Development of a passive vocabulary (understanding of speech). Games for the development of a passive vocabulary Formation of an active and passive vocabulary of children

(on the formation of an active vocabulary in children with disabilities by developing an understanding of the lexical meaning of words)

Explanatory note
The main content of the program
Mechanisms for program implementation
Stages and terms of implementation
Bibliography
Terminological dictionary

Appendix

Explanatory note

Correct speech is the most important condition for the full development of children. The richer and more correct a child's speech is, the easier it is for him to express his thoughts, the wider his possibilities in cognizing the surrounding reality, the more meaningful and full-fledged relations with peers and adults, the more actively his mental development is carried out.

Speech is the use of language for communication purposes. Speech, acting in its functional purpose as a means of communication, also serves as the most important tool for the socialization of children with various physical and mental disabilities. Therefore, the development of speech in such children is one of the urgent problems of speech therapy and special pedagogy.
The developmental features of children with disabilities are expressed in speech impairment, a limited understanding of the world around them, and a weak need for communication. This determines the qualitative uniqueness of the process of speech development, the pace of which is slowed down in children with disabilities, and speech activity is insufficient due to poverty, limited, primitive vocabulary.

Thus, another reason for the weak speech activity of children with disabilities became clear - this is the insufficient lexical aspect of speech.

Hence, the idea arose to examine in more depth the vocabulary of children attending a speech therapist of the Rehabilitation Department for minors with physical and mental disabilities of the Social Service Institution of the Rostok Center for Social Assistance to Families and Children.

Analysis of the state of passive and active vocabulary in this category of children showed:

Passive vocabulary(Annex 1)	Active dictionary(Appendix 2)
0% children low level	9% of children are low
51% of children have an average level of speech comprehension	14% -level below average
	49% - average
	23% - level above average
49% high level	5% of children high level

As a result, the development of children's speech indicates significant deviations from age standards, the limited vocabulary, the originality of its use, persistent agrammatism. So, all this indicates the lack of formation of the impressive and expressive aspects of speech.

Revealing the child's lexical stock, the peculiarities of his understanding and use of words is necessary for a scientifically grounded selection of the content of vocabulary work and the determination of its methodology. The study of correctional work using a vocabulary refers to complex and insufficiently developed problems.

	PROBLEMS OF FORMING AN ACTIVE DICTIONARY FOR CHILDREN WITH DISABILITIES (OS)

	FIRST PROBLEM		SECOND PROBLEM
	In the practice of various educational institutions, attention is mainly paid to the quantitative aspect of the communication process, that is, expanding the volume of the vocabulary, increasing the vocabulary. This situation leads to the need to include in the vocabulary work the analysis of the peculiarities of mastering the semantic side of the word.		The speech activity of children with disabilities is negatively influenced not only by the peculiarities of their psychophysical development, but also by mistakes of traditional teaching, which significantly hinders the development of their communicative abilities, impairs the ability to quickly and correctly navigate in a communication situation, when understanding and perceiving the speech of others, planning their own speech activity ...

	Thus, the education of children with disabilities of attention to the meaningful side of the word, its semantics is simply necessary. Clarification of the meanings of words, enrichment of the connections of words with other words develop the accuracy of word use in children and have a positive effect on the coherence of a monologue statement.		Therefore, there is every reason to believe that to provide speech practice, which is so necessary for children with disabilities who have speech underdevelopment, there should be adequate conditions created for the spontaneous development of their speech activity.

Therefore, the search and provision of optimal methods of work on the formation of a vocabulary for children with disabilities who have speech disorders are extremely relevant today.

So, having identified the relevance and problems of developing an active vocabulary for children with disabilities, the goal of the program was set: to form an active vocabulary in children with disabilities by developing an understanding of the lexical meaning of words.

In accordance with the goal, the following tasks were set:

1. Develop an understanding of the meanings of words by children.

2. Form an active vocabulary for children with disabilities by understanding the lexical meaning of words through:

formation of semantic fields;
development of lexical and semantic associations;
development of antonymy and synonymy.

3. Activate the children's dictionary.

The Dictionary program has theoretical and practical significance:

If you introduce the program "Dictionary"; to carry out targeted work with children with disabilities to form an active vocabulary through the development of understanding of the lexical meaning of the word, this will contribute to their awareness of linguistic phenomena and help children of this category to be most successful in communicating with others and in society.

The program is designed for children with disabilities.
The composition of the group: children with systemic (children with mental retardation) and general speech underdevelopment of the III and IV levels (children with cerebral palsy, visual impairment, etc.).
Children age: 7 to 18 years old.

Children can be enrolled in these groups in cases where, in addition to violations of the phonetic and phonemic aspects of speech, they have pronounced deviations in the formation of the lexical and grammatical components of speech.

Differentiation of correctional speech therapy impact is carried out taking into account the clinical characteristics, individual psychological characteristics of the child, the characteristics of his psychophysical activity, working capacity, the level of underdevelopment and mechanisms of speech disorders, as well as taking into account the general didactic principles:

The implementation of the program takes into account the peculiarities of the vocabulary of children with disabilities of various clinical characteristics (hearing impaired, visually impaired, mental retardation, mental retardation, cerebral palsy) and corrective work with them (Appendix 3).

As a result of the individual characteristics of children with disabilities of different categories, one of the methods of work is most relevant - this is a game.

Hence, correctional work on the formation of an active vocabulary in children with disabilities is carried out in individual speech therapy lessons, which are based on various lexical games (Appendix 4).

An approximate list of games, play exercises and tasks for children with disabilities

Games, game exercises, tasks
for development understanding the meanings of words	on the development of lexical and semantic associations	on the formation of semantic fields	on the development of antonymy and synonymy
1. Measure 2. Who is more attentive? 3. Who is more likely? 4. Remember 5. Do it 6. Classification of objects by pictures 7. What grows in the garden? 8. Shopping in the store 9. To whom to give what? 10. Gather your family 11. Common word 12. Answer quickly 13. Be Careful 14. Name the shape 15. Repeat 16. Who? What? etc.	1. Who? What? 2. Comparison 3. Guess 5. Spell the word as quickly as possible 6. Arrange in order 7. Think of what we can talk about? 8. Pick a word 9. Pick up 10. Guess etc.	1. Name an extra word 2. Arrange pictures by similarity 3. Which one? Which? Which? 4. Pick a word 5. What grows in the garden? 6. What do I see? 7. Select from a series of words 8. Guess 9. Guessing the subject by the name of its parts 10. What is common 11. Description 12. Guess the animals 14. Put things in order etc.	1. Words-friends 2. Say it differently 3. Enemy words 4. Compare the other way around 5. Words-friends 6. Enemy words 7. Compare 8. On the contrary etc.
to update the dictionary Repetition of all the above games (possible with complication and change).

Relationship with educators. Joint work with specialists and educators is aimed at improving the active vocabulary of children with disabilities in their daily activities and in various classes. The technological aspects of the relationship are combined with the topics of the classes (Appendix 5).

Educators conduct speech therapy five minutes, related to a specific lexical topic, for children of this group according to the tasks of a speech therapist (Appendix 6). Relationship with parents. The family strategy is as follows:

Parents can help with homework, which includes exercises to improve active vocabulary through understanding the lexical meaning of a word. Also, parents are expected to control the child's speech.

A consultation "Games and play exercises for improving the vocabulary of children" (Appendix 7) is planned, thanks to which parents will learn the importance of vocabulary for their children and gain knowledge for conducting classes at home.

Thus, carrying out purposeful and interrelated work with other specialists and parents to form an active vocabulary in children with disabilities helps children in communicating with parents and adults.

Mechanisms for the implementation of the program "Dictionary"

Corrective speech therapy work is built taking into account a certain strict algorithm of action:

	The first stage is preparatory
	Purpose: to develop children's understanding of the meanings of words.

	Development of understanding of different meanings of words.	Clarification of the concepts "word", "action", "sign", "sentence", "words-friends", "words-enemies", etc.

	The second stage is the main
	Purpose: to form an active vocabulary by understanding the lexical meaning of words.
	Block 1. Development of lexical and semantic associations.
	Block 2. Formation of semantic fields.


The third stage is the final
Purpose: to activate the vocabulary of children.

The first stage is preparatory.

The purpose of the first stage is to develop an understanding of the meanings of words in children with speech underdevelopment.
This stage includes 2 blocks: development of understanding of different meanings of words and clarification of the concepts of "word", "action", "sign", "sentence", etc.
Block 1. Development of understanding of different meanings of words.
The first block consists of the following tasks:

clarification of the subject correlation of words;
clarification of understanding of adjectives, verbs, adverbs, etc .;
developing an understanding of instructions, suggestions, questions, etc .;
development of mental operations such as classification, generalization, comparison.

Block 2. Clarification of the concepts of "word", "action", "sign", etc.
At this stage, a cycle of classes is carried out aimed at clarifying the above concepts (Appendix 8). Each lesson is associated with a specific lexical topic.

In these lessons, children remember what a word is, a sign of an object, the action of an object, what a sentence is and how it differs from a word. Also, children will learn that there are friend words (synonyms) and enemy words (antonyms).
The second stage is the main one.
The second stage is aimed at forming an active vocabulary by understanding the lexical meaning of words and consists of three blocks.

Block 1. Formation of semantic fields.

The purpose of the first block is to form the structure of the meaning of a word, the organization of semantic fields.
The formation of semantic fields is carried out in stages, each stage complements each other:

Stage name
1. Selection of words-objects	Children are provided with several pictures depicting objects: a bus, an airplane, a boat ... Children examine the pictures, then name the objects. After that, they are asked to name all these items in one word. This word ("transport") is the central, generic concept around which specific, specific (car, helicopter, taxi ...) are formed. Then this task is performed the other way around, that is, words-objects are matched to one general concept (for the word “furniture”, children call the following objects: table, chair, bed, wardrobe, etc.).
2. Selection of words-signs	Further localization of meanings is carried out with the help of questions leading to the choice of the desired attribute of the object. For example, the words-reactions of children are matched to the stimulus word "airplane": iron, air, big, huge ...
3. Selection of words-actions.	This stage in the formation of the semantic field consists in the fact that children are invited to correlate the name of the object with the corresponding action and purpose. For example, action words are matched to the word "bus": driving, standing, rushing, etc.

Work on the development of the semantic field of adjectives and verbs is carried out as follows:

selection of words-objects to the attribute (by the word "wooden" the following objects were called: table, chair, wardrobe, floor ...);
selection of words-objects for action ("goes" - a person, a dog, a cat, a clock ...);
selection of synonyms and antonyms for adjectives and verbs.

Thus, children, together with a speech therapist, learn to form the periphery of the semantic field, that is, semantic shades, the ratio of generic and specific meanings, the ratio of a certain object with signs and actions.

Block 2. Development of lexical and semantic associations.
The purpose of the second block is to develop lexical and semantic associations in children with disabilities.

In the process of developing speech, it is always very important to form associative connections, which play a very important role in enriching vocabulary. Therefore, work in this direction is built taking into account the capabilities of children with disabilities to identify the versatile connections of a certain word with other words of the lexicon.

Here, in the child's speech, those connections are fixed that would ensure the replaceability of any word in the utterance, could belong to a certain semantic group (nouns, adjectives, verbs). The words presented to children are selected in such a way as to stimulate the search for the most accurate, most suitable words that help form and change words, build phrases, sentences.
To build an associative field, children are offered a stimulus word to which they must communicate the association.

Initially, the objects of the environment are used. An object is shown or a noun is called and the children need to choose the corresponding noun word (for example, a chair - "furniture", a toy - "doll", etc.). Hence, the word-stimulus and the word-reaction differ in no more than one differential feature expressing different relationships (genus, species, space, time).
Then this task is complicated by the fact that there is a transition from objects to more abstract concepts, for example, the stimulus word "winter" - the reaction word "snow". Of course, help is provided to children: visual support on pictures, leading questions, so that they can more accurately navigate the semantic field of word combinations.
Further, the work on the development of associations moves to a more complex level. Stimulus words are selected so that associations associate it with a reaction word:

a noun is associated with an adjective (ball - "round");
the adjective is associated with a noun (glass - "glass");
noun - with a verb (cat - "meows");
verb - with a noun (flutters - "butterfly").

