Teaching literacy in preschool age - where to start? Speech readiness of children for school in literacy classes. The essence of preparing children for learning to read and write.

Preparing children for literacy is a focused, systematic process to prepare for mastery of writing and reading. But before you start reading, the child must learn to hear what sounds words are made of, that is, learn to conduct sound analysis and synthesis of words,master sound culture speech. It turns out that between the ages of 2 and 5 years, children are very interested in studying the sound component of speech. You can take advantage of this interest and introduce the child to the wonderful world of sounds and thus lead him to reading.

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"Preparing preschoolers for literacy"

Preparing children for literacy is a focused, systematic process to prepare for mastery of writing and reading. But before starting to read, a child must learn to hear what sounds words are made of, that is, learn to conduct sound analysis and synthesis of words, and master the sound culture of speech. It turns out that between the ages of 2 and 5 years, children are very interested in studying the sound component of speech. You can take advantage of this interest and introduce the child to the wonderful world of sounds and thus lead him to reading. A large number of children begin to learn to read under the guidance of incompetent mentors - relatives, older schoolchildren, and teachers. This must be feared, since some of them may not be familiar with the patterns of development of written speech and allow serious methodological errors. For example:

• The concepts of “sound” and “letter” are confused, which complicates the processes of sound-letter analysis and synthesis;
• There is an arbitrary and chaotic acquaintance with letters without taking into account the patterns of development of their phonemic names(sounds) and especially violations of this development in some children. Age-related and functional phonetic-phonemic deficiencies(disadvantages of sound pronunciation and sound discrimination)lead to distortion, substitutions, omission of sounds when reading and make it difficult to perceive the text;
• The names of consonant letters are given to preschoolers in alphabetical transcription [BE, EM, KA, EL]..., which can only be allowed after the child clearly distinguishes the concepts of “sound” and “letter”. This kind of work is carried out in speech therapy groups and, of course, at school. Or the names of consonants are given with the overtones [SE, KE]... Both of them lead to the corresponding reproduction of the phonetic series of the readable word [EMAEMA] or [MEAMEA] instead of the word MAMA, [SETEULE] instead of the word CHAIR;
• Orthoepic grammar is not used, the introduction of which into the process of sound-letter analysis allows you to read according to the rules of spelling(TOOTH - [ZUP], Lump - [KAMOK], VIEW - [ZHIL]...)and prevents errors such as deafening-voicing, unstressed positions of vowels, variations of hardness-softness, etc.

With such preparation for learning to read and write, even children with developed phonemic hearing involuntarily experience a disruption in the reading process, and their reading interest drops sharply. Retraining such “readers” at school creates discomfort in literacy lessons and reduces their effectiveness.

Thus, observations of children’s natural interest in letters indicate the need for literacy training in older preschool age. But this requires appropriate knowledge from preschool teachers and children’s parents.

Let's remember:

1. Sounds we hear and pronounce.
2. Vowel sounds - these are sounds, when pronounced, the air stream comes out freely, neither lips, nor teeth, nor tongue interfere with it, therefore vowel sounds can sing. They are singing(voice) , can sing any melody. For vowel sounds, we came up with “houses” in which they will live. We decided that vowel sounds would live only in red houses(red circles or squares).
3. Consonants - these are sounds, when pronounced, the air stream encounters an obstacle. It is either her lips, teeth, or tongue that prevent her from coming out freely. Some of them may pull(SSS, MMM,) but none of them can sing, but they want to sing. Therefore, they AGREE to be friends with vowels, with whom they can also sing any melody(ma-ma-ma-...) . That's why these sounds were called CONSONANT sounds. We also came up with “houses” for consonants, but we decided that they would be solid blue for consonants(blue circles or squares), for soft consonants - green(green circles or squares).
4. Hard consonants[P, B, T, D, M, K, G, ...] - the words sound angry(firmly).
5. Soft consonants[P-P", B-B", T-T", D-D", M-M"...] - the words sound affectionate(softly).
6. The sounds [Ш, Ж, Ц] are always hard, they do not have a “soft” pair(no “affectionate” brothers).
7. The sounds [Ch, Shch, Y] are always soft, they do not have a “hard” pair(no “angry brothers”).

To master the initial skills of reading and writing, a certain readiness of the sensorimotor and intellectual sphere of children is required. The most important component of preschoolers’ successful literacy efforts isformation of phonemic perception. Since the basis of preparation for learning to read and write is based on speech hearing, phonemic perception and the skills of sound and then sound-letter analysis, there is a need for earlier identification of phonemic hearing deficiencies in children and organization of systematic work on its development. In children aged 3 to 5 years, increased sensitivity to the sound side of speech is observed. In the future, such receptivity is lost, which is why it is so important at this age to develop phonemic hearing and speech perception, and not immediately offer letters that belong to another linguistic reality - the sign system. That is, in preparation for learning to read and write, it is necessary to have a pre-letter, purely sound period of training, which will go through a number of stages: from the ability to distinguish sounds(both speech and non-speech)to sound analysis and synthesis. That is, before starting to read, a child must learn to hear what sounds words are made of and conduct a sound analysis of words(name in order the sounds that make up words). Children must comprehend a certain system of patterns of their native language, learn to hear sounds, distinguish vowels(stressed and unstressed), consonants (hard and soft), compare words by sound, find similarities and differences, divide words into syllables, make words from syllables, from sounds. Later, learn to divide the speech stream into sentences, sentences into words, and only after that become familiar with the letters of the Russian alphabet, mastering the syllable-by-syllable and then continuous reading method. Thus, work on preparing preschool children for learning to read and write should begin with young children, with the development of their auditory attention, and end with the formation of initial skills in sound-letter analysis in children of older preschool age, that is, initial learning to read and write in printed letters.

Formation speech sound activity is one of the main tasks of preschool education. However, a dynamic analysis of the practical situation has recently shown an annual increase in the number of preschool children with speech disorders. And our kindergarten is no exception. In this regard, teachers are faced with the question of creating optimal psychological and pedagogical conditions for the full, competent speech development of children. Solving the assigned tasks is carried out through various activities with children, teachers and parents. Target All participants in the pedagogical process have the same idea: the search for effective methods to improve the quality of children’s sound activity. Consistency in the actions of educators, specialists and parents helps to improve the quality of work with maximum consideration of the individual characteristics of each child.

Creating conditions For the full development of children includes:

• security developing subject-spatial environment in preschool educational institutions;
• targetedwork educators and specialists on the speech (sound) activity of children in all types of activities;
• professional development growth of teachers in the development of sound activity of preschoolers;
• studying the state of children's speech;
• participation of parents in speech education of children.

In order to create an effective developmental subject environment in a preschool institution in all age groups, it is recommended to formalizecenters of sound-speech activity. Teachers should systematize the accumulated practical material for organizing sound-speech games:

• card indexes and manuals for articulation gymnastics, logorhythmic, rhythm plastic,
• finger games complexes,
• toys and play aids for the development of correct speech breathing,
• thematic albums, games to enrich passive and active vocabulary,
• games for developing children's sound activity,
• material for the formation of grammatically correct structure of speech, coherent speech,
• games for developing phonemic awareness

An important condition for the formation of the sound side of children's speech isprofessionalism of teachers. Teachers use a variety of methods and techniques, forms of work that stimulate children's speech activity: problem situations, solving speech logical problems, mini-experiments on logical problems, dramatization games, tongue twisters, pure tongue twisters, mnemonic tables, etc. They constantly improve the level of their skills.

Organization of work with parents, aimed at developing the correct speech education of a child in the family, is a necessary condition for creating a unified speech space in a preschool educational institution. Increasing the pedagogical competence of parents in matters of sound and speech development of the child, encouraging them to take action on the general and speech development of the child in the family is carried out through:

• design of an information stand for parents about the age-related speech characteristics of children;
• consultations - “The influence of speech disorders on the formation of a child’s personality” and others;
• holding competitions: “Best reader”, “Family tongue twister”, etc.;
• individual conversations with parents based on the results of an examination of children’s speech (speech therapist);
• consulting parents of children with problems in speech development (speech therapist);
• workshops for parents: showing articulation exercises for pronouncing certain sounds, games and exercises to consolidate the material covered (speech therapist).

