The purpose of the diagnosis: to characterize the state of sound culture of the speech of children of the senior group based on the survey conducted.

When studying and detailed analysis of the material, to identify the level of proper sound sensing in children of senior before school age, Diagnostics A. Maksakova "Survey of the state of development of the speech of children of senior preschool age" Section "Sound Culture of Speech":

1) To diagnose the pronunciation side of speech, children were asked to read the poem, retell a well-known fairy tale (story). The teacher records the words that the child pronounced incorrectly.

The following is noted:

• - the loudness of reading: loud enough, moderately or quietly read the poem, tale told;
• - Speed \u200b\u200b(tempo) of speech: quickly, moderately, slowly;
• - Intonation expressiveness: expressively, inexpressively, casually.

In the process of reading the poem, the movement of a fairy tale or story, in the process of conversation with the child was established:

• - clarity (diction) of the child's speech: clear, not clear enough;
• -these comply with literary norms of pronunciation (orthoepium): no deviations, there are deviations;
• - Soundlessness - indicated what sounds the children are wrong.
• 2) Prepared a set of pictures for a detailed survey of the state of sound suspension: aircraft, cabbage, bus, donkey, goose; Heron, sun, cucumber; ball, gun, shower; Saw, chair, shovel, fox, cage; Fish, drum, ax, turnip, chicken, letter.

When establishing violations of sound proof, the reason: deviations in the structure of the articulation apparatus, the insufficient mobility of its individual organs (lips, language, lower jaw, etc.), the imperfection of the phonematics perception (the child does not hear its shortage, does not differentiate certain sounds), weak speech exhalation.

• 3) for diagnosis, the perception of speech has been found:
  • a) Phondematic perception: formed, not enough formed. Checked:
    • - the ability to determine the presence of a given sound in the word. For example, it was proposed to note, whether the sound of "sh" or not (then in the words "table", "Cat", "Fox", "Pencil", "Mouse", "Wheel" s, "Glasses" "," Scissors "," Brush "," Cap "," Beetle ", etc.);
    • - The ability to hear and highlight words with a given sound from a number of other words. Asked the child to clap your hands or raise your hand only when he hears the word in which there is a given sound. For example, the teacher said: "I will call words now, and when you hear the word in which there is a" CSS "raise your hand (you slam your hands)." It was updated again when the child should raise his hand. After the teacher made sure that the child understood the task, not in a hurry, was called words, covering the mouth of the paper. It is advisable to use such a set of words in which along with the audible sound there are words including other sounds mixed with children with verifiable, for example "P" - fish, cube, shovel, car, hand, kettle, paper, pencil, cup, boat, Tram, table, ball, cheese. The sound checked must be in different positions (at the beginning, middle and end of the word).

It was noted how many words with a given (verifiable) sound, the child allocated and how many words allocated proposed out of five;

• - Skill to hear and highlight words with a given sound from the phrase. Say the phrase and suggest the child to name only those words in which there is a given sound. For example, to check the ability to hear the sound "P": "Roses bloom in the garden. Misha catches fish ";
• - The ability to determine the frequently repeated sound in words.

The educator uttered a group of words and offered the child to call, what kind of sound he hears most often:

"C" - Sanki, Som, Fox, mustache;

"Sh" - fur coat, porridge, shower, hat, mouse;

"P" - hand, mouth, circle, cable, fish.

• b) speech hearing: developed well, is not developed enough. Checked;
• - The ability to notice semantic inaccuracies in speech.

Asked for a child to listen to the excerpt from "confusion" by K.I. Chukovsky, and determine what is said in it:

Fish on the field walk,

The toads fly across the sky

Mouse cat caught

In the mousetrap, planted,

Sea flame burns.

Ran out of the sea whale ...

The ability to determine the voice volume of voice in speech.

At the lesson in reproving the poem, offer children to grant speech speaking: "How Svetlana read a poem: loud, very loud, quiet?";

Skill on rumor determine the speed of speech sound, intonation expressiveness.

The same reception was used as in the previous task. The educator asked: "As Svetlana read a poem: quickly, slowly moderately (normal); expressively, inexpressive? ";

To check the game "Guess who spoke" was used. The child became his back to the group and closed his eyes. The educator gave two-three children. An indication in turn read a small poem or patter, a riddle, sweat and suggests to determine by voice, which of the guys said.

The ability to correctly determine the stress in the word, its rhythmic structure.

Two pictures were selected with the image of the mugs and circles and was offered to the child to show where the Crub "LCD, and where the mugs"; It was explained what the difference between the words "for the" IOC "and" Ko "K" (previously convinced the knowledge of these words).

The ability to properly maintain a syllable drawing was checked: the child was proposed to repeat: sa-in-sa, sa-sa, sa-in-sa;

The ability to eat an accented word in the phrase.

The same phrase was uttered several times, highlighting individual words in it, and the child was asked to determine and name the word that was released: "Masha bought a new bike (Masha, not another girl). Masha K U P and L and a new bike (bought, and not presented). Masha bought a new bicycle (new, not old). Masha bought a new one in (bicycle, not a car) ";

The ability to hear inaccuracies in the text and correctly select the necessary words that would fit the content:

Bear crying and roars:

Requests bees to give "ice" (honey).

Tears flow from Oxanka:

She broke down "banks" (Sledge).

It was proposed to find a discrepancy in the text and choose the necessary word in meaning. The resulting material was analyzed and compiled summary tables, in which the sections of the sound culture of speech by children are not learned, which are not fully learned, which are not clearly learned.

Table 1 - Summary Table of Diagnostic Speech Side

From the above table, it can be seen that the pronunciation side of the speech is developed at the average level. In 60% of children, not enough dictation is diagnosed, the tempo of speech prevails moderate and slow, 40% of children have expressive speech, the speech volume is on a moderate and highly loud level of 40%.

As well as analyzing the protocol (application, c), it can be concluded that the examined children in 60% of cases observe a weak speech exhalation and deviations in the structure of the articulation apparatus, the insufficient mobility of its individual organs, and in particular: the low mobility of the lower jaw; non-index lips and language movements; Incorrect lip position, a long distance between the teeth.

Based on the table (application, p.) A histogram of the perception of speech by children of the senior group was built.

Figure 1.Gistogram of perception of speech by children of the senior group.

From the above histogram of Table 4 (Appendix1, C36.) It can be seen that the phonderatic perception of the examined children is not enough formed this indicator is 70%, and speech hearing is formed by 77%.

After the diagnosis and the summary of the results were determined by the tasks of learning children for the period from 2.1.2014. on 11/21/2014

• 1) Learning to distinguish between hearing and clearly utter sound sounds and sound sounds: L - r.
• 2) Continue to develop phonmematic hearing and speech breathing.
• 3) to work out intonational expressiveness of speech and diction.

Purpose: Diagnostics of the ability to highlight a certain vowel sound from a number of proposed sounds.

Equipment: screen.

The progress of the survey: the child is offered to raise the hand if he hears the vowel sound "A" ("y, and"). The educator behind the screen pronounces a number of sounds, for example: a, m, y, s, a, p, and; a, y, o, s, y, etc.

1. Method "Repeat".

Purpose: Diagnosis of the child's ability to repeat the words, keeping the correctness of the syllated structure.

Survey course: adult consistently calls a number of words and asks the child to reflect them to pronounce them. The following words are offered: machine, towel, butterfly, matryoshka, button, frog, soap.

3Meeting "Nazis".

Purpose: Diagnostics of the child's skill independently call words with a complex syllated structure.

Equipment: Pictures depicting items: Pan, turtle, ship, monument, aquarium.

Survey stroke: Adult offers a child to consistently consider the pictures and call them.

1. Method "Show pictures".

Purpose: Diagnostics of the child's ability to differentiate words close to sound.

Equipment: Side pictures.

The course of the survey: pair pictures are laid out before the child, it is asked to show where the braid and goat, duck and rod, spoons and horns, a mouse and a bear, a saber and an heron.

1. The game "Echo."

purpose : diagnostics of auditory attention, perception and skill to play sludge rows in a given sequence.

Survey course: the child is offered to play the game "Echo."

An adult pronounces the following sludge rows and asks for a child to repeat them: Pa-Ba, Ta-yes, Ka-ha, Pa Para-Ba, Ta-yes, Pa-Bap, Ta-yes.

Senior age (5-6 years)

1.Method "Name correctly".

Equipment. Pictures.

Survey course: the child is proposed to repeat the following words

C: garden, stroller, globe.

SM: Vasilek, taxi.

3: Castle, Dunno.

Ze: Strawberry, Monkey.

C: Heron, Ring, Indian.

W: Checkers, collar, pencil.

W: Giraffe, Beetle, Ski.

Iz: Pike, puppy, cloak.

H: kettle, cookies, ball.

L: lamp, wolf, table.

L: lemon, stove, salt.

P: Cancer, brand, amanita.

Ry: river, gingerbread lantern.

And: weak, apple, hedgehog, wings.

To: jacket, violin, wardrobe.

G: Grocery, Gloor, Grapes.

X: Bread, weaver, cock.

Purpose: test sound testing.

Zina umbrella.

Blacksmith is a chain.

Hedgehog Herpathy.

Woodwood fucking fir.

Mute climbed into the courtyard.

Maya and Jura sing.

1. Method "Considers".

"Once, two, three, four, five, a bunny went out, suddenly a hunter runs out, shoots right in the bunny, but the hunter did not hit the gray bunny."

Behind the glass doors is a bear with pies, how much, Misham, is a delicious pie? " (Every reader can be repeated not more than 2-3 times).

1. Method "Name"

Purpose: Checking the formation of a child's skill is isolated to pronounce words of different syllated structure.

Equipment: pictures with the following words - pig, astronaut, aquarium, motorcycle, apartment, nesting, TV, helicopter, artist, photographer, strawberries, pan, motorcyclist, rectangle, dragonfly, snowman, plumber, policeman.

Survey course: Adult offers a child to call images in pictures (items, characters, plants, insects, animals), with difficulties adult asks to repeat the following words for him: pig, cosmonaut, aquarium, motorcycle, apartment, nesting, TV, helicopter, artist, Photographer, strawberries, pan, motorcyclist, rectangle, dragonfly, snowman, plumber, policeman.

1. Method "Repeat after me» .

Equipment: Scene Pictures:

1. Militizer is at the crossroads.

1. The photographer takes pictures of children.
2. Watchmakers cleans the watch.
3. 6.

Survey course:

Adult shows the child a picture and proposes to repeat the following sentences:

The policeman stands at the crossroads.

Goldfish float in aquarium.

The photographer takes pictures of children.

Sasha dried wet underwear on the rope.

Watchmaker CHINITE ASSIKA,

The bird brought chicks in the nest.

Motorcyclist rides a motorcycle.

Cook bake pancakes in a skillet.

1. Methodology "Echo"

Purpose: Checking auditory attention, perceptions in the ability to pronounce sludge rows in a given sequence.

The course of the survey: the child is offered to play the game "Echo": the speech therapist pronounces the following sludge series: Pa-Ba, Ta-yes, Ka-ha, Pa Para-Ba, Ta-Da-Ta, Pa-Baa.

1. I will repeat the technique.

Purpose: Checking auditory attention, perception and ability to reproduce the proposed words in a given sequence.

Survey course : adult offers a child to repeat a number of words: cat-year-cat; Tom-house-com; Fishing rod.

1. Method "Be attentive".

Survey stroke: Adult offers a child to play: "I will call words if you hear the sound" sh ", slamming in your hands."

Adult calls words: house, bunny, hat, teddy bear, fox, bump, tree, car. Then the child alternately offers to highlight the following sounds: "K", "L" from the proposed words: monkey, umbrella, cat, chair, bathrobe, poppy; Fist, bunny, shirt, soap, chamomile, lamp.

1. Method "Name correctly ».

Purpose: test sound testing.

Equipment: drawings.

Survey course: the child is proposed to repeat the following words:

C: garden, stroller, globe.

SM: Vasilek, taxi.

3: Castle, Dunno.

Ze: Strawberry, Monkey.

C: Heron, Ring, Indian.

W: Checkers, collar, pencil.

W: Giraffe, Beetle, Ski.

Iz: Pike, puppy, cloak.

H: kettle, cookies, ball.

L: lamp, wolf, table.

L: lemon, stove, salt.

P: Cancer, brand, amanita.

Ry: river, gingerbread lantern.

And: weak, apple, hedgehog, wings.

To: jacket, violin, wardrobe.

G: Grocery, Gloor, Grapes.

X: Bread, weaver, cock.

1. Method "Repeat correctly".

Purpose: test sound testing.

Equipment: Scene drawings.

The course of the survey: the child is proposed to repeat the following, suggestions: Soma mustache.

Zina umbrella.

Blacksmith is a chain.

Hat yes fur coat - that's all the Mishutka.

Hedgehog Herpathy.

Woodwood fucking fir.

Mute climbed into the courtyard.

Maya and Jura sing.

1. Method "Considers".

Purpose: Checking sound-proof in the process of progressing text readers.

Survey stroke: Adult offers a child to play counting: "I'm starting to count, and you are listening, then repeat." Adult, rhythmically pronounced the text of the county, in the ranks words indicate on his hand, then on the child: "Because the belongings begins: the Skzorets and Galka oak flew home, and reading the end."

