Development of the phonetic aspect of speech in older preschoolers. Features of the phonetic aspect of speech in preschool children Development of phonetic speech in preschool children
A child’s understanding of the speech of others develops according to the laws of the formation of conditioned reflexes. At the end of the first year, as a result of the child’s repeated simultaneous listening to a certain sound combination and the visual perception of a certain object, a conditional connection is formed between these excitations (auditory and visual) in the cerebral cortex. From this moment on, this sound combination will evoke in the cerebral cortex the image of the perceived object, and the object will evoke the image of the sound combination. Depending on experience, conditional connections are established between sound combinations and objects, the irritations from which are sent to other analyzers.
In the future, in addition to the formation of words by influencing the receptors of the objects themselves and their actions, by combining them with existing words. We learn in this way objects and phenomena that we have never perceived - never seen, never heard, etc. Thus, we create verbal chains, sometimes very complex, each link of which is based on the combination of one speech signal with another. In this case, the initial link of the chain is always connected with a specific thing, i.e. with the initial signal stimulus.
At first, the child’s speech is of an impressive nature, it is associated with a direct impression of the object; the child understands, but does not speak yet.
The word as a sound complex, with the exception of proper names, is not a bearer of specific properties of the designated object, and is not inextricably, forcibly connected only with it. On the contrary, thanks to the highest analysis and synthesis inherent only in man, each word generalizes a thing by abstracting it from its specific properties. Thus, the word gives us the opportunity to abstract and generalize the properties of objects and phenomena, to establish connections and relationships between them, without directly addressing them themselves. It replaces the action of stimuli of the first signaling system and causes the same responses as the effect on the cerebral cortex of the corresponding this word real thing. Thanks to this, we are able to navigate in a very complex environment that is not related to a specific situation, to master scientific thinking. To concretize a thought, various combinations of words are used, for example: my birch, this birch.
In a child, the processes of abstraction and generalization develop gradually, from the second year of life. Before this, the word mother meant only his mother, and not any woman who has children. In the future, it will become a certain concept for all mothers.
Expressive speech develops based on imitation of adults. This is the easiest way, since when imitation, new connections are formed as a result of the work of an adult, under the influence of his example. The skill is directly acquired by directly repeating the speech of others. From the stage of the unconscious and little-conscious, imitation gradually moves into the conscious.
Initially, under the influence of stimuli from the internal environment of the body, along with various body movements, the baby experiences muscle contractions in the speech organs, resulting in the formation of sound (humming, babbling). These unconditioned sound reflexes, gradually improving, are first included in the first signal system, and then from the second year - in the second, already as elements of speech.
When pronouncing elements of speech, the receptors of the muscles of the tongue, lips, soft palate, cheeks, and larynx are irritated. Reaching the cortex, these stimuli cause excitation in special kinesthetic and associated motor cells of the cortical section of the speech motor analyzer. These excitations coincide in time with irritations from the sound of spoken words, causing excitation in the auditory-speech analyzer, and at the same time from the direct impact on the cortex of objects and phenomena denoted by the perceived words.
Due to the simultaneity of motor and auditory stimulation, conditional connections are formed between the motor and auditory analyzers. As a result of repeated repetitions, fairly stable dynamic stereotypes are developed in the form of complex combinations of movements of the muscles of the lips, tongue, larynx, respiratory apparatus and the sound complexes they produce. The sounds produced thus become signal signals. These signals gradually become more and more generalized and are used as a means of communication - a second signaling system, oral speech, develops.
As the child ages, imitation becomes more and more conscious: the preschooler strives to speak “like adults.” Complex conditional connections operate here, largely depending on the child’s previous experience. This experience sometimes promotes, sometimes inhibits, and sometimes corrects imitation. Due to the great complexity of the mechanisms, conscious imitation occurs more difficult than its other types. Such conscious imitation is characteristic of the second half preschool age. In general, children are more willing to imitate than to act independently.
The physiological mechanisms of speech understanding are simpler than the mechanisms of pronunciation. Therefore, children’s understanding of speech develops earlier and better than pronunciation.
Due to the interaction of motor and auditory stimuli, the child, when pronouncing a sound, feels articulation and at the same time hears what is being said, which clarifies the articulation. Listening to the speech of others, the child reflexively, imperceptibly, articulates it. This clarifies both auditory perception and, to some extent, pronunciation. Therefore, whoever hears speech well, as a rule, speaks well, and vice versa, whoever hears poorly speaks poorly. Since visual perceptions are also associated with auditory-motor perceptions, they also contribute to the development of pronunciation.
Being in a word, a sound acquires a certain semantic significance. Beyond the word he loses her. The sound of a specific isolated sound, interaction in combination with other sounds, rhythm, tempo, strength and pitch are formed mainly by the laws of the first signal system. In different persons, in different positions in a word and during repetition, the sound changes somewhat, fluctuating in strength, tone, timbre, duration, etc. But as a result of the analytical-synthetic activity of the brain, these sound stimuli are generalized into one whole - a generalized speech sound arises.
Thus, the sound [a], pronounced quietly or loudly, in a high or low voice, is for us only the sound [a], and not another sound. As an element of speech, it is involved in the connections of the second signaling system. Here, in the process of higher cortical analysis and synthesis of the sound composition of a word, depending on the meaning of the latter, the sound undergoes an even broader generalization and becomes a distinguisher not only of the sound shells of words, but also of their meaning. Due to the semantic conditionality of the phoneme, the very content of the word gives stability to its sound composition, as if cementing it. This makes it easier to form sounds. The difficulty in children learning a phoneme is caused by the fact that it is generated by a group of stimuli from different analyzers (auditory, motor, etc.), moreover, coming from its various variants.
Hearing plays a leading role in education sound speech. It functions from the first hours of a child’s life. Already from the first month, auditory conditioned reflexes, and from five months this process occurs quite quickly. The baby begins to distinguish the mother's voice, music, etc. Without reinforcement, these reflexes soon fade away. This early involvement of the cortex in hearing development ensures early development sound speech. But although hearing in its development is ahead of the development of movements of the speech organs, at first it is not sufficiently developed, which causes a number of speech imperfections.
