Formation of vocabulary in preschool children with general speech underdevelopment. “Formation of emotional vocabulary in preschool children with general speech underdevelopment of the third level
Formation of vocabulary in preschoolers with special needs development
Prepared
teacher-speech therapist MBDOU No. 37 “Fairy Tale”
Khodus E.V.
In recent years, the number of preschool children with general speech underdevelopment has been rapidly increasing; they constitute the largest group of children with developmental disorders.
An increase in the percentage of speech disorders is the result of such unfavorable factors as environmental pollution, destabilization in the social environment, an increase in the percentage of birth injuries and postpartum complications, an increase in the number of diseases and various pathologies affecting the health and mental development of the child (Tkachenko T.A.)
In addition, under the influence of the street, neglect on the part of adults, the influx of often meaningless and illiterate information from television and the pages of new magazines, children have a poor vocabulary and ungrammatical speech, which in turn negatively affects their learning at school.
Inadequate speech activity has a negative impact on all areas of the child’s personality: the development of his cognitive activity is hampered, memorization productivity decreases, logical and semantic memory is impaired, children have difficulty mastering mental operations (T.A. Tkachenko, T.B. Filicheva, G.V. .Chirkin), all forms of communication and interpersonal interaction are disrupted, the development of gaming activity is significantly inhibited (L.G. Solovyova, T.A. Tkachenko, etc.), which, as in the norm, is of leading importance in terms of general mental development.
An important place in the general system of speech work is occupied by the enrichment of vocabulary, its consolidation and activation, which is natural, due to the fact that improving verbal communication is impossible without expanding the child’s vocabulary. Cognitive development, the development of conceptual thinking is impossible without mastering new words (Shashkina G.R., Zernova L.P., Zimina I.A.)Expanding children's vocabulary is one of the most important tasks of education. Clarification and expansion of vocabulary plays a big role in the development of logical thinking: the richer a child’s vocabulary, the more accurately he thinks, the better his speech is developed. After all, logical, rich speech is the key to success in many, many areas of knowledge (Arkhipova E.F.)
Mastering vocabulary in preschool age is of great importance for successful learning at school, so early intervention by specialists that can change the unfavorable course of a child’s development is of particular importance.
Definition of general speech underdevelopment
For the first time, the concept of general speech underdevelopment was formulated as a result of research conducted by R.E. Levina and a team of researchers from the Research Institute of Defectology. From their point of view, the general underdevelopment of speech in children with normal hearing and initially intact intelligence should be understood as a form of speech anomaly in which the formation of all components of the speech system, related to both the sound and semantic aspects of speech, is impaired. N.S. Zhukova, E.M. Mastyukova, T.B. Filicheva also adhere to this point of view.
Symptoms of general speech underdevelopment
According to Filicheva T.B., Chirkina G.V., despite the different nature of the defects, children with general speech underdevelopment have typical manifestations indicating a systemic disorder of speech activity. One of the leading signs is the later onset of speech: the first words appear by 3–4, and sometimes by 5 years. At the same time, speech understanding is relatively good, although the speech itself is agrammatic and insufficiently phonetically designed.
As a result, it becomes unclear. There is insufficient speech activity, which drops sharply with age, without special training.
Inferior speech activity leaves an imprint on the formation of children's sensory, intellectual and affective-volitional spheres.
Also, children with general speech underdevelopment are characterized by a low level of development of the basic properties of attention. A number of children have insufficient stability and limited distribution capabilities.
Speech impairment also affects memory development. Children often forget complex instructions (three to four steps), omit some of their elements and change the sequence of the proposed tasks. (Tkachenko T.A.)
Among other things, these children have reduced verbal memory and memory productivity suffers. In the weakest children, low recall activity can be combined with limited opportunities for the development of cognitive activity. As a result, children lag behind in the development of verbal and logical thinking.
Along with general somatic weakness, they are also characterized by some lag in the development of the motor sphere, which is characterized by poor coordination of movements, uncertainty in performing measured movements, and a decrease in speed and dexterity.
According to T.B. Filicheva, G.V. Chirkina, children with general speech underdevelopment lag behind normally developing peers in reproducing a motor task in terms of spatiotemporal parameters, disrupt the sequence of action elements, and omit its components.
There is insufficient coordination of the fingers and hands, and underdevelopment of fine motor skills. Slowness is detected, stuck in one position.
According to E. Cherkasova, due to the formation of speech with a delay, due to insufficient sound pronunciation and deviations in the lexical and grammatical systems, full interaction with the outside world is disrupted in children with general speech underdevelopment. These disorders are based on a violation of the discrimination of the semantic features of sounds - phonemes, which complicates the formation of phonemic analysis, synthesis, as well as phonemic and morphological generalizations. This leads to limited vocabulary, insufficient understanding of semantic meanings and grammatical categories.
Speech therapy work on the formation of vocabulary in preschoolers with special needs development
The upbringing process can be carried out only on the basis of good knowledge of the age and individual psychophysiological characteristics of each child.
The speech therapist must have information about the child’s life, home environment, and the attitude of others towards him. It is necessary to identify the child’s interests, his inclinations, attitude towards other children, towards his defect. These data will help the teacher to study more deeply the mental characteristics of the child, effectively build correctional and educational influence, and prevent the appearance of unwanted deviations in his behavior (Garkusha Yu.F.)
Speech therapy work on vocabulary development is closely related to the formation of ideas about the surrounding reality and cognitive activity of the child.
The systematic expansion of the vocabulary comes from unfamiliar and complex words along with familiarization with the world around us.
Principles:
1. Work on vocabulary development should be carried out through active cognitive activity.
2. Close connection between the development of vocabulary and the development of mental activity, logical operations of classification, seriation, analysis, synthesis, comparison.
3. All tasks are carried out in a certain sequence.
The main tasks of dictionary work are:
Enriching the vocabulary is the accumulation of words necessary for verbal communication with others. It comes from nouns, adjectives, verbs, adverbs.
Clarification – help in mastering words and remembering them.
Activating the vocabulary - using words that are easy to understand.
Elimination of non-literary words (Ushakova T. N.)
Among the numerous vocabulary work techniques that can be used in speech therapy classes, the following can be highlighted (Filimonova O.Yu.):
1) Showing and naming a new object (and its signs) or actions. The display must be accompanied by an explanation that helps to understand the essence of the subject.
A new word must be pronounced in chorus and individually. For better understanding and memorization, this word is included in a context familiar to the child. Next, various exercises are carried out to reinforce its correct pronunciation and use.
2) Explanation of the origin of this word (bread-breadbox-a utensil in which bread is stored, a coffee pot-a utensil in which coffee is brewed, a kettle - a utensil in which tea is boiled, etc.).
3) Using the expanded meaning of an already known phrase (a huge house is a very large house, the one that is taller than all other houses.).
4) Asking questions of different forms, which at first are prompt in nature (“Is this fence high or low?”), and then require independent answers. Questions should be short, precise, and accessible in content. It is also necessary to teach children to ask questions independently.
5) Selection of names of objects for actions and names of actions for objects; adverbs to the names of various actions; epithets to the subject; cognate words.
6) Dissemination of proposals by introducing circumstances of cause, effect, conditions, goals.
7) Comparison of sentences using reference words.
The identification of these areas is largely conditional, since in a single process of vocabulary formation they are often intertwined and interact. However, highlighting these areas is important for understanding those language processes that need to be developed in children.
The development of vocabulary is carried out in the following directions: enriching the vocabulary, clarifying the meaning of the word, expanding the semantics of the word. Particularly important is the work on mastering words of general meaning, since the introduction of general words into speech significantly enriches it.
Work on clarifying the meaning of a word is closely connected with the formation of children’s ideas about surrounding objects and phenomena, with mastering the classification of objects, with work on the formation of a lexical system. Classification of objects can be carried out both in a non-verbal manner (for example, sort pictures into two groups) and using speech (for example, select only those pictures with vegetables on them, name them in one word). It is recommended to use notes and drawings to help children master various categories of objects, learn and correlate the general name and the names of specific objects, and master generic relations. In speech therapy work to enrich vocabulary, special attention is required to predicative vocabulary. When forming, the sequence of appearance of nouns and adjectives and the phonetic features of the formation of adjectives are taken into account.
Speech therapy work to enrich the dictionary also involves clarifying the meanings of synonymous words. An important place is given to the assimilation of the meaning of a word with a gradual transition from the specific meaning of the word to an understanding of the grammatical meaning in a phrase or sentence. (Sedykh N.A.)
The actualization of the dictionary is also facilitated by the work on sound analysis of the word, consolidation of its auditory and kinesthetic image.
Directions of speech therapy:
Each direction is carried out in two stages, first the passive vocabulary of children is enriched, then the vocabulary is activated and consolidated.
The methodological recommendations use games and exercises developedN.V Serebryakova, R.I. Lalaeva, N.S. Zhukova, E.M. Mastyukova, T.B. Filicheva.G.S. Shvaiko, O.S. Ushakova, V.V. Konovalenko, S.V. Konovalenko.
Stage I: Development of a passive dictionary of synonyms.
Tasks:
Development of synonymy.
Development of coherent speech
Example types of tasks:
1. Game “Come up with a proposal” (Krause E.N.)
Stage II: Activation and consolidation of the dictionary of synonyms.
Tasks:
Updating synonyms.
Development of synonymy.
Development of auditory attention and memory.
1. Game “How to say?” (
2. Game “Competition of words - comparisons” (Konovalenko V.V., Konovalenko S.V.)
How are the selected words similar, what do they have in common, why can they be called “buddy words.”
3. Game “Choose the word” (Konovalenko V.V., Konovalenko S.V.)
Content: The speech therapist calls the word and throws the ball to one of the children. The child who catches the ball must come up with a “word - buddy” for the one named, say this word and throw the ball back to the speech therapist.If the word is chosen correctly, the child takes a step forward. The winner is the one who quickly approaches the conditional line on which the speech therapist is located. This child continues the game by inventing his own words.Friend - (comrade, friend); house – (building, dwelling); road – (path, highway); soldier - (fighter, warrior); labor – (work); wisdom – (mind); run - (rush, rush); look – (look); labors – (work); to be sad – (to be sad); brave – (brave); scarlet – (red, crimson).
Equipment: ball.
4. Game “Sun” (Krause E.N.)
Choose a word that is close in meaning to the word “brave.”
(brave, courageous, decisive).
The hare is cowardly. How else can you say about him?
(timid, indecisive, fearful).
Choose a word that is close in meaning to the word “to talk.”
(talk, talk).
Equipment: sun, rays.
Stage I: Development of a passive vocabulary of adjectives.
Tasks:
Enrichment of the vocabulary of adjectives.
Development of auditory attention and memory
Example types of tasks:
1. “Name the extra word” ( Zakharova A.V.)
Sad, sorrowful, dejected, deep.
Brave, loud, daring, daring.
Weak, brittle, long, fragile.
Strong, distant, durable, reliable.
Decrepit, old, worn out, small, dilapidated.
2. Guessing riddles-descriptions from pictures ( Zakharova A.V.) Contents: Several pictures of animals are offered, from which you need to choose the one you need.
For example:
I am tall, thin-necked, spotted (giraffe).
I'm short, fat and gray (hippopotamus).
I am small, gray, with a long tail (mouse).
I am formidable, big, with a long mane (lion).
I am humpbacked, with a long neck and thin legs (camel).
3. Guessing the name of an object from a description of its differential features.
For example: This is a vegetable. It is round, red and delicious. What is this? (Tomato)
Stage II: Activation and consolidation of the vocabulary of adjectives.
Tasks:
Updating and enriching the dictionary of adjectives
Development of auditory attention and memory.
Example types of tasks:
1. Clarification of syntagmatic connections between adjective and noun ( Zakharova A.V.) Answers to the questions “which?”, “which?”, “which?”, “which?”
For example: grass (what is it?) - green, soft, silky, tall, emerald, thick, slippery, dry, swampy...
2. Add a word to the sentence that answers the questions: “which?”, “which?”, “which?”, “which?”
The (what?) sun is shining.
The sun is bright, shiny, red, big, cheerful, joyful, spring.
Stage I: Development of a passive vocabulary of nouns.
Tasks:
Development of nominative vocabulary.
Development of auditory attention and memory.
Example types of tasks:
1. Pronouncing the names of the subject(Ushakova O.S.)
2. Creating a situation of a child searching for a missing object.(Zakharova A.V.)
Content: An adult asks the children to close their eyes (“One, two, three, don’t look!”), hides them and asks the question: “Where is the bus?” Children look for an object at the prompt of an adult: “It’s cold. Colder. Warmer. Even warmer. Hot". A hint can be given in notes placed around the group (read out by an adult): “Look for the bus next to the bookshelf”; “Look for a bus where there is a lot of water”; “Look for the bus under the tree”; “Look for a bus where there are a lot of cars.” A game of searching for a missing object helps children remember a new word.
Stage II: Activation and consolidation of the vocabulary of nouns.
Tasks:
Updating and enriching the dictionary of nouns.
Development of verbal and logical thinking.
Development of auditory attention and memory.
Example types of tasks:
1. Game “Guess who does that?”
2. Game “Wonderful bag”.
3. “Arrange the pictures by similarity” ( Ushakova O.S.)
A series of pictures are displayed on the board: a sheep, a tree, a cow.
Content: Children are given pictures: a sweater, a hat, mittens, a scarf (for the picture there is a sheep); table, wooden rake, wooden gate or fence, chair (wood to the picture); a bottle of milk, butter, cheese, ice cream (cow for the picture). Each child has 2-3 pictures. The speech therapist invites the children to put their picture next to one of the three pictures on the board and explain why he put it that way.
4. Game “Pair to Pair” (choose words by analogy based on various features) (Konovalenko V.V., Konovalenko S.V.)
Content: Children are asked to choose words to make similar pairs of words, and then explain how these pairs are similar. Pairs of words are proposed based on various types of semantic connections: generic; part - whole; object and its function; the phenomenon and the means by which it occurs; the name of the item and what it is made of; object and its location, etc.
Cucumber is a vegetable, chamomile is (earth, flower, flower bed).
Tomato - vegetable garden, apple - (fence, garden, pear).
Clock - time, thermometer - (bed, temperature, window).
Car - motor, boat - (sail, water, deck).
5. Complementation of the semantic series (Konovalenko V.V., Konovalenko S.V.)
Nail - hammer, screw -...
The house is the roof, the book is...
Square - cube, circle - ...
A bird is an egg, a plant is...
Words for reference: screwdriver, cover, ball, seed, slower, flood, bank (or wallet), faucet, barefoot, treat, puppy, rim, house, lace, autumn.
Stage I: Development of a passive dictionary of antonyms.
Tasks:
Development of antonymy.
Development of verbal and logical thinking.
Development of auditory attention.
Example types of tasks:
1. Choose two words from three words - “enemy”
Friend, sadness, enemy.
Tall, big, low.
Night, day, day.
Long, big, short.
Joy, laughter, sadness.
Big, low, small.
Raise, lower, take.
Stage II: Activation and consolidation of the dictionary of antonyms.
Tasks:
Updating antonyms.
Development of coherent speech.
Development of auditory attention and memory.
Example types of tasks:
1. Game “Finish the sentence” ( Krause E.N.)
The elephant is big, and the mosquito...
The stone is heavy, and the fluff...
Cinderella is kind, and the stepmother...
Sugar is sweet, and mustard...
The tree is tall, and the bush...
Grandfather is old, and grandson...
The soup is hot, but the compote...
The soot is black, and the snow...
The lion is brave, and the hare...
- Game "Compare!" (Krause E.N.)
To taste: mustard and honey.
By color: snow and soot.
By height: tree and flower.
By thickness: rope and thread.
Width: road and path.
By age: young and old.
By weight: weight and fluff.
By size: house and hut.
- Ball game “Say the opposite” (Konovalenko V.V., Konovalenko S.V.)
Dress - (undress)
Raise - (lower)
Throw - (catch),
Hide - (find),
Put - (remove).
4. Words - “enemies” (Konovalenko V.V. Konovalenko S.V.)
1. Nouns: day, morning, sunrise, spring, winter, good,
friend, dirt, heat, peace, truth, joy, inhale, exhale, benefit, dirt,
2. Adjectives: sick, white, tall, cheerful,
dark, bitter, kind, healthy, new, young, sharp, fat.
3. Verbs: enter, speak, took, found, forgot, dropped, littered, lie down, dress, put up, lower, help, laugh, close, turn on.
Stage I: Development of a passive vocabulary of verbs.
Tasks:
Development of predicative vocabulary.
Development of verbal and logical thinking.
Example types of tasks:
1. Lotto “Whoever brings the picture faster” (
2. Game "Find a Buddy"(Sedykh N.A)
Stage II: Activation and consolidation of the vocabulary of verbs.
Tasks:
Updating and enriching the dictionary of verbs.
Development of tactile sensitivity.
Development of visual and auditory attention.
Example types of tasks:
1. Game “Who is screaming?” (Lopatina L.V., Serebryakova N.V.)
2. Lotto “Who moves how?” (Lopatina L.V., Serebryakova N.V.)
3. Game with the ball “Say the opposite” (Sedykh N.A.)
Contents: Children stand in a line facing the speech therapist. He says the word and throws the ball to one of the players. The person who catches the ball must name the antonym (“the word is the enemy”) to the given word and return it to the leader. If the paired word is chosen correctly, the child takes a step forward. The winner is the one who quickly approaches the conditional line on which the speech therapist is located. This child continues the game, making up his own words.
Speech material: enter - ...; include -…; build -…; fall asleep -...;praise -...; speak - ...; begin - ...; meet -...; lift up - …
Stage I: Development of a passive vocabulary of generalizations.
Tasks:
- Enrichment of the dictionary of generalizing words.
- Development of visual and auditory attention and memory.
Example types of tasks:
1. Classification of objects by pictures ( Novotortseva N.V. )
Tomato, apple, pear, turnip, cucumber, orange.
Table, cup, sofa, plate, chair, saucer.
Fox, cat, dog, bear, hare, cow.
Tit, butterfly, bullfinch, sparrow, dragonfly, bee.
2. Select from a series of words (Konovalenko V.V., Konovalenko S.V.) Content: Children are given the task of selecting from a series of words:
a) Only names of pets:
Fox, wolf, dog, hare.
Horse, calf, moose, bear.
Squirrel, cat, rooster.
b) Transport names only:
Truck, subway, plane, bench.
Bus, road, helicopter, passenger.
Train, compartment, steamship, anchor.
Tram, driver, trolleybus.
3. Game “Name the extra word” (Konovalenko V.V., Konovalenko S.V.)
Doll, sand, bucket, spinning top, ball.
Table, wardrobe, carpet, chair, sofa.
Coat, hat, scarf, boots, hat.
Bottle, jar, frying pan, jug, glass.
Stage II: Activation and consolidation of the vocabulary of generalizing words.
Tasks:
- Updating generalizations.
Enrichment of the dictionary of generalizing words.
- Development of verbal and logical thinking.
- Development of visual and auditory attention and memory.
Example types of tasks:
1. “Call it in one word.” (Konovalenko V.V., Konovalenko S.V.)
For example:
How to call in one word what grows in a garden bed and is used in food? (Vegetables)
How to call in one word what grows on the trees in the garden, very tasty and sweet? (Fruits)
How can we call in one word what we put on our body, head, and legs? (Cloth)
2. “What’s in common?” ( Konovalenko V.V., Konovalenko S.V.)
For example:
Two items: cucumber, tomato (vegetables), chamomile, tulip (flowers), elephant, ant (animals), turnip, chicken (yellow), mosquito, beetle (insects), seagull, airplane (fly).
Currently, the problem of vocabulary development in preschoolers with ODD is relevant. Vocabulary is the optimal option for implementing speech activity in the process of solving problems of speech communication. Inadequate speech activity has a negative impact on all areas of the child’s personality: the development of his cognitive activity is hampered, the productivity of memorization is reduced, logical and semantic memory is impaired, children have difficulty mastering mental operations, all forms of communication and interpersonal interaction are disrupted, the development of play activities that have , as normal, is of leading importance in terms of general mental development. Cognitive development, the development of conceptual thinking is impossible without mastering new words.Expanding children's vocabulary is one of the most important tasks of education. Clarification and expansion of vocabulary plays a big role in the development of logical thinking: the richer a child’s vocabulary, the more accurately he thinks, the better his speech is developed. Therefore, its formation is necessary both for the most complete overcoming of systemic speech underdevelopment, and for preparing children for upcoming schooling.
Children with ODD understand the meaning of many words; the volume of their passive vocabulary is close to normal. However, the use of words in expressive speech and updating the dictionary cause great difficulties. Preschoolers with ODD do not know many of the actions of objects, do not know the shades of colors, and do not recognize the shape of objects well. There are few generalizing concepts in the children's vocabulary. Antonyms are rarely used, and there are practically no synonyms.
It should be noted that correctional and preventive work should take place in an organized, comprehensive speech therapy and pedagogical environment, taking into account general didactic principles (accessibility, clarity, individual approach, specificity, awareness, gradual complication of tasks and speech material).
The proposed methodological recommendations can help overcome the difficulties of vocabulary formation in preschoolers with general speech underdevelopment. Their use is possible not only in speech therapywork, but also in kindergarten teacher classes, and parents can also use them.
Bibliography
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- Konovalenko V.V., Konovalenko S.V. Synonyms. - M.: Publishing house "GNOM and D", 2005.
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Introduction
Chapter I. Theoretical foundations for studying the formation of attributive vocabulary in preschool children with general speech underdevelopment
1.1 Development of vocabulary in ontogenesis
1.2 Characteristics of levels of speech development
1.3 Features of vocabulary in preschool children with general speech underdevelopment
Chapter II. Purpose, objectives, organization and methodology of the ascertaining experiment
2.1 Purpose and objectives of the ascertaining experiment
2.2 Methodology for studying attributive vocabulary in children of senior preschool age
2.3 Characteristics of the subjects
Chapter III. Comparative analysis of the state of the attributive vocabulary in preschool children with general speech underdevelopment and normal speech development
Chapter IV. Methodology of speech therapy work on the formation of attributive vocabulary in preschool children with general speech underdevelopment
4.1 Theoretical foundations of speech therapy work on vocabulary formation
4.2 Directions and methods of speech therapy work on the formation of attributive vocabulary in preschool children with general speech underdevelopment
Conclusion
Bibliography
Introduction
The issue of studying the development of vocabulary in children has been studied by scientists from many fields of scientific knowledge: linguistics, psychology, psycholinguistics, etc. (A. M. Borodich, A. N. Gvozdev, S. N. Tseitlin, A. M. Zakharova, etc.), which emphasize the complexity of the process of vocabulary acquisition by preschool children. For preschoolers with speech underdevelopment, mastering vocabulary is particularly difficult. An analysis of the development of vocabulary in preschool children with special needs development indicates significant deviations from age standards, limited vocabulary, the originality of its use, and inaccuracy in the use of words (B. M. Grinshpun, V. N. Eremina, I. Yu. Kondratenko, R. E. Levina, V. A. Kovshikov, N. V. Serebryakova, T. B. Filicheva, S. N. Shakhovskaya, etc.).
Vocabulary research is still relevant today, due to the importance of vocabulary for speech development in general, for the communication process and for the development of cognitive activity of children with SLD.
Object of study: the process of forming an attributive vocabulary in preschoolers.
Item: Features of the attributive vocabulary of preschool children with ODD.
The purpose of this work is to identify the features of the formation of attributive vocabulary in preschool children with special needs development.
Hypothesis: Children of senior preschool age with ODD show quantitative and qualitative features in the development of attributive vocabulary of varying degrees of severity.
In accordance with the stated goal and hypothesis, the following research objectives were determined.
Analysis of linguistic, psychological, speech therapy literature on the research problem.
Definition of the methodology for studying the attribute dictionary.
Identification of features of attributive vocabulary in preschool children with ODD.
Development of a methodology for the formation of an attributive vocabulary for preschoolers with special needs development.
Research methods:
1. Organizational (comparative, complex).
2. Empirical: ascertaining experiment, observation.
3. Interpretive (qualitative assessment of the results of the ascertaining experiment).
4. Processing (quantitative assessment of the results of the ascertaining experiment).
Theoretical significance This study is that it is possible to highlight the most characteristic features of the formation of attributive vocabulary in preschoolers with ODD.
Practical significance .
The results of the ascertaining experiment can be used in the diagnosis of vocabulary disorders and in determining the directions and methods of correctional and speech therapy work on the development of attributive vocabulary in preschoolers with ODD.
PROVISIONS FOR PROTECTION:
1. The formation of an attributive vocabulary in preschoolers with general speech underdevelopment and normal speech development corresponds to the patterns of vocabulary formation in ontogenesis.
2. The lack of formation of the attribute vocabulary in older preschool children with general speech underdevelopment, in contrast to peers with normal speech development, is manifested in qualitative and quantitative features of individual parameters. (Volume of active and passive vocabulary, level of formation of synonymy and antonymy, grouping of adjectives).
3. An insufficiently developed attributive vocabulary in older preschoolers with ODD requires corrective pedagogical intervention in the form of word games and didactic exercises in the process of speech therapy training.
Chapter I. Theoretical foundations for studying the formation of attributive vocabulary in preschool children with general speech underdevelopment
1.1 Development of vocabulary in ontogenesis
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, the phonetic-phonemic and grammatical structure of speech. A child’s speech is formed under the influence of the speech of adults and largely depends on sufficient speech practice, normal speech environment and from upbringing and training, which begin from the first days of a child’s life.
