

The small vocabulary available in children reflects mainly objects and phenomena directly perceived through the sense organs. The verbal expression of the more abstract relations of reality at this stage of speech development is almost inaccessible to children.

2.3 Characteristics of passive vocabulary in children with motor alalia

Secondly, and to a lesser extent, with motor alalia, the impressive side of speech suffers in its development.

With motor alalia, the understanding of speech addressed to the child is relatively safe. Children respond adequately to verbal appeals of adults, fulfill simple requests and instructions. Often, parents in a conversation with a teacher and at a speech therapist's talk about their child like this: "He understands everything, just doesn't say anything."

Research carried out in the speech therapy sector of the Institute of Defectology shows that this impression is often deceiving. In fact, non-speaking children often understand the speech addressed to them only on the basis of a prompting situation, they do not understand many words at all (branch, yard, kennel, spider, mane, etc.) there is almost no understanding of the meanings of grammatical changes in the word.

Most often, these defects in understanding the speech of others are reflected in an insufficiently rich vocabulary, misunderstanding or inaccurate understanding of the turns of speech and expressions available to an ordinary child, as well as in the inability to grasp the content of more or less complex and difficult texts.

A thorough and purposeful psychological and pedagogical examination of children with motor alalia makes it possible to conclude that their understanding of speech is often limited only to an everyday situation. For Alalik children, tasks are difficult, involving understanding:

· Forms of the singular and plural nouns: “Give me a mushroom, and take mushrooms for yourself”, “Give me a pencil” and “Give me pencils” - children react in the same way to these verbal requests; children do not correlate the forms of the number of verbs and adjectives with different situations: "Show who they are talking about and who they are floating about", "Show where the big vase is, and where the big vases are", etc .;

· Forms of masculine and feminine verbs of the past tense: "Show where Sasha painted the plane, and where Sasha painted the plane" - children do not distinguish between masculine and feminine forms; do not distinguish between masculine, feminine and neuter adjectives: "Show me where the red scarf, the red cap, the red coat are", etc .;

· Separate lexical meanings: “Show who is walking down the street and who is crossing the street”, etc .;

· The spatial arrangement of objects, that is, the difficulty of understanding prepositions: "Put a pen on a book, put a pen in a book", etc .;

· Establishment of cause-and-effect relationships.

Errors in performing such tasks are explained by the fact that children are mainly guided by the lexical meaning of the words that make up the instruction, and do not take into account the grammatical and morphological elements (endings, prepositions, prefixes, etc.) that clarify the meaning. Along with this, one can observe a mixture of meanings of words that have a similar sound (frame - brand, village - trees, and others).

Difficulties in understanding speech persist for a long time, and special training is required to eliminate them. The appearance of the child's successful understanding of the speech addressed to him is usually created by the parents due to the usual conditions of communication and the use of everyday speech stamps (“Put the pencils in a box”; “Pour milk into a cup”, etc.).

3. Development of vocabulary in children with motor alalia

3.1 General information on the development of speech in children with motor alalia

For the development of the speech of children with motor alalia, it is necessary to practice communication at a level accessible to the child: operations with individual words (show, repeat, name), with phrases that are not united by a semantic context (understanding questions, answering them in expanded form), with phrasal material , united by a semantic context against the background of an emotional and semantically significant situation for the child (ask for a toy, choose the type of activity, etc.), with a familiar picture, games with the use of dialogical and then monologue speech, relying on clarity and without it, etc. etc. the volume and difficulty of the lexical and grammatical material gradually increase.

The work on the speech is connected with the object-practical activity of the child and is based on it. The child develops awareness of his own actions (I sit, walk, carry) and the actions of others (Vova sits, walks, carries; the ball fell; the lamp is on).

Raising active attention, understanding, a speech therapist teaches the child to listen carefully to the phrase to the end, to understand the shades of lexical and grammatical forms, questions in which various object relations are hidden (What do they eat? What do they eat? What do they eat? Who washes their hands? Why wash their hands? And etc.). Children develop a conscious observation over the use of lexical and grammatical forms, intonations, the understanding of inflectional relations, the connection of words in various combinations, the sequence of verbal and grammatical structures is consolidated.

It is important to attract different analyzers - auditory, visual, tactile. The child must observe, listen to the name of an object or action, signify or designate with a gesture, name himself, etc. As a result, additional connections appear in the child's mind, the material is fixed more firmly.

Mainly the play form of work is used, since it arouses interest, arouses the need for communication, promotes the development of speech imitation, motor skills, provides the emotionality of the impact, but in a number of cases such children also need to be taught to play, since play actions may not be formed in them.

Regardless of the stage of work, the impact is directed to the entire speech system: expansion, clarification of the vocabulary, the formation of phrasal and coherent speech, correction of sound pronunciation, but at each stage specific tasks and features of the content of the work are highlighted.

On first the main stage of the work is the education of speech activity, the formation of a passive and active vocabulary, accessible to understanding and reproduction. Work is underway on a simple dialogue, a small simple story, uncommon, then widespread sentences, psychophysiological prerequisites for speech activity and initial skills in a communication situation are formed.

On second At this stage, phrasal speech is formed against the background of the complication of the vocabulary and structure of the phrase. Work is underway on the dissemination of sentences, their grammatical design, on dialogue and a descriptive story, statements are formed as the main units of speech action.

On third the main stage is the formation of coherent speech - especially complex communication activity, communication skills, automation of grammatical structures.

All examination techniques can be used to identify the level of development of a passive vocabulary in children with paraautistic disorders. The techniques reveal the child's mastery of the vocabulary of a passive vocabulary ...

Diagnostic techniques for the development of speech in middle preschool children with paraautistic disorders

Correctional speech techniques of a passive vocabulary of a child of middle preschool age with paraautistic disorders are necessary to consolidate the pronunciation of sounds set by a speech therapist, develop attention, memory ...

Learning vocabulary in older preschool children with general speech underdevelopment of III level

The development of the dictionary is closely connected, on the one hand, with the development of thinking and other mental processes, and on the other hand, with the development of all components of speech, the phonetic-phonemic and grammatical structure of speech. Through speech ...

Features of the development of active and passive vocabulary in older preschoolers with general speech underdevelopment

A dictionary is words (basic units of speech) denoting objects, phenomena, actions and signs of the surrounding reality. Distinguish between passive and active vocabulary. A passive dictionary is understood as part of the vocabulary of the language ...

Features of the formation of attributive vocabulary in preschool children with general speech underdevelopment

underdevelopment speech preschooler attributive dictionary The development of the dictionary is closely connected, on the one hand, with the development of thinking and other mental processes, and on the other hand, with the development of all components of speech ...

Development of an active vocabulary in older preschool children with an erased form of dysarthria

Development of an active vocabulary in children with mental retardation of senior preschool age based on familiarization with the surrounding nature and phenomena

Development of an attributive vocabulary for older preschool children with OHP by means of landscape painting

Development of children's vocabulary in the process of getting to know the world around them

dictionary preschool nature children Nature attracts every child with its beauty, it seems to him mysterious, interesting, extraordinary. The child is curious and active, he wants to know about what surrounds him ...

Researchers distinguish a different number of stages in the formation of children's speech, they are called differently, indicate the different age boundaries of each. For example, A.N ...

Vocabulary development in children with motor alalia

Secondly, and to a lesser extent, with motor alalia, the impressive side of speech suffers in its development. With motor alalia, the understanding of speech addressed to the child is relatively safe. Children respond appropriately to verbal messages from adults ...

