(on the formation of an active vocabulary in children with disabilities by developing an understanding of the lexical meaning of words)

1. Explanatory note
2. Main content of the program
3. Program Implementation Mechanisms
4. Stages and terms of implementation
5. Bibliography
6. Terminological dictionary

Application

Explanatory note

Correct speech is the most important condition for the comprehensive development of children. The richer and more correct a child’s speech is, the easier it is for him to express his thoughts, the wider his possibilities in cognizing the surrounding reality, the more meaningful and full the relationship with peers and adults, the more actively his mental development is carried out.

Speech is the use of language for the purpose of communication. Speech, acting in its functional purpose as a means of communication, also serves as the most important tool for the socialization of children with various physical and mental developmental disabilities. Therefore, the development of speech in such children is one of the urgent problems of speech therapy and special pedagogy.
Features of the development of children with disabilities are expressed in the violation of speech activity, a limited understanding of the world around them, and a weak need for communication. This causes the qualitative originality of the process of speech development, the pace of which is slowed down in children with disabilities, and speech activity is insufficient due to the poverty, limitation, and primitiveness of the dictionary.

Thus, another reason for the weak speech activity of children with disabilities became clear - this is the insufficient lexical side of speech.

Hence, the idea arose to examine in more depth the vocabulary of children visiting a speech therapist of the Department of Rehabilitation of Minors with Physical and Mental Disabilities of the Social Service Institution of the Center for Social Assistance to Families and Children Rostok.

An analysis of the state of the passive and active vocabulary in this category of children showed:

Passive Dictionary(Annex 1)	Active Dictionary(appendix 2)
0% of children low	9% of children low
51% of children have an average level of speech understanding	14% - below average
	49% - average level
	23% - above average
49% high	5% of children high

As a result, the development of children's speech indicates significant deviations from age standards, limited vocabulary, the originality of its use, persistent agrammatism. So, all this points to the lack of formation of the impressive and expressive sides of speech.

Identification of the child's vocabulary, features of understanding and use of words by him is necessary for scientifically based selection of the content of vocabulary work and determination of its methodology. The study of correctional work in the dictionary is one of the complex and insufficiently developed problems.

	PROBLEMS OF FORMING AN ACTIVE VOCABULARY OF CHILDREN WITH DISABILITIES (OD)
	FIRST PROBLEM		SECOND PROBLEM
	In the practice of the work of various educational institutions, attention is mainly paid to the quantitative side of the communication process, that is, expanding the volume of the dictionary, increasing the vocabulary. This situation leads to the need to include in the vocabulary work an analysis of the features of assimilation of the semantic side of the word.		The speech activity of children with disabilities is negatively affected not only by the features of their psychophysical development, but also by the mistakes of traditional education, which significantly hinders the development of their communication capabilities, impairs the ability to quickly and correctly navigate in a communication situation, understanding and perceiving the speech of others, planning their own speech activity. .
	Thus, education in children with disabilities of attention to the content side of the word, its semantics is simply necessary. Clarification of the meanings of words, enrichment of the connections of words with other words develop the accuracy of word usage in children and positively affect the coherence of a monologue statement.		Therefore, there is every reason to believe that providing speech practice, which is so necessary for children with disabilities with underdevelopment of speech, should be adequate conditions created for the spontaneous development of their speech activity.

Therefore, the search for and provision of optimal methods of work on the formation of the vocabulary of children with disabilities who have speech disorders are extremely relevant today.

So, having identified the relevance and problems of developing the active vocabulary of children with disabilities, the goal of the program was set: to form an active vocabulary in children with disabilities by developing an understanding of the lexical meaning of words.

In accordance with the goal, the following tasks were set:

1. Develop an understanding of the meanings of words by children.

2. To form an active vocabulary of children with disabilities by understanding the lexical meaning of words through:

• formation of semantic fields;
• development of lexico-semantic associations;
• development of antonymy and synonymy.

3. Activate children's vocabulary.

The Dictionary program has theoretical and practical significance:

If you implement the program "Dictionary"; to carry out purposeful work with children with disabilities to form an active vocabulary through the development of an understanding of the lexical meaning of the word, this will contribute to their understanding of linguistic phenomena and help children in this category to be the most successful in communicating with others and in society.

The program is designed for children with disabilities.
Composition of the group: children with systemic (children with mental retardation) and general underdevelopment of speech of III and IV levels (children with cerebral palsy, visual impairments, etc.).
Age of children: from 7 to 18 years.

Children can be enrolled in these groups in those cases when, in addition to violations of the phonetic and phonemic side of speech, they have pronounced deviations in the formation of the lexical and grammatical components of speech.

Differentiation of the correctional and speech therapy impact is carried out taking into account the clinical characteristics, individual psychological characteristics of the child, the characteristics of his psychophysical activity, performance, the level of underdevelopment and the mechanisms of speech disorders, as well as taking into account general didactic principles:

When implementing the program, the peculiarities of the vocabulary of children with disabilities of various clinical characteristics (hard of hearing, visually impaired, with mental retardation, mental retardation, with cerebral palsy) and corrective work with them are taken into account (Appendix 3).

As a result of the individual characteristics of children with disabilities of different categories, one of the methods of work is the most relevant - this is a game.

Hence, correctional work on the formation of an active vocabulary in children with disabilities is carried out in individual speech therapy classes, which are based on various lexical games (Appendix 4).

An indicative list of games, game exercises and tasks for children with disabilities

Games, game exercises, tasks
for development understanding the meanings of words	on the development of lexico-semantic associations	on the formation of semantic fields	on the development of antonymy and synonymy
1. Measure 2. Who is more attentive? 3. Who is sooner? 4. Remember 5. Do it 6. Classification of objects by pictures 7. What grows in the garden? 8. Shopping in the store 9. To whom to give what? 10. Gather a family 11. Common word 12. Answer quickly 13. Be careful 14. Name the shape 15. Repeat 16. Who? What? etc.	1. Who? What? 2. Comparison 3. Guess 5. Say the word as quickly as possible 6. Arrange in order 7. Think about what we can talk about? 8. Pick a word 9. Pick up 10. Guess etc.	1. Name an extra word 2. Sort the pictures by similarity 3. What? Which? Which? 4. Pick a word 5. What grows in the garden? 6. What do I see? 7. Select from a series of words 8. Guess 9. Guessing an object by the name of its parts 10. What's in common 11. Description 12. Guess the animals 14. Tidy up etc.	1. Buddy words 2. Say it differently 3. Words-enemies 4. Compare the opposite 5. Words-friends 6. Words-enemies 7. Compare 8. On the contrary etc.
to update the dictionary Repetition of all the above games (possible with complication and change).

Relationship with teachers. Joint work with specialists and educators is aimed at improving the active vocabulary of children with disabilities in their daily activities and in various activities. Technological aspects of the relationship are combined with the topics of the classes (Appendix 5).

