Formation of communicative competence of older preschoolers; methodological development on the topic. Development of communicative and linguistic competence of preschoolers in children with general speech underdevelopment

Formation of communicative competence of older preschoolers; methodological development on the topic. Development of communicative and linguistic competence of preschoolers in children with general speech underdevelopment

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Natalia Mikhailova
Formation of communicative and speech competence of older preschoolers

« Formation of communicative and speech competence of older preschoolers using gaming technologies"

"The primary function of speech is communicative. Speech is, first of all, a means of social communication, a means of expression and understanding.” L. S. Vygotsky (Soviet psychologist)

Ready to be effective communicative human interaction with people is currently a necessary condition for the development of personality already in the period preschool childhood. The ability to make contact with other people, establish relationships with them, and regulate one’s behavior largely determines the future social status of a child in modern society.

Yes, under communicative competence a number of researchers

(N. A. Vinogradova, N. V. Miklyaeva) understand a certain level of development of skills to communicate and establish contacts with peers and adults.

Development Goal communicative skills is development communicative competence, peer-oriented, expanding and enriching the experience of joint activities and forms communication with peers.

From here we set tasks:

Develop children's vocabulary by introducing children to the properties and qualities of objects, items and materials and performing research activities;

Develop the ability to express an emotionally positive attitude towards an interlocutor using speech etiquette.

Develop situational business communication skills;

Develop coherent dialogic and monologue speech.

The game, as is known, is the leading activity preschooler, so why not use this circumstance to, through unobtrusive play, instill in the child all the knowledge, skills, and abilities he needs, including communication skills, the ability to correctly express your thoughts, feelings, etc.

1. The basis of speech development is the presence of gaming and didactic material aimed at development: 1. articulation gymnastics

Subject pictures-supports;

Schemes of articulation exercises;

Articulation gymnastics in albums;

Articulation gymnastics in poems and pictures

2. strengthening speech breathing and proper air flow

Multi-colored balls;

Sultans;

Paper snowflakes, leaves;

Pipes

Various turntables;

Tubes;

Balloons for inflation;

Ready-made manuals

Breathing exercises in verses and pictures

games: "Storm in a Teacup"; “Whose boat will get there faster?”; "Put the ball into the goal", "Focus", "Palm Focus", "Sailboat"

3. development of fine motor skills of the fingers

Dry pool;

Laces

Mosaic, puzzles

Massage rollers, balls, clothespins

Su-jock balls

Stencils for shading, internal and external strokes

Counting sticks, Cuisenaire sticks

Finger games (schemes-memos on lexical topics);

Hatching games

Various materials to compose letters: peas, threads of different colors, plasticine, multi-colored pebbles, buttons, etc.

4. formation phonemic awareness and hearing

Noise instruments;

Sound boxes;

Children's musical tools: piano, harmonica, drums, pipe, tambourine, rattle, bells, rattles, etc.

Subject, plot pictures for expressing sounds and their automation;

Sounds of vowels and consonants (houses for hard and soft sounds);

Individual aids for sound-letter analysis;

Word schemes;

Sound tracks, sound ladder;

Albums based on the syllabic structure of words;

Games and tutorials for automating sounds

Small toys;

Subject pictures;

Story pictures;

Various types of theaters;

Albums for every sound;

Speech therapy albums for automating various sounds;

Pure twisters, poems, nursery rhymes, tongue twisters;

Sound characteristics diagram;

Word scheme

Material for activating vocabulary, general concepts and lexical and grammatical categories

Pictures reflecting the lexical topic being studied (plot and subject);

Pictures depicting animals and their young;

Pictures for choosing antonyms;

Pictures for exercises on selecting related words;

Pictures for the game "The Fourth Wheel";

Illustrations on mastering the semantic side of polysemantic words;

Pictures that depict objects, people, animals in motion;

Educational puzzles, lotto;

games: "Pick a Pair", "Who can name more", "Part and Whole", "Big and Small",“Whose tail?”, "One is many", "Call me kindly", “What’s missing?”, "What is made of what"; "Weather forecast"; "Dress the doll"; "In the animal world"; "Children's computer» , "Multi-colored chest", "Wonderful bag" and etc.

speeches:

Children's Book Library

Material for the development of communication speeches:

Sets of plot pictures for composing stories;

A series of narrative pictures on various topics;

Expressive, bright, imaginative toys for children's learning

writing descriptive stories.

Schemes are supports for composing descriptive stories about objects, animals, birds.

Masks, costume elements, figures from the plane theater, dolls - toys from Kinder - surprises, dolls for dramatizing excerpts from fairy tales and works of art.

Children's Book Library

Publications on the topic:

“Organization of work on the development of communicative and speech activity of preschool children.” Organization of work on the development of communicative and speech activity of children is carried out in preschool educational institutions in all regime moments, in joint conditions.

Formation of language competence of future medical workers One of the important components of any professional activity is linguistic and communicative competence. Modern Russian.

Formation of mathematical abilities in older preschoolers Consultation for parents Formation of mathematical abilities in older preschool children Mathematical development of preschool children.

Game didactics “Various development of the child in communicative and speech activity” A person must be strong, healthy and beautiful. It is no secret that the most correct and shortest path to this ideal is to play sports from an early age.

Consultation for parents “Formation and development of cognitive and communicative competence of preschool children” Modern families are small, children most of the time are in same-age children's groups. Being predominantly among.

Work experience “Formation of speech culture in younger preschool children” For several years of my teaching career, I worked as a speech therapist in a kindergarten. Currently a teacher. Having started.

Organization of work on the development of communicative and speech activity of younger preschoolers Early age is an important stage in a child’s development. At this time, an important place is occupied by emotional communication between the baby and the adult, which...

Formation of language competence

in children with general speech underdevelopment

through Russian fairy tales

teacher speech therapist

MDOU d/s No. 12

ChapterI. Experience Information

Conditions for the emergence and development of experience

Preschoolers with general speech underdevelopment (hereinafter referred to as GSD) experience great difficulties in the formation of coherent speech, their speech activity is reduced, which entails a low communicative orientation of their speech. Due to the close relationship between speech and thinking, the problem of speech underdevelopment in children and the development of methods of correctional work aimed at overcoming it is important and is a complex speech therapy problem.