"Once, two, three, four, five, a bunny went out, suddenly a hunter runs out, shoots right in the bunny, but the hunter did not hit the gray bunny." Behind the glass doors is a bear with pies, how much, Misham, is a delicious pie? " (Every reader can be repeated not more than 2-3 times).

Senior age (6-7 years)

1. Meeting "Name correctly".

Equipment: Pictures for surveying sound-proof.

C: garden, stroller, globe.

SM: Vasilek, taxi.

W: Castle, Dunno.

Ze: Strawberry, Monkey.

C: Heron, Ring, Indian.

W: Checkers, collar, pencil.

W: Giraffe, Beetle, Ski.

Sh: Pike, puppy, cloak.

H: kettle. Cookies, ball.

L: lamp, wolf, table.

L: lemon, stove, salt.

P: Cancer, brand, amanita.

Ry: river, gingerbread lantern.

And: Lake. Apple, hedgehog, wings.

To: jacket, violin, wardrobe.

G: Girling, grapes.

X: Bread, weaver, cock.

Survey course: the child is offered to call pictures.

2.Method "Repeat supply".

Equipment: Scene pictures.

Soma mustache. Zina umbrella.

Blacksmith is a chain.

Hat yes fur coat - That's all the Mishutka.

Hedgehog Herpathy. The fir tree fell.

Mute climbed into the courtyard.

Maya and Jura sing.

1. Method "Repeat after me."

Purpose: Checking the formation of the child's ability to pronounce the words of various syllated structure in sentences.

Survey course: Adult offers a child to repeat the following sentences:

The store sells a field, vacuum cleaner.

Leaves fall - leaves leaves.

Motorcyclist rides a motorcycle.

The photographer takes pictures of children.

Grandma knits his granddaughter collar.

Fish catches fisherman.

Bees breed a beekeeper.

A dump truck came to the construction site.

3.Method "Echo".

Purpose: Checking auditory attention, perception and skills Play slope in a given sequence.

The progress of the survey: the child is offered to play the game "Echo": an adult pronounces the following sludge rows: Pa Para-Ba, Ta-yes; pa-ba-pa; Pa Ba, Pa-Ba, on-Ba; ka ha-ka; SA-O, SA, SA-O; Sa-Sha. SA-Sha, Sa-Sha.

4.Method "Repeat"

Purpose: Checking auditory attention, perception and ability to correctly reproduce the proposed words in a given sequence.

Survey stroke: Adult offers a child to repeat a number of words: roof rat; Polyse-knee; Earth-Snake: Daughter-point -Ko-ka; Grandmother-row-pillow Mishka-Miska.

5.Method "Be attentive"

Purpose: checking the level of formation of phonderatic hearing.

Survey course: Adult offers a child to play. I will call words if you hear the sound "s", slamming hands ", adult calls words: tree, bunny, cornflower, river, basket, zina, bush, call.

Then the child is offered certain sounds with which he must come up with words: "sh", "C", "L". With difficulties, the adult calls several words.

6.The technique "Guess how many sounds."

Purpose: Checking the level of formation of phonderatic hearing and ability to perform a sound analysis of the word.

Survey course: adult calls the child a word and suggests answering the question: "How many sounds in this word? Name the first sound, the third, second. " For example, "House". With difficulty, the adult himself highlights the sounds, explaining the child's place for each sound in this word. Then other words are offered: vase, car, pen, penalty, book.

Methods of examination on Ushakova O.S., String EM)

Average age (4-5 years)

(The technique can be used for younger)

1. Check sound-proof. This task is carried out in the same way as for junior preschoolers; There are sounds that the child does not pronounce.

1) the child utters all the sounds;

2) does not pronounce complex sounds: sonornal or hissing;

3) does not pronounce nor sonorny nor hissing.

1. The power of the voice, the tempo of speech, diction and intonation expressiveness of the child are proposed to pronounce the flow (cleaningory, patter) quickly, slowly, loudly, quiet:

1) The child utters the text clearly;

2) fuzzly pronounce phrases, insufficiently regulates the voting force;

3) has serious shortcomings in the pronouncement of text.

1. 3 . The educator asks: "Are you all the sounds right?"

1) The child utters all the sounds and realizes it;

2) does not pronounce some sounds, but aware of it;

3) does not pronounce and does not realize.

Senior age (5-6 years)

1. In the name of which animals does the sound of L? (Horse, wolf, elephant, protein); Sound (Lion, Lisa, Leopard.)
2. In the name of which animals hears the sound of r? (Tiger, cow, ram, giraffe.) Ry sound! (Turtle, chicken.)
3. Name words in which there are sounds with and w. (Old woman, Sasha, drying.) Sounds and h? (Iron.)

1) the child distinguishes solid and soft sounds, differentiates hissing sounds;

2) calls more than two words;

3) calls one word.

1. The patter is given, which must be pronounced quickly - slowly, quietly - loudly - whisper. "Thirty-three cars in a row of tarators, tauralate" (or any other).

1) The child says clearly, changes the tempo of speech, regulates the power of the voice;

2) does not clearly pronounce sufficiently;

3) Does not speak the ability to slow down, diminishing the tempo.

1. Say the phrase "I'll go to school" so that we heard that it pleases you, surprises or you ask about it.

1) the child transmits the specified intonation;

2) transmits only question intonation;

3) repeats the narrative intonation.

Methods of examination under the program "From childhood in adolescence".

Average age

In the middle preschool age, the ability is checked correctly pronounce the following sounds: [C-s'], [z-s'], [C], [Ш], [Ж], [Ш], [h], [Р-Р ' ], [lr '], [th], [k - k'], [Mr. '], [x - x ’], [B-B '], [D-D'].

For each tested sound, the teacher picks up three object pictures. In the names of the items depicted in the pictures, the sound studied is in three different positions: at the beginning, the middle and end of the word. The exception is the sounds [g], [b], [d], [z], [g]. These ringing sound sounds at the end of the word are stunned. Therefore, for their inspection, two pictures are selected, where the sound is found at the beginning and the middle of the word.

The teacher consistently shows the child's pictures and proposes to call that they are depicted.

Task 1. Independent selection of pictures on a specific sound.

The teacher lay out 12 substantive pictures in front of the child and asks to select those of them, the name of which occurs [C], and then - sound [sh]. If the child completed the task correctly (indicated 1-2 pictures), then it does not select the picture on other sounds. If the child did not cope with the task, the teacher proposes to specify pictures to other additional sounds. Additional sounds are given in the following sequence: [z], [g], [k], [g].

Task 2. Selection of two pictures of one, in the title of which there is a given sound.

The teacher shows the child two pictures, calls them and asks to give him that in the title of which there is sound [s] ([F]). If the child fulfilled the task correctly, then he does not select the picture on other sounds. If the child did not cope with the task, then the teacher proposes to choose pictures to other additional sounds, additional sounds are given in the following sequence: [C], [Ш], [K], [g].

Task 3. Check the syllable structure of the word.

The teacher in turn shows the child 3 pictures with the image of the refrigerator, bicycle and helicopter and asks to call them: what is it? If the child says the word incorrectly, rearranges the syllables, simplifies the design of the word, then the teacher utters the word and again asks the child to repeat it. If after that the child says the word correctly, then this means that the syllable structure is saved. Attention! When checking the syllated structure of the word, the tutor does not take into account the incorrect utterance of sounds.

Purpose: examine the child's speech rumor.

Studying the child's speech rumor, the teacher offers him the following tasks.

Task 1. Definition of sound in the word.

Survey course: The teacher shows the child a picture with the image of the subject whose name begins with a vowel sound under the stress. Pronunciation of the word, the teacher highlights the sound of the voice (A-A-A-country, U-U-U-TUT, etc.). Then suggests answering the question: "What is the first sound in this word do you hear?" Or "What sound starts the word?". When examining the consonant sounds, which are in words in different positions (at the beginning, middle or end of the word), the teacher tries to highlight the sound (Zhu - K), after which he asks: "What kind of sound do you hear in the end of the word?"; (L - L - L-L - L-zhka) - "From what sound the word begins?"; (Romash - W-She-She-ka) - "What did I sing out the voice?".

Task2. Check sound-proof.

Purpose: Survey of sound testing.

Attention! This survey is carried out only with those children who had problems in pronouncing certain sounds or some sounds were in the formation stage. The sounds that a child with a primary examination (or during the examination at the end of the previous school year) pronounced normally not being studied. The teacher offers a child pictures on the following sounds: [C - C '], [z - z'], [C], [Ш], [Ж], [Ек], [h], [p '], [ L - l '], [th], [k - k'], [g - g '], [x - x'), [d - d '], [b - b']. The teacher shows the child's picture and suggests calling that they are depicted. The teacher offers a child for three pictures for each sound studied, which should be in three positions: at the beginning, middle and end of the word. The exceptions are ringing consonants that are stunned in the end of the word. On the sounds [g], [b], [d], [z], [g] The educator offers two pictures, in which the sounds are at the beginning and in the middle of the word.

The acquisition of the teacher enters the table.

Task 3. Speech earnings

Objective: Survey of speech hearing.

When examining speech hearing, the teacher offers the following tasks: highlighting a word froma given sound from the chain of words.

Survey stroke: Teacher calls a few words (for example: nightingale, heron, chalk ) and asks the child to determine the word with a given sound. List of sounds and words:

[C] - Nightingale, Heron, Finch;

[s] - hare, elephant, zebra;

[sh] - jacket, scarf, cloak;

[Well] - puppy, foal, cuckoo.

Task 2.Rorption sound in the word.

Objective: Detection of recognition of children's place in the word (at the beginning, middle, late ).

Survey course:

The teacher offers a child playing exercise "The sounds play hide and explains the rules:" At first I will call the sound that will play with us in hide and seek. Then I will show you a picture and call what is depicted on it. You listen carefully and determine where the sound hid: at the beginning, middle or end of the word.

Approximate list of pictures: Airplane - on the sound [s] at the beginning of the word; umbrella - on the sound [s] at the beginning of the word; Pencil - on the sound [sh] at the end of the word; Mac - on the sound [to] at the end of the word; ax on sound [p at the end of the word; jacket - on the sound [F] in the middle of the word; horns - on the sound [g] in the middle of the word; Shelf - on the sound [l] in the middle of the word.

Task 3. The sequence of sounds in the word.

Purpose: Determining the sequence of sounds in the word.

Survey course:

The teacher shows the child a picture and calls it. The word must be single, i.e. consisting of one syllable (for example: Mac, bow ). The educator asks the child to name the first sound in the word, then the second, third. The sound composition of the proposed word must correspond to the child's speech capabilities, i.e., the word is selected with the sounds that the child knows how to correctly pronounce.

Task4. Differentiation of sounds

Purpose: Definition of skill differentiation sounds.

The survey includes three series of tasks of the same type. And each series of teacher lay out before the child for ten (twelve) pictures, calls them and asks to divide between two dolls. The dolls are given names with those sounds at the beginning of the word that the child will differ. The child distributes pictures of the doll.

Task 5. Slave structure of the word.

.

Survey course:

Teacher in turn shows the child three pictures (thermometer, frying pan, aquarium) and asks to call what it is. If, when performing a job, the child incorrectly pronounces the sound complex for it (for example, the sound [P]), but it retains the rhythmic pattern of the word, i.e. the sequence of syllables, then in this case it is believed that the syllable structure is stored. If the child simplifies a sludge structure or rearranges the syllables in places, then in this case a violation of the syllable structure of the word is recorded. When conducting tasks 2-5, a set of pictures is used.

Senior age (6-7 years)

Survey of speech hearing (five tasks are offered).

Exercise 1.

Purpose: Determining the consonant sound in the word.

Unlike the older group, children are offered words in which not only solid consonant sounds sound, but also soft. Equipment (for each child). Flower with seven petals, ten pictures (seven main and three extra).

Main pictures:

№ 1 on the sound [s] - bridge;

Number 2 on the sound [s'] - zebra;

No sound [C] - Ring;

No. 4 on the sound [sh] brush (pike);

№ 5 on the sound [h] - kettle (cup);

Number 6 on the sound [P '] - rowan (belt);

No. 7 on the sound [l] - Wolf (Christmas tree).

The results of the study of speech hearing are entered in the table.

Task 2.

Purpose: Determining Sound Place in Word (Start, Middle, End)

The task is performed with a subgroup of children! .

Equipment (for each child). Strip paper , divided into three parts of different colors: yellow, white, brown; Pictures (9 pcs.) On the sound [sh.] - pike, box, cloak; on sound

[K] - Chicken, Glass, Mac; on sound

[P] - Cancer, bucket, ax.

White Color Yellow brown color

The teacher offers children a gaming exercise "The sounds play hide and seek" and explains the rules: "You remember that words consist of sounds. The same sound can be heard in some words at the beginning, in others - in the middle or at the very end of the word.

Look at the strip. Imagine that this word. Yellow on the strip indicates the sound at the beginning of the word, white color - sound in the middle of the word, brown - sound in the end of the word.

