Communication is certainly included in the list of the most important factors affecting the human mental development. Thanks to contacts with adults, children begin to learn the experience gained by previous generations. But at the same time, full knowledge of the mother tongue is also a means of cognition. It can be considered one of the most important acquisitions of children who have reached school age.
Enrichment of the vocabulary and the development of the child's speech are the most important component of the formation of personality. With its help, younger students learn the values of national culture, as well as get acquainted with the aesthetic and moral standards of society. That is why primary school teachers pay great attention to the development of the speech of their students.
Relevance of the problem
Each teacher understands that the development of speech of a younger student is the key to the successful development of all subjects, not only in the elementary grades, but also in the future, when moving from one stage of education to another. In addition, this indicator, as a rule, determines the level of culture, intelligence and thinking of a person. However, in the modern world it is not enough to know the grammar rules that are in the native language.
Man is important in the ability to freely express their thoughts and own a culture of speech. This caused the need for work on the development of speech of younger students. Its main task is to strengthen the position of the creative direction and the development of children's ability to communicate.
The main periods of development
Speech is a specific type of activity of people. It is an implementation of thinking, which is based on the use of language. Among the main functions of speech, message and communication, emotional self-expression, and also the effect on other people are distinguished. A rich vocabulary and ability to speak are some of the ways to know reality.
That is why a sufficient level of development of speech of a primary school student is a means for a child to successfully learn.
The ability to communicate in a person goes through several stages of improvement:
- Infant age. This is a period lasting up to a year of life, during which the child develops babbling and "humming".
- Early age. It lasts from 1 year to 3 years. During this period, a small person masters the sound and syllabic composition of words, as well as their simplest connections in the sentence. The speech of children at this age is situational and dialogical.
- Preschool period (up to 6 years). In this time period, the formation of contextual and monological speech takes place, and also one of its forms appears - internal.
- The age of a primary school student. During this period, which lasts up to 10 years, the child is aware of the forms of speech and masters its written expression. He has a concept of norm and literary language. Intensively developing at this age and monologue.
- Middle school period. At the age of 10 to 15 years, children master literary norms, as well as functional styles. They also begin to design their own pronunciation style.
- Senior school period. At the age of 17 years, children improve their speech culture. They master the scientific language. Occurs in the senior school period and the final formation of their own individual style.
Speech classification
Communication can be different. In general, speech is divided into external and internal. The first of these is the transfer of thoughts in the form of sounds or graphic signs to other people. Inner speech has an appeal to oneself. These are not spoken or written mental phrases. It is worth noting that it is inner speech that is necessary for children to learn new knowledge.
In turn, the external form of communication is divided into two groups - dialogic and monological. What is each of these two concepts?
Dialogue is a conversation between two or more people. Moreover, each of their statements depends on the situation and on the replicas of the interlocutor. During the dialogue, expanded statements are generally not applied.
A monologue is a speech addressed to oneself or to listeners. Based on the tasks facing the person and the current situation, he can use such types of information transfer as reading and writing, listening and speaking. The last two concepts refer to oral speech. Writing and reading - to writing. All these elements are quite important. So, writing and speaking are necessary to create a speech utterance. Listening and reading are important for perceiving what a person is talking about.
Characteristics of the speech of primary school children
How a person communicates largely depends on the situation in which he is located, on his experience, temperament, character, physical condition, interests and abilities. Using speech, children study subjects, communicate with each other, and also affect their peers and themselves. At the same time, the more actively the development of the speech of the younger student will take place, the greater the level of his ability to learn, as well as to master cultural values.
What are the characteristics of communication between children in primary school? With admission to school, one of the leading areas of activity of the child becomes the educational one. In this regard, among the features of the development of speech of younger schoolchildren, there is an expansion in the scope and content of communication with people around them, including teachers, who serve as the main source of knowledge for children and a role model.
The statements of a child of this age are distinguished by immediacy. Most often, it is expressed in repetitions with a predominance of concise, involuntary and reactive (dialogical) communication.
The development of coherent speech in younger students occurs during the course. During the lessons, the teacher sets the students the task of learning to speak correctly. In this case, children need to be given detailed and complete answers to his questions, not to use repetitions and coherently retell the given material. Students master a programmed, active, monological and communicative speech.
Based on data from studies conducted by psychologists, the written language of primary school students is poorer than oral. However, this difference can be eliminated quite quickly. It is enough to conduct the necessary classes for the development of speech of younger students. And then by the 3rd grade in the written speech of children one can observe a higher percentage of adjectives and nouns and a smaller volume of conjunctions and pronouns that are characteristic of oral conversation.