In our opinion, the most constructive solution to the problem is the introduction of a competency-based approach into the process of speech therapy. With a competency-based approach, all language knowledge, abilities and skills of children must be included in the process of use, children must be able to use them when solving specific problems. A child’s manifestation of competence can be visually determined by evidence of initiative, independence, and awareness. According to J. Raven, competence is manifested individually depending on the degree of interest of the child. If a child is interested in a subject, then competence manifests itself powerfully and in many ways. Consequently, in order for linguistic competence to manifest itself in various life speech situations, the speech therapist teacher needs to structure his work in such a way as to stimulate in children the desire for independence, activity, creative self-expression, and assessment of their own achievements.

This is how the idea arose of developing linguistic competence in preschoolers with special needs through the means of a Russian fairy tale, which is of particular value in that it concentrates the entire range of expressive means of the Russian language. A child not only loves fairy tales, for him fairy tales are the world in which he lives.

The beginning of the work on the topic of the experiment was the carrying out of diagnostics to determine the initial state of the level of development of language competence in children with SLD. The study was conducted on the basis of the compensatory kindergarten kindergarten No. 12. The study involved 10 children with general speech underdevelopment.

To identify the level of children’s proficiency in the lexical richness of the Russian language, we used the diagnostic methodology “Studying the formation of speech skills” and (Appendix).

During the observation, it was revealed that preschoolers experience difficulties in fluent use of a word, understanding its meaning, accuracy of word use, selection of synonyms and antonyms. Based on the results of the diagnostics, we received the following data: the high level was 20%, the average level was 40% and the low level was 40% of children (Appendix).

Then we carried out the diagnostic method “Studying the development of coherent speech when reproducing the content of a fairy tale” by N. Savelyeva (Appendix). As the results show, the majority of children have an average level of coherent speech, which suggests the possibility of teaching children creative speech activity with simultaneous general development of speech and deepening children’s knowledge about the features of the fairy tale genre.

Based on the diagnostic results, we received the following data: the high level was 20%, the average level was 60%, and the low level was 20% of children (Appendix).

In order to identify the level of development of children's linguistic competence, we conducted the diagnostic technique “Write a fairy tale” (Appendix).

Analysis of the results obtained allows us to conclude that there are no children with a high level of linguistic competence at the ascertaining stage; 60% of children have an average level, 40% of children have a low level (Appendix).

In the course of analyzing the results of a diagnostic study of children, we can conclude that the fluency in words necessary for the formation of linguistic competence in preschoolers is not sufficiently developed: the active vocabulary of children is poor, they do not know the lexical richness of the Russian language, but preschoolers have the necessary language base. Coherent speech in preschoolers is not sufficiently developed: in children's retellings, thematic, semantic and structural unity, grammatical coherence and sequence of presentation are often disrupted.

Thus, the ascertaining stage of the experiment proved the validity of our position on the need for special work aimed at the balanced development of three groups of skills: the formation of speech skills; development of coherent speech when reproducing the content of a fairy tale; teaching children with general speech underdevelopment to independently compose fairy-tale texts.

Relevance of experience

The relevance of this problem determined the choice of research topic “Formation of linguistic competence in children with general speech underdevelopment through the means of Russian fairy tales.”

Preschool age is a period of intensive personal development, which is characterized by the formation of the integrity of consciousness as the unity of the emotional and intellectual spheres, the formation of the foundations of independence and creative individuality of the child in various types of activities. The works of many authors (, , , , etc.) indicate that the general development of a preschooler’s personality is largely determined by the level of development of his speech. Mastery of the native language is one of the most important acquisitions of a child in preschool childhood. It is preschool childhood that is especially sensitive to speech acquisition. Therefore, the process of speech development is considered in modern preschool education as the general basis for raising and educating children.

Indeed, in order to successfully master the school curriculum, a kindergarten graduate must have developed speech skills and abilities, i.e., speech operations that are carried out unconsciously, with complete automaticity, in accordance with the norm of language and serve for the independent expression of thoughts, intentions, and experiences. To develop skills means to ensure the correct construction and implementation of the statement. That is why the problem of developing linguistic competence in children with general speech underdevelopment continues to remain relevant for preschool pedagogy and psychology.

The problem of developing the beginnings of key competencies in preschool age is being addressed by modern researchers and teachers (John Raven and others).

In recent years, in special education, in particular in speech therapy, there has been a noticeable increase in interest in the use of folk art in correctional and developmental work with children.

Of all the genres of oral folk art, in our opinion, the Russian fairy tale has the greatest potential for the formation of linguistic competence, which not only performs an entertaining function, but also contributes to the expansion of vocabulary and the development of the grammatical structure of speech.

Such features of a Russian fairy tale as fascination, imagery, emotionality, dynamism, and instructiveness are close to the psychological characteristics of children, their way of thinking, feeling and perceiving the world around them, corresponding to the figurative structure of their consciousness.

A child’s acquaintance with a fairy tale begins from the first years of his life. And then, in childhood, a love for the native word is instilled. Listening to fairy tales, the child learns the sounds of his native speech and its melody. The older the child becomes, the more he feels the beauty and accuracy of the original Russian speech, and is imbued with its poetry. By frequently telling well-known fairy tales, children significantly enrich their storytelling skills, which is a prerequisite for composing their own fairy tales.

The lively and expressive language of Russian fairy tales is rich in apt, witty epithets, figurative comparisons, and has simple forms of direct speech. Fairy tales contain difficult-to-pronounce sounds, which, thanks to figurative interpretation, are reproduced without difficulty by children with speech impairments. Many fairy tales build a basis for the successful formation of word formation, for the assimilation of antonyms and synonyms; create the basis for the development of such mental operations as comparison and generalization. Most Russian fairy tales are ready-made didactic material for the development of phonemic hearing and the formation of correct sound pronunciation.

Analysis of theoretical and methodological literature revealed contradictions between the demand for using Russian fairy tales to develop language competence in children with general speech underdevelopment and the insufficient provision of the pedagogical process with methodological recommendations and developments on this issue. The solution to this problem is purpose our research.

Leading pedagogical idea of experience is to develop pedagogical conditions that contribute to the formation of linguistic competence in children with general speech underdevelopment through the means of Russian fairy tales.