Now I will be called (in turn) Sounds that will play with us in hide and seek, and the place where they are hiding in words. You find a picture on which the subject is depicted with a named sound, and put it on that color stripes that means sound in the word (beginning, middle, end). So, begin. "

Samples of instructions: "Find the items in the pictures, in the title of which the sound [sh] stands at the beginning of the word. Put this picture on the yellow part of the strip. " "Find the item in the pictures, in the title of which the sound [to] is in the middle of the word. Put this picture on the white part of the strip. " "Find the item in the pictures, in the title of which the sound [P] is in the end of the word. Put this picture on the brown part of the strip. "

With the correct execution of the task on the strip, the following pictures should be posted: on the yellow part - pike, on a white - a glass, on a brown - ax.

Task 3.

Purpose: Determination of the sequence of sounds in the word

The task is carried out in an individual form.

Equipment. The picture on which flies is depicted.

The educator shows the child a picture, asks to call what is depicted on it; call the first, second, third and fourth sounds in the word fly.

Task 4.

Purpose: Examination of the detection of differentiation of sounds.

The task is carried out in an individual form. During the survey, it is detected as children differentiate the following pairs of sounds: [T - D], [C - W], [L - P], [C - Z], [J - Z], [G - K], [B - P].

Equipment. Pictures (14 pcs.): Point, Girl (daughter), Rat, Roof, Varnish, Cancer, Sayka, Bunny, Skin Slices (Skin), Two Goats (Goats), Eye, Class, Barrel, Kidney (on a tree branch) .

Previously (on the eve of the survey), the teacher shows children pictures and calls that they are depicted.

At the same time draws the attention of children on how he called some images, for example: "I said not" hare ", but a" bunny "; "In this picture, slices were portrayed from which leather things (briefcases, bags, boots, shoes, etc.) will be sewed;

"This is a class. Children will come here soon, and a lesson will begin ", etc.

During the examination, the tutor lay out on the table pictures in pairs: point - daughter, rat - roof, varnish - cancer, dies - bunny, leather - goats, eye - class, barrel - kidney.

Sample instructions: "In each pair, the pictures you need to put the specified picture on another. Listen carefully. Put the point per daughter. Put the roof rat. Put a skike on a bunny, etc. "

After completing the task, the child goes away. The educator records correctly performed tasks (during the task or after).

Task 5.

Purpose: checking the syllable structure of the word

The survey is carried out in an individual form.

Equipment. Pictures depicting the thermometer, two snowmen, nests, hairdresser.

The educator offers a child to consider each picture. In this case, the teacher calls what is depicted on it.

Draws the child's attention to how he called the expression: thermometer, snow, nest, hairdresser.

Next, the child is offered an exercise "Finished Proposal (phrase)". The child must insert the word and show the appropriate picture. Words need to repeat the same way they sounded in the sample of the educator.

Examples of proposals (phrases):

On the window hanging ... (thermometer).

In the yard cost ... (snow badges).

Bulb of Sweet ... (nest).

There is ... (hairdresser).

Content

Introduction 3.

1.1 Approaches to the study of the problem of sound culture speech 7

1.2 Features of mastering children with the right pronunciation on

different stages of the development of sound culture speech 13

1.3. Analysis of the points of view of different researchers about the role

auditory and motor analyzers in the formation of sound

speech culture 18.

2.1. Organization of work on the upbringing of sound culture of speech 22

2.2. Characteristics of means of raising sound culture speech

preschool children 27

2.3. Methodical techniques of raising sound culture

speech from preschoolers 31

3.

3.1. Diagnosis of sound testing of children 4-5 years 34

3.2. Stating the experiment of sound testing of children4-5 years 40

3.3. Final experiment 44.

Conclusion 46.

List of sources used 49

Introduction

The upbringing of sound culture of speech is one of the main tasks of the development of a child of preschool age, since it is pre-school age that is most favorable to solve it.

The sound culture of the speech of children of preschool age is the possession of the culture of the re-exercise, which includes the actual utmost qualities characterizing the sound speech (sound testing, diction, etc.), the elements of sound expressiveness of speech (intonation, tempo, etc.) associated with them Motor means of expressiveness (mimic, gestures), as well as elements of culture of speech communication (the total tonality of children's speech, pose and motor skills in the conversation process).

Than richer I. more speech The child, the easier the preschooler to express his thoughts, the wider its possibilities in the knowledge of reality, is full and meaningful of the relationship with peers and adults, therefore, its mental development is more active. Any violation of the child's speech, even if it defines his imprint on the activity and behavior of the child. Bad children, aware of their drawback, closes in themselves, become shy and silent. A child with the lack of sound culture of speech is difficult to express his thoughts and find a common language with both children and with adults in such children there may be a mental lag as a result of a decrease in curiosity. Which in turn entails and the abominability of elementary school students in the Russian language. Children with pronunciation defects do not know how to determine the number of sounds in the word, call their sequence, difficult in the selection of words beginning with a given sound. Often, despite the good mental abilities of the child, in connection with the shortcomings of the sound side of the speech, he has a lag in mastering the dictionary and the grammatical system of speech and in subsequent years. Children who do not know how to distinguish and allocate sounds of hearing and correctly pronounce them during the graduation period, will find it difficult to master the letters skills.

The richer and more correctly the child's speech, the easier the preschooler to express his thoughts, the wider its possibilities in the knowledge of reality, it is more common and meaningful about the relationship with peers and adults, therefore, its mental development is more active. The formation of sound culture of speech in preschoolers is possible only subject to the creation of a full-fledged speech environment.

Systematic work on the development of sound culture of speech will help the child even before entering the school to master the phonetic-phonamenacy side of speech. The imperfection of oral speech negatively affects the formation of writing. As Research R.E. Levina, N.A. No, L.F. The spirits and others, the readiness for sound analysis in preschoolers with absolutes of oral speech almost two times worse than normal speaking children. Therefore, children with speech flaws are usually not able to fully master the letter and reading in the conditions of the mass school. These data suggest that the child's speech must be developed in preschool age, since it is at this age that the speech is the most flexible and militia, and the main thing is to break the speech easier and faster. Therefore, all the shortcomings of the speech must be eliminated in preschool age until they turned into a persistent and complex defect.

In this regard, it is extremely relevant to study the problem of educating the sound culture of speech in children of preschool age, since, having mastered the tongue, the child knows the world And himself, assimilates the norms of social interaction, absorbs the culture of the people created by generations.

purpose research : To study the theoretical foundations of organizing correctional and developing work with children of preschool age to educate sound culture of speech.

An object research : The process of forming and developing sound culture speechat preschoolers.

Thing research: Education of sound culture speech in preschool children.

Hypothesis of research : The formation of sound culture of the speech of preschool children will be effective if:

The features of the development of the sound side of speech were studied;

Allocated stages of learning proper sound;

The role of the game in the speech development of preschoolers is determined;

Analyzed comprehensive educational programs to;

Suggested games aimed at the formation of sound culture of the speech of preschoolers.

In accordance with the purpose of the study and the following hypothesis were determined by the followingtasks :

1. Analyze the scientific and methodological and psychological and pedagogical literature on the topic of research.

2. Determine the peculiarities of mastering children with the right pronunciation at different stages of the development of sound culture of speech.

3. Consider an analysis of the views of different researchers about the role of auditory and motor analyzers in the formation of sound culture of speech.

4. Give the characteristic of the tools for educating the sound culture of speech from preschoolers.

5. Examine the methodological techniques of educating the sound culture of speech in preschool children.

The following tasks were used to achieve the tasksmethods research : Theoretical analysis of psychological and pedagogical literature on the issue of research, comparative method, analysis, synthesis, comparison.

The theoretical base of the study was works of scientists, psychologists and speech therapists who studied the sound culture of the speech of children of preschool age A.I Maxakova, P. Stern, I.P. Pavlova, N.Kh. Schvachina, D.B. Elkonina, S.N. Rzhevkina. The problem of the development of the sound side of speech in preschoolers was reflected in the writings of such famous teachers like R.E. Levina, N.A. Nikhasha, L.F. Sparov and others. The regularities of the speech development of preschoolers were studied by A.N. Nail, hp Vygotsky, D.B. Elkonin, A.A. Leontiev and others.

Theoretical significance of the study is that:

The concept of sound culture of speech is clarified;

The peculiarities of mastering children with the right pronunciation at different stages of the development of sound culture of speech are revealed;

An analysis of the points of view of various researchers on the role of hearing and motor analyzers in the formation of sound culture of speech was carried out;

The importance of pedagogical tools and methodological techniques to educate sound culture of speech is substantiated;

Materials of theoretical research can be used in the educational process of kindergartens when building correctional and educational programs.

Practical significance of the study It is determined by the fact that the results of the study can be used by speakers, educators, parents, in the work on educating sound culture of speech in preschool children.

The structure of the thesis. Thesis It consists of introduction, three chapters, conclusions and applications.The first chapter examinestheoretical foundations of educating sound culture of speech in preschool children, in the second The organization of developing work on the upbringing of sound culture of speech with children of preschool age is described, a practical study is given in the third chapter.

1. Theoretical foundations of education of sound culture of speech in preschool children

1.1. Approaches to the study of the problem of sound culture speech

The concept of sound culture of speech includes not only the correct sound testing, but also a distinct utterance of sounds, words, phrases, a good tempo of speech, its volume, as well as speech hearing.

The formation of the sound side of speech in the first stages of development depends mainly on the degree of formation of a kinesthetic and phonderatic perception, as well as on their interaction among themselves in speech practice.

In this regard, it will not be superfluous to apply to the results of the study conducted by A.I. Maksakov. The concept of sound culture of speech includes not only the correct sound testing, but also a distinct utterance of sounds, words, phrases, a good tempo of speech, its volume, as well as speech hearing.

The scientist found out that all preschool children can be divided into four groups.

The first is well perceiving all the shortcomings of pronunciation in their and someone else's speech. Typically, these are children who have their own deficiencies of pronunciation are limited to the wrong pronunciation of one or two sounds (more often of sonorous, expressed in replacement).

The second group - catching all the wrong pronounced sounds in someone else's and in their speech, but not immediately, at the moment of speech, and when listening to the record on the tape recorder. They have drawbacks to utterate one of the groups of sounds according to the nature of the absence and replacement of sounds, less often a distortion.

The third group includes children who have impaired sound-proof, but not all sounds of sounds they are clearly trapped in their own and in someone else's speech both at the time of their pronunciation and during listening to the tape record. They do not correctly pronounce several sounds from different phonematics groups.

The fourth group is children who do not notice any flaws in no one or in someone else's speech. They have shortcomings of pronunciation, expressed, most often, in distortion, while the amount of disturbed sounds is characterized by variability.

Further studies have shown that children from the first and second differentiated groups, unlike their peers from the third and fourth groups, demonstrate higher learning results not only in the section "Education of Sound Culture of Speech", but also "Learning".

For example, A.I. Maksakov proved that children who do not suit the shortcomings of pronunciation in their and someone else's speech (in their absence and replacement), have difficulty and analyzing words, which contains mixed sounds.

Stern classified the shortcomings of speech in three categories. The first includes those that are inherent in all children on a certain age-class and are due to the state of their development; The second category includes both malfunctions in the development of speech mechanisms, and to the third - acquired due to bad educational work.

Regarding the shortcomings of the speech of the first category Stern says the following:

"Each through the imitation of an assimilated word should be perceived by hearing, consciousness, memory must be uttered and kept." From here you can select four sources of speech errors:

1) sensory errors, justified by the fact that the perception of the child is not differentized enough, and therefore the subtle differences in the sound are not perceived; only deeply general is absorbed;

2) Apperleceptive errors: the child's weak and unstable attention determines the unequal attitude of it to different parts of the hearing in general, and the parts of individual words in particular;

3) motor errors: articulation and structure of the child's speech body have not been frozen before correctly pronounce certain sounds or combinations with sound;

4) Playback errors: the ability to memorize the child does not correspond to the volume of speech perceptions, which causes inevitable memory errors during pronunciation of words.

Speech reflexes are purchased by a child as a result of the simultaneous activity of auditory, visual, motor, kinesthetic, skin and vibration analyzers. Such a balanced system of internal processes I.P. Pavlov called a dynamic stereotype.

Education of children with proper pronunciation includes the development and consolidation of the right speech dynamic stereotypes, which requires a significant voltage of the nerve brain cortex nerve cells. Work on the right pronunciation should be carried out in parallel with the teaching of the word sound analysis, for readiness for literacy learning is determined, including the ability to aware of the child sound building Language. Switching attention from semantics words to his sound composition, that is, to the ability to hear in the word individual sounds and understand that they are located in a certain sequence.

Sound analysis is the highest level of phonderatic perception, the ability to perceive and distinguish between speech sounds (phonemes). This ability to form in children gradually, in the process of natural development. The child begins to respond to any sounds from the second - fourth week of life, at seven - eleven months already responds to the word, but only on its intonation side, and not on an alignment. This is the so-called period of recrehensive speech development.

By the end of the first year of living, the dictionary becomes an instrument of communication when the child begins to respond to his sound shell - the phonemes that are included in its composition (N.Kh. Shvachin). Next, phondematic development occurs, ahead of the child's articulation capabilities. N.Kh. Schwachin notes that by the end of the second year of life, the child uses the phonderatic perception of all the sounds of the native language. Children in two and even in three years replace acoustically or articulating similar sounds [Ш] on [С], [p] on [l], [h] on [Н], [Ч] on [s] and vice versa, do not notice Its wrong pronunciations, confused by the sound of the word, distort the syllable structure of multi-line words, with difficulty reproduce the pattering, which indicates the incompleteness of the process of forming a phonderatic perception, which continues to be improved in parallel with the normalization of pronunciations until the final completion of the latter. Proper pronunciation is not always an indicator of the formation of phonderatic perception.