The sounds, syllables and words of others are perceived undifferentiated (the difference between them is not realized), i.e. unclear, distorted. Therefore, children mix one sound with another and poorly understand speech.
A weak critical attitude and auditory attention to the speech of others and to one’s own inhibit the development of sound differentiation and their stability in the process of perception and reproduction. That is why children do not notice their shortcomings, which then take on the character of a habit that is subsequently overcome with considerable difficulty.
It is necessary to distinguish between biological (“elementary”) hearing as the ability to hear in general and phonemic hearing as the ability to distinguish phonemes and understand the meaning of speech (only humans have it).
Phonemic perception in the process of ontogenesis goes through certain stages:
- 1) complete lack of differentiation of speech sounds. No understanding of speech. The stage is defined as prephonemic;
- 2) it becomes possible to distinguish between acoustically distant phonemes, while acoustically close phonemes are not differentiated. A child hears sounds differently than an adult. Distorted pronunciation probably corresponds to misperception of speech. There is no difference between correct and incorrect pronunciation;
- 3) the child begins to hear sounds in accordance with their distinctive features. However, the incorrectly pronounced word is also related to the object. The coexistence of two types of linguistic background: the former, tongue-tied and the formative new one.
- 4) Expressive speech is almost normal, but phonemic differentiation is still unstable, which manifests itself in the perception of unfamiliar words.
- 5) Completion of the process of phonemic development, when both the perception and express speech of the child are correct. A sign of transition is the distinction between what is correct and what is not. correct pronunciation.
The formation of phonemic perception occurs in close connection with the development of articulation organs.
Physical environmental stimuli that are new to the baby (pain, hunger, uncomfortable position) excite the respiratory and phonation subcortical systems of the brain, resulting in the first cries. These are reflexive-emotional not yet dissected (diffuse), stretched, continuously changing, unstable vowel complexes. They are accompanied by vague noises close to consonant sounds of the aspirated type, especially at the moment the baby’s lips come together (for example, u-a, uh, a-y).
Discrimination of phonemes occurs relatively slowly: even in the second year, children do not distinguish the words bak, poppy. Only from the second half of the second year does the semantic differentiation of the word begin, and with it the semantic distinguishing function of sounds, i.e. phoneme selection. Accordingly, the articulation is also clarified. The quality of pronounced sounds depends on it. At first, articulation occurs only reflexively, without conscious control, then in some cases it is carried out consciously. This explains the well-known cases of disappearance in young children of certain unconscious sounds already present in speech, apparently more easily amenable to inhibition; often after some time, the inhibited sounds suddenly reappear depending on the duration of extinction, environmental stimuli, etc.
Already at the end of the first half of the year, in the babbling of many children it is possible to distinguish quite clear sounds a, b, p, m, d; then gradually, by the beginning of the second year, e, y, s, o, and appear, i.e. all vowels and consonants in, t, d, k, x, l, s, f. Most of these sounds are not formed immediately in the correct form, but through intermediate, transitional sounds. Such sounds are softened corresponding to normal sounds (д, ь, н, сь, ць, рь, л) or similar in the method of articulation (instead of r-l, instead of s-t, etc.), bilabial l or v instead of l , b instead of c (tel - table, lyapa, yapa, vapa - paw, tub - water, lyutska - handle); instead of fricatives, stops (dip instead of live). Gradually, through transitional sounds, consonants are differentiated. For example, t passes into k through the stages: t dental - t palatal - t kakuminal (tip of the tongue) - normal k. In this case, all transitional sounds coexist for some time. Every sound substitute represents a certain number of articular movements, corresponding, although not entirely, to the number of movements of the sound being replaced. This not only advances the child along the path of mastering the replaced sound, but enriches the child’s articulatory fund, which facilitates the mastery of other sounds.
Each child has his own dominant sounds, which most often replace other sounds. Later appearing sounds are formed from diffuse sounds of the earlier period.
The diffuseness of sounds makes them unstable: in the same word, first one sound and then another is pronounced (bank and banga, drink and write, matiki and matsi-ki - boys). The period of final consolidation of a new sound lasts from 15 to 22 days, sometimes up to three months. The more complex the articulation, the longer the substitute existed and the more it differs from normal articulation, the longer this period.
In addition to omissions and substitutions, children aged 3 to 5 years experience: rearrangements, especially in long words and when they contain ril (caused by the difficulty of remembering the sequence of sounds in a word): pomolala, kolomotiv, levolver, doublings: nyunyu - one; merging two words into one: Mifimich instead of Mikhail Efimovich, likening under the influence of the general similarity of words, sounds (bupka instead of bun, bamya-zhka instead of piece of paper), premature pronunciation of the subsequent sound in the word.
Such pronunciation features are due to insufficient differentiation of the inhibition process in the area auditory analyzer and the resulting weakness of phonemic analysis; in other cases due to the imperfection of the motor analyzer. In a child’s acquisition of speech sounds, it is important to realize their phonemic significance. Meanwhile, up to 3-4 years of age, a child has difficulty distracting himself from the objective content of a word in order to focus his attention on its sound form. At first, he learns phonemes practically, but gradually, year after year, he begins to comprehend the form of the word consciously.
Although at 3-4 years old children do not yet isolate individual sounds from words, they notice irregularities in the sound of words. “I can’t do that” At this time they are having further development phonemic perception.
By the age of five, children's phonemic processes improve: they recognize sounds in a stream of speech, can choose a word for a given sound, distinguish between increasing or decreasing the volume of speech and slowing down or accelerating the tempo.
By the age of six, children are able to pronounce all sounds correctly. native language and words of different syllabic structures. A well-developed phonemic ear allows a child to identify syllables or words with a given sound from a group of other words and differentiate phonemes that are similar in sound. At the age of 6 years, children generally speak correctly, but still a significant number of them (on average, no less than 10 percent) have phonetic speech defects (distortions, often replacements of sounds
Thus, hearing is the leading analyzer in the assimilation of the speech of others. At the same time, he also becomes a controlling regulator of his own pronunciation, which enhances the development of phonemic hearing.
