The methodological manual is addressed to the educators and methodologies of nasal-gardens and kindergartens. It covers the content and methods of work on the main sections of the development of speech in accordance with the "Education Program in children's garden».
The book covers the contents of the content and methods of work on the main sections of the development of speech and teaching the native language in kindergarten. The benefits are revealed by the features of work on the development of the speech of children of the younger, middle and older preschool age. The development of the speech of young children is considered in a special chapter; It also includes a section on the speech of the children of the third year of life (the first junior group) To to some extent to highlight the continuity of the development of children in early and in the younger preschool age.
The head of the speech of the educator is aimed to help him fully assimilate the norms of the literary language. In the last chapter of the book, some recommendations on the planning of the educator are given.
The manual does not give a comprehensive and complete coverage of the content and methods of development of speech in kindergarten, which is subject to a certain extent due to the insufficient development of some issues in pre-school didactics and psychology of children's speech.
Methodological manual is written by the staff of the Institute pre-school education Academy of Pedagogical Sciences of the USSR (N. F. Vinogradova, A. I. Maksakov, M. I. Popova, F. A. Savor, O. S. Ushakov), Moscow State Pedagogical Institute named after V. I. Levin (M. F . Fomicheva), Leningrad State Pedagogical Institute named after A. I. Herzen (V.I. Loginova), Moscow State Abovers Pedagogical Institute (A. M. Borodach).
By the 60th anniversary of the birth of F.A. Sokhina
In January 1988, it was 60 years since the birth of Felix Alekseevich Sokhina, a famous researcher in the field of psychology and pedagogy development of the speech of children of preschool age.
After graduating from 1951 the psychological department of the Philosophical Faculty of Moscow State University and in 1954 by graduate school at the Department of Psychology, he defended under the leadership of S.L. Rubinstein candidate dissertation on the problem of the formation of the grammatical system of the speech of children. In 1951- 57 He worked as a teacher at the Department of Psychology of the Moscow Pedigree Institute of Foreign Languages, in 1957-61 - Junior Researcher of the Psychology Sector
Institute of Philosophy of the USSR Academy of Sciences. From April 1961 he has been working at the Institute of Preschool Education of the USSR APN: a senior researcher, a scientist secretary, head of the laboratory for the preparation of children to school, and then a speech development laboratory.
For many years, scientific and pedagogical activities F.A. Sokhina is connected with the magazine "Questions of Psychology": in 1956-60. He was a regular and abnormal editor, in 1960-62, a member of the editorial board, in 1962-70, the deputy editor-in-chief, in 1971-81, a member of the Editorial Board. And at present, he, fulfilling the editors, reviews and edits articles on speech and cognitive development Children.
Since 1971 F.A. Savor - Chairman of the Preschool Commission of the Educational and Methodological Council of the Ministry of Education of the USSR, since 1980, a member of the editorial board of the journal "Pre-school education".
In the laboratory for the development of the Institute of Preschool Education of APN of the USSR, which F.A. Savorier manages since 1972, studies are held to develop the theory of learning language in preschool childhood and psychological and pedagogical foundations of the methodology for the development of speech in kindergarten. Studies seeking in theoretical analysis and in the experiment to organically combine pedagogical, psychological and linguistic aspects, include three interrelated directions: learning native language; Training in the Russian language in national and multinational kindergartens (Group E.I. Nenevvitsky); Comparative study of the speech development of normally hearing, hearing impaired and deaf preschoolers (Group E. Leongard). The counterweight is still not yet overcomed by the simulation and intuivistic approach to mastering the language (according to which the language is absorbed primarily on the imitation, intuitively), it is shown that in the development of speech leading factors are the formation of language generalizations (manifested, for example, in wordiness), as well as The development of the elementary awareness of the semantic and structural aspects of language phenomena, which creates conditions for independent observations of children over the tongue and speech (including artistic), for speech self-development; At the same time, in particular, the level of self-control in the construction of a monologue statement as the foundation of the future writing speech.
Over 10 years, the speech development laboratory conducts research together with the preschool education department of APN GDR; A collective collection published (1987).
Under the leadership of F.A. Ten candidate theses on pedagogy and psychology of the development of preschoolers (mastering the phonetic structure and semantics of the word; formation of speech syntax, word formation and wording, connected speech, creative telling, awareness of language phenomena; Russian language training in the National Children's Garden and DR .).