In five years, the child may, purely pronounce all the sounds of speech. But the tasks on the repeat of three sophisticated words (tank - bull; bowl - bear, mouse), sludge rows with consonant sounds, opposition on bells-deafness or softness-hardness (Pa-ba-pa, Sha-Zha-Sha - RO), words with a complex syllated structure (cyclists, motorcyclists, tractor drivers, transport, photographed), performs with numerous errors.

This suggests that with an externally favorable picture, the formation of phonderatic perception does not correspond to the age norm. Such a lag manifests itself in pronunciation. But only in the phonematical complex combinations that are rarely found in independent statements. When pronunciation of words with alternating acoustically and articulating backgrounds: highway, clamshell, teacher, laughing girl, ballerina, piano. If the child has no special training, he will not be able to correctly write and read in the future.

D.B. Elconin determines the phonderatic perception as "hearing individual sounds in the word and the ability to analyze the sound form of words with their internal progress." It also indicates: "Under the sound analysis it is understood: 1) Determination of the order of symbols and sounds in Word, 2) establishing various sound roles, 3) allocating the main qualitative characteristics of sound."

PhondeMectic perception (if the child's speech development is normal) does not require special training, and sound analysis requires (this is a didactic factor that determines the need for special training). Phonematics perception is the first step in the progressive movement to mastering the diploma, the sound analysis is the second (ordinal factor). Another factor: a phonderatic perception is formed between one year to four years, a sound analysis - later age (age factor). Also, phonderatic perception - the ability to distinguish the features of them orally, sound analysis - contributes to the same thing to reproduce sounds in writing (meaningful factor).

According to R.E. Levina, R.M. Boskis, N.Kh. Schwarcina during one year to four years the development of phonderatic perception occurs in parallel with mastering the pronunciation of speech. A.N. Gvozdyev and N.I. Krasnogorsk noted that the peculiarity of the transmission of sounds in the initial period of their assimilation is the instability of articulation and pronunciation. But due to the auditory control, the motor image of the sound corresponds, on the one hand, with the pronunciation of an adult (with a sample), and on the other - with its own pronunciation. The distinguisure of these two images and underlies the improvement of the articulation and pronunciation of sounds by a child. Proper pronunciation occurs only when both samples coincide.

R.E. Levin notes that the pronunciation act should be considered as the completion of the acoustic process, directional sound and the definition of its differences among others.

In the progressive development of the phonematical perception, the child begins with the auditory differentiation of distant sounds (for example, vowels - consonants), then proceeds to distinguishing the thinnest nuances of sound (ringing - deaf, soft - solid consonants). The similarity of articulation encourages the child to "sharpen" the auditory perception and "be guided by hearing, and only hearing." The child begins with audio differentiation of sounds, then articulation is turned on, and, finally, the process of differentiation of consonants is completed with acoustic differences.

Simultaneously with the development of phonderatic perception, there is an intensive development of the dictionary and mastering the pronunciation. Clear phonematic ideas about sound are possible only with its correct pronouncement. According to S. Bernstein, "Of course, we are correctly heard only those sounds that can correctly pronounce."

In the works of L.E. Zhurov, G.A. Tumakova found that with the appropriate training of four-year children easily master the ability to highlight a familiar sound intonated by adults in a phrase or quatrain.

The problems that exist in children in the upbringing of the main components of the sound expressiveness of speech will influence violations of its upbringing and understanding, which means they will be studied by scientists.

That is why the general cultural level of a person can determine the choice and the use of certain means of intonational and sound expressiveness. If he has a sound culture of speech, then most often has no difficulty with their perception or when playing. Therefore, the art of "rhetoric" both in ancient times and in modern conditions of living needs to be studied specifically.

1.2. Features of mastering children with the right pronunciation at different stages of the development of sound culture of speech

It is not a congenital human ability. It is formed together with the development of the child. For the formation of speech, it is necessary that the cerebral cortex reaches certain maturity, and the senses are sufficiently developed: hearing, touch, vision, smell. The very development of sounds begins in the first year of life when the child takes on its speech and hearing aids. First on the basis of a certain emotional state appears tin. As soon as the language begins to serve as a means of communication, the absorption of the sound side begins. This is an understanding of the words facing a child, and the first independent words. Initially, the child perceives words based on the rhythmic melodic structure. This is the stage of "Drop Defennic Development of Speech".

In 10-11 months. The period of "phoned development of speech" begins - the word serves as a means of communication and acquires the nature of the language agent. By the end of the first year, the first words appear. Differentiation of sounds begins on the second year of life. At the heart of the sound impact process, as is well known, the speech respiration and activity of the speakerphone are lying.

The speech is formed under the control of hearing. By the end of the second year of life, the child enjoys when he understands the speech by the phhematic perception of all the sounds of the Russian language. There is a certain relationship in the activities of auditory and speaking analyzers. They contribute to the formation of the correct sound-proof of the special susceptibility of children to the sound side of the tongue, the child's interest in the sounds of speech, the desire to master their pronunciation. Of great importance in the pronunciation has the activity of the spectavatic device, which is formed to the preschool age, but has some features. The ability to pronounce sounds and words develops gradually, in the course of accumulation by a child of life experience. As is known, the process of articulation of human speech sounds consists in the formation of links between sensations caused by the reduction in the muscles of the speech apparatus, and the auditory sensations from the sounds that a person says. These relationships also join the visual sensations (from the perception of the articulation of the speaker). The visual perception helps to catch the visible articulation of sounds and the topics to clarify their own movements. One of the important prerequisites for the formation of speech is the ability of a child to imitate. The phonetic side of speech is seized by repeating the speech of the surrounding adults.

Thus, in preschool age there are all prerequisites for the successful mastering of the sound side of the Russian language. These include the corresponding development of the cerebral cortex in general, the phonderatic perception of speech and the speech machine. Contribute to mastering the sound composition of speech and features of a child preschooler as high plasticity nervous system, increased imitation, special susceptibility to the sound side of the tongue, the love of children to the sounds of speech.

By three years in children, the spoken side of speech is not yet sufficiently formed, there are some imperfections in the pronunciation of sounds, multi-line words, words with a crossing of several consonants. For the speech of the child, a common softener is characteristic ("Syuk" - Zhuk, "Suba" - a fur coat, "no" - no, etc.); Replacing the posterior sound sounds to, g front-band - T, d ("Tu-sense" instead of a doll, "Dusi" instead of geese), sometimes replacing the bell sounds with deaf. Many three-year-old children do not know how to pronounce hissing sounds, most often, replacing them with whistles ("Sacca", "Kosk", "Zuk"). It is noted inability to pronounce the sound of P (pass or replace it), the distortion of sound l. The smallerness of the younger preschoolers also has its own characteristics, they can be attributed to them: a reduction (elusion) of words ("Tul" instead of a chair, "Weavped" instead of a bike), permutations (metathesis) words and sounds ("Shapl" instead of a hat, "Gofley" instead Golfs, "Corvik" instead of a rug); Located (assimilation) of one sound to others ("Baba" instead of a dog); Merger (contamination) of two words in one ("Maphhed" instead of Maria Fedorovna); Adding sounds ("Rebbat", "Irzaya") and prematurely pronouncement of the subsequent sound (antibodies). .

By the beginning of the fourth year of life, the child under favorable education learns the audio system of the language. Children of this age know well and correctly called the subjects of the nearest environment. Wider use other parts of speech except except and verbs: adjectives, adverbs.

A significant part of children is mastered by many sounds, improving the smallery. The child's speech becomes clear to others. At the same time, there are still a number of imperfections in the speech of children. In speech violations of children, individual differences are observed. There is an opinion that by four years, the pronunciation of children corresponds to the age characteristics and requirements of the program, larger deviations from the norm is not observed. But mastering the right pronunciation in the younger preschool age is hampered by the insufficient development of the motility of the speech apparatus and phonderatic hearing, insufficient resistance of nervous connections. In children, there is still no conscious attitude towards the imperfections of their pronunciation. In children developed imitativeness, a great desire for playing actions, to imitation, emotionality in the perception of sounds.

At the fourth year of life, the primitives of monologue speech appear. Speech prevail simple, common offers. Creation of complex and complex proposals are consumed.

Children of the middle preschool age master the pronunciation of all the sounds of the native language, including those difficult in articulate the sounds. The process of mastering sounds is complex, it is characterized by the instability of pronunciation, when the child correctly utters sounds in one sounding, and in the other it is wrong. Typical "reverse replacement" of sounds or "reusable sound" (instead of an old substitute, a newly learned sound is set - "Flone", "Shobaka"). Part of the children has an imperfect pronunciation of whistling, hissing and sonorous (P, L) sounds due to the insufficient development of speech mechanisms.

In the development of the sound side of speech in children in the fifth year there is a kind of inconsistency. On the one hand, special sensitivity, special susceptibility to speech sounds, sufficiently developed phonmematic hearing; On the other hand, the insufficient development of the articulation apparatus and the complete indifference to the articulation. At this age, the child is formed awareness of its utterance skills. At part of the preschoolers at the age of five, defects are observed in the pronunciation of whistling, hissing and sonorous (p, l) sounds.

By six years, sound testing is improving, but some of the children are still not completely formed by the difficult sounds (hissing, etc.). To the older preschool age in children develop the ability to self-control, awareness of the imperfection of their speech and, accordingly, the need to acquire knowledge and the need for training. Therefore, training activities acquire more serious. Children have cases of mutual assistance - attention to each other's speech, the desire to help comrades. To the elder preschool age, with the correct work of work, children master the pronunciation of all the sounds of the native language. Preschoolers are sufficiently developed by speech hearing, the articulation apparatus and speech breathing. The phonderatic perception and ability to sound speech analysis are developing. The child begins to critically refer to his pronunciation, realizes its defects, confused because of them, sometimes refuses to respond. Due to violations of pronunciation, children are replaced by words in speech with a defective sound of those where it is missing (not "Ogun", and cucumber). For the same reason, they may incorrectly perform the task, replacing the necessary words by others similar to the first on the value (instead of a horse - a horse, instead of a bear - a bear, instead of a car - truck). The desire to master the right pronunciation of sounds, interest in language, self-control towards his own speech is particularly characteristic of children who are preparing for admission to school.

By the time of receipt of the school, the child seizes the right sound design of words, clearly and clearly pronounces them. It has a certain vocabulary, builds various proposals in the design, coordinates the words in kind, the number, the case. Often consumes verbs, freely uses monologic speech.

Thus, the patterns of mastering the sound side of the speech make it possible to determine the priority lines of the formation of one or another mechanism on different age steps. In the early stages, the preferential development of speech hearing and auditory attention, perception and understanding of the oral speech of others (its meaning, sound design, intonational expressiveness, etc.). At the fourth year of life, the development of speech hearing and the motility of the articulation apparatus (equivalent), work on diction, preparation for the pronunciation of the sounds in articulating the sounds is carried out. In the fifth year, the formation of all the sounds of the native language occurs; Since all phonetic differentiations are completed and in children sufficiently developed speech ear, priority is the development of the motility of the articulation apparatus; Due to the right and clear pronunciation of all sounds, it becomes possible to improve the power of voting and the tempo of speech. On the sixth year, the articulation of sounds, the differentiation of mixed sounds, continue to develop speech perception; Rise up the sound expressiveness of speech - develop the power of the voice and its timbre, pace and rhythm of speech, melody, the skills of using different intonation. In the seventh year there is a preferential development of phonderatic perception and sound analysis of speech; Education of intonational sound expressiveness of speech; Work on the orthoepically correct speech.

1.3. Analysis of the points of view of different researchers about the role of hearing and motor analyzers in the formation of sound culture of speech

In the pedagogical and psychological literature, the process of mastering the sounds of the Russian language by children of preschool age is studied and described quite fully in the works of A.N. Gvozdeva, V.I. BELTYUKOV, D.B. Elkonina, M.E. Muacheva, E.I. Radar, M.M. Alekseeva, A.I. Maksakova.

The speech is improved under the influence of kinetic impulses from the hands, more precisely - from the fingers. Usually, a child who has a high level of development of small motility, can logically argue, it has enough memory, attention, a coherent speech.

Also, M.M, Koltsova argued that the level of development of speech is directly dependent on the degree of formation of fine movements of the fingers. Based on the examination of children, the following pattern was revealed: if the development of the movements of the fingers of the hands corresponds to age, then and speech development is within the normal range.

Great Russian physiologists I.M. Sechenov and I.P. Pavlov gave it very great importance Muscular sensations arising from articulation. Siechen wrote: "I even think that I never think in a word, but always with muscle sensations." Pavlov also said that it was, first of all, the muscle sensations that go from the speech organs into the bark of the brain.

All scientists who studied the activities of the children's brain, the psyche of children, note the large stimulating effect of the function of the hand.