Duration of work on the experiment

The work to resolve the contradiction was divided into several stages.

Research stages:

1. Initial (ascertaining) - September 2008 - November 2008: study and analysis of psychological, pedagogical, methodological literature on the research problem, selection of diagnostic material and identification of the level of development of language competence in children with general speech underdevelopment.

Using the example of the fairy tale “Sister Alyonushka and Brother Ivanushka,” we showed the children a scheme for working on composing a fairy tale. The content of the lesson was the formation of ideas about the functional composition of the main parts of the composition of a fairy tale. The lesson was structured as follows:

Telling a fairy tale and analyzing its content;

Introduction to the three-part composition of a fairy tale and its constituent functions of the characters.

We explained to the children that all fairy tales begin with an initial situation: the location of the action is indicated (“In a certain kingdom, in a certain state”), family members are listed, or the future hero is named (“Once upon a time there was a grandfather and a woman,” “Once upon a time there was Ivan -fool"). In the fairy tale about Alyonushka it is “Once upon a time there was an old man and an old woman, they had a daughter Alyonushka and a son Ivanushka.” Next begins the schematic development of the tale's plot.

1. One of the family members is absent. Heroes can go to the market, go fishing, into the forest, etc.

2. The hero is approached with a prohibition (Alyonushka forbids drinking water from a puddle) or with an order (for example, to find brides, guard the field, etc.). This prohibition corresponds to the triplicity used in the fairy tale.

4. Punishment follows (the boy turned into a kid).

5. Other characters come into action (a merchant driving by is a positive hero, a witch is a negative one).

6. The positive hero does good (marries Alyonushka), and the negative hero does evil (drowns Alyonushka in the river, takes on her appearance and tries to kill the little goat).

7. The hero is recognized (the little goat goes to say goodbye to his sister, the servant overhears the conversation), the false hero (the witch) is exposed.

8. The positive hero is rewarded (Alyonushka is saved and returned to the house).

9. The enemy is punished (the witch is tied to a horse’s tail and released into an open field).

10. Everyone is happy.

A similar diagram can be drawn up for any fairy tale. This is just a diagram that children will be happy to fill with any content. In the process of working to understand the functions of fairy-tale characters, we asked the children approximately the following questions:

1) Once upon a time... Who? What was he like? What did you do?

2) Went for a walk (travel, watch...)... Where?

3) Did you meet someone evil? What evil did this negative hero cause to everyone?

4) Our hero had a friend. Who? What was he like? How could he help the main character? What happened to the evil hero?

5) Where did our friends live? What did you start doing? And etc. .

One of the basic techniques for composing fairy tales is to change the plot of a familiar fairy tale. This makes it possible to show the variability and changeability of fairy tales, as well as actions with individual characters. To break the usual stereotypes and demonstrate the possibility of transforming fairy tales, we conducted a lesson “Confusing Fairy Tales” (Appendix), during which children were asked to untangle a tangle of fairy tales. After the children completed the task, they were asked to come up with a confusing fairy tale of their own composition.

When using the technique, a continuation of a familiar fairy tale - the material for the composition was the fairy tale “Geese and Swans”. The task of the “storyteller” was to come up with an unusual twist to the plot of the completed story and put it into words. At the beginning of the lesson, ideas about the content and compositional structure of the fairy tale were clarified. After the children independently outlined the storyline of the story, we suggested that they imagine that the fairy tale “Geese and Swans” does not end with the safe return of the girl and her brother home. The discussion of options for further development of the plot was based on the following plan:

1) Determining the motivation for Baba Yaga’s action, during which the children assumed why Baba Yaga needed a boy (“she wanted to fry her,” “to clean the house,” “so that it wouldn’t be boring,” “she wanted a son”). In this regard, the need for repeated sabotage arises (“Baba Yaga did not leave the children alone and decided to take revenge”).

2) Selecting options for repeated sabotage. During the discussion, we asked the following questions: What do you think Baba Yaga could have come up with? (“Baba Yaga wanted not to be recognized, so she put on an invisibility hat and flew on a mortar,” “again she sent them for the boy”).

3) The heroine’s reaction. The children had to decide: where were the parents, how did the girl behave, did Baba Yaga succeed in her insidious plan? They offered the following options for resolving the situation: parents “went to work”, “slept”; “Baba Yaga came out of the mortar wearing an invisible hat, the girl did not see Baba Yaga, so she did not save her brother.”

4) The presence of assistants and their function in the fairy tale. We find out: who helped the girl find her brother? How? (“the kind old man gave me a ball and a magic carpet”, “the old lady showed the way where Baba Yaga and her brother flew off”).

5) Denouement. The children decide together whether the girl saved her brother and how she did it (“the girl stole Baba Yaga’s invisible hat and took her brother away,” “put on the invisible hat, found her brother, and flew away with him on a magic carpet, but the geese didn’t caught up").

After collectively drawing up a plan for a new fairy tale and discussing the possible development of the action, we invited the preschoolers to come up with their own version of the continuation of the fairy tale.

In the next lesson, we offered the children a sample that included a plot and outlined ways for the plot to develop, for example: “One day, the forest king decided to throw a ball for the heroes of fairy tales. He sent invitations to Ivan Tsarevich and Vasilisa the Wise, sister Alyonushka and brother Ivanushka, Marya the Princess. Even the Sea King left his wet kingdom. They forgot to invite one Baba Yaga - the bone leg. She got terribly angry and decided to go to the ball without an invitation. “Well, wait a minute, I’ll give you a holiday,” she said.” The children had to independently come up with a continuation of the fairy tale, name it and tell it.

Another option for working on the transformation of traditional fairy tales was to compose the plot of a fairy tale with the participation of famous heroes. We settled on an essay based on a literary model in three versions: with the characters replaced, but the plot preserved; with the replacement of the plot, but preserving the heroes of the work; with the preservation of the characters and plot, but with the replacement of time and the result of the action. The first option is easy - you need to preserve the content of the work by replacing the characters. The children quickly completed the task. replaced the characters in the fairy tale “Fox with a rolling pin” with “Running Bunny with a Carrot.” The second task was more difficult - to preserve the characters and replace the content of the work. But here, too, the children mostly coped. In this task, children were asked to mentally draw their own fairy tale and then tell it. In both versions, the children approached the task creatively.

