Klimenko Anastasia Viktorovna
3rd year student of the faculty of preschool, primary and special education
Belgorod State National Research University,
Belgorod
Scientific supervisor
Alexander V. Markov
senior lecturer
Foreign languages department
NRU BSU
PECULIARITIES OF THE DEVELOPMENT OF A RELATED STATEMENT IN PRESCHOOL CHILDREN WITH GENERAL SPEECH UNDEVELOPMENT
Annotation.This article discusses the issue of the features of violations of coherent utterance in preschoolers with general underdevelopment of speech. For this, an analysis of the diagnostic methods of different authors was made, contradictions in their structure were identified, and an own system of diagnostic tasks was developed. The work includes a description of the organization, conduct and results of a practical study of the state of coherent speech in older preschoolers with general underdevelopment of speech.
Keywords:coherent speech of preschoolers, features of coherent speech disorders, general speech underdevelopment (OHP). Section: (01) Pedagogy; history of pedagogy and education; theory and methodology of training and education (by subject areas).
Currently, in the psychological and pedagogical literature, theoretical approaches have been identified for correcting violations of a coherent statement, which characterize the integral development of the child and are an important indicator of his readiness to assimilate the school curriculum. According to the reviewed data, we can say that in recent years the number of children with speech disorders has increased significantly. Inadequate speech development negatively affects the development of the child, namely, memory, attention, imagination, cognitive activity, perception [1]. In such children, there is a lag in the formation of speech components, namely lexical, phonemic, grammatical knowledge, the pronunciation and semantic side of speech is not sufficiently formed, which leads to difficulty in reproducing a correctly constructed coherent statement.
Speech therapy work with children with general underdevelopment of speech to correct violations of coherent utterance becomes the main goal of the entire correctional process, requiring painstaking and lengthy work of a speech therapist, parents, educators and the child himself, necessitating the early diagnosis of these disorders and the development of new, effective approaches to their correction [3; 4; 5; 6].
L. S. Vygotsky distinguishes three functions of communication with the outside world in speech: communicative, regulatory, cognitive. Communicative function - develops before anyone else. In this connection, the author shares the formation and development of speech according to the age characteristics of the child.
T. B. Filicheva considered coherent speech in children with general speech underdevelopment of the fourth level. The author notes that children make mistakes when compiling a story on a given topic, picture, series of pictures, there is no consistency in the sequence of statements, packing on less important details, omissions of the main details of the story, repetition of episodes, difficulties arise when planning statements.
Thus, after analyzing the scientific and specialized literature, a number of reasons can be identified that determine violations of coherent utterance in children aged 5–7 years with ONR:
violations of coherent speech occur in a conversation, when compiling a story from pictures, a series of pictures. Namely, there is a “stuck” on less important events, and the main events are skipped, episodes are repeated;
there are difficulties in choosing certain language means and planning a sequence of statements;
the child's speech is dominated by simple sentences.
The methods are similar to each other and have a common structure, which includes:
retelling of the text (familiar and unfamiliar fairy tales);
compiling a story based on a series of plot pictures in a pre-arranged sequence;
compiling a story on the material of a plot picture;
writing a story based on personal experience.
A unified methodology has not been adopted for studying the state of a coherent utterance in children with general underdevelopment of speech. To do this, it is necessary to conduct a study of all speech components in preschool children: sound pronunciation, lexical and phonemic processes, the grammatical structure of speech and coherent speech.
In general, children 5–7 years old with OHP have difficulties in the ability to compose a retelling of a series of pictures with a preliminary arrangement of them in the sequence of the plot.
Reasons for the lack of formation of coherent speech [9] in children aged 5–7 years:
1) operations that provide the semantic organization of text messages - the transfer of the semantic program of a given text, the establishment of the temporal sequence of events depicted in the pictures, the discovery and development of the topic of the message, the result is a violation of the semantic integrity of speech statements;
2) operations that ensure its lexical and syntactic design (violation of the lexical and syntactic design of sentences, choice of words, choice of means of interphrasal communication, the result is a violation of the coherence of a speech message). The analysis of approaches and methods for overcoming violations of coherent utterance in preschool children with OHP was carried out.
Main areas of work [10]:
formation and consolidation of lexical and grammatical categories;
formation of the main actions for recognizing a coherent message;
formation of the ability to analyze the story;
have the ability to highlight the main thing and compose a message according to a plan;
teaching the skill of correct lexical and grammatical formulation of statements;
the formation of the kinesthetic and kinetic basis of speech activity in preschool children with OHP;
formation of the acoustic-gnostic basis of their speech activity;
development of coherent speech as a means of communication (inclusion of contextual speech in other activities).