Outstanding Russian enlightener of the XVIII century N.I. Novikov back in 1782 argued that "Natural Mattering for Trial Works" in children there is a fundamental means not only for gaining knowledge about these things, but also for all their mental development. This thought is N.I. Novikova, apparently, it is necessary to consider the first idea of \u200b\u200bthe idea of \u200b\u200b"subject actions", which is now attached to such great importance in psychology.

Neuropathologist and Psychiatrist V.M. Bekhterev wrote that the movements of the hand were always closely related to the speech and contributed to its development.

The English psychologist D. Selly also attached a very large importance of "creative work of hands" for the development of the thinking and speech of children.

Maksakov A.I. claimed to learn to speak, purely and correctly pronounce words, the child must hear a good speech. The decline in hearing leads to the weakening of the auditory self-control, which may be the cause of the violation of the sound design of words (the word is not clear enough, the wrong sounds in it are incorrectly pronounced); to violation of the intonation side of speech. Weakening hearing leads not only to distort the words, but also to a decrease vocabulary, To the appearance of a grammatical error in speech.

As well as Tumakova G.A. He said that the process of the development of speech largely depends on the development of phonderatic hearing, i.e. The ability to distinguish one speech sounds (phonemes) from others. This makes it possible to distinguish between the words close to sound: Mal - Mall, Cancer - Lac, Tom - House. In Russian, 42 phonemes: 6 vowels and 36 consonants. Some phonemes differ from each other only by the bellivity or deafness with the same articulation, such as sounds C and Z, W and F, others have sharper acoustic differences (T and W), very thin acoustic differences have solid and soft consonants (and t, C and s). Insufficient formation of auditory perception, phonderatic hearing may cause the wrong pronunciation of sounds, words, phrases.

Orientation in the sound side of the word prepares the child to absorb the diplomas, writing speech. "The sound validity of the language will be opened, the structure of the sound form of the word will be opened, not only the assimilation of the diplomas, but also all the subsequent absorption of the language - grammar and self-associated spelling," said DB Elkonin.

The importance of observations on the sound side of the word (wider - speech) for mastering the native language, the development of the culture of speech emphasizes many Soviet teachers.

As a result of work on the sound side of the word in children, a special, linguistic attitude towards speech is formed, to language reality. The conscious attitude towards the language is the basis for the development of all parties of the language (phonetic, lexical, grammatical) and the forms of speech (dialogic and monologic).

Thus, the child begins to feel expressive (intonational and lexical) means of language, notes the shades of words, their grammatical form. He actively uses these funds in connected speech and in everyday life. Learning to different sides of the native language is interconnected and has a mutual influence. A child gets not just just with the sounds of the word, but with the "work" of sound in vocabulary, morphology, word formation.

The potential cavity is played by the greatest role in the formation of sounds, M.Itusevich M.I., as it can change its form and volume due to the presence of mobile organs: lips, language, soft neba, small.

The most active, moving organs of the articulation apparatus are language and lips that produce the most diverse work and finally form each sound of speech.

"The language is a totality of muscles going in various specific directions. As a result of this structure, the language can take different forms and produce various movements: move forward and backward, up and down, and not only with all body, but also with its separate parts. This emergency flexibility of the language and causes a variety of articulations that give all sorts of acoustic effects that are perceived by us as various sounds of speech. In the language distinguish the tip, body and root of the tongue. When classifying the sounds of speech, the conditionally phonetic concepts of the front, middle and rear of the back of the tongue are also introduced, - emphasized M.I. Matusevich.

It follows from all that it follows that the role of auditory and motor analyzers in the formation of sound culture of speech is Great: In order to develop a good diction in a child, to ensure a clear and colastic utterance of the words and every sound separately, it is necessary to develop its articulation apparatus, speech breathing, Improve the phonderatic hearing, to learn it to listen to speech, distinguish sounds not only when pronunciation, but also for rumor, correctly reproduce them in the word.

2. Organization of developing work on raising sound culture speech with preschool children

2.1. Organization of work on raising sound culture speech

The peculiarities of mastering the pronunciation of the sounds of the native language indicate that the preschool age is the time of the energetic development of speech, and in particular its sound side. In practice, the education has long existed, according to which the sound side of the child's speech develops allegedly independently without special exposure to adults, and the imperfection of children's pronunciation is as if the age pattern, which is gradually being broken by itself.

In fact, non-interference in the process of forming a children's speech entails a lag in the development of a child, leads to obliqueness, which can turn into a habit. Therefore, it is necessary for purposeful training, the main form of which, as researchers showed (A.P. Usova, M.E. Grbetsev, M.M. Alekseeva), are frontal classes with children. In the team, the upbringing of speech skills proceeds especially favorably and gives more persistent results.

In the formation of the correct pronunciation, a decisive role is played by the timely learning. According to L.S. Vygotsky, too early or too late time Training always turn out to be in terms of developing the speech of children harmful and adversely affect their mental development. The greatest effect in the education of the sound side of the speech gives training started in the early stages of preschool childhood. The age of children by the beginning of education is a more important factor than the duration of training. M. M. Alekseeva proved that training started at 3 years facilitates that by four years 56%, and by five years - 100% of children fully master the correct pronunciation of sounds. When training, begun in four years, the correct pronunciation of sounds of only 85.7% of children are absorbed by five years. The formation of the correct pronunciation at the later stages is slower and does not lead to the desired results.

Front classes should be conducted 1 - 2 times a month, individual exercises can be included in other classes.

Conducting classes in different age groups, as studies have shown, have their own characteristics.

In the younger groups, it is better to spend in the form of didactic games with sound resistance toys ("Guess who screaming"); stories-dramatization with toys; Teachers' stories with the inclusion of children's statements.

It is advisable to use visual material (Toys, pictures, household items, etc.), with whom children get acquainted in advance, as an increased interest in them causes an undesirable speech reaction in this case. Often also used sample teacher, gaming techniques.

At first, the classes are advisable to build on choral responses, as children still do not know how to listen to each other. Games with elements of movement and sound resistance should be used only when preschoolers will master motor skills, since such games do not contribute to the focus of the child's attention on the sound side of speech, and, on the contrary, distract it.

In the medium group, when teaching the correct pronunciation, the use of a sample for imitation and gaming techniques is not enough. Here you can use simple explanations of the articulation of sound. It produces habit not only to listen, but also carefully look at the teacher, and then follow the sample. In class in this group, you can already put a learning task (to teach this or that sound). The formulation of the learning task contributes to more conscious implementation of the instructions of the teacher. This also contributes to the motivation of training activities (for what to learn to pronounce sound).

The development of the sounds of the native language in children of three to five years provides for four types of work that consistently replacing each other: 1) the preparation of the organs of the articulation apparatus; 2) clarifying isolated sound pronunciation (in syllables); H) Developing the ability to allocate this sound, distinguish it from others; 4) Fastening the correct sound pronunciation in phrase speech.

Work on sound testimony is combined with work on other sections of sound culture of speech.

By training the organs of the articulation apparatus, the educator gives game exercises for the development or refinement of movement, the development of certain provisions that contribute to the correct articulation of sounds. At the same time, work is allocated on the next sections of sound culture of speech: raising a clear and correct articulation, long, smooth speech exhalation, the development of voice volume.

Working on the clarification of the pronouncement of isolated sound and the development of speech hearing, the educator uses games or playing exercises. The attention of children is fixed on the position of the organs of the articulation apparatus when pronouncing this sound and its sound. Also used games to highlight this sound from the audio group. This type of work contributes to the upbringing of speech hearing, the formation of the ability to measure the volume of the voice, the development of the articulation apparatus, speech breathing.

Forming the ability to highlight the desired sound in the word, distinguish it from others, the teacher uses various game material (mostly didactic games), promoting clear and correct use of sounds in words. First, these words are given in which the sound being worked out is in the shock syllable. Children learn to pronounce it more clearly, long, i.e. produce the ability to highlight the sound by voice, and in the future - not only allocate, but also to determine its place in the word. At the same time, the tasks of improving the phonderatic hearing, the diction and the pronunciation of words according to the orthoepic standards are solved.

To secure the correct pronunciation of sound in phrase speech and developing speech hearing, the educator applies specially selected speech material (verbal games, cleanrs, patters, riddles, fun, poems, stories, fairy tales). He follows right consumption This sound. The upbringing of the correct pronunciation of sounds in self-speech is combined with the development of speech hearing and speech breathing, with the development of the ability to use a moderate pace and intonational expressiveness of speech.

In the senior groups, the basis of classes is to install on the sound, which is ensured by using specific learning techniques. The most effective intake - showing the articulation of sound, followed by an explanation of the position of the articulation bodies with subsequent exercises in the pronouncement of sound is isolated and combined with other sounds. To realize the need for classes before children, an educational task is set and the motivation of their activities is determined. The formation of speech sound culture is associated with the work on the differentiation of sounds and provides for three types of work: differentiation of isolated sounds, differentiation of sounds in words and differentiation of sounds in speech.

When differentiating isolated sounds, the tutor carries out work to distinguish sounds according to their acoustic and articulation properties. At the same time, it uses pictures images, i.e. Conventionally correlates the sound with a certain sound, the animal published, the subject, action. At the same time, this type of work contributes to the improvement of the phonderatic hearing, the development of clear pronunciation of sounds.

Working on the differentiation of sounds in words, the tutor picks up various pictures, items, toys, in the name of which there are differentiable sounds, and teaches children to distinguish them. First, there are words in which there is one or another differentiable sound, then the words that differ only in one differentiable sound, then the words that include both differentiable sound. This work contributes to improving diction, clarifies the correctness of the pronouncement of words in accordance with the orthoepic norms of pronunciation.

When differentiating sounds in speech, the tutor picks up verbal games, stories, plot pictures, poems, cleaningors, patters, riddles, proverbs and other speech material saturated with differentiable sounds. At the same time, the diction is being implemented, the ability to use the voice correctly, pronounce words taking into account the literary norms of pronunciation.

Such training makes it possible to use different teaching techniques, alternate children's activities, creates conditions for repeatedly repeating the same type of speech material with a variety of teaching techniques.

Training to the correct pronunciation provides for the relationship and interaction of special occupations with work carried out outside of classes (moving games with text, breathing fun games, dance, dramatization games, etc.). This relationship is that at all stages of training, as a rule, the same software tasks are solved. The attention of children is constantly fixed on the sound side of speech.

2.2. Characteristics of means of raising the sound culture of children of preschool children

In the process of forming the sound side of speech, educators use a variety of means: games, cleanrs, patters, riddles, proverbs, sayings, poems, readers. When skillful and proper selection, they contribute to the assimilation of all sections of sound culture speech.

The leading place is occupied by the game. With their help, you can train children in a game form. First of all, use games with sound resistance. The content of the games is selected with a gradual complication of sound material in them, especially in junior and medium groups, where simultaneously with the fixing of difficult sounds is overcome by the age-related speech mitigation. Therefore, at first, the sounds are offered in an isolated form ("U-U-y" - a buzzing train; "and-and-and" - screaming the foal) or in ordinary combinations with solid consonants ("Tik-so" - tick hours; "Tuk- Tuk "- knocking a hammer;" Ga-ha "- shouts goose). Showing a sample of pronunciation, the educator makes clear movements of the mouth and slightly stretches the vowel sound. In the future, more difficult sounds are included in the content of the game: hissing ("sh", "w", "h", "u"), as well as "l" and "r". Games with sound resistance must be systematically repeated until the educator achieves the clear pronunciation of sounds.

The education of sound culture also contributes to the didactic games that are used in all age groups, both in class and out of occupation. With their help, all the tasks of sound culture speech are solved. For example, in order to teach children to distinguish the timbre and voice quality, you can spend the game "Guess who called?": The kids guess the comrade by voice, and the older children - by how they called them (quietly, loudly, slowly, quickly, gentlely etc.).

To secure the pronunciation of sounds in the middle group, you can offer the game "Phone": the children sit on the chairs in a row, the educator quietly says the first sitting words in which there is a desired sound, and it transmits their neighbor, etc.; The one who distorts the word sits at the end of the row.

Movable and dance games are widely used in kindergartens. They not only give children the opportunity to move, but also exercise them in the pronunciation of sounds being worked out in occupations.

Starting with the younger group, the staging games are used. In the course of the insignment, children utter individual words and phrases in which the digestible sound is found. In parallel, work is carried out on the formation of intonational expressiveness. Texts for stages are selected with the following points:

A word containing the right sound should be at the beginning or at the end of the phrase;

Sounds, difficult for pronunciation, first should be worked out in words consisting of slots (consonant + vowel), since the mechanism for changing the articulation movements in kids has not yet been formed;

The word should be selected so that the pair sound being worked out in some cases is solid, and in others - soft ("Mila-- soap");

Heroes and characters must be funny, polite, and their actions must be imbued with concern about others.

These games can be performed using flannelhemph, toys or pictures. Children, watching the staging, repeat after the educator (individually, subgroups, the whole group) of the word and phrases saturated with the sound.

For the development of the pronunciation side of speech - the consolidation and differentiation of certain groups of sounds, the development of distinct diction, for the development of the voice apparatus, the ability to speak loudly and quietly, quickly and slowly, change the tone of the voice - Cleaners and patterners are often used. They are also applied to overcome the lethargy, largerness of the articulation apparatus, for the development of phonderatic hearing.