The inclusion of parents in the pedagogical process is the most important condition for full speech development.

Thus, creating optimal conditions for a child’s sound activity in a preschool educational institution ensures continuity of pedagogical influence and success in children mastering the sounds of their native language. And preparation for learning to read and write must begin at a young age.

Reading time: 22 minutes.

One of the important areas of the work of a preschool teacher is preparing older preschoolers to learn to read and write.

The relevance of this work is determined by the introduction from the age of five, the requirements of continuity and prospects in the work of two levels of education - preschool and primary, and modern requirements for the speech development of children, their mastery of their native language as a means of communication.

The process of teaching children to read and write has been the subject of research by scientists from various fields: psychology (L. Vygotsky, D. Elkonin, T. Egorov, etc.), linguists (A. Gvozdev, A. Reformatsky, A. Salakhov), classics of preschool pedagogy (E. Vodovozov, S. Rusova, Y. Tikheyeva, etc.), modern teachers and methodologists (A. Bogush, L. Zhurova, N. Varentsova, N. Vashulenko, L. Nevskaya, N. Skripchenko, K. Stryuk, etc.) .

Teachers' views on the problem of teaching preschoolers literacy

Often, teachers’ views on these issues are diametrically opposed: from complete approval to complete denial. This debate is also fueled by parents, who often demand that teachers teach their child to read.

This is due to the fact that for many parents, often primary school teachers, the ability to read before school is one of the main indicators of a child’s readiness for learning.

The attempt, both by scientists and practitioners of preschool education, to mechanically transfer the content of literacy teaching, which is determined by the current programs for children of the preschool group, to children of the senior group, is also puzzling.

In the literature (A. Bogush, N. Vashulenko, Goretsky, D. Elkonin, L. Zhurova, N. Skripchenko, etc.), the preparation of older preschoolers for learning to read and write is defined as the process of developing children’s initial elementary skills to read and write.

As is known, the ability to read and write, necessary and important for modern man, since they ensure the formation and satisfaction of his cultural and aesthetic needs, are the leading channels for the independent acquisition of knowledge, development and self-development of the individual, the central link of independent activity.

Scientists recognize the extreme complexity of the process of acquiring literacy, the presence of several interrelated stages in it, most of which occur in primary school.

However, it should be noted that preparing older preschoolers for learning to read and write is necessary, and most of the skills traditionally attributed to learning to read and write must begin to be developed in children at the preschool stage.

What does a child need before school?

It should be noted that preparing older preschoolers for literacy and teaching children to read and write is the main task of primary school. At the same time, the school is interested in ensuring that the child who enters first grade is well prepared for learning to read and write, namely:

• would have good oral communication;
• developed phonemic hearing;
• formed elementary ideas about the basic linguistic units, as well as initial skills of an analytical and synthetic nature in working with sentences, words and sounds;
• was prepared to master writing graphics.

Therefore, it is quite logical to highlight preschool education in the Basic Component, in almost all existing programs in which preschool educational institutions operate (“I am in the World”, “Child”, “Child in the preschool years”, “Confident Start”, “Child in Preschool”) years”, etc.), such tasks as preparing older preschoolers to learn to read and write.

The task of propaedeutic work in teaching literacy

1. To familiarize children with the basic units of speech and teach them to correctly use the terms for their designation: “sentence”, “word”, “sound”, “syllable”.
2. To form elementary ideas about the word as the basic unit of speech communication and its nominative meaning (can name objects and phenomena, actions, signs of objects and actions, quantity, etc.); give an idea of ​​words that do not have independent meaning and are used in children’s speech to connect words with each other (show examples of conjunctions and prepositions).
3. To learn to isolate a sentence from a speech stream, to perceive it as several words related in meaning, expressing a complete thought.
4. Practice dividing sentences into words, determining the number and order of words in them and composing sentences from isolated words, with a given word, and expanding sentences with new words; involve children in sentence modeling when working with sentence diagrams.
5. Familiarize yourself with speech and non-speech sounds; based on improving phonemic hearing and improving sound pronunciation, to develop the skills of sound analysis of speech.
6. Learn to identify by ear the first and last sound in a word, the place of each sound in a word, identify a given sound in words and determine its position (at the beginning, middle or end of a word), highlight the sound that sounds more often in the text; independently select words with a given sound in a certain position; show the dependence of the meaning of a word on the order or change of sounds (cat-tok, card-desk); build a general sound pattern of a word, name words that correspond to a given pattern.
7. Preparing older preschoolers for learning to read and write, developing knowledge about vowels and consonants based on an understanding of the differences in their education; give the concept of composition as part of a word formed from one or more sounds, and the role of vowel sounds.
8. Practice dividing words into syllables with a focus on loud sounds, determining the number and sequence of syllables; show the dependence of the meaning of a word on the order of the syllables in it (ban-ka - ka-ban. Ku-ba - ba-ku); teach to identify stressed and unstressed syllables in words, notice the semantic role of stress (za’mok - zamo’k); practice drawing up syllabic patterns of words and selecting words to fit a given pattern.
9. Introduce hard and soft consonant sounds; teach how to perform sound analysis of words by ear, build sound patterns of words from marks or chips in accordance with order (vowel or consonant, hard or soft consonant).

Consequently, in order to implement the tasks of raising children provided for in the program, it is necessary to deeply understand the scientific, theoretical and writing features of the modern approach to organizing classes in the native language, namely the preparation of older preschoolers for learning to read and write.

Where do older preschoolers begin to prepare for literacy?

Let us highlight a number of the most important issues for the practical activities of educators related to teaching children to read and write.

First of all, one should understand the psychological essence of the processes of reading and writing, the mechanisms of these types of human speech activity.

Reading and writing are new associations that are based on the child’s already established second signaling system, joins it and develops it.

So, the basis for them is oral speech, and for learning to read and write, the entire process of children’s speech development is important: mastering coherent speech, vocabulary, nurturing the sound culture of speech, and the formation of a grammatical structure.

Of particular importance is teaching children to be aware of someone else’s and their own statements and to isolate individual elements in them. We are talking about oral speech, which preschoolers completely master.

But it is known that until the age of 3.5 years, a child does not yet notice speech as an independent phenomenon, much less realize it. Using speech, the child is aware only of its semantic side, which is framed with the help of linguistic units. It is they who become the subject of targeted analysis while teaching a child to read and write.

According to scientists (L. Zhurova, D. Elkonin, F. Sokhin, etc.), it is necessary to “separate” the sound and semantic aspects of a word, without which it is impossible to master reading and writing.

The psychological essence of reading and writing

It is equally important for the teacher to deeply understand the psychological essence of the mechanisms of reading and writing, which are considered as processes of encoding and decoding oral speech.

It is known that all information that people use in their activities is encoded. In oral speech, such a code is sounds or sound complexes, which in our minds are associated with certain meanings.

As soon as you replace at least one sound with another in any word, its meaning is lost or changed. In writing, a letter code is used, in which letters and letter complexes are, to a certain extent, correlated with the sound composition of the spoken word.

The speaker constantly transitions from one code to another, that is, he recodes the sound complexes of a letter (during writing) or letter complexes into sound complexes (during reading).

So, the reading mechanism consists of recoding printed or written signs into semantic units, into words; writing is the process of recoding semantic units of speech into conventional signs that can be written (printed).

D. Elkonin about the initial stage of reading

The famous Russian psychologist D. Elkonin considers the initial stage of reading as a process of recreating the sound form of a word according to its graphic structure (model). A child who is learning to read operates not with letters or their names, but with the sound side of speech.

Without correct reconstruction of the sound form of a word, it cannot be understood. Therefore, D. Elkonin comes to a very important conclusion - the preparation of older preschoolers for learning to read and write should begin with familiarizing children with the broad linguistic reality even before learning letters.