Educators conduct five-minute speech therapy sessions related to a specific lexical topic for children in this group on the instructions of a speech therapist (Appendix 6). Relationship with parents. The family strategy is as follows:

Parents' help is to do homework, which includes exercises to improve the active vocabulary through understanding the lexical meaning of the word. Parents are also expected to supervise the child's speech.

A consultation "Games and game exercises to improve children's vocabulary" (Appendix 7) is planned, thanks to which parents will learn the importance of vocabulary for their children and gain knowledge for conducting classes at home.

Thus, carrying out purposeful and interconnected work with other specialists and parents on the formation of an active vocabulary in children with disabilities helps children communicate with parents and adults.

Mechanisms for implementing the Glossary program

Corrective speech therapy work is built taking into account a certain strict algorithm of action:

	The first stage is preparatory
	Purpose: to develop children's understanding of the meanings of words.
	Development of understanding of different meanings of words.	Clarification of the concepts of "word", "action", "sign", "sentence", "words-friends", "words-enemies", etc.
	The second stage is the main
	Purpose: to form an active vocabulary by understanding the lexical meaning of words.
	Block 1. Development of lexico-semantic associations.
	Block 2. Formation of semantic fields.
The third stage is the final
Purpose: to activate the vocabulary of children.

The first stage is preparatory.

The purpose of the first stage is to develop an understanding of the meanings of the words of children with speech underdevelopment.
This stage includes 2 blocks: developing an understanding of the various meanings of words and clarifying the concepts of "word", "action", "sign", "sentence", etc.
Block 1. Development of understanding of the different meanings of words.
The first block consists of the following tasks:

• clarification of the subject correlation of words;
• clarifying the understanding of adjectives, verbs, adverbs, etc.;
• developing understanding of instructions, suggestions, questions, etc.;
• development of mental operations such as classification, generalization, comparison.

Block 2. Clarification of the concepts of "word", "action", "sign", etc.
At this stage, a cycle of classes is conducted aimed at clarifying the above concepts (Appendix 8). Each lesson is associated with a specific lexical topic.



In these lessons, children remember what a word is, a sign of an object, the action of an object, what a sentence is and how it differs from a word. Also, children learn that there are words-friends (synonyms) and words-enemies (antonyms).
The second stage is the main one.
The second stage is aimed at the formation of an active dictionary by understanding the lexical meaning of words and consists of three blocks.

Block 1. Formation of semantic fields.

The purpose of the first block is the formation of the structure of the meaning of the word, the organization of semantic fields.
The formation of semantic fields is carried out in stages, each stage complements each other:

Stage name
1. Selection of words-objects	Children are given several pictures depicting objects: a bus, an airplane, a boat ... Children look at the pictures, then name the objects. After that, they are invited to name all these objects in one word. This word ("transport") is the central, generic concept around which specific, specific (car, helicopter, taxi ...) are formed. Then this task is performed in reverse, that is, words-objects are selected for one general concept (for the word “furniture”, children name the following objects: table, chair, bed, wardrobe, etc.).
2. Selection of words-features	Further localization of meanings is carried out with the help of questions leading to the choice of the desired attribute of the object. For example, for the stimulus word “airplane”, children’s reaction words are selected: iron, air, big, huge ...
3. Selection of action words.	This stage in the formation of the semantic field consists in the fact that children are invited to correlate the name of the object with the corresponding action and purpose. For example, words-actions are selected for the word “bus”: rides, stops, rushes, etc.

Work on the development of the semantic field of adjectives and verbs is carried out as follows:

• selection of words-objects to the sign (the following objects were called for the word “wooden”: table, chair, wardrobe, floor ...);
• selection of words-objects for action (“going” - a person, a dog, a cat, a watch ...);
• selection of synonyms and antonyms for adjectives and verbs.

Thus, children, together with a speech therapist, learn to form the periphery of the semantic field, that is, semantic shades, the ratio of generic and specific meanings, the relationship of a certain object with signs and actions.

Block 2. Development of lexico-semantic associations.
The purpose of the second block is to develop lexical-semantic associations in children with disabilities.

In the process of speech development, it is always very important to form associative links that play a very important role in enriching the vocabulary. Therefore, work in this direction is based on the ability of children with disabilities to identify the many-sided connections of a certain word with other words of the lexicon.

Here, in the child’s speech, those connections are fixed that would ensure the interchangeability of any word in the statement, could belong to a certain semantic group (nouns, adjectives, verbs). The words presented to children are chosen in such a way as to stimulate the search for the most accurate, most suitable words that help form and change words, build phrases, sentences.
To build an associative field, children are offered a stimulus word, to which they must report associations.

Initially, objects of the environment are used. An object is shown or a noun is called and the children need to choose the corresponding noun (for example, a chair - “furniture”, a toy - “doll”, etc.). Hence, the word-stimulus and the word-reaction differ by no more than one differential feature expressing different relations (genus, species, space, time).
Then this task is complicated by the fact that there is a transition from objects to more abstract concepts, for example, the word-stimulus "winter" - the word-reaction "snow". Of course, children are given help: a visual reference to pictures leading questions so that they can more accurately navigate the semantic field of word combinations.
Further, the work on the development of associations moves to a more complex level. Stimulus words are selected so that associations associate it with the reaction word:

• the noun is associated with the adjective (ball - "round");
• the adjective is associated with the noun (glass - "glass");
• noun - with a verb (cat - “meows”);
• verb - with a noun (flutters - "butterfly").

Thus, syntagmatic constructions are formed in children, in which the word-stimulus and the word-reaction constitute agreed phrases.

In addition, the formation of associations is carried out through the construction of semantic fields, synonymous and antonymic series by nouns, adjectives, verbs, which ultimately determines a significant expansion of the vocabulary of children with disabilities.

Block 3. Development of antonymy and synonymy.
In the third block, the main goal is to develop a dictionary of antonyms and synonyms.
At the first stage, children get acquainted with the concepts of “words-enemies” and “words-friends” without naming the terminology (synonyms, antonyms).

In the future, children are invited to choose synonyms for phrases, which is carried out as follows: children are called phrases (for example, it is snowing, a person is coming, spring is coming), attention is drawn to the fact that it is not interesting to listen when the same word is repeated and asked to replace it . Children select words that are close in meaning (comes, moves, walks). Children come to the conclusion that one action can be called different words. There is also a development of synonymy of nouns and adjectives.

In order for children to learn to compare, i.e. to select antonyms, pairs of objects with pronounced contrasting features are selected (long - short pencil). Then, when showing the intonation, their qualitative opposite is emphasized and the children are asked to show the object according to the named attribute. Tasks may vary, for example, children are invited to pair a number of objects (clean - dirty glass, deep - small plate, large - small ball, etc.). By the same principle, children are taught verbal forms of antonymy, as well as nouns.