Thus, syntagmatic constructions are formed in children, in which the stimulus word and the reaction word form coordinated phrases.

In addition, the formation of associations is carried out through the construction of semantic fields, synonymous and antonymic series for nouns, adjectives, verbs, which ultimately determines a significant expansion of the vocabulary of children with disabilities.

Block 3. Development of antonymy and synonymy.
In the third block, the main goal is to develop a dictionary of antonyms and synonyms.
At the first stage, children get acquainted with the concepts of "words-enemies" and "words-friends" without naming terminology (synonyms, antonyms).

In the future, children are invited to choose synonyms for phrases, which is carried out as follows: the children are named phrases (for example, it is snowing, a person is coming, spring is coming), attention is drawn to the fact that it is not interesting to listen when the same word is repeated and asked to replace it ... Children choose words that are close in meaning (coming, moving, walking). Children come to the conclusion that one action can be called by different words. The synonymy of nouns and adjectives is also being developed.

In order for children to learn to compare, i.e. select antonyms, pairs of objects with pronounced contrasting signs are selected (long - short pencil). Then, when showing intonation, their qualitative opposite is emphasized and they are asked to show the children the object according to the named attribute. Tasks can vary, for example, children are asked to distribute a number of objects into pairs (clean - dirty glass, deep - shallow plate, large - small ball, etc.). By the same principle, children are taught the verbal forms of antonymy, as well as nouns.

The next step for the development of synonymy and antonymy, various games and exercises are offered (For example, "Words-friends", "Say differently"; "Words-enemies", "Compare-vice versa").

The third stage is the final one.
The purpose of this stage is to consolidate, that is, to activate the dictionary.
At the last stage, significant importance is attached to the consolidation of the vocabulary in the speech of children with the help of game techniques. So, children are offered various games and exercises to consolidate the knowledge gained, as well as to activate the dictionary (Skvortsova I.V., Shvaiko G.S., Kozyreva O.A., Novikovskaya O.A., Kiselenko T.E., Smirnova L .N. And others).

These games are aimed at:

the ability to generalize and classify concepts;
naming an item by its description;
expansion of the subject vocabulary;
improving the descriptive speech of children (adjectives, antonyms, synonyms, related words);
improving the verb dictionary;
the ability to change and form words;

children's understanding of various categories of words.
Thus, at the final stage, you can repeat the games used earlier.

Stages and terms of implementation

Correctional work for each block and stage of the "Dictionary" program with each child with disabilities who have speech disorders is carried out individually.
Then the child's result in the direction of the program is traced and a conclusion is made about the continuation of work in this direction or the transition to the next stage.

Quantitative and qualitative results

Dictionary	results		Appendix
Dictionary	Qualitative (Expected Result)	Quantitative (control cut - 2008)	Appendix
Passive	Improvements in understanding: 1) speech at the level of dialogue; 2) the meanings of words denoting objects, actions, signs of objects; 3) instructions; 4) proposals; 5) the meanings of singular and plural nouns; 6) meanings of nouns with diminutive suffixes; 7) the meanings of verbs.	100% 93% of children 50% 100% 64% of children
Active	Improvements: 1) in classification and generalization; 2) in the selection of antonyms; 3) in the selection of synonyms; 4) in the selection of definitions; 5) in the selection of actions.	96% of children 86% 36% 100% 96% of children

To identify the peculiarities of the vocabulary of children with disabilities, the methodology for examining the passive vocabulary (or the impressive side of speech) edited by Y. F. Garkusha is taken as a basis, and the traditional method is used for examining the active vocabulary.

Diagnostics of the state of vocabulary in children takes place in two stages:
I. Survey of the passive vocabulary of speech (Appendix 11).
II. Examination of the active vocabulary of speech (Appendix 12).

To assess the vocabulary of children with disabilities for individual tasks (and in general, the possibility of expressive and impressive speech), some methods of quantitative data processing are used. For this purpose, the results of the tasks are additionally evaluated by levels.

Thus, the child's achievement of a high level of active and passive vocabulary will be considered a positive result.

Bibliography

1. Dmitrieva L.I. Formation of a vocabulary for students of special (correctional) schools of the VIII type ( primary classes): Tutorial. Moscow: Moscow Psychological and Social Institute, 2002.128 p.
2. Zikeev A.G. The development of the speech of students of special (correctional) educational institutions: a textbook for students of higher pedagogical educational institutions. M .: Publishing Center "Academy", 2000. 200 p.
3. Kozyreva O.A. The formation of lexical and grammatical means of the language and the development of coherent speech: the senior group of preschool special (correctional) educational institutions: a textbook for a speech therapist. Moscow: Humanitarian Publishing Center VLADOS, 2005.119 p.
4. Correctional and pedagogical work in preschool institutions for children with speech impairments / edited by YF Garkusha. M .: Sekachev V.Yu., Institute of General Humanitarian Research, 2002.160 p.
5. Speech therapy: A textbook for students of defectological faculties of pedagogical higher educational institutions / edited by LS Volkova, SN Shakhovskaya - the third edition, revised and supplemented. Moscow: Humanitarian Publishing Center VLADOS, 2002.680 p.
6. Novikovskaya O.A. Speech therapy grammar for children: A guide for classes with children 6-8 years old. SPb .: KORONA print, 2005.64 p.
7. Povalyaeva M.A. Speech therapist reference book. Rostov-on-Don: "Phoenix", 2003. 448 p.
8. Pozhilenko E.A. The Magic World of Sounds and Words: A Guide for Speech Therapists. Moscow: Humanitarian Publishing Center VLADOS, 2003.216 p.
9. Repina Z.A. Neuropsychological study of children with severe speech impairments: Textbook. Perm: Prikamsk social institute - branch of MOSU, 2002.160 p.
10. Serebryakova N.V. Comparative analysis of the formation of semantic fields in preschoolers with normal and impaired development // Actual problems of teaching, adaptation and integration of children with developmental disorders. SPb, 1995.
11. Skvortsova I.V. Program for the development and education of preschoolers. 100 speech therapy games. For children 4-6 years old. St. Petersburg: Publishing House "Neva"; Moscow: "OLMA-PRESS Education", 2005.240 p.
12. Smirnova L.N. Speech therapy in kindergarten. Classes with children 6-7 years old with general speech underdevelopment: A guide for speech therapists, defectologists and educators. Moscow: Mosaika-Sintez, 2003.96 p.
13. Filicheva T.B., Chirkina G.V. Elimination of general speech underdevelopment in children before school age: A Practical Guide. M .: Ayris-press, 2004.224 p.
14. Shvaiko G.S. Games and game exercises for the development of speech: A guide for practitioners of preschool educational institutions / edited by V.V. Gerbova. M .: Ayris-press, 2006.176 p.

Terminological dictionary

Agrammatism- [Greek. agrammatos inarticulate] - violation of psychophysiological processes that provide grammatical ordering of speech activity; with agrammatism, the omission of prepositions, incorrect agreement of words in gender, number, "telegraphic style", etc. is observed.

Agrammatism is impressive- [lat. impression impression] - misunderstanding of the meaning of grammatical forms in perceived oral speech and (or) when reading.

Expressive agrammatism- [lat. expression expression] - the inability to grammatically correct words and build sentences in their active oral and (or) written speech.

Impressive speech- perception, understanding of speech. Oral impressive speech is normally expressed in the auditory perception of what is spoken, written impressive speech - in the visual perception of the text (reading).

Child's vocabulary- vocabulary constantly increasing impressively.

Active vocabulary- 1) part of the vocabulary of the modern language, which is freely used in live everyday communication in all spheres of human society; 2) the active vocabulary of an individual native speaker is a part of the vocabulary of a language that is freely used in everyday life by a specific person; depends on age, mental development, education, social environment, etc.

Passive vocabulary- 1) part of the vocabulary of the language, understandable to everyone who speaks this language, but little used in everyday communication (book vocabulary, neologisms that have not yet become familiar, etc.); 2) the passive vocabulary of an individual native speaker is a part of the vocabulary of a language that is understandable to a specific person; depends on age, mental development, education, social environment, etc.

Expressive speech- external form of speech, active oral or written utterance.

Echolalia- automatic repetition of words after their reproduction.

Now it is already necessary to teach the child to understand the speech of others without visual support.
It is necessary to expand the child's passive vocabulary by:

nouns denoting the names of household items ( furniture, clothes, dishes), vehicles and car parts ( car, bus, cab, steering wheel, wheel), plants ( tree, grass, flowers); fruit ( apple, pear), vegetables ( carrot, tomato, cucumber), domestic animals and birds and their cubs ( cat - kitten, dog - puppy, chicken - chicken); some parts of the body of animals ( head, legs, tail);
verbs denoting labor actions ( wash, wipe, wash, iron, treat), relationships ( give, help, regret);
adjectives denoting size, color, taste of objects ( big - small, red, blue, sweet, sour);
adverbs ( far - close, high - low, fast - slow, dark - light, good - bad);

Teach your child to find and show objects ( by color, size, for example: "Bring the red ball"), distinguish the location of objects ( high near, for example: "Put it next to").

To expand the stock of words the child understands, use games, pictures, which reflect a variety of topics. It is best to simultaneously acquaint the child with real objects, their corresponding toys, and pictures with their image. First, the child takes an object or picture, and the adult names them.
Then the adult asks the child to find or show him this or that picture or object. To do this, you can organize different games.

"Pick up the signs" Toy animals are placed in different houses, boxes - cages or cubicles. The child selects a picture of an animal in a cage (a house made of cubes).

"Seed the animals in the necessary cells" The game is the reverse of the previous one. Pictures are placed near the cages, houses. The child needs to arrange toy animals correctly.

"What (whom) did the artist draw?" Arrange objects, toys, into pictures depicting them. An adult must necessarily name the object that the child puts in, if he cannot yet do it himself.

Start with two or three items, gradually increase the number of toys and pictures in the game.

Games with earbuds are also useful for your child. Their variety will help to significantly expand the stock of words the child understands.

Vegetables

Transport

Mushrooms

Birds

Wild animals

Butterflies

Zoo animals

Pets

Development of active speech

At this stage of the child's speech development, it is necessary to expand his active vocabulary, to form the grammatical structure of speech. Develop the ability to observe, recognize a variety of objects, phenomena, actions.
It is necessary to help the child not only learn the words, but also learn to use them at their own discretion.

Teach your child:

use in speech words denoting familiar objects (toys, household items, vehicles, plants, animals), their properties, actions;
speak clearly and slowly;
pronounce onomatopoeic words (bb, tu-tu) at different rates (fast, slow) and with different voice strengths (loud, quiet);
coordinate nouns and pronouns with past tense verbs (I ate, the doll was walking);
make up phrases of 3 - 4 words;
anwser the questions. For example: "What are we going to do?" - "Walking", "What kind of matryoshka?" - "Small";
talk about what you saw on a walk or in a picture in two or three sentences;
reproduce short stories, poems, nursery rhymes, songs.

Teach your child to use expanded phrases in speech. Without training, children will try to replace detailed answers with simple ones and their speech will be poor.

Use the activities and games below to develop your child's active speech.

