R. I. Lalaeva, N. V. Serebryakova

CORRECTION

GENERAL UNDERDEVELOPMENT OF SPEECH

FOR PRESCHOOLERS

(FORMATION OF VOCABULARY

AND GRAMMATIC STRUCTURE)

St. Petersburg

BBK 34.17L 11

Chapter 1. Development of lexical and grammatical

building speech with normal and impaired

speech development

L 11 Lalaeva R.I., Serebryakova N.V.

Correction of general speech underdevelopment in preschoolers (the formation of vocabulary and grammatical structure). - SPb .: SOYUZ, 1999 .-- 160 p; silt

ISBN 5-87852-109-1

The book presents speech therapy work on the formthe world of vocabulary and grammatical structure in preschoolkov with general speech underdevelopment. Specials are intendedsheets, as well as a wide range of readers.

ISBN 5-87852-109-1 © R.I.Lalaeva, N.V. Serebryakova, 1999© Publishing House "Soyuz", 1999

1.1. DEVELOPMENT OF LEXICO IN ONTOGENESIS

The development of a child's vocabulary 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.

With the help of speech, words, the child denotes only what is available to his understanding. In this regard, words of a specific meaning appear early in the child's dictionary, and later - words of a generalizing nature.

The development of vocabulary in ontogenesis is also conditioned by the development of the child's ideas about the surrounding reality. As the child gets acquainted with new objects, phenomena, signs of objects and actions, his vocabulary is enriched. The mastering of the surrounding world by a child occurs in the process of non-speech and speech activity in direct interaction with real objects and phenomena, as well as through communication with adults.

LS Vygotsky noted that the initial function of a child's speech is to establish contact with the outside world, the function of communication. The activity of a young child is carried out jointly with an adult, and in this regard, communication is situational.

Currently, the psychological and psycholinguistic literature emphasizes that the prerequisites for the development of speech 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 surrounding world through a concrete, sensory perception of the world.

The second most important factor in the development of speech, including the enrichment of the vocabulary, is the speech activity of adults and their communication with the child.

Initially, communication between adults and a child is one-sided and emotional in nature, causing the child to want to make contact and express his needs. Then the communication of adults turns to familiarizing the child with the sign system of the language using sound symbols. The child connects to speech activity consciously, joins communication with the help of language.

Such "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 brought up. The age norms of the vocabulary of children of the same age fluctuate significantly depending on the socio-cultural level of the family, since the vocabulary is acquired by the child in the process of communication.

A large number of studies have been devoted to the development of the child's vocabulary, in which this process is covered in various aspects: psychophysiological, psychological, linguistic, psycholinguistic.

The early stage of speech formation, including mastery of the word, is multifacetedly considered in the works of such authors as M.M.Koltsova, E.N. Vinarskaya, N.I. Zhinkin, G.L. Rozengart-Pupko, D. B. Elkonin and others.

At the end of the first and the beginning of the second year of a child's life, a verbal stimulus gradually begins to acquire more and more force. However, during this period of development, according to the observations of M. M. Koltsova, words are not differentiated from each other, the child's reaction occurs to the entire complex of words with the entire objective situation.

At the initial stage, the reaction to a verbal stimulus manifests itself in the form of an orienting reflex (head turn, gaze fixation). Later, 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, which contributes to the strengthening of the word as a component in the general complex of stimuli. During this period of development, the first undivided words appear in the child's speech, the so-called babbling words, which are a fragment of what he heard baby wordsconsisting mainly of stressed syllables (milk - moco, dog - baka).

Most researchers call this stage in the development of children's speech the "word-sentence" stage. In such a word-sentence, there is no combination of words according to the grammatical rules of the given language, the sound combinations do not have a grammatical character. The word has no grammatical meaning yet.

Representation words at this stage express either a command (na, give), or an indication (there), or they call an object (kisa, lala) or an action (bai).

Later, at the age of 1.5 to 2 years, the child's complexes are divided into parts, which come together in various combinations (Katya bai, Katya lalya). During this period, the child's vocabulary begins to grow rapidly, which by the end of the second year of life is 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 a natural way, and the history of how the meaning of a word developed psychologically helps to illuminate to a certain extent how the development of signs occurs, how the first sign, how, on the basis of a conditioned reflex, the mastery of the designation mechanism occurs " (Vygotsky L.S.Development of oral speech // Children's speech. 1996. Part 1.P. 51).