Methods of teaching preschoolers literacy

The issue of choosing a method is relevant for organizing the process of teaching preschoolers literacy. Educators are offered help with a number of methods for teaching preschoolers literacy, namely: N. Zaitsev’s method of early learning to read, D. Elkonin’s method of teaching literacy, preparing older preschoolers for learning to read and write and teaching early reading according to Glen Doman’s system, D. Elkonin’s method of teaching literacy - L. Zhurova and others.

Scientists note that the preparation of older preschoolers for learning to read and write and the choice of a method of teaching literacy depends on how fully it takes into account the relationship between oral and written speech, namely sounds and letters.

The sound analytical-synthetic method of teaching children to read and write, the founder of which was the famous teacher K. Ushinsky, most fully meets the characteristics of the phonetic and graphic systems of language.

Naturally, the method was improved taking into account the achievements of psychological, pedagogical and linguistic science and best practices, but even today it is the most effective in solving a complex of educational, educational and developmental tasks in teaching literacy to both first-graders and preschool children.

Sound analytical-synthetic method

Let us characterize the sound analytical-synthetic method. Preparing older preschoolers for learning to read and write using this method is developmental in nature, providing mental development through a system of analytical-synthetic exercises; is based on active observations of the environment; The method also involves relying on live communication, on the speech skills and abilities already formed in children.

Scientific and methodological principles of the method

The main scientific and methodological principles on which the method is based are the following:

1. The subject of reading is the sound structure of the word indicated by letters; Speech sounds are the language units that older preschoolers and first-graders operate with at the initial stage of literacy acquisition.
2. Children should receive initial ideas about linguistic phenomena on the basis of active observations of the corresponding units of live communication with due awareness of their essential features.
3. Familiarization of children with letters should be preceded by practical mastery of the phonetic system of their native language.

Based on the scientific foundations of the sound analytical-synthetic method, the subject of reading is the sound structure of the word indicated by letters.

It is clear that without correct reconstruction of the sound form, words cannot be understood by the reader. And for this, it is necessary to prepare older preschoolers for learning to read and write and a long way of familiarizing children with the sound reality, mastering by them the entire sound system of their native language in oral speech.

Therefore, it is no coincidence that at the initial stage of teaching children to read and write, sound is taken as the basis for analytical and synthetic work (the letter is introduced as a designation for sound after becoming familiar with it).

Let us note that the basis for children’s conscious mastery of sound units is the development of their phonemic hearing and phonemic perception.

Development of phonemic hearing

The results of special studies of children's speech (V. Gvozdev, N. Shvachkin, G. Lyamina, D. Elkonin, etc.) proved that phonemic hearing develops very early.

Already at 2 years old, children distinguish all the subtleties of their native speech, understand and respond to words that differ in just one phoneme. This level of phonemic awareness is sufficient for full communication, but is insufficient for mastering reading and writing skills.

Phonemic hearing must be such that the child can divide the flow of speech into sentences, sentences into words, words into sounds, determine the order of sounds in a word, give an elementary characteristic of each sound, build sound and syllabic models of words, select words in accordance with the proposed models.

D. Elkonin called these special actions associated with the analysis of the sound side of a word phonemic perception.

The actions of sound analysis are not spontaneously acquired by children on their own, because such a task has never arisen in their practice of speech communication.

The task of mastering such actions is set by an adult, and the actions themselves are formed in the process of specially organized training, during which children learn the sound analysis algorithm. And primary phonemic hearing is a prerequisite for its more complex forms.

Therefore, one of the main tasks in teaching preschoolers to read and write is the development of their phonemic hearing, and on its basis - phonemic perception, which includes the formation of a broad orientation of children in language activity, skills of sound analysis and synthesis, and the development of a conscious attitude towards language and speech.

We emphasize that orienting children in the sound form of a word is more significant than simply preparing to master the basics of literacy. It is worth listening to the opinion of D. Elkonin about the role of revealing to the child the sound reality of the language, the sound form of the word, since all further study of the native language - grammar and associated spelling - depends on this.

Introduction to basic language units

Introducing children into sound reality involves familiarizing them with the basic linguistic units.

Let us recall that children should receive initial ideas about linguistic phenomena on the basis of active observations of the corresponding units of live communication with due awareness of their essential features.

In this case, educators must take into account the features of phonetics and graphics. It is quite clear that without deep linguistic training, the teacher will not be able to form in children elementary, but scientific ideas about the basic linguistic units: sentence, word, syllable, sound.

Familiarization with phonetics and graphics of the language

Observations of the practice of teaching preschoolers literacy convincingly indicate that educators make the most mistakes at the stage of familiarizing children with the phonetic-graphic system of their native language.

Thus, there are frequent cases of identifying sounds and letters, attracting children’s attention to unimportant features of phonemes, forming a false view of the relationship between sounds and letters, and the like.

In literacy classes in a modern preschool educational institution, the teacher must freely operate with such linguistic knowledge in the field of phonetics and graphics of the native language.

There are 38 phonetic units in our language. Phonemes are the basic sounds of speech, with the help of which words are distinguished (house - smoke, hands - rivers) and their forms (brother, brother, brother). Based on their acoustic properties, speech sounds are divided into vowels (there are 6 of them in the Russian language - [a], [o], [u], [e], [ы], [i]) and consonants (there are 32 of them).

Vowels and consonants differ in their functions (vowels form a syllable, and consonants are only part of the composition) and the method of creation.

Vowels are formed by exhaled air passing freely through the oral cavity; their basis is the voice.

During the pronunciation of consonants, the air flow encounters obstacles due to the complete or partial closure of the speech organs (oro-closing organs). It is based on these characteristics that the teacher teaches children to distinguish between vowels and consonants.

Vowel sounds are stressed and unstressed, and consonants are hard and soft. Letters are large and small, printed and handwritten. It is therefore incorrect to say that the phrase “vowels, consonants”, “hard (soft) letters”. It is correct from the point of view of linguistics to use the phrase “letter to denote a vowel sound”, “letter to denote a consonant sound”, or “letter of a vowel”, “letter of a consonant sound”.

The 32 consonant sounds are divided into hard and soft sounds. Let us emphasize that the sounds [l] - [l'], [d] - [d'], [s] - [s'], etc. exist as independent sounds, although authors often note in teaching aids that this is one and the same sound that is pronounced firmly in one word, softly in another.

In the Russian language, only sounds that are pronounced using the teeth and the front tip of the tongue can be soft: [d'], [s'], [y], [l'], [n'], [g'], [s '], [t'], [ts'], [dz']. There is a fusion of la, nya, xia, zya, this, but there is no bya, me, vya, kya.

It should be remembered that at the initial stage of learning to read and write, soft consonant sounds include not only [d'], [s'], [th], [l'], [n'], [g'], [s'], [t'], [ts'], [dz'], but also all other consonant sounds that are in the position before the vowel [i], for example in the words: rooster, woman, six, squirrel, horse and the like.

During the period of learning to read and write, children receive only a practical understanding of the hardness and softness of consonants.

Phonetic representations

Initial phonetic concepts are formed in older preschoolers on a practical basis, by organizing observations of linguistic phenomena. Thus, preschoolers recognize vowels and consonants by the following features;

• method of pronunciation (presence or absence of obstacles in the oral cavity);
• ability to form a composition.

At the same time, children learn hard and soft consonant sounds. In this case, such techniques as perceiving sounds in words and separately by ear (son - blue), isolating sounds in words, comparing hard and soft sounds, observing articulation, and independently selecting words with hard and soft consonant sounds are used.

Since in a language the sound content of a letter appears only in combination with other letters, letter-by-letter reading would constantly lead to errors in reading.

Syllable reading

Therefore, in modern methods of teaching literacy, the principle of syllabic (positional) reading has been adopted. From the very beginning of working on reading techniques, children are guided by the open warehouse as a reading unit.

Therefore, from the point of view of creation, a syllable, which represents several sounds (or one sound) that are pronounced with one impulse of exhaled air, is of great importance for solving methodological issues in teaching children to read and write.

The main sound in each syllable is a vowel, which forms the syllable.

Types of syllables are distinguished by initial and final sounds: an open syllable ends with a vowel sound (games): a closed syllable ends with a consonant sound (year, smallest).