But the third option presents more difficulties, since the characters and content are preserved, but the time and result of the action change. For example, the events in the fairy tale “Geese and Swans” took place not in summer, but in winter. This means that they encountered an apple tree without apples, a milk river, and the banks of jelly were frozen, i.e. the heroes must act completely differently, and in this case the result of the action will change. Consequently, such changes in the fairy tale necessitated a detailed analysis of the characters’ actions, creative imagination; children were interested in understanding the chain of cause and effect relationships and dependencies. The children’s suggestions were very diverse - for example, the apple tree asked the girl to name the signs of summer to make her feel warmer, and the milk river with jelly banks asked the girl to come up with words that are friends with the word “river” (i.e., related) and hid the girl and her brother from geese in a snowdrift under the bank.

Children were also asked to come up with a new name for fairy tales from proverbs and sayings that were suitable in content, and to explain their choice. The children reasoned logically and the result was interesting names: “Cat, Rooster and Fox” - “A friend in need”; “Sister Alyonushka and brother Ivanushka” - “The world is not without good people”; “Teremok” - “In cramped conditions, but not offended”; “Winter Hut of Animals” - “All for one - one for all”; “A fox with a rolling pin” - “Simplicity is enough for every cunning person”; “Morozko” - “Work and reward”; “Turnip” - “One for all - and all for one”; "Kolobok" - "Trust - but verify."

In the process of collectively composing a fairy tale, “Let’s make up a fairy tale ourselves” (Appendix), they were asked to compose a fairy tale and tell it by placing the figures in the sandbox. First, the children chose the heroes of the fairy tale. Then they made a speech sketch regarding the beginning of the fairy tale (who lived and where, what kind of hero he was - a positive or negative character). The scene of action of these heroes was indicated. We came up with a plot and title for the fairy tale.

When the fairy tale was invented and repeated by several children, we asked questions: did you like the fairy tale? Did you like the fact that Baba Yaga became kind and affectionate? How could you tell this differently? What fairy tale expressions could we use? etc. Discussion of the fairy tale made it possible to note successful techniques, which helped to avoid mistakes in subsequent lessons.

After the children learned to present their ideas coherently, consistently, and expressively, we conducted a lesson “Let’s compose a fairy tale” (Appendix), where the children composed a fairy tale with an independent choice of theme, characters, and inventing a plot. We used a creative task that allowed children to learn the options for the actions and interactions of the characters, taught them to imagine a character, enter into character and compose a fairy-tale text about him. For this task we used Lull rings. By turning the magic arrows, the hero, the assistant object and the scene of action intersect, and this allows the child to imagine a fairy-tale situation, stimulates his creativity and imagination. After such creative tasks, the children continued to compose fairy tales on their own for a long time, and there were no limits to their imagination. The children tried to adhere to the basic rule - good always triumphs over evil. Practical experience has shown that automation of sounds in coherent speech is most effective when children independently compose fairy tales.

If the first fairy tales of children were simple in composition, then subsequent fairy tales became more complex, sometimes with a chain composition. One event followed another, the number of heroes increased, and the actions of the characters also became meaningful and purposeful.

When creating images of characters in fairy tales, children turned to such means of linguistic expressiveness as comparisons (“he is so beautiful that “he can’t be said in a fairy tale, not described with a pen”), epithets (“good fellow”, “fair maiden”, “dense forest” , “blue sea”), synonyms (“set off on a journey”), antonyms (“apparently invisible”, “long - short”, “not far - not close”), syntactic and lexical repetitions (“morning is wiser than evening ”, “soon the tale is told, but the deed is not done soon”, “unheard of, unseen by sight”). In the fairy tale, children used typical fairy-tale expressions: “grass-ant”, “fox-sister”, “top-gray barrel”, “bunny-runner”, “goat-dereza” and independently invented riddles, etc. What is valuable is that that throughout the entire fairy tale the children followed the progress of the narrative, without straying from the plot line, bringing their plan to the end.

The purpose of the fourth stage of training was the activation of one’s own performing activity, the manifestation of creativity in the implementation of ideas when creating an image, the transfer of an artistic image through movements, facial expressions, intonation, increasing the level of self-control over one’s own speech, the desire to improve it, overcoming shyness, timidity, and uncertainty when speaking in front of an audience.

In order to develop speech intonation expressiveness, children performed the following exercises: asked to enter the house on behalf of a mouse, frog, bear; they sang the goat's song from the fairy tale "The Wolf and the Seven Little Goats" either on behalf of the goat or on behalf of the wolf; asked questions from the fairy tale “The Three Bears” on behalf of the characters - Mikhail Ivanovich, Nastasya Petrovna and Mishutka. Next, we complicated the task: they offered to act out a dialogue between two characters, pronouncing the text and acting for each. Thus, the children learned verbal transformation, striving for the character’s character, voice, and behavior to be easily recognized by everyone.

In order to develop in children the ability to voluntarily control their movements and actions, children performed imitation exercises: they showed how the Fox sneaked up to the Cockerel, how she jumped up, looking into the window; depicted a walk of a family of three bears, and all three bears behaved and acted differently.

We paid special attention to the children’s ability to tell and at the same time show a fairy tale on an improvised stage, that is, to dramatize. We used familiar and favorite fairy tales, which are rich in dialogue, dynamics of remarks and provide the child with the opportunity to directly become acquainted with a rich linguistic culture. For this purpose, a lesson “Literary Kaleidoscope” (Appendix) was held.

Children also really like to be directors of their own fairy tales. It is the dramatization of fairy tales that allows children to master the skills of using a variety of expressive means; helps to increase speech activity, the development of the prosodic side of speech: voice timbre, its strength, tempo, intonation, expressiveness. This is a very exciting and useful activity.

At the same time, during art classes, together with the teacher, children prepared attributes for dramatizing a fairy tale. Making attributes with your own hands is useful for children, as it develops fine motor skills, imagination, and imaginative thinking.