To introduce new words into use, it is useful to use them in combination with familiar words. So, introducing a child to a new toy, the name of which is not yet familiar to him, it is useful to name it many times, describing how it works, its appearance.
During lessons with plot toys, introduce the child to the name of different objects, show actions with them, reveal their purpose. Thus, you also consolidate the skills of self-service, norms of behavior.
When observing objects and phenomena, clarify the children's ideas about them. For example, when observing animals, describe their behavior, appearance, and what they eat.
For games and activities with a child, use pictures that depict objects, objects in action and plot pictures, any pictures from books will do.
In order to teach your child to retell, organize a joint story. Teach your child to repeat phrases, answer questions, and tell independently. Gradually complicate the retelling, including a description of several actions, a place of action, individual characters.
Use errands to teach your child to perceive and perform several sequential tasks (what to get, where and where to put).
Ask the child various questions: specific questions (where is the chair?), More general (what is on the table?) And questions based on the child's knowledge, his memory (what did you see at the zoo?)

First Phrase Teach your child to construct an elementary phrase using the questions “What is doing? What to do?" For example: “What is daddy doing?”, “What is the bear doing?” - and answer yourself, giving the correct pattern: “Dad is nagging. The bear is eating porridge. ”
During lessons with onomatopoeia cards, say the whole phrase: “The dog barks aw-aw. The crow croaks a car-car ”.

Teach your kid to tell his name, surname, age, names of parents, loved ones, the area in which he lives.

Which? When composing phrases from pictures, when describing unfamiliar objects, in didactic games Include in your speech all kinds of adjectives (big, red, round, rubber, striped, soft, etc.) and pronouns (he, this, mine, etc.). More often ask the questions "What?", "What color?", "What shape?", "Whose?" Answer them yourself if the child is at a loss.

folk tales about animals;
poetic tales of K. Chukovsky;
poems by E. Moshkovskaya, I. Tokmakova, B. Zakhoder, S. Marshak.

Asking questions Teach your child to ask questions "Where?", "Where?", "When?", "Where?", "Why?" and answer them. They should be constantly present in your speech to the child. In case of difficulty, give the correct sample of the question and answer yourself, ask the child to repeat after you. Use the necessary unions when building clauses: to where, where, then, because, etc.

Speech etiquette Require your child to follow speech etiquette. He should be able to use the expressions in appropriate situations: “Thank you. You are welcome. Hello. Goodbye. Good luck ”, etc.

Your Speech Be especially attentive to your speech. Age 2 to 5 is critical for stuttering. Your speech should not be fast in tempo, smooth, not loud, well-intoned, clear
and understandable, do not overload your speech with too difficult grammatical constructions and vocabulary.

Answer all questions Make it a rule not to leave your baby's questions unanswered. Even if you do not know the exact answer to any question, try to find out and answer later. Do not knowingly give incorrect information.

The phone is a toy that is perfect for "talking games". You can talk to your child on a toy phone, asking questions like: "Hello! Who is this? .. Are you playing? .. What are we going to eat? .." and so on. The main thing is to structure the questions so that the kid guesses what to answer. If the baby is silent, pretend that you did not hear him and prompt the answer: "What are you saying? Porridge or soup?"
You can talk on the phone with a toy or an imaginary relative. In this case, you can prompt the child those questions, which he will then repeat into the phone. For example: "Say hello ... Ask, will he go for a walk? .. Call him to visit us."
Occasionally allow your baby to say a few words on a real phone.

Lotto Lotto requires pictures depicting objects familiar to the child: toys, animals, dishes, furniture, vehicles, etc. An adult has small picture cards. Large cards, divided into several such symbols, are distributed among the participants in the game. You can involve relatives, friends in the game, or give cards to toys. Showing the card, ask the child: "What is this?" If he does not know, name you, and then ask: "Who has the ball?" The child is looking for someone who has the same picture and gives it away (he performs the actions himself for the toy).
To begin with, offer the participants in the game cards on which 2 - 3 pictures are drawn.
The game will lose its meaning for the child's speech development if you simply ask: "Who has such a picture?"

The development of the articulatory apparatus plays an important role in the child's mastery of speech. The articulating apparatus develops when the baby sucks, eats solid food(for example, bull's-eye). You can also use games to train him:

Bubble. By imitating you, the baby blows soap bubbles.

Birds. Cut a bird out of paper and tie a thread 15 - 20 cm long to its back. Tell the baby: "Look, this is a bird. I will blow - it will fly. Like this. Fly, bird." Blow. Invite your child to do the same: "Help me."
Similarly, you can make a flying plane.

Show your tongue. When the baby eats any colorful food (jam, curd), invite him to look at his tongue in the mirror. Show him how far you stick out your tongue.

Kitten. Sometimes you can let your baby eat milk or sour cream from a saucer. Show him how to do this: sticking out your tongue and licking food. Tell us what you eat as a kitten. You can watch a real cat lapping or see a picture.

Samovar. Show your child a picture of a samovar (for example, in a book about "Fly Tsokotukha"). Imagine a boiling samovar: puff out your cheeks and blow out air sharply. Invite your child to puff like a samovar too.

Poems Poetic material helps to activate the child's speech, especially if the child not only listens, but also moves to the beat of the words. Many poems for children of this age are rhythmic; in the process of reading such a poem, the child can make some movements. Here are some examples from the book "Toys" by A. Barto.
You can walk to the poem "Drummer":
Left, right
Left right
A detachment goes to the parade.
A detachment is going to the parade
The drummer is very happy.
Drumming, drumming
One and a half hours in a row.
Left, right
Left, right.
The drum is already full of holes.

Under the poem "Airplane", you can run with your arms-wings widely spaced to the sides:
We will build the plane ourselves,
Let's fly over the forests
Let's fly over the forests
And then back to mom.

And the poem "About the Elephant" by B. Zakhoder is simply intended for morning exercises.

Ask your child questions about the pictures: "What is an elephant doing?" Offer to do the same movements and name them.

With a Different Voice Teach your toddler to use the different possibilities of his voice. He must be able to speak in a loud and quiet voice, high and low, kind and evil, etc.
“What does daddy bear say? - Boo-boo-boo (low). What does the bear cub say? - Boo-boo-boo (high). How does Barmaley shout? "

Dressing up the dolls To play, you need two dolls of different sizes, a large and a small one, and clothes for them. Invite your child to match each doll's clothes and dress them accordingly. Actively use names of clothes and adjectives denoting size and colors in the game: “Let's dress our dolls Tanya and Tanechka. What kind of clothes will Tanya wear? Big or small? And Tanechka? Who are we going to wear the big dress on? That's right, on Tanya. A small one? What kind of blouse will suit Tanya? "

One to many The child needs to be taught to distinguish between the concepts of “one to many”, to be able to count objects from one to three, ie. use cardinal numbers, show your age “on your fingers”. Ask your child questions similar to the following: “How many balls are there, one or many? I have a lot of sweets, and you? Let's count how many there are: one, two, three. ”

The doll is having lunch For the game you will need a doll and a set of dishes. Invite your child to compose a menu, cook dinner, and feed the doll or yourself. Encourage your child to use the names of foods and table setting items and actions to take.
“Our Masha is hungry. Let's make her lunch. What will she eat? Probably macaroni and cheese. How are we going to cook them? First, take a saucepan, pour what? Water. Let's put it where? On the stove. The water will boil, we will salt it and stop cooking pasta ... "

First, then Teach the child to distinguish between the concepts "first and then", to establish the sequence of objects, actions, events. To do this, deliberately use the words “first, then” in your speech, dividing the process into separate components of the action, ask the child questions such as: “What happened first? What will you do next, next? What book do we read first? " etc.

A very useful exercise in this case is the development of auditory memory. Several (3-5) sounding toys (for example, a pipe, a tambourine, a bell, etc.) are laid out in front of the child. First, you name all the toys and show them how they sound. Then you offer to close the child's eyes (or hide the toys behind a screen) and guess the toy that sounded. As the task becomes more difficult, the child should guess the sequence of sounds of all 3-5 toys: “What played first? What then? What was the first toy? What's the last one? "

State Educational Institution of Higher Professional Education

Moscow State Pedagogical University

Defectological faculty

Department of speech therapy

COURSE WORK ON THE TOPIC

Vocabulary development in children with motor alalia

Performed:

3rd year student, group 305

Yu.V. Kuznetsova

Supervisor:

Associate Professor, Ph.D. Department of speech therapy

Safonkina N.Yu.

Moscow, 2007

Introduction

Chapter 1. Development of speech is normal

1.1 Developing a passive vocabulary

1.2 Development of an active vocabulary

Chapter 2. Formation of speech with motor alalia

2.1 Development of speech in children with motor alalia

2.2 Characteristics of active vocabulary in children with motor alalia

2.3 Characteristics of passive vocabulary in children with motor alalia

Chapter 3. Development of vocabulary in children with motor alalia

3.1 General information on the development of speech in children with motor alalia

3.2 Developing a passive vocabulary

3.3 Developing an active vocabulary

3.4 Practical tasks

Conclusion

Bibliography

Introduction

The problem of vocabulary development occupies an important place in modern speech therapy, and the question of the state of the vocabulary with various speech disorders and the methodology for its development is especially relevant.

Before examining the features of vocabulary and its formation in children with motor alalia, you need to understand what a vocabulary is.

Dictionary - these are words (basic units of speech) denoting objects, phenomena, actions and signs of the surrounding reality.

Distinguish between passive and active vocabulary. A passive vocabulary is understood as the ability to understand words, and an active vocabulary is their use in speech. The level of vocabulary development is determined by quantitative and qualitative indicators.

Purpose of the research: to study the peculiarities of vocabulary formation in children with motor alalia.

· Show the features of the development of passive and active vocabulary in children with motor alalia;

· Consider methods of vocabulary formation in children with motor alalia.

1. Development of speech is normal

1.1 Developing a passive vocabulary

Researchers distinguish a different number of stages in the formation of children's speech, they are called differently, indicate the different age boundaries of each. For example, A.N. Gvozdev traces the sequence of the appearance in the child's speech of various parts of speech, phrases, different types of sentences and, on this basis, distinguishes a number of periods.

G.L. Rosengard-Pupko distinguishes only two stages in the child's speech development: the preparatory stage and the stage of independent speech formation.

A.N. Leontiev establishes four stages in the formation of children's speech:

1st - preparatory - up to 1 year;

2nd - preschool stage of initial language acquisition - up to 3 years;

3rd - preschool - up to 7 years old;

4th - school.

In each of the stages, two important points can be distinguished: the development of a passive vocabulary and the development of an active vocabulary.

The ability to develop understanding of speech (passive vocabulary) in the first year of life is determined by the level of visual and auditory perception.

Children do not immediately master the understanding of a word in its entirety of its meaning and sound. In the first year of life, the name of the object is associated in the child with the actions performed with the given object, the place where it is. All this is included in the word - the name.

By the end of the first year, it becomes possible to teach a child to pronounce words - the names of persons and objects, that is, words that have meanings ("uncle", "aunt", "Katya", "porridge", "water", "eider" and others). Classes begin with the fact that at first they teach the child to understand the word - they name the object so that he points to it. Then they say this word, making the child repeat it.

Thus, the child accumulates a vocabulary that he knows how to pronounce in a meaningful situation. These words refer to faces, real objects, toys, pictures in the picture. The words offered to the child must have an elementary sound composition. That is, they must be available for pronunciation. Such activities are very important for the development of a child's independent speech.

Children at the end of the first year of life distinguish contrasting words (ball is a bear, doll is a car), but words that sound similar (bear is a bowl, ball is a scarf) do not differentiate yet.

In children one and a half years old, it is already possible to develop a connection between objects, actions and the words denoting them. On the basis of this connection, the child develops a primary orientation in the environment, the ability to perform some simple actions (show, let, sit, on), pronounce meaningful words.

From the age of one and a half, it becomes possible to understand the verbal explanation of an adult, assimilate knowledge, accumulate new words.

The second year of a child's life is a period of intensive formation of all aspects of speech, especially its understanding. From understanding individual words and short phrases, the child goes the way to fulfilling the verbal instructions of an adult, including several actions, to understanding a simple plot in shows - dramatizations and in pictures. The understanding of speech by children under 1 year 6 months - 1 year 8 months significantly outstrips the development of their active speech. However, with the right upbringing, serious shifts are also observed here.