The simplest syllables are those formed from one vowel or from a combination (merging a consonant with a vowel, for example: o-ko, dzhe-re-lo. Dividing words into syllables does not present any difficulties for children.

Syllable division

When dividing words with a confluence of consonant sounds into syllables, one should be guided by the main feature of syllabification - the attraction to an open syllable: with a confluence of consonants, the boundary between syllables passes after the vowel before the consonant (ri-chka, ka-toka-la, leaf-spine, etc. ). According to this, most syllables in words are open. This is exactly the approach to syllable division that needs to be developed in children.

How to organize a lesson?

The success of teaching preschoolers to read and write largely depends on the teacher’s ability to organize a lesson, structure it, and conduct it methodically correctly.

In the senior group, literacy classes are held once a week, their duration is 25-30 minutes. During the classes, children are offered both new material and material for repeating and consolidating previously acquired knowledge and skills.

When preparing and conducting literacy classes, the teacher must adhere to a number of well-known didactic principles. The main ones are: scientific character, accessibility, systematicity, clarity, awareness and activity in children’s acquisition of knowledge, an individual approach to it, and the like.

It should be noted that in the methodology of teaching children to read and write, some traditional principles are beginning to be interpreted differently. For example, the scientific principle is well known; despite the age of children, they are given elementary but important information about the units of the language system.

Consequently, such explanations from the teacher as “The sound [o] is a vowel, because it can be sung, drawn out” are erroneous from the point of view of modern phonetic science and indicate a gross violation of the specified didactic principle.

Methodological techniques for dividing words into syllables, during which children clap their hands, put down counting sticks, use hand movements to show highlighted syllables, etc., are erroneous. Instead, such methodological techniques as placing the hand under the chin, placing the palm of the hand in front of the mouth should be introduced in the classroom since they are the ones that are based on taking into account the essential features of the syllable as a linguistic unit.

Visibility in learning

Any activity in a preschool cannot be imagined without the use of visuals. During literacy learning, this principle requires that a number of analyzers, primarily auditory-verbal, be involved in the child’s cognitive activity.

The work of this analyzer is activated during the development of children's phonemic hearing, training them in sound analysis, familiarization with speech sounds, sentences, words and composition. The study of sounds and their characteristics, the formation in children of ideas about the features of a sentence, word, syllable, and teaching them to correctly intonate sentences occurs more successfully if the activity of the auditory analyzer is supplemented by movements of the articulatory organs - pronunciation.

A visual analyzer helps solve certain didactic problems. With vision, the child perceives not the elements of oral speech themselves, but the symbols that reflect it. So, a sentence or a word is schematically shown with strips of different lengths, the sound and sound structure of a word is shown with chips and diagrams that consist of three or four cells, and the like.

Visual perception of such clarity, as well as actions with it, allow the child to first “see” and then consciously operate with them.

In literacy classes, the teacher uses visual aids not only and not so much for the purpose of illustration, but more often as a means of recording the characteristics of linguistic units, phenomena, their connections and relationships.

Visibility in teaching literacy is showing children the elements of oral speech. The teacher demonstrates a marked (unstressed) syllable, the hardness (softness) of a consonant, the presence (absence) of a particular sound in a word, and the like.

Therefore, the teacher’s speech, children’s speech, didactic stories, fairy tales, poems, and the like can serve as visual aids. Linguistic clarity does not exclude the use of illustrative, pictorial (reproductions, pictures, diagrams), as well as object (toys, chips, sticks, strips, etc.) visualization.

General didactic requirements

Taking care of the success of a child’s further literacy training in primary school, the teacher must adhere to general didactic requirements that will ensure the focus of each literacy lesson, organizational completeness, methodological competence and effectiveness.

The sensible thoughts of the didact, Professor A. Savchenko regarding the requirements for a modern lesson in 1st grade can also be taken into account in teaching older preschoolers:

• During the lesson (class in the senior group of the preschool educational institution), the teacher (educator) must tell the children what they will do and why, and then after the assessment, what they did and how. Professor A. Savchenko believes that to ensure the focus of a lesson, first of all, it is necessary to correctly determine its goals. No less important, in her opinion, is to activate children’s attention at the beginning of the lesson, offering them a visual plan for its implementation. This same plan can be used as a visual support when summing up the lesson;
• assignments and questions are formulated by the teacher specifically and in short phrases. The imitative actions of preschoolers and first-graders play an important role in working on new educational material. So, when children learn a new way of doing something, it is better to show an example of its implementation. For example, “The word is pronounced like this...”, “Say this sound with me.”

In literacy classes, collective forms of work predominate, but children can work individually in collaboration with the teacher, or independently individually with handouts.

A group form of organizing children's educational activities, when they are united in pairs or groups of four, is widely used in the classes “Preparing older preschoolers for learning to read and write.” The valuable experience of teaching children to work in groups is described by the authors of developmental education technology D. Elkonin and V. Davydov.

They believe that for group implementation it is possible to offer tasks on composing sentences or words according to the presented scheme, spreading a sentence or finishing a sentence started by the teacher, and the like.

During the lesson (session), it is necessary to change the types of children’s activities several times. Thanks to this, it becomes more dynamic and children's attention is more stable. In addition, alternating activities is a reliable means of preventing children from becoming overtired.

Visual aids, didactic material, and game tasks should be used to the extent that they help teachers achieve their educational goals, and preparing older preschoolers for literacy will become an accessible and interesting process for children.

Planning a Literacy Lesson

When planning work in literacy classes, it is necessary to take into account the level of preparedness and real capabilities of both all children and each child separately.

The teacher should support even the slightest progress of children in mastering literacy. However, excessive use of expressions such as “Well done!”, “Wonderful!” and others according to prof. A. Savchenko, apart from a short-term emotional impact on the child, has no stimulating value.

Instead, it is necessary to give detailed evaluative judgments that contain specific advice for eliminating shortcomings and overcoming difficulties; compare children's works; organize an exhibition of the best works at the end of the lesson; involve children in assessing the completion of the task by their friends. The most important thing is that the teacher’s value judgments are motivated and understandable to children.

By characterizing the content, structure and methodology of literacy classes, we would like to warn educators against the scientifically unsubstantiated mechanical combination of literacy classes with classes on educating the sound culture of speech.

Such preparation of older preschoolers for learning to read and write does not allow them to fully realize the specific tasks of these two types of classes, overloads their content, and makes the structure opaque. Despite the similarity of the individual goals of these classes (for example, the development of phonemic hearing), the commonality of methods and techniques, etc., each of them must be built and carried out in its own way. Thus, in literacy classes, increased attention is required to the formation of preschoolers’ ideas about a linguistic unit (sentence, word, syllable, sound) and, on their basis, anapitico-synthetic skills.

There are also repeated attempts by individual methodologists, and after them by educators, to supplement the content of literacy classes by familiarizing preschoolers with letters and teaching them to read. It should be noted that this is an overestimation of the requirements of existing programs and is therefore unacceptable. All work on mastering the skill of reading should be organized exclusively on an individual basis. Such a lesson in content, structure and methodology is reminiscent of a reading lesson during the letter period in the first grade.

Preparing older preschoolers for literacy: didactic goals

We draw the attention of educators to the need to correctly formulate the didactic goals of literacy classes. First of all, you should clearly imagine the final result of this lesson, namely: what knowledge preschoolers should acquire about language units, what skills they will develop on the basis of this knowledge.

To summarize what has been said, we note that the success of organizing the education of children five to six years old depends on how well the teacher masters the modern technology of teaching children to read and write, linguistic knowledge, how he takes into account the requirements of modern psychological and pedagogical science for the organization of the educational process in preschool education establishment.