Of great interest to preschoolers and their parents was our festive entertainment “Evening of Fairy Tales” (Appendix), the purpose of which was to reveal the creative potential of children; developing children’s ability to get used to the images of heroes; improvement and activation of non-verbal means of communication: plasticity, facial expressions; development of intonation expressiveness of speech.

In order for the work on the formation of linguistic competence through the means of fairy tales to be carried out systematically, the material of “fairy tale classes” was included by educators in general education classes (speech development, mathematics, social world, etc.). For example, in a math class, in order to reinforce concepts: for, after, before, between, teachers used characters from the fairy tale “Turnip”. Who was behind the grandmother? Who stood between the grandmother and Zhuchka? etc.

Another significant factor in increasing work productivity is the inclusion of parents in it. Parents and children composed fairy tales together. A fairy tale, composed by joint efforts, helps maintain emotional contact between parents and children, and performs developmental, educational, and educational functions.

Our group’s tradition has become the monthly publication of the children’s magazine “In the Far Far Away Kingdom” for parents, where the most interesting fairy tales written by children, as well as children with their parents, are published.

A reliable way to record children's compositions was a voice recorder. Recording on a voice recorder is a form of control that facilitates comparison of speech at various stages of correction, giving the child the opportunity to hear himself from the outside, after a period of time. This is a real opportunity reflections– self-esteem, self-awareness, self-regulation and self-perception.

ChapterIII. Effectiveness of experience

In order to determine the effectiveness of the influence of the developed technology of using Russian fairy tales on the formation of language competence in children with general speech underdevelopment, a repeated diagnostic examination was carried out at the control stage. To establish the level of mastery of the material, we used the same diagnostic tasks as at the ascertaining stage of the experiment (Appendices No. 1, No. 3, No. 5).

Having analyzed the children’s responses in order to identify the children’s level of proficiency in the lexical richness of the Russian language, we came to the conclusion that the majority of those children who had an average level of speech skills improved their results and performance. In particular, at the control stage they showed a high level. These children answered the question in detail, correctly selected synonyms and antonyms in a speech situation, selected two or three words from different parts of speech in the required grammatical form, proved their idea, and explained the meaning of the word. When solving a riddle, they explained it with a detailed and accurate answer.

Also, in three children (), who had a low level of knowledge, the scores increased. Now they answered the questions posed more confidently, although there were slight inaccuracies in the answers; correctly selected no more than one synonym and antonym for a word, guessed the riddle correctly, but could not convincingly prove why this particular word is a riddle.

In percentage terms, the level of children's knowledge of the lexical richness of the Russian language was: 60% - high level; 30% - average level; 10% - low level (Appendix).

The results of studying the development of coherent speech when reproducing the content of a fairy tale at the control stage of the experiment improved significantly. In four children (), who had an average level of knowledge, the scores increased. These children independently retold the text without undue pauses, formulated the statement consistently and accurately, used different types of sentences, and there were no grammatical errors. Only 1 child was unable to retell the text independently.

In percentage terms, the level of development of coherent speech when reproducing the content of a fairy tale was: 60% - high level; 30% - average level; 10% - low level (Appendix).

The results of studying the development of language competence in children with general speech underdevelopment have also improved significantly.

At the ascertaining stage of the experiment, children with a high level of linguistic competence were not identified; at the control stage of the experiment, the indicators increased. In particular, at the control stage they showed a high level. Now they presented original essays, used portraiture to reveal characters, used different types of sentences and various methods of connection between sentences and parts of the text to reveal content; There were no grammatical errors.

Also, in two children (), who had a low level of knowledge, the scores increased. The process of composing a fairy tale was creative in nature, they showed flexibility and fluency of thinking, emotionality, tried to stick to the chosen topic, but they chose the title inaccurately, and did not make much use of common sentences and complex constructions.

In percentage terms, the level of linguistic competence of children with general speech underdevelopment was: 50% - high level; 30% - average level; 20% - low level (Appendix).

A comparative analysis of the diagnostics of the formation of language competence in children with general speech underdevelopment was carried out at the ascertaining and control stages.

Diagnostic data can be presented in the form of table No. 1.

Table No. 1.

Comparative analysis of diagnostics of the formation of language competence in children with general speech underdevelopment

at the ascertaining and control stages

	Child's name	Speech skills	Connected speech	Language competence
		Ascertained	Control	Ascertained	Control	Ascertained	Control










	High level %
Average level %
	Low level %

The results of comparative diagnostics are presented in the diagram (see Figure 1).

Fig.1. Results of comparative diagnostics of the formation of language competence in children with general speech underdevelopment at the ascertaining and control stages.

The comparative analysis showed positive dynamics in the formation of language competence in children with general speech underdevelopment at the control stage.

Analysis of the results of the control stage of the experiment proved the influence of the Russian fairy tale on the formation of language competence in children with general speech underdevelopment. Increasing the level of language competence of preschoolers indicates the effectiveness of the technology we have developed, as well as the developed system of tasks and exercises.

An analysis of the work carried out showed that teaching preschoolers to compose fairy tales using the technology we developed gave certain results: children began to express their thoughts more logically and consistently, learned to more deeply understand the meanings of words, use artistic means of their native language in speech, and they developed an interest in speech activity and works of Russian folklore.

Thus, the implementation of a competency-based approach in the educational process not only significantly increases the interest of children with general speech underdevelopment in speech therapy classes, but also forms the language competence necessary for the speech development of preschoolers. And a fairy tale in work contributes to the enrichment and updating of the child’s vocabulary, the development of skills in grammatical structuring and coherent design of one’s own statement, and also helps to normalize the pronunciation side of speech and, of course, is an effective form of influence on the emotional sphere of the child. Therefore, in the process of speech therapy intervention it rightfully has a significant place.

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Annotation. The article presents the results of a study of some components of linguistic and communicative competence in older preschoolers with SLD and children with normal speech development. The features of the development of linguistic and communicative competence in older preschool children with general speech underdevelopment are considered.

Keywords: language competence; communicative competence; children with general speech underdevelopment.

An urgent problem of modern education is the development of linguistic and communicative competence in preschool children. It should be noted that the problem of communication between children with disabilities, in particular with special needs, is of particular importance. Currently, in our country, as well as throughout the world, there is a steady increase in the number of children with deficiencies in language development in society.