By the age of three, children mainly master sound pronunciation. However, their speech is still imperfect phonetically. It is characterized by a general softness (“zyuk” - beetle, “syuba” - fur coat, “sing” - no, etc.); replacement of back-lingual sounds k, g with front-lingual sounds - t, d (“toolka” instead of doll, “dusi” instead of goose), sometimes replacing voiced sounds with unvoiced ones.
A significant proportion of three-year-old children do not know how to pronounce hissing sounds, most often replacing them with whistling sounds (“sapka”, “koska”, “zuk”). There is an inability to pronounce the sound r (omitting or replacing it), distortion of the sound l.
The word pronunciation of younger preschoolers also has its own characteristics, these include: abbreviation (elision) of words (“tul” instead of chair, “vesiped” instead of bicycle), rearrangements (metathesis) of words and sounds (“shaplya” instead of hat, “gofli” instead knee socks, “Corvik” instead of a rug); assimilation (assimilation) of one sound to another (“baba-ka” instead of dog); merging (contamination) of two words into one (“Mafeda” instead of Maria Fedorovna); adding sounds (“guys”, “rusty”) and prematurely pronouncing the subsequent sound (anticipation).
By the beginning of the fourth year of life, a child, under favorable upbringing conditions, masters the sound system of the language. A significant proportion of children master many sounds; word pronunciation improves; The child’s speech becomes understandable to others. At the same time, there are still a number of imperfections in children’s speech. Individual differences are observed in children's speech disorders.
Note that in practice there is a widespread opinion that by the age of four, children’s pronunciation corresponds to age characteristics and program requirements; no major deviations from the norm are observed. Imperfections in the pronunciation of children of primary preschool age are usually considered as an age-related pattern that goes away on its own. Hence the underestimation of the need for training in the formation of the sound side of speech at this stage.
In fact, this is an apparent prosperity, because by the age of five, without special education, about 50% of children do not learn all the sounds of their native language.
Mastering correct pronunciation in early preschool age is hampered by insufficient development of motor skills of the speech apparatus and phonemic hearing, and insufficient stability of neural connections. Children do not yet have a conscious attitude towards the imperfections of their pronunciation. At the same time, positive factors are greater imitation, children’s desire for playful actions, imitation, and emotionality when perceiving sounds.
The characteristics of age also determine the content of training: overcoming the general softness of pronunciation; education of correct articulation and clear pronunciation of vowel sounds: a, u, i, o, e; clarification and consolidation of the pronunciation of consonant sounds l, b, m t, d, i, g, f, in whistling sounds - Szc development in children of speech breathing, auditory attention and phonemic hearing, motor skills of the speech apparatus; preparation of the articulatory apparatus for the pronunciation of hissing and sonorant (l, r) sounds.
Children of middle preschool age master the pronunciation of all sounds of their native language, including sounds that are difficult to articulate. The process of mastering sounds is complex; it is characterized by instability of pronunciation, when a child pronounces sounds correctly in one sound combination, but incorrectly in another. “Reverse replacement” of sounds or “reuse of sound” are typical (instead of the old substitute, a newly acquired sound is put in place - “shlon”, “shobaka”).
Some children have imperfect pronunciation of whistling, hissing and sonorant (r, l) sounds due to insufficient development of speech motor mechanisms.
In the development of the sound side of speech in children in the fifth year, a kind of inconsistency is observed. On the one hand, special sensitivity, special susceptibility to speech sounds, sufficiently developed phonemic hearing; on the other hand, insufficient development of the articulatory apparatus and complete indifference to articulation.
At this age, the child develops awareness of his pronunciation skills. Under the influence of training, a significant part of children begins to correctly evaluate the pronunciation of their comrades and their own.
The kindergarten program aims to teach children to correctly pronounce all the sounds of their native language by the age of five. However, some preschoolers aged five years have defects in the pronunciation of whistling, hissing and sonorant (r, l) sounds. It is alarming that these deficiencies are present in a significant number of five-year-old children, despite the opportunities available to overcome them.
Imperfections in pronunciation in older preschool age are atypical: with proper work, children by this time can master the pronunciation of all sounds.
Sound pronunciation is improving, but some children have not yet fully formed sounds that are difficult to articulate (hissing and r). The process of formation of these sounds, even with targeted systematic training, is slow, since the skill of incorrect pronunciation becomes more durable, and special sensitivity to the sound side of the language due to the restructuring of mental activity and switching attention to the semantic meaning of words fades to some extent (with the sound w, children choose words - wardrobe, table, sideboard).
However, by older preschool age, children develop the ability to self-control, awareness of the imperfections of their speech and, accordingly, the need to acquire knowledge and the need for training. Therefore, educational activities become more serious. Children show cases of mutual assistance - attention to each other's speech, a desire to help comrades.
By the senior preschool age, with the correct setting of work, children master the pronunciation of all sounds of their native language. Their speech hearing, articulatory apparatus and speech breathing are sufficiently developed. Phonemic perception and the ability to sound speech analysis develop.
The child begins to be critical of his pronunciation, realizes his defects, is embarrassed by them, and sometimes refuses to answer.
Due to pronunciation problems, children replace words with a defective sound in their speech with those where it is absent (not “cucumber”, but cucumber). For the same reason, they may perform the task incorrectly, replacing the necessary words with others that are similar in meaning to the first ones (instead of horse - horse, instead of bear - bear, instead of car - truck).
The desire to master the correct pronunciation of sounds, interest in language, and self-control in relation to one’s own speech are especially characteristic of children preparing to enter school.
Nurturing the sound culture of speech in senior preschool age is aimed at improving the pronunciation of sounds, developing a clear pronunciation of words, the ability to distinguish and correctly pronounce mixed sounds, differentiate the sounds s - z, s - ts, s - sh, sh - zh, h - ts, g – h, l – r. In the preparatory group for school, the main attention is paid to the development of sound analysis of words (isolating the necessary sounds in words and phrases, naming words with a given sound), determining the place of a sound in a word (beginning, middle, end).