The next step for the development of synonymy and antonymy are various games and exercises (For example, "Words-friends", "Say differently"; "Words-enemies", "Compare vice versa").

The third stage is the final one.
The purpose of this stage is to consolidate, that is, activate the dictionary.
At the last stage, significant importance is attached to consolidating the vocabulary in children's speech with the help of game techniques. So, children are offered various games and exercises to consolidate their knowledge, as well as to activate the vocabulary (Skvortsova I.V., Shvaiko G.S., Kozyreva O.A., Novikovskaya O.A., Kiselenko T.E., Smirnova L. .N. and others).

These games are for:

• the ability to generalize and classify concepts;
• naming an object according to its description;
• expansion of the subject dictionary;
• improving the descriptive speech of children (adjectives, antonyms, synonyms, related words);
• improvement of the verb dictionary;
• the ability to change and form words;

children's understanding of different categories of words.
Thus, at the final stage, it is possible to repeat the games used earlier.

Stages and terms of implementation

Corrective work on each block and stage of the "Glossary" program with each child with disabilities who have speech disorders is carried out individually.
Then the result of the child in the direction of the program is traced and a conclusion is made about the continuation of work in this direction or the transition to the next level.

Quantitative and qualitative results

Dictionary	results		Application
	quality (Expected Result)	quantitative (control cut - 2008)
Passive	Understanding Improvements: 1) speech at the level of dialogue; 2) the meanings of words denoting objects, actions, signs of objects; 3) instructions; 4) offers; 5) meanings of singular and plural nouns; 6) meanings of nouns with diminutive suffixes; 7) meanings of verbs.	100% 93% of children 50% 100% 64% of children
Active	Improvements: 1) in classification and generalization; 2) in the selection of antonyms; 3) in the selection of synonyms; 4) in the selection of definitions; 5) in the selection of actions.	96% of children 86% 36% 100% 96% of children

To identify the characteristics of the vocabulary of children with disabilities, the methodology for examining the passive dictionary (or the impressive side of speech) edited by Yu.F. Garkusha is taken as the basis, and for examining the active dictionary - the traditional methodology.

Diagnosis of the state of vocabulary in children takes place in two stages:
I. Survey of the passive vocabulary of speech (Appendix 11).
II. Examination of the active speech dictionary (Appendix 12).

To assess the vocabulary of children with disabilities for individual tasks (and in general the possibility of expressive and impressive speech), some methods of quantitative data processing are used. To this end, the results of the assignments are additionally evaluated by levels.

Thus, a child's achievement of a high level of the state of active and passive vocabulary will be considered a positive result.

Bibliography

1. Dmitrieva L.I. Vocabulary formation among students of special (correctional) schools of the VIII type (primary grades): Textbook. M.: Moscow Psychological and Social Institute, 2002. 128 p.
2. Zikeev A.G. The development of speech of students of special (correctional) educational institutions: Textbook for students of higher pedagogical educational institutions. M.: Publishing Center "Academy", 2000. 200 p.
3. Kozyreva O.A. The formation of lexical and grammatical means of language and the development of coherent speech: the senior group of preschool special (correctional) educational institutions: a manual for a speech therapist. M.: Humanitarian publishing center VLADOS, 2005. 119 p.
4. Correctional and pedagogical work in preschool institutions for children with speech disorders / edited by Yu.F. Garkusha. M.: Sekachev V.Yu., Institute for General Humanitarian Research, 2002. 160 p.
5. Speech therapy: A textbook for students of defectological faculties of pedagogical higher educational institutions / edited by L.S. Volkova, S.N. Shakhovskaya - third edition, revised and supplemented. M.: Humanitarian publishing center VLADOS, 2002. 680 p.
6. Novikovskaya O.A. Speech therapy grammar for children: A guide for classes with children 6-8 years old. St. Petersburg: KORONA print, 2005. 64 p.
7. Povalyaeva M.A. Handbook of a speech therapist. Rostov-on-Don: "Phoenix", 2003. 448 p.
8. Pozhilenko E.A. The Magic World of Sounds and Words: A Handbook for Speech Therapists. M.: Humanitarian publishing center VLADOS, 2003. 216 p.
9. Repina Z.A. Neuropsychological study of children with severe speech disorders: Textbook. Perm: Kama Social Institute - branch of MOSU, 2002. 160 p.
10. Serebryakova N.V. Comparative analysis of the formation of semantic fields in preschool children with normal and impaired development // Actual problems of teaching, adaptation and integration of children with developmental disorders. St. Petersburg, 1995.
11. Skvortsova I.V. The program of development and education of preschoolers. 100 speech therapy games. For children 4-6 years old. St. Petersburg: Neva Publishing House; M.: "OLMA-PRESS Education", 2005. 240 p.
12. Smirnova L.N. Speech therapy in kindergarten. Classes with children 6-7 years old with general underdevelopment of speech: A guide for speech therapists, defectologists and educators. Moscow: Mosaic-Synthesis, 2003. 96 p.
13. Filicheva T.B., Chirkina G.V. Elimination of general underdevelopment of speech in preschool children: A practical guide. M.: Iris-press, 2004. 224 p.
14. Shvaiko G.S. Games and game exercises for the development of speech: A manual for practitioners of preschool educational institutions / edited by V.V. Gerbova. M.: Iris-press, 2006. 176 p.

Terminological dictionary

Agrammatism- [Greek. agrammatos inarticulate] - a violation of the psychophysiological processes that ensure the grammatical orderliness of speech activity; when agrammatism is observed, the omission of prepositions, incorrect agreement of words in gender, number, "telegraphic style", etc.

Agrammatism is impressive- [lat. impression impression] - misunderstanding of the meaning of grammatical forms in perceived oral speech and (or) when reading.

Agrammatism expressive- [lat. expression expression] - the inability to grammatically correct words and build sentences in their active oral and (or) written speech.

Impressive speech- perception, understanding of speech. Oral impressive speech is normally expressed in the auditory perception of what is being said, written impressive speech - in the visual perception of the text (reading).

child's vocabulary- vocabulary continuously impressively increasing.

Vocabulary active- 1) part of the vocabulary of the modern language, which is freely used in everyday life in all spheres of human society; 2) the active vocabulary of an individual native speaker - part of the vocabulary of the language, which is freely used in everyday life by a particular person; depends on age, mental development, education, social environment, etc.

Vocabulary passive- 1) part of the vocabulary of the language, understandable to everyone who speaks this language, but little used in everyday communication (book vocabulary, neologisms that have not yet become familiar, etc.); 2) passive vocabulary of an individual native speaker - part of the vocabulary of the language, understandable to a particular person; depends on age, mental development, education, social environment, etc.

expressive speech- external form of speech, active oral or written statement.

echolalia- automatic repetition of words after their playback.