Vocabulary development in children with motor alalia

When forming an active vocabulary, verbal techniques are used (correlation of a word with known words by similarity, opposition). A vocabulary of different parts of speech is accumulating ...

Development of pedagogical conditions for the effective use of didactic toys for the development of vocabulary in young children

State Educational Institution of Higher Professional Education

Moscow Pedagogical State University

Defectological faculty

Department of speech therapy

COURSE WORK ON THE TOPIC

Vocabulary development in children with motor alalia

Performed:

3rd year student, 305 groups

Yu.V. Kuznetsova

Leader:

Associate Professor, Ph.D. Department of speech therapy

Safonkina N.Yu.

Moscow, 2007

Introduction

Chapter 1. Development of speech is normal

1.1 Development of passive vocabulary

1.2 Development of an active vocabulary

Chapter 2. Formation of speech with motor alalia

2.1 Development of speech in children with motor alalia

2.2 Characteristics of active vocabulary in children with motor alalia

2.3 Characteristics of passive vocabulary in children with motor alalia

Chapter 3. Development of vocabulary in children with motor alalia

3.1 General information on the development of speech in children with motor alalia

3.2 Developing a passive vocabulary

3.3 Developing an active vocabulary

3.4 Practical tasks

Conclusion

Bibliography

Introduction

The problem of vocabulary development occupies an important place in modern speech therapy, and the question of the state of the vocabulary in various speech disorders and the methodology for its development is especially relevant.

In the studies of a number of authors (G.S. Gumennaya, V.E. Levina, N.A. Nikashina, L.F. Spirova, T.B. Filicheva, N.A. Cheveleva, G.V. Chirkina, S.N. Shakhovskaya, A. V. Yastrebova and others) it is noted that children with motor alalia have difficulties in mastering the lexical patterns of their native language.

Before examining the features of vocabulary and its formation in children with motor alalia, you need to understand what a vocabulary is.

A dictionary is words (basic units of speech) denoting objects, phenomena, actions and signs of the surrounding reality.

Distinguish between passive and active vocabulary. A passive vocabulary is understood as the ability to understand words, and an active vocabulary is their use in speech. The level of vocabulary development is determined by quantitative and qualitative indicators.

Purpose of the study: to study the features of vocabulary formation in children with motor alalia.

· To show the features of the development of passive and active vocabulary in children with motor alalia;

· Consider methods of vocabulary formation in children with motor alalia.

1. Development of speech is normal

1.1 Developing a passive vocabulary

G.L. Rosengard-Pupko distinguishes only two stages in the child's speech development: the preparatory stage and the stage of independent speech formation.

A.N. Leontiev establishes four stages in the formation of children's speech:

1st - preparatory - up to 1 year;

2nd - preschool stage of initial language acquisition - up to 3 years;

3rd - preschool - up to 7 years old;

4th - school.

In each of the stages, two important points can be distinguished: the development of a passive vocabulary and the development of an active vocabulary.

The ability to develop understanding of speech (passive vocabulary) in the first year of life is determined by the level of visual and auditory perception.

Children do not immediately master the understanding of a word in its entirety of its meaning and sound. In the first year of life, the name of the object is associated in the child with the actions performed with this object, the place where it is. All this is included in the word - the name.

Children at the end of the first year of life distinguish contrasting words (ball is a bear, doll is a car), but words that sound similar (bear is a bowl, ball is a scarf) do not differentiate yet.

From the age of one and a half, it becomes possible to understand the verbal explanation of an adult, assimilate knowledge, accumulate new words.

The second year of a child's life is a period of intensive formation of all aspects of speech, especially its understanding. From understanding individual words and short phrases, the child goes the way to fulfilling the verbal instructions of an adult, which include several actions, to understanding a simple plot in shows - dramatizations and in pictures. The understanding of speech by children under 1 year 6 months - 1 year 8 months is significantly ahead of the development of their active speech. However, with the right upbringing, serious shifts are also observed here.

A positive prerequisite for the formation and complication of speech understanding is the improvement of orientational activity.

1.3 Development of an active vocabulary

The first words of the child are of a generalized semantic nature. With the same word or sound combination, he can denote an object, and a request, and feelings. For example, the word porridge can mean at different times here is the porridge; give porridge; hot porridge ... Or a word dad Can mean dad came; no dad; daddy come etc. A baby can be understood only in a situation in which or about which he communicates with an adult. Therefore, such speech is called situational. The child accompanies situational speech with gestures, facial expressions.

From one and a half years, the word becomes generalized.

During the second and third years of life, the child has a significant accumulation of vocabulary.

The meanings of words are becoming more and more definite.

Thanks to the development of imitation, short phrases appear in the speech of children, the child uses words for a variety of reasons, speech develops as a means of communication with an adult.

In addition to pronouncing meaningful words in various situations, in children both in independent activity and in imitation of an adult, there is a kind of "word game".

Anna Alexandrovna Menshchikova
Position: teacher speech therapist
Educational institution: MBDOU No. 103 "Zhuravushka"
Locality: Kurgan city
Material name: methodological and practical material
Theme: "Development of an active and passive vocabulary at an early age"
Date of publication: 08.04.2018
Section: preschool education

Introduction.

Didactic game as a means of activating the vocabulary in younger children

preschool age. “Play is essential in a child’s life, has

the same meaning as an adult's activity, work, service. What

a child in the game, so in many ways he will be in work. Therefore, education

the future figure takes place, first of all, in the game ... ". Makarenko A.S.

1. The role of play in a child's life.

Today, more than ever, the responsibility of society for education is recognized

the younger generation. Transformations in early childhood education

aim to use all opportunities, resources to improve

learning efficiency. To such important, essential teaching aids

the game applies. Play refers to an indirect method of influence: the child does not

feels himself an object of influence of an adult, is a full-fledged

the subject of activity.

Play is a means where education turns into self-education.

Play is the activity of a child, in which he is formed and enriched

inner world.

The game prepares children for adulthood, everyone, to continue their

business, forming, developing in them the abilities and qualities necessary for that

activities to be performed by them. In any game,

the path from feeling to organized action, and from action to feeling. In a word, in

the game, as in focus, are collected, manifested and through it develop and

all aspects of mental life are formed. The question of nature and essence

games excited and continues to attract the attention of many researchers,

such as Halperin P.Ya., Danilova V.L., Zaporozhets A.V., Elkonin D.B.

Soviet teacher V.A. Sukhomlinsky emphasized that “the game is a huge

a bright window through which life-giving flows into the child's spiritual world

stream of ideas, concepts about the world around. The game is a spark

kindling a spark of inquisitiveness and curiosity. " The impact of the game in many ways

depends on the professional skill of the teacher, on his knowledge of psychology

child, taking into account his age and individual characteristics, from the correct

methodological guidance of the relationship of children, from a clear organization and

holding all kinds of games. The game has a very big impact on

development of speech. The game situation requires each child included in it

a certain level of development of speech communication. The need to explain

with peers stimulates the development of coherent speech.

2. Translation of words from the passive dictionary into the active dictionary.

This is a special pedagogical task. Mastering the native language, development

speech is one of the most important acquisitions of a child in preschool

childhood and is considered in modern preschool education as a common

the basis for raising children. Research by domestic psychologists and

psycholinguists have proven that mastery of speech does not just add something to

development of the child, but rebuilds his entire psyche, all activities.