Numerous studies in the field of speech therapy indicate difficulties typical for this category of children in establishing contacts with adults and peers. Analysis of literary data, in particular, T.N. Volkovskaya and T.V. Lebedeva, talks about the difficulties in developing the communicative competence of such preschoolers.

The presence of communicative competence in children is impossible without developed means of communication and speech. Imperfect communication skills and speech inactivity do not ensure the process of free communication and negatively affect the personal development and behavior of children.

Thus, a relationship can be seen in the fact that the level of development of communicative means of children with SLD is largely determined by the level of speech development. Unclear speech complicates relationships, as children early begin to understand their inadequacy in verbal expressions. Communication disorders complicate the communication process and hinder the development of speech-cognitive activity and the acquisition of knowledge. Consequently, the development of communicative competence is conditioned by the development of linguistic competence.

The development of diagnostic and correctional methods aimed at developing language competence is carried out by: F. A. Sokhin, E. I. Tikheyeva, O. S. Ushakova, G. A. Fomicheva, etc. The basis of the methodological recommendations of these authors are the fundamental provisions of domestic psychology, developed by L. A. Wenger, L. S. Vygotsky, L. V. Zaporozhets, A. N. Leontyev, M. I. Lisina. The fundamentals of correctional education and speech development of children with speech disorders are quite widely presented in the works of L. S. Volkova, N. S. Zhukova, R. E. Levina, T. B. Filicheva, N. A. Cheveleva, G. V. Chirkina and other representatives of speech therapy.

mastering the phonetic system of the native language;
development of the melodic-intonation side of speech;
development of the lexical and grammatical aspects of speech;
formation of coherent speech.

Things are somewhat different with communicative competence: in our opinion, it has not been sufficiently studied in the scientific literature. Communicative competence, according to N. A. Pesnyaeva, is the ability to establish verbal interaction with a partner, to establish dialogic personal relationships with him, depending on the communication situation. A.B. Dobrovich considers communicative competence as readiness for contact. A person thinks, which means that he lives in dialogue mode, and is obliged to take into account the changing situation, as well as the expectations of his partner.

Currently, communicative competence is considered by specialists: O. E. Gribova, N. Yu. Kuzmenkova, N. G. Pakhomova, L. G. Solovyova, L. B. Khalilova.

In order to study the dependence of the formation of communicative competence on linguistic competence in older preschool children with SLD and children with normal speech development, a survey of some components of linguistic and communicative competence was conducted. 30 children with SLD and 30 preschoolers with normal speech development took part in it. The basis of the study was MBDOU d/c No. 5 “Yablonka” of a combined type.

The diagnostic study program included a study of the components of language competence: the state of active and passive vocabulary, coherent speech; components of communicative competence: dialogical speech, communication skills.

Coherent speech was diagnosed using a technique aimed at identifying the characteristics of children’s speech development (authors A.A. Pavlova, L.A. Shustova) in the following areas:

understanding the text,
text programming (retelling),
vocabulary,
speech activity.

An analysis of the results of a speech therapy examination showed that older preschoolers with SLD, to a greater extent than children with normal speech development, have difficulty understanding text at the sentence (word) level (Table 1)

Table 1.

Comprehension of text at different levels

During the assessment of the results, it was found that understanding of the text is accessible to older preschoolers with OSD and with normal speech development, but the level of understanding of the text is different. Persons with speech development disorders have difficulty understanding artistic expressions and literary words. That is, a violation of text understanding is noted at the level of understanding the whole text and at the level of understanding the expression, while understanding at the topic level is available to everyone. Impaired understanding of the text is one of the reasons for the inability to retell the text holistically and logically.

Regarding the components of text programming, children with OHP have a lack of structural components of the text (introduction, conclusion). Despite the presence of main themes in all works, in the retellings of 75% of older preschoolers with ODD there are no secondary themes in the work (Figure 1). At the stage of assessing text programming, it was established that subjects with speech pathology had significant difficulties in creating a statement program (Table 2).

Picture 1. Variability in the occurrence of different levels of secondary text programming among older preschoolers

Table 2.

Frequency of occurrence of programming components in the works of older preschoolers

Text Programming Components	Subjects
	Availability of component	Missing component
	Children with OHP	Children with OHP	Children with normal speech development
main themes
minor topics
structural organization
connecting elements

It is common for all preschoolers to use their own vocabulary, but for children with special needs, it is common to replace specific vocabulary with their own, usually everyday, vocabulary. 50% of preschool children with speech pathology are characterized by errors in the formation of word forms (Table 2, Figure 2).

Table 3.

Frequency of occurrence of lexical components of speech in the works of older preschoolers

Lexical components	Subjects
	Availability of component		Missing component
	EG (%)	KG (%)	EG (%)	KG (%)
Own vocabulary
Correct formation of word forms
Correct use of words

Figure 2. Level of proficiency in coherent speech

The speech activity of older preschoolers with SLD is at a lower level than that of peers with normal speech development. They tend to use their own vocabulary in the retelling, replacing words specific to this work. They very rarely use phrases that indicate an understanding of the meaning of the work. They make a large number of pauses when retelling and need leading questions and hints (Figure 3).

Figure 3. Frequency of occurrence of speech activity levels

Difficulties in children mastering vocabulary inhibit the development of coherent speech. Having diagnosed the state of active and passive vocabulary in older preschoolers in the experimental group, a low indicator of the state of active vocabulary was revealed compared to children in the control group (Figure 5). There was inaccurate understanding and use of many words. The passive vocabulary of preschoolers with OHP prevails over the active one (Figure 4).

Children with ODD do not know or do not accurately use: nouns denoting parts of the body, parts of objects, natural phenomena, time of day, means of transport, fruit, adjectives, verbs. Children with ODD find it difficult to establish connections between the sound and visual image of a word and its conceptual content. In speech, this is manifested by an abundance of errors associated with expanding or narrowing the meanings of words, mixing words by visual similarity. The results obtained indicate the need for targeted work on the development of vocabulary, which is especially active in children of senior preschool age with general speech underdevelopment.