1.1 Development of passive vocabulary

Researchers distinguish a different number of stages in the development of children's speech, call them differently, indicate different age limits for each. For example, A.N. Gvozdev traces the sequence of appearance in the child's speech of various parts of speech, phrases, different types of sentences, and on this basis identifies a number of periods.

G.L. Rosengard-Pupko singles out only two stages in the speech development of a child: preparatory and the stage of independent speech formation.

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

1st - preparatory - up to 1 year;

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

3rd - preschool - up to 7 years;

4th - school.

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

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

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

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

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

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

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

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

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

The development of a passive vocabulary is mainly due to a wide acquaintance with the objects that surround the child, looking at pictures that are accessible in terms of content. A child in the second year of life also learns the names of actions. These are those that he does himself or observes repeatedly how adults perform them, provided that they are indicated by words. Children should pay attention, especially after 1.6 months, to the qualities, conditions, purpose of some items: “Look, I have a small ball, and you have a big one”, “Kissel is red, sweet”. Children themselves in the second year cannot name these signs yet.

A positive prerequisite that contributes to the formation and complication of speech understanding is the improvement of orienting activity.

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

1.3 Development of the active vocabulary

With the appearance of the first words in a child, the stage of formation of active speech begins. At this time, the child has a special attention to the articulation of others. He very much and willingly repeats after the speaker and pronounces the words himself. At the same time, the baby confuses sounds, rearranges them, distorts, lowers them.

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

From a year and a half, the word acquires a generalized character.

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

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

The meanings of words are becoming more and more defined.

Thanks to the development of imitation, short phrases appear in the speech of children, the child uses words for various reasons, and speech develops as a means of communicating with adults.

In addition to pronouncing meaningful words in a variety of situations, in children, both in independent activity and in imitation of an adult, there is, as it were, a “word game”.

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

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

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

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

In the period from 3 to 7 years, a rapid increase in vocabulary continues. The active vocabulary of a child by the age of 4-6 reaches 3000 - 4000 words. These are mainly words of the main vocabulary of the language, that is, commonly used words necessary for communication. The level of speech development of preschool children is different. Some children are free to use vocabulary; others have a small active vocabulary, although a significant number of words are well understood (passive vocabulary).

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

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

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

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

Starting from this age, children's statements resemble a short story. During conversations, their answers to questions include more and more sentences.

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

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

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

2. The formation of speech with motor alalia

2.1 Speech development of children with motor alalia

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

At the first stage, the child speaks a few words, some of which have the character of childish babble (whoa, yum-yum, etc.). Trying to communicate with others, he resorts to facial expressions and gestures. Some mimic reactions take on a permanent meaning, thus becoming, as it were, a mimic word. So, the girl Talya S., 11 years old, who did not study anywhere, denotes the word “meat” with circular movements of the hand, indicating the rotation of the handle of the meat grinder; "fish" - a movement illustrating the cleaning of fish, etc.

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

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

Often, at this stage, a phrase of 2-3 words appears, but the construction of the phrase is peculiar: some of the words are replaced by facial expressions, there are no case endings, there is complete agrammatism.

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

It should be added to the characterization of the alalik dictionary that even at this stage, words characteristic of the first baby babble are often preserved. Also occasionally there are individual words invented by the child himself and used by him for several years (“papu” - bread, etc.). Possessing a small vocabulary, alalik tends to expand the meaning of words very much. So, for example, the same word “drink” means both a cup, and an action, and a drink, and the word “bye-bye” is used both for bed and instead of the verb to sleep. Such an extended use of the word may be a short period in the development of the speech of a normal child, but only a period. Sometimes completely random words suddenly acquire such a common meaning: for example, 7-year-old alalik Nina I., having learned to say “hello”, began to use this word, in addition to its direct purpose, to designate a hand, fingers and gloves.

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

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

2.2 Characteristics of active vocabulary in children with motor alalia

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

a) kinesthetic oral apraxia, i.e., difficulties in the formation and consolidation of articulatory modes, and later on motor differentiation of sounds;

b) difficulty switching from one movement to another;

c) difficulties in mastering the sequence of these movements to reproduce the word (its motor scheme), etc.

In connection with these difficulties, the development of the main leading component of expressive speech, the active dictionary, is delayed. It turns out to be poor, insufficient, distorted. Both the phonetic side and the grammatical structure of speech are delayed in their development.

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

Violations of word actualization cause various forms of errors: the absence of words (words are not called), their replacements, anomalous words and blends.

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

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

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

brush -> teeth clean; shield -> not to be killed; light bulb -> this one is on; stove -> turn on gas; spinning top -> toy steep.

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

egg -> ko-ko; bell -> ring; goat -> me; frog -> qua; cleans -> [w]; beak -> chik-chik-chik (i.e. they peck); tram -> ding-ding,

and sound complexes: so, instead of a car driving, the child says “bibi”, instead of the floor and ceiling - “li”, accompanying the speech with a pointing gesture, instead of grandfather - “de”, etc.

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

In its sound, babble consists of both elements similar to words (rooster - “utu”, pussy - “tita”), and of sound combinations that are completely different from the correct word (sparrow - “ki”).

Words are replaced by mimic-gestural speech, which is widely used by many children with alalia:

eyelashes -> like this (the child shows at home); ceiling -> there (points up); knee -> (points to his knee); ax -> (showing movements when chopping); lemon -> (facial expression of an uncomfortable state).

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

The association of objects under one name or another is determined by the similarity of individual particular features. So, for example, with the word paw, a ten-year-old boy called everything with the help of which living and inanimate objects could move - the paws of animals and birds, the legs of a person, the wheels of a car, a steam locomotive; the word ice denoted everything that had a smooth, shiny surface - a mirror, window glass, a smooth tabletop; with the word trouble, one of the children denoted everything connected with unpleasant experiences - they made a remark, they didn’t give a toy, they didn’t let them go for a walk, a thing was lost, etc.

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

Examples: feathers -> knots; refrigerator -> kata; ceiling -> Lyaplya; lake -> drunby; eyelashes -> bamabm; lizard -> butro.

Relatively rarely and in a small number of children blends are formed: vase -> saucer; pot -> small brynochek; month -> small rushna.

This type of violation is typical when the same object in certain situations is called differently.