NON-GOVERNMENTAL EDUCATIONAL INSTITUTION

HIGHER PROFESSIONAL EDUCATION

EASTERN ECONOMIC-LEGAL HUMANITIES

ACADEMY (VEGU)

INSTITUTE OF MODERN EDUCATIONAL TECHNOLOGIES

Specialty: Pedagogy and methods of preschool education

Specialization - Speech therapy work in preschool educational institutions

COURSE WORK

Speech readiness of children for school in literacy classes

Ufa 2009

Introduction

Psychological and pedagogical foundations of speech readiness for school

1 Development of children during the transition from preschool to primary school age

2 Psychological readiness for school

3 Speech development of a preschooler

Teaching preschoolers literacy

1 The essence of literacy preparation

2 Objectives and content of preparation for literacy training

Practical study of speech readiness of preschoolers for school

1 Ascertaining stage of the study

2 Formation of communicative and speech skills at the transformative stage of research

3 Control stage of the study

Conclusion

Bibliography

Introduction

Relevance of the research problem: Mother tongue plays a unique role in the development of a person’s personality. Language and speech have traditionally been considered in psychology, philosophy and pedagogy as a node in which various lines of mental development converge: thinking, imagination, memory, emotions.

Being the most important means of human communication and knowledge of reality, language serves as the main channel for introducing a person to the values ​​of spiritual culture, as well as a necessary condition for education and training. The development of oral monologue speech in preschool childhood lays the foundation for successful learning at school.

Preschool age is a period of active acquisition by a child of spoken language, the formation and development of all aspects of speech: phonetic, lexical, grammatical. Full mastery of the native language in preschool childhood is a necessary condition for solving the problems of mental, aesthetic and moral education of children in the most sensitive period of development. The sooner learning the native language begins, the more freely the child will use it in the future.

Research by psychologists, educators, linguists (L.S. Vygotsky, S.L. Rubinshtein, D.B. Elkonin, A.V. Zaporozhets, A.A. Leontyev, L.V. Shcherba, A.A. Peshkovsky, A. N. Gvozdev, V. V. Vinogradov, K. D. Ushinsky, E. I. Tikheeva, E. A. Flerina, F. A. Sokhin, L. A. Penevskaya, A. M. Leushina, O. I. Solovyova, M.M. Konina) created the prerequisites for an integrated approach to solving problems of speech development in children.

Research conducted in the speech development laboratory of the Institute of Preschool Education identifies three main directions for developing psychological and pedagogical problems in the development of speech in preschool children, improving the content and methods of teaching their native language.

Firstly, structural (formation of different levels of the language system: phonetic, lexical, grammatical);

secondly, functional (formation of language skills in its communicative function: development of coherent speech, verbal communication);

thirdly, cognitive, educational (formation of abilities for elementary awareness of the phenomena of language and speech).

All three areas are interconnected, since the issues of developing awareness of linguistic phenomena are included in the problems of all studies studying different aspects of the development of speech in preschool children.

Analysis of the theoretical foundations of speech development includes consideration of the following issues: the interaction of language and speech, the development of language ability as the basis of language proficiency, the connection of speech with thinking, the awareness of the phenomena of language and speech by a preschool child; features of the development of speech - oral and written, dialogical and monologue - in different types of statements (in description, narration, reasoning), as well as characteristics of the categorical features of the text and ways of connecting sentences and parts of the statement.

According to A.A. Leontiev, in any speech utterance a number of skills are manifested: quick orientation in communication conditions, the ability to plan your speech and select content, find linguistic means for its transmission and be able to provide feedback, otherwise communication will be ineffective and will not give the expected results.

To determine the essence of preparation for learning to read and write, one should first of all understand what the features of written speech are and what is most important in the process of mastering reading and writing. Reading and writing are types of speech activity, the basis for which is oral speech. This is a complex series of new associations, which is based on the already formed second signaling system, joins it and develops it (B. G. Ananyev).

Of particular importance is the formation of an elementary awareness of someone else’s and one’s own speech, when the subject of children’s attention and study is the speech itself and its elements. The formation of speech reflection (awareness of one’s own speech behavior, speech actions), free speech is the most important aspect of preparation for learning written speech. This quality is an integral part of general psychological readiness for school. Arbitrariness and conscious construction of a speech utterance are psychological characteristics of written speech. Therefore, the development of arbitrariness and reflection in oral speech serves as the basis for subsequent mastery of written speech.

Purpose of the study: to determine a set of pedagogical conditions for communicative and speech development when teaching children to read and write.

Research objectives:

1. Study of psychological and pedagogical literature on the problem of children’s speech readiness for school;

2. Study of the psychological and pedagogical foundations of children’s speech readiness for school;

3. Studying the basics of teaching children to read and write;

4. Conducting practical work to study the problem of communicative-speech readiness of children for school when learning to read and write;

Research hypothesis: Let us assume that specially selected methods, activities, and corrective games will have a positive effect on the formation of speech skills when teaching children to read and write.

Object of study: speech readiness of preschoolers for school.

Subject of study: levels of speech development of preschool children.

Organization of the study: Bugulma, Municipal Educational Institution No. 31.

Theoretical and practical significance of the research: Theoretical and practical material on the problem of children's speech readiness for school when teaching literacy has been systematized.

The data obtained during the study can be used in preparing consultations, writing essays, term papers, and preparing teaching aids.

Methodological basis of the study compiled the works of psychologists, teachers, linguists, such as: L.S. Vygotsky, S.L. Rubinstein, D.B. Elkonin, A.V. Zaporozhets, A.A. Leontyev, L.V. Shcherba, A.A. Peshkovsky, A.N. Gvozdev, V.V. Vinogradov, K.D. Ushinsky, E.I. Tikheyeva, E.A. Flerina, F.A. Sokhin, L.A. Penevskaya, A.M. Leushina, O.I. Solovyova, M.M. Konina, B. G. Ananyev and others.

Research methods: analysis of psychological and pedagogical literature, observation, conversation, experiment, drawing up tables and diagrams, qualitative and quantitative analysis.

Approbation and implementation of the study. The results of the study were reported at the pedagogical council and parent meeting No. 6 of Municipal Educational Institution No. 31.

Work structure: The work consists of an introduction, three chapters, a conclusion, a list of references, and an appendix.

1. Psychological and pedagogical foundations of speech readiness for school

.1 Development of children during the transition from preschool to primary school age

During the first seven years of life, the child has come a long way in development. From a helpless being, completely dependent on an adult, who cannot even speak or eat independently, he has turned into a genuine subject of activity, possessing a sense of self-esteem, experiencing a rich range of emotional processes from delight to guilt and shame, consciously fulfilling moral norms and rules of behavior in society .

The child has mastered the world of objects. Social relationships, meanings and goals of adults’ activities were “opened” to him in the process of modeling social reality in different types of activities. By the age of 6, the child first developed ideas about himself as a member of society, awareness of his individual significance, his own individual qualities, experiences and some mental processes. These transformations in the child’s psyche lead to a change in the main contradictions of mental development.

What comes to the fore is the discrepancy between the old “preschool” way of life and the new opportunities of children, who are already ahead of it.

By the age of 7, the social situation of development changes, characterizing the transition to primary school age. The child strives for more important, socially significant, socially approved and evaluated activities (A.N. Leontyev, L.I. Bozhovich, D.B. Elkonin). Specifically “preschool” activities lose their attractiveness for him.

The child recognizes himself as a preschooler and wants to become a schoolchild. Entering school marks the beginning of a qualitatively new stage in a child’s life: his attitude towards adults, peers, himself and his activities changes.

The school determines the transition to a new way of life, position in society, conditions of activity and communication. A new adult - a teacher - enters the child's environment. The teacher performed maternal functions, providing all life processes for the pupils. The relationship with him was direct, trusting and intimate. The preschooler was forgiven for his pranks and whims. Adults, even if they were angry, soon forgot about it as soon as the baby said: “I won’t do it again.” When assessing the activities of a preschooler, adults more often paid attention to the positive aspects. And if something didn’t work out for him, they rewarded him for his efforts. You could argue with the teacher, prove that you were right, insist on your opinion, often appealing to the opinion of your parents: “But my mother told me!”

The teacher occupies a different place in the child’s activities. This is, first of all, a social person, a representative of society, whom it has entrusted to give the child knowledge and evaluate academic success. Therefore, the teacher is the most authoritative person for the child. The student accepts his point of view and often declares to peers and parents: “But the teacher at school told us...”. In addition, the assessment given by a teacher at school does not express his subjective personal attitude, but shows an objective measure of the significance of the student’s knowledge and his performance of educational tasks.

