Anna Gerasimova

The baby learns to speak. From “aha” to monologue

Stages of child speech development

You have a baby. The happiness of parents cannot be overshadowed by any difficulties and problems that, of course, confront them. In the first days of life, a newborn, with the help of adults, adapts to existence in the new world. It turns out that the child already knows something: he sucks, swallows, blinks and screams louder and quieter. This cry is a reflex cry; with its help, the little person tries to express his feelings, that is, to show that he is in pain, uncomfortable, or hungry. The cry mainly consists of vowel-like sounds. A healthy child screams loudly, clearly, while inhaling briefly, but exhaling for a long time. Listen to the newborn's cry: an alarming symptom may be a cry that is too shrill or very quiet, weak sobbing instead of a cry, or its absence. In some cases, these signs indicate organic brain damage, which can cause various speech disorders.

And already with one and a half to two months the child smiles at you, and at everyone who bends over the crib or stroller and communicates with him.

From about two months the child begins to hum, that is, he hums primitively. The scream becomes more expressive - intonations appear in it. For example, crying because of wet diapers is different from crying when the baby is hungry. But if the cry is monotonous, this may be a sign of some pathology of the central nervous system.

At three months a healthy baby stops grunting and starts babbling when you talk to him and smile at him. Of course, the baby roars alone, but in the presence of adults he does it much more willingly and actively. Let the baby roam, because this is training for the voice, speech breathing, and auditory memory. In the process of walking, breathing, voice, and movements of the oral cavity are trained.

At three to four months the child is already laughing. With the help of laughter, he expresses his emotional attitude towards the person with whom he communicates, to the world around him, to his feelings.

Be attentive and listen to all the sounds your baby makes. Emotional communication between an adult and a child is extremely important already in the first stages of the child’s development. Try to talk to your child more often, and with different intonations, voice all your actions.

Feeding is especially important for the full development of the baby and in particular for the development of his speech. During feeding, positive emotional contact is established between mother and child, which stimulates both the social and psycho-speech development of the child. During breastfeeding, the baby's articulatory organs - lips, tongue, soft palate - are trained. It is these organs that are responsible for the pronunciation of speech sounds.

The more you communicate with your child, the more actively he strives to communicate with you. Every conversation you have with your baby is a stimulation of auditory attention, auditory and speech memory, and activation of vocal reactions.

From four to five months the child begins to babble. Get ready for your baby to babble for up to seven months. Goodbye vowel chains! Hello, first harbingers of consonants! The oral cavity increases in volume, which means the tongue can move more actively, and the child can pronounce consonants. The first consonants to appear are “b”, “p”, “m”, “l”, which are pronounced using the lips and tongue. But keep in mind that while the baby makes sounds involuntarily, children of different nationalities at this age pronounce the same sounds regardless of what language they speak in the future. But deaf children do not babble; the sound reactions that appeared in them earlier gradually fade away.

Between six and twelve months of age the child begins to repeat the same syllables (BA-BA, MA-MA, PA-PA) and tries to control the pronunciation of sounds. The baby plays with sounds, and at the same time trains his speech and hearing apparatus.

New sounds gradually appear: “g”, “k”, “d”, “t”. The child babbles more actively when you communicate with him, tries to listen to what you say, wants to attract attention with his voice - in general, he tries to become your interlocutor. This desire should definitely be encouraged. Little by little, more and more syllables appear in the child’s arsenal, and they become more diverse. By the age of one year, most children switch to babbling words, and some use pseudowords, that is, words without a specific meaning. With the help of these words, the baby is trying to play and communicate with you - and you must find time and energy for this. Playing with a child should not turn into serving a prison sentence. You should enjoy communicating with the baby!

On a note!

The game contributes to the development not only of speech, but also of the child’s personality: the baby actively studies the world around him, his thinking, attention, memory, and emotional perception develop. If the baby does not play, does not follow verbal instructions, if he has a poor babbling vocabulary or does not babble at all. This may be due to speech disorders or diseases of the central nervous system or brain.

The vocabulary of a one-year-old child ranges from seven to fifteen words, and the baby uses mostly very simple words: “dad”, “mom”, “give”, etc. It’s not scary if some sounds from a simple set (“a”, “u”, “i”, “m”, “n”, “p”, “b”, “t”, “d”, “k”, “d”) your baby does not pronounce very clearly, but some some of them are completely absent from his speech. Remember: in the first year of life, the baby is just preparing to master speech.

When a child turns one, it is a significant milestone for parents. Every day the baby more and more actively imitates the speech of mom and dad, every day he understands you better and better. However, sometimes he calls different actions and objects with the same word. Moreover, understanding is ahead of vocabulary, that is, the child knows significantly more words than he can pronounce.

After a year Words-sentences appear in the child’s speech, denoting different phenomena depending on the situation. For example, the word “drink” can mean a request for a cup, juice, etc. And from the age of one and a half years, the child uses sentences consisting of two words: “I want to lie” - “I want to go for a walk.” When the child’s vocabulary reaches an average of 50 words, the number of phrases immediately increases. However, in most cases, the child constructs phrases incorrectly, without prepositions and conjunctions, and some sentences are difficult to understand.

By the end of the second year of life the baby’s active vocabulary (the words he uses) already contains 250-300 words. His speech contains the most nouns denoting the names of toys and surrounding household items. Following the nouns are verbs, and in last place are adjectives, but gradually their number will increase. Remember that the volume of a child’s vocabulary and the quality of his speech in general largely depend on how adults communicate with him, what words they use, whether they find time to talk and play with the baby, listen to and understand him. Vowels “a” ", "i", "o", "u" your two-year-old child pronounces correctly, but there are problems with the sound "s", the sound "e" can also cause difficulties. Children replace some complex sounds with simpler ones, soften hard "t" ”, “d”, “s”, “z”, but such “difficult” sounds as “sh”, “zh”, “l”, “r” are generally ignored. For example, a baby says “dinya” instead of “melon”, “apka” instead of “paw”, “yba” instead of “fish”. This only means that the child’s articulatory apparatus is still developing and cannot yet cope with more difficult tasks. That is why the baby simplifies some words: shortens them or removes “inconvenient” syllables or sounds from them. The baby's voice and speech breathing are not yet very well developed, that is, the exhalation is not long enough and weak. The child is already trying to use different intonations, his speech becomes more expressive.

In the third year of life the child understands speech addressed to him better. He communicates more actively with adults, begins to understand simple questions and asks them to those around him, first of all to you, dear parents. Now the baby is able to follow quite complex verbal instructions.

If you show a child pictures that depict familiar objects and toys, he will not only recognize them, but also name them. Sometimes the baby calls the actions that the object performs - “The car is moving.” There are more and more phrases, although they are not always constructed correctly, but the child distinguishes between the present and past tense. Every day the phrases become more complex: now they consist of several words, so a three-year-old child can already tell you what he saw, what happened to him, what new things he learned, what surprised or frightened him.

It's time to tell your child fairy tales - not very complicated ones, of course. If you ask a question about the content of a fairy tale, the child will be able to answer it, especially if the fairy tale has something in common with events and phenomena known to him. And if there are repetitions in the fairy tale, the baby will be happy to continue the phrase, although a detailed retelling will not yet be possible.

The child’s vocabulary is also growing - it already contains about 1000 words, and there are many more verbs. In addition, the baby begins to use prepositions, pronouns, and adjectives in speech. So far there are only participles, numerals and gerunds.

Many children at this age talk incessantly. Listening to the baby, you may notice that in his speech there are practically no collective nouns (clothing, birds, etc.), name words predominate, and the simplified words that were used last year are gradually falling out of use. The process of word creation is in full swing, which delights parents. Some savvy mothers even write down their heirs’ pearls in a special notebook – and they do it absolutely right!

What is word creation?

If a child tries to create his own words, this indicates, first of all, that he has begun to pay attention to how others speak, that is, to analyze the language he is mastering. New words are created either on the basis of existing ones, or are born as something completely new, not previously used in the language of the child and those around him. One of the reasons for word creation is the physiological imperfection of the articulatory apparatus of a small child. It is the difficulties with pronunciation that prevent the baby from mastering new sounds and sometimes force him to come up with his own variants of pronunciation of words.