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

Images

Naming words by the same child at different times:

"Winter" -> nima, winter, mima, zhima

"Snake" -> yuzya, zeya, earth

"Beetle" -> beetle, beetle, lyukh

"Helicopter" - tatalet, litholot, talelet

N.N. Traugott noted the narrow situational nature of the vocabulary of children with motor alalia. This is manifested in the fact that they do not immediately begin to use the words learned in the classroom in various situations of verbal communication. At the slightest change in the situation, seemingly well-known and spoken in other conditions words are lost. The author calls this a symptom of increased inhibition of the speech function, i.e. motor alalik only very gradually acquires the ability to freely operate with familiar words, using them without restriction in all situations. This feature often leads to a refusal to name words (while understanding their meaning), to a search. At the same time, the search for the desired word is reduced to enumeration, to replacing the desired word with a successive series of others that are similar in sound or meaning, and the use of words that are inadequate to the situation. At the same time, the child himself is aware of his mistake, but often still cannot name the corresponding word.

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

Some of the listed forms of errors sometimes appear in combination, for example, the replacement with another word is combined with the replacement by means of facial expressions and gestures. At the same time, if there are difficulties in finding a word, various forms of errors often consistently appear in the “detailed” answers of children: for example, first a word is replaced by another word, then by a verbal description, onomatopoeia, etc.

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

2.3 Characteristics of passive vocabulary in children with motor alalia

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

With motor alalia, the understanding of speech addressed to the child is relatively intact. Children adequately respond to the verbal appeals of adults, fulfill simple requests and instructions. Often, parents in a conversation with a teacher and at a speech therapist’s appointment speak of their child like this: “He understands everything, but he doesn’t say anything.”

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

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

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

Singular and plural forms of nouns: “Give me a mushroom, and take mushrooms for yourself”, “Give me a pencil” and “Give me pencils” - children equally respond to these verbal requests; children do not correlate the number forms of verbs and adjectives with different situations: “Show me who they are talking about and about whom they are swimming”, “Show me where the big vase is and where the big vases are”, etc .;

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

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

Spatial arrangement of objects, that is, difficulties in understanding prepositions: “Put a pen on a book, put a pen in a book”, etc .;

Establishing causal relationships.

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

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

3. Vocabulary development in children with motor alalia

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

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

Work on speech is connected with the subject-practical activity of the child and is based on it. The child develops awareness of his own actions (I am sitting, walking, carrying) and the actions of others (Vova is sitting, walking, carrying; the ball has fallen; the lamp is on).

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

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

The game form of work is mainly used, since it arouses interest, causes the need for communication, promotes the development of speech imitation, motor skills, provides emotional impact, but in some cases such children also need to be taught to play, since they may not have formed game actions.

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

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

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

On third the main stage is the formation of coherent speech - a particularly complex communicative activity, communicative skills, automation of grammatical structures.

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

Now it is already necessary to teach the child to understand the speech of others without visual accompaniment.
It is necessary to expand the child's passive vocabulary by:

• nouns denoting the names of household items ( furniture, clothes, dishes), vehicles and car parts ( car, bus, cabin, steering wheel, wheel), plants ( tree, grass, flowers); fruits ( apple, pear), vegetables ( carrot, tomato, cucumber), domestic animals and birds and their cubs ( cat - kitten, dog - puppy, chicken - chicken); some body parts of animals head, legs, tail);
• verbs denoting labor actions ( wash, wipe, wash, iron, treat), relationships ( give, help, pity);
• adjectives denoting the size, color, taste of objects ( big - small, red, blue, sweet, sour);
• adverbs ( far - close, high - low, fast - slow, dark - light, good - bad);

Teach the child, by verbal indication of any sign, to find and show objects ( by color, size, for example: "Bring a red ball"), to distinguish the location of objects ( high, near, for example: "Put next").

To expand the stock of words understood by the child, use games, pictures, which reflect a variety of topics. It is best to simultaneously introduce the child to real objects, toys corresponding to them, and pictures with their image. First, the child takes an object or picture, and the adult names them.
Then the adult asks the child to find or show him this or that picture or object. To do this, you can organize different games.

"Pick up the signs" Toy animals are placed in different houses, boxes - cages or pens made of cubes. The child selects a picture with the image of an animal in a cage (a house made of cubes).

"Seat the animals in the right cages" The game is the opposite of the previous one. Pictures are placed near the cages, houses. The child needs to correctly arrange toy animals.

"What (whom) did the artist draw?" Arrange objects, toys, on pictures depicting them. An adult must definitely name the object that the child puts if he still cannot do it himself.

Start with two or three items, gradually increase the number of toys and pictures in the game.

Your child will also benefit from playing with inserts. Their diversity will help to significantly expand the vocabulary understood by the child.

Vegetables

Transport

Mushrooms

Birds

Wild animals

butterflies

zoo animals

Pets

Development of active speech

At this stage of the child's speech development, it is necessary to expand his active vocabulary, to form the grammatical structure of speech. Develop the ability to observe, recognize a variety of objects, phenomena, actions.
It is necessary to help the child not only learn words, but also learn how to use them at their own discretion.

Teach your child:

• use in speech words denoting familiar objects (toys, household items, transport, plants, animals) their properties, actions;
• speak clearly and slowly;
• pronounce onomatopoeic words (bi-bi, tu-tu) at a different pace (fast, slow) and with different voice power (loud, quiet);
• coordinate nouns and pronouns with past tense verbs (I ate, the doll walked);
• make phrases of 3 - 4 words;
• anwser the questions. For example: "What are we going to do?" - "Walk", "What kind of matryoshka?" - "Small";
• talk about what you saw on a walk or in a picture in two or three sentences;
• play short stories, poems, nursery rhymes, songs.

Teach your child to use extended phrases in speech. Without training, children will try to replace detailed answers with simple ones, and their speech will be poor.

Use the exercises and games below to develop your child's active speech

• To introduce new words, it is useful to use them in combination with familiar words. So, introducing a child to a new toy, the name of which is not yet familiar to him, it is useful to name it many times, describing how it works, its appearance.
• During classes with plot toys, introduce the child to the name of different objects, show actions with them, and reveal their purpose. Thus, you also consolidate self-service skills, norms of behavior.
• When observing objects and phenomena, clarify children's ideas about them. For example, when observing animals, describe their habits, appearance, what they eat.
• For games and activities with a child, use pictures that show objects, objects in action and plot pictures, any pictures from books will do.
• In order to teach your child to retell, organize a joint storytelling. Teach your child to repeat phrases, answer questions, and talk on their own. Gradually complicate the retelling, including in it a description of several actions, scenes of action, individual characters.
• Use the reception of instructions in order to teach the child to perceive and perform several sequential tasks (what to take, where and where to put).
• Ask your child various questions: specific questions (where is the chair?), more general questions (what is on the table?) and questions based on the child’s knowledge, his memory (what did you see at the zoo?)

First Phrase Teach your child to construct a basic phrase by asking “What is he doing? What to do?" For example: “What is dad doing?”, “What is the bear doing?” - and answer yourself, giving the correct sample: “Dad is sawing. The bear eats porridge.
While practicing with onomatopoeia cards, say the whole phrase: “The dog barks av-av. The crow croaks a kar-kar.”