Work continues to develop intelligibility of pronunciation, the ability to correctly use stress, pauses, intonation (expressiveness of speech), voice strength, and tempo of speech.
The patterns of mastery of the sound side of speech make it possible to determine the priority lines for the formation of one or another mechanism at different age stages. In the early stages, there is a predominant development of speech hearing and auditory attention, perception and understanding of the oral speech of others (its meaning, sound design, intonation expressiveness, etc.).
In the fourth year of life, the development of speech hearing and motor skills of the articulatory apparatus (equivalently), work on diction, and preparation for the pronunciation of sounds that are difficult to articulate are carried out.
In the fifth year, all the sounds of the native language begin to form; since all phonetic differentiation is completed and children’s speech hearing is sufficiently developed, the development of motor skills of the articulatory apparatus is a priority; Due to the correct and clear pronunciation of all sounds, it becomes possible to improve the strength of the voice and the pace of speech.
In the sixth year, they improve the articulation of sounds, the differentiation of mixed sounds, and continue to develop speech perception; cultivate the sound expressiveness of speech - develop the strength of the voice and its timbre, tempo and rhythm of speech, melody, and skills in using different intonations.
In the seventh year, the primary development of phonemic perception and sound analysis of speech occurs; education of intonation and sound expressiveness of speech; work on spelling correct speech.
In my practice, I consider the development of figurative speech in several directions, as work on children’s mastery of all aspects of speech - phonetic, lexical and grammatical, the perception of various genres of literary and folklore works, and as the formation of the linguistic design of an independent connected statement.
Lexical work aimed at understanding the semantic richness of a word helps the child find the exact word in the construction of a statement, and the appropriateness of using a word can emphasize its figurativeness. We consider specially trained lexical work aimed at developing in preschoolers the ability to select lexical means that most accurately correspond to the revealed concept in the context of the arbitrariness of constructing a coherent utterance. We put work on the semantic side of a word in the first place, since it is the selection of words in accordance with the context and speech situation that has the most significant impact on the formation of awareness of the phenomena of language and speech.
In formationgrammatical When constructing speech, we attach special importance to the possession of a stock of grammatical means, the ability to feel the structural place of the form of a word in a sentence and in the whole utterance. This is where a developed “sense of style” comes into play, the ability to use a variety of grammatical means. We consider syntactic structure to be the main fabric of a speech utterance. In this sense, the variety of syntactic structures makes the child’s speech expressive.
Consideringphonetic side of speech, we note that the intonation of the statement largely depends on it, and hence the emotional impact on the listener. The coherence of the presentation of the text is also influenced by such characteristics of the sound culture of speech as the strength of the voice, clear diction, and tempo of speech. In the formation of coherent speech, the relationship between speech and aesthetic aspects plays an important role. A coherent statement shows how much the child masters the richness of his native language, grammatical structure, and at the same time reflects the level of his mental, aesthetic and emotional development.
Advice to parents on methods of developing the lexical, grammatical, phonetic aspects of speech:
1)In developmentlexicalOn the aspect of speech, pay the main attention to the accumulation and enrichment of vocabulary based on knowledge and ideas from the life around the child, the active use of various parts of speech - not only nouns, but also verbs, adjectives, adverbs.
This is facilitated by various verbal games: “Who does what”; “It flies - it doesn’t fly”; “What first, what then”; "Vice versa".
Teach children to use generalizing concepts (peppers, carrots, turnips are vegetables), develop the ability to compare objects (the game “Find the Differences”, “How are they alike and how are they different”), to relate the whole and its parts (for example, a steam locomotive, wagons - a train) .
Using visual aids, introduce children to polysemantic words (leg - table, mushroom; scythe - for a girl, tool; needle - for a hedgehog, for a spruce, for sewing)
2) When becominggrammaticalWhen constructing speech, develop your child’s ability to construct sentences of different types - simple and complex. For example, ask your child to complete the sentences:
- Gena knows how ...
-
Spring has come because... 
Form in your child ideas about the elementary structure of statements of descriptive and narrative types. The game “Find out by description”, “Guess who it is?”, “What kind of object?” will help you with this.
Help your child write narrative stories, teach him to see the structure of a story (beginning, middle, end). To help you see the beginning and end of actions, suggest laying out pictures depicting the characters’ actions in their sequence. Teach your child to construct a statement consisting of three statements, and then increase their number.
3) Formation
phoneticaspects of speech includes work on teaching correct sound pronunciation. To develop the articulatory apparatus, use onomatopoeic words and animal voices. Improve the child’s diction with the help of special speech material:Pure sayings (“If-if-if-there’s smoke coming out of the chimney”)
Tongue twisters (“There is grass in the yard, there is firewood on the grass”)
Nursery rhymes (“Grandfather Hedgehog, don’t go to the bank, you’ll get your feet wet there, red boots”)
Exercise on naming words that sound similar (mouse - bear; rooks - doctors)
Pay great attention to intonation, tempo of speech, and strength of voice, since here are the most important conditions for the further development of all aspects of speech. The game “Guess by Voice”, “Whose Voice?” will help you with this.
Invite your child to say the phrase with different strengths voices, changing intonation (ask, answer, convey joy, sadness, surprise).
But don't forget that characteristic feature preschool children is imitative speech. Not being able to think critically, children of this age imitate everything they see and hear in the environment, and the behavior, speech and appearance of adults are a model for them.