The correct formation of the vocabulary of preschoolers serves as a means

full communication and personal development. Vocabulary as the most important part

the language system has a huge general educational and practical

value. The richness of the formed vocabulary of preschoolers is a sign

high development of speech.

L.S. Vygotsky noted: "... Not only the intellectual development of the child, but

and the formation of his character, emotions in the individual as a whole, is in

direct dependence on speech ".

From a physiological point of view, the word is a universal remedy

alarm system that can replace all possible for a person

irritants. The assimilation of a word is the formation of a temporary nervous connection

between it the image of the object of the real world. These bonds are formed in the cortex

the brain according to the laws discovered by I.P. Pavlov. With a psychological

from the point of view, meaning is a generalization that expresses a concept. Meaning of the word

there is "the unity of generalization and communication, communication and thinking." Exactly at

meaning of the word "the knot of that unity is tied, which we call speech

thinking. Looking at the word determines the role of vocabulary work with children. She

is closely related to the development of cognitive activity, with the accumulation

ideas about the world around, with the formation of conceptual elements

thinking.

Dictionary - vocabulary, vocabulary of the language, vocabulary of an individual

human.

Linguistic dictionaries for their purposes and ways of lexicographic

descriptions are divided into several types: explanatory, foreign dictionaries

words, spelling, orthoepic, syntactic, etc. Special place

are occupied by explanatory dictionaries, the task of which is to explain (interpretation)

meanings of words and their use in speech.

An active vocabulary is words that the speaker not only understands, but also

uses (more or less often). Active vocabulary largely determines

wealth and culture of speech.

Passive vocabulary - words that the speaker of the given language understands, but

does not use it himself.

The passive vocabulary is much more active, this includes words, oh

the meaning of which a person guesses from the context, which pop up in

consciousness only when they are heard. Translation of words from the passive dictionary into

active vocabulary is a special pedagogical task.

Introduction to the speech of children of words that they themselves learn with difficulty, use

in a distorted form, requires pedagogical efforts. Psychology data,

linguistics, physiology help determine the range of words that make children difficult

at different age levels. The teacher must enter these words into

the lexicon of children in a planned, systematic way.

Thus, vocabulary work in kindergarten is aimed at creating

lexical basis of speech and occupies an important place in the general system of work on

the development of children's speech. Enrichment of vocabulary occurs in the process

familiarization with the outside world, in all activities, everyday

life, communication. Working on the word clarifies the child's idea, deepens

his feelings, organizes social experience. All this is of particular importance in

preschool age, since this is where the foundations for development are laid

thinking and speech, social contacts are formed,

personality. The active use of the child's speech is prompted by the need for

joint activities with an adult.

There are three periods in the formation of the communicative function of the word.

In the first, the object is the main component of the situation.

In the second, the adult becomes the main component of the situation.

The child looks from the subject to the adult and stops at

last. Children seek to draw the attention of an adult to their attempts

get the item.

In the third, the center of the situation is transferred to the word.

The child looks at the adult, looks closely at the articulations. Appear

the first attempts at the pronunciation image. And the baby says what is required

word - the name of the subject. At 3 - 3.5 years, the word unites several groups

similar items: furniture, toys, clothing. 4-5 years old child

uses words that summarize previous generalizations, such as

the word "plant" includes groups such as berries, trees, fruits and

other. This generalization is based on the most striking features that

the child has learned in his own practical activity. For everyone

the word of a preschooler is an idea of \u200b\u200ba specific subject or

situations. Preschoolers learn much more successfully in the process

direct educational activities

vocabulary development by means of didactic games. They

consolidate and clarify the vocabulary, changes and formations of words, exercise in

drawing up statements, develop explanatory speech. In these games

the child finds himself in a situation where he is forced to use

acquired speech knowledge and vocabulary in new conditions They

are manifested in the words and actions of the players. Third year of life - period

the greatest increase in active vocabulary. By 4 years the number

words reaches 1900, at 5 years up to 2000-2500, and at 6-7 years up to 3500-4000 words.

Individual differences in vocabulary are also observed in these age groups.

According to D. B. Elkonin, the differences in the vocabulary are "greater than in any

or another area of \u200b\u200bmental development. "

The level of vocabulary development is determined by quantitative and qualitative

indicators. It is important not only the ability of children to use large

the number of words, but also master the skills of word formation. Formation

lexical means depends on many factors: special conditions, in

which the child is brought up, his speech environment, active speech

practice, as well as characteristics of age and mental development.

Analyzing the development of the meaning of the word, S.L. Vygotsky wrote: "Speech and

the meaning of words evolved naturally, and the history of how

psychologically developed the meaning of the word, helps to illuminate to a known

degree, how the development of signs occurs, as in a child's natural

the first sign appears, as on the basis of a conditioned reflex

there is a mastery of the designation mechanism. "In preschool age

the child must master such a vocabulary that would allow him

communicate with peers and adults, study successfully at school,

understand literature, television and radio broadcasts, etc. Therefore

preschool pedagogy considers vocabulary development in children as one of the

important tasks of speech development.

Today it is customary to distinguish four main tasks:

First, enrichment of the vocabulary with new words, learning by children earlier

unknown words, as well as new meanings of a number of words already present in their

lexicon. The enrichment of the vocabulary is primarily due to

common vocabulary (the name of objects, signs and qualities,

actions, processes, etc.).

Secondly, the consolidation and refinement of the dictionary. This task is due to the fact

that in children the word is not always associated with the idea of \u200b\u200bthe object. They often

do not know the exact names of objects. Therefore, this includes a deepening

understanding already known words, filling them with specific

further mastery of the generalization, which is expressed in them, the development

the ability to use common words.

Third, the activation of the dictionary. Words learned by children are divided into two

certain representations, but does not use) and the active dictionary

(words that the child not only understands, but actively, consciously

uses in speech whenever appropriate). When working with children, it is important

so that the new word is included in the active dictionary. It only happens if

if it will be fixed and reproduced by them in speech. Child

should not only hear the teacher's speech, but also reproduce it a lot

times, since during perception, mainly only the auditory

analyzer, and in speaking - also muscular-motor and kinetic

analyzers. The new word must enter the dictionary in combination with others

words so that children get used to using them in the right cases.

Fourth, the elimination of non-literary words from the speech of children (dialect,

colloquial, slang). This is especially necessary when children are in

conditions of a dysfunctional language environment. In the third year of life, a dictionary

children are replenished in the process of mastering a wider range of subjects

household items, with which they themselves and adults act.

Preschoolers master the names of objects in a more distant environment,

seen on streets, parks and other places (names of transport

funds, buildings, plants, animals, etc.). Deepening knowledge about

subjects is reflected in the dictionary in the form of words denoting

names of parts and details of objects with which the child operates (pen,

spout, teapot lid; sleeves, pocket, buttons on the dress, etc.). Forms

objects (ball, cube, brick). The taste of fruits and vegetables (sweet, sour,

tasty). Words denoting quantities are entered into the active dictionary, and

colors, as well as designations of the physical qualities of objects (warm, smooth

etc.) and their properties. In the fourth year, children should accurately name all things.

household items, furnishings, various vehicles, etc., i.e. then with

than they face on a daily basis. Establishing connections between objects,

actions and words denoting them, at this age are no longer

represents labor. 3. Methods and techniques for forming a children's vocabulary

preschool age In modern methods, vocabulary work

viewed as purposeful pedagogical activity,

providing effective mastering of the vocabulary of the native language.