A child’s speech is not an innate ability, but its development in the process of ontogenesis parallels the physical and mental development of the child and is an indicator of his overall development. With the help of speech, a child designates only what is understandable to him. In this regard, words of a specific meaning appear early in the child’s dictionary, and words of a generalizing nature appear later.
The development of vocabulary in ontogenesis is also determined by the development of the child’s ideas about the surrounding reality. As the child becomes acquainted with new objects, phenomena, signs of objects and actions, his vocabulary is enriched. A child’s mastery of the world around him occurs in the process of non-speech and speech activity through direct interaction with real objects and phenomena, as well as through communication with adults.
L. S. Vygotsky noted that the initial function of a child’s speech is to establish contact with the outside world, the function of communication. The activities of a young child are carried out jointly with an adult, and in this regard, communication is situational in nature.
Currently, the psychological and psycholinguistic literature emphasizes that the prerequisites for speech development are determined by two processes. One of these processes is the non-verbal objective activity of the child himself, that is, the expansion of connections with the outside world, through a concrete, sensory perception of the world.
The second most important factor in the development of speech, including the enrichment of vocabulary, is the speech activity of adults and their communication with the child. Initially, communication between an adult and a child is one-sided and emotional in nature, causing the child to want to come into contact with an adult and express his needs. Then adult communication moves on to introducing the child to the sign system with the help of sound symbolism. The child is involved in speech activity consciously and is introduced to communication using language.
This “connection” occurs primarily through the simplest forms of speech, using understandable words associated with a specific specific situation.
In this regard, the development of vocabulary is largely determined by the social environment in which the child is raised. Age norms of vocabulary for children of the same age vary significantly depending on the social and cultural level of the family, since vocabulary is acquired by the child in the process of communication. A large number of studies have been devoted to the issue of the development of a child’s vocabulary, in which this process is discussed in various psychophysiological, psychological, and linguistic aspects.
Early stage of speech formation.
The process of mastering a word is considered in the works of such authors as E. N. Vinarskaya, L. S. Vygotsky, N. I. Zhinkin, D. B. Elkonin, A. A. Leontiev.
At the end of the first and beginning of the second year of a child’s life, the verbal stimulus gradually becomes more powerful. At the initial stage of the reaction to a verbal stimulus, it manifests itself in the form of an orienting reflex. Subsequently, on the basis of the orienting reflex, the so-called second-order reflex to a verbal stimulus is formed. The child develops imitation. Repeated repetition of a new word helps to strengthen the word as a component in the overall complex of stimuli. During this period of development, the first undifferentiated words appear in the child’s speech, the so-called babbling words, consisting mainly of stressed syllables.
Subsequently, at the age of 1.5 to 2 years, the child’s complexes are divided into parts, which enter into various combinations with each other. During this period, the child’s vocabulary begins to grow rapidly, which by the end of the second year amounts to about 300 words of various parts of speech.
The development of a word in a child occurs both in the direction of the objective correlation of the word and in the direction of the development of meaning. Analyzing the development of the meaning of a word in ontogenesis. L.S. Vygotsky wrote: “Speech and the meaning of words developed in natural ways; The history of how the meaning of a word developed psychologically naturally, and historically, how the meaning of a word developed psychologically, helps to illuminate how the development of signs occurs, how the first sign naturally appears in a child, how the mechanism of designation is mastered on the basis of a reflex.”
The development of the connection between linguistic signs and reality is a central process in the formation of speech activity in ontogenesis. At the initial stage of mastering the signs of a language, the name of an object is a property of the object itself. L.S. Vygotsky called this stage in the development of the meaning of the word “doubling the subject.” At the first stages of acquaintance with a word, a child cannot yet assimilate the word in its full meaning. In this case, the phenomenon of incomplete mastery of the meaning of the word is noted, since initially the child understands the word as the name of a specific object, and not as the name of a class of objects.
In the process of developing the meaning of a word, mainly in children from 1 to 2.5 years old, phenomena of shifted reference are observed. In this case, the transfer of the name of one object to a number of others, associatively associated with the original object, is noted. As the dictionary develops, the meaning of the word gradually narrows, since when communicating with adults, children learn, clarifying their meanings and correcting the use of old ones.
L.P. Fedorenko identifies several degrees of generalization of words according to meaning.
The zero degree of generalization is proper names and names of a single object. Between the ages of 1 and 2 years, children learn words that are associated with a specific subject.
By the end of the second year of life, the child masters words of the first degree of generalization, that is, he begins to understand the general meaning of the names of homogeneous objects, actions, qualities - common nouns. Adjectives in a child’s vocabulary are used without agreement with nouns, most often in the nominative case of the singular, masculine and feminine.
At the age of 3 years, children begin to learn words of the second degree of generalization, denoting generic concepts (toys, clothes, dishes) that generally convey the names of objects and actions in the form of nouns. At the age of 5-6 years, children learn words denoting generic concepts, that is, words of the third degree of generalization (trees, flowers, plants), verbs of movement: running, swimming, flying, qualitative adjectives - white, black,), which are higher level of communication for words of the second stage of generalization. Children use new lexical and grammatical categories and gradually learn the agreement of adjectives with nouns in indirect cases.
By adolescence, children are able to assimilate and invent words of the fourth degree of generalization, such as state, sign, objectivity, and so on.
According to A. Stern, by 1.5 years a child has about 100 words, by 2 years - 200-400 words, by 3 years - 1000-1100 words, by 4 years - 1600 words, by 5 years - 2200 words.
According to A.N. Gvozdev, in the dictionary of a 4-year-old child there are 50.2% nouns, 27.4% verbs, 11.8% adjectives, 5.8% adverbs, 1.5% numerals, 1.2% conjunctions, 9.9% are prepositions, and 0.9 are interjections and particles.
The vocabulary of an older preschooler can be considered as a national language. Thus, as mental processes (thinking, perception, ideas and memory) develop, contacts with the environment expand, the child’s sensory experience is enriched, and his activity qualitatively changes, the child’s vocabulary is also formed in quantitative and qualitative aspects.
Words in a child’s vocabulary are not isolated, but are connected by semantic connections, reflecting a complex system of semantic fields. (A.R. Luria).
1.2 Characteristics of the levels of speech development of children with general speech underdevelopment
In speech therapy, the concept of “general speech underdevelopment” is applied to this form of speech pathology in children with normal hearing and initially intact intelligence, when the formation of all components of the speech system is disrupted, which is based on difficulties in mastering language units and the rules of their functioning. At the same time, there are pronounced difficulties in mastering the native language, starting from an early age. The majority of children with SLD acquire speech only with special training, reaching a low linguistic level. R.E. Levina in her work “Fundamentals of the Theory and Practice of Speech Therapy” wrote: “With a general underdevelopment of speech, its late appearance, a meager vocabulary, agrammatism, defects in pronunciation and phoneme formation are noted.”
R.E. Levina proposed a systematic approach to the analysis of oral speech of children with SLD. Emphasizing the systemic nature of speech underdevelopment in this disorder, she wrote that with OHP, the child successively passes through 3 levels: the level of absence of speech, or single-word speech, the level of phrasal speech and the level of coherent speech.
Levels of speech underdevelopment
(according to R.E. Levina).
Speech underdevelopment in children can be expressed to varying degrees: from complete absence of speech to minor developmental deviations. Taking into account the degree of unformed speech, R. E. Levina identified three levels of its underdevelopment.
Characteristics of the first level - At this level, children either completely lack speech or have only elements of speech.
Children's active vocabulary consists of a small number of onomatopoeias and sound complexes (babble words), which are often accompanied by gestures (“bi” - the car has moved, “li” - floor). Babbling words either include fragments of a word (rooster - “uh-huh”). There are a small number of root words that are distorted in sound (“fall” - sleep, “akyt” - open).
The words children use are amorphous in meaning and do not have an exact correspondence with objects and actions. Thus, in the speech of one child, the word “paw” refers to animal paws, human legs, and car wheels.
At the same time, children often designate the same object with different words (beetle - “syuk”, “tlya-kan”, “telya”, “atya”).
Instead of names of actions, children often use names of objects (open - “tree”) and vice versa (bed - “sleep”).
At this stage, children usually lack phrasal speech. Children use one-word sentences.
Children's sound pronunciation is characterized by unclear articulation and the inability to pronounce many sounds.
Children have a limited ability to reproduce the syllabic structure of a word. Most often, children reproduce monosyllabic sound complexes (cubes - “ku”) or repeated syllables (“bi-bi”, “tu-tu”). Sound analysis of a word is an impossible task for children.
Characteristics of the second level.
At this stage, children use more developed speech means. However, the underdevelopment of speech is still very pronounced.
In the child’s speech there is a fairly large number of words (nouns, verbs, personal pronouns), sometimes prepositions and conjunctions appear. But the words children use are characterized by inaccuracy in meaning and sound design.
Inaccuracy in the meaning of words is manifested in a large number of verbal paraphasias (word substitutions).
Sometimes children use gestures to explain the meaning of a word.
In the process of communication, children use phrasal speech, non-extension, or even common sentences. However, the connections between the words of the sentence are not yet formalized grammatically, which is manifested in a large number of morphological and syntactic agrammatisms. Most often, in sentence structure, children use nouns in the nominative case, and verbs in the infinitive form or in the third person singular or plural form. In this case, there is no agreement between noun and verb.
Nouns in oblique cases are replaced by the initial form or an irregular form of the noun (“plays with the ball”, “went on the slide”).
In children’s speech, the agreement between verb and noun in number (“lessons are over,” “the girl is sitting”) and in gender (“mom bought it,” “the girl went,” etc.) will be disrupted. Verbs of the past tense in children's speech are often replaced by verbs of the present tense (“Vitya drew the house” instead of “Vitya drew the house”).
Adjectives are used extremely rarely by children and do not agree with nouns in gender and number (“red summer”, “delicious mushrooms”).
Forms of nouns, adjectives and neuter verbs are missing, replaced or distorted.
At this stage, children sometimes use prepositions, but most often they omit them or use them incorrectly (“The dog lives in a kennel” - The dog lives in a kennel).
Thus, the correct inflection concerns only some forms of nouns and verbs, primarily those often used in the speech of children.
Speech underdevelopment lacks word formation. The sound aspect of speech is also characterized by significant impairments.
In children's speech, many sounds are missing, replaced or pronounced distorted. This applies, first of all, to sounds that are complex in articulation (whistling, hissing, smooth sonorous, etc.). Many hard sounds are replaced by soft ones or vice versa (five - “pat”, dust - “dil”). The pronunciation of articulatory simple sounds becomes clearer than at the first level. There are sharp discrepancies between the isolated pronunciation of sounds and their use in speech.
The sound-syllable structure of a word in the speech of children at this level appears to be disrupted, while the syllabic structure of the word is more stable than the sound structure. In children's speech, the contour of two- and three-syllable words is reproduced. However, four- and five-syllable words are reproduced distortedly, the number of syllables is reduced (bicycle - “siped”).
The sound structure of many words, especially words with a cluster of consonants, is very unstable, diffuse - When reproducing words with a cluster of consonants, omissions of consonant sounds of the cluster, addition of vowels within the cluster and other distortions are observed (window - “ako”, bank - “baka”, fork - “Vika”, star - “seeing”).
The phonemic development of children lags significantly behind the norm. Children lack even simple forms of phonemic analysis.
Characteristics of the third level.
At this level, children's spoken speech becomes more developed; there are no gross deviations in the development of the phonetic-phonemic and lexical-grammatical aspects of speech.
The existing disturbances in the speech of children relate mainly to complex (in meaning and design) speech units.
In general, in the speech of these children there are substitutions of words that are similar in meaning, individual agrammatic phrases, distortions in the sound-syllable structure of some words, and deficiencies in the pronunciation of the most difficult sounds in terms of articulation.
The active, and especially passive, vocabulary of children is significantly enriched by nouns and verbs. At the same time, in the process of verbal communication, there is often an inaccurate selection of words, which results in verbal paraphasias (“Mom washes the child in a trough,” a chair is a “sofa,” resin is “ash,” knit is “weave,” plan is “clean.” ").
Children at the third level of speech development use mainly simple sentences in their speech. When using complex sentences expressing temporal, spatial, cause-and-effect relationships, pronounced violations appear. So, for example, a 12-year-old boy makes up the following sentence: “Today all the snow has melted, as a month has passed.”
Inflection disorders are also characteristic of this level. In children's speech, there are still a large number of errors in coordination and control. The most common errors are the following: incorrect use of some forms of plural nouns (“chairs”, “brothers”, “usha”), mixing the endings of masculine and feminine nouns in indirect cases (“hanging a nut”), replacing the endings of neuter nouns in nominative case with the ending of feminine nouns (hoof - “hooves”, trough- “hole”, mirror - “mirrors”), declension of neuter nouns as feminine nouns (“grazes the herd”, “knocked a hoof”), incorrect case endings words of the feminine gender with a base on a soft consonant (“salt salt”, “no furniture”), erroneous stress in the word, violation of differentiation of the type of verbs (“sat down until the rain stopped”), errors in non-prepositional and prepositional control (“drinks water ", "puts firewood"), incorrect agreement between noun and adjective, especially in the neuter gender ("blue sky", "fiery sun"). Sometimes there is also incorrect agreement between verbs and nouns (“the boy is drawing”).
Characteristics of the fourth level of OHP (according to T.B. Filicheva).
At this level of speech development, vocabulary disorders, word formation disorders, and coherent speech disorders are observed. Word formation disorders manifest themselves in difficulties in differentiating related words, in a lack of understanding of the meaning of word-forming morphemes, and in the inability to complete word formation tasks.
The sound aspect of the speech of children at this level of speech development improves significantly compared to the third level. The blurriness and diffuseness of the pronunciation of articulatory simple sounds disappears. All that remains are violations of the pronunciation of some articulatory complex sounds. The syllabic structure of the word is reproduced correctly, but there are still distortions in the sound structure of polysyllabic words with a combination of consonants (sausage - “kobalsa”, frying pan - “sokvoeshka”). Distortions of the sound-syllable structure of a word appear mainly when reproducing unfamiliar words.
Phonemic development is characterized by a lag, which is manifested in difficulties in mastering reading and writing.
Clinical types of general speech underdevelopment are varied. In the classification of E. M. Mastyukova, three groups of children with OHP are distinguished.
The first group is an uncomplicated variant of ANR, characterized by the presence of only signs of ANR. In children, local lesions of the central nervous system are not detected. In the anamnesis of these children, there is most often no indication of the pathological course of pregnancy and childbirth, only sometimes mild toxicosis of the second half of pregnancy and short-term asphyxia during childbirth are observed. In these cases, one can often note the child's prematurity or immaturity at birth, his somatic weakness in the first months and years of life, and frequent infectious and colds. From a psychological point of view, these children show general emotional-volitional immaturity and lack of formation of regulation of voluntary activity.
The second group is a complicated variant of OHP of central organic origin. In children of this group, OHP is combined with a number of neurological and psychopathological syndromes. Severe neurological symptoms in these children indicate not only the immaturity of the central nervous system, but also gross damage to individual brain structures.
The most common neurological syndromes are:
a) Hypertensive-hydrocephalic syndrome.
It is characterized by increased intracranial pressure, in which there is an increase in the size of the head, protruding frontal tubercles, and an expansion of the venous network in the temple area. In children, this syndrome manifests itself in disturbances in mental performance, voluntary activity, behavior, as well as in rapid exhaustion, increased excitability, and motor disinhibition.
b) Cerebrasthenic syndrome.
Appears in the form of increased neuropsychic exhaustion, emotional instability, in the form of dysfunctions of active attention and memory. The syndrome in some cases manifests itself against a background of emotional and motor anxiety, in others it is accompanied by lethargy, lethargy, and passivity.
c) Movement disorder syndromes.
They manifest themselves in changes in muscle tone, in mildly expressed imbalances and coordination of movements. There is an immaturity of general and fine manual motor skills.
Articulatory motor disorders manifest themselves in the form of tremor, synkinesis, violent movements, mild paresis, and spasticity.
Children of the second group are characterized by inaccuracy of praxis, gnosis, and gnosis-praxis.
The third group of children with OHP has the most persistent and specific
speech underdevelopment, which is clinically designated as motor alalia.
Currently, the etiology of alalia is defined as damage to the cortical speech zones of the left and right hemispheres in the pre-speech period, and, first of all, damage to Broca’s speech area (motor speech center located in the posterior part of the inferior frontal gyrus.)
Children with motor alalia, in addition to a specific speech defect, are characterized by: instability of attention, decreased memory and memorization productivity, and a lag in the development of verbal and logical thinking. These children are characterized by rapid fatigue, distractibility, and increased exhaustion.
Thus, having become acquainted with the levels of speech development of children with SLD, we can do the following: conclusions: the assimilation of speech norms of the language by children with OSD occurs in the same sequence as in children with normal speech development, but with speech dysontogenesis, the stages of assimilation are delayed for several years.
1.3 Features of vocabulary in preschool children with general speech underdevelopment
Research by R.E. Levina, V.A. Kovshikova, T.B. Filicheva, G.V. Chirkina showed that the development of speech in preschool children with special needs development occurs with significant deviations from age standards.
The limited vocabulary and its originality are manifested in both impressive and expressive speech. For preschoolers with speech underdevelopment, mastering vocabulary is particularly difficult. Studying the speech of preschool children with motor alalia, B.N. Grishpun, V.K. Vorobyova, V.A. Kovshikov noted the immaturity of the nominative and predicative functions of speech, noted persistent violations in the acquisition of vocabulary. As shown by the results of research by Z.A. Repina, G.V. Chirkina, R.A. Yurovoy. The predicative side of the vocabulary turned out to be the most developed in preschoolers with OHP caused by rhinolalia, since in children with cleft palate in most cases there is no organic damage to the central nervous system, and the cognitive sphere corresponds to age standards. The process of forming an attribute vocabulary in older preschoolers is carried out taking into account not only the etiological diversity of forms of speech disorders and the age of the child, but also the ontogenetic stages of development of predicative vocabulary, levels of general speech underdevelopment and is based on the theory of the diversity of forms and meanings of the predicate.
In the works of many authors (V.K. Vorobyova, B.M. Grinshpun, N.S. Zhukova, V.N. Eremina, V.A. Kovshikova, I.Yu. Kondratenko, E.M. Mastyukova, N.V. Serebryakova, T.B. Filicheva, S.N. Shakhovskaya, etc.) emphasizes that children with ODD of various origins have a limited vocabulary. A characteristic feature for this group of children are significant individual differences, which are largely due to various pathogenesis (motor, sensory alalia, erased form of dysarthria, dysarthria, delayed speech development, etc.).
One of the pronounced features of the speech of children with ODD is a greater than normal discrepancy in the volume of passive and active vocabulary. Preschoolers with ODD understand the meaning of many words; the volume of their passive vocabulary is close to normal. However, the use of words in expressive speech and updating the dictionary cause great difficulties.
Particularly large differences between children with normal and impaired speech development are observed when updating the attribute vocabulary. Preschoolers with ODD have difficulties in naming many adjectives used in the speech of their normally developing peers (narrow, sour, fluffy, smooth, square, etc.).
The verbal dictionary of preschoolers with level II SEN is dominated by words denoting actions that the child performs or observes every day (sleep, wash, wash, bathe, get dressed, walk, run, eat, drink, clean, etc.).
It is much more difficult to assimilate words of generalized, abstract meaning, words denoting a state, assessment, qualities, signs, etc.
Impaired vocabulary formation in these children is expressed both in ignorance of many words, and in difficulties in finding a known word, and in impaired updating of the passive vocabulary.
A characteristic feature of the dictionary of children with special needs. is the inaccuracy of the use of words, which is expressed in verbal paraphasias. The manifestations of inaccuracy or incorrect use in the speech of children with special needs development disorders are varied.
In some cases, children use words with an overly broad meaning, in others they have a too narrow understanding of the meaning of the word. Sometimes children with ODD use a word only in a certain situation, the word is not introduced into the context when referring to other situations. Thus, the understanding and use of a word is still situational in nature.
Among the numerous verbal paraphasias in these children, the most common are substitutions of words belonging to the same semantic field.
Substitutions of adjectives indicate that children do not identify essential features and do not differentiate the qualities of objects. For example, the following substitutions are common: tall - long, low - small, narrow - small, narrow - thin, short - small, fluffy - soft. Substitutions of adjectives are carried out due to the undifferentiation of the signs of size, height, width, thickness.
Along with the mixing of words based on generic relations, substitutions of words based on other semantic features are also observed:
Using phrases in the word search process:
a bed - for sleeping, a brush - to brush your teeth, a locomotive - a train without windows, a stove - the gas is burning, a flowerbed - they are digging the ground, a spinning top - the toy is spinning;
Replacing words denoting actions or objects with noun words: open - door, play - doll,
or vice versa, replacing nouns with verbs:
the medicine is to get sick, the bed is to sleep, the plane is to fly.
Cases of semantic substitutions are observed in children with ODD and at school age.
Verb substitutions are especially persistent:
forges - threshes, irons - runs an iron, mows grass - trims grass, washes clothes - washes clothes, knits - sews, bathes - washes.
Characteristic of children with ODD is the variability of lexical substitutions, which indicates greater preservation of auditory control than pronunciation, kinesthetic images of words. Based on auditory images of words, the child tries to reproduce the correct sound of the word.
In children with normal speech development, the process of word search occurs very quickly, automation. In children with OHP, unlike the norm, this process is carried out very slowly, extensively, and is not sufficiently automated. When this process is implemented, associations of various nature (semantic, sound) have a distracting effect.
Verbal paraphasias are also caused by insufficient formation of semantic fields, the structure of a given semantic field, and the identification of its core and periphery.
Violations of vocabulary updating in preschoolers with ODD also manifest themselves in distortions of the sound structure of words.
As in the norm, 7-8 year old children with OHP also experience qualitative changes in the relationships between syntagmatic and paradigmatic reactions. If at 5-6 years old the number of syntagmatic associations significantly exceeds the number of paradigmatic ones, then at 7 years old paradigmatic associations predominate over syntagmatic ones. However, this predominance in children with OSD is not as significant as in children with normal speech development. At the age of 7, in children with normal speech development, paradigmatic associations occur almost 3 times more often than syntagmatic ones, and in children with speech pathology only 1.5 times more often. It is important that, normally, by the age of 7, paradigmatic associations become dominant among all other types of associations. In children with OHP, by the age of 7-8 years, paradigmatic associations do not become dominant and account for only 25% of all associations. This indicates that the process of identifying the core (center) and periphery of the semantic field in children with speech pathology is significantly delayed.
The quantitative dynamics of random associations also speaks about the immaturity of the semantic field in children with speech impairments. Even by the age of 7-8 years, in children with speech pathology, random associations are very common,
dominant, although their number decreases with age. In children with normal speech development by the age of 7-8 years, random associations turn out to be isolated.
Children with ODD also have features in the dynamics of syntagmatic associations. In children with normal speech development, a sharp increase in syntagmatic reactions occurs by the age of 6 years. By the age of 7, the same sharp decrease in their number is observed. In children with speech impairments, a sharp increase in syntagmatic reactions is observed by the age of 7, which is likely due to a delay in the formation of the grammatical structure of speech.
So, in children 5-8 years old with OHP, there is a parallel increase in syntagmatic and paradigmatic associations, while in children with normal speech development the opposite pattern is observed after 6 years: a sharp increase in paradigmatic and a significant decrease in syntagmatic associations.
In children 5-6 years old, all paradigmatic associations are of the nature of analogy, similarity (cat - dog, table - chair). By the age of 7, paradigmatic associations in all groups of children become more diverse. They arise based on the meanings of opposition (high - low, good - bad, speaks - is silent) and on the basis of generic relations (tree - birch, dishes - cup). In children with OSD, however, associations by analogy remain predominant (75%), while in children with normal speech development, by the age of 7, opposition relations begin to predominate. Consequently, the differentiation of relations within the semantic field in children with speech pathology has certain features.
Thus, children with ODD have a delay in the formation of semantic fields compared to the norm. Preschoolers with ODD have difficulty grouping semantically similar adjectives. Thus, children with ODD often make mistakes when choosing an extra word from the series: short, long, small (short); tall, small, low (low); big, low, small (small); round, large, oval (oval); heavy, long, light (heavy or light). These examples indicate an inaccurate understanding of the meanings of the words short, long, high, low, and the difficulties of grouping based on an essential feature. This confirms the immaturity of semantic fields and the insufficient development of the ability to compare words by their meaning.
Summarizing the above, we can do the following: conclusions: that the attributive vocabulary of children with OHP has certain features, such as:
Insufficient vocabulary
(nominative vocabulary prevails over predicative vocabulary;
Difficulties in understanding and using words with lexical and grammatical similarities;
Difficulties in mastering antonymy and synonymy.
Limitation and monotony in the use of adjectives, since their meaning can only be revealed in context, which is quite difficult for children with ODD.
Conclusion on the first chapter
General speech underdevelopment is a complex speech disorder in which the formation of all components of the speech system is disrupted. Relating to the semantic and sound side.
The active vocabulary is dominated by nouns and verbs. Children experience difficulties in using abstract and generalizing vocabulary, in understanding and using words with a figurative meaning, and do not use synonyms and antonyms in speech.
The following are noted as general signs of ONR:
Late onset of speech development;
Poor vocabulary;
Agrammatisms;
Pronunciation defects;
Phoneme formation defects.
The approach proposed by R. E. Levina made it possible to present the whole picture of the total development of speech. The structural-dynamic study of speech underdevelopment also reveals specific patterns that determine the transition from a lower level to a higher one. These levels themselves do not represent anything specific; their originality lies in the late beginning of this path. Children with OSD cannot spontaneously enter the ontogenetic path of speech development characteristic of normally developing children. The development of speech with OHP in some cases occurs against the background of disturbances in the activity of the central nervous system. Correcting the speech of children with special needs development disorder is a long-term process aimed at the formation of speech means sufficient for the independent development of speech in the process of communication and learning.