A three-year-old child still replaces and misses sounds, understates and simplifies words. The sounds “r”, “l”, “sh”, “zh”, “s”, “z” are especially difficult for him. Speech in general becomes more expressive, but it is difficult for the baby to speak in a whisper and his voice is not yet strong enough. Together with speech, the child’s thinking, attention, memory and creative imagination develop. You notice that the child’s play activities have become more varied. While playing, he often comments on his actions. As before, try to talk to your child more. By voicing your actions, you effectively stimulate both the speech and general development of the baby.

Time flies very quickly, and by the age of four, a child’s vocabulary will already have about 2,000 words. The baby comes into contact not only with his family and friends, but also with strangers. He himself initiates communication, and even overwhelms everyone with questions, but does not always listen to the answers to the end. Adults must be patient during the “why” period. Remember that the “question-answer” connection is a powerful stimulus for the development of not only speech, but also logical thinking, imagination, attention and memory. The baby cannot yet independently talk about the events that happened to him logically and consistently, and the retelling will be confusing, however competent questions and tips will be an invaluable help for him. In this way, you support the child’s desire to communicate, which is extremely important for the formation of his personality and the development of communication skills. So, the baby’s vocabulary expands; his speech includes not only nouns and verbs, but also adjectives, adverbs, prepositions, and function words. The child often uses words such as “mine” and “yours.” However, there are no generalizing concepts in the baby’s active vocabulary yet, although he may, with difficulty, use a generalizing concept in a suitable situation. For example, if you ask a child how to call oak, birch and spruce in one word, he may not answer that these are trees. And if you ask what the concept of “dishes” refers to, your child will probably find it difficult to answer. But ask the baby what he can drink juice from, and he will answer: “From a cup,” “From a mug,” or “From a glass.” The child’s speech becomes more correct and literate. He is already able to construct phrases of four words and even more. However, in some cases, the baby makes mistakes, especially when it comes to grammar, for example, the use of plural nouns. The baby’s articulatory apparatus gradually strengthens, and he pronounces most sounds correctly. He has difficulties with the sounds “r” and “l”, with whistling and hissing sounds (sometimes “s” is replaced with “sh” or vice versa). For example, a child says “luchka” instead of “handle”, “vuk” instead of “bow”, “sapka” instead of “hat”, “zhub” instead of “teeth”. The baby is less likely to miss sounds and syllables and misses words. However, in polysyllabic words, a child may miss a sound or syllable or rearrange them. Some children already have completely clear speech at the age of four, while others still cannot do everything, but in general their pronunciation improves. At the age of four, monologue speech begins, but a child truly masters monologue by the age of five.

Five years- This is an important stage in the development of a little person. The speech of a five-year-old child is varied, meaningful, and colorful. He can already listen carefully to adults, analyze and establish cause-and-effect relationships. The phrase becomes more detailed and literate. True, some grammatical errors still remain, but now there are much fewer of them than before. The baby’s speech becomes more expressive. The child not only accurately recognizes the intonation with which he is addressed, but is also able to convey various emotions with its help, can speak louder and quieter, and pause. By the age of five, a child’s vocabulary can contain up to 3,000 words! Now all parts of speech are present in his vocabulary, generalizing concepts also appear, for example “clothing”, “furniture”, “jewelry” and others. Speech hearing improves: the child recognizes the sound in a word by ear, selects words for a given sound. Due to the fact that the child’s articulation apparatus is strengthened, sound pronunciation also improves. Speech breathing also develops. The baby is able to pronounce vowel sounds while exhaling for 5-7 seconds! The child gradually stops softening sounds and misses sounds and syllables less and less often. In words with a large number of syllables, he still makes mistakes and mixes up sounds that are difficult to pronounce (“s”, “sh”, “z”, “zh”, “ch”, “ts”, “r”, “l”). For example, “Sasha” turns into “Sasa”, “iron” into “zhelezho”, “cup” into “checker”, “rollers” into “roriki”. This is due both to the imperfect functioning of the pronunciation organs and to the fact that the child does not yet clearly distinguish certain sounds by ear.

Five to seven years- This is the senior preschool age, a time of rapid development of both speech and the child’s personality. In the sixth year of life, a child is able to accurately formulate his thoughts and identify the defining features of objects and phenomena in the surrounding world. The baby listens carefully to your question and answers it independently. He is able, without being distracted, to listen to your answer to a question that interests him. The child is trying to compose a coherent story on a certain topic. Most often he succeeds, and if any difficulties arise, he begins to be critical of his own speech, as well as the statements of others. When telling a story, the child tries to convey his emotional attitude to the subject. In this way, monologue speech develops and improves. After watching the movie, the child talks in detail about what he saw, and it becomes clear who or what he sympathizes with. He is able to tell about the story that happened to him, the events in which he participated. It is important that the child can tell not only about recent events, but also about what happened in the past, for example a year ago. Children enjoy looking at photographs and telling who is depicted in them, when and under what circumstances.

By the age of six A child's vocabulary can be 4000-4500 words. It includes abstract, abstract and generalizing concepts. The child knows how to select antonyms, synonyms, and definitions for objects. For example, to the question: “Who swims?”, the baby will answer: “Fish”, “What is going?” - “Machine”, “What flies?” - “Airplane”, “Who’s crawling?” - "Snake". Of course, mistakes when using words are still possible, but in general the speech of a six-year-old child is literate. A phrase can contain up to 10 words. The articulatory apparatus of a six-year-old child allows all sounds to be pronounced correctly, so most children of this age speak clearly. But some babies begin to pronounce sounds such as whistling, hissing, “l” and “r” only by the age of six. The pronunciation of such sounds should be fixed in the child’s speech, and often this happens gradually. Now the baby can speak louder or quieter at his own request. As a rule, he speaks at a normal pace, however, when talking about something, he sometimes pauses to think about it and formulate the idea more accurately. Speech may speed up in an emotionally significant situation, when the child is excited or excited. At such moments, the baby has less control over his speech: it becomes less intelligible and legible, the child “swallows” individual sounds and syllables, rearranges or repeats them, and does not say words. In the sixth year of life, another important process occurs - the replacement of milk teeth with permanent ones. This can also cause pronunciation problems and unclear diction. The nature of the bite has a certain influence on the quality of speech: a child with a malocclusion may pronounce some sounds incorrectly. At this age, the child, as a rule, distinguishes speech sounds well by ear. The baby is not only able to hear sounds, but also identifies words with given sounds and syllables among other words, selects words based on given sounds, and hears the mistakes of others. Sometimes a child has difficulty distinguishing acoustically or articulatory similar sounds, such as hissing and whistling, soft and hard (the baby pronounces “mah” instead of “mak”, “tai” instead of “chai”). When trying to determine the first sound in a word, a child may make a mistake: the first sound in the word “chicken” is “s,” and in the word “sliver” is “sh.”

By the age of seven The preschool period of speech development ends. A seven-year-old child easily communicates with adults, asks questions relevant to the topic and listens to answers, is able to listen carefully to his interlocutor without distraction, and maintain a dialogue. He clearly distinguishes between the details and the whole, the particular and the general; he has no difficulty in using generalizing and abstract concepts. The child uses simple phraseological units, understands metaphors, can joke, distinguishes between direct and figurative meanings of words, selects synonyms and antonyms. The child expresses his thoughts in a reasonable logical sequence, and correctly builds his story. He is good at describing both what he heard and what he saw, and in the story he conveys his attitude towards what he is talking about. The baby can tell from memory, fantasize and put his fantasies into words in such a way that the story is interesting for the interlocutor. Phrases become more detailed and consistent, there are no grammatical errors in them. Some children sometimes use words incorrectly - this applies to almost all parts of speech, especially nouns and verbs - but as the child grows up, he stops making such errors. A seven-year-old child usually pronounces sounds correctly, his speech is clear, intelligible, and he randomly changes tempo and rhythm speech, volume and pitch of voice. The child speaks expressively, using various intonations to convey his attitude to what is being expressed, that is, his speech is emotionally charged.