Teach your baby to call his name, surname, age, names of parents, relatives, the area in which he lives.

Which? When composing phrases from pictures, when describing unfamiliar objects, in didactic games, include all kinds of adjectives (big, red, round, rubber, striped, soft, etc.) and pronouns (he, this, mine, etc.) .). More often ask questions "What?", "What color?", "What shape?", "Whose?" Answer them yourself if the child is at a loss.

• folk tales about animals;
• poetic fairy tales by K. Chukovsky;
• poems by E. Moshkovskaya, I. Tokmakova, B. Zakhoder, S. Marshak.

Asking questions Teach your child to ask questions "Where?", "Where?", "When?", "From where?", "Why?" and answer them. They should be constantly present in your speech addressed to the child. In case of difficulty, give the correct sample of the question and answer yourself, ask the child to repeat after you. Use the necessary conjunctions when building subordinate clauses: where, where, then, because, etc.

Speech etiquette Require the child to observe speech etiquette. He should be able to use expressions in appropriate situations: “Thank you. Please. Hello. Goodbye. Be healthy”, etc.

Your speech Be especially attentive to your speech. Ages 2 to 5 are critical for the onset of stuttering. Your speech should not be fast paced, smooth, quiet, well intoned, clear
and understandable, do not overload your speech with too difficult grammatical structures and vocabulary.

Answer all questions Make it a rule to never leave your child's questions unanswered. Even if you do not know the exact answer to any question, try to find out and answer later. Don't give false information.

The phone is a toy that is perfect for "talking games". You can talk to your child on a toy phone, asking questions like: "Hello! Who is this?.. Are you playing?.. What are we going to eat?.." and so on. The main thing is to build questions so that the baby guesses what to answer. If the baby is silent, pretend not to hear him and prompt the answer: "What are you talking about? Porridge or soup?"
You can talk on the phone with a toy or an imaginary relative. In this case, you can prompt the child with the questions that he will then repeat into the phone. For example: "Say hello... Ask if he will go for a walk?.. Invite him to visit us."
Sometimes let your baby say a few words on a real phone.

Lotto For lotto, you need pictures depicting objects familiar to the child: toys, animals, dishes, furniture, vehicles, etc. Small picture cards are held by an adult. Large cards divided into several such pictures are distributed among the participants in the game. You can invite relatives, friends to the game or distribute cards to toys. Showing the card, ask the child: "What is this?" If he doesn't know, name you, and then ask: "Who has the ball?" The child is looking for someone who has the same picture and gives it away (for a toy, he performs the actions himself).
To begin with, offer the participants of the game cards on which 2 - 3 pictures are drawn.
The game will lose its significance for the speech development of the child if you simply ask: "Who has this picture?"

The development of the articulatory apparatus plays an important role in the child's mastery of speech. The articulatory apparatus develops when the baby sucks, eats solid food (for example, an apple). For his training, you can use the game:

Bubble. Imitating you, the baby blows soap bubbles.

Birdies. Cut out a bird from paper and tie a thread, 15 - 20 cm long, to its back. Tell the baby: "Look, this is a bird. I will blow - it will fly. Like this. Fly, bird." Blow. Invite the child to do the same: "Help me."
Similarly, you can make a flying plane.

Show tongue. When the baby eats some colorful food (jam, cottage cheese), invite him to look at his tongue in the mirror. Show him how far you stick out your tongue.

Kitty. Sometimes you can let the baby drink milk or sour cream from a saucer. Show him how to do it by sticking out his tongue and licking the food. Tell me what you eat like a kitten. You can watch how a real cat barks or look at a picture.

Samovar. Show the child a picture of a samovar (for example, in a book about "Fly Tsokotukha"). Depict a boiling samovar: puff out your cheeks and blow out the air sharply. Invite the child to puff like a samovar too.

Poems Poetic material helps to activate the child's speech, especially if the child not only listens, but also moves to the beat of the words. Many poems for children of this age are rhythmic; in the process of reading such a poem, the child can make some movements. Here are some examples from the book "Toys" by A. Barto.
Under the poem "Drummer" you can walk:
Left, right,
Left right
The squad is going to the parade.
The squad is going to the parade
The drummer is very happy.
Drumming, drumming
One and a half hours straight.
Left, right,
Left, right.
The drum is already full of holes.

Under the poem "Airplane" you can run with arms-wings widely spaced to the sides:
Let's build the plane ourselves
Let's fly over the forests
Let's fly over the forests
And then back to mom.

And the poem "About the Elephant" by B. Zakhoder is simply intended for morning exercises.

Ask the child questions on the pictures: "What is the elephant doing?" Offer to do the same movements and name them.

Using different voices Teach your baby to use the different possibilities of his voice. He must be able to speak in a loud and soft voice, high and low, good and evil, etc.
“What does Papa Bear say? – Boo-boo-boo (low). What does the bear say? - Boo-boo-boo (high). How does Barmaley scream?

Dress up dolls For the game you will need two dolls of different sizes, large and small, and clothes for them. Invite the child to match each doll's clothing accordingly and dress them up. Actively use the names of clothes and adjectives denoting size and colors in the game: “Let's dress our dolls Tanya and Tanechka. What clothes will Tanya wear? Big or small? And Tanechka? Who will we wear a big dress for? That's right, Tanya. And the little one? What blouse is suitable for Tanechka?

One-many The child must be taught to distinguish between the concepts of “one - many”, to be able to count objects from one to three, i.e. use cardinal numbers, show your age “on your fingers”. Ask your child questions similar to the following: “How many balls are there, one or many? I have a lot of sweets, and you? Let's count how many there are: one, two, three."

The doll is having lunch. To play, you will need a doll and a set of dishes. Invite your child to create a menu, cook dinner, and feed the doll or herself. Encourage your child to use the names of foods and table setting items, as well as necessary actions.
“Our Masha is hungry. Let's cook her dinner. What will she eat? Probably macaroni and cheese. How are we going to cook them? First, take a pot, pour what? Water. Where shall we put it? On the stove. The water will boil, we will salt it and leave the pasta to boil ... ”

First-then Teach your child to distinguish between the concepts of “first and then”, to establish a sequence of objects, actions, events. To do this, intentionally use the words “first, then” in your speech, dividing the process into separate components of the action, ask the baby questions like: “What happened first? What are you going to do then, next? Which book do we read first? and so on.

In this case, an exercise in the development of auditory memory is very useful. Several (3-5) sounding toys (for example, a pipe, a tambourine, a bell, etc.) are laid out in front of the child. First you name all the toys and show how they sound. Then you offer to close the child's eyes (or hide the toys behind the screen) and guess the toy that sounded. As the task becomes more difficult, the child must guess the sequence of sounding of all 3-5 toys: “What played first? What then? What was the first toy? What is the last one?