Based on the research results, the software development of speech in kindergarten was significantly reworked, which was implemented in the "typical education and training program in kindergarten established by the Institute of Pre-school education" (1984). The methodological allowance "Development of the speech of children of preschool age" (ed. F.A. Sokhina is published. 3rd ed. 1984; Published also on Cuba translated on spanish language), system of classes for the development of speech of senior preschoolers (5-6 years); Preparing for printing system of classes with children of junior and middle age. Published "Typical program of teaching Russian language at the National Children's Garden" (1982), a methodological manual for her (1985. Ed. F.A. Sokhina and E.I. Nevnevitsky).
Edited by F.A. Sokhina (together with V.I. Yadeshko) prepared tutorial "Preschool pedagogy" (2nd ed. 1986), published in translations in a number of the Union republics of the country, in Bulgaria, GDR.
F. Savor was awarded the Order of the "Honor Sign", the Vetraman of Labor Sign, the "Excellence of the USSR Enlightenment", the Honorary Diploma of the Central Committee of the CPSU, the Council of Ministers of the USSR, the Central Committee, the Central Committee, the Central Committee of the CCSM for the achievement of the highest results in the All-Union Socialist Competition in honor of the 70th anniversary of the Great October Socialist Revolution.
The editors of the magazine "Questions of psychology", colleagues and employees of Felix Alekseevich Sokhina cordially congratulate him on his anniversary, wish him further creative success.
In connection with the creation of the United Preschool Institutions "Nasli-Garden" in the late 50s. Problems are actively investigated and discussed speech Development Early children. N. M. Skalovnov, F. I. Frankina, G. L. Rosengart-Pupko, N. M. Aksarina, M. Lyamin, contributed to the study of the speech of children of early age. The research materials formed the basis for the development of a unified education and training program in kindergarten (1962).
The study of the laboratory development of children's speech, created in 1960 in the Research Institute of Preschool Education of the APU of the USSR, was revealed. Studies were conducted under the leadership of the head of the Laboratory F. A. Sokhin. Felix Alekseevich Savor (1929 - 1992) - Pupil S. L. Rubinstein, a deep connoisseur of children's speech, linguist and psychologist. The development of the technique at a new high-quality level is connected with his name. Development of stroke methodical theory included psychological,
psycholinguistic, linguistic and actually pedagogical aspects. He convincingly proved that the development of children's speech has its own independent value And it should not be considered only as an aspect of familiarization with the outside world. Research F. A. Sokhina, O. S. Ushakova and their employees, based on a deeper understanding of the process of development of the speech, which established at the beginning of the 70s., Largely changed the approach to the content and methodology for the development of children's speech. The focus is in the development of children's speech semantics, forming language generalizations, elementary awareness of language and speech phenomena. The findings obtained in these studies have not only a large theoretical, but also practical importance. On their basis, the program of speech development of children, methodological guides for educators, reflecting an integrated approach to speech development and treating speech as a creative process.
7. Supports of the development of children of preschool age, based on GEF pre-school education
Currently, in connection with the improvement of the processes of education and training in kindergarten, with the introduction of federal state educational standards, traditional approaches to the development of the speech of the preschooler undergo significant changes in both form and content. New approaches to the organization of work with children made it possible to change the nature of the interaction of the teacher with children.
The main tasks of the development of children's speech:
1) raising the sound culture of speech (the development of speech hearing, learning the correct pronunciation of words, expressive speech - tone, intonation, emphasis, etc.);
2) the development of the dictionary (enrichment, activation, clarification of the meaning of words, etc.);
3) the formation of the grammatical system of speech (syntactic, morphological side of speech - methods of word formation);
4) the development of a connected speech (the central task) - the basic function of the language is implemented - communicative (communication), the formation of the idea of different types text description, narration, reasoning;
5) preparation for literacy training (sound analysis of the word, preparation for writing);
6) familiarization with artistic literature (as art and means of developing intelligence, speech, positive attitude to peace, love and interest in the book).
To implement the tasks assigned to the task, it is necessary:
Form the speech of children through development cognitive activity (both independent and specially organized,
Organize a variety of independent activities of children daily (game, artistic and speech, productive, etc.,
Every day it is to provide individual speech communication with the child (according to his personal matters, according to literary works, using small forms of folklore, in drawings of children, etc.,
By organizing targeted classes, use new forms on which it is a means of thoughtful, mental actions and at the same time becomes an independent creative activity of the child.