The development of a passive vocabulary is mainly due to a wide acquaintance with the objects that surround the child, considering the pictures available in terms of content. A child in the second year of life also learns the names of actions. These are those that he does himself or observes repeatedly as adults do them, provided that they are indicated by words. It is necessary to pay attention of children, especially after 1.6 months, to the quality, condition, purpose of some objects: “Look, I have a small ball, but you have a big one”, “Red kissel, sweet”. The children themselves in the second year cannot yet name these signs.

A positive prerequisite that contributes to the formation and complication of speech understanding is the improvement of orientational activity.

In children of the second year of life, by means of the word, it is already possible not only to induce visual orientation, but also to support it: “Where is our cockerel? Look! ”, Create a selection criterion, strengthen differentiation:“ No, this is not a cockerel, this is a lala, take a closer look at where the cockerel is. ”

1.3 Developing an active vocabulary

With the appearance of the first words in the child, the stage of the formation of active speech begins. At this time, the child develops special attention to the articulation of those around him. He very much and willingly repeats after the speaker and pronounces the words himself. At the same time, the baby confuses sounds, rearranges them, distorts, lowers them.

The first words of the child are of a generalized semantic nature. With the same word or sound combination, he can denote an object, and a request, and feelings. For example, the word porridge can mean at different times here is the porridge; give porridge; hot porridge... Or a word dad Can mean dad came; no dad; daddy come etc. A baby can be understood only in a situation in which or about which he communicates with an adult. Therefore, such speech is called situational. The child accompanies situational speech with gestures, facial expressions.

From one and a half years, the word takes on a generalized character.

During the second and third years of life, the child has a significant accumulation of vocabulary.

The most common data on the rapid development of the vocabulary of children in the preschool period: by 1 year 6 months. - 10-15 words; by the end of the 2nd year - 300 words (for 6 months about 300 words); by 3 years - about 1000 words (that is, about 700 words per year).

The meanings of words are becoming more and more definite.

Thanks to the development of imitation, short phrases appear in the speech of children, the child uses words for various reasons, speech develops as a means of communication with an adult.

In addition to pronouncing meaningful words in various situations, in children both in independent activity and in imitation of an adult, there is a kind of "word game".

By the end of the second year, and especially in the third year of life, this "word game" turns into a kind of word creation. Children from 1.5 to 4.5 years old, and sometimes even later, like to pronounce a word, often distorted and insignificant, just because they like the sounds that make it up.

The child's vocabulary is replenished, more and more words appear that denote not only objects and actions, but also the qualities and relationships between objects, for example, adverbs (where, here, where, there, and others) are accessible to the understanding of children.

Pronouns, quantitative concepts (many, one and others), separate adjectives (big, small, good, bad) also appear in the speech of children. Light words - onomatopoeia (tu - tu, mu - mu) are replaced with correct ones (car, cow).

In the third year of life in children, not only does the vocabulary of common words increase significantly, but the word-creation that arose at the end of the second year of life also increases. Changing intonation, as if playing with words, the child pronounces them in various combinations, picks up a rhyme for them: "Natka - Carpathian", "Svetka - Karpatka".

In the period from 3 to 7 years, a rapid increase in vocabulary continues. A child's active vocabulary reaches 3000 - 4000 words by the age of 4-6. These are mainly words of the basic vocabulary of the language, that is, common words necessary for communication. The level of speech development of preschoolers is different. Some children are free to use vocabulary; others have a small active vocabulary, although a significant number of words are well understood (passive vocabulary).

Content

Introduction
Alalia is one of the most severe speech defects, in which the child is practically deprived of linguistic means of communication: his speech is not formed independently and without speech therapy assistance. Alalia can be motor or sensory. Sensory alalia in its pure form is relatively rare, therefore, in our work, the main attention is paid to the problem of vocabulary formation in children with motor alalia.

In the studies of a number of authors (G.S. Gumennaya, V.E. Levina, N.A. Nikashina, L.F. Spirova, T.B. Filicheva, N.A. Shakhovskaya, A. V. Yastrebova and others) it is noted that children with motor alalia have difficulties in mastering the lexical patterns of their native language. Thus, the problem of the development of the vocabulary of alalik children occupies an important place in modern speech therapy, and the question of the state of the vocabulary in various speech disorders and the methodology of its development is especially relevant.

Before examining the features of vocabulary and its formation in children with motor alalia, you need to understand what a vocabulary is. Dictionary - these are words (basic units of speech) denoting objects, phenomena, actions and signs of the surrounding reality. Distinguish between passive and active vocabulary. A passive vocabulary is understood as the ability to understand words, and an active vocabulary is their use in speech. The level of vocabulary development is determined by quantitative and qualitative indicators.

The purpose of this work is to study the peculiarities of vocabulary formation in children with motor alalia.

The object is the vocabulary of alalik children.

Subject - work on the development of a vocabulary for alalia.

In accordance with this goal, the following tasks were solved:

1. Analyze the process of formation of speech and the formation of a dictionary in children in the norm.

2. Show the features of the development of passive and active vocabulary in Alalik children.

3. To study directions and methods of vocabulary formation in children with motor alalia.

4. To systematize practical tasks according to the goals of classes with alalik children of the second level of speech development.

In the process of work, we used materials from educational and special literature.

Among the studies, we highlight the work of V.A. Kovshikov's "Expressive Alalia", in which all sections of the teaching on one of the most severe and persistent forms of pathology of speech activity - expressive alalia are presented consistently and fully.

In the practical part of the work, we used the experience of speech therapists-practitioners T.V. Bashinskaya, N.S. Zhukova, T.V. Fridays.

Chapter 1. Stages of the formation of speech and the development of the vocabulary of children in the norm
1.1. Passive vocabulary development
Investigating the stages of mental development of children, Stern for the first time conducted a systematic observation of the formation of speech. Highlighting several periods in this process, he emphasized that the most important of them is the one associated with the discovery by children of the meaning of the word, that each object has its own name (a child makes such a discovery at about a year and a half). This period, which Stern spoke about for the first time, later became the starting point for the study of speech among almost all scientists who dealt with this problem. Having identified the five main stages in the development of speech in children, Stern described them in detail, in fact, having developed the first standards in the development of speech in children under 5 years of age. He also highlighted the main trends that determine this development, the main of which is the transition from passive to active speech and from word to sentence.

1st - preparatory - up to 1 year;

2nd - preschool stage of initial language acquisition - up to 3 years;

3rd - preschool - up to 7 years old;

4th - school.

In each of the stages, two important points can be distinguished: the development of a passive vocabulary and the development of an active vocabulary.

Based on the analysis of special literature, we will characterize the formation and development of an active and passive vocabulary at different stages of a child's development.

The segment of ontogenesis from birth to 12-14 months. usually qualifies as pre-verbal, or literal.

The ability to develop understanding of speech (passive vocabulary) in the first year of life is determined by the level of visual and auditory perception.

Children at the end of the first year of life distinguish contrasting words (ball is a bear, doll is a car), but words that sound similar (bear is a bowl, ball is a scarf) do not differentiate yet.

From the age of one and a half, it becomes possible to understand the verbal explanation of an adult, assimilate knowledge, accumulate new words.

A positive prerequisite that contributes to the formation and complication of speech understanding is the improvement of orientational activity.

Thus, the development of a passive vocabulary is directly related to the cognitive activity of the child and the conditions of the external environment.
^ 1.2. Development of an active vocabulary
With the appearance of the first words in the child, the stage of the formation of active speech begins. At this time, the child develops special attention to the articulation of those around him. He very much and willingly repeats after the speaker and pronounces the words himself. At the same time, the baby confuses sounds, rearranges them, distorts, lowers them.

From one and a half years, the word takes on a generalized character. It becomes possible to understand the verbal explanation of an adult, assimilate knowledge, accumulate new words. During the second and third years of life, the child has a significant accumulation of vocabulary.

The meanings of words are becoming more and more definite. By the beginning of the third year of life, the child begins to form a grammatical structure of speech. Thanks to the development of imitation, short phrases appear in the speech of children, the child uses words for various reasons, speech develops as a means of communication with an adult.

In addition to pronouncing meaningful words in various situations, in children both in independent activity and in imitation of an adult, there is a kind of "word game".

In the period from 3 to 7 years, a rapid increase in vocabulary continues. A child's active vocabulary reaches 3000-4000 words by the age of 4-6 years. These are mainly words of the basic vocabulary of the language, that is, common words necessary for communication. The level of speech development of preschoolers is different. Some children are free to use vocabulary; others have a small active vocabulary, although a significant number of words are well understood (passive vocabulary).

In younger and middle preschool age, on the basis of the accumulation of ideas about single objects, children learned to combine objects according to their purpose and characteristics, to assimilate species and generic concepts (bear, fox, hare are animals; cup, plate are dishes).

Children often still misunderstand or use words. For example, by analogy with the appointment of objects, they say instead of water from a watering can"Pour" instead of scapula"Digging", etc. At the same time, such a phenomenon testifies to the "sense of language". This means that the child's experience of verbal communication grows and on its basis a sense of language is formed, the ability to create words.

Children of the fourth year of life use simple and complex sentences in speech. The most common form of statements at this age is a simple common sentence (“I put a doll in such a beautiful dress”).

In the fifth year of life, children are relatively free to use the structure of complex and complex sentences (“Then, when we went home, they gave us gifts: various sweets, apples, oranges”; “Some clever and cunning uncle bought balls, made candles, threw them on the sky, and it turned out to be a fireworks ").

From this age on, the statements of the children resemble a short story. During conversations, their answers to questions include more and more sentences.

At the age of five, children, without additional questions, make up a retelling of a fairy tale (story) of 40-50 sentences, which indicates success in mastering one of the difficult types of speech - monologue speech.

During the preschool period, contextual (abstract, generalized, devoid of visual support) speech is gradually formed. Contextual speech appears first when the child retells fairy tales, stories, then when describing some events from his personal experience, his own experiences, impressions.

The process of mastering a vocabulary is closely related to mastering concepts and, in this regard, has specific features.

One of them can be considered the content of the children's dictionary. Due to the visual-effective and visual-figurative nature of thinking, the child first of all masters the names of the groups of objects, phenomena, qualities, properties, relations that are clearly presented or accessible for his activity, which are reflected in the children's dictionary widely enough.

This also explains either the absence in the dictionary of preschoolers of such words that denote more abstract concepts, or a distortion of their meaning.

Another feature is the gradual mastery of the meaning, semantic content of the word. Since conceptual thinking in a preschooler has not yet developed, the meaning of the word that he masters cannot be conceptual at a certain age stage. At first, the child refers the word only to a specific object or phenomenon. Such a word does not have a generalizing character, it only signals the child about a specific object, phenomenon, or evokes their images.

The preschooler's vocabulary is rapidly increasing not only due to nouns, but also due to verbs, pronouns, adjectives, numerals and connecting words. V.S. Mukhina points out that "the increase in vocabulary in itself would not be of great importance if the child did not master the ability to combine words into sentences according to the laws of grammar." Thus, in preschool age, the development of vocabulary and grammatical structure of speech occurs simultaneously.

At school age (from 7 to 17 years old), a purposeful restructuring of the child's speech takes place - from the perception and distinction of sounds to the conscious use of all linguistic means.

Thus, speaking about the stages of the formation of children's speech and the content of each of them, we turned to the periodization of A.N. Leontyev as one of the most convenient and scientifically grounded.
^ Chapter 2. Characteristics of the vocabulary in children with alalia
Alalia belongs to the category of organic speech disorders central character. At present, the term "alalia" is usually used to denote "severe speech impairment caused by underdevelopment or damage to the speech areas in the left dominant hemisphere of the brain, which occurred even before the formation of speech, ie. up to 1-2 years of a child's life ". The reasons for alalia are varied. Most authors point to inflammatory or traumatic brain lesions, alimentary-trophic metabolic disorders both in the prenatal or natural, and in the early period of the child's life.