We develop a child’s speech – from birth to one year

Dear parents, I’ll tell you a secret: a child’s speech needs to be developed even before he is born. You should adhere to a certain line of behavior - talk to your future baby. And not only mom, but also dad should turn to the unborn baby. It is useful for the baby to hear different voices; after birth it will be easier for him to distinguish between them. Give your unborn child the opportunity to listen to pleasant melodic music. And of course, while waiting for the baby, it would be good not to start a showdown in a raised voice. With the birth of a child, you instantly have a lot of problems and tasks that require immediate solutions. How to feed correctly, how to determine whether everything is normal with a newborn, whether you have created all the conditions for its development... But despite all the difficulties, the happiness that the birth of a child brings is limitless.

We have already said that only at first glance newborn can't do anything. Look at a child: he can suck, swallow, grunt, feel heat and cold, wince, smack, spit (for example, if you put something bitter on his tongue). In addition, the baby screams: by screaming, he expresses his attitude towards the world around him, signals his well-being and sensations. So you dropped some object on the floor - and the baby, hearing a roar, began to cry. A car with a deafening siren rushed past the window - the child winced. The baby is able to hear sounds and can see, so these abilities should be developed from the first days of life.

Talk to your child while awake. Tell him about what is happening around him, name the objects that fall into his field of vision. Voice your actions when you change his diapers or diapers, when you prepare for feeding and feed him, when you gently shake and stroke him. A baby always needs affection, do not spare tenderness and love, and very soon the child will smile back at you.

The baby will begin to follow the object or toy that you move in front of him with his eyes by the tenth day of life. You can hang toys, balloons, objects of various shapes, light ones, pleasing to the eye with colors over the crib. Shaking the toy in front of the child’s eyes, praise it, draw attention to it: “The cube is beautiful, bright, what a wonderful cube we have!”

Remember: the distance from the toy to the newborn’s eyes should be at least half a meter and even a little more. Don't forget to change the objects your child is looking at.

Among the toys you need to place sounding ones. Of course, the baby is not yet able to purposefully touch the toy, but he can accidentally touch it with his handle. And when this happens, the child will pay attention to the sound that the toy makes. And you take advantage of the situation and shake the object again and again so that the baby will listen to the new sound again. Just don’t overdo it: the annoying sound of the toy will tire the baby and cause irritation.

Make sure your little one is in a good mood when you interact with him and try to expand his knowledge. After all, if a child is crying, he will not look at the toy that you are showing him (except when you are trying to distract or entertain him).

On a note!

Let's talk about swaddling. It is better to swaddle only the baby’s legs (and not too tightly), and leave the arms free, because the baby actively moves them, looks at them, and is interested in his movements. And for the development of speech, these movements are extremely important - both at an early age and later.

By two months The child makes various sounds with pleasure (hooks).

Listen to your baby and encourage hooting. Respond to your baby's cooing by repeating the sounds he makes. The joy you feel when listening to your baby's hooting should not be hidden. On the contrary, stimulate the child in every possible way, praise him, celebrate his small successes in the difficult task of mastering speech. The child must realize that he was heard, that he was understood. Observe how rich the little one’s facial expressions become: smack your lips - the baby will try to repeat your action, you can smack your lips, stick out your tongue a little.

Toys still attract the child's attention. Now that the baby can lie not only on his back, but also on his stomach, holding his head, watch what he is looking at and name these objects. If you want your child’s speech to develop normally, talk to him, let him hear and learn to perceive the sounds of speech.

On a note!

A two-month-old baby can look at toys suspended at a distance of 30-40 centimeters from the eyes.

The baby happily takes in his hand and holds for some time some small thing: a bright piece of paper, a piece of thick paper, a lace. Tell your child about these items and express your attitude towards them.

Never leave your baby alone with small objects!

Teach your child to respond to sound.

– Call the baby - he will turn his head in your direction, that is, he will determine where the source of the sound is.

– Playing with different sounding toys is very useful. Shake this toy for a while so that the baby listens to the sound and is able to determine where it is (you don’t have to show the toy).

– Rattle the sounding toy from different sides of the baby, so that he sees and hears it, and then give the toy to the child - he will probably try to make the sound himself. A little time will pass, and when you ask where the tumbler is, the child will begin to look for the toy with his eyes. In this way, you will develop your baby’s speech hearing, without which it is impossible to understand spoken speech.

Manipulations with toys should become varied. If at first you gave the child an object, named it, told something about it and carefully took it away, now you can return it to the baby.

Children are afraid of some sounding toys, or rather, of their menacing appearance, too bright color, and harsh sound. Carefully observe the baby’s reaction; the game should bring pleasure, not frighten, should interest, and not cause fear.

Three month old baby smiles in response to your smile and affectionate treatment. The baby laughs loudly from joy, from pleasure, from “talking” with you, when you tell him something, play with him - and not just play, but play emotionally.

Address the child from his left, right, behind, or side. In this way, you stimulate his ability to hear, react, locate the source of the sound and turn towards it.

You can manipulate not one, but three toys: show them to your child, name them, let’s hold them, take them away and return them.

It is useful to attract the child’s attention not only to sounding toys and voices, but also to other sounds: creaking, ringing, rustling, knocking.

Play games with speech accompaniment, for example, “The horned goat is coming...”. Remember that the intonation with which you voice game actions is very important for a child. Try to speak emotionally, expressively, note the baby’s reaction, encourage his attempts to make various sounds during games. And constantly talk to your baby, comment on all your actions.

By four months The baby’s “speech” is replenished with new sounds – he begins to hum. When a baby walks, he doesn’t just pronounce sounds, but sings them and stretches them out.

In order to walk, your baby needs to breathe harder and deeper than before, which means it's time for breathing exercises. Sing sounds with your child (a-a-a-a, o-o-o-o, e-i-i-i, o-o-o-o), try to make him hear both you and himself . This “singing” develops not only speech hearing and breathing, but also the voice.

It is very good to sing sounds in front of a mirror, then the baby sees how the lips move and the mouth opens. Puff out your cheeks, puff, spit - the child will try to do the same. It is convenient for a child to do similar exercises while lying on his stomach, just place a mirror in front of him.

While lying on his stomach, it is interesting and useful for the child to reach the toy himself, and if he succeeds, he should be especially warmly praised. But the baby won’t be able to crawl to the toy yet; he’ll manage to do that later.

When you place a toy in your child’s hand, be sure to pronounce your actions and the baby’s actions and name the toy.

Attention!

You need to talk to your child melodiously, expressively, and kindly, but if the baby has misbehaved, strict (not hysterical or angry) notes are acceptable.

At five months The baby is already trying not only to grab the toy, but also to crawl towards it. Use a trick: quietly move the toy away, stimulating further attempts to get it. Sometimes the child himself moves the toy away and crawls after it again, enjoying the process of achieving the goal. But all his actions should be commented on.

Notice every sound your child makes, reward and respond to it.

At this age, children are already playing hide and seek with you: you hide behind an object or cover your face with your hands and say “By-bye!”, and then appear from your hiding place or open your face with the words “And that’s where I am!” The child smiles, rejoices at your appearance (often he is already waiting for you to appear and anticipates this moment), makes sounds, laughs.

Sounding toys can be different, for example, rattles with different sounds, children's musical instruments. It is useful for a child to listen to the rattling of small objects in boxes and jars. Remember: when your baby plays with small objects, do not leave him unattended and monitor his actions.

A five-month-old child recognizes his loved ones and rejoices at them; it’s good if he expresses his feelings with sounds and laughs. Be sure to tell your baby about the emotions he evokes in you.

When playing with your baby, encourage him to move: support him under the armpits, shake him, wave his arms, sit the baby on your lap and stamp him with your feet. Children like such games, and they are happy to demonstrate this by making sounds.

The period of teething becomes a real test for the child and his family. Some children develop a fever, itching, drooling, and swollen gums. We have to get through this difficult time. The appearance of teeth makes it easier for the child to transition to more solid foods, stimulates chewing and swallowing, and activates the work of the pronunciation organs - lips, tongue, soft palate. Special dental rings will help eliminate pain. Some babies benefit from oral massage using a special brush with an attachment (this device is sold in pharmacies).

