Card index of didactic
games
on formation
grammatical structure of speech
R.I. Lalaeva, N.V. Serebryakova
Correction of general speech underdevelopment in preschool children (formation of vocabulary and grammatical structure of speech)
Card No. 1
Game “Name it affectionately.”
The speech therapist invites the children to invite a doll to visit. The doll is small and can be called a “doll.” All items for the doll are also small and therefore they should be called affectionately.
During the game, children reproduce diminutive forms of nouns (table, cabinet, chair, vase, napkin, plate, spoon, fork, cucumber, tomato, apple, etc.).
Game "What for what?"
The speech therapist asks the children to name the objects that are on the table (bread, sugar, candy, soap).
Then he asks questions about where these items are stored (bread - in the bread bin, sugar - in the sugar bowl, candy - in the candy bowl, soap - in the soap dish). After naming the item, the children put it in the container in which it is stored.
Next, the speech therapist invites the children to listen to these words again and determine common part. At the same time, the speech therapist emphasizes with his voice (intonates) the suffix-prostrate-.
The following conclusion is drawn: the vessel in which something is stored is often called a word that contains a “particle” (suffix)-prostrate-. In conclusion, this model of word formation is consolidated in various words.
What is the name of the container in which the salad is placed? (Salad bowl)
What is the name of the container in which the herring is placed? (Herring girl)
How do you wash a vessel into which ink was previously poured? (Inkwell)
What is the name of the container in which the sauce is poured? (Gauce boat)
Card No. 2
Game "Who has who?"
During the game, pictures depicting animals and their cubs are used.
First, the speech therapist asks the children a riddle about an animal. For example:
Cunning cheat
red head,
The fluffy tail is beautiful!
And her name is
Who is this? (It's a fox)
What is a baby fox called? (Little Fox)
-Now we will play a game called “Who has who?” Look at the pictures and remember the names
baby animals. (Fox, hedgehog, elephant, tiger, elk, gosling, kitten)
The speech therapist shows a picture and asks a question like: “Who is the fox?” Children answer: “The fox has a little fox,” etc.
-Listen again to the names of baby animals and tell me what you hear at the end of these words? What is the common part in these words?(-onok)
Card No. 3
“Name the animals in pairs.”
Children are given a riddle:
The tail is in a fluffy arch.
Do you know this animal? Sharp-toothed, dark-eyed,
Can climb trees
He builds his house in a hollow,
To live warm in winter.
Who is this? (Squirrel)
What do you call a baby squirrel? (Little squirrel)
On the board are pictures depicting animals and their cubs (squirrel - baby squirrel, hare - baby hare, wolf - baby wolf, bear - bear cub).
The speech therapist shows a picture and the children name a couple of words: an adult animal and a baby.
-Which animals have names for their babies that differ from the names of their adults? (Cow - calf, horse - foal, sheep - lamb, dog - puppy, pig - piglet)
Card No. 4
Ball game “Name the baby animals correctly.”
On the board there are pictures of “Fox and cubs”.
First, children remember the name of one cub.
Look, children, at the picture. Does the fox have one cub or many? (A lot.) The little fox is one. How can you say it in one word if there are many of them? (Fox cubs.)
Now let's play with the ball.
The speech therapist names one child and throws the ball, and the children name the plural and throw the ball back to the speech therapist.
Game “What are the names of the father, mother and cub(s)?”
On the board is a picture based on the fairy tale “The Three Bears”.
What fairy tale does this picture remind you of? (Fairy tale "Three Bears")
Remember the names of the father, mother and baby in this fairy tale. (Papa is the bear Mikhail Ivanovich, mother is the bear - Nastasya Petrovna, the cub is the bear cub Mishutka.) That's right, three bears are a bear, a she-bear and a bear cub. In each forest family, father, mother and cub are called differently.
Children name from the pictures the father, mother and cub (cubs can also be plural) animals: fox - fox - fox cub, hare - hare - little hare, wolf - she-wolf - wolf cub, hedgehog - hedgehog - hedgehog, lion - lioness - lion cub, tiger - tigress - tiger cub, elephant - female elephant - baby elephant.
-What are the names of father, mother, and cubs of domestic animals? (Bull - cow - calf, dog - dog - puppy, rabbit - rabbit - little rabbit, cat - cat - kitten.)
Card No. 5
Game "Two brothers IK and SHICH."
There lived two brothers. One of them was called IK, he was small and thin. And the other one was called ISCH, he was tall and fat. Each of the brothers had their own housing. IK had a house, ISH had a large house. What kind of house did brother IK have? (Small.) What kind of house did brother ISH have? (Big.)
IKA had a spout, but ISHCHA?..
Subsequently, the differentiation of words is consolidated: mouth - mouth, forehead - forehead, eye - little eye, hands - hands, legs - nozhischi.
A conclusion is drawn if even a word is heardik, this means that the object is small,aIflooking for - means the object is big.
Now I will say two words and throw the ball, and you will answer me with one word, usingIR orsearch For example,I I'll speaksmall table, and you will answer:table I will speakbig house, and you will answer:home
The following speech material is offered: a large mosquito (komarishche), a small bush (kust), a large mustache (usishchi), a large bush (kustishche), a small carpet (rug), a large hut (izba), a small screw (vintik), a large tomato ( tomato).
Card No. 6
Change the word by analogy.
a) grapes - grapes,
peas - ...
pig - ... pearls - ..
ram - ... potatoes - ...
calf - ... ice - ...
b beads - bead,
rain - ...
dust - ... snow - ...
rain - ... sand - ...
raisins - ... fluff -
Add a similar word.
Matinee, night light...
beef, grapes...
hollow, oar...
knives, hands...
Card No. 7
Name professions (based on pictures).
The speech therapist asks children to answer the following questions:
Who carries the luggage? Porter.
Who welds the pipes? Welder.
Who installs the glass? Glazier.
Who works on the crane? Crane operator.
Who lays the stones? Mason.
Who sharpens knives? Grinder.
Who repairs the clock? Watchmaker.
Who works on an excavator? Excavator operator.
What is the common part in the words porter, welder, glazier, crane operator, mason, grinder, watchmaker, excavator operator?When pronouncing these words, the speech therapist emphasizes intonation and voice the suffix-shik-.
Game “What to call someone who...?”
The speech therapist asks the children to name someone who...
Who rides a steam locomotive? (Driver)
Who does exercises in the morning? (athlete, athlete)
Who writes the songs? (Composer)
Who plays the piano? (Pianist)
Who breaks everything? (Hooligan)
Who flies the plane? (Pilot, pilot)
Who is a commander?
Who is more important: the marshal or the commander?
Card No. 8
Differentiation of perfective and imperfective verbs.
The speech therapist invites children to show in pictures where the action has already been completed and where it is being performed:
soap - washed, hangs - hung,
washes - washed draws - drew
gets dressed - got dressed, hides - hid
irons - stroked washes - washed
draws - drew writes - wrote
waters - watered catches - caught
repairs - repaired paints - painted
chopped - chopped down catches up - caught up
cleans - removed builds - built
Game “How are the words different?”
The speech therapist asks the children to show in the pictures who washes - washes, puts on shoes - puts on shoes, bathes - bathes, rocks - swings, hides - hides, dresses - dresses, combs - combs his hair, wipes - wipes.
The conclusion is drawn:washes, knows, hides, combs his hair , trains, swings, wipes off indicate that a person is doing somethingwith myself.
Listen to these words again and tell me what common part is heard at the end of these words? (SY)
For the purpose of reinforcement, children name various actions based on pictures.
Card No. 9
Differentiation of verbs with prefixes (based on pictures).
a) In impressive speech.
The speech therapist names words denoting actions, and children must show the corresponding picture. Speech material:
enters - leaves,
flies up - flies away,
approaches - leaves,
flies in - flies out,
crosses - runs across,
pours - pours out,
climbs in and climbs down.
The lotto game is played in a similar way.
Children have cards with pictures depicting actions. The speech therapist names words denoting actions, and the children cover the corresponding picture with a chip.
b) In expressive speech.
The speech therapist asks the children to name the actions from the pictures and then come up with sentences with these words.
Add a word denoting an action based on the pictures:
into the cage... (flies in),
out of the cage...(flies out),
across the road...(crosses),
from the tree...(moves away),
to the house...(drives up),
into a glass...(pours),
from a glass... (pours it out),
on a tree...(climbs),
from the tree...(gets down).
Card No. 10
Find the common part in words (based on pictures).
Crosses - runs across
Pours - pours out
Approaches - runs up;
approaches - leaves;
flies up - flies away.
Card No. 11
Game "Whose tails?"
The speech therapist tells the fairy tale “Tails.”
One day the animals woke up in the forest and did not find their tails. They decided that during the night the wind had torn off the tails and carried them throughout the forest. So the animals went through the forest to look for their tails. (Let us help them.) But the tails are hidden in the forest and to find them, you need to be able to name them correctly and answer the question: “Whose tail is this?” For example, a hare's tail should be called a "hare's tail."
Here on a tree, on a pine tree, hangs a gray, fluffy tail of a squirrel. Whose tail is this? (Squirrel.) The squirrel found its tail. And under the oak tree lies the brown tail of a bear. Whose tail is this? (Bearish.) Let's give the bear his tail. In the thicket of the forest a wolf's tail was found. Whose tail is this? (Wolf.) But in the moss you can see the red, fluffy tail of a fox. Whose tail is this? (Fox.) And on the stump there is a thin, small tail of a mouse. Whose ponytail is this? (Mousey.)