Figure 4. Passive vocabulary volume level

Figure 5. Active dictionary volume level

Dialogue speech was studied using the method of I.S. Nazametdinova. Based on the results of the study of dialogic speech in preschoolers, it can be said that the development of dialogic speech in older preschoolers with general speech underdevelopment clearly lags behind the development of dialogic speech of their peers with normal speech development. The difference affects both the ability to answer and ask questions, and the ability to conduct verbal interaction determined by the logic of the current situation.

Children with ODD had a reduced need to communicate with both adults and peers. Addressing a playmate is difficult; appeals to an adult (normally a peer, a playmate) predominate. When addressing peers, they sound more like orders and less like requests. The number of questions asked is small, and their monosyllabic nature is noticeable. Preschoolers with ODD do not know how to ask questions. The preferred type of communication was answering questions. The total number of questions is insignificant. Basically, it's figuring out whether something can be done. Contacts of a situational nature are difficult. There is a low level of activity, little talkativeness, and little initiative. During the experiment, the children experienced communication difficulties.

From the study, we can conclude that the dialogical speech of older preschoolers with ODD is difficult; children do not have the skills and abilities to coherently express their thoughts to their interlocutor, listen and process information in such a way as to effectively continue verbal interaction.

The ability to establish verbal interaction with a partner was identified in the “Study of Communication Skills” method by G.A. Uruntaeva and Yu.A. Afonkina.

According to the results of the methodology, 60% of children in the experimental group and 20% of children in the control group had an average level of formation of actions to coordinate efforts in the process of cooperation. Most children have difficulty making contact with peers, and their communication skills are limited (Figure 6).

Figure 6. Level of formation of actions to coordinate efforts in the process of organizing and implementing cooperation

The results of the ascertaining experiment indicate the defective formation of both linguistic and communicative competence in children with SLD, which actualizes the problem of developing a program for the development and correction of linguistic and communicative competence in this category of children.

Bibliography:

Lebedeva T.V. Psychological assessment of speech and language difficulties in preschool children // Special education. – 2016. - No. 1. – P.75-83.
Mosina S.V. The influence of early development of children of senior preschool age on the process of communication // Bulletin of Kostroma State University. ON THE. Nekrasova. Series: Pedagogy. Psychology. Social work. Juvenology. Sociokinetics. – 2013. - No. 1. – P.45-47.
Selivanova S.A. Desontogenesis of the development of children with special needs and its influence on the formation of communicative competence // Psychology and pedagogy: methods and problems of practical application. – 2011. - No. 20. – P.86-91
Kholodilova E.M., Zotova S.V. Development of communication skills in preschool children with general speech underdevelopment // Special education. – 2015. - No. 11 Volume 2. – P.282-286.

Comparative analysis of the formation of linguistic and communicative competence in preschool children with speech disorders

The problem of personality formation has been and remains one of the most pressing in various fields of knowledge: philosophy, psychology, pedagogy. The objectively existing connection of a person with other people, the impossibility of him as a social being to develop outside of society, allows us to single out as an essential characteristic of the human psyche phenomenon of communication.

Communication – one of the most important spheres of a person’s life. In the process of interaction, people develop and form interpersonal relationships; thoughts, feelings, and experiences are exchanged. Communication is an organic need of a person - he can think only if he communicates with the outside world.

The problem of communication takes on particular significance in relation to children with disabilities, in particular those with speech disorders. Numerous studies in the field of speech therapy indicate difficulties typical for this category of children in establishing contacts with adults and peers; about the unformation of basic forms communications

Communication - an act of communication, a connection between two or more individuals, based on mutual understanding, the communication of information by one person to another or a number of persons.

Speech communication is of great importance on the development of the child’s personality as a whole. Through verbal communication, a child not only acquires certain knowledge and skills, but also undergoes a radical change in various mental processes.

In a modern school, education is conducted using intensive developmental programs and technologies, and therefore higher demands are placed on the personality of a preschool graduate. Thus, special requirements are placed on the speech development of children, the cultivation of a conscious attitude towards language as a national-cultural value, and the mastery of its literary norms. One of the main complaints made by the school about the quality of a child’s preparation in a preschool educational institution is the student’s inability to express his thoughts in words, his inability to convey existing knowledge verbally. Children with underdeveloped speech and linguistic means experience a particular problem in mastering communicative activities.

Currently, the number of children with speech disorders is increasing. Analysis of literary data (O. E. Gribova, I. S. Krivovyaz, L. G. Solovyova, O. N. Usanova) shows that such preschoolers, against the background of a mosaic picture of speech and non-speech defects, have difficulties in developing communication skills. Communicative difficulties do not ensure the communication process, and therefore hinder the development of verbal and cognitive cognitive activity and the acquisition of knowledge, which indicates the unpreparedness of future first-graders for educational communication. Hence,timely correction of speech disorders and development of communicative competence is a necessary condition for children’s readiness to master school knowledge.

According to A.V. Khutorskogo, concept competencies includes a set of interrelated personality qualities (knowledge, abilities, skills, methods of activity), specified in relation to a certain range of objects and processes and necessary for high-quality productive activity in relation to them.

Today, one of the leading priorities in education is the communicative orientation of the educational process. This is significant, since the formation of a personality capable of organizing interpersonal interaction and solving communication problems ensures its successful adaptation in the modern sociocultural space.

In order to become educated, easily adaptable in society, and communicative, a preschooler needs to master communicative competence.

There are several formulations for defining communicative competencies. Communicative competence is a combination of linguistic, speech and sociocultural components (as defined by methodologist V.V. Safonova). According to another interpretation, communicative competencies are:

Mastery of all types of speech activity and speech culture;

The ability of students to solve certain communicative tasks using linguistic means in different areas and communication situations;

A set of knowledge in the field of verbal and non-verbal means for adequate perception and reflection of reality in various communication situations.

Communicative competence is defined as a set of linguistic (linguistic), speech, discursive and sociocultural competences (B.V. Belyaev, N.D. Galskova, A.N. Shchukin). The terms “linguistic competence”, “speech competence” and “communicative competence” respectively correlate with the concepts of “language knowledge”, “speech skills”, “communication skills”. The identification of these components as part of communicative competence is very conditional and is necessary only for scientific and methodological purposes. “Speech” and “language” are complementary and mutually reinforcing concepts.Just as speech is impossible without a specific language, it is also impossible to talk about any language outside the speech process.The basis for the formation of communicative competence islanguage competence– possession of a system of information about the language being studied according to its levels: phonemic, morphemic, lexical, syntactic.