Initially, a new word appears in the child as a direct connection between a specific word and the object corresponding to it.

The first stage in the development of children's words proceeds according to the type of conditioned reflexes. Perceiving a new word (conditioned stimulus), the child associates it with the object, and later reproduces it.

At the age of 1.5 to 2 years, the child switches from passive acquisition of words from the people around him to active expansion of his vocabulary during the period of using questions like "what is this?", "What is it called?"

Thus, first the child receives signs from the people around him, and then realizes them, discovers the functions of signs.

In spite of the fact that by the age of 3.5 - 4 years the object-related assignment of a word in a child acquires a rather learned character, the process of forming the object-related assignment of a word does not end there.

In the process of vocabulary formation, the meaning of the word is also clarified.

In the beginning, the meaning of the word is polysemantic, its meaning is amorphous, vague. A word can have several meanings. One and the same word can mean an object, a sign, and an action with an object. For example, the word kykhcan mean in the speech of a child and a cat, and everything fluffy (collar, fur hat), and an action with an object (I want to pet the cat). The word is accompanied by a certain intonation, gestures that clarify its meaning.

In parallel with the clarification of the meaning of the word, the development of the structure of the meaning of the word takes place.

It is known that the word has a complex meaning in its structure. On the one hand, a word is a designation of a certain object, it relates to a specific image of the object. On the other hand, the word generalizes the totality of objects, signs, actions. The meaning of the word is also influenced by the connection with other words: sad time, fun time, short time, time of dreams.The word takes on different shades of meaning depending on the context. So, in sentences: He crossed the street, He crossed the border, He crossed all sorts of boundaries, He moved to the second course- word movedtakes on different shades of meaning depending on the context.

The word takes on different meanings and depending on intonation. Word perfectlycan mean the highest degree of praise, irony, sarcasm, mockery, depending on intonation.

The following components of the meaning of the word are distinguished as the main ones (according to A.A.Leontyev, N. Ya. Ufimtseva, S.D.Katsnelson, etc.):

Denotative component, i.e. reflection in the meaning of the word of the features of the denotation (table- this is a specific subject);

Conceptual, or conceptual, or lexico-semantic component, reflecting the formation of concepts, reflection of word connections in semantics;

The connotative component is a reflection of the speaker's emotional attitude to the word;

Contextual component of word meaning (cold winter day, cold summer day, cold water in the river, cold water in the kettle).

Of course, not all components of the meaning of a word appear in a child at once.

In the process of ontogenesis, the meaning of the word does not remain unchanged, it develops. L. S. Vygotsky wrote: “Any meaning of a word ... is a generalization. But the meanings of words evolve. The moment the child first learned a new word ... the development of the word has not ended, it has just begun; it is at first a generalization of the most elementary type, and only as it develops does it pass from generalization of the elementary type to all higher types of generalization, completing this process with the formation of genuine and real concepts. " The structure of the meaning of the word in different age periods is different.

Research shows that the child first of all masters the denotative component of the meaning of a word, that is, establishes a connection between a specific object (denotation) and its designation.

The conceptual, conceptual component of the meaning of the word is assimilated by the child later as the operations of analysis, synthesis, comparison, generalization develop. Explaining the meaning of the word table,the child first says: "They eat on it." He later explains the word differently table:"This is a kind of furniture", that is, it correlates this word with a more general concept, defines this word on the basis of connections between words in the language system.

Gradually, the child masters the contextual meaning of the word. So, a preschool child with great difficulty masters the figurative meaning of the word, aphorisms.

According to A.R. Luria, initially in the formation of the subject correlation of words, secondary, situational factors, which subsequently cease to play a role in this process, pay great attention.

At an early stage of speech development, the subject relation of a word is influenced by the situation, gesture, facial expressions,

intonation, the word has a diffuse, extended meaning. During this period, the subject relatedness of a word can easily lose its specific subject relatedness and acquires a vague meaning (ES Kubryakova, GL Rosengart - Pupko). For example, the word bearthe child can also name a plush glove, since in appearance it resembles a bear.

The development of a connection between linguistic signs and reality is the central process in the formation of speech activity in ontogenesis.

At the initial stage of mastering the signs of the language, the name of the object is, as it were, a part or property of the object itself. L. S. Vygotsky called this period of development of the meaning of the word "doubling the object." E.S. Kubryakoyv calls this period the stage of “direct reference”. At this stage, the meaning of the word is a way of fixing the idea of \u200b\u200ba given object in the child's mind.