The development of the written language of primary schoolchildren is facilitated by their familiarity with spelling and grammar. According to psychologists, the acquisition of such knowledge leads to increased requirements for children to analyze words by their sounds. Moreover, in a child of this age, the auditory image is transformed into a visual-motor image.
Among the features of the development of speech of younger schoolchildren, gradual learning of skills that distinguish spelling and pronunciation can be distinguished. When graduating from elementary school, children already freely change the time of the story to be presented. They come up with stories on given topics, based on the proposed plan and the available grammatical constructions.
The development of speech of a younger student occurs at a time when he is learning to analyze the word. Indeed, when using prefixes or suffixes, the child masters the lexical direction of his native language. He begins to quickly select the right words to express his thoughts and accurately determine the quality of objects. Learning the rules of spelling, as well as mastering the syntax contribute to the writings and paraphrases performed by the student.
The development of oral speech in younger students is also expressed in the development of reading skills in them. In other words, children begin to quickly and correctly recognize letters and their combinations, turning the characters they see into words. Correct intonation indicates that reading is becoming meaningful. Children in primary school are already able to pay attention to the exclamation and question marks at the end of the sentence. Over time, the meaningfulness of reading can be seen in its more subtle intonational expressiveness.
In the development of speech and thinking of younger schoolchildren, psychologists note the importance of such a process as interiorization. It represents a transition from reading aloud to pronouncing the text to oneself. Internalization helps the development of children's speech, which largely affects the change in their thinking and understanding. So, when entering a school, a child has only a visually-effective and elementary-shaped perception of the world. In the future, his thinking grows to verbal-logical and concrete-conceptual. This is facilitated by the active assimilation and use of speech. It is one of the means of thinking and helps to solve a wide variety of problems. Moreover, the development of speech will be much more successful if the child learns to reason aloud, pronounce the words of thought and voice the result.
Thus, the development of speech in younger students occurs due to the impact of the educational process. At the same time, children begin to realize all those functions that are assigned to the words they pronounce. This allows the child to begin to plan, anticipate the reactions that may arise in the interlocutor, and also talk about their plans.
For the most effective work with children, the teacher needs to identify the levels of development of speech of younger students. This can be done using various techniques. Let's consider them in more detail.
Definition of concepts
When using this technique, a student is offered different sets of words.
- Sharp and bite, connect and swing, hero and fur, umbrella and newspaper, nail and bicycle.
- Dumb and beat, team up and move, friend and feathers, cloak and book, button and plane.
- Thorny and pinching, tying and running, coward and scales, boots and magazine, screw and car.
- Cutting and pushing, folding and twirling, sneak and fluff, hat and letter, paper clip and bus.
- Rough and bump, collect and stumble, enemy and skin, boots and a poster, clothespin and motorcycle.
Before starting the diagnosis of the development of speech of primary schoolchildren, the child is given specific instructions. He should consider the sets of words described above and imagine that he has met a person who does not know anything about their meaning. Explain their meaning and the student will. After that, the child should give a definition of the words that were chosen at random from the five sets. If the student correctly explained the word, then he will receive 1 point. If the description is not entirely accurate, 0.5 points. Incorrect clarification is rated at 0 points. The student has 30 seconds to complete each task.
Finding out passive vocabulary
According to this methodology for determining the level of speech development, the child is offered the same five sets of ten words described above. To obtain the necessary results, the researcher reads to the student any word from the first row and suggests that he choose from other groups what is most suitable in meaning. Moreover, each of these sets is read aloud by the teacher or psychologist. So, by the word "bicycle" the word "airplane" should be selected. After all, both that and another concept relate to vehicles.
Finding out the active vocabulary
Using this technique, the student is offered drawings with images of various objects and people. The child should look at them for 3-4 minutes. After that, he needs to make a detailed story about the actions that are shown in the picture, and about the objects presented there. The child’s speech should be recorded in a special protocol. In the future, the obtained data are analyzed, which allows to identify one or another level of development of the student’s speech, which depends on the points received by the child.
If necessary, the teacher will need to apply specially developed techniques in their lessons. Let's consider them in more detail.
Imitative
These methods for the development of speech of primary schoolchildren include teaching children according to patterns. A wide range of techniques is used. Among them:
- various types of retelling of the proposed texts (concise, selective, with creative changes, etc.);
- written presentation of the material, with a change in the story for its stage embodiment, etc.