In the literature, there are various options for the classification of alalia. We will adhere to the following classification: alalia is either motor or sensory.

Motor (expressive) alalia is a "language disorder characterized by impaired assimilation in ontogeny of expressive speech of the inventory of linguistic units and the rules of their functioning, which in the process of generating speech manifests itself in the impossibility or disorder of the production of grammatical, lexical and phonemic operations with complete or relative preservation semantic and motor (articulatory) operations ”.

Characterizing the development of speech of a motor alalik, N.N. Traugott identified three stages:

Stage 1 - the child owns a few words, some of which have the character of childish babble (woo, yum-yum etc.);

Stage 2 - there are more words at the child's disposal, but these words are often greatly distorted. Often, the words that are characteristic of the first babble are preserved. Also, occasionally there are individual words invented by the child himself and used by him for several years. Having a small vocabulary, alalik is inclined to greatly expand the meaning of words. Often, at this stage, a phrase of 2-3 words appears, but the construction of the phrase is peculiar: some words are replaced by facial expressions, case endings are absent, there is complete agrammatism;

Stage 3 - Alalik already has a fairly rich vocabulary of words, the meaning of which has been clarified and specialized: babbling words disappear, distortions become less. Agrammatism is somewhat smoothed out, prepositions, prefixes, conjunctions appear in speech. Often, at this stage, alalik correctly formulates short phrases of everyday meaning [See: 17, pp. 3-6].

The development of speech in children with motor alalia goes in different ways, however, the only constant and common thing for everyone is that at the beginning the poverty of the vocabulary comes to the fore, then agrammatism, distortion of words, later the inability to operate with words, difficulties in coherent speech.

Specific features of the vocabulary of children with motor alalia E.F. Sobotovich explains by "the instability of sound images of words, the difficulty of remembering them and keeping the syllable row." The poverty of the active vocabulary of children is manifested in the inability to select from the vocabulary and correctly use familiar words in speech. Typical is this type of violation when the same object is called differently in certain situations.

The vocabulary in children with motor alalia develops slowly, distorted, and is used incorrectly in speech practice. The poverty of lexical and semantic means leads to a variety of substitutions in similarity, contiguity, in contrast (erases - washes, an ax - a hammer, a cup - a glass etc.). More often, replacements are identified based on the external characteristics of the object, less often - based on the function (internal characteristics). Substitutions of words by meaning usually characterize a higher level of development of the child's speech. As established by V.K. Vorobieva (1985), more often the diffuseness of meaning and substitution is manifested when using verbs than nouns. Children do not know how to use synonyms, antonyms, generalizing words. Their stock of adjectives and adverbs is narrow and monotonous. At all stages of speech development, difficulties in updating the vocabulary are revealed, the inability of children to select from the vocabulary and correctly use the words that are most appropriate and accurate for a given statement.

The vocabulary of children is limited by the framework of everyday life, it is qualitatively inferior (an illegal expansion and narrowing of the meanings of words is revealed, numerous errors in their use are noted), the child cannot explain the meaning of words, does not know how to use the means of word formation.

Secondarily, and to a lesser extent, with motor alalia, the impressive side of speech suffers in its development. With motor alalia, the understanding of speech addressed to the child is relatively safe. At the same time, T.B. Filicheva notes that for alalik children, tasks involving understanding are difficult:

- singular and plural forms of nouns: “Give me a mushroom, and take mushrooms for yourself”, “Give me a pencil” and “Give me pencils” - children react in the same way to these verbal requests; children do not correlate the forms of the number of verbs and adjectives with different situations: "Show who they are talking about and who they are floating about", "Show where the big vase is and where the big vases are", etc .;

- forms of masculine and feminine verbs of the past tense: "Show where Sasha painted the plane, and where Sasha painted the plane" - children do not distinguish between masculine and feminine forms; do not distinguish between masculine, feminine and neuter adjectives: “Show me where the red scarf, the red cap, the red coat are”, etc .;

- individual lexical meanings: “Show who is walking down the street and who is crossing the street”, etc .;

- the spatial arrangement of objects, that is, the difficulty of understanding prepositions: "Put a pen on a book, put a pen in a book", etc .;

- establishment of cause-and-effect relationships.

Errors in performing such tasks are explained by the fact that children are mainly guided by the lexical meaning of the words that make up the instruction, and do not take into account the grammatical and morphological elements (endings, prepositions, prefixes, etc.) that clarify the meaning. Along with this, you can observe a mixture of meanings of words that have a similar sound.

Sensory alalia - "disorder of understanding the phonetic elements of speech - speech agnosia with preserved hearing and adequate perception of the melody of speech, intonations." Sensory alalia is caused by damage to the temporal regions of the brain of the left hemisphere (Wernicke center). The immediate causes may be head trauma, encephalitis.

Sensory alalia is characterized by a severe underdevelopment of speech perception, due to which the child's own speech is also underdeveloped for the second time: “the connection between the word and the object (action) that he denotes is not formed. Researchers call this phenomenon closure acupathy. " In children with sensory alalia, the phenomenon of echolalia is noted - the automatic repetition of other people's words. Not grasping the meaning, the child speaks, reflecting as an echo, words and phrases. Echolalically pronounced is neither comprehended nor consolidated.

In children with sensory alalia, in the absence of understanding, their own speech becomes impossible or grossly distorted. Children use gestures and facial expressions to communicate. They listen to music, are selective about the motives. Silence calms children, while loud conversations, screaming annoy. They respond correctly to a change in intonation, without understanding the words-references. The game is accompanied by modulated babbling. Gradually babbling develops into an active vocabulary, but the words are pronounced distorted in sound and structural terms, understanding the meaning of words is difficult.

It is characteristic that the presence of a word in the speech of a sensory alalik does not always coincide with his understanding of the speech of others (the child himself uses the words give-give, bang, sleep, drink, etc., and if you turn to him with these words, he does not understand).

Gradually, the child begins to listen to the surrounding sounds, to comprehend some of them, to correlate with certain phenomena of the surrounding life. As a reaction to the speech environment in a child With sensory insufficiency, there are scraps of words, emotional exclamations that are not directly related to the situation, but testify to his speech activity. Then, in the course of development, a situational, more stable understanding and use of individual words and simple phrases gradually appears. In babbling, individual words or their scraps are distinguished, interjections that are produced outside of connection with situation. The meaning of the words spoken by the child is unstable. The presence of words in the active dictionary exceeds the passive dictionary.

Numerous stress errors, slippage from sounds, various sound substitutions, distortions of the structure of words are noted in the words. In most cases, distortions and substitutions are not fixed; with each new reproduction, the child admits a new version of the distortion. Equivalents of words (sound complexes) do not always correspond to objects. Distortions in expressive speech are caused by the inadequacy of the perception of one's own speech and the speech of others.

In the presence of their own speech, children with sensory alalia speak easily, smoothly, without tension, do not think about the exact expression of thought and the construction of sentences when choosing words, do not notice the mistakes they have made. The speech production of children remains outside their own control, there is an inadequacy of what is being said, words and phrases are spoken that are not related to the situation, devoid of meaning. The fragmentation of speech is noted, but this is not due to the child's motor difficulties, but to the small volume of perception, with the difficulties in finding the correct version of the utterance.

Sensory alalia is less well understood than motor alalia. To some extent, this is due to the fact that the number of children with such a disorder is relatively small, and its recognition and differential diagnosis with other types of disorders are difficult.

In the work on overcoming sensory alalia, visual and motor analyzers, tactile-vibration perception, kinesthetic sensations, taste, smell and, of course, hearing are used, which is dosed as a damaged link. A.L. Bitova and E.N. Safronova offer the following program, which consists of three stages of work:

I. The preparatory stage includes the creation of motivation for classes, and then the need for communication (including the child in a group of children). Here, general sensing, visual, auditory, tactile-vibration and kinesthetic perception, smell and touch, develop. Work on the series, sequence, elements of quantity, color and other elementary representations, which will later form the basis of reading, writing and counting, precedes work on elements of sound analysis and elements of global reading based on articulation.

II. The main stage is work on phrasal speech and its grammatical design.

In the first two stages, work on auditory perception is carried out only in music lessons and in a group.

III. The final stage is work on auditory perception, automation and differentiation of sounds, work on complex grammatical structures.

At all stages of work (of course, in different ways), visual and motor supports are actively used and vocabulary work is carried out.

Chapter 3. Directions of work on the development of vocabulary in Alalik children
^ 3.1. General requirements for the development of speech and vocabulary formation

in children with motor alalia
According to the observations of T.V. Friday and T.V. Bashinskaya, positive dynamics with the motor of alalia is revealed when the following factors are taken into account:

“- early diagnosis of underdevelopment and early start of correction;

- timely prevention of secondary developmental deviations;

- taking into account the normal ontogenesis;

- systematic impact on all components of speech with a predominant emphasis on overcoming lexical and grammatical underdevelopment;

- a differentiated approach and taking into account the individual characteristics of the child;

- the formation of speech with a simultaneous impact on the sensory-intellectual and affective-volitional sphere;

- the unity of the formation of speech processes, thinking and cognitive activity. "

For the development of the speech of children with motor alalia, it is necessary to practice communication at a level accessible to the child: operations with individual words (show, repeat, name), with phrases that are not united by a semantic context (understanding questions, answering them in expanded form), with phrasal material , united by a semantic context against the background of an emotional and semantically significant situation for the child (ask for a toy, choose the type of activity, etc.), with a familiar picture, games with the use of dialogical and then monologue speech, relying on clarity and without it, etc. etc. the volume and difficulty of the lexical and grammatical material are gradually increasing.

The work on the speech is connected with the object-practical activity of the child and is based on it. The child develops awareness of his own actions (I sit, walk, carry) and the actions of others (Vova sits, walks, carries; the ball fell; the lamp is on).

Raising active attention, understanding, the speech therapist teaches the child to listen carefully to the phrase to the end, to understand the shades of lexical and grammatical forms, questions in which various object relationships are hidden (What do they eat? What do they eat? What do they eat from? Who washes their hands? Why wash their hands? And etc.). Children develop a conscious observation of the use of lexical and grammatical forms, intonations, an understanding of inflectional relations, the connection of words in various combinations, the sequence of verbal and grammatical structures is consolidated.

It is important to attract different analyzers - auditory, visual, tactile. The child must observe, listen to the name of an object or action, depict a designation or purpose with a gesture, name himself, etc. As a result, additional connections appear in the child's mind, the material is fixed more firmly.

Mainly the play form of work is used, since it arouses interest, arouses the need for communication, promotes the development of speech imitation, motor skills, provides the emotionality of the impact, but in a number of cases such children also need to be taught to play, since their play actions may not be formed.

The use of rhythm and logorhythmics is effective for the development of speech, when music, word and movement, combined in different exercises, form motor and speech-motor activity, memory, and ensure the filling of gaps in the rhythmic, speech and personal development of children.

Regardless of the stage of work, the impact is directed to the entire speech system: expansion, clarification of the vocabulary, the formation of phrasal and coherent speech, correction of sound pronunciation, but at each stage specific tasks and features of the content of the work are highlighted.

At the first stage of the work, the main one is the education of speech activity, the formation of a passive and active vocabulary, accessible to understanding and reproduction. Work is underway on a simple dialogue, a small simple story, non-widespread, then widespread sentences, psychophysiological prerequisites for speech activity and initial skills in a communication situation are being formed.

At the second stage, phrasal speech is formed against the background of the complication of the vocabulary and the structure of the phrase. Work is underway on the distribution of sentences, their grammatical design, on dialogue and a narrative of a descriptive nature, statements are formed as the main units of speech action.