From six months of age Speech development enters a new stage - the baby begins to babble. Consonant sounds appear in the little person’s “arsenal”: “b”, “m”, “p”, “l”. The child pronounces syllables and syllable chains: LE-LE-LE, MA-MA-MA, etc. Repeat syllables and chains after the child, finish them, turning them into the first simple words (MOM). The child must see your face and lip movements - this will help him not only perceive, but also remember the words. Choose different intonations, speak louder and quieter.

Don’t forget that talking while lying down is not very comfortable, so talk to your baby when he is sitting on your lap, in your arms, trying to climb up in the playpen, trying to crawl.

Comment on all the child’s movements and actions, demonstrate this or that action to the baby several times, encouraging him to repeat both the action and the sound. Place the child's hand on your lips so that he can feel how they move; you can chew his lips or smack them.

Invite your baby to lick the spoon (for example, when you feed him), lick crumbs from his lips, purse his lips (you can move your baby’s lips with your fingers so that he feels this action). By the way, when a baby sticks out its tongue to reach food, it at the same time develops motor and speech skills.

We have already said that it is useful for a child to admire himself in the mirror: by seven months, this exercise will help the baby remember his name and learn to respond to it. Recognizing oneself in the mirror is an important stage in the development of a little person. The child looks at his reflection in the mirror and listens as his mother tells him who he sees. By watching his reflection, the baby learns to distinguish facial movements.

Show your child how a dog barks, a cat meows, and a mouse squeaks. Barking is necessarily accompanied by the opening and closing of the mouth, squeaking by closing and opening the lips, meowing by closing the lips and lowering the jaw. The baby will remember these movements and imitate them.

All children really enjoy listening to and repeating sound combinations that indicate various actions (BANG, BAM, YUM, POOH, etc.). It is better if you perform and name actions at the same time. By commenting on your actions (feeding, dressing, morning toilet), you not only develop your child’s speech, but also introduce him to self-care skills. Favorite children's games (“Ladushki”, “Rode, rode sir” and others) will also help you develop your child’s speech.

Don’t forget about the child’s auditory perception: let him listen to various non-speech sounds, let him determine the location of their sources (turn his head towards the signal).

Seven month old baby is able to follow your instructions, for example, open and close boxes, remove an object from a specified place. You only need to “illustrate” your request several times, that is, show the baby what needs to be done.

It is useful for a child to listen to music, especially rhythmic music, to which you can move, imitate someone or something, and repeat words. Any game definitely needs to be commented on; your speech should be as emotional and lively as possible.

In order for your child to improve his speech skills, continue to train his lips, tongue, and cheeks: teach him to blow into tubes, onto propellers, blow off pieces of paper or cotton wool, and puff out his cheeks. By the way, don't forget that eight month old baby can perform all these exercises at your request, the main thing is that the baby is interested in playing these useful games.

A child’s speech and psychomotor development are closely related. The more the baby moves, the more actively he develops, the more accessible various objects are to him. At nine months the child stands up confidently with support, sees further, easily reaches objects of interest to him, which means that now you need to communicate and talk with him more.

The baby can play games with plot elements, perform simple roles - feed a doll, drive a car, assemble a house. Tell your child about the parts, details and purpose of the objects you use in the game.

Since the baby is already confidently sitting and standing, he can more actively manipulate toys, and your task is to voice both his actions and yours. Teach your baby to understand and use the word “give.” The child must realize that in order to get the item he is interested in, he must not only point to it, but also ask for it. First, teach your baby to give you what you ask, that is, in response to your “Give,” he gives you what you want. Well, if you offer him a toy, then say “Na” - and the child will take from you what you give him.

The child can pronounce the first words approximately by ten months. There are no clear criteria in this case: by the age of one year, the baby’s vocabulary should have about 10 words.

At ten months, some babies are already walking, they are more mobile and they now play with more objects and toys than before. This activates the child’s development, but at the same time the likelihood of injury increases, because it’s so easy to stuff a pea into your nose or put a bottle opener in your mouth. Therefore, do not leave your child unattended when he is playing with small objects, and remove all dangerous objects away.

Teach your child to understand the word "it is forbidden". The prohibition must be reasonable, otherwise the baby will act contrary to you. Do not reprimand the child on every minor occasion, but explain to him the consequences of certain actions, allow him to learn from his own experience (if possible!) about the properties and qualities of objects.

For example, the baby took a knife from the table. There is no need to scream heart-rendingly: “You’ll cut yourself!” Let him turn it around and look. Carefully take the knife away from the baby, tell him what can happen if you are not careful and attentive. Well, if your child really needs a knife, buy him a safe toy one. Here's a pot of hot soup - you can't touch it. Let the child touch the pan with his finger - it’s hot, unpleasant. That's why you can't!

Active movements are required not only in order to learn to walk, but also in order for the fingers to become dexterous - the more precise the movements of the fingers, the better the child’s speech develops. That’s why it’s useful to play games like “White-sided Magpie” with your baby. This is both a game and a simple hand massage. You can come up with similar massage games yourself by performing movements with your baby’s fingers and palms and commenting on your actions or saying rhymes.

It is very useful for the development of fingers to collect puzzles and inserts, play with nesting dolls and pyramids.

You can start drawing: first, draw with your whole palm (don’t be afraid to get your fingers dirty, it’s easy to wash them), leave handprints on large sheets of paper, “stomp” your fingers on the paper, draw with crayons and markers.

It is useful to play with construction sets with large parts, do not forget about buttons and balls.

Remember: games with small objects must take place under your supervision and you must certainly voice all the baby’s actions.

At eleven months most children can walk. Now the child is no longer so helpless, he is not tied to a certain place as before. The baby approaches objects of interest to him, looks at you questioningly, trying to find out what it is.

The child understands simple questions. For example, when you read a book with bright pictures and ask to find a bunny, the baby shows it and turns the page himself. Choose children's books with lots of illustrations and accessible content. Young children best perceive simple, short and rhyming texts (rhymes, poems and fairy tales for the little ones).

Story games can now include a larger number of objects: feed the bunny with toy vegetables (name all the objects and pronounce the actions), the parrot with fruits, sit the doll at the table and set it.

Useful game “Magic Bag”: take an object or toy out of the bag and ask your baby what it is. And when the baby answers, ask how the trumpet blows or the hedgehog snorts, which appeared from the magic bag. As we have already said, one year old child uses about ten words. He must correctly pronounce simple sounds: first of all, vowels, as well as the consonants “b”, “p”, “m”, “n”, “d”, “t”, “g”, “k”. The degree of clarity in pronouncing these sounds depends on how active the baby’s sponges and tongue are.

Watch your baby:

Does he chew well?

Does he swallow food normally?

Isn't he a lazy munchkin?

Doesn't he keep food in his mouth (behind his cheek) for a long time?

Is he drooling (when his teeth are not cutting through),

Doesn't he keep his mouth half open all the time?

All these symptoms may indicate the presence of neurological disorders or ENT diseases. Such phenomena can slow down not only the speech, but also the general development of the child. It is better to consult a doctor and strictly follow his recommendations.

A one-year-old child is interested in everything that happens around him.

Explain to your child what will interest him; while playing, try to construct detailed phrases and use common sentences. The child must hear and perceive phrasal speech, notice how words are combined into sentences.

When reading books to your baby, encourage him to finish familiar words and sound combinations (who said...MEOW) and finish the phrase.

The baby is already trying to dress himself, eat, put away toys, and his desire for independence should be encouraged as a necessary element of socialization. He brought the cubes and put them in the box - oh, what a great guy! I put the cup in the sink - what a clever girl!

Baby and TV

Your child should not get carried away with watching television. Of course, you can watch some things, but only for a short time; programs and cartoons must correspond to the age and mood of the little person. Spending a long time watching TV tires the child, leads to overload of the nervous system, and can cause increased excitability.

Working with a child is easy. Games and exercises

The games and exercises that you will find in this chapter are simple and accessible; you can practice with your baby yourself at home. We have already said that working with a child should not turn into serving a duty and fulfilling requirements. If it’s interesting for you, it’s interesting and useful for your child. You study with pleasure - the little student will also enjoy the lessons.

