FEATURES OF FORMATION OF INDEPENDENT CONSTRUCTION OF A STORY IN SENIOR PRESCHOOL CHILDREN WITH NORMAL AND IMPAIRED SPEECH DEVELOPMENT
DOI: 10.23951/2307-6127-2020-1-73-79
This article is devoted to the study of the formation of coherent speech of preschool children with normal and impaired speech development. The article analyzes the concept of the leading Russian scientists to study the features of speech development in children with general underdevelopment of speech. Within the framework of this problem, it is urgent to consider the issues of formation of an independent construction of a story in older preschoolers with the norm and disorders of speech development. This is due to the fact that the mastery of storytelling is a qualitative transition to a completely new level of verbal activity of a child, which is important in the overall mental development of a child. The idea that preschool age is favorable for intensive development of monological speech and coherent utterance is substantiated. Preschoolers fully learn the skills of semantic, syntactic and morphological structure of the native language. The article discusses and summarizes the features of speech development of preschool children with General underdevelopment of speech. The article presents empirical data on the errors in the development of independent storytelling in preschool children. The reliability of the results is substantiated by the comparative analysis of the peculiarities of formation of the plot of preschoolers with general underdevelopment of speech and normal speech development. On the basis of the comparative analysis, vocabulary, grammar and syntactic difficulties of preschool children in construction of the coherent statement are revealed. In conclusion, on the basis of the above conclusions, the need to develop recommendations for correcting the features of self-compilation of a story among older preschoolers with general underdevelopment of speech is justified.
Keywords: speech development, independent construction of a story, mental development of a preschool child, thinking, speech, imagination, memory, speech disorders
References:
1. Lalayeva R. I., Serebryakova N. V. Korrektsiya obshchego nedorazvitiya rechi u doshkol’nikov [Correction of general underdevelopment of speech in preschool children]. Saint Petersburg, Karo Publ., 2006. 160 p. (in Russian).
2. Filicheva T. B., Chirkina G. V. Ustraneniye obshchego nedorazvitiya rechi u detey doshkol’nogo vozrasta [The elimination of the general underdevelopment of speech in children of preschool age]. Moscow, Ayris-Press; Ayris-Didaktika Publ., 2015. 212 p. (in Russian).
3. Shakhovskaya S. N. Razvitiye slovarya v sisteme raboty pri obshchem nedorazvitii rechi [Development of vocabulary in the system of work with general underdevelopment of speech]. Moscow, Eksmo Publ., 2014. 450 p. (in Russian).
4. Fomicheva M. F. Vospitaniye u detey pravil’nogo proiznosheniya [Training in children correct pronunciation]. Moscow, Vlados Publ., 2005. 186 p. (in Russian).
5. Tikheyeva E. I. Razvitiye rechi detey (rannego i doshkol’nogo vozrasta) [Development of children’s speech (early and preschool age)]. Moscow, Slovo Publ., 2011. 411 p. (in Russian).
6. Glukhov V. P. Osobennosti formirovaniya svyaznoy monologicheskoy rechi detey starshego doshkol’nogo vozrasta s obshchim rechevym nedorazvitiyem [Features of formation of coherent monologic speech of children of senior preschool age with the General speech underdevelopment]. Leningrad, 1987. 26 p. (in Russia).
( 418.05 kB ) 
( 410.73 kB )
Issue: 1, 2020
Series of issue: Issue 1
Rubric: CORRECTIVE AND SOCIAL PEDAGOGY
Pages: 73 — 79
Downloads: 688