At the first stages of acquaintance with a word, the child cannot yet learn the word in its "adult" meaning. At the same time, 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, there are phenomena of shifted reference, or "stretching" of the meanings of words (E. S. Kubryakova), "overgeneralization" (T. N. Ushakova). At the same time, the transfer of the name of one object to a number of others associated with the original object is noted. The child isolates the attribute of an object familiar to him and extends its name to another object that has the same attribute. The child uses the word to name a number of objects that have one or more common features (shape, size, movement, material, sound, taste, etc.), as well as the general functional purpose of objects.

At the same time, attention is drawn to the fact that the child unites in one word the signs that are psychologically more significant for him at this stage of mental development.

As the vocabulary develops, "stretching" the meaning of the word gradually narrows, since when communicating with adults, children

learn new words, clarifying their meanings and correcting the use of old ones.

The change in the meaning of the word, thus, reflects the development of the child's ideas about the world around him, is closely related to the cognitive development of the child.

L. S. Vygotsky emphasized that in the process of a child's development the word changes its semantic structure, is enriched by a system of connections and becomes a generalization of a higher type. At the same time, the meaning of the word develops in two aspects: semantic and systemic. The semantic development of the meaning of a word lies in the fact that in the process of a child's development, the relation of a word to an object, a system of categories, in which this object is included, changes. The systemic development of the meaning of a word is associated with the fact that the system of mental processes that stands behind a given word is changing. For a small child, the affective meaning plays a leading role in the systemic meaning of a word; for a child of preschool and primary school age, it is a visual experience, a memory that reproduces a certain situation. For an adult, the leading role is played by a system of logical connections, the inclusion of a word in the hierarchy of concepts.

According to LS Vygotsky, the development of the meaning of a word is the development of concepts. The process of concept formation begins from early childhood, from the moment of acquaintance with the word. However, only in adolescence do mental prerequisites ripen, which create the basis for the formation of concepts. LS Vygotsky identified several stages in the development of conceptual generalization in a child. The formation of the structure of concepts begins with "syncretic" images, amorphous and approximate, and then passes the stage of potential concepts (pseudo-concepts). Thus, the meaning of the word develops from the concrete to the abstract, generalized.

L.P. Fedorenko also distinguishes several degrees of generalization of words by meaning.

The zero degree of generalization are proper names and names of a single subject. At the age of 1 to 2 years, children learn words, correlating them only with a specific subject. The names of objects, therefore, are for them the same proper names as the names of people.

By the end of the 2nd year of life, the child learns words of the first degree of generalization, that is, begins to understand the generalized meaning of the names of homogeneous objects, actions, qualities - common nouns.

At the age of 3, children begin to master words of the second degree of generalization, denoting generic concepts (toys, dishes, clothes), conveying in general terms the names of objects, signs, actions and the form of a noun (flight, swimming, blackness, redness).

By about 5 years of age, children learn words for generic concepts, that is, words of the third degree of generalization (plants: trees, herbs, flowers; movement: running, swimming, flying; color: white, black), which are a higher level of generalization for layers of the second degree of generalization.

By adolescence, children are able to assimilate and comprehend words of the fourth degree of generalization, such as state, sign, objectivityetc.

The enrichment of the child's life experience, the complication of his activities and the development of communication with people around him lead to a gradual quantitative growth of the vocabulary. In the literature, there are significant discrepancies regarding the volume of the vocabulary and its growth, since there are individual characteristics of the development of the vocabulary in children, depending on the living conditions and upbringing.

According to EA Arkip, the growth of the vocabulary is characterized by the following quantitative features: 1 year - 9 words, 1 year 6 months. - 39 words, 2 years - 300 words, 3 years 6 months - 1110 words, 4 years - 1926 words.

According to A. Stern, by the age of 1.5 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, 50.2% of nouns, 27.4% of verbs, 11.8% of adjectives, 5.8% of adverbs, 1.9% of numerals, 1.2% of conjunctions, 0 , 9% of prepositions and 0.9% of interjections and particles.