Compiled by:
Teacher of the highest category
MBDOU "TsRR - kindergarten No. 179" Demina T. N.1. Theoretical aspect of the phonetic side of speech of preschoolers 6
1.1. Anatomical and physiological mechanisms of speech 6
1.2. Psychological foundations of the formation of the phonetic side of a preschooler’s speech 1 O
1.3. Linguistic foundations of the formation of the phonetic side of speech of a preschooler 12
1.4. Speech of children of the seventh year of life.
Features of the phonetic side of speech.21
CONCLUSION 26
Literature …………………………………………………………………… ……………………………………………………… 28
INTRODUCTION
The development of the phonetic side of speech is one of the important tasks of speech development in kindergarten, since it is the preschool age that is the most sensitive for solving it. Studying various aspects of the sound aspect of speech contributes to understanding the patterns of its gradual formation in children and facilitates the management of the development of this aspect of speech. Each language is characterized by one or another system of sounds. Therefore, the sound side of each language has its own characteristics and distinctive qualities. The sound side of the Russian language is characterized by the melodiousness of vowel sounds, the softness of the pronunciation of many consonants, and the originality of the pronunciation of each consonant sound. The emotionality and generosity of the Russian language are expressed in the richness of intonation. The phonetic side of speech is a fairly broad concept; it includes the phonetic correctness of speech, its expressiveness and clear diction. The concept of the sound side of speech, the tasks of work on its development are revealed by O.I. Solovyova, A.M. Borodich, A.S. Feldberg, A.I. Maksakov, M.F. Fomicheva and others in educational and methodological manuals.
In the phonetic side of speech, there are two sections: the culture of speech pronunciation and speech hearing. Therefore, work should be carried out in two directions: the development of the speech-motor apparatus (articulation apparatus, vocal apparatus, speech breathing) and on this basis the formation of the pronunciation of sounds, words, clear articulation; development of speech perception (auditory attention, speech hearing, the main components of which are phonemic, pitch, rhythmic hearing).
The sound units of language differ in their role in speech. Some, when combined, form words. These are linear (arranged in a line, one after another) sound units: sound, syllable, phrase. Only in a certain linear sequence does a combination of sounds become a word and acquire a certain meaning. Other sound units, prosodemes, are supralinear. This is stress, elements of intonation (melody, strength of voice, tempo of speech, its timbre). They characterize linear units and are a mandatory feature of oral speech. Prosodic units are involved in the modulation of articulatory organs. For preschoolers, first of all, the assimilation of linear sound units of speech (sound and word pronunciation) is of particular importance, since the most difficult thing for a child is mastering the articulation of individual sounds (p, l, g, w). In phonetic and speech therapy manuals, the work of the articulation organs is described in detail. The participation of prosodemes in the modulation of sounds is less studied. Researchers of children's speech and practitioners note the importance of correct pronunciation of sounds for the formation of a child's full personality and the establishment of social contacts, for preparing for school, and in the future for choosing a profession. A child with well-developed speech easily communicates with adults and peers and clearly expresses his thoughts and desires. Speech with pronunciation defects, on the contrary, complicates relationships with people, delays the child’s mental development and the development of other aspects of speech.
Correct sound pronunciation becomes especially important when entering school. One of the reasons for the failure of primary school students in the Russian language is the presence of deficiencies in sound pronunciation in children. Children with pronunciation defects do not know how to determine the number of sounds in a word, name their sequence, and find it difficult to select words that begin with a given sound. Often, despite a child’s good mental abilities, due to deficiencies in the sound aspect of speech, he experiences a lag in mastering the vocabulary and grammatical structure of speech in subsequent years. Children who cannot distinguish and isolate sounds by ear and pronounce them correctly have difficulty mastering writing skills. However, despite such an obvious sign of this section of work, kindergartens do not use every opportunity to ensure that every child leaves school with clear speech. The problem of forming the sound side of speech has not lost its relevance and practical significance at the present time.
The purpose of this work is to study the phonetic side of the speech of preschool children, in particular children of the seventh year of life.
1) consider theoretical basis formation of the phonetic side of speech of preschool children;
2) explore the anatomical, physiological and psychological prerequisites
development of the sound side of speech in preschool age;
3) reveal the features of the phonetic side of speech of children of the seventh year of life.
1. THEORETICAL ASPECT OF THE PHONETIC SIDE OF PRESCHOOL CHILDREN’S SPEECH.
1.1. ANATOMICAL AND PHYSIOLOGICAL MECHANISMS OF SPEECH.
Knowledge of the anatomical and physiological mechanisms of speech, that is, the structure and functional organization speech activity, allows us to represent the complex mechanism of normal speech, take a differentiated approach to the analysis of speech pathology and correctly determine the paths of corrective action.
Speech is one of the complex higher mental functions of a person.
The speech act is carried out by a complex system of organs, in which the main, leading role belongs to the activity of the brain.
Even at the beginning of the twentieth century, there was a widespread point of view according to which the function of speech was associated with the existence of special “isolated speech centers” in the brain. I.P. Pavlov gave a new direction to this view, proving that the localization of speech functions of the cerebral cortex is not only very complex, but also changeable, which is why he called it “dynamic localization.”
Currently, thanks to the research of P.K. Anokhina, A.N.
Leontyeva, A.R. Luria and other scientists have established that the basis of any higher mental function is not individual “centers,” but complex functional systems that are located in various areas of the central nervous system, at its various levels and are united by the unity of working action.
Speech is a special and most perfect form of communication, inherent only to humans. In the process of verbal communication (communications), people exchange thoughts and influence each other. Speech communication is carried out through language. Language is a system of phonetic, lexical and grammatical means of communication. The speaker selects the words necessary to express a thought, connects them according to the rules of the grammar of the language, and pronounces them through articulation of the speech organs.
In order for a person’s speech to be articulate and understandable, the movements of the speech organs must be natural and accurate. At the same time, these movements must be automatic, that is, those that would be carried out without special effort. This is what actually happens. Usually the speaker only follows the flow of thought, without thinking about what position his tongue should take in his mouth, when he should inhale, and so on. This occurs as a result of the mechanism of speech production. To understand the mechanism of speech production, it is necessary to have a good knowledge of the structure of the speech apparatus.
The speech apparatus consists of two closely interconnected parts: the central (or regulatory) speech apparatus and the peripheral (or executive) (Fig. 1)
The central speech apparatus is located in the brain. It consists of the cerebral cortex (mainly the left hemisphere), subcortical ganglia, pathways, brainstem nuclei (primarily the medulla oblongata) and nerves going to the respiratory, vocal and articulatory muscles.
What is the function of the central speech apparatus and its departments?