The study of the features of the acquisition of vocabulary by children is devoted to research

M.M. Alekseeva, V.V. Gerbova, E.M. Strunina, V.I. Yashina. Alekseeva

M.M., Yashina V.I.

There are two groups of methods:

Methods of accumulating the content of children's speech and methods aimed at

consolidation and activation of the dictionary, the development of its semantic side.

a) direct acquaintance with others and enrichment of the vocabulary:

examination and examination of objects, observation, inspection of the premises

kindergarten, targeted walks and excursions;

b) indirect acquaintance with the environment and enrichment of the vocabulary:

viewing pictures with unfamiliar content, reading

works of art, screening of films and videos, viewing

tV shows.

The second group of methods is used to fix and activate the dictionary:

looking at toys, looking at pictures with a familiar

represent views on the play of E.I. Tikheeva, she views the game as

one of the forms of organizing the pedagogical process in kindergarten and together

with how one of the most important means of educational influence on

Didactic games are a widely used vocabulary

work. Play is one of the means of mental education. In it

the child reflects the surrounding reality, reveals his knowledge,

shares them with comrades. A particularly important place in the mental

upbringing is occupied by didactic games, mandatory elements

which are cognitive content and mental task.

The didactic game is a multifaceted, complex,

pedagogical phenomenon: it is also a play method of teaching children

preschool age, and a form of education, and independent play

activity, and a means of comprehensive education of the child's personality.

It is in the didactic game that the child gets the opportunity

improve, enrich, consolidate, activate the dictionary. A.V.

Zaporozhets, assessing the role of didactic play, writes that it is necessary

to ensure that didactic play was not only a form of assimilation

individual knowledge and skills, but would also contribute to the overall development

child, served to form his abilities.

Methodological techniques are divided into three main groups:

Verbal, visual and play. Verbal techniques are widely used.

These include speech pattern, recite, explanation,

directions, question.

1. Speech pattern - correct, pre-thought out speech

the activity of a teacher designed to be imitated by children. Sample

must be accessible both in content and form. It is pronounced clearly

loud and slow.

2. Repetition - intentional repeated repetition

the same speech element (sound, word, phrase) for the purpose of its

memorization.

3. Explanation - disclosure of the essence of certain phenomena or methods

actions. It is widely used to reveal the meanings of words, for

explanations of the rules and actions in didactic games, as well as in the process

observations and examinations of objects.

4. Directions - Explaining to children the way to achieve

a certain result.

5. Question - a verbal appeal requiring an answer. Questions are separated

into main and auxiliary. The main ones can be ascertaining -

"Who? What? What? What? Where? Where?" and search engines requiring

establishing connections and relationships between phenomena - "Why? Why? How

similar? "auxiliary questions are suggestive and

auxiliary. Questions are used in all methods of speech

development. Visual techniques - showing illustrative material, paintings,

objects, showing a sample, methods of action. Gaming techniques can be

verbal and visual. They arouse the child's interest in

activities, enrich the motives of speech, create a positive

emotional background of the learning process and thereby increase the speech

activity of children and the effectiveness of classes. Thus, in the dictionary

work uses a combination of different methods and techniques, depending on

on the degree of mastery of the word by children. The most efficient dictionary method

work with young children - didactic games.

4. The structure of didactic games in the formation of the vocabulary of children

younger preschool age.

Didactic play differs from other types of games and exercises

a certain structure. According to I.M. Kononov and K.D. Sergeeva,

the game used for teaching must first of all contain

educational, didactic task. While playing, children solve this problem in

entertaining form, which is achieved by certain game

actions. An obligatory component of a didactic game is its

regulations. A special kind of play activity is didactic play.

It is created for adults specifically for teaching purposes, when teaching

proceeds on the basis of a game and didactic task. In a didactic game

the child not only receives new knowledge, but also generalizes and consolidates

them. Preschoolers develop cognitive processes and abilities,

they assimilate socially developed means and methods of mental

activities. The structure of the didactic game is formed by the main and

additional components.

The first should include the didactic and game task, game

actions, rules, result and didactic material. The second - the plot

and role. Game and didactic tasks are implemented in game actions.

Didactic task. To choose a didactic game, you need to know

the level of preparedness of the pupils, since in the game they must

operate with already existing knowledge, ideas and skills.

When defining a didactic task, I mean what kind of knowledge,

children's ideas should be assimilated, consolidated, what mental

operations in this regard should develop, what are the personality traits of children

can be formed by means of play (honesty, modesty,

persistence in achieving the set goal, activity), which parties

to develop speech. Each didactic game has its own learning task that

distinguishes one game from another. The game task is sometimes inherent in

the name of the game: "Find out what's in a wonderful bag", "Who is in which house

lives ", etc. Interest in it, the desire to fulfill it is activated

game actions. The more diverse and meaningful they are, the more

the more interesting the game itself is for children and the more successfully cognitive and

game tasks. Game rules. The main purpose of the rules of the game is to organize

actions of children. Rules can prohibit, permit, prescribe anything

children in the game, make the game entertaining, exciting and interesting.

Using a didactic game in the pedagogical process, through its rules

and actions in children are formed correctness, benevolence,

excerpt. The rules of the game are determined by the learning objective and content

games and, in turn, determine the nature and method of game actions,

organize and direct the behavior of children, the relationship between them and

educator. With the help of rules, he forms in children the ability

navigate changing circumstances, the ability to restrain

immediate desires, to show emotional-volitional effort. IN

as a result of this, the ability to control one's actions develops,

correlate them with the actions of other players. The rules of the game have

teaching, organizing and disciplining nature. Educational

rules help to reveal to children what and how to do: they

correlate with game actions, enhance their role, clarify the way

execution; the organizers determine the order, sequence and

relationships of children in play; disciplining ones warn about

what and why not to do. Caregiver should use carefully

rules, do not overload the game with them, apply only the necessary ones.

The introduction of many rules, their observance by children under duress leads

to negative results. Didactic game differs from gaming

exercises so that the implementation of the game rules in it is directed,

controlled by game actions. The development of game actions depends

from the invention of the teacher. Game actions can be the most

varied: hide, search, cover pictures with a chip, select

pictures, answer questions, choose a driver, reward the winner.

Play actions of children need to be taught. Only under this condition the game

becomes educational in nature and becomes meaningful. Training

game actions are carried out through a trial run in the game, showing the

actions. In the games of younger children, the play actions are the same for everyone

participants. When children are divided into groups or if there are roles

game actions are different. The scope of game actions is also different. In the younger

groups - this is most often one or two repetitive actions, in older ones already

five six. The means of solving a didactic problem is

didactic material. The result of the didactic game is the solution

game and didactic tasks. The solution to both problems is an indicator

the effectiveness of the game. Didactic game acts simultaneously as a kind

game activity and the form of organizing the interaction of an adult with

child. This is its originality, game result. Rules of the game,

established by the educator, are gradually assimilated by children.

Focusing on them, they assess the correctness of their actions and

actions of comrades, relationships in the game. The result of the didactic game

Indicator of the level of achievement of children in the assimilation of program material, in

development of mental activity, relationships, and not just a win,

obtained by any means. Game tasks, actions, rules, result

games are interconnected, and the absence of at least one of these constituent parts

violates its integrity, reduces the educational impact. Some

didactic games have a plot, require role-playing. So, in the game

A "toy store" has a seller and buyers. From didactic games with

the plot should be highlighted / staging games - showing with toys

small scenes in which a didactic task is posed for children

(guess which tale the episode is shown from, and continue the tale, notice

changes that have occurred on the stage). Many didactic games are not

have a plot and are only in solving a certain problem. But also in

these games, the content is drawn from the children's ideas about the environment and

associated with the tasks of speech development. Sometimes in plotless games

an image is introduced, for example, riddles, Parsley or another

fairytale character.