One of the main indicators of the level of development of mental abilities of the child can be considered the wealth of his speech. Adults are important to support and ensure the development of mental and speech abilities of preschoolers.
Felix Alekseevich Savor (1928-1989) A well-known researcher in the development of the speech of children of preschool age.
Studies conducted under the guidance of F. A. Sokhina were aimed at developing the theory of learning language in preschool childhood, they organically combined in theoretical analysis and experiment of pedagogical, psychological and linguistic aspects.
Based on the results of the research conducted by him, the software content of speech development in different age groupsah kindergarten. Methodological manual "Development of the speech of children of preschool age" Edited by F. A. Sokhin was published three times (total circulation of 1 million EKS). This book, together with the "mental education of preschool children" (ed. F. A. Sokhina and N. N. Podyakova) and "Methods of teaching the Russian language in the National Children's Garden" (Ed. F. A. Sokhina and E. I. Neannevitsky) received at one time (1988) the first prize of the Academy of Pedagogical Sciences of the USSR.
Edited by F. A. Sokhina (together with V. I. YaDeschko), a training manual "Pre-school pedagogy", published in a number of countries, was prepared. In total, F. A. Sokhin published over a hundred scientific and scientific and methodological works, many of them are translated into foreign languages.
All his fruitful scientific activities F. A. Savor devoted to the study of the development of children's speech, finding ways to effectively lead this development in preschool age. While still a student, he wrote the graduation work dedicated to the formation of the grammatical system of the speech of children, who showed that a subtle psychologist came to science, Linguist, a talented researcher for the development of children's speech.
Further Felix Alekseevich constantly expanded his scientific search, covered all the new problems of the child's voice development. He warmly defended the independent importance of this development, argued that it is a rod of general mental development and cannot be considered only as the side of familiarizing the child with the outside world. It was on the initiative of Felix Alekseevich, thanks to his energy and scientific evidence of his work, the development of speech was allocated to the special section "Programs and training programs in kindergarten", and the Institute of Pre-school education was organized special laboratory The development of speech, which he headed from the moment of creation and until the end of his life.
In the works of F. A. Sokhina, a common point of view is refuted to the development of speech as a process, a whole based on imitation, intuitive, unconscious learned language to the child. These works convincingly show that the development of speech is based on an active, creative process of mastering the language, the formation of speech activity.
Even without special training, children, starting with the younger preschool age, show a great interest in language reality, "experiment" with words, create new words, focusing on both the semantic and the grammatical side of the language. This is a necessary condition for their linguistic development, a gradual awareness of language phenomena. And only such development leads to genuine mastering of the wealth of language.
With a natural speech development, only a few children reach a sufficiently high level, so it is necessary to conduct special training aimed at mastering the tongue. The central tasks of such training are in the formation of language generalizations and elementary awareness of language and speech phenomena. It creates in children interest in the native language and ensures the creative nature of speech, the tendency to her self-development.
These provisions, nominated and substantiated by F. A. Sokhin, served as the initial item of a large group of research performed under his leadership at the Institute of Pre-school Education of the USSR APN.
Three main directions for the development of psychological and pedagogical problems of development of preschoolers, improving the content and methods of teaching native language are clearly allocated: structural (formation of various structural levels of the language system - phonetic, lexical, grammatical); Functional (the formation of language proficiency skills in its communicative function - the development of connected speech, speech communication); Cognitive, cognitive (the formation of the ability to elementary awareness of language and speech phenomena).
All three directions are interrelated, as the issues of developing the awareness of speech and language phenomenons are included in the issues of all studies learning different sides development.
In the studies of the first direction (F. A. Savor, A. I. Maksakov, E. M. Stroyna, E. A. Fedevenicia, A. G. Tambovseva, M. S. Lavrik, G. I. Nikolaichuk) found that The greatest efficiency in mastering any structural components of the speech is achieved, provided that the children are involved in active work on comparison of different variants of speech units, their change and education.
Thus, working on the dictionary has a genuine developing effect if it is not limited to its expansion, but includes the deepening of understanding of words, familiarization of children with multi-valued words, the semantic relations of words (synonymy, antonymy).