To correctly understand the existing disorder and effective corrective action, to choose rational techniques and methods of influence, it is necessary to clearly determine the nature of the child’s speech underdevelopment, its depth and degree, to be able to correctly analyze which components of speech and to what extent are impaired or not formed.
Chapter II . Purpose, objectives, organization and methodology of the ascertaining experiment
2.1 Purpose and objectives of the ascertaining experiment
The purpose of the ascertaining experiment is to identify the features of the attributive vocabulary of older preschoolers with ODD. In accordance with the goal, the following tasks were identified:
1. Analysis of literature data on the research problem;
2. Determination of the methodology for studying the attribute dictionary.
3. Conducting a confirmatory experiment.
4. Analysis and generalization of experimental data.
5. Identification of quantitative and qualitative features of the attributive vocabulary of older preschool children with general speech underdevelopment.
2.2 Methodology for studying attributive vocabulary in older preschoolers
The study of the lexical side of speech involves identifying the state of various lexical meanings of words, i.e., denotative, significative, structural aspects. When developing this technique, some techniques and methods described by I.A. were used. Smirnova, R.I. Lalaeva, N.V. Serebryakova, G.A. Volkova..
The methodology consists of 5 tasks, the objectives of which are:
1. Identification of the state of the denotative aspect of lexical meanings (understanding of qualitative adjectives).
2. Study of the volume of active and passive vocabulary of adjectives.
3. Identification of the state of syntagmatic connections
(compiling phrases noun + adjective)
5 Identification of the state of paradigmatic connections (selection of antonyms and synonyms for qualitative adjectives)
Research on lexical operations.
1. Study of the volume of the active dictionary.
Goal: to explore the volume of the active dictionary.
Research material: subject pictures, words.
Procedure and instructions: The experimenter gives the following instructions: “Now I will show the picture, and you try to name it correctly.” The question is asked, “What is this?” It is proposed to show among the named pictures the one that fits this definition.
2. Study of the volume of passive vocabulary.
Goal: to identify the state of the denotative aspect of the lexical meanings of adjectives, to explore the volume of the passive vocabulary.
Research material: subject pictures and words.
Procedure and instructions: The experimenter gives the following instructions: “Now I will name the words, and you try to show the picture correctly.” It is proposed to show among the named pictures the one that fits this definition.
The following words are presented:
Color designations: red, blue, green, light blue, yellow, white, black, brown, lilac, orange.
Taste sensations: tasty, sour, sweet, bitter
Temperature: hot, cold.
Weight: heavy, light.
Strength: weak, strong.
Size: large, medium, small.
Height: high, low.
Thickness: thick, thin.
Length: long, short.
Width: wide, narrow.
Shape: round, oval, square, rectangular, triangular.
Tactile sensations: smooth, prickly, fluffy.
Evaluation of the completed task: the number of incorrect answers is counted.
3. Grouping words.
Goal: to study the processes of grouping adjectives according to semantic features..
Research material: semantically distant and semantically close words.
Procedure and instructions: children are asked to name the extra word in a series of three words “I will tell you 3 words, and you tell me which word is the extra one.”
1) semantically distant: - big, yellow, small;
Good, wooden, bad;
High, red, low.
2) semantically close: - tall, large, low;
Big, low, small;
Heavy, long, light.
4. Selection of antonyms for adjectives
Purpose: to study the ability to select antonyms for adjectives.
Research material: words-adjectives: big, tall, cheerful, dark, bitter, healthy, new, sharp, brave.
Procedure: The experimenter names words and asks them to choose “enemy” words for them.
instructions: “For the words that I tell you, choose the words “Enemies”
5. Selection of synonyms for adjectives.
Purpose: to explore children’s ability to select synonyms for adjectives
Research material: words-adjectives: brave, tiny, fast, awkward, oblique, cheerful, wise, skinny, stubborn, beautiful
Procedure: It is proposed to choose the words “buddies” for the adjectives. In cases of difficulty, subjects are given the same words, but in combination with nouns.
Instructions: “For the words I name, choose the words “buddies.”
2.3 Characteristics of the subjects
The study was conducted on the basis of the Slantsevsky kindergarten No. 10 combined type at the address: Slantsy st. Gagarina 5 "B"
At the time of the experiment, the children were between 5 and 6 years old. Speech therapy diagnosis: OSD, third level of speech development, erased pseudobulbar dysarthria.
10 children with ODD (experimental group) participated in the experiment. 10 children of the same age with normal speech development (control group).
As a result of studying the medical documents of the children of the experimental group, some features of the anamnesis were established: 10% of children had a traumatic brain injury at an early age; 20% are frequently ill children who are hospitalized at an early age; 20% of mothers had Rh conflict; 30% have prolonged labor using chemical and mechanical stimulation; 20% presence of unfavorable social factors. Thus, the anamnesis of children with OHP is burdened. In the children of the control group, no significant unfavorable factors were identified either in the anamnesis or in social conditions.
Conclusion on the second chapter
Thus, the methodology of the ascertaining experiment includes methods for studying passive and active attributive vocabulary, antonymy and synonymy, the study of paradigmatic connections (when grouping words), the study of syntagmatic connections (coordination with nouns), which will identify quantitative and qualitative indicators of the level of development of the attribute vocabulary in preschoolers with ONR. These data will make it possible to draw conclusions about the features of the development of attributive vocabulary.
Chapter III . Comparative analysis of the state of the attributive vocabulary in preschool children with general speech underdevelopment and normal speech development
During the ascertaining experiment, the state of vocabulary of older preschool children with general speech underdevelopment of the 3rd level was studied. The level of lexical development was determined (the volume of passive and active attributive vocabulary, the ability to select antonyms and synonyms for adjectives, and group words according to semantic characteristics).
The examination of children's vocabulary was carried out in compliance with a certain sequence of experimental stages. The speech material was selected taking into account the age-related indicators of the child’s speech development.
· The first task was aimed at identifying the volume of children’s active attributive vocabulary. As for knowledge of the main colors of the spectrum, the children coped with the task, naming the colors correctly, but not a single subject with OHP could name some shades (lilac, violet) without an active prompt. During the first task, children in the experimental group more often experienced difficulties and needed help from a teacher than children in the control group, who mostly completed the task without the help of an adult. The experiment also revealed the presence of verbal substitutions (sweet - sour, thick - thin) when naming features denoting the taste and quality of objects. When naming features indicating the shape of geometric figures, size, height, strength, children in a number of cases required the help of an experimenter. The children found it easiest to name signs of weight. The task of naming tactile features turned out to be difficult for the preschoolers in the experimental group. The data is presented in diagram 1.
Diagram 1
Study of the volume of the active attribute dictionary
As can be seen from the diagram, the volume of the active attributive vocabulary in preschoolers with SLD is significantly less than in children with normal speech development. Children with ODD, for example, in a number of cases named colors differently: pink - morsel, blue - sky.
The second task was aimed at studying the volume of passive attributive vocabulary in children. The results showed that all children in the experimental group knew primary colors, but approximately half of the children in the experimental group did not distinguish color shades (blue, pink, lilac). It is particularly difficult for children in the experimental group to understand adjectives denoting tactile sensations. 6 out of 10 children have difficulty distinguishing the meaning of words - prickly, rough, smooth, fluffy. 2 children had difficulty understanding the adjectives denoting width and thickness. The data is presented in diagram 2.
Diagram 2
Study of the volume of passive vocabulary
Conclusion: Having compared the results obtained from the study of the active and passive vocabulary of children, we can draw the following conclusions: the volume of the passive vocabulary in children of the control group is slightly larger than the volume of the active one, and in the children of the experimental group the volume of the passive vocabulary is wider than the volume of the active vocabulary.
· The third task was aimed at studying the processes of grouping adjectives according to semantic features. The results obtained showed that, unlike children in the control group, children in the experimental group found it difficult to differentiate adjectives based on semantically related features. They made mistakes when completing the task because they could not identify the main semantic feature of the meaning of the word. Not one child from the experimental group was able to answer correctly; the children completed the task by analogy, without contrasting the given concepts.
The data is presented in diagram 3.
Diagram 3
Study of the processes of grouping adjectives according to semantic features
As can be seen from the diagram, the level of formation of semantic connections in children of the control group is much higher.
While completing the task, the children in the experimental group found it difficult to group semantically similar words. 4 children were unable to identify the extra word from the group (high, big, low) 6 children made a mistake in the group of words (Big, low, small) 8 children were able to differentiate words (heavy, long, light) Children in the control group completed the task. 2 mistakes were made, but after correction by the teacher, such mistakes were not repeated, while the children of the experimental group repeated their mistakes after some time. They could even name another word, but without relying on semantic features, they again made a mistake. The data obtained indicate that children in the experimental group do not identify significant features and do not differentiate the qualities of objects.
· The fourth task is aimed at studying the formation of the antonymy of adjectives. Completion of this task revealed a low level of antonymy development in the children of the experimental group. Most children (8 out of 10) added the particle -not- to the word instead of the opposite meaning; 2 subjects replaced adjectives with nouns, based on frequency combinations of the adjective with the noun (dark - night), or reproduced related words (dark - darkness; light - light) that is, they reproduced a word from a different lexical category. The children in the control group completed the task with a little help from the experimenter; 6 people completed the task flawlessly; the mistakes made by 4 children were not numerous. After the experimenter's correction, the children in the control group did not repeat the errors.
· The data obtained in the study are presented in diagram 4.
Diagram 4
Study of the formation of antonymy of adjectives
A comparative analysis of the performance of tasks on the selection of antonyms by children with normal and impaired speech development showed the following:
In the control group, inaccuracies were noted when selecting antonyms; the word acute was especially difficult. However, both in the control and experimental groups, children reproduced the original word with the particle –NOT-. After the teacher's correction, the children in the control group did not make such mistakes. When completing the task of selecting antonyms, the children of the experimental group made mistakes when selecting antonyms for all words. When selecting antonyms, children in the experimental group made the following speech errors:
When choosing antonymous concepts, they replaced the yardarms with other parts. The stimulus word, an adjective, was answered with an adverb, sometimes a noun or a verb.
(Brave is a coward; cheerful is crying; healthy is sick, sneezes; brave is scary).
Words that are semantically close to the intended antonym of the same part of speech (bitter - salty, sour, tasteless.)
In the process of searching for a word, children with ODD often lose the goal of the task and contrast words with unimportant, situational features.
· The fifth task was aimed at studying the formation of synonymy of adjectives. As a result of the study, a number of features in the assimilation of these relationships were identified. Children in the experimental and control groups were given a preliminary speech sample. 4 children in the experimental group were unable to find synonyms for any of the ten words presented. 2 children picked up one word in general, 5 children were able to pick out one word from those presented according to its meaning. When completing the task, children with SLD often refused to answer.
In the control group, 6 children completed the task almost independently, 4 children used the help of the experimenter. The data obtained in the study are presented in Diagram 5.
Diagram 5
Study of the formation of synonymy of adjectives
As can be seen from the diagram, children in the control group more accurately select synonyms for stimulus words. Although they experience difficulties in selecting synonyms, but only for individual words, preschoolers with OHP show errors in selecting synonyms for the vast majority of words.
At the same time, children with ODD exhibit a varied pattern of errors:
Words connected by syntagmatic connections with stimulus words
(cheerful - happy);
Words that are situationally close to the original type, but when replacing them with other parts of speech when selecting synonyms, adjectives were more often replaced by an adverb, less often by a verb.
(bitter - tasteless);
Words connected by paradigmatic connections
(wise - thinks a lot);
Words formed by abbreviation.
(beautiful - red)
The words (oblique, fast, skinny, stubborn) caused particular difficulties for the children of the experimental group; the children refused to answer.
Conclusions:
Based on the research data given above, the following conclusions can be drawn: in older preschool children with general speech underdevelopment, an immature attribute vocabulary is observed, which manifests itself in the qualitative and quantitative features of individual parameters. (volume of active and passive vocabulary, level of formation of synonymy and antonymy, grouping of adjectives).
· A study of the volume of active and passive attributive vocabulary in preschoolers with SLD and their peers with normal speech development revealed the following features:
The volume of active vocabulary in preschool children with SLD is significantly less than in their peers with normal speech development.
Preschoolers with SEN understand the meanings of many words;
The volume of their passive vocabulary is close to normal.
One of the features of the speech of children with ODD identified in the study is a greater than normal discrepancy in the volume of passive and active vocabulary.
Updating the dictionary causes great difficulties for preschoolers with ODD. Inaccurate use of words; the same word can replace a whole group of characteristics of an object. For example, the word small can denote such qualitative characteristics as size, height, width. Children do not know the names of color shades, shapes and sizes. In some cases, children use words with an overly broad meaning, in others they develop a too narrow understanding of the meaning of the word and active vocabulary.
· Study of the processes of grouping adjectives according to semantic features.
After analyzing the data obtained, we can draw the following conclusion.
The organization of semantic fields in children with ODD has specific features, the main ones of which are the following:
– associations in children with ODD, to a greater extent than in children with normal speech development, are unmotivated, random in nature;
– the most difficult part of the formation of semantic fields in children with speech impairments is the identification of the center of the semantic field and its structural organization;
– children with ODD have a small volume of semantic field, which is manifested in a limited number of semantic connections.
Substitutions of adjectives indicate that children do not identify essential features and do not differentiate the qualities of objects.
· Study of the characteristics of the state of synonymy and atonymy in preschool children with OHP.
Completing tasks for selecting antonyms and synonyms requires a sufficient volume of vocabulary, the formation of the semantic field in which a given word is included, the ability to identify the main differential semantic feature in the structure of the meaning of a word, and to compare words according to an essential semantic feature.
If children with normal speech development experience difficulties in selecting antonyms and synonyms only for individual words, then preschoolers with OSD show errors in selecting antonyms and synonyms for the vast majority of words.
Chapter IV . Methodology of speech therapy work on the formation of attributive vocabulary in preschool children with general speech underdevelopment
4.1 Theoretical foundations of speech therapy work on the formation of attributive vocabulary in preschool children with ODD
When developing the methodology, the following scientific and theoretical provisions and principles were used as a basis (N.V. Serebryakova).
1. Psycholinguistic ideas about the process of speech generation.
L. S. Vygotsky defined the process of generating speech as a movement “from the motive that gives rise to any thought, to the design of one’s thought, to its mediation in the inner word, and then in the meanings of external words, and finally in words.” Movement from thought to word “ consists in the internal mediation of thought first by meanings and then by words.”
In this regard, speech therapy work on the word should be aimed, first of all, at forming the meaning of the word in close connection with the development of the child’s thinking.
In accordance with modern models (T.V. Akhutina, A.A. Leontiev, N.I. Zhinkin, A.R. Luria, S.D. Katsnelson, V.B. Kasevich, etc.) in the process of speech generation there are different levels: motivational, semantic, linguistic, sensorimotor.
For our research, the analysis of the linguistic level of speech production is more significant.
A.A. Leontiev defines this level as a complex interaction of operations of lexical deployment and grammatical structuring. At the same time, A. A. Leontyev notes “the fundamental development of mechanisms that ensure the generation of syntactic structures, on the one hand, and its lexical content, on the other. If the first of these mechanisms is constructive in nature, then the second is rather probabilistic in its essence and works on the principle of a kind of linear “cumulation”.
One of the significant operations of the language level is the search for the word that most accurately conveys the meaning and the operation of placing words. “In the nomination field, the field of associative connections, where each word has its own frequency index, the selection mechanism is primarily “turned on.” The predication field “includes” the mechanism for deploying a given program according to language rules.”
The close interaction of these linguistic operations determined the formation of the structure of the meaning of the word and the development of the syntagmatic connections of the word, the assimilation of the grammatical meanings of the word and the grammatical rules of the language. In the process of speech therapy work, after clarifying the denotative and significative meanings of the word, it was included in the system of speech exercises at the level of phrases, sentences and text. A number of authors (R.M. Frumkina, A.P. Vasilevich, A.A. Leontiev) identify three groups of word search criteria: associative (semantic) characteristics of words, their subjective characteristics (evaluation) and the sound image of the word, while associative and semantic the characteristics of the word have a general psychological nature. To successfully search for a word, it is necessary to take into account all these features, especially semantic features and the sound image of the word. The phenomenon of “loss” of a word, the difficulties of its actualization, according to A.A. Leontieva et al., may be associated with one-way semantic search, for example, taking into account only the semantic characteristics of a word, when the sound image of the word is inaccurate or the “sound” search is inhibited. The search is carried out on the basis of a sequential search of features (semantic, audio) until the desired word is found.
To update vocabulary and the word search process, the semantic-associative connections of words are of utmost importance. It is known that these processes occur on the basis of systemic semantic connections of the word (A. R. Luria, A. A. Leontiev, T. N. Ushakova, V. B. Kasevich, A. P. Klimenko, N. V. Ufimtseva, etc. .).
The process of searching for a word in psychological and psycholinguistic literature is considered as a process of selecting the desired word from a number of randomly emerging associations (sound, situational, conceptual).
Thus, this process is carried out successfully only if a system of semantic connections of a word is formed, which involves determining the place of each word in this system, distinguishing the structure of the meaning of each word by one or more semantic features from other words in the lexicon.
The processes of sorting out semantic characteristics and sound images of words are carried out synchronously, simultaneously, the actualization of the conceptual field itself actualizes its verbal expression in both the acoustic and motor image. The auditory-motor image of a word, updated in memory, is itself a program for a sequence of articulatory movements.
This theoretical position determines the need to clarify both the semantic characteristics and the sound image in unity. However, the semantic meaning of the word remains primary.
2. Modern ideas about the semantic structure of a word and its development in ontogenesis.
Taking into account scientific data, the methodology of speech therapy work should be aimed not only at expanding the volume of the attributive vocabulary, but also at forming the main components of the structure of the meaning of a word (denotative, significative, contextual). When determining the sequence in speech therapy work, the patterns and sequence of formation of the meaning of a word in ontogenesis were taken as a basis.
3. Systematic approach.
Using a systematic approach, on the one hand, involves the formation of vocabulary in unity with other components of the language system, especially the grammatical structure of speech. It also involves taking into account systemic connections within the lexicon, the systemic nature of the lexical level of the language.
The formation of lexical systematicity proceeds in the direction from grouping based on situational semantic features and differentiation based on conceptual features, from semantically sharp opposition to more subtle differentiation.
In this regard, one of the important directions of speech therapy work is the formation of lexical systematicity, grouping of words, organization of semantic fields, establishment of various connections between words (paradigmatic, syntagmatic, hierarchical)
4. The formation of vocabulary is carried out taking into account the activity approach, taking into account the structure of activity, including speech (according to A.A. Leontiev, A.A. Leontiev).
In the process of consolidating vocabulary in expressive speech, it is necessary to take into account the complex structure of speech activity: motivational, operational stage and control stage.
5. Programming principle.
The principle of programming deepens the principle of the active approach. Taking this principle into account, when correcting vocabulary disorders, it is necessary to first form separate operations that prepare the search for a word. Each of these operations is first worked out in isolation (semantic grouping of words, global organization of semantic fields, differentiation of the core and periphery of the semantic field, selection and differentiation of words according to various semantic features (situational, antonymy, synonymy, analogy).
6. The principle of simultaneous-successive formation of vocabulary.
Any human activity, including speech activity, is carried out on the basis of the unity and interaction of successive and simultaneous processes. It is necessary to take into account that the simultaneous principle is formed in a child at a later date and is initially based on successive processes (R. M. Granovskaya, A. R. Luria, E. D. Khomskaya, etc.).
7. Taking into account the structure of the speech defect.
Vocabulary impairment is observed in many categories of children with impaired sensory, intellectual, and speech development. The symptoms of vocabulary disorders (limited vocabulary, verbal paraphasia, inaccurate understanding of the meaning of a word, etc.) in these categories of children turn out to be largely similar. However, there is a difference in the structure of the speech defect, which determines the uniqueness of correctional speech therapy work. Taking into account the structure of the defect in children with ODD, in the learning process there is a relationship between the development of vocabulary, the grammatical structure of speech and the formation of the phonetic-phonemic structure of speech.
8. The formation of vocabulary is carried out in close connection with the development of mental operations (classification, seriation, analysis, synthesis, generalization).
This is due to the fact that the development of vocabulary, especially the development of consistency, the structure of the meaning of a word is determined by the level of development of thinking, reflects the processes of the child’s mental activity (J. Piaget, L. S. Vygotsky, A. R. Luria).
The development of mental operations is carried out both in terms of semantics and in terms of analyzing the sound design of a word.
9. The principle of phasing.
The use of the principle of phasing is multifaceted. When identifying the stages of speech therapy work, the following criteria are taken into account:
A) ontogenetic sequence of vocabulary formation and various aspects of vocabulary formation.
B) The degree of complexity of the formation of various components of the structure of the meaning of a word in ontogenesis;
C) Features and nature of difficulties in mastering vocabulary.
D) Taking into account the sequence of studying material according to the kindergarten program.
D) General stages of speech therapy work with preschoolers with ODD.
Based on these methodological provisions, speech therapy work is carried out in the following areas:
· Expanding the volume of the dictionary.
· Formation, clarification and deepening of the structure of the meaning of a word.
· Development of lexical systematicity.
· Formation of paradigmatic and syntagmatic connections of words.
· Development of word formation processes and clarification of the meaning of derivative words.
· Differentiation of grammatical meanings of words.
4.2 Direction of speech therapy work to correct the formation of attributive vocabulary in preschoolers with ODD
In each of the identified areas of vocabulary formation, the main tasks, step-by-step content, methods and techniques of speech therapy work are determined.
1. Expanding the scope of the attribute vocabulary.
The sequence of speech therapy work to enrich the attribute vocabulary should take into account the frequency vocabulary of children of senior preschool age, as well as the identified features of the attribute vocabulary of preschoolers with OHP.
Expanding the volume of the vocabulary of adjectives is carried out in parallel with the development of ideas about color, size, shape, characteristics of height, thickness, based on the ability to compare objects according to various characteristics.
At the initial stage, the connection between existing adjective words and their meaning is established. In the future, the dictionary is enriched by thematic groups.
In the process of working on adjectives and verbs, much attention is paid to fixing them in context: in phrases, sentences, text.
Working on a new word includes the following steps:
1) Clarification of the semantics of the word; strengthening the connection between the sound image of a word and the visual, auditory and other image of the word.
2) Clarification of the sound image, sound analysis of the word.
3) Identification of semantic differentiated features of a given word.
4) Introduction of a given word into a certain semantic field and clarification of the paradigmatic connections of a given word in the system of paradigmatic connections within the semantic field.
5) Consolidating a given word in context, consolidating syntagmatic connections.
2. Formation of the structure of the meaning of the word.
The formation of the structure of the meaning of a word is based on modern psycholinguistic data on the component analysis of the structure of the meaning of a word.
Work on the denotative and conceptual components is carried out sequentially and in parallel with a gradual transition from the denotative to the significative component.
When forming the structure of the meaning of a word, children learn to differentiate the meanings of words based on signs of opposition, similarity, analogy, etc.
Development of lexical systematicity.
3. The development of lexical consistency is carried out on the basis of mastering the structure of the meaning of a word, mastering the paradigmatic connections of words.
At the initial stage of work, words are grouped and combined according to semantic characteristics. Subsequently, words are differentiated within the semantic field, the core and periphery are identified, and paradigmatic connections are established based on oppositions and analogies.
4. Formation of syntagmatic connections of a word.
Working in this direction, we develop the ability to accurately use words in the speech stream, in phrases and in sentences, based on the grammatical rules of the language.
The methodology of speech therapy work on the formation of syntagmatic connections of words is based on modern ideas of linguistics about the basic syntactic units of language and speech, about phrases and sentences (V. V. Vinogradov, G. A. Zolotova, N. N. Prokopovich, E. N. Smolyaninova, E. S. Skoblikova, V. P. Sukhotin).
From a psycholinguistic point of view, mastering a word combination in ontogenesis makes it possible to expand and consolidate syntagmatic connections between words.
In the process of developing syntagmatic connections, words take into account the level of development of the grammatical structure of speech of preschoolers with SLD, as well as the ontogenesis of speech.
5. Development of word formation.
Word formation is a special way of vocabulary development. One of the main means of enriching the attribute vocabulary is mastering the word formation of adjectives.
The formation of word formation of adjectives is carried out sequentially in three stages.
Consolidating the word formation of adjectives and the most productive word formations. Formation of possessive adjectives with the suffix -IN- (mother's, father's).
Work on word formation of less productive models.
Formation of possessive adjectives with the suffix j without alternation (cow, fox)
Relative adjectives with the suffix -OV-
(down, glass, leather, straw, book);
In qualitative adjectives with suffixes –OVAT- (bluish);
Diminutive adjectives with the suffix –ENK-;
Formation of possessive adjectives with the suffix j with alternation (wolf, dog, bear)
Relative adjectives with the suffix -AN-
Qualitative adjectives with suffixes -CHIV-
(talkative, talkative).
In order to clarify the grammatical meanings of adjectives, children are asked to include an adjective (a word answering the question WHAT?, WHAT?) in phrases or sentences.
Methods of speech therapy work on the formation of attributive vocabulary in preschoolers with ODD.
When developing this technique, the techniques and methods described by L. S. Vygotsky, S. N. Karpova, I. N. were used in a modified form. Kolobova, L.V. Sakharny, N.V. Serebryakova, N.V. Ufimtseva, G.D. Cheremukhina, A.M. Shakhnarovich and others.