At the third stage, the main one is the formation of coherent speech - a particularly complex communicative activity, communicative skills, the automation of grammatical structures [See: 13, pp. 210-215].

At each stage, all aspects of speech activity are formed. At the same time, the speech therapist should not get carried away with the rapid development of the vocabulary of the alalik child, but gradually impose ever higher demands on the pronunciation of words, achieving the correct syllable structure and correct sound pronunciation, and at the same time to correct and more accurate use of them, which is achieved by repeated use of the word in different situations.

The development of the vocabulary is characterized by the appearance in the child's speech of new grammatical categories (verbs, some adverbs, pronouns). The speech therapist introduces these new words into speech during games, when looking at pictures, alalik hears them constantly and in everyday life. Gradually, he begins to use them himself, as a result, he has a short everyday phrase.

The main task in the formation of the dictionary will be work on its further gradual enrichment, consolidation, clarification and correct use.

Various methods of vocabulary work are used: natural (demonstration of objects, actions, pictures, situations), verbal (correlation of a word with known words by similarity, opposition), etc. A vocabulary of different parts of speech is accumulated. In parallel with the assimilation of the vocabulary by topic (toys, vegetables, family, etc.), the ability to use a certain grammatical form of words (singular and plural, case forms, etc.) is developed.
^ 3.2. Passive vocabulary development
Speech therapy work begins with establishing contact with the child. After learning from the parents what toys the child loves most, the speech therapist brings them to class. During the game, the speech therapist talks to the child, trying to emotionally color the spoken words, using for this purpose the intonation-melodic means of oral speech.

Gradually, the speech therapist begins to work on the development of the child's memory and attention. In this work, a playful moment is also used: a picture is shown, then this picture is hidden among other pictures, and the speech therapist, together with the child, is looking for it. The search process itself is accompanied by a speech therapist's speech, in which the desired object, the desired picture, is repeatedly named. In the process of such a game, the child gets used to the speech therapist's voice, begins to react to it. In the future, the game becomes more complicated: the child must already remember several pictures, placed in a certain sequence, and after the speech therapist mixes them, restore this sequence.

At the next stage, you can find the same objects and objects that differ in any one detail. All games must be carried out with the support of the visual analyzer. During the lesson, the speech therapist should identify the possibilities of visual perception in the child, since further work on the development of auditory attention requires constant reliance on the visual analyzer.

Sound toys are used to develop auditory attention. A toy is shown to the child, and at the same time he hears its sound. Then he is shown a second toy, the sound of which is different from the first (for example, a cow and a chicken). Then the speech therapist asks the child to determine which toy gave the “voice”.

In the course of playing with sounded toys, the speech therapist uses onomatopoeia, imitating the sound of a particular toy, and then completely replaces the sound of the toy with onomatopoeia. As a result, the child begins to recognize and find the subject by the speech therapist's voice. The establishment of such a connection allows in the future to proceed to the formation of the subject correlation of the sound complexes pronounced by the speech therapist: first, the speech therapist uses onomatopoeic words: yyu (steam locomotive), ppr (plane), aaa (crying girl), tpru (horse), mu (cow), etc. etc., and later, showing this or that object, names it.

Simultaneously with the development of an understanding of the subject vocabulary, work is being carried out to develop an understanding of words-actions. The child is given speech instructions, which are composed of verbs in an incentive mood (give, take, bring, go, put, show, etc.). Initially, the child reacts only to the intonational-melodic side of the word: prompted by an instruction to an action, the child tries to perform it, but the set of action content turns out to be random. Only gradually does he begin to discern the meaning of the instruction and to carry it out adequately.

Acceptance of children's execution of detailed instructions of a speech therapist is especially appropriate at the very beginning of work, when the speech therapist needs to find out the defects of understanding. It can be used in different ways, for example, by letting the child perform detailed tasks while looking at the pictures: "Show the boy whose scarf is untied"; "Show the girl going up the hill with a sled" and so on. It is appropriate to organize such a game as, for example, a game of "errands", during which it is ascertained whether the children understand prepositions, whether they know the names of the colors: "Bring the red cube", "Put the green cube in the table drawer", "Put the rubber band on the box" etc.

In the course of these activities, you can clarify the understanding of words that are not familiar to children.

Also, to develop a passive vocabulary, you can use telling and reading fairy tales and stories (for school-age children).

They should be practiced during both classroom and out-of-school time. In the early stages, it is better to tell rather than read, since the narrator has the opportunity to keep track of how much he is understood by the audience, and to change the text, adapting it to the level of understanding. It is useful to have pictures on hand that illustrate a particular place in the story or to resort to quick sketches on the board.

For the first reading, you need to choose light, but emotionally rich stories and fairy tales, such as "Three Little Pigs", "Tales of the Sly Fox", etc. You do not need to immediately strive to ensure that children understand all the new expressions and phrases of what is told or read: it is important that the general meaning is captured.

Reading and storytelling lessons should also be used to stimulate alaliks to speak. For this purpose, after reading the story, the speech therapist asks a question according to the text, to which the child can answer with one word, a nod of the head or facial expressions.

Finding out how much you have mastered what you read, you need to practice illustrated drawing, modeling and dramatization. The child should gradually get used to the fact that after telling or reading, it should be ascertaining how much he grasped the meaning of what he read - this will make him listen more attentively and more actively.
^ 3.3 Developing an active vocabulary
When forming an active vocabulary, verbal techniques are used (correlation of a word with known words by similarity, opposition). A vocabulary of different parts of speech is being accumulated.

Types of work on the dictionary:

Selection of objects for action (who flies, runs),

Names of parts of a whole (wheel, headlight),

Selection of cognate words (forest - forester),

Guessing the subject according to the description,

Selection of synonyms, antonyms, compilation of diminutive words, etc.

Performing actions with objects, children turn them into shape: I drink milk, pour milk into a bottle, blow on milk, etc. They develop the ability to answer questions and ask them, come up with sentences by word, key words, by a series of pictures, make riddles about objects, etc.

One of the forms of vocabulary work is the picture loto game. You can play in different ways. If the words are familiar to the children, the speech therapist silently takes out pictures and shows them to the children, and a child who has a corresponding drawing on his playing card should loudly name it, for example, "cat", or if possible: "I have a cat." If the student is unfamiliar with a word, the speech therapist calls it out loudly, and the student repeats it.

It is also appropriate at this stage to introduce memorization of the necessary words through individual and collective repetition and compilation of dictionaries (for schoolchildren). These assistive exercises are only good when the objects themselves are new and interesting to the children, or when the speech therapist can make them interesting. So, for example, during the period while children are mastering the class and teaching aids, it is appropriate to memorize the corresponding names, while acquainting children with the peculiarities of the subject.

So, when memorizing the word "chalk", it is necessary to demonstrate to the children chalk of different colors, it is necessary to show the different properties of chalk, and so on. Increase interest in this kind You can work by inviting children to make appropriate sketches: "draw everything that you have in your pencil case", "name everything that you have drawn!"

Alaliku memorizing a word is difficult and requires a lot of exercises. The difficulty of memorizing a word is expressed in alalik in two forms:

1. The first is the fragility of the structure of the word, the tendency to rearrange syllables and replace some syllables with others, that is, to what is called paraphasia.

2. the second difficulty: the word is associated only with the situation in which it was given and is not transferred to others. So, for example, repeatedly calling the word "cat" when playing loto, alalik may not be able to name the cat when looking at the pictures, or, which happens most often, cannot answer the corresponding question (for example: the question "who catches mice?" "). At the same time, the question is understood, since the child can answer it mimically, with a drawing, or show the corresponding picture. Moreover, the brighter the impression of the object, the easier it is to name it alalik.

For a better memorization of a word, it is necessary to give it in a variety of situations, to act on all analyzers, to apply the most impressive techniques.

It is necessary to create individual dictionaries - albums with pictures depicting the meaning of newly acquired words. Subsequently, when the children learn to read, it will be possible to provide the drawings with appropriate inscriptions.

^ 3.4. Practical exercises aimed at shaping

dictionary of alalik children
The analysis of the methodological literature allowed us, depending on the goals of the classes (the development of an active or passive vocabulary), to systematize various exercises with alalik children of the second level of speech development.

^ Passive vocabulary development

The proposed tasks for developing understanding of speech are intended for children who own some passive subject and verb vocabulary. Comprehension of speech at this level of speech development is often characterized by imprecision.

It is desirable that children learn to distinguish between the number of objects (many - few - one), size (large - small), taste (sweet - salty), as well as their spatial arrangement, if these objects are in places familiar to the child. If the child stubbornly does not correlate color or size with their verbal designation, then it is necessary to confine himself to comparing objects by their color or size, postponing the work on memorizing the names of colors to a later date.

Particular attention should be paid to teaching children to distinguish between the grammatical forms of the singular and plural of some nouns and verbs. However, you need to know that such tasks are available only if they have formed ideas about the number of objects: one - many.

Exercise 1. Teach children to recognize objects for their purpose.

Sample. "Show what you will eat", "Show what you will wear on your head when you go for a walk", "Show what will you brush your teeth with?", "Show what will you draw a house with?" etc.

Task 2. Teach children to recognize the displayed toys (objects or animals) by their description.

There are toys on the table: a ball, a cat, a bird. The speech therapist offers to guess who he is now talking about: “She has a fluffy tail, soft hair and a long mustache,” or: “He is round, red, wooden,” etc.

Task 3. Teach children to correlate the words one - a little - a lot with the corresponding number of objects. In a specialized kindergarten for children with speech impairments, this task can be combined with counting activities.

Task 4. Teach children to correlate the words big - small with the size of the offered objects.

Task 5. Teach children to quickly switch from one action to another at a verbal request:

A) without a subject:

Go - stop go - jump

Sit down - get up run - go

Lie down - sit down run - stop

Sit - fly jump - run

B) with an object or objects:

- take the ball, lift it up, lower it down, give it to Vova; take the hoop, lift it over your head, crawl into it, put the hoop at your feet.

The following proposed tasks are aimed at teaching children to distinguish some grammatical forms of words, as well as to distinguish words that are similar in sound or similar to the subject situation. Initially, children in their understanding are guided by the linguistic context of the entire question of a speech therapist. As soon as children learn to understand and complete all tasks without difficulty, the speech therapist can gradually begin to remove all prompting words and enable the child to focus on the different sounding of individual parts of the word. Such phasing is not necessary if the speech therapist discovers the ability of children to distinguish the grammatical forms of words.

Exercise 1. Teach children to distinguish between words (nouns) that sound similar (then differ in only one sound):

Wagon - lawn; goat - donkey; soap - Mila

The earth is a snake; barrel - point; roof - rat

Pot - powder; log - knee; nose - cart

Task 2. To teach to distinguish between words (verbs) that are similar in sound:

Who is being carried and who is being carried. Who swims and who skates.

What's hanging and what's worth. Who digs and who buys.

Task 3. Teach children not to confuse the names of actions that indicate similar situations:

Washes - washes - washes; carries - lucky

Runs - jumps; sweeps - cleans

Lies - sleeps; sews - knits

Builds - repairs

Assignment 4... Teach children to distinguish between names of actions that are opposite in meaning:

Button your coat - unbutton your coat, take off your hat - put on your hat;

Take - bring, wet - wring, tie - untie, open - close, find - hide, come in - come out, wash - dry, turn on - turn off.

Task 5. Teach children to understand the actions depicted in the plot pictures:

Wipes off - wipes, dresses - clothe, bathes - bathes, rolls - rolls, washes - washed, put on shoes - put on shoes, swinging - shaking, combing - combing.

Task 6. Teach children to distinguish between the meanings of prefixes in passive participles:

Wrapped (-a, -y)- deployed (-a, -y) doll, candy;

Tied (-a, -y)- untied (-a, -y) knot, bow, laces;

Buttoned up (-s, -o)- unbuttoned (-s, -o) coat, collar;

Dressed up (-a)- undressed (-a) doll, girl, boy;

Open (-a, -o)- closed (-a, -o) window, wardrobe, window.