In matters of improving the grammatical system, the speech was carried out beyond the limits of a narrow approach that appears that as the main task is to overcome various grammatical errors in the speech of children. The basis for improving the grammatical system was the formation of language generalizations. It is built on learning children to the independent formation of new words, during which there is an active learning of funds and methods of word formation. At the same time, children are mastering both ways of education of words from one root that have different structures and ways of education of words from different roots having the same structure. Before children, the meaning of formal-semantic relations opens (the dependence of the word value from its structural features). And if first, the word formation is largely the character of free wordiness, the creation of "own" words missing in the language, then later children are seduced by generalized ways of word formation and modify words in accordance with the language norms.
Along with this, it is important to teach the use of complex syntactic structures in the statements, which occurs due to mobilization and awareness of language means accumulating in the passive speech of children when hearing and understanding adults.
In the second directions research (L. V. Vorosnina, G. Ya. Kudrin, O. S. Ushakov, A. A. Visozhevskaya, T. M. Vinogradova) The authors sought to find more clear criteria for speech connectedness than just its logicality, sequence etc. As the main indicators of the connectivity, the ability formed in children is structurally correctly building text using the necessary means of communication between proposals and parts of the statement.
The path that should go to the development of the speech of children in order to form their ability to build a coherent statement (text) leads from a dialogue between an adult and a child in which an adult assumes a leading role, directing the course of thought and ways to express it, to the deployed Monologic speech of the child himself. In the process of moving from a dialogue to a monologue there is its own clear logic: an adult teaches the child first to build simple statements, then connect them to each other. At the same time, the child's speech acquires an arbitrary nature, it turns on the planning element. This makes it possible to move on - to learn planning and drawing up an independent story. But the highest requirements for connected speech represents the transition to the "written" presentation of thought, when the child dictates, and the adult writes.
If in the studies of the first and second direction, the generalization and awareness of language phenomena acts only as one of the conditions for successful assimilation of the elements of vocabulary, grammar, a connected statement, then research of the third direction (F.A. Savor, G. P. Belyakova, G. A. Tumakova ) They were directly aimed at forming the initial linguistic ideas in children, an understanding of what the word, the proposal, as they are built, from which parts consist. They showed that the awareness of the sound composition of the word and verbal composition of the proposal to sum up the children to the threshold of mastering the letter and most importantly - lay the foundations of a new relationship to the language, conscious operability to them, which is an important prerequisite for successful school learning.
The "live words" technique, developed by F. A. Sokhin and G. P. Belyakova, is widely used in familiarizing children with the semantic side of the sentence, the order of words, the intonational registration of the statement.
Along with a deep study of the problems of speech development on native language F. A. Savor paid serious attention and learning issues in foreign language, as well as Russian language in national kindergartens. He believed that the issues of teaching preschoolers in the second language should be carried out in close relationship with their learning native language, which will ensure the mutual enrichment of speech development in the native and second language.
In general, studies conducted under the guidance of F. A. Sokhin not only confirmed the validity of the children's speech development planned by him, but also showed that its implementation in pedagogical developments leads to major shifts in the speech and general mental development of preschoolers. Children have a high speech culture, a tendency to her self-development, the accuracy of speech increases, its expressiveness. Preschoolers begin to appropriately use the means of artistic expressiveness in their own verbal creativity (when writing mysteries, fairy tales, poems). At the same time, the refinement of funds for the formation and expression of thought becomes an important incentive of the development of higher speech forms of the child's thinking.
Colleagues, students, followers F. A. Sokhina continue to study the problems of speech development in different directions under the direction of O. S. Ushakova: Development of a connected monologue speech (Ya. G. Smolnikova, E. A. Smirnova, R. X. Gasanova, L . G. Shadrina), work on the semantic component of children's speech (A. A. Smag, L. A. Kolunova, A. I. Lavrentiev), the development of verbal creativity and its relationship with different types of artistic activities (Le Thi An Tuet, P . P. Bosh, N. V. Gherish, E. V. Savushkina, G. A. Kursheva, L. V. Tanina), Education of the culture of speech communication in the family (l /. V. Ilyashenko), features of the verbalization of emotional ideas ( N. V. Solovyov).
The results of studies conducted by F. A. Sokhin, its employees and students, are widely used in the practice of work of children's gardens of our country.
The books and benefits prepared by them serve as a training material for students of preschool faculties of pedagogical institutions and universities, pedagogical colleges and schools, employees of pre-school and educational institutions.