3.2 Development of passive vocabulary

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

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

At the next stage, you can find the same items and items that differ in any one detail. All games must be played based on the visual analyzer. In the course of classes, a speech therapist should identify the possibilities of visual perception in a child, since further work on the development of auditory attention requires constant reliance on the visual analyzer.

Sounding toys are used to develop auditory attention. The child is shown a toy, and at the same time he hears its sound. Then he is shown a second toy, the sound of which is different from the first (for example, a cow and a chicken). Then the speech therapist invites the child to determine which toy gave the “voice”.

During the game with voiced toys, the speech therapist uses onomatopoeia, imitating the sound of a particular toy, and then completely replaces the sound of the toy with onomatopoeia. As a result, the child begins to recognize and find the object by the voice of the speech therapist. The establishment of such a connection makes it possible in the future to proceed to the formation of the subject correlation of the sound complexes pronounced by the speech therapist: first, the speech therapist uses onomatopoeic words: uuu (steam locomotive), prr (airplane), aaa (crying girl), whoa (horse), mu (cow), etc. etc., and later, showing this or that object, names it.

Simultaneously with the development of understanding of the subject dictionary, work is carried out on the development of understanding of words-actions. The child is given verbal instructions made up of verbs in the imperative mood (give, take, bring, go, put, show, etc.). Initially, the child reacts only to the intonational-melodic side of the word: prompted by an instruction to act, the child tries to carry it out, but the content of the action turns out to be random. Only gradually does he begin to discern the meaning of the instruction and to carry it out adequately.

The reception of the execution by children of the detailed instructions of the speech therapist is especially appropriate at the very beginning of work, when the speech therapist needs to find out the defects in understanding. It can be used in different ways, for example, by giving the child to perform detailed tasks when looking at pictures: “Show the boy whose scarf is untied”; “Show a girl climbing a hill with a sled,” etc. It is appropriate to organize such a game as, for example, a game of “orders”, during which it turns out whether the children understand the prepositions, whether they know the names of the colors: “Bring the red cube”, “Put the green cube in the desk drawer”, “Put the rubber band on the box” etc.

In the process of these lessons, you can clarify the understanding of words that are not familiar enough to children.

Also, for the development of a passive vocabulary, you can use telling and reading fairy tales and stories (for school children).

They should be practiced both in the classroom and outside of school. In the early stages, it is better to tell rather than read, since the narrator has more opportunity to monitor how he is understood by the listeners, and to change the text, adapting it to the level of understanding. It is useful to have pictures on hand that illustrate this or that place in the story or resort to quick sketches on the board.

For the first reading, you should choose light, but emotionally rich stories and fairy tales, such as "The Three Little Pigs", "Tales of the Cunning Fox", etc. It is not necessary to immediately strive to ensure that the children understand all the new expressions and turns of what is said or read: it is important that the general meaning is caught.

The lessons of reading and storytelling should also be used to stimulate Alalik to speak. To this end, after reading the story, the speech therapist asks a question on the text, to which the child can answer with one word, nod of the head or facial expressions.

Finding out how much you have learned what you read, you need to practice illustrated drawing, modeling and dramatization. The child should gradually get used to the fact that after telling or reading there should be a clarification of how much he caught the meaning of what he read - this will make him listen more attentively and more actively.

3.3 Active vocabulary development

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

Types of work on the dictionary:

selection of objects for action (who flies, runs),

naming parts of the whole (wheel, headlight),

selection of single-root words (forest - forester),

Guessing an item from a description

selection of synonyms, antonyms, diminutives, etc.

Performing actions with objects, children verbalize them: I drink milk, pour milk into a bottle, blow on milk, etc. They develop the ability to answer questions and ask them, come up with sentences for a word, key words, a series of pictures, make riddles about objects, etc.

One of the forms of vocabulary work is the game of picture loto. You can play in different ways. If the words are familiar to the children, the speech therapist silently takes out the pictures and shows them to the children, and the child who has the corresponding drawing on his playing card should call it loudly, for example, “cat”, or if possible: “I have a cat.” If the word is unfamiliar to the student, the speech therapist calls it out loud, and the student repeats.

It is also appropriate at this stage to introduce the memorization of the necessary words through individual and collective repetition and compilation of dictionaries (for school children). These assistive exercises are only good when the subjects themselves are new and interesting for children, or when the speech therapist can make them interesting. So, for example, while children are getting used to the class and teaching aids, it is appropriate to memorize the appropriate names while introducing children to the features of the subject.

So, when memorizing the word “chalk”, it is necessary to show the children chalk of different colors, it is necessary to show the various properties of chalk, etc. You can increase interest in this type of work by inviting children to make appropriate sketches: “draw everything that you have in your pencil case”, “name everything that you drew!”

Alalik memorizing a word is given with great difficulty and requires a lot of exercises. The difficulty in memorizing a word is expressed in alalik in two forms:

1. The first lies in the fragility of the structure of the word, the tendency to rearrange syllables and replace some syllables with others, that is, to what is called paraphasia.

2. second difficulty: the word is associated only with the situation in which it was given and is not transferred to others. For example, by repeatedly calling the word “cat” when playing loto, the alalik may not be able to name the cat when looking at the pictures, or, which happens most often, cannot answer the corresponding question (for example: to the question “who catches mice?” ). At the same time, the question is understood, since the child can answer it mimicry, with a picture, or show the corresponding picture. At the same time, the brighter the impressions of the object, the easier it is for the alalik to name it.

For better memorization of a word, it is necessary to give it in a variety of situations, to act on all analyzers, to apply the most impressive techniques.

It is necessary to have individual dictionaries - albums with pictures depicting the meaning of newly acquired words. Subsequently, when the children learn to read, it will be possible to provide the drawings with appropriate inscriptions.

Mechanisms. This problem has not yet been completely solved, but the fact that the proposed path is basically justified is confirmed by the results of experimental training. Chapter II. Experimental study of children with motor alalia. II level of speech underdevelopment II.1 Methodology for studying the level of speech underdevelopment To examine children with motor alalia, we used the traditional method ...

At the main stage, one should continue to improve the skills of syllabic analysis of words, develop the phonetic and phonemic capabilities of children. Main stage. At the main stage, work on the syllabic structure of the word becomes more complicated. For game exercises, words with a confluence of consonants of different types of syllabic structure are used. More complex combinations are also used to pronounce syllabic rows. ...

The meaning of the word, i.e., establishes a connection between a specific subject and its designation. The conceptual dictionary is acquired by the child later as the operations of analysis, synthesis, comparison, generalization develop. Gradually, the child masters the contextual meaning of the word. So, a child of preschool age with great difficulty masters the figurative meaning of the word, aphorisms. According to L.S. Vygodsky...