When the play task is not set before the children by the teacher, but for example:

doll, the mental and vocabulary activity of babies increases. For example,

andryusha may come to visit the children - a doll with an attractive face,

a living boy. His appearance always causes joy, expectation of something

new, interesting. Andryusha holds games, maybe earlier

known to children, for example, "What has changed?", but these games acquire

new meaning, surprise, make the imagination work. IN

in a playful and entertaining form, activation and enrichment occurs

preschooler's dictionary. Dictionary of a preschooler in the fourth year of life

still replenished with the names of objects with which children

collide and act in everyday life. Children find it difficult or make mistakes

when naming many household items (dishes, furniture, clothes,

toys, vehicles, etc.). These errors are caused by inaccuracy,

undifferentiated perception and ideas of the child. therefore

at this age stage are essential

familiarizing children with the features of objects and vocabulary work in

the process of deepening knowledge about subjects. To implement a vocabulary task

the teacher uses a didactic game, as in directly

educational activity, and in the independent activity of children.

Considering the subject with the children, the teacher helps to identify and name it

size, color.

5. Types of didactic games.

Carrying out work on the formation and activation of the dictionary, teachers

DOEs effectively use didactic games: "Wonderful bag",

"Who will see and name more?", "Paints", "What has changed" and others. For

didactic games of different types are used to form the dictionary:

games with objects (toys, natural materials, etc.), board

print games and word games. It should be noted that all these games can be

use successfully to activate the vocabulary of preschoolers. Games with

objects are most accessible to children, since they are based on

direct perception, correspond to the child's desire

act with things and thus get to know them, in addition,

the child with desire names the objects he sees. Large group of games and

exercises with didactic toys and materials (nesting dolls,

turrets, fungi, geometric shapes, etc.) is characterized by

the fact that the teaching and play beginning is inherent in the toys themselves and

materials, in their special design. Games of this type have their own

didactic tasks (distinguish between size, shape, etc.) and the purpose of the game for

child (collect a whole toy, complete a task), various

actions (collect, fold, string) and certain rules

(for example, string rings in ascending order, lay out

form). Games with didactic toys and materials are intended

more for small children. They do not require mandatory interaction

with another child, suggest recurrence characteristic of toddlers

action. Their value lies not only in the fact that children specifically learn

highlighted, deliberately emphasized in a toy, material properties - color,

shape, size, etc. Thanks to the inherent in educational toys and

materials on the principle of self-control, they allow you to organize more or

shorter independent activities of young children,

develop the ability to occupy oneself, play alongside others, without interfering with them, and

means helping to organize the life of the group. In junior preschool

age, many games with toys are accompanied by movements that

corresponds to the peculiarities of the child's perception and thinking. Tabletop

printed games, as well as games with objects, are based on the principle

clarity, but in these games children are given not the object itself, but its image.

pictures introduce children to individual objects (dishes, furniture), with

animals, birds, vegetables, fruits, their qualities and properties.

Others clarify ideas about seasonal phenomena of nature (lotto

"The Seasons"), about various professions (the game "Who needs what?").

Object games use toys and real objects. Playing with

them, children learn to compare and name, establish similarities and differences

items. The value of these games is that with their help children get to know

properties of objects and their signs: color, size, shape,

quality. The games solve problems for comparison, classification,

establishing a sequence in solving problems. Didactic games -

an indispensable tool in the formation of the vocabulary of children of primary preschool

age. In didactic games, learning is playful in nature. Relying on

to the involuntary attention of children, adults should activate them

cognitive activity, arouse interest in surrounding objects,

improve their experience, develop skills and abilities. Didactic

games along with active, musical ones are created by adults as games with

rules and offered to children ready-made. Only after the children

master their content, rules, they start to play them

yourself. Didactic games include educational

games with rules, games and exercises with didactic toys and

materials, word games-lessons. Games with rules have great

organizing value for the child and the children's collective. The rules in these

games offer children certain norms

actions (mental and physical) determine what to do,

say and what not, how to act for everyone and everyone who plays. Important,

what exactly in independent didactic games children get used to

obey the requirements and rules without direct participation and prompts

an adult. A didactic game with rules - the main and most

a characteristic type of play activity of children - has a certain

structure, which includes didactic (development of sensory processes,

speeches, etc.), a game problem (guess, win a competition, etc.) and

game actions (hide and find, portray someone, etc.), rules

games (take turns, do not repeat what was said, start on signal

etc.). Game task and game actions add entertaining

start, allow the child to learn, play, unintentionally receive

knowledge in an interesting activity for him. These games include

first of all, many board games, verbal and verbal-mobile.

An even more important place is occupied by verbal didactic games (games

riddles for identifying characteristic features of objects, comparison,

generalization, etc.), board-printed games for the classification of objects,

games-competitions in speed and accuracy of orientation. It is valuable that these

games bring together not only direct participants, but also

"Fans" who closely observe the game and express

active attitude to the successes or failures of their comrades. As

children mastering new knowledge about the subject environment tasks in games

get more complicated: the guys practice defining the subject for some

one quality, unite objects on this basis (color, shape,

quality, purpose, etc.), which is very important for the development of the abstract,

logical thinking, enrichment of the child's vocabulary. Younger children

groups give items that differ sharply from each other in properties, so

how babies still cannot find subtle differences between

objects. When comparing objects, children name the same parts,

signs and distinctive features. Preschooler vocabulary on fourth

the year of life is still replenished with the names of objects with which

children collide and act in everyday life. Children find it difficult or tolerant

mistakes when naming many household items (dishes, furniture, clothes,

toys, vehicles, etc.) Therefore, it is essential to

at this age stage acquaint children with the peculiarities

subjects and vocabulary work in the process of deepening knowledge about subjects.

Preschoolers are introduced to the names of objects, their purpose,

structural features. By examining the subject with the children, the teacher helps

define and name its size, color. Didactic games should

develop curiosity, the ability to independently solve mental

tasks, to contribute to the creation of persistent gaming teams,

united by common interests, mutual sympathy, comradely

relationships. 6. Interaction of a teacher with children in didactic

games - creating a positive attitude. Didactic games and activities

will give a good result only if the educators clearly understand

what tasks can be solved in the process of their implementation and in what

features of the organization of these classes at the stage of primary preschool

age. Didactic games and activities are very important for the mental

raising young children. During classes, the child develops

important qualities necessary for successful mental development.

Developing concentration and imitation is essential

a condition for the assimilation of information and skills by children. This is one of the important tasks

which must be solved during classes, especially since not all children in

they equally master these qualities. Calling imitation of their

actions and words, the teacher teaches children to look closely,

listen attentively, understand and, to the best of their ability, do what is of them

required. Attracting the attention of children, arousing their interest, the educator

lays the first beginning in the development of such an important quality as

curiosity. Getting food for his mind, a little child willingly

participates in classes, waits for them, enjoys them. In the classroom, a child accustomed

listen to an adult, look at what is shown to him, possesses

certain knowledge. He learns a lot about different subjects: about their

purpose, appearance, properties, such as shape, color, size,

weight, quality of the material, learn to compare them, interest in the analysis will appear

and generalization. His perception and sensations develop and improve.