The proposed speech therapy work presents didactic games and verbal exercises for the development of attributive vocabulary in preschoolers with OPD.
The game task of verbal exercises is to quickly select the exact word - an answer to the presenter. These exercises and games are carried out in older groups. Exercises should be short-term.
1. Preparatory stage.
Goal: preparing the basis for developing a vocabulary of adjectives. At this stage, work was carried out to develop mental processes, as well as enrich the vocabulary of nouns and verbs.
2. Expanding the scope of the attribute vocabulary.
Goal: development of an active vocabulary of adjectives.
We enrich our vocabulary with adjectives denoting color, taste, shape, and qualitative characteristics of objects.
Games: “Guess what I’m talking about”, “Riddle an object”;
“Edible - inedible”;
“Learning to guess and make riddles”;
“Guessing an object by describing its characteristics” for example:
pear - yellow, sweet, tasty;
Tomato - red, round, juicy...
To introduce adjective words into the semantic field and clarify the paradigmatic connections of a given word in the system of paradigmatic connections within the semantic field, the following games can be proposed:
"What is the difference?"
The cup is low and the glass is high;
The tomato is big, and the pumpkin is even bigger;
“Compare” (by taste, by color, by size)
to taste - mustard and honey;
by color - snow - soot;
in size - tree-bush;
in width - a road - a path;
by age - grandfather and boy;
by weight - weight - fluff;
The size of the house is like a hut.
Clarifying the connection between adjective and noun.
Game "Which one?"
It is necessary to enrich the vocabulary with antonyms. For this purpose, the speech therapist can use short stories that are moralizing in nature. The content should be engaging and understandable to children. First, children are required to grasp the meaning of the story, to be able to tell about the hero, what he is like: good or evil, neat or sloppy.
The expansion of children's passive and active vocabulary is provided for by the preschool education program; therefore, this work can also be carried out by the teacher during speech development classes, as well as during walks and excursions.
Coordination of an adjective with a neuter, plural noun is difficult for preschoolers with OHP, so it is advisable to move on to these categories when other grammatical categories are already well mastered.
"An extra word"
Sad, sorrowful, dejected, deep;
Brave, loud, courageous, daring;
Weak, brittle, long, fragile;
Red, strong, green;
Strong, distant, durable, reliable;
Decrepit, old, worn out, dilapidated;
Deep, shallow, high, light, low.
“Match pictures to words”
Tall, spotted
Shaggy, clubfooted;
Hungry, gray, angry;
Small, fast, agile;
Predatory, strong, striped;
Bright, warm...
Gray, prickly.
"Words are enemies"
High-..
Small- …
Heavy-..
Hot-…..
Dark-…..
Kind-…..
Funny- ….
Good- ……..
"Compare the other way around"
Using the words more - less, heavier - lighter, higher - lower, faster - slower.
Taxi truck What's more? What's smaller?
Giraffe-horse Who is taller? Who's lower?
Elephant-bear Who is heavier? Who is easier?
You can consolidate the adjectives entered into the active dictionary in context and consolidate the syntagmatic connections of adjective words in games:
“What does it look like?”
Children are asked to choose similar comparison words.
White snow looks like...
Blue ice looks like...
Thick fog looks like...
Pure rain is like...
A web shining in the sun looks like...
“Finish the sentence and name the enemy words.”
The elephant is big, and the mosquito...
The stone is heavy, and the fluff...
Cinderella is kind, and the stepmother...
It's cold in winter, and in summer...
Sugar is sweet and mustard...
The tree is tall, and the bush...
Grandfather is old, and grandson...
The soup is hot, and the ice cream...
The soot is black, and the snow...
The lion is brave, and the hare...
The milk is liquid, and the sour cream….
The river is wide, and the stream...
It’s hard to work, but to rest….
It's light during the day, but at night...
Come up with as many words as possible based on the thematic picture (“Winter”, “Spring”, “Summer”, “Autumn”, etc.) answering the questions WHAT? WHAT? WHICH? WHICH?
“Compiling description riddles according to a specific plan”
For example:
Clothing - color - size - shape - material from which it is made.
Formation of word formation of adjectives.
Game “Whose Tails” (based on the content of the Russian folk tale “Tails”)
Word formation of relative adjectives.
“Name the leaves correctly”
“What is made of what?”
You can reinforce the word formation of possessive adjectives in games.
“Whose traces?”
"Whose house?"
Word formation of complex adjectives.
“Come up with beautiful words about animals”
A bullfinch has a red breast, which means it is red-breasted;
A hare has long ears, which means it is long-eared;
A magpie has a long tail, which means it is long-tailed;
A giraffe has a long neck, which means it is long-necked.
Games to introduce preschoolers to the figurative meaning of adjectives.
About, what can I say?:
Dense forest, hair (thick) teeth of a comb, thick (porridge)
Rare - forest, hair (rare), beast;
Fresh - bread, shirt, newspaper (fresh), smell;
Small - stream, plate (small), etc.
A game to form figurative comparisons of adjectives
Lotto "who's which?"
Children are offered cards with pictures of animals
Angry like a wolf;
Strong like an elephant or a bear.
Sly as a fox.
Brave - like a lion. etc.
Thus, a study of the literature on this issue showed that didactic word games and exercises can be used to develop an active vocabulary of adjectives. However, their use must be carried out in close connection with the development of cognitive activity.
Conclusion
An analysis of the available literature on the topic of the study showed that the vocabulary of children with ODD is characterized by a small volume, a significant predominance of passive vocabulary over active, inaccurate use of words, and the prevalence of verbal paraphasias. However, the features of the attributive vocabulary of preschoolers with SLD have not been sufficiently studied, which determines the relevance of this study.
In order to identify the features of the attributive vocabulary, a research methodology was determined, including the study of the volume of active and passive vocabulary, antonymy and synonymy, and the grouping of adjective words.
The study showed that in preschoolers with OHP, the insufficient development of the attributive vocabulary is manifested in the limited volume of the active and passive vocabulary, in the difficulties of grouping adjectives based on semantic features, in the violation of synonymous and antonymic relations, while synonymy relations suffer more. Children cannot find words that are close in meaning and often refuse to complete the task.
One of the pronounced features of the speech of children with general speech underdevelopment is a more significant than normal discrepancy in the volume of passive and active attributive vocabulary. The volume of the passive vocabulary is close to normal, but the use of words in expressive speech and updating the vocabulary cause great difficulties.
A characteristic feature of children's vocabulary is also the inaccuracy of the use of words, which is expressed in verbal paraphasia (verbal substitutions). Substitutions of adjectives indicate that children do not identify essential features and do not differentiate the qualities of objects.
Thus, the hypothesis that older preschoolers with general speech underdevelopment have insufficient development of the attribute vocabulary, manifested in the qualitative and quantitative features of individual parameters (volume, level of formation of synonymy and antonymy, grouping of adjectives) was confirmed.
Thus, a study of the literature on this issue showed that children with ODD, in comparison with the norm, are much more in need of systematic classes.
Speech therapy work on vocabulary formation is carried out in the following areas:
Expansion of the vocabulary in parallel with the expansion of ideas about the surrounding reality, the formation of cognitive activity;
Clarification of the meanings of words;
Formation of the semantic structure of a word in the unity of its main components;
Organization of semantic fields, lexical system.
Activation of the dictionary, improvement of word search processes, translation of words from a passive to an active dictionary.
Based on the identified areas of speech therapy work, a methodology is proposed for the formation of an attributive vocabulary in preschoolers with general speech underdevelopment.
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MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION
MOSCOW STATE UNIVERSITY M.A?. SHOLOKHOV?
DEFECTOLOGICAL FA?CULTET
KA?PHAEDRA? Speech therapy
Diploma on the topic:
Formation of vocabulary in preschool children with general speech impairment
Moscow? 2013
Introduction
The relevance of research. God's and developed speech contributes to the full communication of people with each other. It is quite obvious that deviations in the development of speech cannot but affect? life and development of the child?. At present, the number of children with general speech underdevelopment, who have an insufficiently formed vocabulary memory, is constantly increasing, which, in turn, prevents the formation of coherent speech, hinders the development of written speech, interfering with full preparation for studying at school.
Is the child’s speech well developed? preschool age? is an important condition for successful schooling. One of the main tasks of teaching children with speech disorders is the practical acquisition of lexical means of the language. Emotional vocabulary? is part of the lexicon? and contributes to a more accurate awareness and description of a person’s moods, feelings, experiences, a better assessment of current events, eh? as well as solving communicative problems (N.D. A?rutyunova?, Ch.A?. Izmailov, D.M. Shmelev).
One of the most important problems in general and special psychology is the development of speech. Is this due to the fact that she? plays a huge role in a person’s life. Developing speech acts at the beginning as a means of communication, designation, and later becomes a tool of thinking and expression of thoughts, organizes human activity and behavior? (L.S. Vygotsky, 1983; A?.V.Za?Porozhets, 1980; A?.R.Luria, 1956; L.S. Tsvetkova?, 1972, etc.).
If a child normally learns to change words? and it is correct to use them in phrases and sentences in conditions of constant communication with others, then a child with speech pathology has limited opportunities to master grammatical categories and forms. based on direct imitation of the speech of others. To succeed? in their assimilation, he needs special learning conditions, where much attention is paid to the formation of the lexical side of speech.
Has the problem been repeatedly studied in the scientific literature? development of the lexical system in children with speech pathology (V.P. Glukhov, N.S. Zhukova, I.Yu. Kondra?tenko, R.I. La?la?eva?, L.V. Lopa ?tina?, E.M. Ma?styukova?, N.V. Serebryakova?, T.V. Tuma?nova?, T.B. Filicheva?, G.V. Chirkina?, etc.). The studies highlight the features of the development of vocabulary in children of this category. Methodological recommendations have been developed to promote the formation of vocabulary in children with speech disorders.
In the monograph by I.Yu. Kondra?tenko presents the main directions and methods? speech therapy work on the formation of vocabulary in children with general speech underdevelopment of older preschool age.
In recent years, the attention of scientists has been attracted by the problem? the use of visual models in the correctional and developmental education of children with speech disorders (V.M. A?kimenko, I.Yu. Kondra?tenko). Scientists claim that the use of models can improve the quality of teaching and education of children with speech pathology. Scientific research confirms that visual models are the form of highlighting and designating relationships that is available? children of preschool age? (L.A?. Wenger, L.M. Fridman?n, etc.).
Timely and systematic speech therapy help allows you to overcome general speech underdevelopment. That is why it is necessary to know the developmental features of children with general speech underdevelopment and how these features affect? development of children's speech, huh? It is also important to determine methods of correctional work that will improve the quality of speech, including vocabulary, in such children. Is the relevance of the work determined? the need to search? effective ways to form vocabulary in children with general speech impairment. The study of vocabulary is no less relevant at the present time, which is due to its significance for speech development in general, huh? and also for the process? communication and development of cognitive activity of children with special needs development.
Object of study: the process of vocabulary formation in preschoolers with SEN.
Subject of the study: features of the formation of the lexical aspect of speech in children with ODD.
On the? based on a?lisa? Was there any literature studied? determined? Objective.
Goal: To develop a system of games and activities that promote the formation of vocabulary in children of older preschool age? with general underdevelopment of speech.
Hypothesis?. The success of correctional and speech therapy work on the formation of vocabulary in children with ODD depends on the formation of the complex? correctional measures and assumes the formation in children of the ability to plan their own utterance, independently navigate in the conditions of the complexity of differentiating words and sounds, and independently determine the content of their statements.
Formation of the complex? Corrective measures occur under the influence of the inclusion of language ability in correctional and speech therapy work with children who have general speech underdevelopment.
In accordance with the purpose and subject of the study, the following tasks were formulated:
a?analysis of?scientific and methodological literature on the research problem;
study of medical-psychological-pedagogical documentation of children;
conducting observations and establishing experiments;
experimental study of research materials and interpretation of its results using methods of quantitative and qualitative analysis.
The theoretical basis of the study was the work of R.I. La?la?eva, Filicheva T.B., Chirkina G.V., Tum?nova T.V. on the study of children with general speech impediment.
The methodological basis of the study was the work of E.A. Zemskoy, V.N. Nemchenko on the development of children's speech; Z.N. Repina on the study and research of children's speech; methodological techniques developed by V.P. Glukhov, T.A?. Tkachenko, I.Yu. Kondra?tenko.
The organization of the research was carried out on? ba?ze on? base of the Kuzyaevsky kindergarten? No. 44.
The experiment involved 20 preschool children aged 5-6 years with level 3 ODD.
To solve the stated problems and test the put forward hypothesis, the following research methods were used:
studying literature on the research topic; empirical methods: analysis of medical and pedagogical documentation; conversation?, observation, stating, teaching and control experiments;
quantitative and qualitative analysis of data from ascertaining and control experiments, statistical analysis of the results of experimental training.
Theoretical significance.
Theoretically justified, developed? and a?probirova?na? differentiated?nn?i technique? formation of vocabulary in children with ODD (level 3) taking into account the ontogenetic course? development, structure of the primary defect? and individual capabilities of children.
In the study yes?na? characteristic? state of the lexical aspect of speech of preschoolers with ODD (level 3). Doka?for?on? the effectiveness of using a methodological system of techniques using additional visual supports, implemented in speech therapy work with children with ODD (level 3) for the acquisition of correct lexical processes.
The practical significance of the work was? in obtaining data that is important for the development of methods of correctional influence when studying the characteristics of vocabulary in preschool children? with OHP level 3.
Chapter? 1. Historical and theoretical review of the literature on the problem of vocabulary formation in preschool children with general speech underdevelopment
.1 Brief historical review of the literature
Mystery? human word? got up?la? before scientists since ancient times. Even the ancient Greeks posed the question of whether language is the fruit of an agreement between people or whether it reflects the natural similarity between a word and the thing it calls.
The first linguists to base the description of language? and linguistic elements of understanding systemic relations, were Baudouin de Courtenay Ivan Alexa Androvich and Ferdine nd de Saussure.
F. de Saussure (1857-1913) - Swiss<#"justify">Chapter 2. Experimental work on correcting violations of the lexical aspect of speech in children with ODD
2.1 The purpose and objectives of the experimental part of the study in children with ODD
speech underdevelopment preschooler vocabulary
In the process of child development, both general and speech, his vocabulary is enriched. At the same time, its qualitative development occurs. Therefore, when a child begins to meaningfully perceive the meaning of a word, the level of its generalization and the level of distraction in the content of the words that he assimilates also increases. To determine the level of speech development of a child and determine the most rational and differentiated ways of correction, you should know the level of formation of the lexical and grammatical qualities of a preschooler. To do this, it is necessary to conduct a special, qualified examination.
Therefore, the purpose of the study was to identify the characteristics of vocabulary in preschool children with general speech underdevelopment.
Research objectives:
to study the state of the speech vocabulary of preschoolers with ODD and compare it with the results of children without speech disorders;
to determine the level of development of speech vocabulary in preschool children with ODD.
In order to correctly understand and assess the level of speech development of a preschooler, it is proposed to use the “Scheme of the systemic development of normal child speech” compiled by A.N. Gvozdev, where he proposes to use the patterns of children’s mastery of their native language as a conditional standard. The “Scheme...” proposes to correlate the state of speech identified during the examination with the data of the conditional standard of the norm, which makes it possible to establish the phase of development of abnormal child speech and assess the degree of formation of various components of the language in it. (Annex 1)
But before you begin a speech examination, you should collect a speech history. R.E. Levina suggests the following questions for conversation with parents:
) Conditions of education:
where the child was raised (at home with his mother, grandmother, in a preschool with day or round-the-clock stay);
what is the speech environment like: bilingual environment, speech deficiencies in the family. Did you receive speech therapy help, if so, what kind and for how long;
whether you were in hospitals for a long time.
) Behavior:
does he communicate with children of his own age or prefers to be (play) alone;
calm, restless, affectionate, conflicting.
) Games and interests:
what toys he likes, whether he uses the toys for their intended purpose or not;
how he feels about his toys: the child breaks them, the toy quickly gets boring, the child prefers only one toy, etc.
how he plays: silently or accompanies his playing actions with various sound combinations (not necessarily words).
) Motor development:
does he know how to fasten and unbutton buttons, untie and tie shoelaces;
Which hand does he eat, hold a pencil?
if the child is eating or being fed.
) Observations of teachers:
find out from the parents, so that they ask the teachers: how the child copes with the program material (what is especially difficult - drawing, speech development, etc.);
if there is a characteristic from a preschool educational institution, then you need to familiarize yourself with it.
) Early speech development:
when he began to react to sound and recognize loved ones;
when and how the babbling period occurred (active, monotonous, inactive);
when I began to understand the requests made (before a year, after a year, etc.);
when he began to actively repeat words after adults;
when parents noticed a speech delay.
) What parents are currently concerned about:
complete lack of speech;
distorts words;
Guidelines:
The proposed tasks for examining speech understanding are arranged in order of increasing complexity of their implementation.
Therefore, if a task is not available to a child, then it is inappropriate to offer subsequent ones, and, conversely, if the child has a higher understanding of speech, one should immediately move on to more complex tasks.
) zero:
a child with intact hearing does not perceive the speech of others;
sometimes reacts to his name;
less often on intonations of prohibition and encouragement.
) situational level of development of speech understanding:
understands requests related to the everyday objective world;
knows the names of his loved ones and the names of his toys, can show body parts to himself and his parents.
) standard level of speech understanding:
is well versed in the names of objects depicted in individual pictures, but has difficulty oriented in the names of actions depicted in plot pictures (walks, sits, reads);
does not understand questions of indirect cases at all (with what, with whom, to whom?).
) predicative level of speech understanding:
knows many names of actions, distinguishes the meanings of several primitive prepositions (put on the box, in the box, near the box); does not distinguish between the grammatical forms of words.
) dissected level:
distinguishes changes in meanings introduced by individual parts of the word (morphs) - inflections, prefixes, suffixes (table - tables; flew away - flew in). (hereinafter Appendix 1a)
The technique proposed by R.I. Lalaeva, E.V. Maltseva and A. Luria - a technique for examining speech with a point-level assessment system. This technique is convenient for:
diagnostics;
clarification of the structure of a speech defect and assessment of the severity of violations of different aspects of speech;
building a system of individual correctional work;
recruitment of groups based on the common structure of speech disorders;
tracking the dynamics of the child’s speech development and assessing the effectiveness of correctional interventions. Structure of the methodology. The express version consists of four series.
Series I - study of the sensorimotor level of speech:
Phonemic awareness test - 5.
Study of the state of articulatory motor skills - 5.
Sound pronunciation - 15.
Checking the formation of the sound-syllable structure of a word - 5.
For the entire series, the highest score is 30 points.
Series II - study of the grammatical structure of speech: five types of tasks. There are 5 samples left in the tasks. The maximum number of points is 30.
Series III - Exploring Vocabulary and Word Formation Skills: Baby Animal Names. Formation of relative, qualitative and possessive adjectives. The maximum number of points is 30.
Series IV study of coherent speech: a story based on a series of plot pictures and retelling. The maximum number of points is 30.
The express method includes 77 tasks, not counting the test of sound pronunciation. All tasks are combined into IV series with the same maximum scores of 30 points. The highest number of points for the entire method is 120. Taking this figure as 100%, you can calculate the percentage of success in performing speech tests. The obtained values can also be correlated with one of four levels of success. level - 96-120bb=80%-100% level - 78-95bb=65%-79.9% level - 54-76bb=45%-64.9% level - 53b and below = 44.95%
Having calculated the percentage of success of each series, an individual speech profile is drawn:
) phonemic awareness;
) articulatory motor skills;
) sound pronunciation;
) sound-syllable structure of the word;
) grammatical structure of speech;
) word formation;
) coherent speech.
In written by L.F. Spirova and A.V. The Hawk method of examining speech in children offers methods for examining not only children with a complete or partial absence of verbal means of communication, but also children who know verbal means of communication. As a rule, it is recommended to conduct an examination to identify the level of lexical means of the language that a child speaks in the form of a game.
In general, when conducting the examination process using this technique, it is proposed to pay attention to the following points:
how the child behaves when looking at the toy or object shown in the picture, and what actions he performs with him. If he names an object, you should pay attention to how he pronounces it: individual sounds instead of a word (car - beep); individual sound combinations that make up a word; babbling words (water - hell); onomatopoeia. Here we determine how onomatopoeia coexists with common words;
whether the child, imitating a sound or a sound complex, can reproduce one syllable, two syllables or an entire word from the named words;
whether the child shows independence when using the sound means available to him or acts in response to impulses.
In this case, it should also be determined whether the child is guided by external situational signs when naming an object, or whether his actions and the sound complexes he uses already have a stable meaning and a generalizing character.
It should be noted that a reliable assessment of the data from a survey of a child’s vocabulary is identified only by comparing the results obtained in the process of using various techniques.
To examine vocabulary, it is proposed to compile an approximate list of those words that children normally understand and use in speech.
Thus, in the process of examination, not only the volume of the subject and verbal dictionary, but also the dictionary of signs is revealed.
Also, this includes nouns that combine both specific and generic concepts:
words denoting objects and their parts, domestic and wild animals and their young, professions of people, etc.;
verbs denoting the actions of objects;
adjectives denoting various qualities, size of objects, color, shape;
adjectives that indicate the material from which objects are made.
When examining vocabulary, you should vary tasks, while observing a gradual increase in difficulty. It is very important to find out this point: whether the child can form new words in a suffix - prefix way. You also need to check not only the presence of commonly used words in speech, but also words that are close in lexical meaning (verbs: sews, embroiders; flies, takes off). Here, special attention should be paid to the formation of relative adjectives with different meanings, how they relate to food (mushroom soup), to the material from which the object is made (wooden fence), to plants (birch grove), etc.
Thus, having studied several methods, we can draw the following conclusion - the examination should be carried out in a complex manner. In the process of analyzing the words correctly named by the child, an idea is created about the volume of his active vocabulary, about its quantitative and qualitative characteristics.
2.2 Organization of research and analysis of speech development
An experimental study of the lexical aspect of the speech of preschool children with ODD was carried out on the basis of preschool educational institution No. 44 of the Kuzyaevsky district of Moscow) for 2 weeks. The participants in the experiment were children of senior preschool age (5-6 years old).
The experimental group consisted of 5 children with level 3 ODD, an erased form of dysarthria.
The control group also included 5 children with level 3 ODD
During the experiment, temporary and generally accepted norms for the presence of preschool children within the preschool educational institution were observed:
a normal environment for children;
conducting the examination in the first half of the day;
assignments are offered to children in their free time.
The process of conducting the experiment was preceded by observing children in classes, on walks, and getting to know them.
The studies were carried out individually with each subject and under the same conditions for all. For this purpose, in order to study the state of speech vocabulary in children with level 3 SLD, two series of tasks were compiled.
The first series is to identify understanding, i.e. the level of development of impressive speech. The second series is identifying the use of names of objects in speech, i.e. the level of development of expressive speech. (Appendix 2)
For the purpose of quantitative analysis of the results, during the research process, a scoring system was developed for each block of tasks.
Evaluation of results:
points - given to the child who completed the task correctly.
point - given to a child who made 1-2 mistakes while completing the task.
points - given to a child who made 3 - 4 mistakes.
points - given to a child who made 5 - 6 mistakes.
point - given to a child who made more than 6 mistakes while completing the task.
points - given to a child who did not complete the task.
Conclusions about the level of development.
High level (24 - 30 points)
Children correctly named and showed the subject group, actions, signs, etc.
Intermediate level (16 - 23 points)
The children did not name any objects; their vocabulary was less than normal for their age. But these children, with the support of a speech therapist, correct their mistakes.
Low level (15 points or less)
The children, even with the help of a speech therapist, could not use it and retreated from completing the task.
Thus, when conducting the results of these two series of tasks using an experimental approach to research, it became permissible to determine the degree of formation of the vocabulary of speech of children of the senior preschool age group.
Processing the results obtained during the examination of children of senior preschool age, it became clear that during the study it is necessary to pay attention to two significant points:
quantitative assessment of children's activities;
high-quality processing, where the specifics of errors are indicated.
At the final stage of the examination of children in the experimental and control groups, the mistakes made were analyzed.
The first block of tasks, as mentioned above, was aimed at understanding, i.e. impressive speech.
Experimental group:
Children with SLD made mistakes in the entire series concerning impressive speech. In particular: Yana K. (ONR, level 3) did not show what a “cuff” is, and Pavel S. (ONR, level 3) did not know what to show when asked: What is a coil?
Control group:
During the examination of impressive speech in children with level 3 SLD, the tasks also caused difficulties, but less pronounced.
Diagram No. 1 reflects data showing the level of development of impressive speech in children of the experimental and control groups.
Diagram 1 - Levels of development of impressive speech in children of the experimental and control groups
According to the results of the survey, it is clearly seen that in children with level 3 SEN, the passive vocabulary is not sufficiently developed. Whereas in children with OHP level 3 it is quite high.
A study conducted on the second block of tasks related to determining the level of development of expressive speech showed that children with general speech underdevelopment have an insufficiently developed active vocabulary.
This is manifested, for example, in the fact that preschoolers with level 3 OHP do not know words that define the names of berries, types of fish, types of flowers, breeds of wild animals, birds. They also find it difficult to define words denoting parts of the human body, parts of clothing and vehicles (cuff, headlight, body), various working tools and working professions
Words such as: ram, deer, raven, crane, dragonfly, grasshopper, pepper, lightning, thunder, felt boots, seller, hairdresser, in the process of updating them caused difficulties for many children with level 3 OHP.