Based on studies in the laboratory, a program for the development of preschoolers and a number of methodological aids for all age groups were prepared.
kindergarten.
Employees of F. A. Sokhin received data that show that graduates of kindergartens, which were trained in the method developed in the laboratory, much more successful peers assimilate the school learning program with their native language - both in relation to linguistic knowledge and in the field of speech development - oral and written. It is the effectiveness of the developed methodology that it raised the possibility of (and necessary) of its improvement. Currently, the problem of the diagnosis of speech development of children is intensively developed, as well as the problem of the development of verbal creativity in different types artistic activities of preschoolers.
Felix Alekseevich was an unusual good, sensitive man. He enjoyed great respect and love from everyone who ever communicated and worked with him. He firmly defending his scientific beliefs, at the same time he was always ready to understand and take into account the point of view of the other. Endowed with uncrowable literary abilities, racing and soft humor, Felix Alekseevich hit the surrounding comic poems and cipherograms, was a true soul of a team in which he worked. It was distinguished by the highest responsibility, the willingness to come to help anyone who needs it, take on any additional work.
Prepare a collection of selected works by F. A. Sokhina, his colleagues and students hope that he will find a wide range of readers: teachers, psychologists, linguists, teachers of the methodology for the development of speech, students of pedal services and pedclays, employees of pre-school and educational institutions.
School F.A. Sokhina is a unique phenomenon in psychological and pedagogical science. Merit F.A. Sokhina and his school is that the methodology for the development of speech and training of the preschooler native language has moved to a qualitatively new level.
F. Savor substantiated the psychological nature of speech tasks. He believed that the development of a realization of language and speech phenomena needs to be specifically carried out in training their native language, since on this basis orientation in language phenomena is formed, the conditions for independent observations over the language and for self-development speech are created.
Thanks to F.a Sokhin, a whole methodological school has grown, which was engaged in (and now engaged in) the methodology for learning the native language and the development of the speech of preschoolers. F. Savor noted that "on each age stage Language funds owned by the child are a certain system, i.e. The child's speech must be studied (and developing learning methods), considering the dictionary and grammar is not isolated, but in unity, in relationships, in the system. "This is a prerequisite for the linguistic development of preschool children.
In the works of F.A.Osokhina, it was argued that with a natural speech development only a few children reach a high level, therefore it is necessary to conduct special training aimed at mastering the tongue. The central tasks of such training are the formation of language generalizations and elementary awareness of language and speech phenomena, as a result of which children have an interest in their native language, the creative nature of speech is ensured, the tendency towards its self-development is manifested. These provisions, nominated and substantiated F.A.Sokhin, served as a source point for further research performed by his students and followers: O.S. Ushakova, E.M. String, A.I. Maksakov et al.
Along with a deep study of the problems of speech development in their native language, F.A. Savorus paid serious attention and learning issues in foreign language, as well as Russian language in national kindergartens. The results of studies conducted by F.A. Sokhina, and his students, can be called a new step of scientific development of the language training system and the development of speech in the domestic preschool pedagogy.
Until 1950, the formation of grammatical correctness of speech was not paid enough attention. It was believed that this task was solved in the process of enriching the dictionary and mastering a connected speech. And only when articles appeared in the 1950s on the problem of the formation of a grammatical correctness of speech in preschool children (and these were publications from the experience of educators), specialists in the field of pre-school education, which reveal the tasks, content and methodology of learning this Problems. The work of A.N Gvozdeva "The formation of a child of the grammatical structure of the Russian language", was the foundation on which this technique was built, allowing you to understand how the child absorbs grammatical categories. This section in school F.A. Sokhina is represented by the works of M.S. Lavrik, A.G. Tambovteva, E.A. Federation, which studies the problems of forming language generalizations in morphology, word formation, syntax.
Named F.A. Sokhina is associated with overcoming two approaches to understanding the development of speech: instinctivist, or intuivistic and formalist. Although they, at first glance, are opposed to, at the heart of each of them - the idea of \u200b\u200bimitating the speech samples of an adult, in the first case - the spontaneous, in the second - organized. It is the concept of a language generalization that removes this opposition in itself, deriving a problem in a completely different plane.
In a speech development laboratory under the direction of F.A. Sokhina and O.S. Ushakova developed the theory of learning language in preschool childhood and psychological and pedagogical foundations of the methodology for speech development in kindergarten.