By showing, telling the children, the teacher reveals the world to them

available for their understanding of the phenomena of nature and labor of elders, introduces

means of transportation. A child cannot understand all these phenomena without

the explanatory word of an adult. Therefore, in the classroom, the task is set -

teach children to listen and understand the speech addressed to them and themselves

use speech. Children are especially good at learning information about

objects and phenomena around them, when they have the opportunity not

only contemplate, but also actively act and participate in the experience

research activities. Children will gradually learn to use

models, diagrams, monograms, build from building material

ladders, slides, houses, types of transport. In the course of any activity,

children are developed: purposefulness, healthy, intelligent activity

and some self-regulation of actions. Didactic games and activities have

a certain value in the moral education of children. They gradually

the ability to act in the environment of peers is developed, which is first given

not easy. First, the child learns to do something near other children,

without disturbing them, without taking away their toys and without being distracted. Then he

attracts to joint activities with other children: together

examine toys, pictures, animals, respond together, notice,

to learn, to act. Interest arises in the actions of another child,

the joy of shared experiences. During classes, it gradually forms

some restraint, orderliness, purposefulness of behavior,

the achievement of the result causes a feeling of joy. Children develop

skills of careful use of a toy, picture and careful

relationship to everything that surrounds him. Attitudes towards

surroundings, feelings, interest in actions and assignments, desire

participate in common activities, achieve a positive result.

during didactic games and classes, tasks should not be forgotten

moral education. Occupation matters for aesthetic

raising young children. Selection and design of didactic

material, toys, pictures should serve the purpose of educating good

taste, love of beauty. The content of some activities is straightforward

aimed at fulfilling the tasks of artistic education: listening

fairy tales, nursery rhymes, poems, music, etc. Therefore, it is very important that

the musical and literary material was artistic. When

conducting didactic games and classes, the teacher must remember that

children should not be overworked, it is always necessary to follow the correct posture

the child, for his condition, perception of the proposed material. Highly

it is important to remember that didactic games and activities should create in children

good mood, cause joy: the child is happy with what he has learned

something new, rejoices at his achievement, result, ability to pronounce

words, phrases, sentences, is happy with the first joint with other children

actions and experiences. This joy is the key to successful

development of children at the stage of primary preschool age and has a large

value for further education. Some activation games

dictionary "Let's look for words in the kitchen" What words can you take out of borscht?

Vinaigrette? A kitchen cabinet? Plates? And so on. "I treat you."

Let's remember

tasty words and treat each other. The child calls the word "tasty" and

"Puts" in your palm, then you to him, and so on until everything is

"Eat". You can play "sweet", "sour", "salty", "bitter"

the words. You can play with the aim of developing the grammatical structure of speech.

Let's make the juice.

“And apples, juice ... (apple); from pears ... (pear); of

drain ... (plum); cherry .. (cherry); from carrots, lemon, orange and

etc. Did you manage? And now the other way around: what is orange juice from? Etc." One

garden). "I noticed".

Let's check which one of us is the most attentive. We will

to name the objects we pass by; and we will definitely indicate -

what they are. Here's the mailbox - it's blue. I noticed a cat - it's fluffy.

A child and an adult can name the objects they see in turn.

"Magic glasses".

Imagine that we have magic glasses. When their

you put it on, then everything becomes red (green, blue, etc.). Look

around in magic glasses, what color everything became, say: red boots,

red ball, red house, red nose, red fence, etc. "Tell

word ".

You start a phrase and the child finishes it. For example:

the crow croaks, and the sparrow ... (chirps). The owl flies, and the hare ... (runs,

jumping). A cow has a calf, and a horse has ... (foal), etc. "Lotto"

children cards with the image of several subject pictures. Have

teacher a second set of cut pictures. The child must learn on his

the card named by the teacher and close it. "Wonderful

pouch "

The child, closing his eyes, takes an object out of the bag and calls

his. "Guess and name"

Children are invited to guess the word by his

lexical meaning. The winner is the one who names the most correct ones

answers. For example: A place where a medicine is prepared and sold.

(Pharmacy) Parking and car repair room. (Garage) "Explain

Children themselves are invited to explain the meaning of the word.

For example, a Button: This is an object used to attach paper to a board.

"Choose the correct answer"

A joke game in which children are invited

choose the correct answer from several suggested by the teacher.

For example: A shovel is a slender, beautiful tree, a product that can

eat, a tool that you can dig. . "Name the parts" by pictures

or by presentation.

The teacher shows a picture or names a word and

asks to name its parts For example: What does a cat have? (Body, head, paws,

claws, tail, nose, ears, eyes, mustache, hair). "Guess what it is?"

it is proposed to recognize the subject by the names of its parts. For example: Body,

cab, wheels, steering wheel, headlights, doors (truck). Deck, cabin, anchor, stern,

nose (ship). "What the artist forgot to draw"

The pictures show

items with missing parts. Children are invited to name what they forgot

draw artist. The chair has no leg. The rooster has no comb.

"Model Agency"

We offer children to "show" their clothes,

tell, from what fabric it is sewn, call details of clothes. Dress from

chintz. It has sleeves, pockets, collar, buttons, bodice and skirt. "Who

Teach children to select as many object names as possible for

the name of the action, or pick up

pictures, the names of which can be used with this word.

For example: Runs: who? (girl, dog); what? (river, milk). Who is meowing?

Who is lapping? Blowing what? "Who lives where"

On the topic “Wild and domestic

animals »On the picture material, children are invited to settle animals

to their houses and name their home. Nora - for the fox and the mouse; den - for

bear. "What grows where"

Children are invited to distribute pictures with

depicting plants in their place of growth. cucumber - in the garden; the Rose

In the flowerbed; apple tree - in the garden; cornflower - in the field. "Who has who?" by topic

"Animals" and "Birds" -

using visual material. Children

help mothers find lost cubs. The squirrel has a squirrel,

foxes - a fox, a rook - rooks. Or they help the whole family get together: foxes,

fox, fox. "Find your mom" Children are divided into two groups, put on

animal masks. Everyone walks around the room. On command, the cubs must

find your "mom" and pair up. "Who loves what"

On the picture

material, children are encouraged to "feed" animals and birds. Hare -

carrots, grass, cabbage. "How to name the one who ..."

Teach children to understand and

correctly use the names of professions in independent speech. Who

working on a crane? Who fixes the watch? Who is flying the plane? "Find out

subject by description "

Children by show or pictures

guess what subject the teacher is talking about. Green, striped,

round, tasty, red, juicy. (Watermelon) "Seasons".

To the storyline

in the picture, children select object pictures. What happens in winter?

(snowflake, snowdrift, ice skating rink, snow slide, snowman, sled, feeder)

"Building a house"

Children on the flannelgraph "build" a house from cut pictures,

parts of the house are called: foundation, walls, roof, windows, doors, porch,

balcony. Photo Album "on the topic" Family ".

Learn to distinguish between different people

age in the pictures. Summarize different images of people by age

or gender. Be able to recreate using a set of pictures

sequence of human developmental age.

Municipal budgetary preschool educational institution

Kindergarten number 103 "Zhuravushka"

Seminar - workshop

for educators

on the topic:

“Development of active and

passive dictionary.