It was also noted that noticeable differences between children with level 3 SLD in the experimental group and children with level 3 SLD in the control group are observed in the actualization of verbs and adjectives, i.e. predicative dictionary.
Preschoolers with level 3 SLD in the experimental group also showed difficulties in naming many adjectives that are used in the speech of children with normal speech development. These are definitions such as narrow, sour, fluffy, smooth, square, etc.
In the vocabulary of preschoolers with level 3 SLD, associated with verbs, there was a predominance of words that denote actions. The child encounters, performs or observes these actions every day. These are verb forms such as sleep, wash, wash, bathe, dress, walk, run, eat, drink, clean, etc.
During the examination, it turned out that it was more difficult to assimilate words that have a generalized or abstract meaning, as well as words that denote the state, assessment, qualities or characteristics of objects and phenomena. Another characteristic feature of the dictionary of children with ODD was noted - inaccuracy in the use of words, which is expressed in verbal paraphasias. It should be noted the diversity of these manifestations.
All this is reflected in diagram No. 2.
Diagram 2 - Levels of development of expressive speech in children of the experimental and control groups
The diagram shows that the discrepancies in the volume of passive and active vocabulary are quite pronounced and are one of the features of the speech of children with level 3 SLD. These discrepancies are more significant than normal. It was noted that some children with ODD understand the meaning of many words, which increases the volume of their passive vocabulary, bringing it closer to the norm. Nevertheless, the use of words and their actualization in expressive speech cause great difficulties. This is worth paying special attention to when organizing correctional work on the formation of vocabulary in preschoolers with level 3 ODD.
Conclusions on the second chapter:
the goals and objectives identified for conducting the experimental part of the study in children with level 3 ODD suggested an analysis of the methods;
the analysis of methods allowed us to determine the direction of research work using an integrated approach;
the experimental stage of the research work revealed great difficulties in the use of words that have a general concept, denoting the characteristics and qualities of objects, their actualization in colloquial speech in children with SLD of the 3rd level;
correctional work with children with level 3 SLD should be carried out based on the deviations identified at the experimental stage of the study.
Chapter 3. Corrective work on the formation of vocabulary in preschoolers with general speech underdevelopment in didactic games
3.1 Development of vocabulary in gaming activities
All correctional and developmental work on the development of vocabulary in preschoolers with ODD consists of 3 stages:
stage - diagnostic. Purpose: to examine the level and characteristics of vocabulary development in preschoolers with ODD.
stage - final-evaluative (will be presented in section 3.2). Goal: final diagnosis to identify dynamics.
stage - diagnostic.
The diagnostic research program consisted of four blocks.
Block: aimed at identifying the presence in children’s dictionaries of words that generalize concepts.
Block: aimed at identifying children's knowledge of verb vocabulary.
Block: aimed at identifying children’s knowledge about the characteristics of objects.
Block: aimed at identifying children’s ability to select antonyms for words and the ability to use them in speech.
Task No. 1. Exercise “Classification of objects by pictures.”
) The purpose of the technique: to determine the level of development of the subject passive vocabulary. The subject classification method is used to study the processes of generalization and abstraction.
Task No. 2: The game “Fourth wheel”
) The purpose of the technique: to determine the level of development of mental operations of analysis and generalization in a child.
Task No. 3. Game “Name the extra word.”
) The purpose of the technique: to determine the level of formation of the generalization operation, the ability to highlight essential features.
Criteria for assessing assignments of block 1:
point - the task was completed incorrectly, and there was help from the experimenter;
points - the task was completed independently, but incorrectly;
points - the task was completed correctly, but with the help of the experimenter;
Task No. 1. Exercise “Show who does what.”
The purpose of the technique: research of passive vocabulary. Diagnostics of the level of understanding of verbs.
Criteria for evaluation:
point - not completed;
points - completed with errors;
points - done correctly.
Task No. 3 Exercise “Who does what?”
The purpose of the technique: to study the state of the verbal (predicative) dictionary.
Criteria for evaluation:
point - no answer given;
points - the answer is correct.
Task No. 1. Exercise “Pick up pictures.”
) The purpose of the technique: to study the state of the passive dictionary. Diagnosis of the level of understanding of signs.
Task No. 2. Exercise “Guess.”
The purpose of the technique: Diagnosis of the level of understanding of signs.
Criteria for evaluation:
point - task completed incorrectly;
points - the task was completed correctly, but with the help of an adult;
points - the task was completed independently and correctly.
Task No. 1. Exercise “Which one? Which? Which?"
The purpose of the technique: to study the state of the passive dictionary. Diagnostics of the level of understanding of words with opposite meanings.
Task No. 2. Exercise “Choose words - enemies.”
) The purpose of the technique: to study the level of understanding of words with opposite meanings.
Task No. 3. Exercise “Complete the sentence”
Task No. 4. Exercise “Say the opposite.”
) The purpose of the technique: to study the level of ability to select words with opposite meanings.
Criteria for evaluation:
point - no answer given;
point - the answer is given, but not correct;
points - the answer is correct.
The maximum number of points for completing all series of tasks was: 295 points. Of these, for block 1 - 76 points, for block 2 - 57 points, for block 3 - 36 points, for block 4 - 126 points.
Analysis of the data obtained for four blocks of the diagnostic program (over 3 years) allows us to identify the following quantitative characteristics of the level of development in children with level 3 ODD.
295 points - high level (83 - 100% of correctly completed tasks)
245 points - average level (58 - 83%)
Less than 170 points - low level (less than 58%)
High level - tasks completed independently and correctly.
Intermediate level - tasks completed independently, but there were mistakes; the task was completed correctly, but with the help of the experimenter (leading questions, examples, etc.);
Low level - most of the tasks are not completed (no answer, or the wrong answer is given, even with additional help from the experimenter)
The majority of diagnosed children (83%) showed an average level of development of the lexical side of speech, and 17% of children showed a low level. There were no children with a high level of vocabulary development.
We characterized children from the group with an average level of vocabulary development as follows: children use extensive speech means, but speech underdevelopment is still very pronounced. Their speech contains a fairly large number of words (nouns, verbs), sometimes adjectives appear. But the words children use are characterized by inaccuracy in meaning and sound design. Inaccuracy in the meaning of words is manifested in a large number of verbal paraphasias (word substitutions). Sometimes, in order to explain the meaning of a word, children use gestures, and in the process of searching for a word, use phrases.
This group of children is characterized by a sharp discrepancy in the volume of active and passive vocabulary, unformed semantic fields, and difficulties in updating the vocabulary, especially the predicative vocabulary (verbs, adjectives).
A low level of development of the lexical side of speech is characterized by pronounced underdevelopment of speech. The speech contains mainly nouns; the vocabulary of verbs and adjectives is insufficient. Characterized by imprecise use of words and frequent verbal paraphasias.
The next stage is correctional and educational.
The correctional teaching method I proposed consists of didactic games divided into four series (in accordance with the blocks allocated in our diagnostic program).
GAME SERIES
The first series of games is aimed at enriching the vocabulary of preschoolers with special needs with nouns and activating them in speech.
Doll housewarming
Exercise children in the use and understanding of general words: furniture, clothes, shoes, dishes, toys;
To instill in children goodwill, respect for toys, and a desire to play with peers.
Who is most likely to collect
Consolidate general concepts in children's dictionaries: vegetables, fruits;
Teach children to group vegetables and fruits;
Cultivate quick reaction to the speech therapist’s word, endurance and discipline.
Hunter and shepherd
Exercise children in grouping wild animals and domestic animals;
Learn to correctly use generalizing words wild animals, domestic animals;
Cultivate attention and speed of reaction to words.
Name three things
Activate children's vocabulary;
Exercise children in classifying objects.
GAME SERIES
The second series of games is aimed at enriching the vocabulary of preschoolers with OHP verbs and activating them in speech.
Who is bigger!
Replenish the predicative vocabulary.
Strengthen the skills of agreeing a noun with a verb.
Improve the skills of forming a verb from a noun.
Develop visual and auditory attention, memory.
Who lives in the house?
Expand and consolidate predicative vocabulary.
Develop the ability to recognize a bird or animal by its characteristic actions.
Improve skills in working with action symbols.
Develop visual attention, memory, activate thinking.
We drive, swim, fly.
Develop a predicative vocabulary.
Strengthen the differentiation of objects by method of movement.
Strengthen the structure of a simple sentence according to the “subject action” model
Reinforce the concept of animate and inanimate objects.
Develop visual attention.
Who do you want to become?
Expand the predicative vocabulary.
Improve the skills of using future tense verbs in speech.
Strengthen knowledge about people's professions.
GAME SERIES
The third series of games is aimed at enriching the vocabulary of preschoolers with special needs with words - signs and their activation in speech.
When does this happen?
To consolidate children's knowledge about the seasons and their signs.
Which subject?
Strengthen children’s ideas about the size of objects;
Learn to classify objects according to a certain characteristic (size, color, shape);
Develop quick thinking.
What is it made of?
Teach children to group objects according to the material from which they are made (metal, rubber, glass, wood, plastic);
Activate the feature dictionary.
GAME SERIES
The fourth series of games is aimed at enriching the vocabulary of preschoolers with special needs with antonyms and synonyms and activating them in speech.
The organization of didactic games by the teacher is carried out in three main directions: preparation for the didactic game, its implementation and analysis.
Say otherwise
Expand your verb vocabulary.
Train in the selection of verbs that are similar in meaning (synonyms). Develop visual attention and observation.
Sad and cheerful
Replenish the predicative dictionary,
Strengthen the recognition of a person’s emotional state by facial expressions,
Develop visual attention, observation,
Introduce children to synonyms and antonyms.
Vice versa
Learn to compare the meanings of words;
Strengthen knowledge of words - antonyms
To develop children's intelligence and quick thinking.
3.2 Results of the training experiment
Analyzing the quality of performance of all four series of tasks by preschoolers with SLD before and after correctional work, it was found that the greatest difficulties in children with SLD before correctional and developmental work were associated with completing the third and fourth blocks of tasks.
And after correctional and developmental work, the results of the third and fourth blocks of tasks were also worse than the results of the first and second blocks.
Difficulties in completing tasks, even after correctional work, were caused by the incompleteness of the speech development process, because in children of five years old semantic fields are just beginning to be organized, differentiation within the semantic field has not yet been formed and time is still needed to improve the processes of searching for words and translating them from passive into active vocabulary.
The children of the experimental group showed the following results: 6 children scored 24-30 points - high level, 3 children scored 16-23 points - average level, 1 child scored less than 15 points - low level.
Children in the control group showed the following results: 4 children scored 24-30 points - high level, 3 children scored 16-23 points - average level, 3 children scored less than 15 points - low level.
Diagram 3 - Comparative characteristics of the state of speech vocabulary of the experimental and control groups
Thus, we can conclude that the formation of vocabulary in preschoolers with SLD occurs more effectively when using the correctional and developmental complex we developed using didactic games.
Conclusion
It is clear from the work that a large number of studies are devoted to the issue of vocabulary development, in which this process is examined in various aspects, such as: psychophysiology, psychology , linguistics? and psycholinguistics
The material of the work shows that, as a rule, OHP is one of the manifestations of disorders of the physical and neuropsychic development of a child, due to the use of alcohol, nicotine? and drugs by the mother during pregnancy.
As the main causes of occurrence, as the material from the work of ONR Filichev shows? T.B., Chirkina? G.V. highlight the unfavorable influence of the speech environment, unfavorable conditions of education, and? Also, a lack of communication is the so-called post-natal factors.
Often, under the condition of the unfavorable influence of surrounding factors, in combination with a mild organic deficiency of the central nervous system or with a genetic predisposition, speech development disorders acquire? have a more persistent character and manifest themselves in the form of general underdevelopment of speech
In 2001 Filicheva? T.B. allocated? the fourth level of general speech underdevelopment, which includes children with mildly expressed residual manifestations of lexical-grammatical and phonetic-phonemic speech underdevelopment
From the second section it is clear that the discrepancies in the volume of passive and active vocabulary are quite pronounced and are one of the features of the speech of children with ODD. These discrepancies are more significant than normal. It was noted that some children with ODD understand the meaning of many words, which increases the volume of their passive vocabulary, bringing it closer to the norm.
The material in section 3 shows all correctional and developmental work on the development of vocabulary in preschoolers with ODD consists of 3 stages:
stage - diagnostic. Purpose: to examine the level and characteristics of vocabulary development in preschoolers with level 3 SLD.
stage - correctional and educational. Goal: correction of identified violations using a developed set of didactic games.
stage - final-evaluative. Goal: final diagnosis to identify dynamics.
Analyzing the quality of performance of all four series of tasks by preschoolers with level 3 SLD before and after correctional work, it was found that the greatest difficulties for children with level 3 SLD before correctional and developmental work were associated with completing the third and fourth blocks of tasks. And after correctional and developmental work, the results of the third and fourth blocks of tasks were also worse than the results of the first and second blocks.
The material in section 3 also showed that the training experiment confirmed the effectiveness of correctional speech therapy work on vocabulary formation through didactic games.
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Federal Agency for Education State educational institution of higher professional education Krasnoyarsk State Pedagogical University named after. V.P.Astafieva
Institute of Special Pedagogy
Department of Correctional Pedagogy
Features of the development of vocabulary in children of senior preschool age with general speech underdevelopment of level III
Final qualifying work in the specialty - 050715 - “Speech therapy”
Review
about final qualifying work
"Formation of vocabulary in children of senior preschool age with general speech underdevelopment III level"
The topic of the qualifying work is devoted to a fairly relevant topic - the timely formation and improvement of vocabulary in preschool children, its close relationship with the formation of cognitive activity and the development of speech skills and abilities. New developments of this problem, taking into account the systematic approach, are becoming quite significant.
The advantage of qualifying work is its practical part, the second chapter (experimental research), the study of bibliographic material in combination with observation, the organization and collection of didactic material. The content of the ascertaining experiment meets the requirements. The author has demonstrated sufficiently deep knowledge on the stated problem and demonstrated independence skills when conducting research.
The work as a whole is logically well structured; the materials in the appendix are presented in a fairly visual and didactically literate manner.
In the course of the study, the author proved that the specially organized speech activity of children with special needs, the use of a communicative approach, various forms and methods of teaching (including games), the use of creative tasks in various types of classes, contributes to the activation of various speech manifestations in children, the development and improvement of coherent communication. oral speech.
Along with a generally positive assessment of the work performed, a remark should be made: the work is not without technical errors in its design.
The qualifying work is a serious methodological study and is worthy of high praise.
Scientific adviser:
Introduction
Chapter I. Analysis of literature on the research problem
1.1 Current state of the problem of vocabulary development for children with special needs level III
1.2 Patterns of development of the vocabulary of older preschoolers in ontogenesis
1.3 General underdevelopment of speech and its causes
1.4 Development of vocabulary in older preschoolers with general speech underdevelopment of level III
Chapter II. Ascertaining experiment and its analysis
2.1. Organization and methodology of research
2.2. Analysis of the results of vocabulary research in older preschoolers with general speech underdevelopment (level III)
Chapter III. Contents of correctional work aimed at developing the vocabulary of six-year-old children with level III SEN
3.1 Theoretical foundations of the formative experiment
3.2 Formative experiment aimed at developing vocabulary in older preschoolers with level III SEN
3.3 Control experiment and its analysis
Conclusion
Literature
Application
Introduction
The relevance of research
Speech is a great gift of nature, thanks to which people receive ample opportunities to communicate with each other. Speech unites people in their activities, helps to understand, formulates views and beliefs. Speech provides a person with a huge service in understanding the world.
However, nature gives a person very little time for the emergence and development of speech - early and preschool age. It is during this period that favorable conditions are created for the development of oral speech, the foundation is laid for written forms of speech (reading and writing) and the subsequent speech and language of the child.
Any delay, any disturbance in the development of a child’s speech is reflected in his activity and behavior. Children who speak poorly, beginning to realize their shortcomings, become silent, shy, indecisive, and their communication with people becomes difficult.
In general, the level of speech development of modern preschool children can be characterized as extremely unsatisfactory. Speech neglect clearly manifests itself when children enter school. Here, serious speech problems are identified that slow down the learning process and are the causes of dysgraphia and dyslexia. According to researchers, in some first grades there are up to 85-90% of children with various speech delays and pathologies. This state of affairs has led to the fact that many schools are forced to involve speech therapists in working with primary-level children. However, observations of the work of speech therapists in schools and conversations with them showed that it is very difficult, and sometimes impossible, to correct many detected speech defects at this age. This happens because many speech defects in children were not identified in a timely manner, were finally formed and consolidated at the level of communication in the cerebral cortex. In addition, the correction of “old” oral speech defects occurs against the background of intensive teaching of children in written language (reading and writing).
From the point of view of speech pathology, one of the most common disorders is general speech underdevelopment (GSD). Studying deviations in speech development in children with normal hearing and intelligence, Professor R.E. Levina was the first to identify and describe a special category of children with manifestations of systemic immaturity of all language structures (phonetics, grammar, vocabulary), which she designated by the term “general speech underdevelopment.”
The problem of vocabulary development in older preschoolers is relevant because the formation of this component of the language structure is necessary when entering the first grade of a public school. Since it has already been established that writing and reading disorders in children most often appear as a result of general underdevelopment of all components of language. Dysgraphia and dyslexia usually occur in children with level III speech underdevelopment.
Consideration of the topic “Peculiarities of the development of vocabulary in children of senior preschool age with SEN (III level)” will allow us to more fully understand the nature of the violation of speech development in children and outline effective ways to overcome this problem.
Research problem: The development of vocabulary in preschoolers with level III SEN is important, since the number of children with this speech pathology is increasing every year and the development of children’s vocabulary will contribute to more successful preparation for school. Object of study: vocabulary in older preschoolers with special needs development (III level).
Subject of study: formation of vocabulary in children of senior preschool age with special needs development (III level).
Target: formation of the vocabulary of older preschoolers with level III SEN through the use of speech therapy exercises.
Research hypothesis: The effectiveness of vocabulary formation in older preschoolers with ODD (level III) will be significantly increased if a specially developed set of correctional and developmental exercises is used in speech therapy work.
Tasks:
1) analyze scientific and methodological literature on the research problem;
2) to identify the vocabulary development of older preschoolers with ODD (level III);
3) to develop and identify the content of correctional work aimed at developing the vocabulary of older preschoolers with ODD (III level);
Research methods were determined in accordance with the purpose, hypothesis and objectives. Both theoretical and empirical methods were used to conduct this research. The first includes the analysis of psychological and pedagogical literature on the research problem, the second - observation of children, pedagogical experiment, the learning process according to the developed system; monitoring the effectiveness of ongoing correctional and developmental activities.
Practical part of the study is to develop effective ways of correctional pedagogical work that promotes the speech formation of the vocabulary of older preschoolers with ODD (level III). The developed methodological material can be useful to teachers in correctional and practical activities.
Organization of the study. The base of the study was the Municipal preschool educational institution “Kindergarten of compensatory type No. 321” in the city of Krasnoyarsk.
The study was carried out between September and December 2009 in three stages.
The first stage is the study and analysis of literature on the research problem; formulation and clarification of goals, hypotheses, tasks; drawing up a research plan; development of a methodology for ascertaining experiments.
The second stage is conducting and analyzing the results of the ascertaining experiment, developing, clarifying and testing a complex of experimental training.
The third stage is analysis of the effectiveness of the experimental work.
Structure of the final qualifying work. The work consists of an introduction, three chapters, a conclusion, a list of references, and applications.
underdevelopment speech preschooler vocabulary correctional
Chapter 1 - Literature analysis on the research problem
1.1 Current state of the problem of vocabulary development in children with special needs development III level
The word is the basic unit of language. Speaking in isolation, it performs, first of all, a nominative function - it names specific objects, actions, signs, human feelings, social phenomena and abstract concepts.
Organized grammatically in sentences, the word turns out to be the building material with the help of which speech acquires the ability to fulfill a communicative role.
L.S. Vygotsky defined the word as a unit of not only speech, but also thinking. Substantiating this thesis, he referred to the fact that the meaning of a word is a generalization, a concept. In turn, any generalization is nothing more than an act of thought. Thus, the word represents the unity of thinking and speech.
Considering the interaction of these mental processes, L.S. Vygotsky noted that “thought is not expressed, but is accomplished in the word,” i.e. thought develops and improves only when it is put into words. This gives the right to assert that the word also performs a cognitive (cognitive) function, since the development of the vocabulary leads to the formation of not only thinking, but also other mental processes.
That is why working on words is of great importance for correcting the mental development of children with speech disorders, for more successful inclusion of them in the sphere of communication with others.
In the psychological and pedagogical works of T.A. Altukhova, G.V. Babina, T.D. Barminkova, Yu.I. Bernadsky, V.K. Vorobyova, O.E. Gribova, N.S. Zhukova, A.S. Zavgorodnya, V.A. Kovshikova, R.E. Levina, N.A. Nikashina, L.F. Spirova, T.B. Filicheva, G.V. Chirkina, S.N. Shakhovskaya and others describe the features and originality of the vocabulary of children with various speech disorders.
Along with the identified features of the development of the lexical system, these works pay great attention to the unique development of mental processes in children with ODD. There is insufficient stability of attention and limited possibilities for its distribution. While logical memory is relatively intact, verbal memory is reduced and memorization productivity suffers.
The authors also note low cognitive activity, rapid fatigue, insufficient performance in classes, and low initiative in play activities of children with general speech underdevelopment.
Having generally complete prerequisites for mastering mental operations, children lag behind in the development of verbal thinking and, without special training, have difficulty mastering analysis and synthesis, comparison and generalization.
Analysis of the development of children of senior preschool age with general underdevelopment of speech (III level) indicates significant deviations from their normally developing peers in their vocabulary, both quantitatively and qualitatively (N.S. Zhukova, R.E. Levina, N. V.Simonova, L.F.Spirova, T.B.Filicheva, G.V.Chirkina and others). Children use well-known, frequently used words and phrases in active speech. Peculiarities of vocabulary, as a rule, manifest themselves in ignorance of many words and phrases, in the inability to select from the vocabulary and correctly use words in speech that most accurately express the meaning of the statement, in the imperfection of the search for nominative units. Having an extremely limited vocabulary, the child does not understand the meanings of some even the simplest words and therefore distorts them, skips them, replaces them, and mixes them up. In this regard, the important task of accumulating, enriching, and clarifying the vocabulary of older preschoolers arises.
In the work of N.V. Serebryakova, a psycholinguistic approach was productively used in the study of children’s vocabulary, which made it possible to identify the most clearly qualitative features of the dictionary, the main difficulties of children in differentiating the meanings of words. It has been established that the most significant and pronounced signs of underdevelopment of vocabulary in this group of children are insufficient formation of the structure of the meaning of the word, an age-inappropriate level of organization of semantic fields, and imperfection of the word search process. The author has developed a system of techniques for speech therapy work on the formation of children's vocabulary.
The cognitive aspect of mastering lexical meanings was developed in the dissertation work of T.V. Tumanova. The features of the formation of pre-grammatical generalizations in preschoolers with general speech underdevelopment have been identified. Based on the research conducted, the author substantiates the leading reason for the difficulties in mastering word-formation operations: the factor of unformed “nervous restructuring”, which ensures the transition from an elementary iconic code that underlies the acquisition of lexical meaning to a discrete code, which makes it possible to isolate a morpheme from the general sound stream as a separate sign, and from it to a special speech movement code that ensures the normative pronunciation of a derivative word. It is shown that the immaturity of word-formation operations and the mechanisms that support them leads, on the one hand, to inadequate speech communication, and on the other hand, it limits the cognitive capabilities of children necessary for the development of “linguistic competence”.
Based on the psycholinguistic approach, V.A. Goncharova conducted a comparative qualitative analysis of vocabulary disorders and the dynamics of its formation in preschoolers aged 5-7 years with speech disorders. General and specific features of various lexical operations during the production of speech utterances in children have been identified. The structure of vocabulary disorders in children with speech pathologies of various origins has been determined. For example, it has been revealed that children with SLD have impairments in both semantic and formal-sign operations with a predominance of impairments in the semantic aspect of vocabulary. This especially affects the organization of semantic fields, the structure of word meaning, the processes of antonymy and synonymy. Noted by the author. That preschoolers with ODD have not developed vocabulary as a system of multidimensional connections. This group of children showed insufficient mental operations, as well as a low level of organization of semantic fields. Taking into account the established features, the principles of the direction of speech therapy intervention have been substantiated, and differentiated methods of work on the formation of vocabulary in preschoolers with various speech disorders have been developed.
The above works highlight the problem of studying the features of the lexical system in children with ODD. On this basis, special techniques have been developed aimed at solving various issues that ultimately contribute to the development of coherent speech in children. The problem of vocabulary enrichment is thus solved in the context of the development of gaming activities, various forms of verbal communication, and phrasal speech.
An analysis of training programs for children with special needs development disorders (T.B. Filicheva, G.V. Chirkina) showed that one of the main tasks of correctional intervention is the practical acquisition of lexical means of the language. In preschool speech therapy institutions, the implementation of this task takes place in speech therapy frontal and individual classes on the formation of lexical and grammatical means of language and the development of coherent speech in work on lexical topics (“Autumn”, “Vegetables and Fruits”, “Animals”, “Trees”, etc. .P.).
In correctional and pedagogical work L.S. Volkova states that currently children of the third level of speech underdevelopment constitute the main contingent of special preschool and school institutions. Work is carried out with older preschoolers with ODD (level III) to develop their understanding of speech. Children are taught to listen attentively to spoken speech, identify the names of objects, actions, signs, understand the generalized meaning of a word, and choose from two words the most appropriate one for a given situation. (breaks - tears, smears - glues, jumps - jumps). At this time, they are taught to understand a text with a complicated, conflict situation.