From this work, we can conclude that our work has achieved certain positive results and the games and exercises we have selected have helped in the development of vocabulary in children of senior preschool age with general speech underdevelopment of level III. References 1. Balobanova V. P., Yurtaykin V. V. Diagnosis of speech disorders in children and organization of speech therapy work in preschool ...

Help your child speak! Speech development of children 1.5-3 years old Elena Yanushko

Accumulation of passive vocabulary

Accumulation of passive vocabulary

Passive Dictionary in the context of our book, this is a set of words and expressions, the meaning of which the child understands, but does not use in active speech due to a lag in speech development.

In the process of developing speech understanding, the main task is the accumulation of vocabulary: words-objects (nouns), words-actions (verbs), as well as words-definitions (adjectives and adverbs). For memorization, children are offered only those words that denote familiar objects, actions, phenomena and states that they constantly encounter in everyday life, what they can observe, what they can manipulate, what they feel. At the initial stage of work with non-speaking children, it is not recommended to overload their passive vocabulary with abstract concepts or generalizing words.

Nouns.

Toys: ball, cube, car, doll, bear, bunny, ball, spinning top, bucket, spatula, pencils, book, etc.

Body parts, face: legs, arms, stomach, back, finger, head, neck, hair, eyes, ears, mouth, lips, teeth, nose, cheeks, eyebrows, forehead.

Clothing and footwear: hat, scarf, mittens, jacket, coat, dress, skirt, jacket, shirt, trousers, tights, underpants, T-shirt, socks, slippers, boots, boots, sandals, etc.

Toilet items: soap, toothbrush, toothpaste, sponge, towel, comb, handkerchief, etc.

House, apartment: house, door, lock, key, staircase, elevator, window, kitchen, room, bathroom, lamp, floor, ceiling, wall, etc.

Furniture: table, chair, sofa, bed, cabinet, shelf, hanger, etc.

household items: TV, telephone, watch, stove, refrigerator, fork, spoon, plate, cup, blanket, pillow, mirror, etc.

Food and dishes: bread, roll, cheese, sausage, sausages, milk, butter, sour cream, cottage cheese, yogurt, cookies, juice, egg, porridge, soup, salad, sandwich, tea, compote, etc.

Vegetables and fruits: cabbage, potato, carrot, onion, cucumber, tomato; orange, banana, apple, pear, plum, etc.

Plants: tree, bush, grass, flowers, berries, etc.

Names of animals and birds that the child often sees: dog, cat, bird, pigeon, sparrow, crow, horse, etc.

Separate names of objects of the surrounding life: street, road, traffic light, cars, plane, swing, slide, park, etc.

Separate names of the phenomena of the surrounding life: water, earth, sun, sky, rain, snow, night, day, etc.

Verbs.

Child's own actions: walks, sits, stands, runs, jumps, sleeps, eats, plays, draws, builds, walks, rides, washes, bathes, dresses, undresses, combs, carries, falls, screams, speaks, wipes, etc.

Names of actions that people close to the child perform: reads, writes, draws, cleans, washes, irons, cooks, fries, sweeps, etc.

Other actions: [Phone calls; [car] rides, buzzes; [The plane is flying; [leaves] fall, etc.

Adjectives, adverbs.

Names of some sensations and states: sweet, salty, sour, wet, cold, hot, cold, warm, hot, painful, delicious.

Name of some concepts: big small; a lot, a little.

The proposed dictionary is not a strict recommendation, however, it gives a general idea of ​​the directions in which work should be done to develop a child's understanding of speech. It is rather a foundation on which new words will constantly be built. Further development of the dictionary involves mastering the vocabulary on the main topics of acquaintance with the outside world (toys, clothes, shoes, furniture, house and apartment, animals, birds, insects, trees, flowers, vegetables and fruits, city and village, seasons, etc.). ), a detailed description of which can be found in any preschool education program (also see the section "Development of speech based on acquaintance with the outside world", p. 225).

In addition to getting acquainted with words and their meanings, it is necessary to work on introducing children to various combinations of words - phrases. Both words and phrases are first learned in the context of a specific situation: a child sees an object - an adult calls it; the child performs an action - an adult designates it with a verb, etc.; an adult leads the child to the bathroom and says: “We will wash our hands”, in the hallway he says: “Let's get dressed for a walk”, etc. In the future, the semantic context gradually passes from practical reality directly into speech. For example, an adult offers to find and bring a bear, although it is not in the child’s field of vision, offers to jump without showing the desired action, says: “Take yogurt”, although the child is far from the kitchen and refrigerator.

In addition, it is useful to use in speech natural common gestures:

on(sentence) - stretch out an open palm;

give(request) - squeeze the fingers of the open palm into a fist (you can repeat the movement several times);

Yes(agreement) - a nod of the head in the direction from top to bottom (you can repeat the movement several times);

No(denial) - shaking the head (you can repeat the movement several times) or moving the straight palm from side to side;

there(indicating direction) - a wave of the hand in the direction of the object that they want to point to;

Here(pointing to a nearby object) - point with a straight index finger at the object;

here(beckoning) - wave the palm towards you;

Fine(approval) - clench the fingers of the hand into a fist, thumb raised up;

Well done(approval, praise) - pat on the head;

Ah ah ah(reprimand) - the index finger is straightened, the remaining fingers of the palm are clenched into a fist, oscillatory movements of the hand up and down;

quiet(call for silence, silence) - we press a straight index finger to closed lips;

bye-bye(it's time to sleep) - we close straight palms together and put them under the cheek, tilt our head a little;

Hello(hello) - we take the hand, shake it, shake it a little or (at a distance) wave our hand from side to side;

Bye(we say goodbye) - we wave our hand (movements with the palm up and down);

big(value designation) - spread your arms to the sides (or simultaneously up and to the sides);

small(value designation) - bring straight palms (or index and thumb of one hand) closer to each other;

one(quantity designation) - show the index finger.

These gestures are used in various games and activities described in our book.

Remember that when teaching kids gestures, the following conditions must be observed: you can only use natural commonly used (understandable to all representatives of this culture) gestures, you should not invent new gestures, replacing them with the development of the child’s active speech. Remember that normally gestures are an auxiliary means of communication between people, they are used to a limited extent (sign language is the main means of communication for hearing impaired people).

It is useful to pay attention to facial expressions, which, on the one hand, help to make articulation clearer, on the other hand, makes speech more emotional and rich. The degree of use of gestures and the severity of mimic accompaniment of speech often depends on the temperament of a person, his nationality and the characteristics of the culture of his people.

Work to expand the passive vocabulary and develop speech understanding is carried out both by the speech therapist and the child's relatives. If parents develop an understanding of the baby's speech in everyday situations, then the speech therapist expands the child's passive vocabulary during special games, using various materials and toys, as well as special techniques.

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