Speech, like other manifestations of higher nervous activity, develops on the basis of reflexes. Speech reflexes are associated with the activity of various parts of the brain. However, some parts of the cerebral cortex are of primary importance in the formation of speech. These are the frontal, temporal, parietal and occipital lobes, predominantly of the left hemisphere (in left-handers, the right). The frontal gyri (inferior) are the motor area and are involved in the formation of one's own oral speech (Brocca's area). The temporal gyri (superior) are the speech-auditory area where sound stimuli arrive (Wernicke's center). Thanks to this, the process of perceiving someone else's speech is carried out. The parietal lobe of the cerebral cortex is important for understanding speech. The occipital lobe is a visual area and ensures the acquisition of written speech (the perception of letter images when reading and writing). In addition, the child begins to develop speech thanks to his visual perception of the articulation of adults.
The subcortical nuclei control the rhythm, tempo and expressiveness of speech.
Conducting pathways. The cerebral cortex is connected to the speech organs by two types of nerve pathways: centrifugal and centripetal.
Centrifugal (motor) nerve pathways connect the cerebral cortex with the muscles that regulate the activity of the peripheral speech apparatus. The centrifugal pathway begins in the cerebral cortex in Brocca's center.
From the periphery to the center, that is, from the area of the speech organs to the cerebral cortex, centripetal paths go.
The centripetal pathway begins in the proprioceptors and baroreceptors. Proprioceptors are found inside muscles, tendons and on the articular surfaces of moving organs. Baroreceptors are excited by changes in pressure on them and are located in the pharynx.
The cranial nerves originate in the nuclei of the brainstem. The main ones are: trigeminal, facial, glossopharyngeal, vagus, accessory and sublingual. They innervate the muscles that move the lower jaw, facial muscles, muscles of the larynx and vocal folds, pharynx and soft palate, as well as neck muscles, tongue muscles.
Through this system of cranial nerves, nerve impulses are transmitted from the central speech apparatus to the peripheral one.
The peripheral speech apparatus consists of three sections: respiratory, vocal and articulatory.
The respiratory section includes the chest with the lungs, bronchi and trachea.
Producing speech is closely related to breathing. Speech is formed during the exhalation phase. During the process of exhalation, the air stream simultaneously performs voice-forming and articulatory functions. Breathing during speech is significantly different from normal. Exhalation is much longer than inhalation. In addition, at the time of speech, the number of respiratory movements is half that of normal breathing.
1.2. PSYCHOLOGICAL FEATURES OF FORMATION OF THE PHONETIC SIDE OF PRESCHOOL CHILDREN’S SPEECH.
The formation of the pronunciation side of speech is a complex process during which a child learns to perceive sounding speech addressed to him and control his speech organs to reproduce it.
Speech is formed in a child gradually, along with his growth and development, and goes through a number of qualitatively different stages of development. The newborn may make involuntary sounds. They are innate, the same for children of all nations, despite differences in languages and cultures. These sounds are the precursors to speech.
Speech sounds are special complex formations unique to humans. They are produced in a child for several years after birth; this process includes complex brain systems and periphery (speech apparatus), which are controlled by the central nervous system. Harmfulness that weakens development negatively affects the development of pronunciation.
With normal speech development, the child does not immediately master standard pronunciation. Initially, the central control of the motor analyzer is not capable of delivering such a correct impulse to the speech organs that would cause articulation and sound that corresponds to the norms of controlling hearing. The first attempts to control the speech organs will be inaccurate, rough, and undifferentiated. The auditory control will reject them. But control of the speech organs will never improve if they themselves do not report to the control center what they are doing when an erroneous sound that is not accepted by the ear is reproduced. This is the reverse sending of impulses from the speech organs. On this basis, the central control will rebuild the erroneous message into a more accurate one that can be accepted by auditory control.
The long journey of a child mastering the pronunciation system is due to the complexity of the material itself - the sounds of speech, which he must learn to perceive and reproduce.
When perceiving speech, a child is faced with a variety of sounds in its flow: phonemes in the flow of speech are changeable. He hears many variations of sound, which merge into syllable sequences and form continuous acoustic components. He needs to extract a phoneme from them, while abstracting from all the sound variations of the same phoneme and identifying it by those constant distinctive features by which one is contrasted with the other. In progress speech development The child develops phonemic hearing, without which the appearance of speech is impossible. Phonemic hearing carries out the operations of discrimination and recognition of phonemes that make up the sound shell of a word. It is formed in the child in the process of speech development first of all. Since phonemes are realized in pronunciation variants-sounds, it is important that these sounds are pronounced in a standardized manner, otherwise they are difficult to recognize by the listener. Unusual for of this language the pronunciation is assessed by phonetic hearing as incorrect. Phonemic hearing (they together make up speech hearing) not only receives and evaluates other people’s speech, but also controls one’s own speech. Speech hearing is the most important stimulus for the formation of normalized pronunciation.
During the development of speech, systemically controlled auditory-motor formations are formed, which are real, material signs of language. For their actualization, the existence of an articulatory base and the ability to form syllables are necessary. Articulatory base - the ability to bring the organs of articulation into positions necessary for the formation of sounds that are normative for a given language.
Short description
The purpose of this work is to study the phonetic side of the speech of preschool children, in particular children of the seventh year of life.
Tasks:
1) consider the theoretical foundations of the formation of the phonetic side of speech of preschool children;
2) explore the anatomical, physiological and psychological background
development of the sound side of speech in preschool age;
Table of contents
INTRODUCTION……………………………………... 3
1. Theoretical aspect of the phonetic side of speech of preschoolers 6
1.1. Anatomical and physiological mechanisms of speech 6
1.2. Psychological foundations formation of the phonetic side of speech of a preschooler 1 O
1.3. Linguistic foundations of the formation of the phonetic side of speech of a preschooler 12
1.4. Speech of children of the seventh year of life.
Features of the phonetic side of speech.21
CONCLUSION 26
Literature ………………………………………………………………………………… 28
The phonetic side of speech is a close interaction of its main components: sound pronunciation and prosody. Various phonetic means of formalizing an utterance (tempo, rhythm, stress, intonation) closely interact, determining both the semantic content and the speaker’s attitude to the content.