The ability to identify parts of an object is developed. Subject lexical material is associated with the study of objects surrounding children. Based on an understanding of the characteristics of objects, they learn to group them in practical activities. The meaning of nouns with diminutive suffixes is clarified.
In the process of mastering subject vocabulary, children continue to become familiar with various methods of word formation. Initially, children are offered exercises of an analytical nature that promote the formation of orientation in the morphological composition of a word: select related words from the context, compare them in length and content, isolate similar and different sounding elements of words.
Gradually, on the basis of subject-graphic diagrams, one becomes familiar with universal ways of forming words: suffixal - for nouns and adjectives, prefixal - for verbs. Children develop the skills of putting together a new word from 2 parts, one of which is equal to the root, and the other to the affix: mushroom + nickname, boot + nickname, with + walked, with + swam.
Drawing attention to the commonality of the root part among a chain of related words (forest, forester, forester), Children develop an intuitive understanding of the system of word-formation connections of the language.
At the same time, children are taught to understand the generalized meaning of a word. Only after this is it proposed to independently form relative adjectives from nouns with meanings corresponding to food products (milk, chocolate), plants (oak, pine).
Considering that children with ODD tend to have difficulties recognizing the similarities and differences of words that are similar in sound and purpose, special attention is paid to this distinction. First you need to listen carefully to these words. For example, showing a pinch of tea, they ask: “What is this?” - Tea. It is explained that it is brewed in teapot, and the utensils from which tea is drunk are called tea room The significant part of the word is highlighted intonationally. In the next lesson, related words are distinguished when showing other objects (salt - salt shaker, sugar - sugar bowl).
Particular attention is paid to the formation of a sign from the name of an object, action or state (soap-soap-soap-dish).
The preparatory stage of familiarizing children with antonym words is checking and clarifying words known to children - names of signs of objects and actions. Pairs with pronounced characteristics are selected and compared by taste, color, size, etc. Their qualitative opposition is emphasized intonation (sharp - dull pencil ) .
The system of work on the formation of vocabulary for children with general speech underdevelopment (III level) is based on the following principles:
An activity-based approach that determines the content and structure of training taking into account leading activities;
Systematicity, which allows the development of speech as a complex functional system, the structural components of which are in close interaction;
Development of a sense of language, which consists in the fact that with repeated speech reproduction and the use of similar forms in one’s own statements, analogies are formed in the child at a subconscious level, and then he learns linguistic patterns;
Corrections and compensations that require flexible compliance of correctional pedagogical technologies and an individually differentiated approach to the nature of speech disorders in children;
General didactic (visuality and accessibility of the material, gradual transition from simple to complex, from concrete to abstract, individual approach).
R.I. Lalaeva and N.V. Serebryakova offer their methods for developing vocabulary in preschoolers with OPD.
When carrying out speech therapy work on the development of vocabulary, it is necessary to take into account modern linguistic and psycholinguistic ideas about the word, the structure of the meaning of the word, the patterns of vocabulary formation in ontogenesis, and the characteristics of vocabulary in preschool children with speech pathology. Taking these factors into account, vocabulary formation is carried out in the following areas:
Expanding the volume of the vocabulary in parallel with the expansion of ideas about the surrounding reality, the formation of cognitive activity;
Clarification of the meanings of words;
Formation of the semantic structure of a word in the unity of basic
Its components;
Organization of semantic fields, lexical system;
Activation of the dictionary, improvement of word search processes, translation of a word from a passive to an active dictionary.
Considering the close connection between the development of vocabulary and word formation, this technique also includes tasks for inflection, the purpose of which is to clarify the structure of the meaning of a word, master the meaning of morphemes, a system of grammatical meanings, and consolidate connections between words.
1.2 Patterns of development of the vocabulary of older preschoolers in ontogenesis
Preschool age is a period of active mastery of all structures of the native language, a unique time for the formation and development of the lexicon.
The speech of a preschooler is formed and develops from several sides: phonetic, lexical, grammatical, which act in close unity, at the same time, each of them has its own meaning, affecting the development of speech utterance. When forming a vocabulary, the semantic component comes to the fore, since only a child’s understanding of the meaning of a word (in a system of synonymous, antonymic, polysemantic relations) can lead to a conscious choice of words and phrases and their precise use in speech (A.A. Leontiev).
Under favorable social conditions and proper upbringing, the child’s life experience is enriched, his activities are improved, and communication with the outside world and people develops. All this leads to the active growth of the lexicon, which increases very quickly (E.A. Arkin, A.N. Gvozdev, T.N. Naumova, E.Yu. Protasova, V.K. Kharchenko, V. Stern, K. Kezop ).
The study of the characteristics of vocabulary acquisition by children with normal speech development is devoted to studies that examine the issues of vocabulary development from the point of view of accuracy of use (M.M. Alekseeva, V.V. Gerbova, N.P. Ivanova, V.I. Loginova, Yu S. Lakhovskaya, A. A. Smaga, E. M. Strunina, E. I. Tikheeva, V. I. Yashina).
The first meaningful words appear in children by the end of the first year of life (10-12 words); at the end of the second year of life, the lexical composition is 300-400 words; by three years - 1500 words; by four - 1900; at five years - up to 2000 - 2500, at six seven years - up to 3500 - 4000 words.
The lexicon is growing both quantitatively and qualitatively. Thus, children aged three to four years, knowing a sufficient number of words, correctly name objects and phenomena, designate the qualities of objects and actions, and freely form words with diminutive suffixes. By the age of four, correct sound pronunciation, the intonation side of speech, as well as the ability to express a question, request, or exclamation with intonation are formed. By this point, the child has accumulated a certain vocabulary, which contains all parts of speech. The predominant place in the vocabulary used by children is occupied by verbs and nouns that denote objects and objects of the immediate environment; they begin to use adjectives and pronouns.
Many researchers note the special sensitivity of children of the fifth year of life to the sound, semantic and grammatical side of the word during this period; in their opinion, the formation of monologue speech occurs (N.A. Gvozdev, A.V. Zaporozhets, D.B. Elkonin, etc. ). A child of the fifth year of life expands the scope of his communication; he is already able to tell not only directly perceived circumstances, but also what was perceived and said earlier. At the same time, the speech of fifth-year children retains the features of the previous stage of development: when telling stories, they often use demonstrative pronouns this one, there .
Preschool children at the age of five or six can already form adjectives from nouns, various parts of speech from one root (runner - run - running, singer - sing - singing, blue - turn blue - blue), as well as nouns from adjectives.
Five-year-old preschoolers improve the elements of the sound side of a word necessary for the formation of a statement: pace, diction, voice strength and intonation expressiveness. In the statements of children of this age, various words appear that express the state and experience, and coherent speech begins to develop (V.V. Gerbova, G.M. Lyamina).
Analyzing the vocabulary of the spoken speech of six- to seven-year-old children, it can be noted that they basically complete the formation of the core vocabulary. At the same time, “semantic” and partially grammatical development remains far from complete (A.V. Zakharova).
Clarification of the semantic content of words by older preschool age is gaining momentum. In speech, along with the use of words with a general meaning, words with an abstract meaning (joy, sadness, courage) are used. At first, preschoolers do not consciously use metaphors in their speech, but at an older age, conscious cases of metaphor use are observed. They develop a great interest in the word and its meaning (V.K. Kharchenko). The vocabulary of older preschoolers is actively enriched by words invented by them. At this age, word creation is one of the important features of children's speech.
Taking into account the above, we can conclude that senior preschool age is the end of the period of spontaneous acquisition of the native language. By this time, the child, on the one hand, has already mastered an extensive vocabulary, the entire complex system of grammar and coherent speech to such an extent that the acquired language becomes truly native to him (A.N. Gvozdev). On the other hand, the semantic and partially grammatical development of the child’s speech remains far from complete.
1.3 General underdevelopment of speech and its causes
The psychological and pedagogical approach to the analysis of speech disorders is a priority direction in domestic speech therapy. Within the framework of this direction, the development of language in children with speech disorders is analyzed. Conducted in the 60s. (R.E. Levina and co-workers) linguistic analysis of speech disorders in children suffering from various forms of speech pathology made it possible to distinguish general speech underdevelopment and phonetic-phonemic underdevelopment. .
General speech underdevelopment (GSD) is characterized by a violation of the formation in children of all components of the speech system: phonetic, phonemic and lexico-grammatical.
Children with OSD have a pathological course of speech development. The main signs of ODD in preschool age are a late onset of speech development, a slow pace of speech development, a limited vocabulary that does not correspond to age, a violation of the formation of the grammatical structure of speech, a violation of sound pronunciation and phonemic perception. At the same time, children have preserved hearing and a satisfactory understanding of spoken language accessible for a certain age. The speech of children with SLD may be at different levels of development. Based on correctional tasks, R.E. Levina used a systematic approach to the analysis of speech disorders and conventionally designated three levels of OHP, each characterized by specific difficulties in speech development.
First level - the lowest. Children do not know commonly used means of communication. In their speech, children use babbling words and onomatopoeia, as well as a small number of nouns and verbs that are significantly distorted in terms of sound (“kuka” - doll). With the same babbling word or sound combination, a child can designate several different concepts and replace them with the names of actions and names of objects (“bi-bi” - car, plane, go).
Children's statements can be accompanied by active gestures and facial expressions. Speech is dominated by sentences of one or two words. There are no grammatical connections in these sentences. Children's speech can only be understood in specific situations of communication with loved ones. Children's understanding of speech is limited to a certain extent. The sound aspect of speech is severely impaired. The number of defective sounds exceeds the number of correctly pronounced ones. Correctly pronounced sounds are unstable and can be distorted and replaced in speech. The pronunciation of consonant sounds is more impaired; vowels may remain relatively preserved. Phonemic perception is grossly impaired. Children may confuse words that sound similar but have different meanings (milk - hammer). Until the age of three, these children are practically speechless. Spontaneous development of full speech is not possible for them. Overcoming speech underdevelopment requires systematic work with a speech therapist. Children with the first level of speech development should be educated in a special preschool institution. Compensation for speech defects is limited, so such children subsequently need long-term education in special schools for children with severe speech impairments.
Second level - Children have the rudiments of common speech. Understanding of everyday speech is quite developed. Children communicate more actively through speech. Along with gestures, sound complexes and babbling words, they use commonly used words that denote objects, actions and signs, although their active vocabulary is sharply limited. Children use simple sentences of two or three words with the rudiments of grammatical construction. At the same time, gross errors in the use of grammatical forms are noted (“I’m playing with a doll” - I’m playing with a doll). Sound pronunciation is significantly impaired. This manifests itself in substitutions, distortions and omissions of a number of consonant sounds. The syllabic structure of the word is broken. As a rule, children reduce the number of sounds and syllables, and their rearrangements are noted (“teviks” - snowmen). During the examination, a violation of phonemic perception is noted.
Children with the second level of speech development need special speech therapy for a long time, both in preschool and school age. Compensation for speech defects is limited. However, depending on the degree of this compensation, children can be sent either to a general education school or to a school for children with severe speech impairments. When entering a comprehensive school, they should receive systematic speech therapy assistance, since mastering writing and reading is difficult for these children.
Children with the second and third levels of speech development make up the main contingent of special speech therapy groups.
Children with level III They use detailed phrasal speech and do not find it difficult to name objects, actions, and signs of objects that are well known to them in everyday life. They can talk about their family and write a short story based on the picture. At the same time, they have shortcomings in all aspects of the speech system, both lexical-grammatical and phonetic-phonemic. Their speech is characterized by imprecise use of words. In free expressions, children use adjectives and adverbs little, do not use generalizing words and words with a figurative meaning, have difficulty forming new words using prefixes and suffixes, mistakenly use conjunctions and prepositions, make mistakes in agreeing a noun with an adjective in gender, number and case .
Children with general underdevelopment of the III level of speech development, subject to systematic speech therapy assistance, are ready to enter a comprehensive school, although some experience certain difficulties in learning. These difficulties are associated mainly with insufficient vocabulary, errors in the grammatical construction of coherent statements, insufficient development of phonemic perception, and impaired sound pronunciation. Monologue speech develops poorly in such children. They mainly use a dialogical form of communication. In general, the readiness for schooling among these children is low. In the elementary grades, they have significant difficulties in mastering writing and reading, and there are often specific impairments in writing and reading.
In some of these children, speech underdevelopment may be mildly expressed. It is characterized by the fact that violations of all levels of the language system manifest themselves to a minor extent. Sound pronunciation may not be impaired, but (blurred) or suffer in relation to two to five sounds.
Phonemic awareness is not accurate enough. Phonemic synthesis and analysis lag behind the norm in development. In oral statements, such children allow words to be confused by acoustic similarity and meaning. Contextual monologue speech is situational and everyday in nature. Such children, as a rule, study in a comprehensive school, although their academic performance is low. They experience certain difficulties in conveying the content of educational material; specific errors in writing and reading are often noted. These children also need systematic speech therapy.
In addition, children with general speech underdevelopment are characterized by a low level of development of attention and memory, and some specific features of their thinking are observed. Subsequently, all speech deficiencies in children have a negative impact on mastering the processes of reading and writing.
Thus, general underdevelopment of speech is a systemic violation of the acquisition of all levels of language, requiring long-term and systematic speech therapy. In order to positively influence the high-quality and timely speech development of preschool children, to provide qualified assistance, and to prevent possible deviations in the development of their speech as much as possible, it is necessary to understand their causes, which sharply reduce the level of speech development of children.
The reasons can be divided into three groups: 1st - related to the health of children; 2nd - pedagogical reasons; 3rd - social reasons. This division is very arbitrary, since all the reasons are closely interconnected.
Children's health. The modern generation is characterized by poor health. Most children attending educational institutions belong to health group II. There are very few children of health group I in kindergartens; children of health group III and even IV are becoming more and more common. According to the leading neuropathologist of Russia, Doctor of Medical Sciences I.S. Skvortsov, currently approximately 70% of newborns are diagnosed with various perinatal brain lesions. Such deviations affect the subsequent development and learning of the child at the slightest adverse environmental influences.
Speech centers are the latest formation of the human brain (from the point of view of brain evolution), which means they are the “youngest”. This makes them the most vulnerable compared to other centers. And under the slightest unfavorable conditions for the development of the body, speech centers are one of the first to fail. That is why a child’s speech is a kind of “litmus test” demonstrating the level of general development.
Pedagogical reasons. This group of reasons is quite large and dynamic (that is, over time, some pedagogical reasons may go away, but others come to replace them).
Firstly, this is a late diagnosis of children’s speech development. As a rule, speech therapists carefully study a child’s speech only at the age of five. There is an explanation for this. It is by the age of five that speech formation occurs, which means that the child correctly pronounces all the sounds of his native language; has a good vocabulary; masters the initial forms of coherent speech, allowing him to freely come into contact with people. With this approach, it turns out that specialists and teachers “sit and wait” until nature does its job in the child’s speech development. And then a check is made to see how well nature coped with the task assigned to it. Today it is already known that by the age of five, most children do not have speech norms. Speech therapists are literally bombarded with speech problems of older preschoolers. Therefore, diagnosis needs to be carried out much earlier.
Secondly, a feature of the modern situation is the earlier (from about 4-5 years old) children’s mastery of this form of written language, such as reading. At the same time, speech development is often replaced by direct, special teaching of reading, and the tasks of forming oral speech go beyond the control and attention of adults. Written speech in this case falls on unprepared speech soil and subsequently often leads to reading and writing disorders (dyslexia and dysgraphia), and subsequent illiteracy. It is possible to prepare a child well for school and lay a solid foundation for learning to read and write only through serious work on the development of oral speech in preschoolers. The process of preparation for learning to read and write should be considered not as a separate independent technique, but as an integral part of the child’s speech development system.
Social reasons. In our society, indifference to the native (Russian) language is growing. Many preschool teachers are familiar with the situation when parents, bringing their child to kindergarten, do not care at all about how to teach the child to speak their native language correctly and beautifully. Most parents are satisfied and happy if they study a foreign language in kindergarten. This does not take into account that almost all the languages of the world conflict with each other on a number of characteristics. We can say that in society there is a growing admiration for foreign languages, but for some reason our own equally beautiful one is not valued. Based on the above, one should take into account the reasons and pay attention to the quality and effectiveness of work on the development of speech in preschoolers, taking into account the individual characteristics of each child.
1.4 Development of vocabulary in older preschoolers with general underdevelopment speech ( III level)
When studying the characteristics of vocabulary in children with speech pathology, the psycholinguistic approach, modern ideas about the process of vocabulary development, various aspects of its study, the development of vocabulary in ontogenesis, the structure of the meaning of a word, and semantic fields are promising and significant.
In the studies of R.I. Lalaeva, a number of features of the vocabulary of older preschoolers are noted. A limited vocabulary, a discrepancy between the volume of active and passive vocabulary, inaccurate use of words, verbal paraphasia, unformed semantic fields, and difficulties in updating the dictionary were revealed. Associations in children with speech pathology, to a greater extent than in children with normal speech development, are unmotivated. The most difficult part of the formation of semantic fields in children with speech impairments is the identification of the center (core) of the semantic field and its structural organization. A small volume of the semantic field has been revealed, which is manifested in a limited number of semantic connections. Thus, in paradigmatic associations in children with speech pathology, analogical relations predominate, while oppositional and generic relations are rare, which is not consistent with the norm. In children with normal speech development, opposition relations account for more than half of all paradigmatic associations by the age of 7; in addition, it has been noted that the latent period of reaction to a stimulus word in children with speech disorders is much longer than normal.
Based on an analysis of the nature of verbal associations in preschoolers aged 5-8 years, N.V. Serebryakova identified the following stages of organizing semantic fields:
First stage - unformed semantic fields. The child relies on sensory perception of the surrounding situation. The meaning of a word is included in the meaning of phrases. Syntagmatic associations (“the cat meows”) occupy a large place.
Second phase - learns the semantic connections of words that differ from each other in semantics, but have a situational, figurative connection (“house-roof”, “high-tower”). The semantic field has not yet been structurally formed.
Third stage - concepts, processes, classifications are formed. Connections are formed between words that are semantically close, which differ only in one differential semantic feature, which is manifested in the predominance of paradigmatic associations (“vegetable-tomato”, “high-low”).
N.V. Serebryakova identified the peculiarities of vocabulary: limited volume of vocabulary, especially predicative; a large number of replacements, especially on semantic grounds, indicating the immaturity of semantic fields, the insufficiency of identifying differential features of word meanings; ignorance or inaccurate use of many commonly used words denoting visually similar objects, parts of objects, parts of the body; replacing semantically similar words; replacement with word-forming neologisms; replacement with words of the same root and words similar in articulation; a large degree of unmotivated associations.
L.V. Lopatina noted the immaturity of most components of the functional speech system, many language processes: the poverty of the vocabulary and the difficulty of updating it in expressive speech; rarely used words are replaced by others; words of a general meaning are mistakenly used. Inadequate use of antonymic means of language is due to a lack of awareness of paradigmatic pairs, which are based on an element of negation.
The peculiarity of children with ODD is that the quality and volume of active vocabulary in children of this group does not correspond to the age norm. Some children replace words rarely encountered in speech practice with adjacent ones by association and cannot use generalizing words. Children find it difficult to combine prepositional pictures into groups; do not cope with the task of selecting words of antonyms and epithets for objects. Multiple errors occur when performing tasks to study the grammatical structure of speech. Even with the help of an adult, children make a significant number of errors when completing tasks to change nouns by numbers. Great difficulties are caused by tasks on agreeing adjectives with nouns and nouns with numerals in gender and number. Most children cannot complete a word formation task on their own: they need a visual example and the help of an adult (Appendix No. 1).
In the works of T.B. Filicheva and G.V. Chirkina, the following lexical features are noted in general speech underdevelopment (III level):
discrepancy in the volume of active and passive vocabulary. Not knowing the names of the parts of objects, children replace them with the name of the object itself (“sleeve” - “shirt”), the name of the actions is replaced with words that are similar in situation and external characteristics (“hems” - “sews”); the name of the object is replaced by the name of the action (“aunt sells apples” - instead of “seller”), replacement of specific concepts with generic ones and vice versa (“chamomile” - “rose”, “bell” - “flower”). Often, after correctly showing the named actions in pictures, they are mixed up in independent speech. From a number of proposed actions, children do not understand and cannot show how to darn, rip, pour, fly, jump, tumble. They do not know the names of the shades of colors: “orange”, “gray”, “blue”. They have difficulty distinguishing the shapes of objects: “round”, “oval”, “square”, “triangular”. There are few generalizing concepts in the children's dictionary, mainly toys, dishes, clothes, flowers. Antonyms are rarely used, there are practically no synonyms (they characterize the size of an object, they use only the concept: “big-small”, which replace the words: “long”, “short”, “high”, “low”, “thick”, “thin”, "wide narrow"). This causes frequent cases of violation of lexical compatibility. Insufficient orientation to the sound of words negatively affects the acquisition of the morphological system of the native language. Children find it difficult to form nouns using diminutive suffixes of some adjectives (“fur hat”, “clay jug”). Many mistakes are made when using prefixed verbs.
A limited vocabulary and repeated use of identical-sounding words with different meanings make children’s speech poor and stereotypical. Persistent errors are identified when agreeing an adjective with a noun in gender and case; confusion of gender of nouns; errors in the agreement of the numeral with nouns of all three genders (“five hands” - five hands). Typical errors in the use of prepositions are: omission, replacement, omission.
Children with the third level of speech development use many words in an expanded and diffuse meaning. A pattern in the nature of substitutions is clearly visible: the substituting words are those that are most familiar in the speech practice of children.
T.V. Tumanova in her works indicates that preschoolers with general speech underdevelopment, unlike their normally developing peers, experience significant difficulties in mastering primary word-formation operations. If in normally developing children the formation of skills and abilities occurs within the framework of preschool age, then in preschool children with general speech underdevelopment they turn out to be virtually unformed due to the fact that spontaneous mastery of sign operations at the morpheme level does not occur.
Vocabulary disorders also manifest themselves in violations of the syllabic structure of a word: elision (truncation of a syllable, omission of a vowel sound or letter); word repetitions (perseverations); likening one syllable to another (anticipation); syllable rearrangements; adding a syllable, vowel sound or letter. When studying the lexical side of speech of children in this category, ignorance or incorrect use of words, inability to change and form lexemes are revealed.
Children with ODD (level III) are able to correctly pronounce sounds in isolation, but in independent speech they do not sound clearly enough or are replaced by others, resulting in words that are difficult to understand. It is also necessary to note the undifferentiated pronunciation of whistling, hissing sounds, affricates and sonorant sounds. Errors in the use of sounds, grammatical categories and vocabulary are most clearly manifested in the monologue speech of children (retelling, composing a story based on a series of pictures based on one picture, description of a story). Various errors in syllabic composition can be caused by both the state of phonemic processes and the child’s articulatory capabilities. Simple prepositions (of, in, with, on, under) are used to a sufficient extent in sentences, while the use of complex prepositions is complicated due to misunderstandings. They are either not used or are replaced by simpler ones.
An insufficient supply of vocabulary and ignorance of shades of meaning are typical for the speech of children with ODD (level III), as a result of which errors in inflection are noted, which entails a violation of the syntactic connection of words in sentences. Errors can also include erroneous emphasis in words. The described deficiencies significantly impair the child’s speech. They make it incomprehensible, “faded”. The situation is more favorable with the use of pronouns of various categories, but adverbs are rarely used in children's speech, although many of them are familiar to them.
Thus, we can conclude that preschool age is a period of active acquisition of spoken language by a child, the development of all aspects of speech: phonetic, lexical, grammatical. Full command of the native language in preschool childhood is a necessary condition for solving the problems of mental education of children in the most sensitive period of development.
The combination of the listed gaps in the lexical and grammatical structure of a child’s speech serves as a serious obstacle to his mastering the general kindergarten program, and subsequently the general education school program.
As the studies of many authors (T.V. Tumanova, T.B. Filicheva, G.V. Chirkin, L.V. Lopatin, N.V. Serebryakova) have shown, the immaturity of word-formation operations leads, on the one hand, to defective speech communication, and on the other hand, it limits the cognitive abilities of children. Therefore, the relevance of the development of all aspects of speech, including lexical, into speech formation systems is one of the main tasks in the preschool period. The sooner a corrective effect on a child’s deficient speech occurs, the more successful his further development will be.
Chapter P. Ascertaining experiment and its analysis
2.1 Organization and methodology of the study
The study of children's vocabulary was carried out on the basis of the Municipal preschool educational institution “combined kindergarten No. 321” in Krsanoyarsk. The experiment involved 20 children of senior preschool age who had a conclusion from the psychological, medical, and pedagogical commission (PMPC) that they had general speech underdevelopment (level III) with a different structure of speech impairment. For the purpose of comparative analysis, the children were divided into two groups: 10 children were included in the experimental group (EG) and 10 in the control group (CG). The average physiological age of the experiment participants was from 5 to 6.5 years. (Appendix No. 2).
To study the characteristics of the vocabulary of children with SLD of senior preschool age, it was necessary to establish initial contact and get acquainted with the available documentation.
Compared to groups where the children’s speech was normal, there was certainly a sharp difference. There were many more boys in the speech groups than girls. There were many defects in the children's speech. The speech itself, especially among boys, was very loud and difficult to understand (sounds were distorted and missed in many words). Many children experienced increased levels of anxiety and lack of self-confidence. In others, on the contrary, hyperexcitability predominated, manifested in general emotional or motor restlessness.