All the animals found their tails and were very happy.
- Now remember what the tails of domestic animals are called.
A dog's tail is like a dog's.
The cat's tail is cat-like.
A cow's tail is a cow's tail.
A horse's tail is a horse's tail.
The tail of a bull is bullish.
A goat's tail is a goat's tail.
The ram's tail is mutton's. The tail of a sheep is sheep's tail.
Card No. 12
Lotto game “What is made of what?”
Children have lotto cards with a picture various items. The speech therapist names the object and the material from which it is made. For example, a glass glass. Children find a picture of this item on cards. The one who has an image of this object on the card must name the phrase of the adjective and noun, that is, answer the question: “Which one?”, “Which one?”, “Which one?” (glass cup) and cover the picture with a chip.
The winner is the one who made no mistakes and closed all the pictures before others.
Glass glass - glass,
cast iron frying pan - cast iron,
spoon made of wood - wooden,
metal knife - metal,
iron bucket - iron,
crystal vase - crystal,
porcelain cup - porcelain,
silk dress - silk,
cardboard box - cardboard,
wool scarf - wool,
wheat bun - wheat,
rye bread - rye,
Card No. 12
(continuation)
cherry jam - cherry,
road made of sand - sandy,
leather bag - leather,
rubber ball - rubber,
fur coat - fur,
thatched roof - thatched,
plastic toy - plastic,
plasticine ball - plasticine,
brick pipe - brick,
down pillow - down,
blanket made of cotton wool - wadded,
paper napkin - paper,
sundress made of chintz - chintz,
clay jug - earthenware,
stone cellar - stone,
cloth overcoat - cloth.
Sample lotto cards.
Card No. 13
Compare the objects and complete the sentences.
The orange is big, and the watermelon is even bigger.
The strawberries are small, but the currants are still...
The melon is sweet, and the watermelon is...
The peach is soft, but the cherry is still...
The apple is hard, but the quince is still...
The pear is delicious, but the pineapple is...
The tree is tall, but the tower is still...
The bush is low, but the grass is still...
The maple is thick, but the oak is still...
The rowan is thin, but the reed is still...
The ball is light, but the fluff is still...
The bag is heavy, but the suitcase is still...
The sofa is soft, and the pillow is...
Wood is hard, but iron is still...
The ice is transparent, but the glass is still...
The ribbon is narrow, but the thread is still...
The lace is long, but the thread is still...
The ruler is short, but the pencil is still...
The wolf is big, but the bear is still...
The deer is tall, and the giraffe is still...
The bear is heavy, but the elephant is still...
Answer the question “How?”
It’s light in the morning, and in the afternoon (how?) even brighter.
It's dark in the evening, but at night it's still...
It's cold in autumn, and in winter it's still...
The coat is warm, but the fur coat is still...
In spring the sun shines brightly, and in summer...
In the spring the birds sing, and in the summer...
The train is moving fast, but the plane is still flying...
The turtle crawls slowly, but the snail still...
Card No. 14
Find the words - “relatives” (theme “Winter”).
On the board there is a picture “Winter”. A conversation is held in a picture.
Now select the words - “relatives” to the word"winter". What word can you affectionately call winter? (Zimushka.) What can you call a day in winter? (Winter.) What are the names of the birds that stay with us for the winter? (Wintering birds.) What wintering birds do you know? How else can you say “they stay for the winter”?” (Wintering.) So, what “relatives” words did you remember for the wordwinter? (Zimushka, winter, winter, wintering). What can we say about “winter” (forest, garden, day), “winter” (road, weather, time, cold), “winter” (sky, sun, morning).
Look at the picture. In winter, there is... (snow) on the roofs, on the ground, on the trees. Choose “relatives” words for the word “snow” (snowflake, snowball). Who are they making out of snow? (Snowman.) What about a slide made of snow? (Snowy.) What is the name of the flower that first appears from under the snow in spring? (Snowdrop.) So, what “relatives” words have we chosen for the wordsnow (snowball, snowflake, snowman, snowy, snowdrop).
Similar work is carried out in the future with the following related words.
Forest, woods, forest, forester;
mushroom, fungus, mushroom picker, mushroom;
water, aquatic, water, diver, flood;
sugar, sugar, sugar bowl;
carry, tray, porter;
mountain, hill, mountainous, mountainous, hillock;
leaf, leaflet, leaflet, foliage, larch, deciduous;
oak, oak, oak;hedgehog, hedgehog, hedgehog, hedgehog, hedgehog, hedgehog;
spring, spring, stonefly, freckle.
Card No. 15
Find the “extra” word.
Woe, mountain, woe;
pain, big, hospital;
drive, water, aquatic;
forest, forester, ladder;
sea, wrinkles, marine;
conversation, gazebo, neighbor.
Name the common part of the “relatives” words.
Zimushki, winter, winter;
Animal, lives, alive;
grazes, shepherd, shepherdess;
kidney, stove-maker, bake;
yard, janitor, yard;
feed, feed, feeding;
litter, trash, litter;
call, call, ringing.
Card No. 16
Explain why it is called that.
Fisherman (catches fish)
leaf fall (leaves are falling)
beekeeper (breeds bees),
ice drift (ice moves, moves),
digger (digs the ground)
scooter (rides itself),
pedestrian (walks)
all-terrain vehicle (goes everywhere),
icebreaker (breaks ice),
dump truck (dumps itself),
lumberjack (cuts down the forest),
steam locomotive (transports using steam),
chimney sweep (cleans pipes),
steamboat (travels, travels with the help of steam),
airplane (it flies itself).
Come up with one word instead of two.
Snow clears - (snow blower),
digs ditches - (ditch digger),
lays pipes - (pipelayer),
carries with the help of electricity - (electric locomotive), walks quickly - (fast),
walks on its own - (self-propelled gun),
digs the ground - (shrew).
Card No. 17
Game "What's in store?" (to differentiate singular nouns and plural).
An adult has one item, a child (“on the store counter”) has several items.
Speech therapist: I have an apple, but in the store?
Child: And there are apples in the store.
Speech therapist: I have a cucumber, but in the store?
Child: There are cucumbers in the store.
Etc.
Game option:
Speech therapist: I have an apple, but there’s a lot in the store...(?)
Child: There are a lot of apples in the store.
Game "Harvest" (fixing the accusative case of nouns).
The speech therapist explains to the children that vegetables are harvested in different ways. Carrots, beets, turnips, radishes are pulled.
Cucumbers, tomatoes, peas are picked.
Potatoes are dug up.
Then the speech therapist shows pictures of vegetables and asks the children to answer the question: “How is this vegetable harvested?
Children make sentences like: They pull carrots. Potatoes are being dug. Cabbage is cut. Peas are picked. The beets are pulled. Etc.
Card No. 18
Game "Who will pick up more words?»
(fastening
accusative case forms).
The speech therapist asks the children to name as many words as possible when answering questions. You can use objects or pictures.
What can you sew? (Dress, coat, sundress, shirt, fur coat, boots, Panama hat, skirt, blouse, etc.)
What can you connect? (Hat, mittens, scarf, jacket, vest, dress, tablecloth, napkin, etc.)
What can you darn? (Socks, stockings, mittens, scarf, etc.)
What can you tie? (Hat, scarf, boots, scarf, headscarf, etc.)
What can you wear? (Coat, dress, jacket, fur coat, raincoat, skirt, tights, etc.)
What can you wear? (Sneakers, shoes, shoes, boots, etc.)
What can you “pull” over your head? (Hat, cap, Panama hat, cap, etc.)
The one who selects the most words wins.
Card No. 19
Game “What without what?” (consolidating the genitive case form of nouns on the topic “Furniture, dishes, transport, clothing”).
There are pictures on the board showing items that need to be repaired.
The speech therapist asks the question: “What without what?”
A chair without a leg. A car without a wheel.
Chair without back. Fur coat without collar.
Sleeveless dress
A saucepan without a handle.
A teapot without a spout.
Jacket without buttons.
Comb without teeth.
A truck without a headlight.
Boots without laces.
Card No. 20
Game “Who will we give what?” (consolidating the form of the dative case of nouns on the topic “Domestic and wild animals”).
Pictures depicting animal food (carrots, nuts, mushrooms, raspberries, honey, seeds, vegetables, milk, etc.) are placed on the board. "
On the table are toy animals (cow, horse, hedgehog, hare, squirrel, bear, cat, dog, pig).
During the game, children take one picture of animal food, place it near the corresponding toy and answer the question: “Who will we give this to?”
We'll give hay to the cow and horse.
Let's give the mushrooms to the squirrel.
AppleLet's give it to the hedgehog.
Nuts let's give it to the squirrel
Let's give the bear raspberries. Let's give milk to the cat.
Let's give honey to the bear too. Let's give the dog a bone.
We'll give the vegetables to the pig.
Card No. 21
Game "Guess who needs these things" (fixing the form of the dative case of nouns).
There are two rows of objects placed on the board: on the left are pictures depicting people without some objects, on the right are missing objects.
The speech therapist shows the children an object and asks them to name who needs this object and put the image of the object next to the corresponding picture.
Pointer to the teacher,
scales - to the seller,
thermometer to the doctor,
brush - for the artist,
syringe for the nurse,
a gun for a hunter,
fishing rod for a fisherman,
scissors - to the hairdresser.
Memorizing the poem “To whom what?” and its analysis (fixing the form of the dative case of nouns).