Cleaners and patterings are usually small in volume and are specifically built from complex combinations of sounds, syllables and words, difficult to pronounce. Their very name indicates that it is necessary to pronounce cleanlates, and patterners - soon, quickly. Cleaners are pronounced at the usual pace, and patterners - in accelerated.

When working with children of three to five years, it is good to use small in terms of volume and simple contents. Their meaning should be understood by the child, close to his life experience ("Du-Du-Du, grow apple trees in the garden"; "Mu-muh, milk who?"; "Ta-Ta-Ta, the tail fluffy at the cat" and etc.)

Children of senior preschool age can offer more complex cleanrs on the differentiation of sounds and the development and improvement of speech hearing ("Fa-Wa, Fa-Wa, Fa-Va-Wa, the grass grows in the yard"; "Caause-Caause CA-SA-SA, Osa sits on the flower ";" Zhi-Shl, Zhi, Zhi-Zy, there is a kids from the goat ").

The same cleanrs can be used repeatedly with various purposes. For example, the cleaner "lies the hedgehog in the Christmas tree, hedgehogs are hurting." You can apply to fasten the sounds of "F" and "L" and as a training of a voice apparatus when the child is offered to pronounce it loudly, quietly, whisper, quickly, slowly.

Species are used in older groups ("in four turtles of four turtle"; "Six squeezes in the slash rustle"; "Prokhor and Pakhom drove the top", etc.). A new pature The teacher should utter at a slow down pace, distinguishing frequently occurring sounds. To read the patter need several times, rhythmic. Then the children independently pronounce it.

After individual progress, the patter is pronounced by the Choir (the entire group, by rows, small groups). It is interesting to repeat it in the roles. Species can be included in the evening of leisure. This diversifies their content and activates children.

To raise the sound side of speech, riddles are of great value. They not only clarify and expand the ideas of children about objects and phenomena, but also develop observation, learn to think, notice the characteristic signs of objects.

Simple riddles You can offer children already on the third year of life, but at the same time it is necessary to take into account whether they know those objects that are in question in the riddle. To facilitate their gaunting, objects, toys are used as support. For example, after dating children with Duck, the teacher can make a riddle of a riddle: "Floor floats, loudly rushes: Varya-Varya-Varya-Varya. Who is it?"

To raise the sound side of speech, riddles are of great value. No less useful for the development of sound culture of speech are proverbs and sayings. They are used to secure sounds for the development of phonamematic perception. So, the saying "Some seven times, once a rejection" is used as an exercise for differentiation of sounds "P" and "ry" in preparatory group. Children are invited to first name words in which there is a sound "P" ("Once") and the sound "ry" ("Example", "Refrigeration").

In the senior group in the proverb "Without difficulty, and fish from the pond", children are invited to name the words in which there is a "p" sound ("labor", "fish", "pond"). Proverbs and sayings contribute to moral education and teach children to a more accurate expression of their thoughts.

To raise the sound side of speech, riddles are of great value. No less useful for the development of sound culture of speech are proverbs and sayings. As a speech material for raising the sound culture of speech, poems are also used and counted. They have multipurpose purposes: contribute to the consolidation of sounds, are used as exercises to work out a clear diction, for the development of the voice apparatus.

Using on classes specially selected poems, at the same time the children expand their ideas about the surrounding. So, for example, learning the poem of the "protein" Z. Alexandrova, preschoolers exercise in a clear utterance of the sounds of "L" and "P", and also learned about what the protein eats, what stocks it does for the winter.

Curls exercise in a distinct, loud pronouncement and fix it, clarify some knowledge obtained in other activities, for example, the skills of using a sequence account.

2.3. Methodical techniques of recruitment of sound culture speech

from preschool children

When raising the sound culture of speech, special methodological techniques apply.

1. Conjugated and reflected speech. With a conjugate speech, the educator and children together repeat the words or phrase, told by the educator. In the younger group, this technique is used often, and in senior groups only in relation to children with serious speech disadvantages. But already starting with middle group The educator should use ways requiring a child of great attention. Among them - the reception of the reflected speech when the educator offers a child to listen to how he utters words, poems, and then repeat them himself. At the same time, attention and memory of children are developing. ("Listen, as I say," Crawrark Card-Car Card! ", And now you say.") When using this reception, an active auditory perception is developing.

2. Choir. With this reception, good results are achieved in strengthening a leisurely tempo and speech rhythm, as well as other sides of the sound culture of speech. A choral speech is better to use in working with subgroups to catch the peculiarities of the speech of children. The speech choir should be light, smooth, clear and maintain its expressiveness. This technique is well combined with an individual repetition: "U-U-y" - the locomotive signal. How does he signal? (choral response.) "Listen to how the oline locomotive, Sashin ... Tanno ...".

2. Choir. 3. Display and explanation of the articulation of sound using a fairy tale about the cheerful Language M. Gening and N. Herman. The educator of the Central Group says that there are special bodies, with which a person pronounces speech sounds.

In the process of clarifying and fixing the sounds, the teacher indicates that when pronouncing, for example, the vowels "O", "U" the lips should be pulled forward and do round (like a bagel). When you meet children with more complex sounds, the teacher tells and repeatedly shows what position should the language, lips and teeth should take in order to correctly pronounce the sound.

2. Choir. 3. Show and explanation of sound articulation using a fairy tale about a cheerful language 4. Exercises for sound testing, auditory attention, speech breathing, voting power, speech pace, etc. For example, to develop a speech breathing, in the younger group, children are offered to pour on a vat, a sultachik, in the middle - on the balls, toys that are in the pelvis with water. When performing an exercise aimed at developing auditory attention, the children of the youngest group suggest to determine on rumor, on which tool (drum, tambourine, metalophone, dudka) play parsley, and children of five are asked to specify the direction of their sound.

In the senior group, you can spend the verbal exercises of the "Who will better say better?" Two teams participate in the competition (2--3 children in each). One team utters difficult words and phrases, and the other listens, then - on the contrary.

Of particular interest among senior preschoolers cause exercises in which there is intentionally any word pronounced inaccurately ("she sewed a kitten of sneakers, so that in the winter did not frizzle hats"). Children must detect a mistake and choose the right word.

5. Story - dramatization. It uses the principle of gradual perception of the sample to imitate and game action with toys, the possibility of repeated repeat by children of speech material is created. Such stories are simple in content and can be invented by the educator. Let us give an example of the story-dramatization of Katya in the Dacha for children of the younger group.

5. Story - Dramatic 6. The use of the benefits "Magic Cube", "Sound Watches". On the edges of the cube are pasted pictures. The teacher turns the cube from the verge of the edge: "Right, twist, lie on the barrel!" Attention is offered one of the pictures. Children choir or one performed the corresponding song. Pictures change as children dating new sounds.

Manual "Sound Watches", developed by G.A. Tumakova, consists of a demonstration, large amount of hours for educators, and individual, small size - for each child. Images of objects on individual "sound clocks" are different, which implies an independent performance of tasks by each child. The names of objects according to the verbal composition are the same: two of them are marked with short words ("Beetle", "Bow"), one or two - long ("Cheburashka", "Buratino"), two names - three-sided ("Machine", "Chicken" ), and two are doubled ("Fish", "Rose").

Here are exemplary tasks for children of four years: "Say the names of the depicted items; Listen to how these words sound; Find two names names similar to sound, and enter them arrows; Lay two names names that are not similar to sound. "

But tasks for children of five years: "Find the shortest words on the clock; Specify the arrows two long words; Lay two words: one is short (specify a small arrow on it), and the other is long (direct the long arrow on it); Find two names titles in which there is a "e" sound; Are there any words on your clock without sound "a", etc.

Funds, methods and techniques mentioned above are used in all classes to educate sound culture of speech in a variety of combinations.

3. Practical study of the characteristics of the sound culture of the speech of children

3.1. Diagnosis of sound testing of children 4-5 years

Studies were conducted by B.MDOU SAARTOVA, in the middle group, participation took 10 children.

The work of the tutor is multifaceted. In the process of working with children use various forms, types, maintenance, but all its activities(It is in mind that it is the role and place of the educator in the system of interaction of all participants in the educational process as a whole) Directed on the comprehensive and harmonious development of children.

The purpose of the diagnosis: to characterize the state of sound culture of the speech of children of the middle group based on the survey conducted.

When studying and detailed analysis of the material, to identify the level of proper sound;

1) To diagnose the pronunciation side of speech, children were asked to read the poem, retell a well-known fairy tale (story). The teacher records the words that the child pronounced incorrectly.

The following is noted:

The loudness of reading: loud enough, moderately or quietly read the poem, tells the fairy tale;

Speed \u200b\u200b(tempo) speech: quickly, moderately, slowly;

Intonation expressiveness: expressively, inexpressively, aligning.

In the process of reading the poem, the movement of a fairy tale or story, in the process of conversation with the child was established:

The clarity (diction) of the child's speech: clear, not clear enough;

Ability to observe literary norms of pronunciation (orphoepium): no deviations, there are deviations;

Soundlessness - indicated what sounds the children are pronounced incorrect.

2) Prepared a set of pictures for a detailed survey of the state of sound suspension: aircraft, cabbage, bus, donkey, goose; Heron, sun, cucumber; ball, gun, shower; Saw, chair, shovel, fox, cage; Fish, drum, ax, turnip, chicken, letter.

When establishing violations of sound proof, the reason: deviations in the structure of the articulation apparatus, the insufficient mobility of its individual organs (lips, language, lower jaw, etc.), the imperfection of the phonematics perception (the child does not hear its shortage, does not differentiate certain sounds), weak speech exhalation.

3) for diagnosis, the perception of speech has been found:

a) Phondematic perception: formed, not enough formed. Checked:

The ability to determine the presence of a given sound in the word. For example, it was proposed to note, whether the sound of "sh" or not (then in the words "table", "Cat", "Fox", "Pencil", "Mouse", "Wheel" s, "Glasses" "," Scissors "," Brush "," Cap "," Beetle ", etc.);

The ability to hear and highlight words with a given sound from a number of other words. Asked the child to clap your hands or raise your hand only when he hears the word in which there is a given sound. For example, the teacher said: "I will call words now, and when you hear the word in which there is a" CSS "raise your hand (you slam your hands)." It was updated again when the child should raise his hand. After the teacher made sure that the child understood the task, not in a hurry, was called words, covering the mouth of the paper. It is advisable to use such a set of words in which along with the audible sound there are words including other sounds mixed with children with verifiable, for example "P" - fish, cube, shovel, car, hand, kettle, paper, pencil, cup, boat, Tram, table, ball, cheese. The sound checked must be in different positions (at the beginning, middle and end of the word).

It was noted how many words with a given (verifiable) sound, the child allocated and how many words allocated proposed out of five;

The ability to hear and highlight words with a given sound from the phrase. Say the phrase and suggest the child to name only those words in which there is a given sound. For example, to check the ability to hear the sound "P": "Roses bloom in the garden. Misha catches fish ";

The ability to determine the frequently repeated sound in words.

The educator uttered a group of words and offered the child to call, what kind of sound he hears most often:

"C" - Sanki, Som, Fox, mustache;

"Sh" - fur coat, porridge, shower, hat, mouse;

"P" - hand, mouth, circle, cable, fish.

b) speech hearing: developed well, is not developed enough. Checked;

The ability to notice semantic inaccuracies in speech.

Asked for a child to listen to the excerpt from "confusion" by K.I. Chukovsky, and determine what is said in it:

Fish on the field walk,

The toads fly across the sky

Mouse cat caught

In the mousetrap, planted,

Sea flame burns.

Ran out of the sea whale ...

The ability to determine the voice volume of voice in speech.

At the lesson while reproducing the poem, offer the children to give an assessment of speech speaking: "How light read the poem: loud, very loud, quiet?";

Skill on rumor determine the speed of speech sound, intonation expressiveness.

The same reception was used as in the previous task. The educator asked: "As the light read the poem: quickly, slowly moderately (normal); expressively, inexpressive? ";

The ability to determine the voice of the voice voice.

To check the game "Guess who spoke" was used. The child became his back to the group and closed his eyes. The educator gave two-three children. An indication in turn read a small poem or patter, a riddle, sweat and suggests to determine by voice, which of the guys said.

The ability to correctly determine the stress in the word, its rhythmic structure.

Two pictures were selected with the image of the mugs and circles and was offered to the child to show where the Crub "LCD, and where the mugs"; It was explained what the difference between the words "for the" IOC "and" Ko "K" (previously convinced the knowledge of these words).

The ability to properly maintain a syllable drawing was checked: the child was proposed to repeat: sa-in-sa, sa-sa, sa-in-sa;

The ability to eat an accented word in the phrase.

The same phrase was uttered several times, highlighting individual words in it, and the child was asked to determine and name the word that was released: "Masha bought a new bike (Masha, not another girl). Masha K U P and L and a new bike (bought, and not presented). Masha bought a new bike (new, not old). Masha bought a new one in (bicycle, not a car) ";

The ability to hear inaccuracies in the text and correctly select the necessary words that would fit the content:

Bear crying and roars:

Requests bees to give "ice" (honey).

Tears flow from Oxanka:

She broke down "banks" (Sledge).

