Psychological basis for the development of children's speech

Plan:

1. Features of speech perception by the child.

2. The development of coherent speech of children.

3. Mastering written language.

4. Factors of speech development of children.

1. The mastery of speech is preceded by the perception and understanding of the speech of people surrounding the child. Then, through the use of vocal apparatus, children’s own speech based on imitation begins to develop. Mr Lviv pays attention to the fact that imitation (especially at school) cannot be considered a meaningless process, since it accumulates the necessary skills and creates the basis for the formation of independent speech.

Perceiving someone else's speech (both oral and written), the child learns two types of information: direct (subject of speech) and indirect (information about the patterns of language) (NI Zhinkin). Assimilated at a subconscious level, indirect information contributes to the formation in the child of the so-called "sense of language". Mastering this second information is the basis for the emergence and development of children's independent speech.

2. The main function of speech is communicative. Therefore, the child first uses speech as a means of communication. Small statements of children, aimed at establishing contact with people close to him, are made out for the first time in a conversational dialogic form. After some time, the child feels the need to build more detailed statements addressed to outsiders, for whom the content should be understandable. This is the beginning of the development of coherent speech. By this time, children already have a certain vocabulary of words, they master in one way or another some regularities of the grammar of the language. But all this knowledge is only the means used in coherent speech. The coherence of the speech itself means the adequacy of the speech design of the thought of the speaker or writer from the point of view of its comprehensibility for the listener or the reader. Therefore, a coherent speech is such a speech, which can be fully understood on the basis of its own substantive content, that is, to understand such a speech, it is not necessary to take into account the situation of its flow — it is enough to just use the context of speech. For this reason, such a speech is called contextual .

The speech of a young child is characterized by an inverse property: it does not form that coherent context on the basis of which it could be fully understood. The semantic content of this speech will be clear only taking into account the situation of finding the child or the course of his speech. Such speech is defined as situational .

But these two types of speech should not be contrasted: any speech has a specific context, as well as a connection with a certain situation.

Contextual speech begins to develop in a child as a result of the implementation of a new goal - to present information about a subject or phenomenon that is not directly related to the situation of speech. Obviously, the beginning of the active development of coherent speech of children due to their arrival in school. The knowledge that a child masters in the process of learning activity is not often associated with the specific situation in which he presents them. Therefore, the speech is rebuilt here. The task of the younger student is the construction of speech, in which he would be understood, based only on the speech context, and not from the situation.

The further development of coherent speech is associated with the mastery of pupils written speech.

3. Mastering written language is a very important stage in the development of the speech (and thinking) of children. The child at this moment has experience in speaking and, therefore, of course, he is more fluent in the latter. In addition, younger students have certain difficulties in mastering the technique of writing. But the psychological differences of these two forms of speech are also important.

When learning is observed the interaction of these two forms of speech. First, naturally, oral speech dominates. Therefore, in the first essays of students, the features of a conversational style are preserved. But with properly organized work on the development of coherent speech of pupils, children's speech works are close to book styles (artistic, business, scientific). This is promoted, firstly, by the high speech culture of the teacher; and secondly, those highly artistic texts that children learn in class and during extracurricular activities. All this leads to the fact that already written speech with all the requirements for it, has an impact on oral.

4. Factors of children's speech development (formulated by M.R. Lvov):

1. The factor of positive emotions.

2. Factor needs emotional contact with a loved one.

3. The factor of physiological development of speech organs: speech centers of the brain, memory, vocabulary and auditory organs.

4. Factor needs meaningful communication.

5. Factor needs and abilities of generalization and nomination.

6. The factor of speech environment (both natural and artificial (peda-gogically organized)).

7. The factor of speech activity of the child.

Conditions for the development of speech activity: a) the overall activity of the child, his interpersonal skills, sociability, good disposition towards close people, initiative, desire for leadership in the team; b) the ability to overcome stiffness, shyness; c) the ability to move from a situational dialogue to a monologue, to a deliberate planned speech.

Speech activity in the process of schooling is included in the system of cognitive activity, which makes speech purposeful. What does the school bring to the preschooler's speech development: 1) awareness of language and speech as an object of observation; 2) adding to two types of oral speech (speaking and listening) of two types of writing (writing and reading); 3) the transition of situational speech preschooler in the sphere of volitional actions; 4) the formation of reading and retelling as the main tool of cognitive activity; 5) the beginning of the formation of the student as a linguistic personality (socialization).

8. Factor learning language theory. He has the following influences on pupils' speech development: first, the study of theory and practice on its basis develops thinking; secondly, the study of linguistic theory is always addressed to the linguistic analysis of exemplary texts; thirdly, language theory provides mastering the culture of speech.

LITERATURE

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2. Vygotsky L.S. Thinking and speech // Chrestomathy on general psychology. Psychology of thinking / Ed. Yu.B. Gippenreiter, V.V. Petukhov. - M .: Publishing House of Moscow. University, 1981. - p. 153-175.

3. Gvozdev A.N. Questions of the study of children's speech. - M .: Publishing house of the APS of the RSFSR, 1961. - 472 p.

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6. Zhinkin N.I. The development of writing speech of students of III-VII classes // News of the Academy of Pedagogical Sciences of the RSFSR. - Vol. 78, 1956. — pp. 141-250.

7. Zhinkin N.I. Speech as a conductor of information. - M .: Science, 1982. - 158 p.

8. Lvov M.R. Human speech development // Elementary School, 2000, No. 6. - P. 98-105.

9. Rubinstein S.L. Basics of general psychology. - SPb: Peter Kom, 1999. - 720 p.