Task 7. To teach children to determine, by the grammatical form of the verb, to whom the performed action belongs - to one person or to several persons:

Sleeping - sleeping flying - flying

Runs - run lies - lie

Going - going lucky - taking

Sits - Sits Rides - Rides

Worth - worth carrying - carrying

^ Activation of speech imitation

A crucial moment in speech therapy work with speechless children will be the creation of the need to imitate the words of an adult. Imitative speech reactions can be expressed in any sound complexes. The speech therapist needs to create conditions in which the child would have a desire to pronounce (repeat) the same sound combinations repeatedly. For example, at the request of a speech therapist, a child imitates the cries of animals and birds: "mu", "ko-ko", etc., the chain of these onomatopoeia lengthens to 3-4 syllables. During this period of speech development, children can name toys, familiar objects, actions, and also express their desires or reluctance in a sound form available to them.

"Pipe".

Speech therapist. We came and sat down (sitting on a chair).

We play the trumpet (bring the hands, clenched into a fist, to the lips).

We'll blow into our pipe.

Children. Tu-tu-tu, boo-boo-boo.

"The house is small, the house is big."

Speech therapist. The bear has a big house, oh, oh, oh (spreads his arms to the sides).

Children (angrily). Oh, oh, oh (hands up).

Speech therapist. And the hare is small, ah, ah, ah (plaintively).

Children squat, exhale, lower their heads, cover the knee with their hands.

Children (plaintively). Ah ah ah.

Speech therapist. Our bear went home (the children waddle).

Children (angrily). Oh oh oh.

Speech therapist. Yes, and a little zayinka.

Children (jumping on two legs). Ah ah ah.

^ Formation of the first forms of words

After children have a need to imitate the word of an adult, it is necessary to get them to reproduce the stressed syllable, and then the intonation-rhythmic pattern of one-, two-, three-syllable words (the child can reproduce the sound composition of a word approximately). An important achievement in the development of speech will be the ability of children to combine two words in one sentence, for example, "Peter, let go" or "Give a ball."

Children must learn to express their desires not with the help of gestures, amorphous words or unchangeable nouns in the nominative case, but in the imperative form of the verb. It must be remembered that some children are not immediately able to master the syllable structure of the proposed verbs, therefore, at first it is permissible to pronounce only the stressed syllable, but in the future, at least two syllables must be reproduced.

It is recommended to use the following speech therapy techniques: naming objects or object pictures; request to transfer, take, give, etc. thing; negotiating phrases begun by a speech therapist with visual support on an object or its image; naming actions in an imperative form. A prerequisite is the repeated pronunciation of the learned words by the children.

Exercise 1. Teach children to name familiar faces, objects or object pictures. Approximate lexical material

1. Names of loved ones, consisting of two syllables:

A) the same: mom, dad, woman, Tata, Lyalya, uncle, nanny;

B) from different syllables with stress on the first syllable: Vova, Nina, Valya, Nata, Tolya, Olya, Kolya, Tanya, Mitya, Vitya, Kapa, Lyona, Polya, Galya, Toma, Katya.

2. Monosyllabic words: poppy, soup, goose, kosh, onion, house, lump, juice, forehead, nose, garden, floor, ball, chair, bread, basin, mouth, forest.

3. Two-syllable words:

A) with an emphasis on the first syllable: cotton wool, legs, hands, kitty, fly, teeth, ear, boots, soap, fish, porridge, fur coat, beads, wasps, pit, sleigh;

B) with stress on the second syllable: saw, leg, hand, water, fox, goat, face, egg.

4. Three-syllable words:

A) with an emphasis on the second (middle) syllable: car, raspberry, dog, shovel, crow, cow, Panama;

B) with an accent on the first syllable: berry, cubes, wood;

B) with an emphasis on the last syllable: milk, head, boots, plane.

Task 2. Teach children to "build up" syllables at the end of words.

Mu-ka bab-ka lap-ka ut-ka granddaughter

Ru-dud-ka bun-ka brush-ka book

Come on, let me see my story

Mouse click door

Fur coat stick cage

Skirt fork bird

Hat sum-ka

Bul-ka ban-ka

Task 3. Teach children to combine learned words into two-word sentences such as: interrogative word (where) + nominative case of a noun; demonstrative words (this is, here, there, here) + nominative case of a noun.

Where is the bunny? - here is a bunny, this is a leg, here is a cannon

Where is the shirt? - here is a T-shirt, this is a midge, here is a mug

Where is the jackdaw? - here is a jackdaw is a spoon here is a fly

Where is the stick? - here is a stick is a cat here is a roll

This is a raspberry, this is a car, this is a shovel, this is an airplane. Etc.

Task 4. Teach children to give commands (to dolls, toys, to their friend) using the singular imperative verbs:

Go sleep carry catch let get up - sit down take off

Sit let go look for me call me jump get up

Go sculpting carcasses call stop digging dress

Lead, chop, lie, drank, sing, plant, help

Goody write if you erase

Wake dance run drink roll

Kati Bey open

Go away eat close

Speech therapist makes sure that the child retains the stressed syllable with a clear pronunciation of the final sound and and then diphthongs oh her ... The rest of the sounds of the words can be approximate or substituted.

Task 5. Teach children to combine two words in one sentence: address + imperative verb of the 2nd person singular.

Misha, lie down. Lie down, Misha. Jump, bunny.

Nina, catch it. Sleep, Lyalya. Get up, Olya.

Tata, sleep. Write, dad. Eat, Petya.

Katya, go. Stop, Lyalya. Drink, Olya.

Vova, we drank. Sit down, bear.

Mom, carry it. Lie down, bear.

Task 6. Teach children to combine words: address + imperative singular verb + accusative case of a noun:

A) the accusative case of the noun coincides with the form of the nominative case: give - ball; ball; fungus.

B) the accusative case of the noun has the ending –y: take –doll; pyramid; bear.

^ Game techniques for the task - the game "Choose a toy".

Children stand in a circle. In the middle of the circle there is a table on which toys are laid out (a ball, cubes, a shovel, a doll). One of the children, throwing a ball to another, asks: "Vova, give a ball (cube)", "Tanya, give a doll (shovel)", etc.

The child who caught the ball must fulfill this request: put the ball on the table, take the named toy from the table, say: "Olya, on (take) the ball."

Task 6. Teach children to use the infinitive of the verbs: sleep, walk, play, eat, eat, drink, wash, paint, sing, sculpt, jump, clean, and then combine them into phrases with the words I want, go, you must, you don't, you can.

^ A game technique for the task - the game "Guess who will do what."

On the table sit dolls, dressed differently depending on what they will do: a doll wearing a coat, hat or pajamas; a doll sitting in an apron with a spoon in hand; doll with a pencil and a piece of paper, etc.

The speech therapist asks the child to guess which of the dolls should do what.

Vova, show me which of them should go to bed. The child points to a doll in pajamas.

How do you tell her to go to bed?

Go to sleep!

Right. And which of them will go for a walk? Show me. What are you going to tell her?

Go to walk!

At this stage of speech therapy work on the formation of a dictionary, Alaliki children must learn to construct syntactically and grammatically correct two-word sentences such as the imperative mood of the singular verb + the accusative case of the noun; delimited the use of the nominative and accusative cases of some words; express your desires using the adverbs of modality it is possible (it is necessary, it is not necessary) + infinitive of individual verbs (drink, sleep, walk, eat). Children must learn the place of stress in memorized words, reproduce the rhythmic-intonational structure of two- and preferably three-syllable words. In understanding speech, children should correlate objects with their function named by an adult, recognize familiar objects by describing its main features, be able to show or in an accessible verbal form answer the questions of indirect cases posed by a speech therapist to the details of plot pictures.
Conclusion
Alalia is usually called the complete or partial absence of speech in children with good physical hearing, due to underdevelopment or damage to the speech areas in the left hemisphere of the brain, which occurred in the prenatal or early period of the child's development.

In the future, when mastering speech, such children reveal certain difficulties: the accumulation of vocabulary is very slow, they construct a phrase with difficulty, incorrectly. In words, there are permutations, abbreviations, and various substitutions of one sound for another.

There are two main forms of alalia: motor (underdevelopment of active speech) and sensory (underdevelopment of speech understanding).

Alaliki children need constant systematic speech development classes under the guidance of a speech therapist.

In speech therapy classes, gaps in the speech development of children are filled, work is carried out to improve the communicative and generalizing functions of their speech. The work is structured individually, depending on the speech and personal characteristics of the child. The work on enrichment, clarification and activation of the vocabulary, the development of coherent speech can also be organized in everyday life, in the process of forming cultural and hygienic skills, when adults have the opportunity to repeatedly name various actions that the child performs and the objects that he uses at the same time.

In order for a child to acquire a certain vocabulary, simple in pronunciation and often used (names of toys, clothes, dishes, fruits, vegetables, etc.), it is necessary to pay more attention to him when looking at pictures, as well as on a walk, each time naming objects he meets. If a child refuses to repeat a word after an adult, there is no need to demand an answer from him at the moment. In the future, this word should be given in various versions many times. Over time, the child himself will begin to repeat this word. Every manifestation of his speech activity should be encouraged by adults.

When the child has mastered a certain number of words (20-30), including words denoting actions, you can teach him to use coherent speech. So, gradually the child's vocabulary increases, phrasal speech appears.

Work on the development of speech is carried out in close contact of parents with a speech therapist and neuropsychiatrist who treats the child; without such contact, the correct approach to the baby is impossible.

In conclusion, we note that thanks to the lessons, the vocabulary increases, the phrasal speech improves, however, the alalik child will constantly lag behind in speech development from his peers.

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Games and play exercises

on the development of passive and active vocabulary

in children 2-3 years of age.

Teacher speech therapist

2009

Passive vocabulary development games

Show me where mom is

Purpose: clarification and expansion of the passive vocabulary.

Equipment: family photos.

Game progress: The lesson is conducted individually. An adult, together with a child, examines family photographs and asks to find an image of the child himself, to show mom, dad, grandmother, grandfather and other relatives, a summer cottage, flowers, a tree, and other familiar objects and objects.

-Show me where mom is in the photo. Find and show dad. And where are the flowers that you picked in the summer at the dacha?

Ruddy cheeks

Purpose: clarification and extension of the passive vocabulary - the names of parts of the body and face and their purpose.

Game progress: The lesson is conducted individually. The adult asks the child to show different parts of the body or face.

~ Show me where Masha's cheeks are? Show me where Masha's nose is? Show me where your hands are? Show me where your legs are? Etc.

-Show what Masha eats? What does Masha do? What is Masha looking at? How does Masha listen?

Mirror

Purpose: clarification and expansion of the passive vocabulary - the names of parts of the body and face, clothes and shoes, the names of movements and actions.

Equipment: large mirror.

Game progress: The lesson is conducted individually. An adult examines, together with a child, his reflection in the mirror - face, body, clothes.

-Who's there? This is ours. Vania. Show me where your head is. Where is the hair? Show your fingers. Where is your handkerchief? Here it is, in your pocket. Where is Vanya's pants? And the T-shirt? Show what's on your feet. These are slippers. Etc.

-Show me how you send a kiss. Wave your hands. Show me how you dance. Show the bunny jumping. Etc.

Let's sit and lie down!

Target: clarification and expansion of the passive vocabulary - the names of pieces of furniture and their purpose.

Game progress: The lesson is conducted individually. An adult, together with a child, examines pieces of furniture in the room and asks to show them.

Where table? Where is the chair? Show me! Where is the crib? Where is the sofa? Etc.

- Show me what you will sleep on? What are you going to paint on? What are you sitting on? Where are the clothes? AND etc.

If the child finds and shows the object correctly, the adult praises it and names this piece of furniture.