It was proposed to find a discrepancy in the text and choose the necessary word in meaning. The resulting material was analyzed and compiled summary tables, in which the sections of the sound culture of speech by children are not learned, which are not fully learned, which are not clearly learned.

Table 1 - Summary Table of Diagnostic Speech Side

Number of children /%

volume

Enough

loud 4/40%

Moderately

4/40%

Quiet

2/20%

speed \u200b\u200b(tempo) speech

Fast

2/20%

Moderately

4/40%

Slow

4/40%

Expressively

4/40%

Almighty

4/40%

Inexpressively

2/20%

clarity (diction) speech

Clear

4/40%

Not clear enough

6/60%

No deviations

6/60%

There are deviations

4/40%

From the above table, it can be seen that the pronunciation side of the speech is developed at the average level. In 60% of children, not enough dictation is diagnosed, the tempo of speech prevails moderate and slow, 40% of children have expressive speech, the speech volume is on a moderate and highly loud level of 40%.

It can be concluded that the surveyed children in 60% of cases observes weak speech exhalation and deviations in the structure of the articulation apparatus, the lack of mobility of its individual organs, and in particular: the low mobility of the lower jaw; non-index lips and language movements; Incorrect lip position, a long distance between the teeth.

The phonderatic perception of the examined children is not enough formed this indicator is 70%, and speech hearing is formed by 77%.

After the diagnosis and the summary of the results were determined:

1) Learning to distinguish between hearing and clearly utter sound sounds and sound sounds: L - r.

2) Continue to develop phonmematic hearing and speech breathing.

3) to work out intonational expressiveness of speech and diction.

3.2. Stating the experiment of sound testing of children4-5 years

To implement the tasks, a plan for working with children Assuming: classes, didactic games, the use of articulation gymnastics, game exercises, learning speaking, mobile game and reading on the roles of familiar poems, contributing to the formation of the pre-school age of the improved state of sound culture of speech. In the selection of events, age features and the results of primary diagnostics were taken into account.

Table 2 - Work plan for the section Sound culture Speech with children of the middle group

Kind of activity

Subject

purpose

Part of the class

Clarifying the pronunciation of the existing sound of L or calling it to imitation

To achieve the correct sound pronunciation from each child, to raise the ability to determine the position of the language when pronouncing the sound of L.

Didactic game

Find and call the desired word

Develop auditory attention and Phondematic perception: teach children to hear the sounds in words, differentiate on the hearing of the pronunciation of the pair of sounds (r-l)

Articulating gymnastics

"Fingers in the forest"

Exercise in coordination of movements of the articulation apparatus and general motor

Occupation

Education of the correct pronunciation of sound L in words

Exercise children in the correct pronunciation of the sound of L in words

Gaming exercise

Precancts Word

Development of speech hearing

Spear game game

Three crows

Training of the dickening apparatus

Occupation

Raising the pronunciation of sound l in speech

Exercise children in the proper pronunciation of sound in speech

Didactic game

Invent unusual words

Occupation

Clarification of the pronunciation of the available sound R or calling it to imitation

To achieve the correct pronunciation of sound r, bring up the ability to determine the position of the language.

Gaming exercise

Wind and boat

Creative task

Ask different way

Work the intonational expressiveness of children's speech

Team work

Education of the correct pronunciation of sound r in words

Exercise children in the correct pronunciation of sound r in words

Didactic game

Set out the necessary words from phrases

Continue to develop a phonmematic hearing

Team work

Education of the pronunciation of sound r in speech

Exercise children in the correct pronunciation of sound r in speech

Movable game

The fastest soap bubble

Form speech breathing, develop a longer and stronger exhalation

Reading on the roles of a familiar poem

Continue to work out the intonation expressiveness of children's speech

Occupation

Differentiation sounds rd

Exercising children in a distinct pronunciation of the sounds of RL, isolated and in words; Exercise children in distinguishing the sounds of the RL in certain words and phrase speech.

Refinement of the pronunciation of the available sound of L or calling it to the imitation was carried out as part of the development of speech. To develop a good pronunciation of sound, the tutor followed the correct position of the organs of the articulation apparatus. He paid the attention of children to the fact that when pronouncing the sound of the sound lubs are in a calm position, the tip of the tongue is pressed behind the upper teeth.

In Ani K. Very well received L L l, she was proposed in the process of uttering sound Translate the tongue for the top teeth she coped

When conducting a didactic game "Find and name the desired word", children did not always highlight the necessary words from the phrase, it was decided to repeat these exercises individually.

The game in the patter liked the children. The next day Nastya N. suggested playing such a game, but with the patter "on the courtyard grass."

Game exercise The wind and boats found a response from boys, the girls were invited to become a snowy queen and blow on the snowflakes.

In the game "What is added?" The teacher paid the attention of children to the fact that the children call words with sound r loudly, clearly, highlighting the sound r.

3.3. Final experiment

Purpose of the final experiment: Check the effectiveness of a set of measures aimed at the formation of the correct sound-proof of children of the middle group.

These final diagnostics are listed in the protocols that were subject to quantitative and high-quality processing and are listed in the table.

Table 3 - Diagnostic Table of Speech Side (Final Diagnostics)

Pronuncient side of speech

Number of children /%

volume

Enough

loudly 6/60%

Moderately

2/20%

Quiet

2/20%

speed \u200b\u200b(tempo) speech

Fast

2/20%

Moderately

6/60%

Slow

2/20%

intonation expressiveness

Expressively

2/20%

Almighty

6/60%

Inexpressively

2/20%

clarity (diction) speech

Clear

6/60%

Not clear enough

4/40%

ability to comply with literary norms of pronunciation

No deviations

6/60%

There are deviations

4/40%

From the above table, it can be seen that the level of development of the pronunciation side of the speech remained at the average level. But 60% of children are diagnosed with a clear diction, which is 20% more than on primary diagnostics, the tempo of speech prevails a moderate 60%, the difference with primary diagnostics is 20%, 40% of children have expressive speech, speech volume is at a sufficiently loud level 60% .

After analyzing the re-diagnostic protocol, it can be concluded that the surveyed children increased by 20% a decrease in the weak speech exhalation and deviations in the structure of the articulation apparatus, the insufficient mobility of its individual organs, and in particular: the small mobility of the lower jaw; non-index lips and language movements; Incorrect lip position.

The phonderatic perception of the examined children after the work was increased by 5% and is 45%, and the rated hearing formation indicators increased by 1% and is 78%.

One of the sections of the general culture of speech is the spoken side of speech, or its sound culture. The practical part of this work is aimed at identifying the state of sound culture of the speech of children of the senior group. A plan of work on the formation of proper sound and general skills in children, taking into account the tasks that are defined after the primary diagnosis.

In the course of the work carried out, it was established that the indicator of perception of speech in children of preschool age is insignificant, but rose. Children has a clearer dickey, the tempo of speech predominates moderate. As well as children have become emotioned to transmit their feelings, relationships.

The surveyed children had a decrease in weak speech exhalation. Children have learned the articulation gymnastics and apply their knowledge in independent activities.

Thus, it can be concluded that, subject to the systematic and sequence, the activities indicated in the work plan give a positive result. And small percentages of the growth of positive dynamics can be explained by short time for this work.

Conclusion

Today, the question of the development of the speech of preschoolers is especially acute. Probably, this is due to the fact that children, and adults, too, began to communicate more with computers and other means of technical process than each other.

Psychologists claim: pre-school age - a sensitive period, which means that it is most favorable for the development of speech, the formation of a culture of speech communication. This is a very time-consuming and responsible work requiring a certain system and patience by the adult, the selection of the most effective means and methods of training.

In the preschool years there is an intensive mental development of the child: he mastering a speech, meets the wealth of the sound and lexical composition of the language. This is a period of intensive familiarization of the preschooler with a word - its meaning (the word indicates a certain subject, phenomenon, action, quality) and a phonematical, or sound, side (the word sounds, consists of sounds following in a certain sequence, has a syllable, one of them is shock and the like).

The assimilation of the preschooler sounding the word is a long process. It is carried out in different types Children's activities.

The task of an adult is that the word that the child perceives is like an inextricably sound complex, to make special attention, observation and study.

N.M. Ascarina pointed out: "In the conditions of trained education, it is impossible to ensure the versatile development of all children, using only individual communication in the process of their independence. Special classes must be carried out, and the best tool remains a didactic game. It consolidates knowledge. "

Children, in full, mastered analysis, as a rule, do not experience difficulties in learning a diploma.

The leading analyzer in the assimilation of the sound side of speech is the hearing. With the development of the child, auditory attention is gradually developing, the perception of noise and sounds of speech. Speech breathing is one of the basics of voice formation and speech (it is a voiced exhalation).

The upbringing of sound culture of speech begins from birth at that moment when mom is affectionate and gently speaks with a baby.

During the period from a year to two years, the child has the process of initial development of speech skills and skills. In this period it is very important to educate the need for communication, attention to speech around, memory for words, the ability to reproduce sounds and words to imitation.

Thus, the speech development of the child of the first year of life serves as preparations for the formation of the speech system as a whole. Intensive development of auditory and spectatic perceptionwhich is carried out through emotional communication with others, contributes to the formation of the skills of understanding, reproducing and improving speech.

In the first younger group, tasks are solved on the formation of the correct pronunciation of sounds, the development of speech hearing and speech breathing, to upbringing the expressiveness of speech.

In the second younger group, tasks are added to form a tempo speech and voice qualities, to educate the culture of speech communication.

In the medium group, work continues on the development of diction. Special attention is paid to the tasks of work on the right smallery and verbal (phonetic) stress.

In the "Program of Education and Training in children's garden"Edited by MA Vasilyeva emphasizes that in the senior groups, the main skills of the culture of behavior in the process of speech must already be formed. It is necessary that the child knows how to talk quietly, look in the face of the speaking, keep his hands calmly, politely and without reminders to say and say goodbye, know that, healthy with the elders, should not be the first to serve her hand.

More attention should be paid to the work out of the right pose of the child at the time of public speech: responding to classes, he must turn to the children face, not to heat the benefits of which are in question; Speaking with a poem or story, not to make unnecessary movements (not swing, do not shift from foot to the leg, no matter what is not cleaned, etc.). All these skills should be durable.

In a senior preschool age, special attention is paid to the tasks of working out intonation expressiveness, the development of phonderatic hearing.

In the preparatory school, the group of tasks for the education of sound culture of the speech are improved.

Thus, the analysis of the studied literature showed, the use of games, cleanrs, patters, mysteries, poems, proverbs and sayings in the upbringing of sound culture of speech in kindergarten is one of the possibility of development. Didactic games not only actively include students in learning work, but also activate cognitive activity Children. The game and can be used at all stages of the development of children's speech. It must fully help solve both educational tasks and the tasks of the development of the cognitive activity of school children

List of sources used

Alekseeva M.M. Development of the sound side of speech in preschool age // Development of speech and speech communication of preschoolers / Ed. O.S. Ushakova. - M., 2015.

Alekseeva M.M. Methodology for the development of speech and training by the native language of preschool children / M. M.Alekseeva, V.I. Yashin. - M., 2012.

Boguslavskaya Z.M., Smirnova E.O. Educational games for children of primary preschool age. - M.: Enlightenment, 2013.

Bolotina L.R., Miklyaeva N.V., Rodionova Yu.N. Education of sound culture speech in children in preschool educational institution. Toolkit. - M.: Iris Press, 2016.

Bondarenko A.K. Didactic game in kindergarten. - M.: Enlightenment, 2013.

Wenger L.A. Program "Development" / Guidelines For educators. M., 1997.

Vygotsky hp Questions of children's (age) psychology // Satr. So.: In 6 t. T.4. - M., 1984.

Vygotsky hp Thinking and speech. Reisside: Sphere, 2015.

Herbova V.V. Claims on the development of speech in the middle group of kindergarten. - M.: Enlightenment, 2015.

Herbova V.V. Classes for the development of speech with children 4--6 years old (senior multi-year group) [Text]: V.V. Herb / KN. For the tutor's children. Garden. - M. Enlightenment, 2015.

Grisik I.V., Timoshuk L. Development of the speech of children of 4-7 years. // Child in kindergarten 2012, №2.

Epiffantseva T.B., Kelenko, Ie, Mogileva, I.A., Solovyova I.G., Titkov T.V. Desktop book book defectologist. - Rostov-on-Don.: Phoenix, 2015.

Game a preschooler. / Ed. Novoselova S.L. - M.: Enlightenment, 2014.

Koltsova M.M. Motor activity and development of the Baby brain functions [Text]: MM. Koltsova / M., 2013.

Koltsova M.M. Movement and development of sensory speech [Text]: M.M. Koltsova / Cressing on the method of development of speech, 2013.

1. Kraschinnikov E.E., Kholodova O.L. GEF development of cognitive abilities of preschoolers (4-7). Ed.: Mosaic Synthesis. 2016.

2. Kulikovskaya TASpeak and play. Card file exercises games, texts for automation sounds. Designed in according to from GEF. Ed.: Press Childhood, 2015.

Spent / Ed. Volkova L.S. - M.: Vlados. 2013.

Lopukhina I.V. Speech therapy. 550 entertaining games and exercises for the development of children's speech. - M.: Aquarium, 2015.

