14. DEVELOPMENT OF THE SPEECH OF A CHILD

One of the main skills that you need to master a child in cognition of speech is the ability to combine words. Many researchers, for example, Koltsov, Rybnikov, Gvozdev, Lublinsky , point out as a characteristic stage in the development of children's speech the fact that the first phrases of a child are completely stereotyped and represent the reproduction of word combinations that are most often repeated by people around them. These are phrases like: “come here”; “Give me”, etc. MM Koltsova indicates that for children of the 2nd year of life such phrases are non-dissected speech units, only at the age of 2 years and older the child begins to use words more freely in the phrase, combining them in various ways.

NI Chuprikova states that in this way one more direction of differentiation in the development of a child’s speech can be noted, which is characteristic of the stage of two-word sentences: the isolation of individual words from the initially integral-integral statements. Only under this condition can words be combined as relatively independent units into new, diverse sentences. And older children again find the stereotype and indivisibility of complete speech formations, now larger, corresponding to some complete texts. Studies show that children have great difficulty in breaking texts into separate semantic elements. Only at the age of about 6 years, all children begin to correctly answer various questions, isolating the corresponding elements of the text, which indicates a higher degree of analytic-dissected perception of the text.

As N. I. Chuprikova points out, at an early age the child’s speech is directly connected with the practical activities carried out by him and with the communication situation. Only gradually is speech released from a particular situation, and the child develops the ability to transmit in speech a multitude of contents that are not related to his or her interlocutors' immediate activities, as well as those not related to directly observed events.

Hence the selection of two forms of speech - situational and contextual . According to the conclusions of N. I. Chuprikova, situational speech does not fully reflect the content of thought in speech forms. Its content is understandable to the interlocutor only if they take into account the situation the child is talking about, as well as when taking into account gestures, movements, facial expressions, intonation, etc. Contextual speech is characterized by the fact that its content is revealed solely by means of speech in the context of statements and therefore it is clear to the listener without taking into account one or another situation. Despite the fact that in certain age groups, in certain conditions, features of both the speech can be observed, yet the situational indicators noticeably decrease during the preschool age, and the context indicators, on the contrary, increase. Thus, the process of extracting the actual speech means from the initial complex, combining speech and non-speech means for transmitting the content of messages, is underway. This is also connected with the differentiation of speech into dialogic and monologue , the selection of monologue speech from dialogic, which is the primary form of speech of the child.

Contextual and situational speech can not be opposed to each other. Any speech in one form or another has a context, even if it is not as clear to the listener as it is understandable to the narrator himself, and any speech has a certain degree of situ- ation, either in the form of a description of a particular situation, or in the form of an understanding of some general, abstract situations like the birth of a certain flow, etc. These two components of speech are always interrelated, and as the child develops, as they master the possibilities of contextual and situational speech, depending on the situation, one component of speech becomes b most clearly expressed, not overlapping with the second, acting as a complement.

Communication of the child in the early stages of its development is reduced to communication with parents and relatives, and on very specific topics - meeting emerging needs. In this regard, the child's speech - in the initial stages - is situational, since the child talks about a particular place, a specific subject and its specific application. And as the child gets older, less specific

needs, thinking processes become more and more complicated, and in communication he can already give examples, add detailed descriptions, that is, include a context in his speech. And as the child grows up, the child’s speech will not cease to be situational, and if he talks about a specific event, the contextual turnovers will be added to the turnovers of speech necessary to directly describe the time, place and action - examples, analogies, descriptions, etc.

The transition to contextual speech, as the main, in a child occurs gradually. At first, he sees no need to explain anything. He said, and if he was not understood, he would repeat the same thing as he said. As he grows up, he begins to understand the need to be understood. Therefore, he adds specifying the momentum, first at a primitive level - instead of "She will play" already "Let her - this girl - play." The child intuitively builds his speech, based on the false notion that everyone knows the same thing as he. Accordingly, everyone should understand that “she” is a “girl”, and “he” is a “ball”. But gradually he begins to analyze the behavior of listeners and is aware of the need to be understood, and introduces clarifications in his speech.

As speech function develops, another major differentiation of its two forms occurs, which was convincingly founded by L. S. Vygotsky in his controversy with Piaget on the nature of egocentric speech. In several convincing experiments, Vygotsky showed that, contrary to Piaget's opinion, the so-called egocentric speech of a child is in fact a socially oriented speech, that is, he substantiated the thesis about the initial sociality of children's speech. Vygotsky also formed an idea of ​​the initial initial fusion of a small child of two forms of speech, which are clearly differentiated in adults: speech for others (external sound speech) and speech for oneself (internal silent speech). Vygotsky talked about the age differentiation of these two speech functions, about separating speech for himself and speaking for others from a general indistinct speech function, performing at an early age both of these appointments in almost exactly the same way. From this point of view, what Piaget called egocentric speech is already internal speech, to some extent separated in functional and structural terms, which, however, has not yet completely separated itself from social speech. In other words, egocentric speech is a mixed, transitional form. By its function, it is already to some extent separated from social speech. On the psychological side, this is also an independent form of speech, but not completely, since it is not yet realized as internal speech and is not distinguished by the child from speech for others. As development proceeds, the structure and mode of activity of internal speech become more and more defined, it is more and more different from external speech. In the end, its external sounding side dies, and the egocentric speech finally turns into an internal one. So ends a rather lengthy differentiation of two types of speech from their common source. (According to the materials of N. I. Chuprikova.)

Speech as the main mechanism of interaction with society performs the following functions:

1) communicative is a function of speech, reflecting its role in communication. Through speech, a person communicates, starting from childhood, when his speech is situational and expresses the necessary minimum of information, often incomprehensible to others, ending with adult full-fledged speech, which is a flexible mechanism for communicating with individuals and with society as a whole;

2) planning - from the point of view of this function, speech acts as a means of planning and regulating the child’s behavior;

3) sign - speech makes it possible to replace the missing object with a certain sign meaning, revealing the functional purpose of the specified object;

4) expressive - emotional speech, the earliest and most important of its component. A small child, who is not yet able to hide his emotions and does not see the need for it, fills his primitive speech with an emotional context that allows adults to intuitively understand what is being said. The expressiveness of speech makes it expressive, intuitive, more understandable and interesting.