The vocabulary of an older preschooler can be considered as a national language model, since by this age, the child has time to master all the basic models 10

native language. During this period, the core of the dictionary is formed, which does not change significantly in the future. Despite the quantitative replenishment of the dictionary, the basic "framework" does not change (A. V. Zakharova),

Analyzing the vocabulary of the colloquial speech of children aged 6 to 7 years, A.V. Zakharova identified the most common significant words in the speech of children: nouns (mother, people, boy), adjectives (small, large, child, bad), verbs ( go, talk, say). Among the nouns in the children's dictionary, words denoting people prevail. A study of children's vocabulary in terms of the prevalence of adjectives showed that, on average, only 8.65% of adjectives account for every 100 word usage. Among the most frequent adjectives that are regularly repeated in the speech of children, adjectives with a wide meaning and active compatibility (small, large, child, bad, mother's, etc.), antonyms from the most common semantic groups: size designation (small - large), assessments (good bad); words with weakened concreteness (real, different, general); words included in phrases (kindergarten, New Year), according to A. V. Zakharova. Pronoun adjectives occupy an important place among the groups of adjectives in the children's dictionary. In the general list, the highest frequency is observed in pronominal adjectives such as such(108), which the(47), this(44), their(27), any(22), our(10), whole, everyone(17) my, most(16).

In the speech of children from 6 to 7 years old, there is a regular repetition of adjectives with the meaning of size (large, small, huge, large, medium, huge, tiny, tiny). The peculiarity of the structure of the semantic field of adjectives with the meaning of size is asymmetry: adjectives with the meaning of "large" are presented much more widely than those with the meaning of "small".

When analyzing the speech of children from 6 to 7 years old, more than 40 adjectives used by children to denote color are revealed. The adjectives of this group in the speech of children turned out to be more common than in the speech of adults. Most often, adjectives are presented in the speech of children of this age black, red, white, blue.

When analyzing the vocabulary of a child of this age, it is noted

also the predominance of negative over positive and active use; comparative degree of adjectives.

Thus, with the development of mental processes (thinking, perception, ideas, memory), the expansion of contacts with the outside world, the generalization of the child's sensory experience, a qualitative change in his activity, the child's vocabulary is also formed in quantitative and qualitative aspects.

Words in the lexicon are not isolated units, but are connected with each other by a variety of semantic connections, forming a complex system of semantic fields (A.R. Luria and others). In this regard, the issue of the formation of the lexical-semantic system in ontogenesis is relevant.

As the child's thinking and speech develop, the child's vocabulary is not only enriched, but also systematized, that is, it is ordered. Words are, as it were, grouped into semantic fields. The semantic field is a functional formation, a grouping of words based on the commonality of semantic features. In this case, not only the unification of words into semantic fields occurs, but also the distribution of vocabulary within the semantic field: the core and the periphery are highlighted. The core of the semantic field is made up of the most frequent words with pronounced semantic features.

The organization of lexical consistency in young children and adults occurs in different ways. In young children, the grouping of words into groups occurs mainly on the basis of a thematic principle (for example, a dog is a kennel, a tomato is a garden bed). Adults, on the other hand, often combine words related to the same concept (dog - cat, tomato - vegetable).

AI Lavrent'eva, observing the formation of the lexical-semantic system in children from 1 year 4 months. up to 4 years old, identifies 4 stages in the development of the systemic organization of the children's dictionary.

At the first stage, the child's dictionary is a set of separate words (from 20 to 50). Moreover, the set of tokens is unordered.

At the beginning of the second stage, the child's vocabulary begins to increase rapidly. Child questions about titles

the objects and phenomena around him indicate that a certain system of words related to one situation is being formed in his mind, groups of them are formed. The name of one word from this group causes the child to name other elements of this group. A.I. Lavrentieva calls this stage situational, and groups of words - situational fields.

In the future, the child begins to realize the similarity of certain elements of the situation and combines lexemes into thematic groups. This phenomenon characterizes the third stage in the formation of the lexical system, which is defined as a thematic stage.

The organization of thematic groups of words causes the development of lexical antonymy (large - small, good - bad).

The opposition “big - small” at this stage replaces all variants of parametric adjectives (long - small, thick - small), and the opposition “good - bad” - all variants of qualitatively evaluative adjectives (evil - good).

A feature of the fourth stage in the development of the lexical system in ontogeny is the overcoming of these replacements, as well as the emergence of synonymy. At this stage, the systemic organization of the child's vocabulary approaches in its structure the lexico-semantic system of adults.

The development of lexical consistency and the organization of semantic fields is reflected in a change in the nature of associative reactions.

T.N. Naumova, analyzing the results of an associative experiment conducted with preschoolers 4 and 6 years old, notes a high level of stereotyped reactions to words-stimuli. At the same time, the percentage of stereotypical reactions increases in 6-year-old children compared to 4-year-old children.