Maksakov A.I. Education of sound culture of speech in preschool children / A.I. Maksakov. - M., 2014.

Maksakov A.I. Sound culture speech / A.I. Maksakov, M.F. Fomicheva // Development of the speech of children of preschool age / Ed. F. Sokhina. - M., 2014.

Maksakov A.I. Learn, playing: games and exercises with a sounding word [Text]: Manual for the teacher Children. Garden / A.I. Maksakov, G.A. Tumakova - 2nd ed., Act. For add .-- M.: Enlightenment, 2013.

Maksakov A.I., Fomicheva M.F. Sound culture speech // Development of the speech of preschool children / ed. F. Sokhina. - M., 2013.

3. Nishcheva N.V. Player player. Games for the development of the phonetic-phoneumatic side of speech from senior preschoolers. Ed.: Press Childhood, 2017.

Basics of speech therapy with workshop on sound testing. / Ed. Vlasovets G.A. M.: Childhood - press, 2012.

Solovyov O.I. Methods for the development of speech and training in the native language in kindergarten [Text]: O.I. Solovyov.- M. Enlightenment, 2016.

Starodubova N.A. Theory and methodology for the development of preschoolers: studies. Manual for studies Higher. studies. Vehicles / N.A. Starodubova. - 4th ed., Ched. - M.: Publishing Center "Academy", 2014.

Tumakova G.A. Acquaintance of a preschooler with sounding word / ed. Sokhina F.A. - M.: Enlightenment, 2015.

Ushakova O.S. Classes for the development of speech in kindergarten. Ed. Ushakova O.S. - M.: Enlightenment, 2013.

Fomicheva M.F. Education in children of proper pronunciation [Text]: M.F. Fomicheva / Handbook for the teacher Children. Garden .-- 3rd ed., Pererab. and add .-- M.: Enlightenment, 2016.

Schweiko G.S. Game Exercises for Speech Development. - M.: Enlightenment, 2016.

Schvetov I. Formation of phondematic perception and sound analysis from preschoolers with a general underdevelopment of speech. // pre-school education 2016, №5.

Elkonin D.B. Development of speech in preschool age / D.B. Elkonin. - M., 1969.

47. Principles of selection of literary works and reading program in different age groups.

In the selection of books, it is necessary to take into account that the literary work should bear cognitive, aesthetic and. Moral functions, i.e. It should be a means of mental, moral and aesthetic education.

When choosing books, the unity of content and form is also taken into account. Literary criticism allocates topics, issues and ideological and emotional assessment. In literary and artistic form - subject image (characters, events, deeds, dialogues, monologues, portrait and psychological characteristics of heroes), speech system and composition.

Developed several criteria:

1. The ideological direction of the children's book. Idea causes the compliance of the tasks of moral education, education of love for homeland, to people, to nature. The moral appearance of the hero also determines the idea of \u200b\u200bthe book;

2. High artistic skill, literary value. The criterion for artism is the unity of the content of the work and its shape. An exemplary literary language is important;

3. Availability of literary work, compliance with age and psychological peculiarities Children. In the selection of books, the peculiarities of attention, memory, thinking, the circle of interests of children, their life experience are taken into account;

4. Scenery, simplicity and clarity of the composition;

5. Specific pedagogical tasks.

The selection criteria make it possible to determine the circle of children's reading and telling. It includes several groups of works.

1. Works of Russian folk art and creativity of the peoples of the world. Small shapes of folklore: riddles, proverbs, sayings, songs, sweatshirts, cubs, non-libes and flippers; fairy tales.

2. Works of Russian and foreign classical literature.

3. Works of modern Russian and foreign literature.

In the younger preschool age, children raise love and interest in the book and illustration, the ability to focus on the text, listen to it to the end, understand the content and emotionally respond to it. Kids form the skill of a joint hearing, the ability to answer questions, careful attitude towards the book. Owing such skills, the child best understands the content of the book.

Starting with the younger group of children, they are submitted to the distinction of genres. The teacher himself calls the genre of fiction: "I will tell you a fairy tale, read the poem." Talking a fairy tale, the teacher helps children to recall the interesting places, repeat the characteristics of the characters ("Peter-Cockerel, Golden Grabbing", "Rasie-Prebled Rust" rose), to name the repetitive appeals ("Kiddshushki-kids, reigned, dried!", "Terem- Teremok, who lives in the terme? ") And the actions (" pull-pull, it cannot be pulled out "). Helps remember this material and learn to repeat it with different intonations.

In the middle preschool age, work is deepening on education in children's ability to perceive the literary work, desire to emotionally respond to the events described. In class, children are attracted to content and easily distinguishable for rumor (poems, prosaic) form of work, as well as some features literary language (comparisons, epithets). This contributes to the development of poetic hearing, sensitivity to figurative speech. As in the younger groups, the educator calls the genre of the work. A small analysis of the work becomes possible, that is, a conversation about the read. Children learn to answer questions, Like a fairy tale (story), as described, what words it starts and what ends.

In a senior preschool age, a steady interest in books arises, the desire to listen to their reading.

Explanatory note

The technique was prepared on the basis of "Methods of identifying the level of speech development" O.S. Ushakova, E.M. String.

The level of speech development of preschoolers can be detected both at the beginning of the school year and in the middle (or at the end). The examination may conduct methodologists, educators, parents. The survey is carried out individually with each child (the conversation should not exceed 15 minutes). To check the speech development of young children, it is necessary to use visuality (objects, pictures, various toys). All the answers of the child are recorded in the protocol (literally). The form of the protocol is attached.

Questions in the protocol go in a logical sequence, sometimes the formulation is sometimes caused by this. The assessment in all tasks is given in quantitative terms (by points). 3 points is for the exact, the correct answer, given by the child independently (see the course of the survey, answer number 1); 2 points receive a child who made a minor inaccuracy that responds to leading issues and clarifications of an adult (answer number 2); 1 point is placed by a child if he does not relate to an adult question, repeats words for him, demonstrates a misunderstanding of the task (answer No. 3).

At the end of the check, scores are calculated. If most answers (over 2/3) received a rating of 3 points - this is a high level; If more than half - 2 points - this is the average level; If more than half of estimates 1 point is a low level. (Either: medium score 2.6 - high level, from 1.6 to 2.5 - medium level; 1.5 and below- Low)

If necessary, it is possible to assess the child's speech development of each part separately. Such diagnostics makes it possible to identify the most "problem" directions in the development of preschoolers.

Tasks of speech survey of children of the middle group

Vocabulary. Release skills:

Understand words, close and opposite in meaning, as well as different meanings of a multivalued word;

Understand and use generalizing words ( furniture, vegetables, dishes);

Select signs, quality and actions to the name of items;

4. Watch and call items in size, color, magnitude.

Grammar. Release skills:

1.Sellify the names of animals and their cubs ( fox - Listenok; Cow - calf);

2. Supplies verbs in imperative inclination ( escape, adsa);

3. Equally coordinate nouns and adjectives in kind, number and case, focusing on the end ( fluffy cat, fluffy cat);

4. Suggestions different types.

Phonetics. Release skills:

1. Equally pronounce the sounds of the native language;

2. The words, similar and different sounds;

3. To use the moderate speech rate, the power of voting, the intonation means of expressiveness.

Connected speech.

1. Consider the ability of children to retell short fairy tales and stories with an unfamiliar content for them;

2. Support the story of the picture or about the toy together with adults;

3. Adjust the ability to describe the item shown in the picture, calling signs, quality, actions, expressing your assessment;

4. Adjust the ability to enjoy a variety of speech forms.

Material for examination

1. Book that can sit, stand, raise your hand, go.

2. Mounting:

Dog with puppies;

Dishes ( cups, glasses, knife, plug, dish, plate, frying pan, breadmaker, Maslenka, Sugarcanitsa, Salon);

Sledge, bump, skiing, skirt, cow, car, poppy, bread, winter, autumn, sun, kettle, brush, raspberry.

Survey course

1 series of tasks. Doll.

The tutor shows a child a doll, asks questions in the next sequence.

1. Lets, what is a doll?

1) The child gives a definition ( doll is a toy, with a doll play);

2) calls individual signs ( beautiful doll) and actions ( she is standing);

3) does not fulfill the task, repeats the word doll.

2. What about the doll clothes?

1) The child calls more than four words;

2) calls more than two things;

3) shows no calling.

3. Give a doll to the task so that she escapes, waved his hand.

1) The child consumes the right forms: Katya, escape, please (amazed hand);

2) only the verbs - escape, adsa;

3) uses incorrect forms.

4. Guests came to the doll. What do you need to put on the table?

1) The child calls a generalizing word ( tableware, treat);

2) lists individual items;

3) calls one subject.

5. What do you know the dishes?

1) The child calls more than four items;

2) calls two subjects;

3) calls one subject.

6. Where the bread is put ( in bread), sugar ( in Sugranitsa),butter( in Maslenka), salt ( in Solonka)?

1) correctly answers all questions;

2) answered three questions;

3) Performed only one task.

7. Writing objects of dishes. "What is the difference between these items?" (Show picture with different dishes).

1) calls in color (or form or value);

2) lists individual signs ( this cup is green, this is red, this is high);

3) calls one difference.

8. Name, what is it? Glass, transparent is a glass or vase? Metal, shiny - is this fork or knife? Clay, painted is a plate or dish?

1) performs all tasks;

2) performs two tasks;

3) Performs one task.

9. Tell me (pick). One plate is deep, and the other ... ( small); One glass is high, and the other ... ( low); This cup is complete, and this ... ( empty).

1) correctly picked up all words;

2) completed two tasks;

3) performed one task.

10.U Cups have a handle. What other handles do you know?

1) calls the handle from three to four items (at the kettle, iron, bags, umbrella);

2) calls two handles (in pan, pans.);

3) Shows the hand at the cup.

2. Cartin "Dog with puppies"

1. The consipient asks: "Did you see the dog? Who is a dog? What is she? "

1) The child summarizes: " The dog is an animal. Dog barks. She is fluffy.»;

2) calls: " This is a dog. She is black»;

3) repeats the adult one word.

2. What is the name of a young dog? How to call it affectionate? The dog runs quickly, and puppy ... ( slow); The dog barks loudly, and her cub ... ( quiet).

1) The child calls the cub, finishes suggestions;

2) calls a young word dogs;

3) says one word.

3. What is able to do a dog? ( bark, run, bone bone). If the dog sees the cat, she ... ( he clings to it will run).

1) The child calls 3 -4 actions;

2) calls two actions;

3) says one word.

4. Compare a dog and a puppy, find what they are similar and what they differ. Riddles "Large, shaggy is a dog or a puppy?", "Small, fluffy is a puppy or a dog?"

1) The child responds to all questions;

2) Performs only one task;

3) calls one - two words.

3.Pr.

1. Check sound proof. There are those sounds that the child does not pronounce.

1) the child utters all the sounds;

2) does not pronounce only complex sounds - sonorous or hissing;

3) Does not say whistling.

1) The child utters the text clearly;

2) fuzzly pronounces the phrase, not enough to regulate the voting force;

3) has serious shortcomings in the text of the text.

Note:full survey on the ZKR is carried out on a separate technique.

4. Development of connected speech .

The ability to describe the subject (picture, toy), draw up a description without clarity. For this, the child is first offered a doll.

1. Point doll. Tell me what she can do with her how to play with it.

1) The child independently describes the toy: This is a doll. She's beautiful. Her name is Katya. Cat can be played;

2) talks on the teacher's issues;

3) calls individual words without communicating them in the proposal.

2. Describe a dog, what she, or invent a story about her.

1) The child is a description (story);

2) lists the qualities and actions;

3) calls two or three words.

3. The child is offered to draw up a story for one of those proposed by: "As I play," My Family, "My Friends".

1) makes up a story independently;

2) tells with an adult;

3) answers questions alone.

4. The text reads the text of the story or fairy tales and offers to retell.

1) the child retells independently;

2) retells with an adult;

3) says individual words.

Middle Group Children Speech Survey Protocol

Dictionary and grammar.

Give a task to the doll so that she escapes, waved his hand.

Guests came to the doll. What do you need to put on the table?

What kind of dishes do you know?

Where are bread, sugar, oil, salt?

Comparison of objects of dishes. "What is the difference between these items?".

Name what it is? Glass, transparent is a glass or vase? Metal, shiny - is this fork or knife? Clay, painted is a dish or plate?

Pick a word. One plate is deep, and the other ... ( small); One glass is high, and the other ... ( low); This cup is complete, and this ... (empty)

The cup has a pen. What pens do you still know?

II. .

Picture "Dog with puppies»

Who is a dog? What is she?

What is the name of a young dog? How to call them affectionate? The dog runs quickly, and puppies ... The dog barks loudly, and her young ...

What can dog do?

Compare a dog and a puppy, find what they are similar and what they differ.

1. Sound culture speech.

Tell the cleanup: " Sa-sa-sa – flew to us wasp " Quickly, slowly, loud, quiet

Connected speech.

Describe a dog. Tell me what she is, or thinking about her story

Make a story on any of the proposed topics: "As I play," "My Family", "My Friends".

The teacher reads a fairy tale or story and offers to retell.

Summary Table of Survey Results Survey

children of the middle group

Conclusions:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________