When using the methodology for the development of speech of younger schoolchildren, smaller exercises are often used along the model. So, students can be offered to compose a text by analogy with any already voiced, practice the pronunciation of intonations and pauses according to the example of their performance by the teacher.
According to the samples, children can work on various genres that are accepted in public life and in literature, on the description of a work, on the stylistic as well as compositional features of a sketch, story or business papers, that is, statements, announcements, telegrams, etc.
When applying imitation methods in the lessons, the development of speech of younger schoolchildren is manifested in an increase in independence, as well as in the cognitive activity of children. This is expressed in the choice of works of literature and authors, in the implementation of preliminary language analysis, as well as in the ongoing logical work (compression of the text, its selective transmission, in the preparation of the plan and in dividing the story into parts).
Communicative
Used in these methods, techniques for the development of speech of younger students suggest:
- Creation of certain speech situations or their choice from life.
- Connection of role-playing games and labor, trips and excursions, specially organized observations, as well as other ways to accumulate material and impressions.
- The use of any types of activities in the process of which there is a need for utterance.
- Creation of imaginary stories.
- Selection of various genres (speeches on the radio, reports, advertising, television shows).
- A trial of writing your own text in prose or in poetry.
When applying the communicative methodology for the development of speech of primary schoolchildren from children, it will be necessary to master the skill system consisting of seven groups. These include:
- related to the topic of the proposed composition and its disclosure;
- allowing to subordinate the story made by the student to a certain meaning with the expression of their own thoughts, emotions and attitudes to the actions of the heroes;
- allowing you to collect and accumulate material, highlighting the main and secondary from it;
- contributing to the systematization of the text, the preparation of its plan and work on the composition;
- allowing to prepare a dictionary corresponding to the topic, as well as select phraseology, images, etc .;
- allowing you to compose a text, spelling it without errors or spelling out orally, using elements of improvisation;
- helping to improve what has already been written by checking punctuation, spelling, and also editing.
When applying such a methodology in the classroom, the development of speech of younger students is expressed in their ability to critically analyze what was said not only by themselves, but also by their peers, to review essays written by other students, and also to explain the mistakes made and identify their causes.
It is worth noting that the stories compiled by children have tremendous educational power, as they are the self-expression of the personality of the student.
Construction
At first glance, it seems that the tasks of developing the speech of a younger schoolboy could well be solved using the method "according to the patterns", as well as the communicative one. However, to obtain a more complete effect, it is necessary to rely not only on literary images and the need for communication, but also on the conscious compilation of text by children. For this, the design method is used, which involves the use of a variety of techniques, including:
- interpretation of the meaning of words and the meanings of their emotionally expressive shades;
- work with antonyms, synonyms and paronyms, as well as phraseological units, which are included in the text compiled by the student;
- correction of mistakes made in the process of speaking and writing;
- work with explanatory, spelling, synonymic and word-formation dictionaries.
There is such a group of techniques of design methods, which involves:
- making up phrases with existing words by children;
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- Developing long-lasting games. They are more like a job being done and are able to last quite a long time, up to several years.
Didactic games are widely used in teaching activities. In addition to the development of speech, they also take on the function of increasing the intelligence of students. The use of didactic games in teaching elementary school students eliminates a number of difficulties in the study and consolidation of the material. Teachers apply this tool in extracurricular activities.
There is a specially developed set of games that are aimed at the development of speech of younger students. Some of them are graphic. These games are used due to the fact that the children who entered the first grade still do not know how to write. However, they are quite capable of capturing their own thoughts using drawing. A schoolboy easily turns any image into a story that can be re-read and supplemented more than once.
Among the games designed for the development of speech, there are also “explanations”. In their application, children will have to define the concepts studied in school as they themselves understand it.
A whole group of picture games has been developed and applied. The teacher offers children various illustrations, according to which they have to make a story or compose a story.
For the development of speech of younger schoolchildren, games for combining, comparing and classifying are used. In this case, children will have to group objects according to one or another of the specified signs. Role-playing games are quite popular in the modern education system. At the same time, children are invited to set the rules themselves, select characters for themselves and come up with a plot.
The choice of a game is determined by the stage of the lesson, its content and goals. The teacher is given a leading role. Indeed, the effectiveness of the game will largely depend on the attitude of the teacher to it, as well as on his interest in the results. During the game, the child perfectly masters the language, at the same time accumulating knowledge and developing his imagination and thinking.