Various sources offer a wide variety of methods and techniques of corrective and speech therapy work to overcome violations of coherent utterance in preschool children [10]:
conversation, stories on a series of paintings, on presentation of paintings, retellings;
presentation of the plot on sequential questions compiled by a speech therapist;
imitation of ready-made shows;
interview according to the planned structure for the story;
questions requiring comparison;
provocative questions;comparison of the speech of an adult and a child;
reliance on visually perceived objects;
displaying a picture-episode related to the voiced section;
selection of pictures for individual plots: selection of naming sections, establishing the sequence of their location;
a variety of exercises to consolidate the skills of compiling various types of sentences (through a demonstration: various actions, on questions, on a plot, on key words);
speech by children of preschool age of a series of actions performed;
exercises with problem situations (tasks for comparing the story and words from it;
two riddles in which the content of the story is different about the same;
games for retelling the text based on a series of plot pictures and without support;
to select the missing fragment of the game;
games for inventing a small plot with its subsequent narration.
In this study, the control group was formed and examined in order to see the difference in the identified violations of coherent utterance between the children of the experimental and control groups, and to further describe the speech therapy work to correct violations in children aged 5-7 years with ONR. The examination of children was carried out individually with each child; in their free time during two weeks of practical research, the state of the associated utterance was monitored.
The whole process of corrective influence in the process of speech therapy work with preschool children with OHP has a clear communicative focus. The plot-role-playing game is a form of copying by a child of 5-7 years of social relations of adults.
An analysis of the research of teachers and psychologists revealed the main elements of a role-playing game - an imaginary situation, plot and role. When planning a plot-role-playing game, a game task is singled out and the problem underlying the plot is outlined. If the plot is chosen successfully, and the roles are distributed correctly, then the game begins to "play itself", you can only plan its tactics, either with the child's personal participation in the action, or with his observation. The picture of the state of plot play in children with general speech underdevelopment of level III basically corresponds to the first level of play development and characterizes the level of elementary play behavior. However, the higher the level of development of game activity, the higher the level of formation of phrasal speech in the game in preschool children. The use of role-playing games in correctional and speech therapy work contributes to filling in the gaps in the development of coherent speech. Games on the representation of small pantomimes develop in children the transition from subject-figurative language to inner speech.
In the process of conducting various games, a child of 5-7 years old accumulates the necessary dictionary of words, gradually masters the ways of expressing the content of the story in words and, as a result, acquires the ability and ability to express his thoughts most accurately and fully. The formation of a connected statement in the game is aimed at developing the skills and ability to express thoughts in a coordinated way in simple and complex words and sentences, to correctly build statements in the form, number, case. Game actions make it possible to activate and expand the existing vocabulary, grammatically correct speech, stimulate the most reliable reproduction of the text, to compose your own phrases [11].
The analysis of the obtained data showed that underdevelopment of speech is a complex speech disorder in which children with normal hearing and intelligence have a late development of speech, a poor vocabulary, defects in pronunciation and word formation.
List of sources used
1. Klimova T. V., Markova E. V. Formation of a healthy lifestyle in senior preschool children with disabilities. - Krasnoyarsk: Scientific and Innovation Center, 2012. - 240 p.
2. Kovrigina L.V. Principles and methods of early diagnosis of speech disorders //Advances in modern natural sciences. - 2005. - No. 3. - P. 89–90.
3. Zdor E. V., Markova E. V. The pronunciation side of speech as an object of psychological, pedagogical, psycholinguistic research // Priority collection of scientific papers based on the results of the international scientific and practical conference, 2016. - P. 12-–14.
4. Zdor EV, Markova EV Innovation aproach in logopedic work on overcoming disorders of the articulatory parties of speech in 5-6 years old childrens with errased disarthria // Science today: from theory to practice. Proceedings of the 7th International Academic Conference, 2016. - P. 74–75.
5. Chetverikova T. Yu. Formation of storytelling skills in older preschoolers with general underdevelopment of speech // Modern trends in science, technology, education: Sat. scientific tr. according to the materials of the international scientific-practical. Conf.: at 3 o'clock - Omsk, 2016. - S. 110–111.
6. Kovrigina L. V. Features of the formation of the semantic side of speech in children of senior preschool age with general underdevelopment of speech // Scientific and methodological electronic journal "Concept". - 2016. - No. S8. – P. 52–58.
7. Kovrigina L. V., Krupina A. A. Problems of diagnosing disorders of coherent speech in children with general underdevelopment of speech at the present stage of development of speech therapy // Scientific and methodological electronic journal "Concept". - 2016. - No. 6 (June).
8. Bykova V. P., Baklanova O. N. Correctional and logopedic work on the development of connected speech in children of senior preschool age with general underdevelopment of speech. scientific-practical conf. / ed. G. S. Chesnokova; NGPU. - Novosibirsk, 2014. - S. 152–155.
9. Borodich AM Methodology for the development of speech in preschool children. – M.: Enlightenment, 1981. – 256 p.
10. Vorobieva VK Methodology for the development of coherent speech in children with systemic underdevelopment of speech. - M.: ACT: Astrel: Transitbook, 2006. - 158 p.
11. Konovalenko VV, Konovalenko SV Formation of coherent speech and development of logical thinking in children of senior preschool age with ONR. Some methods and techniques: method, manual. - M.: Publishing house GNOM and D, 2010. - 48 p.