The characteristics of most children included rapid fatigue, low performance, impaired attention and memory, inability to regulate their emotional activity, and poorly developed general and fine motor skills. Having analyzed the speech cards of children in these groups, we can conclude that almost all children have impaired sound pronunciation, vocabulary and grammatical structure have not been formed, and coherent speech is poorly developed.
When studying the vocabulary of older preschoolers with general underdevelopment of level III, the methodology of T.V. Tumanova, T.B. Filicheva, G.V. Chirkina was used. Taking into account the developmental characteristics of these children, this technique was adapted for older preschoolers, the volume and content of tasks were reduced, visual material and game techniques were widely used. It allows you to solve the following problems:
- identify features of the development of vocabulary in children of senior preschool age (ONR III level);
Track the individual characteristics of word formation for each child;
Take into account the diagnostic results to choose the direction of further corrective work.
When choosing a set of exercises, the following principles were used:
The technique should be presented to children in a certain system and sequence;
When diagnosing, visualization and gaming techniques should be used.
The following were used in the study:
- survey method, mainly in the form of a conversation (this is a question-and-answer method of research). This method was used to study the state of the subjects’ inflection skills; they had to give a specific answer to the question asked for each task;
Explanation (interpretation of individual concepts, phenomena, rules, the content of visual aids and the rules for their use, as well as words and terms). This method was used to clarify tasks during experimental work;
Visual method (the essence of this method was that children were asked to look at reference pictures for the corresponding task);
Game method (tasks were carried out in a game form to arouse interest among the subjects, for example, when selecting synonyms and antonyms - “Say it differently”, “Say the opposite”).
Methodology for studying the vocabulary of children with general speech underdevelopment ( III level)
I . Passive Vocabulary Research
Target: determine the volume of the passive vocabulary.
Material for research: subject and subject pictures.
Criteria for evaluation:
II . Active Dictionary Research
Target: Determine the size of the active dictionary.
Material for research: subject, subject pictures.
Criteria for evaluation:
4 points - all tasks were completed correctly.
3 points - task completed within 75%.
2 points - task completed within 50%
1 point - task completed within 25%
About points - the task was not completed.
The maximum score for the task is 4 points.
III . Study of the semantic structure of words
1). Selection of synonyms for words.
Material for research: words of different parts of speech, pictures.
2). Selection of antonyms for words.
Material for research: words of different parts of speech.
Criteria for evaluation(for all tasks):
4 points - all tasks were completed correctly.
3 points - tasks completed within 75%.
2 points - tasks completed within 50%
1 point - tasks completed within about 25%
About points - tasks completed within 10% or not completed
The maximum score for the four sections of assignments is 8 points.
IV . Word formation research
1). Formation of diminutive words.
Material for research: subject pictures.
2). Formation of relative, possessive, qualitative adjectives.
| Relative adjectives | Qualitative adjectives | Possessive adjectives | |||||
| Instructions: “If an object is made of ....., then what is it?” | Instructions day, for example, is it hot?” | Instructions: “How to tell whose body parts an animal has?” | |||||
| Speech material | children's answer | Speech material | children's answer | Speech material | ear | nose | paw |
| Rubber ball | stuffy | Cat | |||||
| Mushroom soup | the sun is shining | Fox | |||||
| Raspberry jam | warm | Hare | |||||
| Wooden table | freezing | a lion | |||||
| House made of paper | rain | Wolf | |||||
| Leather jacket | hot | Bear | |||||
| Metal spoon | Mainly cloudy | Dog | |||||
Material for examination: words, phrases, subject pictures of animals.
Criteria for evaluation(for all tasks):
4 points - all word formation tasks were completed independently.
3 points - word formation tasks completed within 75%, self-correction available.
2 points - word formation tasks completed within 50%, after stimulating assistance.
1 point - tasks completed correctly within 25%, after stimulating assistance. Most of the answers are incorrectly formed forms.
About points - tasks completed within 10% or not completed, refusal to complete the task
The maximum score for the four sections of assignments is 16 points.
V . Inflection studies
Material for research: subject pictures.
Criteria for evaluation:
4 points - all tasks were completed correctly.
3 points - task completed within 75%.
2 points - task completed within 50%
1 point - task completed within 25%
About points - the task was not completed.
The maximum score for the four sections of assignments is 4 points.
The maximum score scored for all vocabulary study tasks is 36 points.
2.2 Analysis of the results of a study of the vocabulary of six-year-olds in children with general speech underdevelopment
As a result of the analysis of data obtained from examining the vocabulary of older preschool children with ODD (level III), it was revealed that not one of the subjects was able to cope correctly with all diagnostic tasks without errors.
In a qualitative analysis of the passive vocabulary of preschoolers of both groups, a number of errors characteristic of children with speech underdevelopment were noted:
Replacing the names of objects that are externally similar to each other: morning - evening, spring - autumn, blue - blue;
ignorance of parts of objects: eyelashes - brows.
When examining the active dictionary, errors of the following type were made:
Replacing the names of objects that are externally similar to each other: goose -duck, fly - mosquito;
Replacing the names of actions with other, semantically similar actions: the horse gallops - the horse is running;
Replacing the name of an item with a broader meaning: pike -fish.
When studying the semantic structure, a qualitative analysis of the results reveals that in children with general speech underdevelopment (level III), a number of features were noted when selecting synonyms for words, the most common of which are:
Formation of synonyms by adding a particle Not: joyful - not sad, huge - not small;
Cases when children used words that have a very broad meaning: joyful - happy, joyful - good, automobile - transport, doctor - doctors;
the use of semantic substitutions based on insufficient differentiation of situational connections or replacement of parts of speech: in a hurry - is late, in a hurry - runs in a hurry - fast.
formation of neologisms: joyful - smiling.
Qualitative analysis of the results allows us to identify certain difficulties among subjects when selecting antonyms for words:
Naming the original word with negation: grief - no grief, speak - don't talk fast - not fast;
Semantic substitutions based on insufficient differentiation of situational connection: talk - scream, speak - whisper, cold - winter, cold - warm.
Naming synonymous words: speak - talk, fast - instant.
When studying word formation, qualitative analysis allows us to identify a number of errors in the formation of diminutive words:
Formation of neologisms: leaf - leaf, mushroom - mushroom, Sun - little sunshine.
Replacing the name of an object with others that are externally similar: blanket - handkerchief;
Using semantic substitutions based on the phonetic proximity of sounds: mug - circle.
When forming relative, possessive, qualitative adjectives in children, speech pathology identified the following errors:
Formation of neologisms: mushroom soup - soup mushroom, mushroom, metal spoon - metal spoon, fox ear - fox, fox ear, bear tail - bear, bear, bear's tail, cat paw - cat's paw, cat's paw, lion's tail - lion, left tail, if it's cold during the day - cold day, if it's warm during the day - father's day etc.
The use of semantic substitutions based on insufficient differentiation of situational connections: leather jacket - fur, fluffy jacket, rubber ball - soft ball, raspberry jam - berry, red jam, if it's warm during the day - summer day, hot, instead of “warm”, if it’s cloudy during the day - bad day instead of “cloudy”, etc.
When studying inflection, most of the errors were of the following nature:
Ignorance of the parts of a whole object: a chair without a back - no piece of wood, no handle, no thing, no stick, no leg," rooster without comb - without this thing, without a neck, without this little thing, without this and that;
Replacing the names of actions with other, semantically similar actions: flowers grow - flowers bloom, flowers grow, flowers bloom, flowers open, flowers bloom; the boats are sailing - the boats float.
Analysis of the results of the study of vocabulary of the experimental group
Ilya B. When examining the boy's vocabulary, motor disinhibition and unstable attention were observed. He practically did not think about the answers; while completing tasks, he started a conversation on abstract topics. When presented with plot pictures, he began to get confused in indicating autumn (showed spring), confused morning with evening, showed eyebrows instead of eyelashes, pointed to blue instead of blue. In the study of the active dictionary, Alyosha simply called the pike a fish, the goose a bird, and the fly a midge. When listing the adjectives, Alyosha needed additional help, because when asked “What does snow feel like?”, he still answered that snow is white. In the selection of antonyms I did not find a pair for the words (enemy, night, talk), in the selection of synonyms it was similar - I had difficulties. In a study of word formation, the boy’s word creation flourished (mushroom, blanket, sun, leaf, hornbeam), not to mention the formation of incorrect semantic connections: a leather jacket - fur jacket, raspberry jam - red jam, cat paw - kitty paw, bear ear - Medvezhin. There were errors in the inflection task (a rooster without a comb - no bullshit like this, blue bucket - blue, the boats are sailing - swim). As a result, Alyosha scored 22 points for all tasks.
Kirill.G. I completed many tasks with two or three errors. Particular difficulties were observed in the selection of synonyms (I could not find a pair for the words: huge, look, in a hurry) and antonyms (I had difficulty selecting opposite verbs - raise, speak, grief). When studying word formation, the greatest difficulties were caused by the task with the formation of possessive adjectives (squirrel ear, wolf tail, bear tail, fox ear etc.). In the inflection, instead of “flowers grow,” he answered - "flowers grow." Denis scored 25 points for completing all tasks.
Anton L. He completed tasks quickly, and was confident in his answers, even if they were incorrect. Minor errors were made in the study of active and passive vocabulary, but the boy had serious difficulties in selecting antonyms and synonyms. To many of them he could not find the right answer: grief -success(joy), cold - chill(warm), light - easy(heavy), in a hurry - runs(hurries), etc. When forming diminutive words, the stress, ending, and suffix were placed incorrectly: truck - truck, mug - mug, ring - ring, fox - fox. In the formation of adjectives, the boy is not familiar with the concepts of the words “stuffy, cloudy”, so he could not form words with them. Errors were made in the formation of possessive adjectives (bunny ear, bear tail, dog ear, white tail etc.). For completed tasks, Arthur received 22 points.
Arseny M. I was unsure of the answers and waited for a hint or approval from the speech therapist. When studying active and passive vocabulary, he made small mistakes. The incorrect selection of synonyms consisted of the following answers: look - peek automobile - technique, joyful - good etc. When choosing antonyms, Dima often used the particle Not(the enemy is not the enemy). In the study of word formation, the most difficult task was the formation of possessive adjectives. To one question he gave several, but incorrect answers: a fox's paw - Lisitsyna, Lisichkina, lion's tail - lvovy, left. There were fewer errors in inflection (blue bucket - blue, flowers grow - bloom, chair without back - without wood). The result of completed tasks is 20 points.
Vlada N. In the study of the passive dictionary, Igor made one minor mistake: instead of the image of morning, he pointed to evening. The boy's active vocabulary is less developed: horse - runs(jumps), ball - football(round), hedgehog - round(barbed). In the selection of synonyms and antonyms, Igor made many mistakes, using the particle Not in words (quick - not fast), made the wrong choice of words (huge - high, kids - boys). When forming words, he used words that were not in the vocabulary (mushroom soup, blanket, kurzhachka, rainy day, bear nose, wolf tail etc.) In the inflection task, I forgot what the upper part of a rooster’s head is called. As a result, Igor received 23 points for all tasks.
Denis S. He completed tasks very slowly and uncertainly. In tasks to study active and passive vocabulary, he made several minor errors. The games “Say the opposite” and “Say it differently” seemed difficult to him, since he thought about each answer for a long time and, despite this, made mistakes: night - evening(day), doctor - nurse(doctor), children - kids(Guys). In the study of word formation, Vlad gave many incorrect answers, especially in the formation of possessive adjectives (seal ear, lion paw, squirrel tail etc.) The study on inflection was not without mistakes; I incorrectly changed verbs according to numbers (a butterfly flies - butterflies flies). And so, according to the tasks, Vlad received 21 points.
Alyosha S. In tasks to study passive and active vocabulary, I made fewer mistakes in the passive vocabulary. I had difficulty choosing synonyms and antonyms, did not find the right words, made mistakes (the enemy is bad(friend), easy - difficult(heavy), talk - don't talk(be silent), etc.). Errors were made in the formation of diminutive words: truck - machine(truck), sheet - leaf(leaf), mug - mug(mug). In the formation of adjectives, qualitative and possessive adjectives were more difficult: it’s hot during the day - warm day(hot), cloudy during the day - bad day(cloudy), wolf's ear - wolf ear, squirrel paw - squirrel's paw etc. In the inflection, I forgot what the upper part of the chair (back) is called, and made inaccuracies in the name of the color of the object. For completing the task, Andrey scored 21 points.
Kostya T. During the study, she behaved shyly, unsurely, and answered after much thought. In the examination of the passive vocabulary, instead of “blue” she pointed to “blue”; in the examination of the active vocabulary she answered that horse runs(jumps) the caterpillar is moving(crawls). The following mistakes were made in the selection of antonyms and synonyms: quick - instant(slow), raise - Don't know(omit), speak - whisper(be silent), huge - thick(big), etc. In the study of word formation, Nadya had incorrect answers (truck - weight, blanket - bed, mug - circle, mushroom soup - mushroom, rubber ball - soft, if it's stuffy during the day - fragrant day, squirrel ear - squirrel ear etc.) Nadya received 23 points for her answers to the assignments.
Daniil F. A timid boy with a quiet, hesitant voice. He thought about the answers for a very long time, half of them were either incorrect or “I don’t know” (in the formation of qualitative adjectives, he did not know what day it was, if it was hot during the day, in the formation of relatives he did not know what mushroom soup was called, in the formation of possessive I didn’t know what to name the body parts of animals.). In the study of passive and active dictionaries, he answered hesitantly, but there were few errors (he could not find a square object, he confused autumn with spring, he showed morning in the images of day and evening, etc.). There were errors in the inflection task (flowers grow - bloom, chair without back - without a leg). As a result, Andrey scored 21 points for all tasks.
Ivan Yu. During the study, he behaved relaxed, showed hyperactivity, was distracted by other things, and laughed for no particular reason. As a result, Alyosha made more mistakes than correct answers. Most of them manifested themselves in the formation of antonyms (grief - no grief, enemy - German, speak - yell) and synonyms (look - peek automobile - jeep, huge - healthy), in word formation (mushroom soup - fungal, wooden table - solid, glass glass - transparent, leather jacket - Kozheva). There were fewer errors in the inflection task (a rooster without a comb - no neck, chair without back - no stuff). For correct answers Alyosha received 21 points. The research data is presented in Appendix No. 3.
Analysis of the results of the study of the vocabulary of the control group of children
Danil D. A calm, modest boy with a quiet voice. In vocabulary research tasks, he made many mistakes in the selection of synonyms and antonyms, in the formation of relative and possessive adjectives (woe - sadness(joy), cold - warm(hot), leather jacket - fluffy jacket, raspberry jam - berry jam, cat paw - cat paw, lion's tail - lion tail and etc.). Made mistakes in the inflection task (flowers grow -open up, the boats are sailing - swim). For completing tasks, Dima earned 22 points.
Dasha I. Unconfident, slow girl. She coped with the task of studying the passive dictionary with minor errors, and began to make a little more mistakes in checking the active dictionary, especially in listing adjectives (blue, cold, square). Compared to selecting synonyms, finding suitable antonyms for Polina turned out to be more difficult: to speak - do not shout, easy - thick, fast - not fast. In tasks on word formation and inflection, a large number of errors were made in the formation of possessive adjectives (copper's ear, hare's paw). As a result of the study, Polina earned 20 points.
Nikita I. Calm, diligent boy. I completed the study of passive and active vocabulary, making mistakes in time concepts, in the designation of color shades, in the name of fish. In the games “Say the opposite”, “Say it differently”, I could not understand the meaning, so I gave out ridiculous answers in the selection of antonyms (woe - resentment, lift up - crane, speak - quiet) and synonyms (huge - thick). Compared to possessive adjectives, which were formed by correctly naming the body parts of a fox and a wolf (the rest were incorrect), there were fewer errors when forming qualitative adjectives. In the inflection task, he incorrectly changed verbs by numbers (instead of “butterflies fly” - butterflies are flying). Nikita received 21 points for completed tasks.
Anya M. A modest, shy boy with a quiet voice. I made a few mistakes in the study of passive and active vocabulary. In the selection of antonyms and synonyms, he named words with a particle Not(grief - no grief) but was close to the correct answers (bad - good, joyful - funny). The most difficult task for him was the formation of possessive adjectives, where many mistakes were made (hare's tail, hare's ear, hare's paw, lion's ear, bear's paw, squirrel's ear.). There were errors in the inflection task (rooster without hump(scallop), chair without handle(without backrest). As a result, Sasha received 20 points.
Artem M. I remember this child for his activity and desire to play with words. Throughout the study, the girl made minor mistakes. In the most difficult task for most children, the formation of possessive adjectives, she was unable to give the correct answers when listing the body parts of a squirrel, a lion and a bear. Minor difficulties arose in the selection of synonyms and antonyms: far - near me(close), bad - best(good), fighter- soldier(warrior), in a hurry - fast(hurries). In tasks for studying passive and active vocabulary, incorrect answers are mainly associated with the use of adjectives in phrases. The result of Dasha's examination was 24 points.
Igor N. The girl had motor disinhibition. Nastya completed the tasks to study active and passive vocabulary with minor errors. The selection of antonyms and synonyms turned out to be difficult for Nastya (in a hurry -Mother, huge - house), therefore, additional explanations of each word were initially needed. Few mistakes were made in the formation of diminutive words: truck- weight, blanket - blanket, mug - glass What cannot be said about the formation of adjectives (especially possessive ones), where such errors were made, for example, fur jacket(leather), summer day(warm), squirrel ear(belche), etc. In the inflection task, I forgot the name of the upper part of the rooster's head (comb). For completing tasks, Nastya received 20 points.
Nadya P. A shy, unsure girl. Her answers were weak and hesitant. In the study of the active vocabulary, Dasha made more mistakes than the passive one, and was very bad at naming adjectives to the images in the picture. Selecting synonyms and antonyms for her also turned out to be not an easy task; she had to repeatedly explain and repeat the essence of the tasks (car - kamazik, take a look - book, lift up - high etc.). Things progressed a little easier in word formation of relative and qualitative adjectives. Dasha failed the task of forming qualitative adjectives, saying only one word correctly - dog paws. The result of Dasha’s work is 18 points.
Alyosha P.. In the study of passive and active vocabulary, most errors were made in the use of adjectives. In studying the selection of synonyms and antonyms, Alyosha could not choose the correct antonyms for the words “raise”, “speak”, “light” and synonyms for the words “huge”, “joyful”, “hurries”. In the study of word formation, difficulties arose in the formation of possessive adjectives: dog's paw, bear's ear, bunny's tail etc. In the inflection task, he incorrectly named the parts of a whole object (the boy writes with his hand(by hand) chair without anything(without backrest) Alyosha’s final score is 24 points.
Sasha T. An unbalanced, arrogant boy, distracted by extraneous matters and topics. A study of passive and active vocabulary showed that Nazar has poor orientation in time space (parts of the day, seasons), and names adjectives incorrectly. Based on the games “Say the opposite” and “Say it differently”, it can be noted that he understood the meaning of the tasks. But he made mistakes due to the poverty of his vocabulary (easy - difficult, cold - not cold, lift up - throw). In the word formation task, Nazar used neologisms: leather jacket(leather), iron spoon(metal), gloomy day(cloudy), lion's paw(lion), bear ear(bearish), etc. When changing words, unique answers were offered (a chair without something - chair without stick(without back), the girl dreams of what - girl dreams of a prince(about the dress). The result for completed tasks is 21 points.
Dasha Ya. Based on the first two tasks, we can conclude that the passive vocabulary is more developed than the active one. Of the proposed games, Dasha liked the game “Say the Opposite” more, since words with opposite meanings were easier for her to select than words with the same meaning. In selecting synonyms, she made the following mistakes: doctor - Aibolit(doctor), in a hurry- does it quickly(hurries), etc. The word formation task made the girl laugh, most likely due to the realization that the answers were incorrect: mushroom soup, raspberry jam, metal spoon, windy day, rainy day etc. For all completed tasks, Dasha received 23 points. The research data is presented in Appendix No. 4.
A quantitative analysis of the data obtained during the study revealed that preschoolers of both groups coped with the tasks almost equally. Children in the control group scored a total of 219 points, and children in the experimental group scored 213 points.
Summing up the results of the ascertaining experiment aimed at studying the vocabulary of children with special needs (III level) of senior preschool age, the following conclusions can be drawn:
1. In older preschool children with general speech underdevelopment, a discrepancy was revealed in the volume of active and passive vocabulary; the active vocabulary in some children is slightly less developed than the passive one. In children's vocabulary, nouns and verbs predominate; the use of words denoting qualities, signs, states of objects and actions is insufficiently developed.
2. As a result of the study, numerous specific errors in establishing synonymous and antonymic relationships were identified.
3. The results of the study showed that the features of preschoolers’ mastery of the lexical system are closely related and cause disturbances in the processes of analysis, synthesis and generalization of individual language units.
4. Most children did not cope with the task of word formation: they needed a clear example or help from an adult. Preschoolers with ODD (level III) experienced significant difficulties in mastering primary word-formation operations, especially in the formation of possessive adjectives. Their skills in word formation turned out to be virtually unformed due to the fact that spontaneous mastery of sign operations at the morpheme level did not occur.
Based on the conclusions made, we can say that the process of formation of the lexical system in older preschoolers with ODD (III level) cannot develop independently; this requires systematic step-by-step correctional work.
Chapter III . Contents of correctional work aimed at developing the vocabulary of six-year-old children with special needs development III level
3.1 Theoretical foundations of the formative experiment
In the process of organizing the formative experiment, we relied on the following principles:
The principle of educational training. A properly organized correctional learning process has an impact on the formation of the personality as a whole. In the course of correctional work, arbitrariness of behavior is developed, mental processes develop (attention, memory, logical thinking), the vocabulary is enriched and the speech of preschoolers develops;
Development principle. The principle of development requires the orientation of the developed complex towards the potential capabilities of the child. Using the results of the ascertaining experiment, we learned the features of the vocabulary of children with ODD (level III), identified which exercises they can easily do and which they cannot. With the help of the formative one, we tried to improve the results of children’s existing skills in vocabulary formation;
The principle of visibility. When using visualization, the fact was used that memorizing a number of objects presented in real life or depicted in an illustration occurs better, easier and faster than memorizing the same series orally. In addition, clarity makes the task easier to understand and increases its interest. In conducting the formative experiment, we used plot and subject pictures, natural objects and toys;
The principle of systematic strength. The use of this principle involved repeated repetition of acquired skills and knowledge on vocabulary development in various forms, in activities of varying nature (through exercises, games, in classes, on a walk, in children’s free activities);
The principle of individuality and differentiation. Various types of joint activities between an adult and a child were used in correctional work. Work aimed at developing the vocabulary of children of senior preschool age was carried out individually, in small subgroups (triples, pairs) and frontally (with the whole group). Individual activities were carried out in pairs “adult + child”. The “child + child” union also showed effective results. To create this pair, different conditions were used: when the “stronger” child helps and instructs the weaker one; when there is a competitive nature between children of equal ability;
The principle of consciousness and activity. The practical implementation of this principle was carried out in the fact that when applying a set of correctional exercises, it was important to provide children with an understanding of the meaning of each word, phrase, sentence; reveal the lexical meaning, relying on the experience of preschoolers, using a variety of comparisons and visualization. So that when performing an exercise, the child clearly understands what, why and how to do it, and does not do it mechanically, without first realizing the goal. Conscious assimilation of the material is possible only if children actively work.
Various methods were used in using the compiled set of corrective exercises aimed at developing the vocabulary of children of senior preschool age with ODD (III level).
- Visual. As visual methods, we used observation (for example, comparative observation was used in the selection of antonyms) and demonstration of visual aids.
- Practical. The leading practical method was exercise. When using the exercises, certain rules were taken into account (set a learning task for the children, tell them what they have to do; show a sample of how to perform the exercise; remember that doing the exercises needs encouragement and control from an adult, otherwise erroneous techniques and distortions in knowledge may become entrenched).
Gaming. The advantage of gaming methods and techniques was that they aroused increased interest and positive emotions in children, and helped to concentrate attention on the educational task, which became not imposed from the outside, but a desired personal goal.
Verbal. Conversation and reading works of different genres were used as verbal methods, which were combined with visual, gaming and practical ones.
Taking into account the main deficiencies in the lexical aspect of the speech of children with ODD (III level), the correctional work system was based on solving the following tasks:
Enriching the vocabulary, i.e. learning new words previously unknown to children, as well as new meanings of those words that were already in the vocabulary. To successfully master vocabulary, a child of senior preschool age must add 2-3 new words to the dictionary every day.
Activation of the dictionary, i.e. transferring as many words as possible from the passive vocabulary to the active one.
Clarification of the dictionary provides:
a) mastering the lexical compatibility of words;
b) clarifying the meanings of words by including them in context, comparing words with similar meanings (synonyms) and contrasting them (antonyms).
3.2 Formative experiment aimed at developing vocabulary in older preschoolers with SEN III level
For the convenience of conducting a formative experiment with participants in the experimental group, a long-term plan was developed:
1.Create a correctional and developmental environment. Develop a set of games and exercises to develop and enrich children’s vocabulary.
For this purpose, in addition to the existing one, illustrative - graphic and gaming material was purchased and produced:
Object pictures depicting various characteristics of objects (color, shape, size);
Scene pictures depicting actions;
A collection of objects for familiarization and examination by color, shape, size, components, texture (to the touch);
Models, toys, subject pictures according to lexical and thematic cycles;
Card index of games and game exercises to activate vocabulary and word formation;
Various shaped classifiers: vase (flowers), basket (fruits, vegetables, mushrooms, berries), etc.