Needle and thread,
The ducks have a pond,
There's a gate on the fence,
And for a lazy person - work,
Soup - potatoes.
Sunshine - fly,
And the book has a cover.
Poems for the poet,
And a brother has a sister,
And everyone needs Sundays
Without a doubt.
Card No. 22
Game "Who controls what?" (consolidating the form of the instrumental case of nouns on the topic “Transport”).
On the board are pictures depicting various types of transport. The speech therapist shows a picture and asks the questions: “Who controls... a bus, an airplane, etc.)?” Children must answer in a complete sentence.
The bus is driven by a driver.
The truck is driven by a driver.
The train is driven by the driver.
The helicopter is controlled by a helicopter pilot.
The plane is controlled by the pilot.
The ship is controlled by a captain.
The motorcycle is controlled by a motorcyclist.
The bicycle is controlled by a cyclist.
The rocket is controlled by an astronaut.
The game “Who works with what?” (fixing! forms of instrumental case nouns).
Children are offered pictures depicting people of various professions (hairdresser, painter, carpenter, dressmaker, janitor, gardener, etc.). The speech therapist invites children to answer the question “Who works with what?”
Hairdresser - with scissors,
painter - with a brush,
carpenter - with an ax,
janitor - broom,
lumberjack - saw,
gardener - with a shovel.
Card No. 23
Game "Who did we see?" (consolidating the correct use of the endings of accusative plural nouns on the topic “Animals of hot countries”).
On the board are pictures of various animals. The speech therapist gives the children the task of selecting only animals that live in hot countries.
- And which of fairy-tale heroes went to Africa to treat animals? (Aibolit.) Let’s imagine that Aibolit and I went to Africa and saw many different animals there. We saw a lot... lions, tigers, rhinoceroses, elephants, camels, hippos, leopards, crocodiles, kangaroos, monkeys, etc..
Game “Where were we, what did we see?”
(fastening
endings of genitive plural nouns).
During the game, plot pictures are used: “Vegetable Garden”, “Garden”, “Forest”, “Zoo”. The speech therapist asks the children questions: “Where have you been? What you see?"
I was in the garden. I saw a lot of tomatoes, cucumbers, zucchini... I was in the garden. I saw a lot of apples, pears, plums, apricots... I was in the forest. I saw a lot of pines, fir trees, oaks, bushes... I was at the zoo. I saw a lot of tigers, monkeys, wolves...
Card No. 24
“What can you do?” (fixing the form of the instrumental case). Sample pictures are given earlier in the text.
Chop with an axe,
cut - with a knife, scissors, wash - with water,
to saw - with a saw,
dry yourself with a towel, paint with a brush,
write with pen,
wipe with a rag, comb with a comb, pack with paper,
eat with a spoon.
Card No. 25
Game "What's in the basket, what's in the box?" (fixing the form of instrumental case nouns with a prepositionWith).
Children have toy baskets, boxes, models of vegetables and fruits.
Speech therapist: Where do we put the fruit?
Child: In the basket.
Speech therapist: Where do we put the vegetables?
Child: In the box.
Speech therapist: Roma, what do you have in the box?
Child: I have a box of cabbage.
Speech therapist: Ira, what’s in your basket?
Child: I have a basket of apples. Etc.
Game "Invitation to Tea" (fixing the firm of instrumental case nouns with the preposition C).
Speech therapist: Today we invite guests to tea: Teddy Bear, Tanya doll, Winnie the Pooh, a bunny and a fox. To set the table for tea, you need to know what our guests like to drink tea with. What do you think?
Children: Bear loves tea with honey. Winnie the Pooh - with jam. Bunny - with a bun. Chanterelle - with cookies. Etc.
Speech therapist: What do you like to drink tea with?
Children answer the question using the instrumental case form.
Card No. 26
Game “Where does it grow?” (fixing the form of the prepositional case).
On the board on the left are pictures depicting a vegetable garden, garden, forest, meadow, field, swamp; on the right - pictures depicting vegetables, fruits, trees, grass, wheat, cranberries.
Speech therapist: The plants ran away from their places and got lost. Help them return to their places, to where they grow. Where do vegetables grow?
Children: Vegetables grow in the garden.
A picture of vegetables is located next to a picture of a vegetable garden, etc.
The game “Where do they buy what?” is played in a similar way. (medicine, bread, newspapers, milk), “Where is what is stored?” (dishes, clothes, books).
Card No. 27
Game "Who Lives Where?" (fixing the form of prepositional case nouns).
Pictures depicting animal homes are displayed on the board. The speech therapist invites children to answer the question: “Where does anyone live (or spend the winter)?”
The dog lives in a kennel.
The squirrel lives in a hollow.
The fox lives in a hole.
The hedgehog lives in a nest.
The bear spends the winter in a den.
The mouse lives in a hole.
The wolf lives in a den.
The horses live in a stable.
The cow lives in a barn.
Pigs live in a pigsty.
The calves live in the calf barn.
Rabbits live in a rabbitry.
Card No. 28
Game "What's in what?" (consolidating the form of the prepositional case of nouns on the topic “Dishes”.
There are pictures of dishes on the board. The speech therapist asks questions. Children answer by choosing the desired picture. What is the soup cooked in? (The soup is boiled in a saucepan.) What is used to carry water from the well (Water is carried in a bucket.) What is used to boil water? (Water is boiled in a kettle.) What is milk carried in? (Milk is carried in a can.) How is sugar stored? (Sugar is stored in a sugar bowl.) What is food heated in? (The food is heated in a bowl.) The question “Where is what is located?” is used in a similar way. "Where is the bread? (The bread is in the breadbox.) Where is the salad? (The salad is in the salad bowl.) Where are the candies? (The candies are in the candy bowl.) Where (on what) is the fish fried? (Fish is fried in a frying pan.)
Card No. 29
Game "Do it, don't make a mistake" (consolidating the use of prepositions and prepositional adverbs).
The speech therapist asks the children to complete the task and answer questions. Prepositions are used to denote spatial relationships (above, below, right, left, between, in front, behind, etc.).
- Place the ball to the right of the doll. Where did you put the ball?
- Place the pyramid between the doll and the ball. Where did you put the pyramid?
- Draw a circle, draw a cross on top of the circle. Where is the cross drawn?
- Place the bear behind the doll. Where did you put the bear?
- Place the apple in front of the doll. Where did you put the apple?
- Place this thing between two objects. Where is she?
in front of another item. Where is she?
higher than another item. Where is she?
below another item. Where is she?
to the right of another object. Where is she?
to the left of another object. Where is she?
-Stand so that the door is to your right. Where is the door? - Stand so that the door is to your left. Where is she?
-Stand so that the door is behind you. Where is the door?
-Stand so that the door is in front of you. Where is the door?
Card No. 30
Ball game “Add words” (consolidating the use of prepositions-adverbs on the right, left, in front, behind).
The speech therapist names part of the sentence and throws the ball to one of the children. The child who catches the ball must complete the sentence using the words right, left, ahead, behind.
The table is...
A shelf of books hangs...
The bear is sitting...
The pyramid stands...
The doll is lying...
The lamp is hanging...
The door is...
Game “Know how to find your place”
The speech therapist invites the children to quickly stand one after another, clarifying the place of each child in relation to their neighbors. In this case, the speech therapist uses wordsbehind, before, between, forward, behind (Kolya behind Kostya, Seryozha ahead of Kostya, etc.). Then the speech therapist asks each child to answer the question: “Who are you behind? (in front of whom, between whom, in front of whom, behind whom?).”
Card No. 31
Game "Correct the mistakes" (consolidation of prepositional-case constructions).
Speech therapist: There lived an absent-minded man on Basseynaya Street... Who wrote about this absent-minded person?
One such absent-minded person was reading a book and mixed up all the words. Help him read and understand the sentences correctly.
This is how he read it:
Grandfather in the stove, wood on the stove. Fix it.
There are boots on the table, flat cakes under the table. How should I say it?
Sheep in the river, crucian carp by the stove. How will be correct?
There is a portrait under the table, a stool above the table. Fix it. Etc.
Card No. 32
Game "Young Architect".
During the game, a street layout with turns is used, as well as pictures or paper layouts with images of various objects (high-rise building, small house, school, kindergarten, shop, truck, taxi, bus). The game can be played on a magnetic board.
Speech therapist: Today we will play as an architect. I will be the chief architect, and you will be my assistants. We will develop a project for one street. It will have high and low houses, a school, a kindergarten, a playground, and a park. Buses, cars, and trucks will go along this street. On the board you see the road. On the left is the beginning of the street, on the right is its end. So, let's start planning, we will place a small house at the beginning of the street, to the right of the road. (One of the children places it on the model.) Where would you like to place the tall house? To the right or left of the road, at the beginning or at the end of the street? (To the left of the road, at the end of the street.)
There are many children living in our houses. What do they need? (Kindergarten and school). We will build a school to the left and away from the road at the beginning of the street, and between the school and the tall house - a kindergarten. Children love to walk and play. We need to make a playground for them: swings, a slide... And where should we make a park? (Between the road and the school.) What else can be placed to the right of the road? (Cinema, shop.)
-So, did we place it to the left of the road? To the right of the road? What have we built between the tall house and the school? What is between the school and the road?
Now let's show the movement along the street. The bus goes to our right. (One of the children places a picture or model of a bus.) The taxi is moving to our left. And the truck is driving in front of the bus.
-So, where is the truck, bus, taxi going?
Card No. 33
"Game of the Week" (consolidation of prepositional-case constructions).