According to T.N. Naumova, this phenomenon testifies to the active mastering by children during this period of significant aspects of the meaning of the word.

When analyzing children's responses to a stimulus-noun, the dominance of opposition operations is noted, which culminates in children of 6 years of age. The same tendency towards a strategy of opposition is observed among reactions to adjective stimuli.

Based on the analysis of the nature of verbal associations in preschoolers 5-8 years old N.V. Serebryakova highlighted the following stages of the organization of semantic fields.

The first stage is characterized by an unformed semantic field. At this stage, the child relies on the sensory perception of the surrounding situation and the names of the objects surrounding the child (dog ball) prevail as words-reactions. .Lekspchesky consistency is not formed .. The meaning of the word is included in the meaning of phrases. Syntagmatic associations (dog - barks) take a large place.

Second phase. At this stage, the semantic connections of words are mastered, which differ significantly from each other in semantics, but have a situational, figurative connection. This is manifested in the predominance of thematic associations that rely on certain images (representations): house - roof, high - tree, etc. At this stage, there is a figurative, motivated nature of connections. The semantic field is not yet structurally organized, not formalized.

Stage three. At this stage, concepts and classification processes are formed. In an associative experiment, figurative connections are replaced by connections between words that are semantically close, which differ in only one differential semantic feature, which is manifested in the predominance of paradigmatic associations (tree - birch, high - low). There is a differentiation of the structure of the semantic field, the most characteristic relations of which are groupings and opposition.

In the process of the associative experiment, the following types of verbal associations are distinguished, which are most characteristic of children 5 - 8 years old.

1. Syntagmatic associations. This type of association is highlighted when the word-reaction and the word-stimulus make up a phrase, most often consistent (yellow - flower, tree - growing).

2. Paradigmatic associations are those associations when a stimulus word and a reaction word differ in no more than one differential semantic feature (tree - birch, cat - dog, dishes - cup).

Paradigmatic associations correlate in different ways with stimuli, express different attitudes. Among the couple

digmatic associations in preschoolers are the following:

a) associations expressing synonymous relationships (courage - courage). These reactions are rare in preschoolers;

b) associations expressing antonymic relations, that is, opposing relations (high - low, good - bad);

c) associations expressing similarity relations. In this case, one of the elements of the group is selected. An example of these relations is the names of colors (yellow - red), the names of pets (dog - cat), natural numbers (two - three);

d) associations expressing generic relations (dishes - a saucepan, wood - birch). The species-genus relationship is much less common in children 5-8 years old than in adults. This is probably due to the lack of formation of generalization processes in children;

e) associations expressing the relationship "whole-part" (house - roof, tree - branch);

3. Thematic associations. These associations, as well as paradigmatic ones, refer to semantic reactions, characterize the relations of one semantic field. Thematic associations are those associations when a stimulus word and a reaction word differ in more than one semantic feature.

Thematic associations make up a large percentage of all associations of children aged 5 to 8. If paradigmatic reactions indicate the semantic aspect of the meaning of the word, then thematic reactions reflect the pragmatic side of the meaning of the word associated with cognitive experience. Therefore, thematic associations are considered as the most psychological in nature.

Children 6 - 8 years old have the following types of thematic associations: a) relations between the object and its location (dog - kennel, dishes - house, tree - crow);

b) the relationship between the object and the action that is carried out with the given object (dishes - wash);

c) cause-and-effect relationship (courage - victory). These associations are sporadic in children;

d) associations of a tool of action and an object indicated by a stimulus word (butterfly-butterfly),

e) the relationship of a sign and an object that possesses this sign (yellow - the sun, good - people , courage is a soldier);

f) relations, images of action and subject (fun - holiday, high - tree, fast - hare).

g) associations based on one common feature (butterfly

4. Word-building associations. In this case, words derived from the desired one are given as reactions. There are two subtypes of such associations:

a) words-stimuli and words-reactions refer to the same part of speech (hare - hare, they say - talk, quickly - faster). In adults, this subspecies of word-formation associations is almost never found;

b) words-stimuli and words-reactions refer to different parts of speech (fun - cheerful, high - tall, fox - fox).

Most often, the association to an adverb is an adjective, and an association to an adjective is a noun, that is, the words from which the word is formed in the history of the language are given as reactions;

5. Associations of grammatical forms of the same word. Most often, plural forms are reproduced as reaction words (table - tables, butterfly

Butterflies, tree - trees).