Choose the time for classes carefully: the child must be healthy and in a good mood. Try not to overload your baby: do two or three types of exercises. Classes should not lead to overwork; it is better to conduct them in a playful way, since by playing, the child learns more productively. If the child does not succeed in something, do not scold him. Tasks can be divided into several stages and completed gradually. An exercise that a child cannot cope with can be postponed, practiced, and after a while return to it. Based on the games and exercises in this chapter, you can come up with your own, original variations.

Get ready for your baby to achieve results gradually. All children are different: some pick it up quickly, while others need more time to learn new things. Be sure to discuss with your child how he completes tasks, summarize, and do not forget to celebrate any, even tiny, victory, every small achievement.

So to the end 1 month In life, a healthy baby already reacts to communication with him: he stops crying and focuses on the adult.

2 month is characterized by a smile when communicating, and at 6 weeks it will most likely be a kind of “oral attention,” while at 8 weeks it will be a natural smile.

3 months. There is a complex of revival when communicating with an adult, “hooking.” Such sounds arise as a reaction to a smile and conversation between an adult and a child, vowel sounds predominate, as well as consonants g, k, n .

4 months. The first laughter appears - a squeal in response to emotional communication with an adult, and by 16 weeks the laughter becomes prolonged.

5 months. The child reacts to the direction of the sound, “sings”, changing the intonation of his voice.

6 months. By this time, a healthy child has the first syllable ba or ma . An initial understanding of addressed speech arises: the child listens to the adult’s voice, reacts correctly to intonation, and recognizes familiar voices.

7 months. The baby is already ready for play activities with an adult, uses various vocal reactions to attract the attention of others.

8 months. There is a reaction to an unfamiliar face. At this time, one of the most important indicators of normal speech development is babbling, i.e. repetition of the same syllables: ba-ba, yes, yes, pa-pa and so on. The sounds used in speech are: p, b, m, g, k, e, a .

9 months. The child actively communicates using gestures and happily plays “okay”.

10 months. At this stage, the baby uses at least 1-2 “babble words” (such as Lala, baba ), understandable in a specific situation.

11 months. Already uses at least 3 “babble words” that are understandable in a specific situation.

1 year. By this time, a normally developing child already uses 3-4 “babble words”, understands individual words, and relates them to specific objects. Understands simple instructions accompanied by gestures ("kiss mommy", "where is daddy?", "give me a pen", "no").

1 year 3 months. The vocabulary increases to 6 words, the child understands simple instructions without a gesture, and shows similar words in the picture.

1 year 6 months. Shows one of the body parts, vocabulary 7-20 words.

1 year 9 months. Shows three parts of the body, uses a phrase of two words (“Mom, di!” - “Mom, go!”, “Give me a doll”). Vocabulary 20 words.

2 years. At this stage, a healthy child shows five body parts and has a vocabulary of at least 50 words. The baby understands and correctly follows two-step instructions (“go to the kitchen and bring a cup”), uses pronouns correctly me, you, me , sentences are built from two words. By the age of two, the child already masters the following sounds: p, b, m, f, c, t, d, n, k, g, x . Whistling sounds ( s, z, c ), hissing( w, f, h, sch ) and sonorant ( r, l ) it usually skips or replaces.

2 years 6 months. Uses pronouns correctly in speech me, you, me ; repeats two numbers in the correct sequence, has the concept of "one". The child understands the designation of actions in different situations (“show who is sitting, who is sleeping”), the meaning of prepositions in a familiar specific situation (“what are you sitting on?”). Pronounces sounds correctly: s, h, l .

3 years. Vocabulary of 250-700 words, uses sentences of five to eight words, has mastered the plural of nouns and verbs. The child says his name, gender and age; understands the meaning of simple prepositions - performs tasks such as “put the cube under the cup”, “put the cube in the box”, uses simple prepositions and conjunctions in sentences because if, when . The child understands short stories and fairy tales read with or without the help of pictures, can evaluate his own and others’ pronunciation, and asks questions about the meaning of words.

From 3 to 7 years.

We remind you that children who are persistently behind by one age period belong to a risk group and must be consulted by a child psychologist and speech therapist.

4 years. In the speech of a four-year-old child, complex and complex sentences are already encountered, prepositions are used by, before, instead of, after , unions what, where, how much . Vocabulary 1500-2000 words, including words denoting temporal and spatial concepts. The child pronounces hissing sounds correctly w, f, h, sch , as well as sound ts . The softened pronunciation of consonants disappears.

5 years. By the age of five, a child’s vocabulary increases to 2500-3000. He actively uses generalizing words (“clothes”, “vegetables”, “animals”, etc.), names a wide range of objects and phenomena of the surrounding reality. There are no longer omissions or rearrangements of sounds and syllables in words; the only exception is some difficult unfamiliar words (excavator). All parts of speech are used in the sentence. The child masters all the sounds of his native language and uses them correctly in speech.

From 5 to 7 years The child’s vocabulary increases to 3,500 words, figurative words and expressions, stable phrases (no light, in a hurry, etc.) are actively accumulated in it. The grammatical rules for changing words and combining them in a sentence are learned. During this period, the child actively observes the phenomena of language: tries to explain words based on their meaning, reflects on the gender of nouns. In this way, linguistic and speech attention, memory, logical thinking and other psychological prerequisites necessary for the further development of the child and his successful learning at school develop.

A child is not born with developed speech. Answer the question about when and how a baby learns to speak - to pronounce sounds correctly and clearly, like adults, to connect words with each other, changing them in gender, number, case, to construct sentences of varying complexity, to coherently and consistently express their thoughts - it’s impossible to be clear. Mastering speech is a complex multilateral mental process; its appearance and further development depends on many factors. Speech begins to form only when the child’s brain, auditory and speech-motor apparatus reach a certain level of development. But, even with a fairly developed speech apparatus, a formed brain, and good physical hearing, a child without a speech environment will never speak. In order for him to have speech, and in the future to develop correctly, he needs a speech environment.

However, this is still not enough for the child to develop speech. It is important that he himself develops the need to use speech as the main way of communicating with peers and loved ones. In communicating with others, at the initial stages of speech development, the baby imitates sounds and words, i.e. “adjusts” his ability to their pronunciation. Gradually, he enriches his vocabulary, he develops the correct pronunciation of sounds, he begins to speak in the same way as adults. But if the baby spoke only by repeating after the people around him, then he would never be able to use speech in various situations. In mastering speech, the linguistic ability of the language is important.

The first year of a child's life is, as it were, a preparatory stage for mastering speech. During this period, the baby develops auditory and visual concentration (he listens to the sounds of speech, finds and focuses his attention on the source of the sound, on the face of the speaker), the understanding of speech develops, and in the process of humming and babbling, the articulatory apparatus is intensively developing. Communication between a child and an adult is built mainly on an emotional basis, and with the appearance of the first meaningful words, through speech.

In the second year of life Understanding of adult speech and active speech are intensively developing. Until one and a half years of age, children do not have phrasal speech. If there is an appropriate situation, this function is performed by a word sentence (for example, a child, asking for a car, says “Bi-bi”). Such word-sentences, depending on the situation, can express different meanings, and they appear in children at 1 year 3 months - 1 year 8 months.

From the second half of the second year, the child increasingly begins to use two-word sentences (“Mom, bi-bi”). and at 1 year 10 months he uses two- and four-word sentences, but the words in such sentences are not yet grammatically related to each other.

The number of spoken words that a child uses by the end of the second year varies from 100 to 300 words for different children.

Some children develop grammatical relationships between words, agreement between a noun and a verb, and a change in the case ending of a noun. However, there are no prepositions and conjunctions in the sentence yet. Most phrases spoken by a child are constructed ungrammatically and are not always understandable to the listener.

At this age, children quite clearly begin to pronounce such vowel sounds as a, u, i, o, but the sounds s, u are replaced by the sounds i, e; the majority of consonants are either not pronounced at all, or are pronounced incorrectly, replacing them with sounds that are simpler in terms of articulation. A number of hard consonants are replaced by soft ones. This mainly applies to the sounds t, d, s, z “dyay” instead of dai, “syanki” instead of sanka), there are no hissing sounds, sounds l, ry, r.