The phonetic side of speech is understood as the pronunciation of sounds as a result of the coordinated work of all parts of the speech-motor apparatus.
The peripheral department of the speech motor analyzer is the speech apparatus, which includes:
The respiratory apparatus that provides the energy basis for speech (diaphragm, lungs, bronchi, trachea, larynx);
An articulatory apparatus that converts sound originating in the larynx into a variety of speech sounds (oral and nasal cavities).
The conduction section of the analyzer includes three pairs of cranial nerves (glossopharyngeal, recurrent, sublingual), subcortical formations that provide information transmission to the cortex. The central link of the speech motor analyzer is the parietal cortex, where information about the position of the organs of the speech apparatus at the time of speech is analyzed, and the frontal or Broca's center, which programs and controls the execution of movements. The phonemic side of speech refers to the ability to distinguish and differentiate phonemes of the native language.
The perception and reproduction of the sounds of the native language is the coordinated work of the speech-auditory and speech-motor analyzers, where a well-developed phonemic hearing allows the development of clear diction - mobility and fine differentiated work of the articulatory organs, ensuring the correct pronunciation of each sound.
In ontogenesis, the development and formation of the phonetic and phonemic aspects of speech occurs gradually. In the first months after birth, the child’s auditory, visual, and motor-kinesthetic analyzers intensively develop. A child is born with organs of articulation ready to function. However, there is a long preparatory period before he can produce articulate speech sounds.
The first sounds of a child are screams, which are an unconditional reflex reaction to the action of strong external and internal stimuli.
Already in the first months after birth, a relationship between the development of motor and vocal activity is revealed. In children, the period of humming (2-6 months) coincides with the activation of their gross motor skills. The child begins to develop palpating movements; he is able to retract his thumb, direct his hands toward an object, and voluntarily grasp it under visual control.
In a state of emotional arousal of a child, a stream of tactile-kinesthetic stimulation from contracting muscles enters the central nervous system at a certain time interval earlier than the corresponding auto-auditory and auto-visual stimulation, which lays down the basal component of the second signal system of speech, which I.P. spoke about. Pavlov. Those sound complexes from the external environment, the kinesthetic equivalents of which the child has, he not only hears correctly, but also begins to reproduce imitatively.
During this period, the child begins to master a set of vowels, which begins with the development of a wide vowel [a], and after some time the child masters a system of three vowels [a, i, y].
At 5-6 months, the child develops combinations of labial and vowel sounds [baaa, maaa], as well as lingual sounds [taaa, laaa], which will then be replaced by chains of stereotypical segments with a noise beginning [tya-tya-tya], etc. ., then - chains with a stereotypical noise beginning, but with an already changing vocal end [te-te-te], etc., and finally, chains of segments with a changing noise beginning [ma-la, yes-la, pa-na, pa-na-na, a-ma-na], etc. The child masters the structure of the open syllable, which is the main structural unit of Russian speech.
In the period from 9 to 18 months (“the period of babbling pseudowords”, according to Vinarskaya’s definition), First stage speech development of the child. This period is characterized by intensive formation of articulatory motor skills and fine differentiated hand movements. Active manipulative activity appears. The child masters the ability to independently assume a vertical posture and gradually begins to walk without outside support.
The first words are phonetically simple. They consist of one or two open syllables. In two-syllable words, the syllables are mostly the same [ba-ba, ma-ma, bi-bi], etc., which is reminiscent of the repetition of syllables in babbling. Gradually, the child identifies a stressed syllable from the word, which is characterized by dynamic tension and in most cases occupies the initial position.
Thus, the pre-speech period is preparatory in relation to speech activity itself. The child practices the articulation of individual sounds, syllables and syllable combinations, coordination of auditory and speech motor images occurs, the intonation structures of the native language are worked out, the prerequisites are formed for the development of phonemic hearing, without which it is impossible to pronounce simple word. The development of the phonetic side of speech is closely related to the development of the motor sphere, with the improvement of the functioning of the peripheral speech apparatus.
The number of pronounced sounds gradually increases. Mastery of speech sounds occurs in a certain ontogenetic sequence: labials earlier than linguals, plosives earlier than fricatives. This is explained by the fact that it is much easier to pronounce a sound at the moment of opening the speech organs than to keep them close to each other for some time to form the affricate gap necessary for the passage of air streams; then affricates and sonorants are mastered.
Conventionally, the sequence of formation of the articulatory base in ontogenesis can be represented as follows:
1. by the first year - closures of the organs of articulation appear;
2. by one and a half years - it becomes possible to alternate positions (bow - gap);
3. after three years - it becomes possible to lift the tip of the tongue upward and tense the back of the tongue;
4. by the age of five - the possibility of vibration of the tip of the tongue appears.
Thus, the articulatory base in ontogenesis is gradually formed by the age of five. Provided that phonemic hearing is formed in a timely manner (normally by 1 year 7 months - 2 years), the sound structure of speech is normally normalized in a child by the age of five.
In mastering speech the main role belongs to hearing. Simultaneously with the development of hearing, the child develops vocal reactions: various sounds, various sound combinations and syllables.
Articulation is based on the subtle differentiated work of the tongue and lips. In children with erased dysarthria due to limited mobility of the lips and tongue, performing these articulatory movements causes even greater difficulties compared to children with normal speech development.
The phonemic system includes phonemic hearing, phonemic awareness, simple and complex shapes phonemic analysis, phonemic synthesis and phonemic representations.
The functions of the phonemic system were identified and revealed by V.K. Orfinskaya in 1960.
1. Meaning-distinguishing function (a change in one phoneme or one semantic-distinguishing feature leads to a change in meaning);
2. Auditory-pronunciation differentiation of phonemes (phonemic perception: each phoneme differs from every other phoneme acoustically and articulatory);
3. Phonemic analysis, i.e. decomposition of a word into its constituent phonemes.
The phonemic aspect of speech is provided by the work of a speech-hearing analyzer. Its peripheral section is located in the organ of Corti and receives auditory information, including speech sounds.