Changes in relationships with peers are associated with the collective nature of learning. This is no longer a playful or purely friendly relationship, but an educational relationship based on shared responsibility. Grades and academic success become the main criterion for peer assessment of each other and determine the child's position in the class.

In kindergarten, learning is most often carried out in a playful way. For example, a bunny “comes” to visit the children and asks them to draw a house for him, Dunno “appears” and asks riddles.

A preschooler has the opportunity to act under the influence of his own interests and inclinations, choosing a particularly attractive type of activity. At school, educational activities are mandatory for all children; they are subject to strict regulations, strict rules that the child must comply with.

In connection with the transition to school, the attitude of adults towards the child also changes. He is given greater independence than a preschooler: he must manage his own time, monitor the implementation of the daily routine, not forget about his responsibilities, and do his homework on time and efficiently.

Thus, teaching is a new, serious, socially significant activity, embodying a serious, socially important and, therefore, more adult way of life.

1.2 Psychological readiness for school

The most important new development of preschool age is readiness for schooling. Being the result of the child’s development during the first 7 years of life, it ensures the transition to the position of a schoolchild (A.N. Leontiev).

The degree of readiness for schooling is largely a question of the child’s social maturity (D.B. Elkonin), which manifests itself in the desire to take a new place in society, to perform socially significant and socially valued activities. When starting school, a child must be ready not only to master knowledge, but also to radically change his entire lifestyle. A schoolchild's new internal position appears by the age of 7.

In a broad sense, it can be defined as a system of needs and aspirations of a child associated with school, when involvement in them is experienced by the child as his own need. This is an attitude towards entering school and staying there as a natural and necessary event in life, when the child does not imagine himself outside of school and understands the need for learning. He shows special interest in the new, school-specific content of classes, preferring literacy and numeracy lessons to preschool-type classes (drawing, singing, etc.).

The child refuses the orientations characteristic of preschool childhood in terms of organizing activities and behavior, when he prefers collective classroom activities to individual learning at home, has a positive attitude towards discipline, prefers a socially developed, traditional way of assessing achievements for educational institutions (marks) to other types of reward (sweets, gifts). ). He recognizes the authority of the teacher.

The formation of a student’s internal position takes place in two stages. At the first stage, a positive attitude towards school appears, but there is no orientation towards the meaningful aspects of school and educational activities. The child emphasizes only the external, formal side; he wants to go to school, but at the same time maintain a preschool lifestyle. And at the next stage, an orientation towards social, although not the actual educational, aspects of activity arises. The fully formed position of a schoolchild includes a combination of orientation towards both social and educational aspects of school life itself, although only a few children reach this level by the age of 7.

Thus, the internal position of a schoolchild is a subjective reflection of the objective system of relations between the child and the world of adults. These relations characterize the social situation of development from its external side. The internal position represents the central psychological new formation of the 7-year crisis.

At school, the child begins to systematically master the fundamentals of science and scientific concepts. Therefore, an important component of readiness is associated with the development of the child’s cognitive sphere. We emphasize that knowledge in itself does not serve as an indicator of readiness for school. Much more important is the level of development of cognitive processes and cognitive attitudes towards the environment. What points should you pay attention to? First of all, on the child’s ability to substitute, in particular to visual-spatial modeling. Substitution is the beginning of a path that leads to the assimilation and use of the entire wealth of human culture, enshrined in the system of signs: oral and written speech, mathematical symbols, musical notations, etc. The ability to use figurative substitutes rebuilds the mental processes of a preschooler, allowing him to mentally build ideas about objects, phenomena and apply them in solving various mental problems.

Unlike a preschooler, a schoolchild is faced with the need to acquire a system of knowledge according to a specific program, drawn up in accordance with the requirements of science itself, and not follow only his interests, desires and needs. In order to perceive and remember educational material, the child must set a goal and subordinate his activities to it.

Consequently, by the end of preschool age, the child must have formed elements of voluntary memory and the ability to observe, the ability to voluntarily imagine and control his own speech activity. School education is subject-based. Therefore, by the age of 7, a child should be able to distinguish between different aspects of reality, to see in an object the sides that make up the content of a separate subject of science. This distinction is possible if the child has developed the ability to differentially perceive the objects of reality, not only to see their external signs, but also to understand the inner essence; establish cause-and-effect relationships, draw independent conclusions, generalize, analyze and compare.

The purpose of schooling is to acquire knowledge. Therefore, the success of educational activities is also ensured by clearly expressed cognitive interests and the attractiveness of mental work for the child. In the personal sphere, the most significant for school education are arbitrariness of behavior, subordination of motives, and the formation of elements of volitional action and volitional qualities. Voluntary behavior is manifested in various areas, in particular in the ability to follow the instructions of an adult and act according to the rules of school life (for example, monitor your behavior in class and recess, do not make noise, do not be distracted, do not disturb others, etc.).

Behind the implementation of the rules and their awareness lies a system of relationships between a child and an adult. The arbitrariness of behavior is precisely connected with the transformation of the rules of behavior into an internal psychological authority, when they are carried out without the control of an adult.

In addition, the child must be able to set and achieve a goal, overcoming some obstacles, showing discipline, organization, initiative, determination, perseverance, and independence.

In the sphere of activity and communication, the main components of readiness for schooling include the formation of prerequisites for educational activity, when the child accepts an educational task, understands its convention and the convention of the rules by which it is solved; regulates own activities based on self-control and self-esteem; understands how to complete a task and demonstrates the ability to learn from an adult. An educational task differs from a practical, everyday result. When solving a learning task, the child comes to a different result - changes in himself. And the object of the learning task is the method of action. Therefore, its solution is aimed at mastering methods of action. Consequently, in order to study successfully, a child must understand the conventional meaning of the educational task, realize that the task is not being performed in order to obtain a practical result, but to learn something. A child should consider the material of a problem not as a description of an everyday situation, but as a means of learning a general way of solving problems in general. How can we not recall the well-known Pinocchio, who, after listening to the problem that he had two apples in his pocket, and someone took one from him, answered the question: “How many apples are left?” answered as follows: “Two. I won’t give up the apples, even if he fights!” There is a lack of understanding of the conventions of the educational task and the replacement of the content of the task with an everyday situation. In order to learn to solve educational problems, a child must pay attention to ways of performing actions. He must understand that he is acquiring knowledge for use in future activities, “for future use.”

The ability to learn from an adult is determined by extra-situational, personal, contextual communication. Moreover, the child understands the adult’s position as a teacher and the conditionality of his demands. Only such an attitude towards an adult helps a child accept and successfully solve a learning task. The effectiveness of a preschool child’s learning depends on the form of his communication with an adult.

In the situational business form of communication, an adult acts as a play partner in any situation, even a learning one. Therefore, children cannot concentrate on the words of an adult, accept and maintain his task. Children are easily distracted, switch to unrelated tasks and hardly react to an adult’s comments.

In the non-situational-cognitive form of communication, the child has a heightened need for recognition and respect from an adult, which during training manifests itself in increased sensitivity to comments. Children are attracted only to those tasks that are easy and... attract adult approval. Children react to an adult’s reproach with affect, resentment, and refusal to act.

During non-situational-personal communication, attention to an adult, the ability to listen and understand his words are clearly demonstrated. Preschoolers, having a good command of verbal means, focus on the task, hold it for a long time, without switching to foreign objects and actions, and follow instructions. An adult’s rewards and reprimands are treated adequately. Reprimands encourage them to change their decision and look for a more correct way to solve the problem. Rewards give confidence. The prerequisites for educational activity, according to A.P. Usova, arise only with specially organized training, otherwise children experience a kind of “learning disability” when they cannot follow an adult’s instructions, monitor and evaluate their activities.

1.3 Speech development of a preschooler

The first years of a child’s life, as we have already said, are sensitive to the development of speech and cognitive processes. It is during this period that children develop a flair for linguistic phenomena, unique general linguistic abilities - the child begins to enter into the reality of the figurative-sign system.