7 children take part in the game. Each of them receives the “name” of one of the days of the week. The speech therapist invites the children to stand one after another as the days of the week go, then asks questions such as: “Tuesday, tell me who’s coming.”For you? Who's in front of you? Wednesday, who comes before you? Who is later than you?
In a similar way, the game is played in terms of essence, the game is played in seasons, in months.
Card No. 34
Game “Let’s arrange the furniture beautifully in our room” (consolidation of prepositional-case constructions on the topic “Furniture”)
Toy furniture is used. The game can be played in two versions.
1st option. A picture depicting the room is provided. The speech therapist asks questions about the location of various objects (furniture) and asks children to use wordsright, left, front, behind.
Then, on the model, children arrange toy furniture in the same way as in the picture. At the same time, the children comment on their actions: let’s put a chair in front of the table, etc.
2nd option. Independent arrangement of furniture. After the children have arranged the furniture in the room, the speech therapist asks questions like: “Where is the closet in relation to the chair?”, “Where is the floor lamp located in relation to the closet?” etc.
Card No. 35
Games "What's where?" or “Who’s where?”
Children are asked to answer questions based on the plot picture “Where is it?” Children use prepositions when answering questionsin, on, over, by, under, between, about, before and etc.
Sample pictures are given earlier in the text.
"Train Game" ( consolidation of prepositional-case constructions, differentiation of prepositionsin, on, under).
There is a model of a train on the board.
Speech therapist: Passengers carry different things on the train. In the 1st carriage they carry things about which you can make a sentence with the wordV. In the 2nd car there are things about which you can come up with a sentence with the word on, and in the 3rd - with the wordunder. "
The speech therapist shows pictures. Children come up with a sentence and place a picture in one of the carriages. (On the trailers you can make inscriptions from the wordsin, on, under). For example, the picture “The ball lies under the chair” is placed in the 3rd carriage, the picture “Flowers are in a vase” is placed in the 1st carriage. And the picture “Girl sitting on a chair” is in the 2nd carriage.
Card No. 36
Game "Do it right" (consolidation of prepositional-case constructions).
The speech therapist shows preposition diagrams. Children arrange objects (ball and box, pencil and book, pencil case and pen, etc.) in relation to each other in accordance with the preposition scheme.
Game "The car is driving along the road" (consolidation of prepositional-case constructions).
Children are offered a model of the road along which the car will travel. On one side of the road there is a garage, on the other side there is a base or store. Along the road there are models of colorful houses, a slide, a square, and a bridge.
The game can be played in several ways.
1st option. The speech therapist gives instructions (for example, “The car drove around the red house”), the children “regulate” the movement of the car in accordance with these instructions.
2nd option. The speech therapist places the machine in a specific location on the model. Children determine where the car “goes” (the car left the garage, the car drove up to the green house, the car drove over the bridge, the car drove along the road, the car drove away from the red house, the car drove up the mountain, the car drove down the mountain, the car drove into the yard store).
3rd option. During the game, children find the corresponding preposition patterns and place them on the layout. In the future, they reproduce the story about the movement of the car only using preposition patterns.
Card No. 37
Game "Distinguish between prepositions."
Preposition symbols on the boardin, on, under, over and their letter designations. Children have pictures depicting two objects with different spatial arrangements.
Children name the location of objects and place their pictures under a certain preposition symbol.
Game "Pick up the badge correctly."
Children have images of various preposition symbols. The speech therapist names phrases with various prepositions(in, on, under, over), children pick up the corresponding symbol.
Game "Say the other way around" (consolidating the differentiation of prepositions denoting the direction of movement:V - from, to - s, k - from).
The speech therapist names the sentence and invites the children to say the opposite.
The boy put the ball in the box. ...
The girl poured water into the decanter. ...
Mom put apples on the table. ...
My brother put the lamp on the nightstand. ... The car drove up to the house. ...
Grandfather approached the fence. ...
Card No. 38
Compiling a story using a graphic diagram.
Various graphic diagrams of prepositions are displayed on the board. The speech therapist invites children to compose a story on a topic (for example, “How Vova walked,” or “Walk on a bicycle,” or “Where the car went”).
Game "Smart Arrow" (consolidating agreement between verb and noun in number).
Used visual material: a circle divided into parts and a movable arrow fixed in the center of the circle. On the circle there are various plot pictures depicting actions.
The speech therapist names the action (digging, drawing, playing, building, washing, combing your hair, etc.). Children put an arrow on the corresponding picture and come up with a sentence based on it (Children build towers. Children play football. A boy draws a house. A girl combs her hair. Etc.).
Card No. 38
Game "MY, MY, MY, MY"
Speech therapist: Name objects about which you can say “this is mine” (my pencil, my ball, my bear, my house, my kitten, etc.); “this is mine” (my doll, my pear, my bag, my car, etc.); “this is mine” (my dress, my tree, my coat, my muffler, etc.).
Game “Whose objects?” (consolidating the agreement of possessive pronouns with nouns).
On the board there are pictures of a boy, a girl, and children. Each child has object pictures (for example, a doll, a ball, a tree, a scarf, a car, etc.). The game can be played in several ways.
1st option. One of the children puts his object picture next to the image of a girl, boy or children and says whose object it is (for example, this is her bear, or this is his bear, or this is their bear). The game ends when all the children put their pictures next to the children’s pictures and correctly name the phrases of possessive pronouns with nouns.
2nd option. The speech therapist puts an object picture on the board and names the pronoun:we you they. Children name the combination of a possessive pronoun with a noun (our bear, your bear, their bear).
3rd option. Two groups of children line up around the board: one group -We - left, another group -You - on right. The group on the left names the items first. The speech therapist places an object picture to the right or left of the middle of the board and asks one of the children in the left group the question “Whose object is this?” (This is our ball, this is your ball, this is our doll or this is your doll.)
Card No. 39
Ball game “What object is this?”
(fastening
agreeing an adjective with a noun).
The speech therapist names the sign and throws the ball to oneu. ichildren. The child who catches the ball names the object that has this sign and returns the ball to the speech therapist. Next, the speech therapist throws the ball to other children in turn. For example:
Long - rope, fur coat, thread, street, elastic, braid, skirt, road, elastic, ribbon, shirt, curtain.
Long - train, lace, cucumber, day, pencil, knife, jacket.
Wide - street, river, ribbon, road, jacket, skirt, elastic band.
Wide - scarf, alley, courtyard, corridor, window sill.
Red - star, berry, ribbon, hat, shirt, T-shirt, raspberry.
Red - ball, scarf, tomato, poppy, house, pencil.
Round - ball, globe, petal, tomato.
Round - sun, egg, apple, wheel.
Card No. 40
Lotto game "What color?"
The game can be played in two versions.
1st option. Children have cards with pictures of objects of different colors. The speech therapist names the color. Children find an object of this color on the cards, then name the object and its color (for example, I have a red hat, I have a red ball, etc.).
2nd option. Children have cards that depict objects of the same color. The speech therapist names the object. Children find an image of this object on their cards and name its color (for example, I have a red car, I have a green car, etc.).
Game "Find by color" (consolidating the agreement between adjective and noun in gender and number).
Children are offered pictures or objects of different colors. The speech therapist names the color. Children find objects of a given color that match a given form of the adjective.
Red - apple, dress, coat, muffler. Yellow - turnip, pumpkin, bag, melon.
Green - cucumber, grasshopper, leaf, bush.
Card No. 41
Game "Rainbow" (consolidating agreement between adjective and noun).
The large poster on the board shows a rainbow. The name of the colors of the rainbow is specified. Children receive object pictures of different colors.
Speech therapist: Each color of the rainbow has its own favorite objects, which always or almost always have that color. Match pictures to each color of the rainbow.
Children distribute pictures under the colors of the rainbow and name the colors of the objects: red tomato, orange orange, yellow lemon, yellow sun, green leaf, green grass, blue sky, blue forget-me-nots, blue cornflower.
Game "Young Artist" (consolidating the agreement of the adjective with the noun).
Children choose paint mugs of different colors. Then they put them on the palette and call the paint: “I have red paint,” etc. Then the children are given unpainted pictures of vegetables (fruits). Children must name what paint they will use to paint this vegetable or fruit. For example: “I have a tomato. It’s red, so I’ll take red paint.”
Card No. 42
Game “Which pencil will you use for coloring?” (consolidating the agreement of the adjective with the noun).
Children are given uncolored pictures. Children determine what color and what they will paint.
For example: “With a green pencil I will color the grass, leaves on the trees, with a yellow pencil I will color the sunflower, the sun, etc.”
Game "Dunno Came to the Store" (consolidation of agreement between adjective and noun, development of dialogic speech).
Dunno: I forgot the name of what I wanted to buy. Seller: Did you want to buy a vegetable or fruit? Dunno: I wanted to buy some fruit. Seller: What color is it? Dunno: It's yellow. Seller: What shape is it? Dunno: This fruit is oval. Seller: What does it taste like? Dunno: This fruit is sour. Seller: You probably wanted to buy a lemon. Dunno: That's right, I wanted to buy a lemon. This is a fruit, it is yellow, oval and sour.
Card No. 43
Game “Shop. Fruits".
Buyer: I need plums. Do you have ripe plums?
Seller: Unripe plums, greens. But our apricots are ripe.
Buyer: Then please weigh me 2 kg of apricots
Seller: What else do you want to buy?
Buyer: I also need red apples.
Seller: We only have green apples.