In ontogenesis, the development and formation of the phonemic aspect of speech occurs gradually.
A child’s phonemic hearing begins to develop very early. The auditory analyzer begins to function from the first hours of a child’s life. J. J. Rousseau wrote that children hear conversation from birth, that they are spoken to before they can understand what is said and, even more so, respond to voices. Therefore, one cannot even be sure that these sounds are initially perceived by their ears as clearly as ours.
In ontogenesis, reactions to sound stimulation are already observed in a newborn child. The auditory analyzer begins to function from the first hours of a baby’s life. The baby's first reaction to sound is dilation of the pupils, holding his breath, and some movements. After two weeks, you can already notice that the child begins to respond to the speaker’s voice: he stops crying, listens when he is addressed.
At the end of the second month, the baby determines the direction of the sound and begins to turn its head towards the speaker or follow him with his eyes.
At the age of 3 to 6 months, the main semantic load is carried by intonation. At this time, the child develops the ability to differentiate intonations and express his feelings: to an affectionate one, the baby perks up, to a harsh one, he cries.
During the period of babbling, the child repeats the visible articulation of the adult’s lips and tries to imitate. Repeated repetition of the kinesthetic sensation from a certain movement leads to the consolidation of the motor articulation skill.
Subsequently, through imitation, the baby gradually adopts all the elements of spoken speech: tone, tempo, rhythm, melody and intonation.
In the subsequent months of the first year of life, further development of the auditory analyzer is noted. The child begins to more subtly distinguish the sounds of the surrounding world, the voices of people and respond to them in different ways. However, at this age, the word is perceived by the child as a single undivided sound, having a certain rhythmic and melodic structure. The sounds included in its composition are still perceived diffusely and therefore can be replaced by other, acoustically similar sounds. If at the end of the first year the child primarily grasps intonation and rhythm in speech, then in the second year of life he begins to more accurately differentiate the sounds of speech and the sound composition of words.
By the age of 2 years, a normally developing child is able to distinguish all the subtleties of his native speech, understand, and respond to words that differ in just one phoneme (bear - bowl). This is how phonemic hearing is formed - this is a subtle, systematized hearing that allows you to distinguish and recognize phonemes of your native language. From 3 to 7 years, the child increasingly develops the skill of auditory control over his own pronunciation, the ability to correct it in some possible cases.
By the age of 3–4 years, the child’s phonemic perception improves so much that he begins to differentiate first vowel and consonant sounds, then soft and hard consonants, and finally sonorant, hissing and whistling sounds.
By the age of 4, a child should normally differentiate all sounds, i.e. he must have developed phonemic perception - this is the ability to distinguish phonemes and determine the sound composition of a word. By this time, the child has completed the formation of correct sound pronunciation.
The formation of correct pronunciation depends on the child’s ability to analyze and synthesize speech sounds, i.e. from a certain level of development of phonemic hearing, which ensures the perception of phonemes of a given language. Phonemic perception of speech sounds occurs during the interaction of auditory and kinesthetic stimuli entering the cortex. Gradually, these stimuli are differentiated, and it becomes possible to isolate individual phonemes. In this case, primary forms of analytical-synthetic activity play an important role, thanks to which the child generalizes the characteristics of some phonemes and distinguishes them from others.
With the help of analytical-synthetic activity, the child compares his imperfect speech with the speech of his elders and forms sound pronunciation.
Lack of analysis or synthesis affects the development of pronunciation as a whole. Phonemic analysis is the operation of mental separation into component elements (phonemes) of different sound complexes: combinations of sounds, syllables and words.
According to V.K. Orfinskaya, simple forms of phonemic analysis appear spontaneously in preschool children (from four to five years old), and complex forms of phonemic analysis appear only in the process special education(At the age of six).
Phonemic synthesis is the mental process of combining parts into a whole.
Phonemic representation is the ability to carry out phonemic analysis of words mentally, based on representations.
A. N. Gvozdev (1961) notes that “although the child notices the difference in individual sounds, he cannot independently decompose words into sounds.” Indeed, independently identifying the last sound in a word, several vowel sounds at the same time, establishing the position of a given sound or the number of syllables is hardly possible for a child without the help of adults. And it is very important that this assistance is qualified, reasonable, and timely. D. B. Elkonin defines phonemic perception as “hearing individual sounds in a word and the ability to analyze the sound form of words during their internal pronunciation.” He points out: “By sound analysis we mean:
1. determining the order of syllables and sounds in a word;
2. establishing the distinctive role of sound;
3. highlighting the main qualitative characteristics of sound.”
In the progressive development of phonemic perception, the child begins with auditory differentiation of distant sounds (for example, vowels - consonants), then moves on to distinguishing the finest nuances of sounds (voiced - deaf or soft - hard consonants). The similarity of the articulation of the latter encourages the child to “sharpen” his auditory perception and “be guided by hearing and only by hearing.” So, the child begins with acoustic differentiation of sounds, then articulation is activated, and, finally, the process of differentiation of consonants ends with acoustic discrimination.
Thus, in ontogenesis, the development and formation of the phonetic-phonemic side of speech occurs gradually. The pre-speech period is preparatory in relation to speech activity itself. The child practices the articulation of individual sounds, syllables and syllable combinations, the intonation structures of his native language are worked out, and the prerequisites are formed for the development of phonemic hearing, without which it is impossible to pronounce the simplest word. Mastery of speech sounds occurs in a certain ontogenetic sequence: labials earlier than linguals, plosives earlier than fricatives. In ontogenesis, reactions to sound stimulation are already observed in a newborn child. The formation of correct pronunciation depends on the child’s ability to analyze and synthesize speech sounds, i.e. from a certain level of development of phonemic hearing. Phonemic perception of speech sounds occurs during the interaction of auditory and kinesthetic stimuli entering the cortex. Gradually, these stimuli are differentiated, and it becomes possible to isolate individual phonemes. In this case, primary forms of analytical-synthetic activity play an important role, thanks to which the child generalizes the characteristics of some phonemes and distinguishes them from others.
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