During childhood, speech development proceeds in two main directions: firstly, vocabulary is intensively acquired and the morphological system of the language spoken by others is acquired; secondly, speech ensures the restructuring of cognitive processes (attention, perception, memory, imagination, as well as thinking). At the same time, the growth of vocabulary, the development of the grammatical structure of speech and cognitive processes directly depend on living conditions and upbringing. Individual variations here are quite large, especially in speech development.

By the time a child enters school, his vocabulary has increased so much that he can freely communicate with another person on any issue related to everyday life and within his sphere of interests. If at three years old a normally developed child uses up to 500 or more words, then a six year old child uses from 3000 to 7000 words. A child's vocabulary in primary school consists of nouns, verbs, pronouns, adjectives, numerals and connecting conjunctions. The development of speech occurs not only due to those linguistic abilities that are expressed in the child’s own sense of language.

The child listens to the sound of the word and evaluates this sound. So, Antosha says: “Willow. Isn't it a beautiful word?! It's tender." At this age, the child understands quite well which words are commonly used and which are so bad that they are embarrassing to utter.

A child, if certain patterns of speech are explained to him, will easily turn his activity to learning speech from a new side and, while playing, will carry out analysis.

Language acquisition is determined by the extreme activity of the child himself in relation to language. This activity is expressed in word formation, in the ability to choose the right word in accordance with a given condition. Younger schoolchildren develop an orientation towards the systems of their native language. The sound shell of the tongue is a subject of active, natural activity for a child of six to eight years old.

By the age of six or seven, a child has already mastered the complex system of grammar in spoken speech to such an extent that the language he speaks becomes native to him. If the child attended kindergarten, he should be trained in the skills of conscious speech analysis. He can perform a sound analysis of words, divide a word into its constituent sounds and establish the order of sounds in a word. The child easily and joyfully pronounces words in such a way as to intonationally highlight the sound with which the word begins. Then he distinguishes the second and all subsequent sounds just as well.

With special training, a child can pronounce words in order to identify the sound composition, while overcoming the habitual stereotype of pronouncing words that has developed in living speech. The ability to perform sound analysis of words contributes to the successful mastery of reading and writing. Without special training, a child will not be able to conduct a sound analysis of even the simplest words. This is understandable: verbal communication itself does not pose tasks for the child, in the process of solving which these specific forms of analysis would develop. A child who cannot analyze the sound composition of a word cannot be considered retarded. He's just not trained.

The need for communication determines the development of speech. Throughout childhood, the child intensively masters speech. Speech acquisition turns into speech activity. A child entering school is forced to move from his “own program” of speech training to the program offered by the school.

Verbal communication presupposes not only a rich variety of words used, but also the meaningfulness of what is being said. Meaningfulness provides knowledge, understanding of what is being said, and mastery of the meanings and meanings of verbal constructions of the native language. The main function of speech is communication, communication or, as they say, communication.

A six- to seven-year-old child is already able to communicate at the level of contextual speech - that same speech that quite accurately and completely describes what is being said, and therefore is completely understandable without direct perception of the situation being discussed. A retelling of a story heard and one’s own account of what happened are accessible to a younger student. But here we should include many “ifs”: if the child developed in a cultural language environment, if the adults around him demanded an intelligible statement, an understanding of what he is saying to others; if the child already understands that he must control his speech in order to be understood. The situational method of verbal communication is gradually being replaced by the contextual one.

In a child with developed speech, we observe speech means that he appropriates from adults and uses in his contextual speech. Of course, even the very well-developed speech of a six or seven year old is childish speech. The teacher will be responsible for the further development of contextual speech. For cultural speech, it is important not only how the sentence is constructed, not only the clarity of the thought being expressed, but also how the child addresses another person, how the message is pronounced. A person’s speech is not dispassionate, it always carries expression - expressiveness that reflects the emotional state. Just as we are interested in the child's vocabulary and his ability to construct contextual speech, we should also be interested in how the child pronounces what he is talking about. The emotional culture of speech is of great importance in a person’s life. Speech can be expressive. But it can be careless, excessively fast or slow, words can be spoken in a sullen tone or sluggishly and quietly. By the way a child speaks and how his expressive function of speech is developed, we can judge the speech environment that shapes his speech. Of course, like all people, the child uses situational speech. This speech is appropriate in conditions of direct involvement in the situation. But the teacher is primarily interested in contextual speech; it is precisely this that is an indicator of a person’s culture, an indicator of the level of development of a child’s speech. If a child is listener-oriented, strives to describe in more detail the situation in question, strives to explain a pronoun that so easily precedes a noun, this means that he already understands the value of intelligible communication.

In children seven to nine years old, a certain peculiarity is observed: having already sufficiently mastered the basics of contextual speech, the child allows himself to speak not in order to express his thoughts, but simply in order to hold the attention of his interlocutor. This usually happens with close adults or with peers during playful communication.

Reflecting on his speech, which is not filled with meaning, the child asks the adult: “Is it interesting what I’m telling you?” or “Do you like the story I made up?” This slippage from speech used to express one's thoughts to speech formally oriented towards quasi-communication is an indicator that the child has problems in constructing meaningful contextual speech - it is difficult for him to constantly reflect on working mentally to control the intent of the utterance , over the selection of necessary words, phrases and construction of coherent sentences. In this case, of course, one should not allow the child to take advantage of the good attitude of those close to him and allow himself essentially empty chatter. Adults should not accept such speech as acceptable.

In a school lesson, when a teacher gives a child the opportunity to answer questions or asks him to retell a text he has heard, he, as a student, is required to work on words, phrases and sentences, as well as coherent speech.

As M.R. points out. Lvov, “all these three lines develop in parallel, although they are at the same time in subordinate relationships: vocabulary work provides material for sentences, for coherent speech; When preparing for a story or essay, work is done on words and sentences. Of particular importance is the correctness of speech, i.e. its compliance with the literary norm. In oral speech, a distinction is made between orthoepic and pronunciation correctness. Working on spelling literacy and the pronunciation side of speech advances the child in the overall development of speech.

Written speech has its own specifics: it requires more control than oral speech. Oral speech can be supplemented by amendments and additions to what has already been said. An expressive function takes part in oral speech: intonation of a statement, facial and bodily (primarily gestural) accompaniment of speech. Written speech has its own characteristics in the construction of phrases, in the selection of vocabulary, and in the use of grammatical forms. Written speech makes its own demands on the writing of words.

The child must learn that “spelling” is not necessarily the same as “hearing” and that they need to separate the two and remember the correct pronunciation and spelling. Mastering written language, children discover that texts are different in structure and have stylistic differences: narratives, descriptions, reasoning, letters, essays, articles, etc. For written language, its correctness is of decisive importance. There is a distinction between spelling, grammatical (construction of sentences, formation of morphological forms) and punctuation correctness. A child masters writing along with mastering written speech. Freed from the tension associated with mastering the performing actions of writing, the child begins to master written speech itself. He is taught to rewrite and then retell texts. Presentation is a written retelling of texts. The essence of written presentations is to compile texts that, in a concise form, would preserve the essence of the content of the samples. The teacher offers a 2-3 point plan for first grade students; from 3-5 points for second grade students; Students in third and fourth grades should be able to draw up an outline of the text on their own. Presentations as exercises familiarize children with the best examples of language. Concise presentation teaches the child to analyze the text and structure the plot, to ensure that the meaning and idea of ​​the text do not disappear. Creative presentations are of particular importance when the child is asked to supplement the read text with his own thoughts, expressing his attitude to the retelling presented.

Of course, in elementary school, a child is just mastering written language as a means of communication and self-expression; it is still difficult for him to balance control over the writing of letters, words and the expression of his thoughts. However, he is given the opportunity to compose.

This is independent creative work that requires a willingness to understand a given topic; determine its content; accumulate, select material, highlight the main thing; present the material in the required sequence; make a plan and stick to it, select the right words, antonyms, synonyms and phraseological units; build syntactic structures and coherent text; write the text correctly in spelling and calligraphy, place punctuation marks, divide texts into paragraphs, observe the red line, margins and other requirements; exercise control, detect shortcomings and errors in your own essay, as well as in the essays of fellow students, correct your own and others’ mistakes.