Buyer: Are they sweet or sour?
Seller: Apples are green in color, but juicy and sweet.
Buyer: Then I will buy 1 kg of apples.
Game “Shop. Vegetables".
Seller: What do you want to buy?
Buyer: I need cucumbers.
Seller: We only have large cucumbers.
Buyer: Don’t you have small cucumbers?
Seller: I'll choose smaller cucumbers for you.
Buyer: Thank you very much. I need 2 kg of cucumbers. Similarly: zucchini (large - small), carrots (large - small).
Card No. 44
Game “Name it kindly”
(consolidating the agreement of an adjective with a noun, the formation of diminutive forms of adjectives).
The speech therapist pronounces part of the phrase, and the children complete it by adding a word.
The flower is red, and the flower is (red).
The apple is sweet, and the apple is (sweet).
The cup is blue, and the cup is (blue).
The pear is yellow, and the pear is (yellow).
The bucket is blue, and the bucket is (blue).
The sun is warm, and the sun is (warm).
The chicken is fluffy, and the chick is (fluffy).
The house is low, and the house is (low).
Carrots are delicious, and carrots are (delicious).
Card No. 45
"Correct mistakes" (work on understanding common sentences).
Speech therapist: Dunno came up with sentences based on the pictures and mixed everything up. Help Dunno correct his mistakes. The goat brought food to the girl. The cup broke Lena. The ball plays with Sasha. The road goes by car. Vova broke the ball with the glass. Olya with a picture draws dad. Mom carries a bag in cabbage.
A game "Finish the sentence" (consolidating the structure of a complex sentence with the conjunction “to”).
I put on a warm fur coat to...
... to keep it warm.
...to go for a walk.
...so as not to freeze.
We turned on the lights to...
...to keep it light.
...to write letters.
...to read a book.
We watered the flowers so...
...so they don't wilt.|
...so they grow quickly...?
...to keep them fresh.
Card No. 46
Making sentences based on supporting words. Recording a graphical diagram of a proposal.
a) On the topic “Transport”:
Car, drive down the road.
Airplane, sky, flying, high.
Large, ship, waves, floating.
The highway, the car, is rushing.
The shop, near the motorcycle, stopped.
Riding, path, cyclist.
b) On the topic “Winter”:
The children made a snowman.
Children, sleds, ride.
Boys are playing snowballs.
Earth, cover, snow.
Snowflakes, falling, quietly.
c) On the topic “Spring”:
It's warming, the sun is brighter.
On the trees, buds appear. Outside the window, the snow is melting.
Dripping, roofs, s, drops.
The sun is on, the icicles are melting.
Card No. 47
Making sentences with a conjunction to on the topic “Winter fun”.
Children are offered pictures on the theme “Winter fun”. They come up with sentences with the wordto. In case of difficulties, the speech therapist asks questions: “Why did the boy take the sled?” (The boy took a sled to ride down the slide.) “Why do children water the slide?” (Children water the slide so that it is slippery.) “Why did the boy take the stick and puck?” (The boy took a stick and a puck to play hockey.) “Why did the girl put on a fur coat?” (The girl put on a fur coat to keep her warm.) Etc.
Card No. 48
"Who is faster?" (the task is given to the teams one by one).
1. My brother calls his sister home. Who is home? (Brother) Who's on the street? (Sister)
2. Mom listened to Masha. Who spoke? (Mother). Who was listening? (Mother)
3. Seryozha was hit by Roma. Who's the fighter? (Roma)
4. Daughter Olya is waiting for dad. Who was late? (Dad)
5. Vanya walked ahead of dad. Who was walking behind? (Dad)
6.Forest behind the house. What's ahead? (House)
7. The dog ran after the cat, and the boy walked behind the dog. Who was ahead? (Cat)
Game "Find the mistake."
The speech therapist invites children to listen to the sentence, determine whether it is composed correctly, and if it is incorrect, then correct the error.
1. It was raining because I took an umbrella.
2.The flowers were not watered because they were dry.
3. The sun is hiding because it is dark at night.
4. It’s Katya’s birthday because she was given a book.
5. The sun is warming up because the snow has begun to melt.
6. Petya got dirty because his mother scolded him.
7.The river froze because the children took their skates.
8. The day was hot because the guys went swimming.
9.Spring has come because the rooks have arrived.
10.The room is dark because the light was turned on.
Card No. 49
Game "Come up with smart questions."
Speech therapist: Znayka came to visit us. He loves to answer the question “why?” Let's come up with difficult questions for him about the objects that are on the table (ball, matches, watch, key, pencil, eraser, thread). For example: “Why did the clock stop?” (The clock stopped because they forgot to wind it or because it broke.)
Game "Why Chick's Questions".
1. Why do birds fly south? 2. Why does winter come? 3. Why is it dark at night? 4. Why can’t you swim in the river in winter? 5. Why is it hot in summer? 6. Why does a bear sleep in winter? 7. Why is the hare white in winter? 8. Why can’t you play with a ball at home? 9. Why is there smoke coming from the chimney? 10. Why are there windows in the house? 11. Why do leaves appear on trees in spring?
Invested sentences, passive sentences, and complex sentences are especially difficult for children with OHP.
Syntax violations manifest themselves at both the level of deep and surface syntax.
At a deep level, syntax violations manifest themselves in difficulties in mastering semantic components (objective, locative, attributive), in difficulties in organizing semantic structure statements. At a superficial level, violations manifest themselves in the violation of grammatical connections between words, in the incorrect sequence of words in a sentence.
Chapter 2. Speech therapy work on the formation of vocabulary and grammatical structure in children with general speech underdevelopment
2.1. METHODS OF Speech Therapy WORK ON THE DEVELOPMENT OF VOCABULARY IN PRESCHOOL CHILDREN WITH GENERAL SPEECH UNDERDEVELOPMENT
When carrying out speech therapy work on the development of vocabulary, it is necessary to take into account modern linguistic and psycholinguistic ideas about the word, the structure of the meaning of the word, the patterns of vocabulary formation and ontogenesis, and the characteristics of vocabulary in preschool children with speech pathology. Taking these factors into account, vocabulary formation is carried out in the following areas:
§ expansion of the vocabulary in parallel with the expansion of ideas about the surrounding reality, the formation cognitive activity(thinking, perception, ideas, memory, attention, etc.);
§ clarification of the meanings of words;
§ formation of the semantic structure of a word in the unity of its main components (denotative, conceptual, connotative, contextual);
§ organization of semantic fields, lexical system;
§ activation of the dictionary, improvement of word search processes, translation of a word from a passive to an active dictionary.
When developing this technique, some techniques and methods described by L. S. Vygotsky, S. N. Karpova, I. N. Kolobova, L. V. Sakharny, N. V. Ufimtseva, G. A. Cheremukhina were used in a modified form , A. M. Shakhnarovich and others.
R. I. Lalaeva, N. V. Serebryakova
CORRECTION
GENERAL SPEECH UNDERDEVELOPMENT
FOR PRESCHOOL CHILDREN
(FORMATION OF VOCABULARY
AND GRAMMARICAL STRUCTURE)
St. Petersburg
BBK 34.17L 11
Chapter 1. Development of lexico-grammatical
speech structure with normal and impaired
speech development
L 11 Lalaeva R.I., Serebryakova N.V.
Correction of general speech underdevelopment in preschool children (formation of vocabulary and grammatical structure). - St. Petersburg: SOYUZ, 1999. - 160 p.; ill.
ISBN 5-87852-109-1
The book presents speech therapy work ondevelopment of vocabulary and grammatical structure in preschool childrenkov with general speech underdevelopment. Spice intendedsheets, as well as a wide range of readers.
ISBN 5-87852-109-1 © R.I. Lalaeva, N.V.Serebryakova, 1999
© Publishing House "Soyuz", 1999
1.1.
With the help of speech and words, the child designates only what is accessible to his understanding. In this regard, words of a specific meaning appear early in the child’s dictionary, and words of a generalizing nature appear later.
The development of vocabulary in ontogenesis is also determined by the development of the child’s ideas about the surrounding reality.
As the child becomes acquainted with new objects, phenomena, signs of objects and actions, his vocabulary is enriched. A child’s mastery of the surrounding world occurs in the process of non-speech and speech activity through direct interaction with real objects and phenomena, as well as through communication with adults.
L. S. Vygotsky noted that the initial function of a child’s speech is to establish contact with the outside world, the function of communication. The activities of a young child are carried out jointly with an adult, and in this regard, communication is situational in nature.
Currently, the psychological and psycholinguistic literature emphasizes that the prerequisites for speech development are determined by two processes. One of these processes is the nonverbal objective activity of the child himself, i.e., the expansion of connections with the outside world through a concrete, sensory perception of the world. Second the most important factor
speech development, including enrichment of vocabulary, is the speech activity of adults and their communication with the child. Initially, communication between adults and a child is one-sided and emotional in nature, causing the child to want to make contact and express his needs. Then communication between adults moves on to introducing the child to sign system
language using sound symbols. The child consciously connects to speech activity and begins to communicate using language.
This “connection” occurs primarily through the simplest forms of speech, using understandable words associated with a specific, specific situation.
In this regard, the development of vocabulary is largely determined by the social environment in which the child is raised.
The early stage of speech formation, including word acquisition, is considered in many ways in the works of such authors as M. M. Koltsova, E. N. Vinarskaya, N. I. Zhinkin, G. L. Rosengart-Pupko, D. B. Elkonin et al.