- That's right, this is a table. We will eat at the table. And this is a wardrobe- there are clothes. Etc.

We welcome guests!

Purpose: clarification and expansion of the passive vocabulary - orientation in the room (apartment), understanding the names of rooms and their purpose.

Equipment: doll or other toy.

Stroke games: The game is played individually, at the child's home. The adult invites the child to play on a visit.

- Here a matryoshka came to visit us. Let's show the matryoshka our apartment. Show me where the kitchen is. Where is the living room? Show me where the nursery is. Now take the doll to the bathroom! Shall we go to the hallway? Where's the biscuit? Matryoshka asks where the pantry is. Show me! The next time during the game, you can call the purpose of the premises in the apartment.

-Show me where you dress for the walk. Where do you wash yourself? Where you are you playing? What room do mom and dad sleep in?

Hide and seek

Purpose: clarification and expansion of the passive subject vocabulary of children on the topic "Toys".

Equipment: toys - bear, bunny, car, ball, doll, bucket, etc.

Stroke games: The game is played individually or in a group of children. Before playing, place toys in different places in the room - on a chair, under a table, on a shelf, on the floor, and elsewhere. Toys must be clearly visible. Encourage the children to play. - Here the doll Masha came to us. She is crying. Do you know why the doll Masha is crying? Because all the toys were hidden from her! Let's help Masha find toys. Vanya, find a bear. Well done, Vanechka, found a bear! See how Masha is happy. And you, Olya, find please ball. Can't find it? Look below, on the floor. Etc.

In this game, you can use not only various toys, but also pictures depicting toys. Increase the number of toys and pictures. One child can be given an assignment to find and bring two toys (pictures) or more.

In the future, you can use other objects familiar to children.

Who has the picture?

Target: clarification and expansion of the passive subject vocabulary of children on various topics.

Equipment: subject pictures on various topics by the number of children. Game progress: Give the children one object picture at a time.

- See what beautiful pictures you have. They are all different. Let's play an interesting game. I will name the word, and you listen carefully. Who has such a picture-let raise his hand. "Flower". Masha raised her hand. That's right, Masha, you have a flower in your picture. Show everyone your flower. Next word- "Birdie". Who has the bird? Nobody raises their hand ... Where is the bird? Who will find her? Here is a bird at Dima's! Dima, raise your hand. Etc.

In the future, you can conduct this game on topics, for example, "Toys", "Clothes", "Animals", etc. In this case, the material for the game must be selected so that it is familiar to children from everyday experience, books, cartoons. For example, when selecting pictures on the topic "Animals", preference is given to those animals that the child encounters in everyday life, which he knows about from fairy tales - a cat, a dog, a cow, a fox, a hare, a wolf. But acquaintance with more rare, exotic animals - for example, a crocodile, a turtle, a penguin, a seal, etc. - can be continued in the future.

The pictures offered for the game should be specific, easily recognizable, with a sufficiently large and clear image, and high-quality artistic performance. Over time, you can increase the number of symbols used in the game (for example, distribute two or more).

Show picture!

Purpose: clarification and expansion of the passive subject vocabulary of children on various topics.

0 equipment: subject pictures on different topics by the number of children.

Stroke games: The game is played on a carpet. Place the children in a circle on the floor - Place the object pictures in front of them, face up. Take turns asking the children to find and show the picture they want.

-Look how many beautiful pictures we have. Everything pictures are different. Sasha, show me the cube. Right. Lena, find and show the pyramid. Well done! Sasha, show me the plane Etc.

In this game, you can select pictures by theme, or you can mix pictures from different themes. Over time, you can increase the number of pictures used in the game, invite children to find and show several (2-3) pictures at once.

Guess the riddle - show the answer!

Purpose: clarification and expansion of the passive subject vocabulary of children on various topics; teaching children to recognize objects according to their functional purpose; development of thinking in children.

Equipment: subject pictures on various topics.

Game progress: The game is played on a carpet. Have the children sit in a circle on the floor. Lay out object pictures in front of them, face up. You can give general instructions for everyone, or you can make riddles for each child in turn.

A now we are going to guess riddles. Let's see which of you most attentive. Show what soup is eaten(picture - "spoon"). Show what's rolling(picture - "ball"). Show, how you can draw(picture - "pencil"). Show what you wear on your head(picture - "cap"). Find and show that, what can you eat(pictures - "apple", "candy", "cheese"), etc.

If children find it difficult to find the desired picture, you can give a detailed description of the desired subject. If the children could not find the desired picture, they should show them a real object, describe its properties, play with it.

Funny riddles!

Target: clarification and expansion of the passive subject vocabulary of children on various topics; teaching children to recognize toys and objects by description.

Equipment: various toys and objects.

Game progress: The game is played on a carpet. Have the children sit in a circle on the floor. Place several different toys or objects in front of them. You can give general instructions for everyone, or you can give instructions individually for each child.

-And I also know interesting riddles. I will talk about some toy (object), and you guess what I am I say and show. Let's see which of you is the most attentive. It's round of blue color, rolling(ball). He is white, fluffy, with long ears and a small tail.(bunny). It is long, wooden, it is painted(pencil). Etc.

In the future, when playing a game, you can use object pictures instead of toys and objects.

Giants and Lilliputians

Target: development of speech understanding, expansion of passive vocabulary

Game progress: Invite the children to play giants and midgets.

-Let's play giants and midgets. Giants- big. When we depict giants, we stand at full height. And the midgets are very small. When we depict midgets- we squat down. Listen carefully to what I am going to say: I say "giants"-we stand, I say "midgets"- sit down!

In parallel with the explanation of the rules of the game, the teacher shows the necessary movements - stands or sits down, encourages children to repeat the movements after him. Then the game begins: the teacher alternately pronounces the words: "lilliputians" or "giants", simultaneously performing the appropriate movements; children repeat the movements. At first, the game is played slowly, gradually the pace of pronouncing words and changing movements is accelerating.

Once the children are good at this game, you can make it harder:

you can pronounce the same commands two or three times in a row; you can offer the game without showing, only according to verbal instructions; but you can play confusion: the teacher gives the command, while simultaneously performing the opposite movement.

The choice of the appropriate version of the game should be based on the age and capabilities of the children.

Follow the commands!

Equipment: a toy (doll or animal) with a flexible body and limbs.

Game progress: Start your activity with a game: choose a suitable doll with which you can depict various movements.

- Now I will give commands to the parsley, and he will show the movements! Make sure the parsley isn't wrong.

An adult performs a movement with the help of a toy, accompanying it with its own show, at the same time calling it an action word. Sometimes parsley can be wrong; in this case, the children notice the mistake and the parsley is corrected.

Further, an outdoor game on the carpet is carried out. Place the children at a sufficient distance so that they do not interfere with each other's movements. Stand in front of the children. - Let's play a game like this: I will give commands, and you do it. Listen carefully and make no mistake! Let's start! Go! Stop! Put your hands up! Put your hands down! Sit down! Stand up! Jump! Run! Clap! Drown! Put your hands on your belt! Etc.

In this game, you can use simple movements familiar to children, which were worked out in imitative play, when the teacher called and performed the movement, and the children repeated after it (see the section "Development of general imitation", p. 35, games "Do exercises!" , “Dance with me!”, “Guess who I am!”, “Repeat after me!”). The teacher monitors the children's performance of movements and corrects mistakes. The game can be developed by inviting children to perform not individual movements, but depict actions.

-Drink! Dance! Eat! Sleep! Laugh!

Instructions should be given in one word, as additional words create context and make the word easier to understand. But if the children do not understand the commands, you can help them - show the desired action or give a command in the form of a phrase: “drink compote” instead of “drink”, “sing a song” instead of “sing”, etc.

What is the little man doing?

Target: clarification and expansion of the passive verb vocabulary of children.

Equipment: a set of pictures depicting various actions by the number of children.

Game progress: Before starting the game, prepare pictures depicting various actions - you can choose such pictures from various lotos or draw on your own a series of pictures schematically depicting the actions of the little man. Give the children one picture at a time.

- Look, you have boys and girls in your pictures(little man) doing something. Let's play an interesting game. I will plan actions, and you listen carefully. The one with the right picture,- let him raise his hand. Who is sitting? Who's standing? Who is lying? Who is skating? Who eats? Who drinks? Who is jumping? Etc.

If the kids find it difficult to answer, you can make a hint by expanding the instructions. To do this, add a description of the items that are in the picture.

_Who eats the apple? Who is swinging on the swing? Who sits on chair?

Who's doing what?

Purpose: clarification and expansion of the passive verb vocabulary of children.

Equipment: for this game, you need to ask the parents to bring photographs in which the child performs various actions.

Stroke games: Children love to look at photographs of themselves. It is useful to use this in speech therapy classes. This game is initially played individually using photographs of a child. At first, only part of the photos can be used. Gradually, as you assimilate the material, add the rest. Lay out the photos in front of the child.

-Look, these are your photos. Here is Anya. And here is Anya. In every photo you do something interesting. Show me where you are sitting. Where do you eat? Where do you swim?

In the future, you can carry out this game in a group. Selectively use photographs of different children so that the same action does not repeat.

-Look, these are your photos. What are you doing? Hire and show who is sleeping. That's right, Tanya is sleeping. Who combes their hair? Sasha. Who's running? Olya runs.

In the same way, you can conduct classes using photographs of relatives of the child performing various actions. This work is carried out individually.

-Show me where mommy washes the dishes. Show the photo, on which dad hammers in a carnation. Show me where your brother is drawing. Etc.

Where are many and where are few?

Purpose: to teach children to distinguish between the grammatical forms of the singular and plural forms of nouns.

Equipment: object pictures, which depict various objects in the amount of one and a lot (such images can be selected from visual material on the development of mathematical representations).

Game progress: Place pictures in front of the children. Then give the assignment.

-Show where the butterfly is. Where are the butterflies? Where is the ball? Where are the balls? Where is the flower? Where are the flowers?

Big or small?

Target: clarification and expansion of the passive vocabulary of children - acquaintance with the concepts of "big" and "small"; teaching children to correlate the words "big" and "small" with the size of objects; training in the use of appropriate gestures.

Equipment: in this game you can compare any toys and objects; in further work, you can use pictures.

Stroke games: When forming the concepts of "big" and "small" it is useful to teach children to use expressive gestures (for a description of gestures, see pp. 177-178). In this case, the gesture is always accompanied by a word denoting it.

Show the children the big and small balls.

-Look, here's a ball, and here's a ball too. Are the balls the same? No, the balls are different. This ball big! (the speech therapist makes the appropriate gesture), and this ball is small(appropriate gesture). What is this ball- Show(speech therapist encourages children to make a gesture). Right little... And what is this ball? Show me! Big ball.

In the speech accompaniment of the game, the teacher singles out the intonational pronunciation of the words "big" and "small". It is useful to repeat this game using a variety of subject material.

Where is what lies?

Purpose: to teach children to understand the spatial relationships of two objects, expressed by the prepositions "on", "under", "in", "about".

Equipment: box, several small toys.

Game progress: Place a box with a lid on the table, and several small toys next to it. Place one toy in a box, another under the box, one on the box, and one near the box. Accompany your actions with appropriate words. The names of the prepositions should be highlighted in the sentence using intonation and voice strength.

- Here's a pencil. I put the box on the pencil. Where is the pencil now? In the box. And here is the picture. I put the picture under box. Where is the picture now? Under box. Etc.

After explaining and demonstrating actions with objects, invite the children to follow the instructions.

-Lena, put your pencil down under boxes. Sasha, put the cube on the box. Etc.

This game can be played in another way. Before the start of the game, children are given toys. Then they give assignments.

Vania, here's a bear. Put the bear on a chair. Lena, here's a ball for you, hide the ball under table. Katya, put the book in the closet. Etc.

It is useful to repeat such games using different subject material, which allows children to consolidate their understanding of spatial relationships.