In the third year of life vocabulary increases 3-4 times. The child knows the names of many objects around him. He begins to use verbs, pronouns, prepositions.

At this age, a child is able to perceive simple, short fairy tales, stories that are close to his life experience, and can answer some questions about their content.

Despite all the achievements in the development of speech in children of the third year of life, they still do not pronounce many words clearly and correctly, which is why speech as a whole is not always understandable to others. Having already sufficiently developed phonemic perception (children no longer mix words that are similar in sound, sometimes differing only in one sound), kids try to “adjust” their pronunciation to the generally accepted one. But they do not always succeed in this, and they replace the missing sounds with others that are easier to pronounce, for example: r and l are replaced with the sounds and or l. hissing and hard whistling - with soft whistling sounds, and sometimes with the sounds th, d ("syuba. tyuba" instead of shub, "syanki tyanki" instead of sled, "zyk, hatch" instead of beetle).

Children continue to experience difficulties in pronouncing polysyllabic words: they cannot always preserve the syllabic structures of words (they shorten words), rearrange syllables, replace or omit individual sounds.

Children cannot always use the vocal apparatus correctly (for example, they cannot answer questions loudly enough and at the same time speak quietly when the situation requires it).

In children of the fourth year of life There is a noticeable improvement in pronunciation, speech becomes more distinct. Children know well and correctly name objects in their immediate environment: the names of toys, dishes, clothes, furniture. In addition to nouns and verbs, other parts of speech are beginning to be used more widely: adjectives, adverbs, prepositions. The beginnings of monologue speech appear. In speech, simple but already common sentences predominate; children use complex and complex sentences, but very rarely. The initiative to communicate more and more often comes from the child.

By the end of the fourth year Throughout life, children's pronunciation improves significantly, the correct pronunciation of whistling sounds is consolidated, hissing sounds begin to appear, and in some children - the sounds r, l. However, most children still have some imperfections in sound pronunciation: the absence of hissing sounds, r, l, which is not yet a pathology in the child’s speech development. At this age, children can make mistakes, use stress incorrectly, and shorten polysyllabic words.

The child is five years old There have been significant advances in mental and speech development. An increase in the active vocabulary (from 2500 to 3000 words by the end of the year) creates the opportunity for the child to construct his statements more fully and express his thoughts more accurately. Children begin to master monologue speech.

At this age, children are highly attracted to rhyme.

The child is able to recognize by ear the presence of a particular sound in a word, and select words for a given sound. A child’s sufficiently developed speech hearing gives him the opportunity to distinguish between increases and decreases in the volume of voices in the speech of adults, to notice the acceleration and deceleration of the rate of speech, to grasp various means of expressiveness. They themselves can reproduce various intonations. By the end of the fifth year of life, many children correctly pronounce all the sounds of their native language; however, some experience distorted pronunciation of some sounds.

In the sixth year of life improvement of all aspects of the child’s speech continues. The pronunciation becomes clearer, the phrases, or rather the statements, become more detailed. Over the course of a year, the vocabulary increases by 1000-1200 words. Increasingly, generalizing nouns and adjectives appear in a child’s speech, denoting material, properties of the state of objects.

The child masters the grammatical structure and uses it significantly freely. At this age, the child is already able to independently reveal the content of the picture; but when composing a story based on it, he often concentrates his attention mainly on the main details, often omitting the secondary ones.

However, grammatical errors still occur in children’s speech: incorrect agreement of nouns with adjectives in indirect cases, the use of some plural nouns in the genitive case (“pears” instead of pears), changes in cases of indeclinable nouns (“There is a clock on the piano”).

In the seventh year of life, the child’s speech becomes more and more precise in structural terms, sufficiently detailed, and logically consistent. When retelling and describing objects, the clarity of presentation is noted, and the completeness of the statement is felt.

In the process of verbal communication, children use both simple and complex sentences. Children correctly coordinate words and use case endings.

The pronunciation aspect of speech reaches a fairly high level. The child correctly pronounces all the sounds of his native language, pronounces phrases clearly and distinctly, speaks loudly, but depending on the situation he can speak quietly and even in a whisper, and is able to change the pace of speech taking into account the content of the statement.

Most children at this age have fairly developed phonemic perception, skills in sound analysis of words (they can identify sounds in words, select words for certain sounds, establish the sequence of sounds in words, divide words into syllables, sentences into words, etc.).

However, even at this age, children cannot always use words accurately; speech is not always flawless and grammatically correct. The reason is the complexity of the grammatical system of the Russian language

Some children may have deficiencies in the sound design of words: incorrect pronunciation of sounds (usually whistling, hissing, r and l sounds), unclear or slurred pronunciation of words, inaccurate use of stress, etc.

In preschool childhood, naturally, the process of mastering speech does not end for the child. Enrichment of vocabulary, development of grammatically correct speech, improvement of the ability to express one’s thoughts through speech, interestingly and expressively convey the content of a work of art will continue during school years and throughout life.

Prepared
teacher speech therapist
Abramova L. A.

STAGES OF CHILDREN'S SPEECH DEVELOPMENT.

By the end of 1 month life, a healthy baby already responds to communication with him: stops crying and focuses on the adult.

1 month characterizedsmile when communicating, and, at 6 weeks It will rather be a kind of “oral attention”, but at 8 weeks - a natural smile.

3 months. There is a complex of revival when communicating with adults,
"humbling". Such sounds occur as a reaction to smiling and talking.
adult with a child, vowel sounds predominate, as well as the consonants g, k, i.

4 months. The first laugh appears- squealing in response to emotional communication with an adult, and by 16 weeks the laughter becomes continuous.

5 months. The child reacts to the direction of the sound, “sings”, changing voice intonation.

6 months. By this time, a healthy child has his first syllable
ba or ma. An initial understanding of the addressed speech appears: child
listens to the voice of an adult, responds correctly to intonation,
recognizes familiar voices.

7 months. The baby is already ready for play activities with an adult, uses various vocal reactions to attract attention those around you.

8 months. There is a reaction to an unfamiliar face. INthis time is one ofthe most important indicators of normal speech development - babbling, i.e. repetition of the same syllables:ba-ba, yes, yes, pa-paand so on. The sounds used in speech are: p, b, m, d, k, e, a.

9 months. The child actively communicates using gestures, With plays with joy
in "okay"

1. months. At this stage, the baby uses at least 1-2
   "babbling words" (like lalya, woman), understandable in a specific situation.
2. months. Already uses at least 3 "babble words" , understandable in
   specific situation.

1 year. By this time, a normally developing child has already consumed 3-

4 “babbling words”, understands individual words, relates them to
specific items. Understands simple instructions followed
gestures (“kiss mom”, “where is dad?”, “give me a pen”, “no”)

1 year 3 months. The vocabulary increases to 6 words, the child understands simple instructions without a gesture, and shows familiar words in the picture.

1 year 6 months. Shows one of the body parts, vocabulary 7-20 words.

1 year 9 months. Shows three body parts, uses the phrase from two words (“Mom, di!” - “Mom, go!”, “Give me Lala” - “Give me a doll”). Vocabulary 20 words

2 years. At this stage healthy childshows five body parts, has

vocabulary of at least 50 words. The baby understands and correctly follows two-step instructions (“go to the kitchen and bring a cup”), uses pronouns correctly me, you, me, builds sentences from two words. By the age of two, the child already masters the following sounds:p, b, m, f, c, t, d, n, k, g, x.Whistling sounds (with, z, c), hissing (w, zh, h, shch) and sonorant (r, l) it usually skips or replaces.

2 years 6 months. Uses pronouns correctly in speech I, you, me; repeats two numbers in the correct sequence, has the concept of "one". The child understands the designation of actions in different situations (“show who is sitting, who is sleeping”), the meaning of prepositions in a familiar specific situation (“what are you sitting on?”). Pronounces sounds correctly:

s, z, l.