At the end of the first and beginning of the second year of a child’s life, the verbal stimulus gradually begins to acquire more and more power. However, during this period of development, according to the observations of M. M. Koltsova, words are not distinguished from each other, the child’s reaction occurs to the entire complex of words with the entire objective situation.
At the initial stage, the reaction to a verbal stimulus manifests itself in the form of an orienting reflex (turning the head, fixing the gaze). Subsequently, on the basis of the orienting reflex, the so-called second-order reflex to a verbal stimulus is formed. The child develops imitation, repeated repetition of a new word, which helps to strengthen the word as a component in the general complex of stimuli. During this period of development, the first undivided words appear in the child’s speech, the so-called babbling words, which are a fragment of what was heard child words
, consisting mainly of stressed syllables (milk - moko, dog - baka).
Most researchers call this stage of child speech development the “word-sentence” stage. In such a word-sentence there is no combination of words according to the grammatical rules of the given language; sound combinations do not have a grammatical character. The word does not yet have a grammatical meaning.
Representation words at this stage express either a command (na, give), or an instruction (there), or name an object (kisa, lalya) or an action (bai).
Subsequently, at the age of 1.5 to 2 years, the child’s complexes are divided into parts, which enter into various combinations with each other (Katya bai, Katya lala). During this period, the child’s vocabulary begins to grow rapidly, which by the end of the second year of life is about 300 words of various parts of speech.
Analyzing the development of the meaning of a word in ontogenesis, L. S. Vygotsky wrote: “Speech and the meaning of words developed naturally, and the history of how the meaning of a word psychologically developed helps to illuminate to a certain extent how the development of signs occurs, how a child naturally develops the first sign, how, on the basis of a conditioned reflex, mastery of the designation mechanism occurs" (Vygotsky L.S. Development of oral speech // Children's speech. 1996. Part 1. P. 51).
Initially, a new word appears in the child as a direct connection between a specific word and its corresponding object.
The first stage of development of children's words proceeds according to the type of conditioned reflexes.
Perceiving a new word (conditioned stimulus), the child associates it with the object, and subsequently reproduces it.
At the age of 1.5 to 2 years, the child moves from the passive acquisition of words from the people around him to the active expansion of his vocabulary during the period of using questions like “what is this?”, “What is this called?”.
Thus, first the child receives signs from the people around him, and then becomes aware of them and discovers the functions of the signs.
Despite the fact that by the age of 3.5 - 4 years, the child’s objective attribution of a word acquires a fairly strong mini-character, the process of forming the objective attribution of a word does not end there.
In the process of vocabulary formation, the meaning of the word is also clarified. At first, the meaning of the word is polysemantic, its meaning is amorphous and vague. A word can have several meanings. The same word can denote an object, a sign, and an action with an object. For example, the word whoops
can mean in a child’s speech a cat, anything fluffy (a collar, a fur hat), and an action with an object (I want to pet the cat). The word is accompanied by a certain intonation and gestures that clarify its meaning.
In parallel with the clarification of the meaning of the word, the structure of the meaning of the word develops. It is known that the word has a complex meaning in its structure. On the one hand, a word is a designation for a specific object and correlates with a specific image of the object. On the other hand, a word generalizes a set of objects, signs, and actions. The meaning of a word is also influenced by its connection with other words: a sad time, a cheerful time, a short time, a time of dreams. He crossed the street, He crossed the border, He crossed all sorts of boundaries, He entered the second year- word moved takes on different shades of meaning depending on the context.
The word takes on different meanings depending on the intonation. Word Wonderful can denote the highest degree of praise, irony, sarcasm, mockery, depending on the intonation.
The following components of the meaning of a word are identified as the main ones (according to A. A. Leontiev, N. Ya. Ufimtseva, S. D. Katsnelson, etc.):
Denotative component, i.e. reflection in the meaning of the word of the features of the denotation (table- this is a specific object);
Conceptual, or conceptual, or lexical-semantic component, reflecting the formation of concepts, reflection of the connections of words according to semantics;
The connotative component is a reflection of the speaker’s emotional attitude to the word;
Contextual component of word meaning (cold winter day, cold summer day, cold water in the river, cold water in the kettle).
Of course, not all components of a word’s meaning appear in a child immediately.
In the process of ontogenesis, the meaning of a word does not remain unchanged, it develops. L. S. Vygotsky wrote: “Every meaning of a word... is a generalization. But the meanings of words evolve. At the moment when the child first learned a new word... the development of the word did not end, it just began; it is at first a generalization of the most elementary type and only as it develops does it move from a generalization of an elementary type to increasingly higher types of generalization, completing this process with the formation of genuine and real concepts.” The structure of the meaning of a word is different at different age periods.
Research shows that the child first of all masters the denotative component of the meaning of a word, that is, establishes a connection between a specific object (denotation) and its designation.
The conceptual, conceptual component of the meaning of a word is acquired by the child later as the operations of analysis, synthesis, comparison, and generalization develop. Explaining the meaning of the word table, The child first says: “They eat on it.” Later he explains the word differently table:“This is a type of furniture,” i.e., it relates this word to a more general concept, defines this word on the basis of connections between words in the language system.
Gradually, the child masters the contextual meaning of the word. So, baby up school age with great difficulty masters the figurative meaning of words and aphorisms.
According to A.R. Luria, initially, when forming the subject correlation of words, side, situational factors pay great attention, which later cease to play a role in this process.
At an early stage of speech development, the subject attribution of a word is influenced by the situation, gesture, facial expressions,
intonation, the word has a diffuse, expanded meaning. During this period, the subject correlation of a word can easily lose its specific subject relation and acquires a vague meaning (E.S. Kubryakova, G.L. Rosengart - Pupko). For example, in the word bear a child can name a plush glove, since but appearance she resembles a bear.
The development of the connection between linguistic signs and reality is a central process in the formation of speech activity in ontogenesis.
On initial stage mastering the signs of a language, the name of an object is, as it were, a part or property of the object itself. L. S. Vygotsky called this period of development of the meaning of the word “doubling the subject.” E.S. Kubryakoiv calls this period the stage of “direct reference”. At this stage, the meaning of a word is a way of consolidating the idea of a given subject in the child’s mind.
At the first stages of acquaintance with a word, a child cannot yet assimilate the word in its “adult” meaning. In this case, the phenomenon of incomplete mastery of the meaning of the word is noted, since initially the child understands the word as the name of a specific object, and not as the name of a class of objects.
In the process of developing the meaning of a word, mainly in children from 1 to 2.5 years old, phenomena of shifted reference, or “stretching” of word meanings (E. S. Kubryakova), “overgeneralization” (T. N. Ushakova), are noted. In this case, the transfer of the name of one object to a number of others, associatively associated with the original object, is noted. The child identifies a feature of an object familiar to him and extends its name to another object that has the same feature. The child uses a word to name a number of objects that have one or more common characteristics (shape, size, movement, material, sound, taste, etc.), as well as the general functional purpose of the objects.
At the same time, attention is drawn to the fact that the child combines in one word signs that are psychologically more significant for him in life. at this stage mental development.
As the dictionary develops, the “extension” of the meaning of the word gradually narrows, since when communicating with adults, children
learn new words, clarifying their meanings and correcting the use of old ones.
The change in the meaning of a word thus reflects the development of the child’s ideas about the world around him and is closely related to the child’s cognitive development.
L. S. Vygotsky emphasized that in the process of child development, a word changes its semantic structure, is enriched by a system of connections and becomes a generalization of a higher type. At the same time, the meaning of the word develops in two aspects: semantic and systemic. The semantic development of the meaning of a word lies in the fact that in the process of child development, the relation of the word to the object, the system of categories in which the given object is included, changes. The systematic development of the meaning of a word is due to the fact that the system is changing mental processes, which stands behind this word. For a small child, the leading role in the systemic meaning of a word is played by the affective meaning, for a child of preschool and primary school age - visual experience, memory, which reproduces a certain situation. For an adult, the leading role is played by the system of logical connections, the inclusion of words in the hierarchy of concepts.
According to L. S. Vygotsky, the development of the meaning of a word represents the development of concepts. The process of concept formation begins in early childhood, from the moment of acquaintance with the word. However, only in adolescence do mental prerequisites mature, which create the basis for the formation of concepts. L. S. Vygotsky identified several stages in the development of conceptual generalization in a child. The formation of the structure of concepts begins with “syncretic” images, amorphous and approximate, and then goes through the stage of potential concepts (pseudo-concepts). The meaning of a word thus develops from concrete to abstract, generalized.
L.P. Fedorenko also distinguishes several degrees of generalization of words according to meaning.
The zero degree of generalization is proper names and names of a single object. At the age of 1 to 2 years, children learn words by relating them only to a specific object. The names of objects are thus the same proper names for them as the names of people.
By the end of the 2nd year of life, the child masters words of the first degree of generalization, that is, he begins to understand the generalized meaning of the names of homogeneous objects, actions, qualities - common nouns.
At the age of 3 years, children begin to assimilate words of the second degree of generalization, denoting generic concepts (toys, dishes, clothes), conveying in general the names of objects, characteristics, actions and the form of a noun (flight, swimming, blackness, redness).
By about 5 years of age, children acquire words denoting generic concepts, that is, words of the third degree of generalization (plants: trees, herbs, flowers; movement: running, swimming, flying; color: white, black), which are a higher level of generalization for layers of the second degree of generalization.
By adolescence, children are able to assimilate and comprehend words of the fourth degree of generalization, such as state, sign, objectivity etc.