Activating imitations

(junior gr.). "

Teacher speech therapist:

A.A. Menshchikova

Methods of accumulating the content of children's speech of children:

The first group includes methods:

Direct acquaintance with others and enrichment of the vocabulary:

examination and examination of objects, observation, examination of the children's room

garden, targeted walks and excursions;

Indirect acquaintance with others and enrichment of the vocabulary:

Examination of paintings with unfamiliar content, reading of artistic

works, showing films and videos, watching TV programs.

3. Methods aimed at consolidating and activating the vocabulary of children:

Examining toys,

Viewing pictures with familiar content,

Didactic games and exercises.

4. The main tasks of the development of speech in preschool children are the education of sound

culture of speech, vocabulary work, the formation of the grammatical structure of speech, its

connections when constructing a detailed statement are solved at each

age stage. However, from age to age, there is a gradual complication

each task, teaching methods change.

5. A feature of vocabulary work is that it is inextricably linked with

enrichment of knowledge and ideas of preschoolers about the objects around them and

everyday life, everyday life, nature.

Methodological techniques are divided into three main groups:

Verbal, visual and play. Verbal techniques are widely used. To them

include speech pattern, re-pronunciation, explanation, directions, question.

1. Speech pattern - correct, pre-thought out speech activity

a teacher designed to be emulated by children. The sample must be available and

2. Repeated speaking - deliberate repeated repetition of the same

the same speech element (sound, word, phrase) for the purpose of memorizing it.

3. Explanation - the disclosure of the essence of certain phenomena or modes of action.

It is widely used to reveal the meanings of words, to explain rules and actions

in didactic games, as well as in the process of observation and examination of objects.

4. Directions - explaining to children the way of action to achieve a certain

result.

5. Question - a verbal appeal requiring an answer. Questions are divided into

main and auxiliary. The main ones can be ascertaining - "Who? What?

Which one? Which one? Where? Where? "And search engines requiring the establishment of connections and

relations between phenomena - "Why? Why? How are they similar?" subsidiary

questions are leading and auxiliary. Questions are used in all

methods of speech development.

7. Visual techniques - showing illustrative material, paintings, objects, showing

sample, modes of action.

8. Game techniques can be verbal and visual. They excite the child

interest in activities, enrich motives of speech, create a positive

emotional background of the learning process and thereby increase speech activity

children and the effectiveness of classes.

Thus, in vocabulary work, a set of different methods is used and

techniques depending on the degree of mastery of the word by children. Most effective

method of vocabulary work with young children - didactic games.

For example, in the game "Name three objects" you have to remember and name animals,

vehicles, vegetables and fruits, furniture, dishes.

Many didactic games do not have a plot and are only about solving

a specific task. But even in these games, the content is drawn from the ideas of the children.

about the environment and is associated with the tasks of speech development. Sometimes in plotless games

an image is introduced, for example, riddles, Petrushka or other fabulous

the character.

When the play task is not set for the children by the teacher, but for example: a doll,

the mental and vocabulary activity of babies increases. For example, visiting children

may come Andryusha - a doll with the face of an attractive, lively boy. His

the appearance always brings joy, the expectation of something new and interesting. Andryusha

conducts games, maybe previously known to children, for example, "What has changed?", but

these games take on new meaning, surprise, make you work

imagination.

In a playful entertaining form, the vocabulary is activated and enriched

preschooler.

Examining the subject with children, the teacher helps to determine and name its size,

colour. Carrying out work on the formation and activation of the dictionary, preschool teachers

didactic games are effectively used: "Wonderful bag", "Who will see and name

more? "," Continue the phrase "(" Tell me a word ")," What has changed "and others.

Games with objects (toys, natural materials, etc.), desktop printed

games and word games - all of these games can be successfully used to activate

dictionary of preschoolers.

In early preschool age, many toys are accompanied by

movements that correspond to the characteristics of the child's perception and thinking.

Children of the younger group are given objects that differ sharply from each other in properties,

since babies cannot yet find subtle differences between objects.

Comparing objects, children name the same parts, signs and distinctive

features. For example, a didactic game: "What's superfluous?"

Taking into account the individual characteristics of children, I organize development centers in the group

speech: theatrical corner, the center of games - dramatizations, the center of didactic and

speech games. I use problem situations to motivate children to work,

including fairy-tale characters, surprise moments. Questions of the problematic moment,

to establish links in natural and social phenomena, schemes - models,

didactic and printed games - all this allows expanding and activating

vocabulary of children, to achieve its use in active speech.

The enrichment and activation of the vocabulary of children 3-4 years old occurs during a walk and

tours. While observing animals, birds, plants, insects and

people are children. Children get acquainted with the concept of living - inanimate nature.

Vocabulary work with children involves mastering words denoting species and

generic generalizations. At preschool age, it is advisable to form such

generic concepts such as furniture, dishes, clothing, transport, vegetables, fruits, and especially

the ability to independently find essential signs becomes significant,

generalize and express the result of generalization in speech.

THANKS FOR ATTENTION!!!

One of the essential indicators of the harmonious development of a child is his vocabulary - the volume of words that he uses in the process of communication and learning.

Experts have calculated that at the age of one and a half years, the vocabulary of young children can be no more than 50 words, and by the age of five, kids are already free to operate 2,000-2,500 words. However, not only a quantitative indicator (how many words the child uses) is important, but also a qualitative one - how much he understands the meanings of the words he uses, whether he uses the necessary word forms correctly.

That is why the development of the vocabulary of preschool children is a very important direction in preschool education and upbringing.

Features of the development of vocabulary of preschoolers

At the initial stage, the child's lexicon is replenished mainly due to the words that he often hears in the process of everyday communication with relatives.

At the age of one to three years, the baby learns the following categories of words:

names of toys, names of family members; words denoting the elements of everyday life that surrounds the child (dishes and bedding, furniture, food);
words that demonstrate knowledge of the surrounding nature: the names of weather phenomena and seasons, the names of the most common and easy-to-pronounce plants and animals;

During this period, the ability of children to operate with emotional-evaluative vocabulary (words denoting emotional states, qualitative characteristics of objects) is still extremely low.

At the age of 4-5 years, there is a significant leap not only in the quantitative content of the vocabulary (1500-2000) words, but also in its qualitative content. The child begins to actively use the following thematic groups:

words denoting experiences and feelings: cheerful, sad, joyful;
to evaluate objects and phenomena according to their qualitative characteristics: high, hot, heavy;
try your hand at word formation, using diminutive forms of words: mommy, darling. To form word forms of single-root words, for example, forms denoting baby animals: cat - cat - kitten, duck - duck, goose - gosling, etc .;

At the age of 5-6 years, the quantitative vocabulary of a preschooler can already be about 3000-4000 thousand words, while there is also another leap in its qualitative content. The preschooler begins to use the following group of concepts:

vocabulary denoting time intervals: hours, days of the week, minutes, months. Words describing the category of space: top - bottom, right - left;
simple and complex numbers (one, five, twelve, twenty);
words denoting the categories of social science: people of the country, Motherland, labor, national army, state;

Observing the development of the vocabulary of preschoolers, experts have identified the essential points to which you need to pay attention.

Features of replenishing the vocabulary of children with various types of parts of speech

The fastest and most eagerly children begin to use nouns and verbs, which allows them to easily designate objects and actions that are performed with these objects. But such an important part of speech as the adjective is used reluctantly by preschoolers. Meanwhile, the active use of adjectives allows you to make speech beautiful and rich, makes it possible to compose common sentences and full-fledged speech structures. Therefore, it is necessary that parents pay more attention to the description of the signs of objects and phenomena, their qualitative characteristics.