3 years. Vocabulary of 250-700 words, uses sentences of five to eight words, has mastered the plural of nouns and verbs. The child says his name, gender and age; understands the meaning of simple prepositions - performs tasks such as “put the cube under the cup”, “put the cube in the box”, uses simple prepositions and conjunctions in sentencesbecause if, when.The child understands short stories and fairy tales read with or without the help of pictures, can evaluate his own and others’ pronunciation, and asks questions about the meaning of words.

4 years. In the speech of a four-year-old child, complex and complex sentences are already encountered, prepositions are usedby, before, instead of, after, unions what, where, how much.Vocabulary 1500-2000 words, including words denoting temporal and spatial concepts. The child pronounces hissing sounds correctly sh, zh, h, shch, as well as the sound ts. The softened pronunciation of consonants disappears.

5 years. By the age of five, a child’s vocabulary increases to 2500-3000. He actively uses generalizing words (“clothes”, “vegetables”, “animals”, etc.), names a wide range of objects and phenomena of the surrounding reality. There are no longer omissions or rearrangements of sounds and syllables in words; the only exception is some difficult unfamiliar words (excavator). All parts of speech are used in the sentence. The child masters all the sounds of his native language and uses them correctly in speech.

Between 5 and 7 years The child’s vocabulary increases to 3,500 words, figurative words and expressions, stable phrases (no light, in a hurry, etc.) are actively accumulated in it. The grammatical rules for changing words and combining them in a sentence are learned. During this period, the child actively observes the phenomena of language: tries to explain words based on their meaning, reflects on the gender of nouns. In this way, linguistic and speech attention, memory, logical thinking and other psychological prerequisites necessary for the further development of the child and his successful learning at school develop.

PREPARATORY STAGE (Preverbal development of communication).

The stage covers the 1st year of children’s lives; it is of extreme importance in the genesis of the child’s verbal function.

Situational-personal communication. During the first year, the child changes at least two forms of communication with surrounding adults. By 2 months, he has developed situational and personal communication with close adults. It is characterized by the following features:

§ communication is the leading activity of children, mediating all their other relationships with the world;

§ The main means of communication with other people for infants is the category of expressive (expressive-facial) movements and poses.

Situational business communication. At the end of the first half of the year, a child who has mastered grasping moves to the level of the second, more complex form of communication with adults. This is situational business communication. It has the following features:

1) communication unfolds against the background of objective manipulations that constitute a new type of activity for the child, which takes the leading position;

3) the leading motive among communication motives is the business motive, since children, prompted by the practical tasks of manipulative activity, are now looking for contacts with adults;

4) the main means of communication with surrounding people for infants is the category of figurative (object-active) movements and poses of objective actions, transformed to function as communicative signals.

Emotional and first simple practical contacts that occur between children and adults within the framework of the first two forms of communication do not require the child to speak; he does not take possession of it. However, this does not mean that the baby does not encounter speech at all. Quite the opposite: verbal influences make up a large and significant part of an adult’s behavior towards a child. Therefore, it can be assumed that infants early develop a special attitude towards speech sounds due to their inextricable connection with the figure of an adult, which for the child constitutes the center of the world at the stage of situational-personal communication and a very important part of it at the stage of situational-business communication.

The first sound a baby makes is its first cry at birth. It is not yet related to speech, but it is already a reflex of the vocal apparatus.

Vocalizations take the form of short or melodious sounds that express the child’s state, ranging from delight (screams, squeals) to intense concentration (hooting).

Preparation for language acquisition begins as early as 2-4 months with exercises in pronunciation of individual sounds. The child pronounces the velar and vowel sounds “AIY”, “OIU”. Here is the result of the good tradition of “hooking” with children.

Vocalizations of children of the 1st year of life are pre-speech, although sometimes some of them have an external resemblance to words. So, a baby can babble “dya-dya,” but this sound complex does not have a fixed sound. Pre-speech vocalizations often accompany the infant's activities with objects and serve as vocal accompaniment to object actions. However, vocalizations are often used by children to communicate with people around them.

N. M. Shchelovanov and N. M. Aksarina, N. L. Figurin and M. P. Denisova, M. Yu. Kistyakovskaya and other authors necessarily include pre-speech vocalizations as part of the “revitalization complex,” which is a type of social behavior of the child. With the help of vocalization, children, on their own initiative, attract the attention of an adult, with the help of sounds they try to keep the adult near them, through them they inform the adult about the pleasure they are experiencing or about the state of discomfort.

Thus, in the 1st year of life, children actively listen to the verbal influences of adults, and when responding to requests from older partners and in cases of initiating contacts with surrounding people, they use pre-speech vocalizations. Even before the appearance of their own speech, children already understand from 50 to 100 words.

At about 8 months, the baby begins to imitate the sounds he hears.

It can be suggested that even in the preverbal period, the child develops a special attitude towards the sounds of speech of surrounding adults. The attitude is characterized by a predominant emphasis on speech sounds among other non-speech sounds and an increased emotional coloring of the perception of the former.

Already in the first half of the year, the verbal influences of an adult cause a powerful indicative reaction in children, which is replaced after a few seconds by violent joy. Up to 4-5 months, an adult’s conversation addressed to the baby evokes in him a “revival complex” (joyful behavior expressed by a smile, a focused and bright gaze, excited by movement, and sounds) of maximum strength and duration. This effect is equal in effectiveness to affection, which includes both smiling and stroking the child.

Speech influences from adults evoke in the second half of the year a response behavior of a special composition, different from the response that is evoked in children by various sounds emanating from inanimate objects. In a child’s behavior when listening to an adult’s conversation, an indicative beginning is first identified.

Thus, already in the first months of life, children begin to identify and record the speech influences of the people around them among sound stimuli.

By the end of the 1st year, children experience a deepening of the analysis of the speech sounds themselves: two different parameters are distinguished: timbre and tonal. In the second half of the year, the child moves on to more complex interactions with adults. During this interaction, the child develops a need for new means of communication that would provide him with mutual understanding with adults.

Speech becomes such a means of communication, initially passive (understanding), and then active (initiative statements of the child himself).

STAGE OF SPEECH EMERGENCE

The second stage serves as a transitional step between two eras in the child’s communication with people around him, preverbal and verbal. Despite this intermediate position, it is extended in time and usually covers more than six months from the end of the 1st year to the second half of the 2nd year. In the case of delayed speech development, the second stage can last for a year and a half.

“The child begins to understand that sounds and their combinations can mean certain objects, that with their help you can achieve a lot, that by saying “am-am” you can get food, and by saying “ma-ma” you can call your mother.”

Both events are closely related, and not only in time, but also in essence. They represent a two-pronged way of solving one communicative problem. The task is set for the child by an adult; he requires the children to perform an action according to verbal instructions and, in some cases, provides for not only locomotor or object action, but also verbal action. If an adult does not provide for a verbal response and does not insist on it, then in children a gap forms between the level of development of passive and active speech with a lag in the latter. Both the understanding of an adult’s speech and the verbal response to it are carried out on the basis of active perception of the statement and its pronunciation. Pronunciation also acts as a perceptual action.

At this time, the child begins to pronounce his first words. The peculiarity of the first words is that they are in the nature of pointing gestures. Walking and enriching object actions require speech that would satisfy communication about objects. Speech, like all new developments of age, is transitional in nature. This is an autonomous, situational, emotionally charged speech, understandable only to those close to you. This speech is specific in its structure, consisting of fragments of words. Researchers call it "nanny language." But whatever this speech may be, it represents a new quality that can serve as a criterion that the old social situation of the child’s development has disintegrated. Where there was unity, there became two: an adult and a child. Between them a new content grew - objective activity. Firstly, speech is autonomous in nature: words are situational, they are just fragments of our words, words are polysemantic, polysemantic. Moreover, autonomous speech itself contains a contradiction. This speech is a means of communication addressed to another, but, as a rule, it is still devoid of permanent meanings.

Vocabulary 20 words. At this stage, the child shows five body parts and has a vocabulary of at least 50 words. The baby understands and correctly follows the two-step instructions (“go to the kitchen and bring a cup”), correctly uses the pronouns I, you, me, and constructs sentences from two words.