The concept of linguistic competence was introduced into linguistics in the 60s. XX century American linguist and public figure N. Chomsky. In Russian linguistics, Yu.D. studied in detail the problems of linguistic competence. Apresyan, who highlighted the concept of “language proficiency” and the components of this concept:

the ability to express a given meaning in different ways (paraphrasing);
extract meaning from what is said, distinguish homonymy, master synonymy;
distinguish linguistically correct statements from incorrect ones;
choose from a variety of potential means of expressing thoughts those that are more consistent with the communication situation and the personal characteristics of the speakers.

Language competence- a complex psychological system that includes, in addition to information about language acquired during special training, speech experience accumulated in the everyday use of language and a sense of language formed on its basis - this definition of the composition of language competence was proposed by E.D. Bozovic.

Ontolinguistic research has convincingly proven that a child begins to master his native language literally from the first months of his life. Under the influence of adult speech, the child develops skills in using language for communicative purposes; The child also draws his first information about his native language exclusively from the speech material that adults provide him. Accumulation of knowledge about the language, its systematization, i.e. the formation of linguistic competence occurs in close connection with the development of the child’s ideas about the surrounding reality. Actively mastering the real world, the child constantly uses language in various areas and situations of communication (dating, learning, exchanging information, regulating the actions of other people, etc.). At the same time, language knowledge is replenished and speech skills are improved, i.e. speech competence is formed.

Speech communication (speech activity) from the point of view of the competence approach, we consider it as an integrated process of speech (phonetic, lexical, grammatical and diamonological) and communicative competencies. Competence- the most important comprehensive characteristic of a person, which includes a number of aspects: intellectual, linguistic, social, etc., which reflect the achievements of the child’s personal development. Communicative linguistic competence presupposes the development of the ability to build relationships with peers and adults, and mastery of basic language norms.

An analysis of the theoretical and practical capabilities of modern speech therapy in the formation of speech communication in preschool children with speech disorders shows that the situation is most favorable with language competence. F.A. Sokhin, E.I. Tikheeva, O.S. Ushakova, G.A. Fomicheva and others have been successfully developing diagnostic and correctional methods aimed at developing linguistic means for a long time. The basis of the methodological recommendations of these authors are the fundamental provisions of the Russian psychology developed by L. A. Wenger, L. S. Vygotsky, L. V. Zaporozhets, A. N. Leontyev, M. I. Lisina, etc. The fundamentals of correctional education and speech development of children with speech disorders are quite widely presented in the works L. S. Volkova, N. S. Zhukova, R. E. Levina, T. B. Filicheva, N. A. Cheveleva, G. V. Chirkina and other representatives of speech therapy.

In terms of the language development of preschoolers with speech disorders, the methodological developments of T. B. Filicheva and G. V. Chirkina are effective. The main directions of this work are presented by the authors in the program “Preparation for school of children with general speech underdevelopment in a special kindergarten.”

mastering the phonetic system of the native language;
development of the melodic-intonation side of speech;
development of the lexical and grammatical aspects of speech;
formation of coherent speech.

The formation of coherent speech in children with speech disorders acquires paramount importance in the overall complex of correctional measures. Organizing the education of children with speech underdevelopment involves the formation of planning their own statements, independently navigating the conditions of a speech situation, and independently determining the content of their statements.

The situation is somewhat different with methods for developing communicative competencies: in our opinion, there are not enough of them in the scientific literature. Currently, O. E. Gribova, N. Yu. Kuzmenkova, N. G. Pakhomova, L. G. Solovyova, L. B. Khalilova and others are studying the communication of children with speech disorders. The authors identify different numbers of components included in composition of communicative competence.

In general, analyzing modern works on the problem of verbal communication, we can identify the following speech skills that are part of communicative competencies:

the ability to communicate using non-verbal means (facial expressions, pantomimes, gestures) and understand the interlocutor by the gestures and facial expressions used;
the ability to establish contact using verbal and non-verbal means (calling by name, eye contact, compliment);
the ability to use speech variable formulas (greetings, farewells, thanks);
the ability to understand and express one’s mood using words; the ability to behave in communication in accordance with the norms of etiquette (friendly tone, restraint of gestures, positioning of partners facing each other);
the ability to clearly, clearly, expressively express one’s communicative intention in speech;
the ability to listen carefully to the interlocutor;
the ability to understand the emotional state of another (empathize);
ability to behave in a conflict situation.

An original method of teaching and developing communication skills in preschool children is presented in the program “The ABCs of Communication” by L. M. Shipitsina, O. V. Zashchirinskaya, A. P. Voronova, T. A. Nilova. Of particular value is a detailed lesson plan, provided with texts and comments on games, conversations, exercises, themed walks, as well as a set of methods for assessing the effectiveness of a teacher’s work in developing communication in children.

The objectives of these guidelines are as follows. The knowledge children gain in the classroom will give them an idea of the art of human relationships. Thanks to specially designed games and exercises, children will develop emotional and motivational attitudes towards themselves, others, peers and adults. They will acquire the skills, abilities and experience necessary for adequate communication and behavior in society, contributing to the best development of the child’s personality and preparing him for life. Despite the fact that this technique is for children with normally developed speech, it can be used in conjunction with the program of T. B. Filicheva, G. V. Chirkina.

The timely formation of verbal communication is hampered by an insufficient level of development of speech and linguistic means, which contributes to the emergence of emotional, personal and behavioral difficulties. Having studied and analyzed the literature on this topic, we found methods that are of interest to specialists in the field of speech therapy and preschool pedagogy, but among them there is no synthesized method that solves the issues of developing both linguistic and communicative competence at the same time. This indicates the need to develop methodological recommendations for the formation of speech communication for preschoolers with speech disorders, aimed at developing speech, expanding their communicative and social experience, moral categories and arbitrariness of behavior, which will ensure the prevention and correction of many socially determined deviations in the behavior of children and increase efficiency their school and social adaptation.

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Comprehension of the text at the level

Subjects

Comprehension of the text at the level

0.5 points

1 point

1.5 points

the whole text

sentences (words)

types of groups