Active and passive vocabulary

It often happens that children know a word, but do not use it in their speech. This is due to the fact that they do not quite clearly understand the meanings of these words and the scope of their use. Therefore, it is important to track the presence of "dead" words in the preschooler's vocabulary and "translate" them from a passive vocabulary into an active one.

This requires:

Explain the meaning of the "dead" word, pronounce it clearly several times. Thus, you activate not only the auditory mechanism of information perception, but also the musculoskeletal one, that is, the pronunciation of the word will be fixed in the memory of the speech apparatus of the person pronouncing it.
Use the word more often in the right situation. It is also advisable to select the lines of literary works in which this word is used and its meaning is easy to understand from the context.

You can use antonymic meanings to interpret the meaning of a new word. Some children find it easier to remember information starting from the opposite, that is, from the opposite meaning of the word.

We develop the vocabulary of a preschooler

Reading with a child

When reading aloud to a preschooler, be sure to pay attention to the following points:

Pronounce the words clearly and clearly, observing the correct placement of stress and articulation.
Be sure to explain the meanings of unfamiliar words found in the text, pay attention to their pronunciation, if necessary, repeat the new words the next day, asking the child to explain their meanings.

Reading books will ensure the full development of the vocabulary of preschool children, and it is very important that children love reading books.

You will not only provide a high-quality source of replenishment of his vocabulary, but also contribute to the development of literate writing skills.

This will be due to the work of visual memory - often children who read a lot write competently, without bothering themselves with knowledge of spelling. They simply "photograph" the correct spelling of a word, and leave its correct version in the visual memory.

Games and activities to expand vocabulary

"Conductor" - while walking, close your eyes, and ask the baby to be your "guide", describing as accurately as possible to you what he sees around him. You can complicate the task by asking your child not to use the same words if possible.

Ball games allow not only to expand the vocabulary of children, but also to develop logical thinking, generalizing knowledge in the field of words of various lexical groups.

"We call the animals" - the leader in turn throws the ball to the children. The child's task is to catch the ball, answer by naming an animal. Those children who could not name the animal when it was their turn came out of the game. The winner will be the player who holds out the longest by naming the most animals.

The same version of the game can be used to consolidate the knowledge of words from other generalizing categories: "transport", "fruits", "vegetables", "plants", etc.

"Where does who live?" - the presenter, throwing a ball to children, asks questions:

Who lives in the hole? - / mole, mouse, fox, hedgehog /.

Who lives in the river? - / frog, fish, otter /.

Who lives in the sea? - / whale, octopus, dolphin, jellyfish /.

This game will expand not only the vocabulary of children, but also strengthen their knowledge of the world around them.

"Big small"

We train the skill of forming word forms with diminutive meaning. Explain to the child, using an example, how the following words are obtained: chair-chair, fork-fork, key-key, apple-apple. Throwing a ball to the baby, name the word from which he should form a diminutive form. At first, give him enough time to complete this task, do not rush.

There are a lot of tasks that allow you to effectively replenish and develop the vocabulary of preschoolers, choose from them those that will bring pleasure to young students. For example, it is better for mobile children to offer tasks with a ball, phlegmatic and observant - tasks of a descriptive nature, involving the analysis of phenomena, objects and situations.

The timely development of the vocabulary of preschool children will allow them to easily master the skills of correct coherent speech, and will also contribute in the future to the harmonious development of their intellect and logical thinking.

Teacher, specialist of the children's development center
Druzhinina Elena

Speech therapy lessons to replenish the child's vocabulary:

3.2 Developing a passive vocabulary

Speech therapy work begins with establishing contact with the child. After learning from the parents what toys the child loves most, the speech therapist brings them to class. During the game, the speech therapist talks to the child, trying to emotionally color the spoken words, using for this purpose the intonation-melodic means of oral speech.

Gradually, the speech therapist begins to work on the development of the child's memory and attention. In this work, a playful moment is also used: a picture is shown, then this picture is hidden among other pictures, and the speech therapist, together with the child, looks for it. The search process itself is accompanied by a speech therapist's speech, in which the desired object, the desired picture, is repeatedly named. In the process of such a game, the child gets used to the speech therapist's voice, begins to react to it. In the future, the game becomes more complicated: the child must already remember several pictures, placed in a certain sequence, and after the speech therapist mixes them, restore this sequence.

At the next stage, you can find the same objects and objects that differ in any one detail. All games must be carried out with the support of the visual analyzer. During the lesson, the speech therapist should identify the possibilities of visual perception in the child, since further work on the development of auditory attention requires constant reliance on the visual analyzer.

{!LANG-286906c061293931065cac46d74a366d!}

{!LANG-b8a3741a3acb57d59e1d27414e34bb71!}

{!LANG-7e39f88be85484f0cba689cf6a5f6d5a!}

{!LANG-808508ac57b020628d8c1cf838dcb6c7!}

{!LANG-7c207345d1a185437c96bf22b3252d81!}

{!LANG-c08f5336f22936dac6c34c7f95c65f31!}

{!LANG-d42fc62a3e202441c05600a254e65ed6!}

{!LANG-99e35c684e2da2706eaabc7a015efb50!}

{!LANG-b681a2669a37fbd522442a37506ae1cf!}

{!LANG-cdb5192fc326072d0f3c40c6f9ca30a4!}

3.3 Developing an active vocabulary

{!LANG-2cd0e3ef5ab7e3f7960f852d160aa5a1!}

{!LANG-1183ddae41ba0508bc7fed045c1030f3!}

{!LANG-c7272d76da342d00cafa206b82b3ecc0!}

{!LANG-240feabda00258c3b2dd78b1a650d963!}

{!LANG-b0e231aeb43614938932eed541656796!}

{!LANG-c11bcdbf2afd6c2adab4a5237e13ea39!}

{!LANG-9882abb170b452112fbd7b8b796a62bf!}

{!LANG-8b725cfb07cc0f3436a8b0da2ddaff7b!}

{!LANG-a5fcf2fb3e87bd7c1cda46e4cf1df711!}

{!LANG-bf1ede3e772e10c120e4b7a00eb51693!}

{!LANG-51821fb383dde49af3ff492bb8a76885!}

{!LANG-5889938e9b992acdca2a41eaa8189991!}

{!LANG-1f4a83aa0c623cfdf0ad4ca367342c47!}

{!LANG-3ea5841f6a7134b8311fb93e3c5d3f67!}

{!LANG-3c0856e5cf048b563ad0b3c390e8e317!}

{!LANG-e9b749ea7bf10281b658e4e3c9b4e215!}

{!LANG-261ceee6d12036e83df85a0516e7105a!}

{!LANG-3025f91ff979c79fed764535883a435a!}

{!LANG-83a2881550ff67b44932e8167c95c2ba!}

{!LANG-da24b4c9fe4e706d67eb219a0805e49f!}

1.1 Development of passive vocabulary

Features of the development of vocabulary of preschoolers

Features of replenishing the vocabulary of children with various types of parts of speech

Active and passive vocabulary

We develop the vocabulary of a preschooler

Reading with a child

Games and activities to expand vocabulary

{!LANG-1ecf9b96a8e3ea7280776f11ade96817!}

{!LANG-386c91a1c4b983c6b43b7811fe242181!}

{!LANG-53572ec914ecc9e9a9d7d0f8968bc8cd!}