This type of association, like word-formation associations, is almost never found in adults due to the fact that adults do not perceive word forms as separate words.

Phonetic associations are those associations when the word-reaction is in tune with the word-stimulus, but there is no clear semantic connection between the words (butterfly is grandmother, singing is drinking). These associations are rare in children.

Random associations. In this case, there is no semantic and grammatical connection between the word-stimulus and the word-reaction, as well as sound similarity (quickly - a pear, courage - a notebook, a fox - a boat). Most often, in response to a stimulus word, children name objects of the environment. This type of association is very racial

common in children, especially 5-6 years old. In adults, this type of association does not occur.

In the process of the child's speech development, the nature of verbal associations changes. According to N.V. Serebryakova, at the age of 7, children undergo a qualitative leap in the formation of lexical consistency, in the organization of semantic fields. This is reflected in the fact that the ratio of paradigmatic and syntagmatic reactions in the associative field changes significantly. It is known that in an adult person in an associative experiment there are mainly paradigmatic associations, which is a sign of the formation of the semantic field. In children 5-6 years of age, syntagmatic reactions prevail over Paradigmatic ones, they occur many times more often. At the age of 7-8, on the contrary, paradigmatic reactions are much more common than syntagmatic ones.

In children 5-6 years old, thematic associations are more common. At 5 years old, they take the 2nd place in prevalence, at 6 years old - the 3rd place and are more common than paradigmatic ones. It is known that thematic associations express the connections of the word with the periphery of the semantic field; they reflect the connections between objects fixed in the experience. They are more psychological than semantic associations. At the age of 7, thematic associations are observed much less frequently than paradigmatic ones. This indicates that the core of the semantic field is already beginning to form in children of 7-8 years old.

The analysis of associations among second-graders, carried out by N.V. Ufimtseva, showed that the leading strategy in younger schoolchildren is reaction with a single-root word. The strategy of opposition, which is leading in children of 6 years of age, ceases to be dominant in schoolchildren of the 2nd grade. The strategy of choosing synonyms for the original word begins to play a significant role in second graders. Apparently, the response of a single-root word to a stimulus word is associated with the process of schooling.

learning, during which there is an awareness of the morphemic structure of the word.

The research of T.N. Rogozhnikova using a free associative experiment conducted with subjects aged from 4 to 28 years old reveals some regularities in the development of lexical systemicity.

With increasing age, the percentage of stereotypical reactions to the same stimulus word decreases and the number of different reactions increases. At the age of 8-12 years, there is a slight decrease in the number of different reactions, and then their growth continues.

With age, children show a decrease in the number of specific reactions.

The active process of developing the meaning of a word and lexical systemicity does not end at school age, but continues in adults. In different age periods "not only do the sets of lexical-semantic variants of polysemantic words change, but also the degree of relevance of certain lexical-semantic variants for certain age groups varies" (Rogozhnikova T.N.Comparison of associative reactions of children of different age groups in conditions of norm and pathology // Psycholinguistic studies in the field of vocabulary and phonetics. Kalinin, 1983.S. 139).

Thus, the strategy of searching for associative reactions in children with normal speech and mental development changes with age.

The formation of a child's vocabulary is closely related to the processes of word formation, since as word formation develops, the child's vocabulary is quickly enriched by derivative words. The lexical level of a language is a set of lexical units that are the result of an action and a word formation mechanism.

The word-formation level of the language acts as a generalized reflection of the way of forming new words on the basis of certain rules for the combination of morphemes and the structure of the derived word. Universities (model-types) are the unit of the word-formation level. Univerb is a derivative word that implements the formed concept of the model, the type of word formation.

The development of word formation in children in the psychological, linguistic, psycholinguistic aspects is considered in close connection with the study of word-creation of children, the analysis of children's word-formation neologisms (K.I. Chukovsky, T.N. Ushakova, S.N. Zeitlin, A.M. Shakhnarovich, etc. .). The mechanism of children's word creation is associated with the formation of linguistic generalizations, the phenomenon of generalization, the formation of the word formation system.

The lexical means, due to their limitations, cannot always express new ideas of the child about the surrounding reality, therefore he resorts to word-formation means.

If a child does not own a ready-made word, he "invents" it according to certain previously learned rules, which is manifested in children's word-creation. Adults notice and make adjustments to a word independently created by a child if this word does not correspond to the normative language. If the created word coincides with the one existing in the language, the surrounding people do not notice the child's word-creation (S. N. Tseitlin).