By the age of two, the child has already mastered the sounds: p, b, m, f, v, t, d, n, k, g, x. He usually skips or replaces whistling sounds (s, z, ts), hissing (sh, zh, ch, shch) and sonorant sounds (r, l).

STAGE OF VERBAL COMMUNICATION DEVELOPMENT

The main events at the stage of development of speech communication are: firstly, a change in the content of communication and the development of the corresponding functions of speech as a means of communication; secondly, mastering voluntary regulation by speech means.

In colloquial speech that a child hears, a group of words is important ("this", "that", "here", "now", "there", "then", "I", "you", etc. ), which are characterized by the fact that they directly depend on the position of the speaker. They, in the figurative expression of S. L. Rubinstein, constitute “coordinates” with the help of which we determine the position of individual objects and characters in the structure of a social situation. Social categorization is the division of the social environment into groups “us” and “them”, into groups “me” and “others”.

The process of differentiation of the social situation of development, according to the research of M. Kechka, goes through a number of stages.

First stage characterizes the undifferentiated use of one word, which corresponds not to individual positions, but to the situation as a whole. For example, a child uses the word “take!” or the word "give!" not only when he gives the object, but also when he asks for it. With this word, the child only seems to delimit this microsituation from all others. For a child, it makes no difference who occupies what position. The sign of the whole situation is the sign of any position in it (age from one to one and a half years).

At the second stage(the second half of the second year of life) all the signs of the situation appear in the child’s speech and behavior, but there is still no distribution of roles. For example, when a child passes an object to another person, it is important for him that both “give” and “na” are said. Although the distribution of roles does not yet matter to him, it is important that all words in the situation are spoken or non-verbally reproduced. As was noted first by A. Vallon and then by J. Bruner, children of this age willingly play symmetrical, paired games, such as “ball rolling”, “give me a toy”, “hide and seek”, “cuckoo”, etc. It is in these paired games that different positions begin to emerge for the child, they become an object of orientation for him, and then, in a symbolic, verbal sense, the child begins to reproduce both the conversation for himself and for the other, as well as the signs of all positions.

The child himself introduces a distinction between positions: he changes intonation when he speaks for another in spontaneous speech, leaves room for an adult, expects an answer from him in a conversation, and willingly changes with a partner in paired games.

For example, in a game, a child with a “notebook” in his hands reproduces in all details a “telephone conversation” (with a toy telephone) with an imaginary interlocutor. The child pronounces key words, gestures, pauses to “listen to the interlocutor,” despite the fact that he does not yet have real experience in a telephone conversation.

At the third stage (end of the second – third year of life) it is important for the child to establish what everyone should say from their own position in the current social situation. For a child at this level of development, it is important that they necessarily behave in accordance with the position they occupy in the social structure. The child is already exactly fulfilling his role. In the dialogue, he leads not just any party, but his own party, but at the same time he has in mind the whole situation, where there are other positions. A beautiful illustration of this can be seen in an example from K.I. Chukovsky’s book “From Two to Five”:

- “Oh, grandpa, the pussy sneezed!”

- “Why didn’t you, Lenochka, tell the cat: hello!”

- “Who will say thank you?” Since the pussy cannot answer, the child himself in this situation does not say his line.

By the end of early childhood, the child’s speech is structured quite correctly from the formal side. He constructs his statements in accordance with his position in the situation and taking into account the position of the other person, he begins to correctly use the words “I”, “you”, “my”, “your”, etc., that is, such words, use which depends on the position of the speaker.

Using these examples, one can see how positions are distinguished within a social situation, how a child masters his position and can construct statements in accordance with it. Thus, we have traced how the initially undifferentiated situation of the child’s development is gradually differentiated, different positions are distinguished in it. As M. Kecki noted, differentiation of the world occurs not only in space, but also in time. She has selected vivid examples to illustrate this.

An analysis of the child’s life situations and children’s statements related to them shows that statements reflecting time relationships are formed in the child long before he has the concept of time. V. Stern believed that at about one and a half years the child makes the first linguistic discovery: “Every object has its own name.” Such a conclusion currently seems naive, because a child at this age cannot yet make an intellectual discovery of such a magnitude. But by this time, in the social situation of the child’s development, the structure of the dialogue has already developed: “question-answer”. You can often observe that at first a child in different situations answers questions with the same words, but without interrogative intonation. Further differentiation of the structure of the dialogue is that a certain range of questions is followed by a certain range of answers.

At the age of about two years, the child understands that if there is a question

“when?”, then you need to answer with words from the category of time. The child initially uses these words undifferentiated. The word “in the evening” for a child can be a sign of any situation where time is talked about. "When were you at grandma's?" - they ask the child, and he answers: “In the evening, but I didn’t want to sleep there, but I wanted to play and have dinner.” Gradually this vague category of time is differentiated. The world is divided into categories “now” and “not now”. The child begins to distinguish between the present and the unreal: “today” is all real, “tomorrow” is all unreal. “Mom is bathing today” (that is, now). “We’ll eat tomorrow” (that is, later). "Tomorrow morning we were in the garden." In these examples (from an article by I.M. Geodakyan), the past and future are denoted by the word “tomorrow,” which is still undifferentiated in its meaning.

When the word marker begins to lose its undifferentiated meaning, the child uses two words and puts them side by side in one sentence to indicate the non-present tense: “tomorrow-yesterday.” By the end of the second year, the child begins to ask questions: “Today is tomorrow?”, “Tomorrow now?” By the age of three, a child can already clearly express the time hierarchy.

At 2.5 years old, the child correctly uses the pronouns I, you, me in speech; repeats two numbers in the correct sequence, has the concept of "one". The child understands the designation of actions in different situations (“show who is sitting, who is sleeping”), the meaning of prepositions in a familiar specific situation (“what are you sitting on?”). Pronounces sounds correctly: s, z, l.

By the age of 3, the child has a vocabulary of 250-700 words, uses sentences of five to eight words, and has mastered the plural of nouns and verbs. The child says his name, gender and age; understands the meaning of simple prepositions - performs tasks such as “put the cube under the cup”, “put the cube in the box”, uses simple prepositions and conjunctions in sentences because, if, when. The child understands short stories and fairy tales read with or without the help of pictures, can evaluate his own and others’ pronunciation, and asks questions about the meaning of words.

In the speech of a four-year-old child, there are already compound and complex sentences, the prepositions by, before, instead of, after, conjunctions what, where, how much are used. Vocabulary 1500-2000 words, including words denoting temporal and spatial concepts. The child correctly pronounces the hissing sounds sh, zh, ch, shch, as well as the sound c. The softened pronunciation of consonants disappears.

By the age of five, a child’s vocabulary increases to 2500-3000. He actively uses generalizing words (“clothes”, “vegetables”, “animals”, etc.), names a wide range of objects and phenomena of the surrounding reality. There are no longer omissions or rearrangements of sounds and syllables in words; the only exception is some difficult unfamiliar words (excavator). All parts of speech are used in the sentence. The child masters all the sounds of his native language and uses them correctly in speech.

Development of a child’s speech - from 5 to 7 years, the child’s vocabulary increases to 3500 words, figurative words and expressions, stable phrases are actively accumulated in it (at the drop of a hat, in a hurry, etc.) The grammatical rules for changing words and combining them in a sentence are learned . During this period, the child actively observes the phenomena of language: tries to explain words based on their meaning, reflects on the gender of nouns. In this way, linguistic and speech attention, memory, logical thinking and other psychological prerequisites necessary for the further development of the child and his successful learning at school develop.

Satisfying children's cognitive interests leads to a deepening of their acquaintance with the environment and to the involvement of the world of people - objects and processes of the social world - in the sphere of their attention. At the same time, the form of children’s communication is also restructured - it becomes non-situational - personal. Its distinctive features:

· non-situational - personal communication takes place against the background of the game as a leading activity;

· among the motives of communication, the leading place is occupied by personal ones, personified in an adult as a subject who has his own special moral qualities, moral virtues, and a comprehensive rich individuality.

It can be assumed that in this regard, preschoolers experience changes in the very matter of speech, the nature of the vocabulary used by children, the construction of sentences, and the general expressiveness of speech.