Enrichment life experience child, the complication of his activities and the development of communication with people around him lead to a gradual quantitative growth of the vocabulary. In the literature, there are significant discrepancies regarding the size of the vocabulary and its growth, since there are individual characteristics of the development of vocabulary in children, depending on living conditions and upbringing.
According to E. A. Arkipa, the growth of the dictionary is characterized by the following quantitative features: 1 year - 9 words, 1 year 6 months.
-- 39 words, 2 years - 300 words, 3 years 6 months - 1110 words, 4 years - 1926 words.
According to A. Stern, by 1.5 years a child has about 100 words, by 2 years - 200 - 400 words, by 3 years - 1000 - 1100 words, by 4 years - 1600 words, by 5 years - 2200 words .
According to A. N. Gvozdev, in the dictionary of a four-year-old child there are 50.2% of nouns, 27.4% of verbs, 11.8% of adjectives, 5.8% of adverbs, 1.9% of numerals, 1.2% of conjunctions, 0 .9% prepositions and 0.9% interjections and particles.
The vocabulary of an older preschooler can be considered as a national language model, since by this age the child manages to master all the basic models 10
native language. During this period, the core of the vocabulary is formed, which does not change significantly in the future. Despite the quantitative replenishment of the dictionary, the main “framework” does not change (A. V. Zakharova), Analyzing vocabulary children aged 6 to 7 years, A. V. Zakharova identified the most common significant words in children’s speech: nouns (mother, people, boy), adjectives (small, big, childish, bad), verbs (go, talk, say ). Among the nouns in children's vocabulary, words denoting people predominate. A study of children's vocabulary in terms of the prevalence of adjectives showed that for every 100 word uses, on average there are only 8.65% of adjectives. Among the most frequent adjectives that are regularly repeated in the speech of children, adjectives with a broad meaning and active compatibility are identified (small, big, childish, bad, mother’s, etc.), antonyms from the most common semantic groups: designation of size (small - large), ratings (good bad); words with weakened specificity (real, different, general); words included in phrases (kindergarten, New Year), according to A. V. Zakharova. Pronominal adjectives occupy an important place among the groups of adjectives in the children's dictionary. In the general list, the highest frequency is observed for such pronominal adjectives as such(108), which(47), this(44), their(27), any(22), our(10), all, every(17), my, most(16).
In the speech of children from 6 to 7 years old, there is a regular repetition of adjectives with the meaning of size (big, small, huge, large, medium, huge, tiny, tiny).
A feature of the structure of the semantic field of adjectives with the meaning of size is asymmetry: adjectives with the meaning “big” are represented much more widely than those with the meaning “small”. When analyzing the speech of children aged 6 to 7 years, more than 40 adjectives are revealed that children use to denote color. Adjectives of this group turned out to be more common in the speech of children than in the speech of adults. Adjectives are most often used in the speech of children of this age.
black, red, white, blue.
When analyzing the dictionary of children of this age, it is noted also the predominance of negative evaluation over positive and active use; comparative degree
adjectives.
Words in the lexicon are not isolated units, but are connected to each other by various semantic connections, forming complex system semantic fields (A. R. Luria and others).
In connection with this, the question of the formation of the lexical-semantic system in ontogenesis is relevant.
As the child’s thinking and speech develop, the child’s vocabulary is not only enriched, but also systematized, that is, ordered. Words seem to be grouped into semantic fields.
A semantic field is a functional formation, a grouping of words based on common semantic features.
In this case, not only words are combined into semantic fields, but also vocabulary is distributed within the semantic field: the core and periphery are distinguished. The core of the semantic field consists of the most frequent words that have pronounced semantic features.
The organization of lexical systematicity in young children and adults occurs differently. In young children, the combination of words into groups occurs mainly on the basis of a thematic principle (for example, a dog is a kennel, a tomato is a garden bed). Adults more often combine words related to the same concept (dog - cat, tomato - vegetable). A.I. Lavrentyeva, observing the formation of the lexical-semantic system in children from 1 year 4 months. up to 4 years, identifies 4 stages of development of the systematic organization of children's vocabulary. At the first stage, the child’s vocabulary is a set of individual words (from 20 to 50). In this case, the set of lexemes is unordered.
At the beginning of the second stage
lexicon
the child begins to increase rapidly. Child's questions about names
The contrast “big - small” replaces at this stage all variants of parametric adjectives (long - small, thick - small), and the contrast “good - bad” replaces all variants of qualitative-evaluative adjectives (evil - good).
A feature of the fourth stage of development of the lexical system in ontogenesis is the overcoming of these substitutions, as well as the emergence of synonymy. At this stage, the systemic organization of the child’s vocabulary approaches in its structure the lexical-semantic system of adults.
The development of lexical systematicity and organization of semantic fields is reflected in a change in the nature of associative reactions.
T. N. Naumova, analyzing the results of an associative experiment conducted with preschoolers 4 and 6 years old, notes high level stereotypical reactions to stimulus words. At the same time, the percentage of stereotypical reactions increases in 6-year-old children compared to 4-year-olds.
According to T.N. Naumova, this phenomenon indicates the active mastery of significant aspects of the meaning of a word by children during this period.
When analyzing children's responses to a noun stimulus, the dominance of opposition operations is noted, which reaches its culmination in 6-year-old children. The same tendency towards a contrastive strategy is observed among reactions to adjective stimuli.
Based on an analysis of the nature of verbal associations in preschool children aged 5-8 years, N.V. Serebryakova identified the following stages of organizing semantic fields.
The first stage is characterized by the unformation of the semantic field. At this stage, the child relies on sensory perception of the surrounding situation and the names of objects surrounding the child (dog, ball) predominate as reaction words. The lexical system has not been formed. The meaning of the word is included in the meaning of phrases. Syntagmatic associations (a dog barks) occupy a large place.
Second phase. At this stage, the semantic connections of words that differ significantly from each other in semantics, but have a situational, figurative connection, are learned. This is manifested in the predominance of thematic associations, which are based on certain images (ideas): house - roof, high - tree, etc. At this stage, the figurative, motivated nature of the connections takes place. The semantic field is not yet structurally organized or formalized.
Third stage. At this stage, concepts and classification processes are formed. In an associative experiment, figurative connections are replaced by connections between words that are semantically close, which differ only in one differential semantic feature, which is manifested in the predominance of paradigmatic associations (tree - birch, high - low). There is a differentiation of the structure of the semantic field, the most characteristic relations of which are groupings and opposition.
In the process of an associative experiment, the following types of verbal associations are identified, which are most typical for children 5 - 8 years old.
1. Syntagmatic associations. This type of association is highlighted in the case when the reaction word and the stimulus word form a phrase, most often consistent (yellow - flower, tree - grows).
2. Paradigmatic associations are those associations when the stimulus word and the reaction word differ in no more than one differential semantic feature (tree - birch, cat - dog, dish - cup).
Paradigmatic associations relate to stimuli in different ways and express different relationships. Among the couple
The following digmatic associations are observed in preschoolers:
a) associations expressing synonymous relationships (courage - courage). These reactions are rare in preschoolers;
b) associations expressing antonymic relations, i.e. relations of opposition (high - low, good - bad);
c) associations expressing similarity relations. In this case, one of the group elements is selected. An example of these relationships can be the names of colors (yellow - red), names of domestic animals (dog - cat), numbers of the natural series (two - three);
d) associations expressing generic relationships (dishes - pan, tree - birch). “Species-genus” relationships in children aged 5-8 years are much less common than in adults. This is probably due to the immaturity of generalization processes in children;
e) associations expressing “whole-part” relationships (house - roof, tree - branch);
3. Thematic associations. These associations, like the paradigmatic ones, relate to semantic reactions and characterize the relations of one semantic field. Thematic associations are those when the stimulus word and the response word differ in more than one semantic feature.
Thematic associations make up a large percentage of all associations for children aged 5 - 8 years. If paradigmatic reactions indicate the semantic aspect of the meaning of a word, then thematic reactions reflect the pragmatic side of the meaning of the word associated with cognitive experience. Therefore, thematic associations are considered to be the most psychological in nature.
In children aged 6 to 8 years, the following types of thematic associations are observed: a) relations between an object and its location (dog - kennel, dishes - house, tree - crow);
b) the relationship between the object and the action that is carried out with this object (dishes - wash);
c) cause-and-effect relationships (courage - victory). These associations are rare in children;
d) associations of the instrument of action and the object designated by the stimulus word (butterfly - net),
e) the relationship between a feature and an object that has this feature (yellow - the sun, good - people , courage - soldier);
f) relationships between images of action and object (fun - holiday, high - tree, fast - hare).
g) associations based on one common characteristic (butterfly
4. Word-formation associations. In this case, words derived from the desired word are given as reactions. Two subtypes of such associations can be distinguished:
a) stimulus words and reaction words belong to the same part of speech (hare - bunny, talk - talk, quickly - faster). In adults, this subtype of word-formation associations almost never occurs;
b) stimulus words and reaction words refer to different parts of speech (fun - cheerful, high - high, foxy - fox).
Most often, the association to an adverb is an adjective, and to an adjective - a noun, i.e., the reactions are given to the words from which the word is formed in the history of the language;
5. Associations grammatical forms the same word. Most often, plural forms are reproduced as reaction words (table - tables, butterfly
Butterflies, tree - trees).
This type of association, like word-formation associations, almost never occurs in adults due to the fact that adults do not perceive word forms as separate words.