In the process of speech development, the child gets acquainted with the language as a system. But he is not able to master at once all the laws of the language, the entire complex language system that an adult uses in his speech. In this regard, at each stage of development, the child's language is a system that differs from the language system of adults, with certain rules for combining linguistic units. As the child's speech develops, the linguistic system expands, becomes more complicated on the basis of mastering an increasing number of rules, laws of the language, which fully applies to the formation of lexical and word-formation systems.

The result of reflection and consolidation in the consciousness of the systemic connections of the language is the formation of linguistic generalizations in the child. In the process of perceiving and using words that have common elements, words are divided into units (morphemes) in the child's mind. Children's word-creation is a reflection of the formation of some and at the same time the lack of formation of other linguistic generalizations.

According to T.N.Ushakova, “with the initial formation of generalized verbal structures in conditions

the actions of linguistic stereotypes create opportunities for the further self-development of linguistic forms, which is partly expressed in children's word creation (Ushakova T.N. The role of word creation in mastering the native language // Materials of the Third Symposium on Psycholinguistics,M. 1970, C 125). The main role in children's word creation belongs to the child's active, creative attitude to the word.

According to the hypothesis of G. A. Cheremukhina and A. M. Shakhnarovich, the mechanism of the word-formation level consists of the interaction of two levels: the word-formation and lexical ones.

Study of the nomination process when answering questions in children from 2 years old 10 months. up to 7 years 3 months, conducted by GA Cheremukhina and AM Shakhnarovich, showed that word-formation and lexical levels are in dynamic interaction. At different age periods, they are used as background or as presenters when creating a nomination unit.

The answers of the children of the younger group (2 years 10 months - 3 years 8 months) showed that during this period the lexical level predominates, and the stage of mastering the rules of word formation is just beginning.

In the middle group (4 years - 5 years 2 months), the largest number of neologisms was noted, which indicates the predominance of the word-formation level.

Children preparatory group (6 years 1 month - 7 years 3 months) most often used the lexical units of the language in the nomination process, and resorted to word-formative means when there was a lack of time or when they forgot the right word.

Thus, in the early stages of language acquisition, the leading role belongs to the lexical level, and later on, the word-formation level comes to the fore,

Children's word-creation is characterized by the use of regular (productive) word-formation models. Having mastered the productive word-formation model, the child “generalizes” this model (according to T. N. Ushakova), transfers it by analogy to other cases of word formation, which obey less productive laws, which manifests itself in a variety of non-normative word formations. The essence of "generalization", therefore, is that

similar phenomena can be named in a similar way (hare - lice, pig, hedgehog, squirrel, elephant; snowflakes - purzhinki). This phenomenon is possible due to the fact that the child, analyzing the speech of others, isolates certain morphemes from words and correlates them with a certain meaning. So, highlighting the morpheme -nits-from words soap dish, candy bowl, sugar bowl,the child correlates this morpheme with the meaning of dishes, containers of something. And in accordance with this meaning, the child forms words like salty.

Thus, based on the isolation of a word-formation morpheme from a word, models-types are fixed in the child's mind, in which certain meanings are associated with a certain sound form.

In the process of verbal communication, the child does not just borrow words from the speech of others, he does not just passively fix words and phrases in his mind. Mastering speech, the child is active: he analyzes the speech of others, isolates morphemes and creates new words, combining morphemes. In the process of mastering word formation, thus, the child performs the following operations: isolating a morpheme from words - generalizing the meaning and connection of this meaning with a certain form - synthesizing morphemes during the formation of new words.

Most often, neologisms in children's speech are a consequence of the fact that the child uses derivational morphemes in accordance with their exact meaning, however, during word formation, the correct root element is combined with affixes alien to this root (not accepted in the language). Most often, the child at the same time replaces synonymous affixes, uses productive suffixes instead of unproductive ones (saloon, sailor, fox, postman, umbrella, ailments, cows, pigs, choked up, remembered, lost).

Another mechanism of word formation underlies neologisms of the type of "folk etymology" (digging - bursting, scapula - digging, butting - zarogayu, crackers - mowers, petroleum jelly - mazelin, compress - mocress, saliva - spit, policeman - street policeman).

Neologisms of this type are formed in a different way. There is no irregularity in the combination of the selected morphemes. The main feature of these neologisms is the replacement of one

sounding the word to others. At the same time, there is a change in the etymology of the word, a rethinking of its meaning. This manifests the child's desire to establish a connection between an incomprehensible word and the meaning of familiar and understandable.