Technical teaching aids (children's computer, audio recordings, etc.). For example, using the Lozanov method.
A representative of one of the Bulgarian schools, G. Lozanov, believes that properly organized (suggestive) learning is accompanied by the absence of fatigue and provides for relaxed concentration, because tension is very tiring and wastes the child’s energy (Suggestive hypermnesia - increased memorability through suggestion in the waking state.) The method is of interest to speech therapists in the process of frontal classes, because with suggestive learning, hidden reserve memory capabilities are revealed. An important condition: unconscious process of memorization at the moment of calm object-game activity, repeated repetition; The text recorded on a tape recorder is played for 20 minutes 2 times a day (1 month) during children’s free play. The method is simple, physiological, can be used anywhere, it is enough to change the text and the time of memorizing the recording (for example, the gradual formation of vocabulary).
2. Introduce the developed set of exercises into teachers’ classes, into individual work with children, and during children’s routine moments (for example, during a walk you can play many games to develop vocabulary).
3. Involve teachers and parents in cooperation, since it has been proven that the success of correctional work is largely determined by the coordinated, focused work of the speech therapist, educators and parents.
a) Invite teachers and parents to diversify children’s leisure time.
b) Set up an information corner for parents.
From the book for fathers, mothers, grandparents by L.B. Fesyukova “From three to seven” (Developing beautiful oral speech of a child.) articles were offered with recommendations, theoretical material, games, literary works for the development and enrichment of a child’s vocabulary.
To develop the vocabulary of older preschoolers with ODD (III level), the correctional work, which was carried out in the system for 2 months, included various tasks that promote the development of attention to the word, to its various shades and meanings, forming their ability to select the right word. which is most suitable for this situation.
The selection of games and exercises was carried out with increasing complexity, since play is the main activity of a preschool child, through it he learns about the world around him, masters his native language, and correctly and interestingly organized play contributes not only to the development and correction of speech, but also to the development of personality in in general.
A set of corrective and developmental exercises on the development of vocabulary in children of senior preschool age consists of several sections
1. Development of passive and active vocabulary Board games. “Loto”, “Dominoes”, “Paired pictures”, “Cubes”. Goal: expansion of subject vocabulary, development of logical thinking.
One of the effective ways to enrich children's vocabulary is board games (lotto, dominoes, paired pictures, cubes). While playing the game, the rules were explained to the children. During the game (for example, with cut-out pictures), whole sample pictures were first examined and clarified: “What is drawn in the picture?”, “How can you call them in one word?”, “Where do fruits grow?”, “What can be made from fruits?” ? After the clarification, there was an explanation: “Here are small pictures in front of you, on each one only part of the fruit is drawn, you must put together the whole picture, each one your own. Remember what color the plum is, what leaves it has, and select the necessary pictures.” Using the same principle, children assembled pictures from cubes.
A game « Wonderful bag"
Goal: expanding the subject vocabulary; in the process of expanding the vocabulary, pay attention to the correct grammatical form of words.
Various items were placed in the bag (toys, vegetables, fruits, etc.). The child put his hand into it and, without pulling out the object, identified by touch and named what he was feeling. Having pulled out an object, he said, for example, about a ball: “This is a ball. It is blue with a white stripe, rubber, round. They can be played with a friend or thrown on the floor.”
A game "What's wrong?"
Goal: expand the subject vocabulary, paying special attention to words denoting general concepts, develop auditory attention.
The children were given the following instructions: “Listen carefully, do I name the domestic animals correctly: cow, horse, squirrel, dog, chicken, crow, hare?” Preschoolers corrected mistakes. This game was adapted to all topics studied.
A game "Lost and found" or “Find by description.”
Goal: to replenish children’s passive vocabulary with words-attributes, to teach them to notice the leading signs of objects.
Children were told, for example: “You have lost a red round object made of rubber.” Preschoolers recognized an object by description, remembering not only the name of the object, but also its characteristics.
A game "Memorina"
Goal: enrichment and activation of vocabulary; development of memory, auditory attention, thought processes, communicative function of children.
Note: the pictures in the game can be either subject or plot-based, the same or similar, differing in some elements.
The principle of the game is simple: the child had to find pairs of identical OR similar objects (or plots) from these 8-16 cards (depending on the age and development of the child). The cards were laid out on the table, face down, which created the effect of surprise. The players took turns opening two cards one after another. If the pictures turned out to be different, then the cards were turned face down again. If the pictures turned out to be the same (or similar), then the person who opened them received a chip. The task was set: try to remember the images and not open the same card twice. At the end of the game, the winner was determined by counting the chips. Small children took turns, and older children were given the right to an extra turn to the one who found a pair. This increased attention and interest in the game.
If at the beginning of the game the child was asked to find and name two identical fruits, then at the consolidation stage he already found two similar fruits. Or the task was given on the topic “Vegetables” to find two such halves that will make up the whole. Opening the pictures, the child said: “This is half a carrot, and this is half a cucumber. Various vegetables.
When working on the topic “Clothing”, other pairs of pictures were used, the following on the topic of dishes.
Not only subject but also plot pictures were used. So, on the topic “Winter Fun”, children, opening cards, made up sentences (A girl is skiing. A boy is babbling a snowman.) developing a verbal vocabulary, and then, having selected 6 different pictures, they made up a story.
A game "Confusion".
Goal: expand the subject vocabulary, paying special attention to words denoting general concepts; fix the names of parts of a whole object.
The children were given envelopes containing parts from different types of clothing. They changed with each other and folded their clothes. The game was adapted to other lexical topics.
Exercise “Show me where it’s drawn ... ?»
Goal: develop passive vocabulary.
Children are offered subject pictures and plot pictures.
ball tree
pyramid mug
handle saucer
glass pencil
book chair
There was an option to complicate the game, when the child had to show objects that were not in the field of view, for example, a forehead, a nose, a window. He had to find them in the environment and name them.
Exercise "Choose the right word"
Goal: to develop children’s active vocabulary, teach them to select suitable words for the given definitions.
Wet; heavy; glad.
Shines_________________; writes; hanging.
Exercise "Who's screaming"
Goal: to clarify the names of animal actions.
cat - meows, grasshopper - chirps
horse - neighs cow - moos
chicken - cackling dog - barking
rooster crows pigeon coos
Exercise "Remember and name"
Goal: to develop children's active vocabulary.
Children were shown pictures of fruits in a certain order (no more than 5). Then the pictures were removed. The children recreated what they saw in the required sequence: lemon, grapes, orange, pear, apple.
Exercise "Part - Whole"
Goal: expand the subject vocabulary, consolidate the names of parts of a whole subject or object.
The children were named the parts of an object or object, and they guessed what object they were talking about and named it. For example: Trunk, branches, twigs - a tree.
Back, legs, seat - chair. Wings, beak, tail - a bird.
Exercise "What is this?"
Goal: expand the subject vocabulary, paying special attention to words denoting general concepts.
The children were asked to complete the sentence and then repeat it in full after the adult.
Birch, aspen, oak are... Chamomile, cornflower, forget-me-not are... Mosquito, grasshopper, beetle are... Hare, fox, wolf are... Cuckoo, owl, eagle are...
Exercise "Which?" Goal: development of a dictionary of features.
Children were asked to choose adjectives for the word forest (big, green, beautiful, dense, rich, quiet, mysterious, pine, dark, winter, dense). The last child to choose the word (adjective) correctly won.
Exercise "The benches are correct"
Goal: development of verb vocabulary.
car (drive) hare (jump)
plane (fly) horse (jump)
ship (swim) caterpillar (crawl)
Exercise "Correct the mistake"
Goal: development of verbal vocabulary, logical thinking. The cook treats, and the doctor cooks. The painter draws, and the artist paints. The pilot drives, the driver flies, etc.
Exercise "Snowball"
Goal: development of an active vocabulary, consolidation of “new” words and their use in coherent speech.
The children were asked to create phrases, sentences, and stories using the “new” words.
2. Assimilation of the meanings of words by including in the context of comparison of words with similar meanings (synonyms), opposition (antonyms)
A game "Say it differently" (with a magic wand).
Goal: to introduce synonyms of different parts of speech into children's speech.
The children stood in a circle and, answering, passed each other a magic wand.
Fight - battle, battle.
Storm - hurricane, storm.
Doctor is a doctor.
Kids - children, guys.
Cold - cold, frost.
Polite - amiable.
Dense - dense, dull.
Hot - sultry, hot.
Interesting - entertaining, captivating.
Wet - damp, damp.
Elderly - old, decrepit.
A game “Who will say otherwise?” (with a ball).
Goal: to teach children to understand and remember words and synonyms.
The children were given a word, and the child who found a synonym for it was given a ball. This child passed the ball to the next person who chose the correct word. All the children wanted to be with the ball in their hands, so the children tried to quickly find the right word (synonym). Run - rush, rush. Worry - worry, worry. Fight - fight, fight, fight. To be afraid - to be frightened, to be afraid, to be timid. To grieve - to grieve, to be sad. To look - to admire, to gaze.
A game "Stubborn Children"
The children were told that they had suddenly become stubborn and should say the opposite. For example, if they hear the word “opened,” they should say “closed.”
drove off - arrived, flew off - flew in
entered - moved out took off - landed
left - drove off - drove off
swam - swam swam - swam
A game "Say it the other way around"
Goal: learn to understand and select words with opposite meanings.
The adult pronounced a phrase with an epithet, the child repeated it, naming the antonym of the epithet. For example, an adult said: “I see a tall house.” The child answered: “I see a low house.” (I have a sharp knife. - I have a dull knife).
Exercise "Guess the word" Formation of antonyms.
Goal: to teach children to select adjectives with the opposite meaning.
Children were asked to complete the sentence and then repeat it in full. The oak is big, and the rowan...
The pine tree is tall, and the bush...
The bee flies, and the caterpillar...
The road is wide, and the path...
The honey fungus is edible, but the fly agaric...
Exercise "Pick it right"
Goal: to develop children’s passive vocabulary, to clarify the meanings of words using synonyms; develop the ability to select the appropriate word for a phrase.
Example: Thick fog. Dense forest.
Dense, dense (forest, fog); Old, elderly (person, couple);
Brown, brown (suit, eyes); Swarthy, dark (face, hair);
Hot, sultry (tea, air).
3. Development of word formation
A game “Call me kindly
Goal: to teach children to form nouns with an affectionate meaning.
braid - bag - hat -
A game "Big small"
Goal: to teach children to form nouns with diminutive and affectionate meanings.
castle - ball -
chair - hare -
key - apple -
son - orange -
bell - banana -
A game "Body"
Goal: develop interest in the game, teach children to form nouns with an affectionate meaning.
The children were told: “Here is a box (points to the basket), put everything you need in it - ok.” Preschoolers selected words in - approx. The winner was the one who named the most words (lump, teremok, etc.).
Exercise « What shall we cook?
From apple - apple jam;
From banana - banana jam;
From lemon - lemon juice;
From pears - pear compote;
From raspberries - raspberry jam;
From mushrooms - mushroom soup, etc.
Exercise "Which?"
Goal: to teach children to form high-quality adjectives. The cucumber is green, and the tomato (what?)...
The chair is low, and the table (what?)...
The elephant is big, and the ant (which one?)...
Exercise “Which of which?”
Goal: to teach children to form relative adjectives from nouns.
made of straw -
made of wool -
from fur -
made of clay -
from glass-
made of cardboard
from paper-
from snow-
made of metal -
made of iron-
Exercise “Whose tail? » (Whose paw. Whose ear.)
Goal: to teach children to form possessive adjectives from nouns.
at the whale - at the wolf -
at the badger - at the squirrel -
at the cat - at the duck -
at the lion - at the cat -
at the goose - at the fox -
at the rooster - at the dog -
Exercise "Say the word"
Goal: to teach children to form nouns and adjectives in different ways.
Poems (by I. Lapukhin) were read to the children, and they guessed what words, similar to the word “house,” should be used to end every second line.
Once upon a time there was a cheerful gnome
He built... (a house) in the forest.
A smaller gnome lived nearby
He made... (a house) under the bush.
The smallest gnome
I put it under the mushroom... (little house).
Old, wise gnome - dwarf
Built a big... (house).
He was old and he was gray
And he was big... (homebody).
And behind the stove behind the chimney Lived with a gnome... (brownie).
Very strict, business-like, neat, ... (homey).
Moss, viburnum, St. John's wort -
He carried everything from the forest... (home).
He loved yesterday's soup
He drank only kvass... (homemade).
Every day the neighbors are gnomes
We visited our grandfather... (at home).
The gnome greeted everyone cordially,
Everyone loved this... (house).
The set of exercises can include literary works of different genres: sayings, proverbs, poems, riddles, fairy tales.
4. Mastering the lexical compatibility of words
Exercise “Memorize and change the word according to the model”
Goal: learn to change nouns by numbers.
notebook notebook notebooks
Exercise "One is many"
Goal: to teach children to form the plural of nouns and use them correctly in a sentence.
This is a lemon, and these are ..... lemons.
This is a pear, and this is... pears.
This is an apple, and these are ..... apples.
Exercise "What colour"
Goal: to learn to correctly coordinate the name of an object with the name of a feature. Sample: red apple.
Apple, T-shirt, flag, ball, towel, plate.
3.3 Control experiment and its analysis
At the end of the formative experiment, a repeated study of the vocabulary of children in the control and experimental groups was conducted. Similar tasks described in section 2.1 were used as a diagnostic technique. Their content was updated with similar speech material, but the essence of the tasks remained the same.
As a result of the analysis of the data obtained during the control experiment, it was revealed that children of both groups made mistakes, but the experimental group made fewer of them than the control group.
A qualitative analysis of the passive and active vocabulary of preschoolers revealed that most errors are associated with the use of adjectives. Children do not know the shades of colors well (for some cherry, red and orange - it's pink). In the children's answers "wolf" - brown, black, hungry, angry and only then “gray”. Preschoolers were confused when determining the geometric shape (oval - round, square - rectangular). They experienced difficulties in recognizing parts of the whole (a shoulder is a person, a sleeve is a shirt), and were poorly oriented in time space (parts of the day, seasons). We couldn’t express ourselves in terms of taste (what jam tastes like - delicious, red, cherry etc., instead of the simple answer “sweet”). A clear qualitative analysis of passive and active vocabulary can be seen in Appendix No. 5.6. For the study of passive and active vocabulary, the experimental group scored a total of 62 points, the control group - 58 points. Applications No. 10,11.
When studying the semantic structure, a qualitative analysis of the results showed that in children with general speech underdevelopment (level III), when selecting synonyms and antonyms, it is more difficult to select antonyms.
In the formation of synonyms and antonyms, mistakes were made such as the formation of words by adding a particle Not: synonyms (wet - not wet); antonyms (give - don’t give, don’t give, come in – don’t come in, don’t go). It was very difficult for the children to find a synonym for the word “wet” (wet, phlegm, wet) and the antonym to the seemingly simple word “give.” Preschoolers made semantic substitutions based on insufficient differentiation of situational connections, formed neologisms, chose synonyms instead of antonyms and vice versa. Appendix No. 7.
As a result of the study, the experimental group received 34 points in the selection of synonyms, 25 points in the selection of antonyms, the control group received 21 points in the selection of synonyms, and 23 points in the selection of antonyms.
When studying word formation, qualitative and quantitative analysis showed that children in the control group made many more errors than in the experimental group.
The following errors were typical for all subjects. In the formation of diminutive words, children acted on the principle of analogy (pelvis - basin, ear - ear or ear - ear, tree - tree). When forming qualitative adjectives, difficulties arose with “pear jam.” Firstly, the children answered that they had not eaten such jam (unlike apple juice, in the formation of which there were no errors), and were not going to eat it. Secondly, they made up a lot of neologisms with this phrase (pear, pear, pear, pear jam).
An analysis of the study of possessive adjectives showed that children formed possessive adjectives worse than qualitative and relative adjectives. The reason for the difficulties in this case can be explained, first of all, by the subtle semantic opposition of the word-formation affixes of these adjectives, expressing belonging either to an individual or to a class, as well as a large number of alternations during word formation. For example, in possessive adjectives formed from animate nouns, a child more often uses the following words in everyday speech: father’s chair, mother’s table, grandmother’s bed. Preschoolers applied a similar method of forming possessive adjectives to the class: ear Medvedino, tail Belkin, paw Levin etc. A large number of neologisms were also allowed (paw lefty, tail Belin etc.). Appendix No. 8.
According to the results of the study, the groups scored the following points:
When studying inflection, the majority of errors were due mainly to inattention and poor vocabulary of preschoolers with SLD. For example, some preschoolers thought for a long time about what was missing on the clock and could not detect the absence of hands (“everything is there”). Mostly, children in the control group incorrectly named the colors of objects. We had difficulty changing verbs according to numbers, we acted by analogy (cars are moving, which means apples hanging) or needed help from an adult. Thus, in the study of inflection, the experimental group received 34 points, the control group - 33 points. (Appendix No. 9.) For all tasks of the control experiment, the experimental group earned a total of 282 points, and the control group - 239 points. (Appendix No. 12.) Based on the results of the control experiment, we can conclude that the developed set of corrective exercises for the development of vocabulary in older preschoolers with ODD (III level), used in the formative experiment, increased the effectiveness of speech therapy training, which confirms the correctness of the hypothesis put forward.
Conclusion
The study of psychological and pedagogical literature has shown that the problem of vocabulary formation remains relevant and has not been sufficiently studied. The study of vocabulary is of great theoretical and practical importance. From a theoretical point of view, it is associated with establishing the type, etiology and certain errors that children made in tasks. And from a practical standpoint, their presence contributes to a more accurate, targeted and differentiated impact. Based on the literature studied, a description of children with OSD (level III) was given, and methods for developing the vocabulary of children of senior preschool age with this speech disorder were considered. We considered the most interesting methods for developing vocabulary proposed by T.B. Filicheva and G.V. Chirkina, as well as some methods of the work of other authors, whose general opinion was that the vocabulary of children with OPD (III level) cannot develop independently; this requires systematic step-by-step corrective work.
A confirmatory experiment was carried out with children in the experimental and control groups, which showed that, while generally possessing complete prerequisites for mastering mental operations, children with ODD (level III) have some features of vocabulary development. A limited vocabulary was revealed (nouns and verbs predominated in the children’s active vocabulary, and the use of words characterizing the quality, characteristics, and state of objects caused difficulties). There was a discrepancy between the active and passive vocabulary, ignorance or inaccurate use of many commonly used words denoting visually similar objects or parts of objects, and inadequate use of synonymous and antonymic means of language. Numerous replacements with word-forming neologisms were used. As a result of performing the ascertaining experiment, the experimental group scored a total of 219 points for completing tasks, the control group - 213.
The obtained data on the characteristics of the vocabulary determined the main directions that were taken into account when compiling a set of correctional and developmental exercises.
After the formative experiment, the total number of points for completing all tasks in the experimental group was 282, and in the control group - 239 points.
A comparative analysis of the control and experimental groups showed positive dynamics in the development of vocabulary in the study group. The difference in results between the ascertaining and control experiments of the study group was 63 points, which is 2 times more than the control group.
Based on the presented results, we can conclude that the proposed set of exercises is effective in working with children of senior preschool age with ODD (III level), its use showed the dynamics of preschoolers in vocabulary development.
The use of the complex has an impact on clarifying and expanding vocabulary, and also has a beneficial effect on the development of speech communication of preschoolers in general. The effectiveness of the complex allows us to recommend its use to teachers of preschool educational institutions.
In the course of the study, the main tasks put forward in accordance with the purpose of the study were solved, the hypothesis was confirmed that the effectiveness of speech therapy training for older preschoolers with ODD (III level) will be significantly increased if the proposed set of correctional and developmental exercises is used in the development of vocabulary .
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A. A. Zherzdeva
Features of vocabulary in children of senior preschool age with special needs development
A significant part of the modern child population is characterized by the presence of various speech development disorders. The most severe violations of the speech system and communicative sphere of children are observed with general underdevelopment of speech. Domestic scientists N.S. Zhukova, R.I. Lalaeva, N.V. Serebryakova, T.B. Filicheva, G.V. Chirkina and others noted and characterized the uniqueness of mastering the lexical system by children with general speech underdevelopment. In children with ODD, vocabulary is formed at a slow pace; at the same time, they have undeveloped processes of inflection and word formation, semantic and formal linguistic components of vocabulary. Manifestations of violations of the formation of the lexical system of speech are varied and require careful study.
To study the characteristics of the vocabulary of preschool children, we chose the method of N.V. Serebryakova. It includes two blocks that allow you to explore passive and active vocabulary, lexical consistency and the structure of the meaning of a word. During the study, two groups of children were formed: an experimental group, which consisted of 15 children of senior preschool age with ODD (III level of speech development) and a control group - 15 children without speech disorders. The study was conducted at the beginning of the school year.
As a result of the study, it turned out that the passive vocabulary of children with special needs development is not sufficiently developed and corresponds to a level below the average age.
In the impressive vocabulary of children with ODD there were no words denoting the names of fish (crucian carp, ruffe, bream), flowers (forget-me-not, violet, aster), professions (welder, mason), tools (plane). Semantic substitutions accounted for 83% of the total number of errors made by children (for example, elk - deer,
rook - crow, blackberry - blueberry, birch - aspen). This indicates an inaccuracy in assimilating the meanings of words.
The study revealed that the active vocabulary of children with SLD is also not sufficiently formed. This is confirmed by the presence of numerous verbal paraphasias in the process of children updating words (names of presented pictures): cornflower - bell, aster - flower, blue - blue, knitting - sewing, putting on shoes - dressing. Often children could not name the picture at all, which indicates that their structure of the meaning of words was not formed.
When conducting an associative experiment, it was revealed that in children with general speech underdevelopment, random associations predominated - 29.1% of responses, while among peers without speech disorders they were observed in 4.9% of responses. Paradigmatic associations were noted in children with OHP in 24.5% of responses, syntagmatic - 14.7%, word-formative - 7.5%, thematic - 6.3%, associations of grammatical forms of words - 1.7%, phonetic - 1.4 %. No response was observed in 14.4% of cases.
During the study, children were given tasks to classify objects (using pictures) and group words. Preschoolers with SLD had difficulty completing tasks, even when classifying semantically distant words. This was manifested in a slow speed of completing tasks, erroneous sorting of pictures, and errors in identifying an extra word.
For example, from the series “magpie, butterfly, starling,” many children chose “starling,” arguing their choice by the fact that the starling does not fly; from the series “good, wooden, bad” they chose “bad”, explaining that the person was not good. This suggests that children with speech disorders have unclear ideas about gender-species relationships; they cannot identify the essential features of objects or compare them.
When studying antonymy in children with general speech underdevelopment, in contrast to peers without speech disorders, difficulties were caused by the selection of antonyms for the majority of stimulus words. The greatest difficulties were caused by the words “friend”, “sadness”, “take”, “brave”.
For example, not a single child with ODD correctly chose the antonym for the word “friend.” Preschoolers with SLD incorrectly completed 40.5% of the tasks for selecting antonyms, while their peers without speech disorders completed 25%.
The task of selecting synonyms caused even more pronounced difficulties in children with SLD. Preschoolers made mistakes in the form of selecting a form of the original word, a related word, a word of opposite meaning, a stimulus word with the particle “not”, a situationally close word, and a word with a similar sound to the stimulus word.
Preschoolers with SLD had significant difficulty explaining the meanings of words. Thus, when explaining the meanings of nouns, which are generalizing concepts, children did not explain, but specified the words (fruit - banana, apple). When explaining nouns with a specific meaning, preschoolers singled out individual unimportant features (spider - black) or selected a generalizing concept (oak - tree).
Children with SLD replaced explanations of the meanings of adjectives by using words with opposite meanings (tall - small). They also instead
explanations used nouns that are characterized by this feature (yellow - chicken).
When explaining the meanings of verbs, children “included” them in a phrase (walk - down the street), named words with similar semantics (run - walk), and used a demonstration of action. Some children with ODD refused to explain words, citing ignorance of the word.
Children with SLD demonstrated difficulties in completing the task of selecting action words and defining words to nouns. For example, “What do rain and snow do?” - pour out; “What kind of snow and sheet?” - “soft”.
Preschoolers with OHP showed difficulty and made a large number of errors when completing an unfinished sentence with a word. For example, “The door is opening...” - ... I don’t know. “Milk is liquid, but sour cream...” - ... not liquid.
Summarizing the results of the study, we can say that the vocabulary of preschoolers with OSD (third level of speech development) at the beginning of their stay in the older group is not sufficiently formed.
This is manifested in the limited volume of passive and active vocabulary, a large number of verbal paraphasias, difficulties in updating the dictionary, the predominance of random associations, difficulties in classifying and grouping words even semantically distant, a large number of errors in the selection of antonyms and synonyms. The listed features indicate insufficient development of semantic fields in preschoolers with SEN. The volume of semantic fields is small, which limits the number of semantic connections. Antonymic and synonymous series in children with OHP of senior preschool age are also not sufficiently formed.
Bibliography
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N. P. Zadumova
On the issue of the peculiarities of text retelling by preschoolers with general speech underdevelopment
Numerous linguistic, psycholinguistic and psychological studies are devoted to the study of coherent speech and the patterns of its formation.
Coherent speech is realized in two main forms - dialogue and monologue. Monologue speech is a coherent, logically consistent statement that lasts a relatively long time, is not designed for an immediate reaction from listeners and requires preliminary thinking. Typical for a monologue are segments of significant size, consisting of structurally and meaningfully interconnected statements and designed for passive and indirect perception.
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