Phonetic associations are such associations when the reaction word is consonant with the stimulus word, but there is no obvious semantic connection between the words (butterfly - grandmother, sing - drink). These associations are rare in children.
Random associations. In this case, between the stimulus word and the reaction word there is no semantic and grammatical connection, as well as sound similarity (quick - pear, courage - notebook, fox - boat).
Most often, in response to a stimulus word, children name objects in the environment.
This type of association is very racial widespread in children, especially 5-6 years old. This type of association does not occur in adults. In progress
speech development
The child’s nature of verbal associations changes. According to N.V. Serebryakova, at the age of 7, children experience a qualitative leap in the formation of lexical systematicity and in the organization of semantic fields. This is expressed in the fact that the ratio of paradigmatic and syntagmatic reactions in the associative field changes significantly. It is known that in an associative experiment in an adult, mainly paradigmatic associations take place, which is a sign of the formation of a semantic field. In children aged 5-6 years, syntagmatic reactions predominate over paradigmatic ones; they occur many times more often. At 7-8 years old, on the contrary, paradigmatic reactions are much more common than syntagmatic ones. In children 5-6 years old, thematic associations are more common. At 5 years of age they occupy 2nd place in prevalence, at 6 years - 3rd place and are more common than paradigmatic ones. It is known that thematic associations express the connections of a word with the periphery of the semantic field; they reflect the connections between objects fixed in experience. They are more psychological than semantic associations. At 7 years of age, thematic associations are observed much less frequently than paradigmatic ones. This indicates that in children 7-8 years old the core of the semantic field is already beginning to form. An analysis of associations among second-graders conducted by N.V. Ufimtseva showed that
junior schoolchildren
A study by T. N. Rogozhnikova using a free associative experiment conducted with subjects from 4 to 28 years old allows us to identify some patterns of development of lexical systematicity.
With increasing age, the percentage of stereotypical reactions to the same stimulus word decreases and the number of different reactions increases. At the age of 8-12 years, there is a slight decrease in the number of different reactions, and then their growth continues.
With age, children experience a decrease in the number of specific reactions.
The active process of developing the meaning of a word and lexical systematicity does not end at school age, but continues in adults. At different age periods, “not only the sets of lexical-semantic variants of polysemantic words change, but also the degree of relevance of individual lexical-semantic variants for certain age groups varies” (Rogozhnikova T.N. Comparison of associative reactions of children of different age groups in normal and pathological conditions // Psycholinguistic studies in the field of vocabulary and phonetics. Kalinin, 1983. P.139).
Thus, the strategy for searching for associative reactions in children with normal speech and mental development changes with age.
The formation of a child’s vocabulary is closely related to the processes of word formation, since as word formation develops, the child’s vocabulary is quickly enriched by derivative words. The lexical level of a language is a set of lexical units that are the result of an action and a mechanism for word formation.
The word-formation level of a language is a generalized reflection of the way new words are formed based on certain rules for the combination of morphemes and the structure of the derived word. The unit of word formation level is univerbs (model-types). Univerb is a derivative word that implements the formed idea of the model-type of word formation.
The development of word formation in children in psychological, linguistic, psycholinguistic aspects is considered in close connection with the study of word creation in children, analysis of children's word-formation neologisms (K. I. Chukovsky, T. N. Ushakova, S. N. Tseitlin, A. M. Shakhnarovich, etc. .). The mechanism of children's word creation is associated with the formation of linguistic generalizations, the phenomenon of generalization, and the formation of a word formation system.
Due to their limitations, lexical means cannot always express the child’s new ideas about the surrounding reality, so he resorts to word-forming means.
If a child does not know a ready-made word, he “invents” it according to certain, previously learned rules, which is manifested in children’s word creativity. Adults notice and make adjustments to a word created by a child independently if this word does not correspond to the normative language. If the created word coincides with an existing one in the language, others do not notice the child’s word creation (S. N. Tseitlin).
In the process of speech development, the child becomes familiar with language as a system. But he is not able to immediately assimilate all the laws of language, the entire complex language system that an adult uses in his speech. In this regard, at each stage of development, the child’s language is a system that differs from the language system of adults, with certain rules for combining linguistic units. As the child’s speech develops, the language system expands and becomes more complex based on the assimilation of an increasing number of rules and patterns of language, which fully applies to the formation of lexical and word-formation systems.
The result of reflection and consolidation in the consciousness of the systemic connections of language is the formation of linguistic generalizations in the child. In the process of perceiving and using words that have common elements, words are divided into units (morphemes) in the child’s mind. Children's word creation is a reflection of the formation of some and at the same time the immaturity of other linguistic generalizations.
According to T. N. Ushakova, “with the initial formation of generalized verbal structures in conditions
the action of linguistic stereotypes creates opportunities for further self-development of linguistic forms, which is partly expressed in children's word creativity (Ushakova T.N. The role of word creation in the acquisition of the native language // Materials of the Third Symposium on Psycholinguistics,M..1970, C 125). The main role in children's word creation belongs to the child's active, creative attitude towards words.
According to the hypothesis of G. A. Cheremukhina and A. M. Shakhnarovich, the mechanism of the word-formation level consists of the interaction of two levels: the actual word-formation and lexical.
A study of the nomination process when answering questions in children aged 2 years 10 months. up to 7 years 3 months, conducted by G. A. Cheremukhina and A. M. Shakhnarovich, showed that the word-formation and lexical levels are in dynamic interaction. At different age periods they are used as background or as leading ones when creating a nomination unit.
The answers of the children of the younger group (2 years 10 months - 3 years 8 months) showed that during this period the lexical level predominates, and the stage of mastering the rules of word formation is just beginning.
IN middle group(4 years - 5 years 2 months) noted greatest number words-neologisms, which indicates the predominance of the word-formation level.
Children preparatory group(6 years 1 month - 7 years 3 months) most often used lexical units of the language in the process of nomination, and resorted to word-formation means when there was a lack of time or when the right word was forgotten.
Thus, in the early stages of language acquisition, the leading role belongs to the lexical level, and later the word formation level comes to the fore,
Children's word creation is characterized by the use of regular (productive) word-formation patterns. Having mastered a productive word formation model, the child “generalizes” this model (according to T. N. Ushakova), transfers it by analogy to other cases of word formation, which are subject to less productive patterns, which is manifested in a variety of non-normative word formations. The essence of “generalization”, therefore, is that
similar phenomena can be named in the same way (hare - fox, pig, hedgehog, squirrel, elephant; snowflakes - snowflakes). This phenomenon turns out to be possible due to the fact that the child, analyzing the speech of others, isolates certain morphemes from words and correlates them with a certain meaning. So, highlighting the morpheme -prostrate- from words soap dish, candy bowl, sugar bowl, the child correlates this morpheme with the meaning of a dish, a container for something. And in accordance with this meaning, the child forms words like Solnitsa
Thus, based on the isolation of a word-forming morpheme from a word, model-types are fixed in the child’s mind, in which certain meanings are associated with a certain sound form.
This type of association is very racial verbal communication the child does not simply borrow words from the speech of others, does not simply passively consolidate words and phrases in his mind. When mastering speech, the child is active: he analyzes the speech of others, identifies morphemes and creates new words by combining morphemes. In the process of mastering word formation, the child thus carries out the following operations: isolating morphemes from words - generalizing the meaning and the connection of this meaning with a specific form - synthesizing morphemes in the formation of new words.
Most often, neologisms in children's speech are a consequence of the fact that the child uses word-forming morphemes in accordance with their exact meaning, but during word formation the correct root element is combined with affixes alien to this root (not accepted in the language). Most often, the child replaces synonymous affixes, uses productive suffixes instead of unproductive ones (solnitsa, sailor, fox, postman, umbrella, sickness, cow, swine, knocked up, remembered, lost sleep).
Another mechanism of word formation underlies neologisms of the “folk etymology” type (dig - shovel, shovel - dig, gore - zarogayu, crackers - mowers, Vaseline - mazelin, compress - mokress, saliva - spit, policeman - streetman).
Neologisms of this type are formed differently. There is no irregularity in the combination of highlighted morphemes. The main feature of these neologisms is the replacement of one
the sound of a word to others. At the same time, there is a change in the etymology of the word, a rethinking of its meaning. This manifests the child’s desire to establish a connection between an incomprehensible word and the meaning of familiar and understandable ones.
This type of neologism indicates the functioning of a system of interword connections, a “verbal network”, in the child’s mind, and the beginning of the establishment of a word-formation paradigm.
The nature of children's word-formation neologisms reveals certain patterns in the initial stage of word formation. In the process of mastering word formation, the following main trends are distinguished:
1) the tendency to “align” the stem, preserving the identity of the root (stem) in the derived word. This tendency is multifaceted, which is manifested in the fact that in derived words alternation, stress change, consonantization of the stem vowel, suppletivism are often not used;
replacing productive word-forming affixes with unproductive ones;
transition from simple to complex both in terms of semantics and in terms of formal symbolic expression.
The sequence of appearance of word-forming forms in children's speech is determined by their semantics and function in the structure of the language. Therefore, semantically simple, visually perceptible, well-differentiated word-formations appear first. So, for example, first of all, the child masters the diminutive forms of nouns. Much later in speech, names of people’s professions, differentiation of verbs with prefixes, and other more semantically complex forms appear.
Thus, mastery of word formation is carried out on the basis of mental operations of analysis, comparison, synthesis, generalization and prefers a fairly wide level of intellectual and speech development
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