This type of neologisms testifies to the functioning in the child's mind of the system of inter-verbal connections, the "verbal network", to the beginning of the establishment of the word-formation paradigm.

The nature of children's word-formation neologisms reveals certain patterns of the initial stage of word formation. In the process of mastering word formation, the following main trends are distinguished:

1) the tendency to "align" the stem, preserving the identity of the root (stem) in the derived word. This tendency is multifaceted, which is manifested in the fact that alternation, stress change, consonantation of the vowel stem, suppletivism are often not used in derivative words;

replacement of productive word-formation affixes with unproductive ones;

transition from simple to complex both in terms of semantics and in terms of formal sign expression.

The sequence of the appearance of word-formation forms in children's speech is determined by their semantics, function in the structure of the language. Therefore, in the beginning, semantically simple, visually perceptible, well-differentiated word-formation forms appear. So, for example, first of all, the child masters the diminutive forms of nouns. Much later, the names of the professions of people, the differentiation of verbs with prefixes and other more complex forms of semantics appear in speech.

Thus, mastery of word formation is carried out on the basis of mental operations of analysis, comparison, synthesis, generalization and prefers a fairly wide level of intellectual and speech development.

The book presents speech therapy work on the formation of vocabulary and grammatical structure in preschoolers with general speech underdevelopment. Intended for professionals, as well as a wide range of readers.

Chapter 1. Development of the lexical and grammatical structure of speech with normal and impaired speech development

1.1. DEVELOPMENT OF LEXICO IN ONTOGENESIS

The development of a child's vocabulary 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.

With the help of speech, words, the child denotes only what is available to his understanding. In this regard, words of a specific meaning appear early in the child's dictionary, and later - words of a generalizing nature.

The development of vocabulary in ontogenesis is also conditioned by the development of the child's ideas about the surrounding reality. As the child gets acquainted with new objects, phenomena, signs of objects and actions, his vocabulary is enriched. The child's assimilation of the surrounding world occurs in the process of non-speech and speech activity in direct interaction with real objects and phenomena, as well as through communication with adults.

LS Vygotsky noted that the initial function of a child's speech is to establish contact with the outside world, the function of communication. The activity of a young child is carried out jointly with an adult, and in this regard, communication is situational.

Currently, the psychological and psycholinguistic literature emphasizes that the prerequisites for the development of speech 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 surrounding world through a concrete, sensory perception of the world.

The second most important factor in the development of speech, including the enrichment of the vocabulary, is the speech activity of adults and their communication with the child.

Initially, the communication of adults with a child is one-sided and emotional in nature, causing the child to want to make contact and express his needs. Then the communication of adults turns to familiarizing the child with the sign system of the language using sound symbols. The child connects to speech activity consciously, joins communication with the help of language.

Particularly difficult for children with OHP are invested offers, passive sentences, and complex sentences.

Syntax violations are manifested at both the deep and surface syntax levels.

At a deep level, violations of syntax are manifested in the difficulties of mastering the semantic components (object, locative, attributive), in the difficulties of organizing the semantic structure of the statement. At the superficial level, violations are manifested in the violation of grammatical connections between words, in the wrong sequence of words in a sentence.

Chapter 2. Speech therapy work on the formation of vocabulary and grammatical structure in children with general speech underdevelopment

2.1. METHODS OF LOGOPEDIC WORK ON THE DEVELOPMENT OF VOCABULARY IN PRESCHOOLERS WITH GENERAL SPEECH IMPAIRMENT

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, patterns of vocabulary formation and ontogenesis, and the peculiarities of vocabulary in preschoolers with speech pathology. Taking into account these factors, the formation of vocabulary 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 (thinking, perception, ideas, memory, attention, etc.);

§ clarification of the meanings of words;

§ formation of the semantic structure of a word in the unity of its main components (denotative, conceptual, connotative, contextual);

§ 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.

When developing this technique, some techniques and methods described by L. S. Vygotsky, S. N. Karpova, I. N. Kolobova, L. V. Sakharny, N. V. Ufimtseva, G. A. Cheremukhina were used in a modified form. , A. M. Shakhnarovich and others.

To narrow your search results, you can refine your query by specifying the fields to search for. The list of fields is presented above. For example:

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Logical operators

The default operator is AND.
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research development

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study OR development

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study NOT development

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study *

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# study

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bromine ~

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study ^4 development

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