2. Teaching preschoolers literacy

.1 The essence of literacy preparation

To determine the essence of preparation for learning to read and write, one should first of all understand what the features of written speech are and what is most important in the process of mastering reading and writing.

Reading and writing are types of speech activity, the basis for which is oral speech. This is a complex series of new associations, which is based on the already formed second signaling system, joins it and develops it.

Consequently, the basis for teaching literacy is the general speech development of children. Therefore, in preparation for learning to read and write, the entire process of speech development of children in kindergarten is important: the development of coherent speech, vocabulary, the grammatical aspect of speech, and the development of a sound culture of speech. Research and teacher experience have shown that children with well-developed speech successfully master literacy and all other academic subjects.

Of particular importance is the formation of an elementary awareness of someone else’s and one’s own speech, when the subject of children’s attention and study is the speech itself and its elements. The formation of speech reflection (awareness of one’s own speech behavior, speech actions), free speech is the most important aspect of preparation for learning written speech. This quality is an integral part of general psychological readiness for school. Arbitrariness and conscious construction of a speech utterance are psychological characteristics of written speech. Therefore, the development of arbitrariness and reflection of oral speech serves as the basis for the subsequent mastery of written speech.

Indicators of a certain level of speech awareness and readiness to learn to read and write are the following skills: focusing one’s attention on a verbal task; construct your statements arbitrarily and deliberately; choose the most appropriate language means to perform a verbal task; think about possible solutions; evaluate performance on a verbal task.

The formation of speech skills and awareness of the phenomena of language and speech are interconnected aspects of a single process of speech development. On the one hand, the improvement of speech skills is a condition for subsequent awareness of language phenomena; on the other hand, conscious operation of language and its elements is not isolated from the development of practical skills.

Purposeful preparation for learning to read and write, the formation of basic knowledge about speech increases the level of its arbitrariness and awareness, which, in turn, has an impact on the overall speech development and improvement of children’s speech culture.

Thus, there is a need for a two-way relationship between the language development process in kindergarten and literacy preparation. The mechanisms of reading and writing in modern psychology are considered as processes of encoding and decoding oral speech. In oral speech, the meaning of each word is encoded in a specific set of speech sounds. In written speech, a different code is used (these can be hieroglyphs, as in Chinese, or letters, as in Russian), correlated with oral speech. The transition from one code to another is called recoding. Reading is the translation of the letter code into the sound of words, and writing, on the contrary, is the recoding of oral speech. D.B. Elkonin showed that the reading mechanism is determined by the writing system in a particular language.

For example, in hieroglyphic writing, semantic units (words, concepts) are encoded using special icons - hieroglyphs. There are as many of them as there are words-meanings in the language. With this writing system, learning to read comes down to memorizing the meanings of individual hieroglyphs. Although this is a labor-intensive and lengthy process, it is simple in its psychological nature: its main components are perception, memorization and recognition. In syllabic writing systems, the sign of a syllable is already associated with the sound form; its meaning is established through analysis of the sound form of the word. Learning to read in this case is easier: the syllabic analysis of words, necessary during recoding, does not present any particular difficulties, since the syllable is a natural pronunciation unit. When reading, merging syllables also does not cause difficulties. Learning to read includes: dividing words into syllables, memorizing the graphic sign of a syllable, recognizing its sound meaning by the graphic sign of a syllable, merging the sound forms of syllables into a word. Russian writing is sound-letter. It accurately and subtly conveys the sound composition of the language and requires a different reading mechanism: the recoding process in it is provided by sound-letter analysis of words. Therefore, the psychological mechanism of reading changes: the initial stage of reading is the process of recreating the sound form of words according to their graphic (letter) model. Here, the student learning to read operates with the sound side of the language and, without correctly recreating the sound form of the word, cannot understand what is being read. All searches throughout the history of methods of teaching reading, notes D.B. Elkonin, were aimed at clarifying this mechanism for recreating the sound form of a word according to its letter model and the methods of its formation. As a result, the path of literacy learning was determined: the path from learning sound values ​​to letters; way of analysis and synthesis of the sound side of speech. Therefore, in modern methodology, the sound analytical-synthetic method of teaching literacy has been adopted. Its very name suggests that learning is based on analysis and synthesis of the sound side of language and speech. In most cases today, variants of the sound analytical-synthetic method are used.

This method is based on the positional principle of reading, i.e. The pronunciation of a consonant phoneme when reading should be carried out taking into account the position of the vowel phoneme following it. For example, in the words small, chalk, crumpled, soap, mule, the consonant sound m is pronounced differently each time depending on what sound follows it.

When teaching literacy, this manifests itself in the fact that students must:

) clearly distinguish all vowel and consonant phonemes;

) find vowel phonemes in words;

) focus on the vowel letter and determine the hardness or softness of the preceding consonant phoneme;

) acquire consonant phonemes in combination with all vowels. Analysis of the reading mechanism leads to the conclusion that children must acquire a broad understanding of the sound aspect of speech.

It is necessary to pay great attention to the development of phonemic hearing. Phonemic hearing is the ability to perceive the sounds of human speech.

Researchers of children's speech (A.N. Gvozdev, V.I. Beltyukov, N.X. Shvachkin, G.M. Lyamina and others) have proven that phonemic hearing develops very early. By the age of two, children distinguish all the subtleties of their native speech, understand and respond to words that differ in just one phoneme (bear - bowl).

However, primary phonemic hearing, sufficient for everyday communication, is not enough to master reading and writing skills. It is necessary to develop its higher forms, in which children could dissect the flow of speech, words into their constituent sounds, establish the order of sounds in a word, i.e. analyze the sound structure of a word.

Elkonin called these special actions of analyzing the sound structure of words phonemic perception. The actions of sound analysis, as research has shown, do not arise spontaneously. The task of mastering these actions is set by an adult to the child in connection with learning to read and write, and the actions themselves are formed in the process of special training, in which children are taught the means of sound analysis. And primary phonemic hearing becomes a prerequisite for the development of its higher forms. The development of phonemic hearing, the formation of a broad orientation of children in linguistic reality, the skills of sound analysis and synthesis, as well as the development of a conscious attitude towards language and speech constitute one of the main tasks of special preparation for learning to read and write. The development of phonemic awareness and phonemic awareness is of great importance for mastering reading and writing skills. Children with undeveloped phonemic hearing have difficulty learning letters, read slowly, and make mistakes when writing. On the contrary, learning to read is more successful against the background of developed phonemic awareness. It has been established that the simultaneous development of phonemic hearing and learning to read and write have a mutual inhibition. Orientation in the sound side of a word has a broader meaning than just preparation for mastering the beginnings of literacy.

D.B. Elkonin believed that all subsequent learning of the language - grammar and associated spelling - depends on how the child discovers the sound reality of the language and the structure of the sound form of the word. Readiness for learning to read and write also lies in a sufficient level of development of analytical-synthetic activity, since the initial stage of mastering reading and writing skills requires the skills of analysis, comparison, synthesis and generalization of language material.

2.2 Objectives and content of literacy preparation

The problem of teaching literacy in kindergartens in Russia is not new. Until 1944, literacy training was provided for children from 7 to 8 years old. From 1944, when the school switched to teaching from the age of seven, until 1962, the question of teaching preschoolers to read and write was not raised in the kindergarten program. At the same time, psychological and pedagogical research (L.S. Vygotsky, D.B. Elkonin, L.I. Bozhovich, E.I. Tikheyeva, Yu.I. Fausek, R.R. Sonina and others), the experience of kindergartens , family education showed the need and possibility of earlier teaching of children to read and write.

In the second half of the 50s. under the leadership of A.P. Usova and A.I. Voskresenskaya carried out extensive experimental work to study the characteristics, content and methods of teaching reading and writing to six-year-old children. On its basis, the “Program of Education in Kindergarten” (1962) included a section “Teaching literacy,” which provided for teaching reading and writing to children in the preschool group in an incomplete alphabet. When testing the program, its content, for a number of reasons (lack of qualified personnel, shortcomings of the developed methodology, weak material resources) underwent significant changes: first, teaching writing was excluded, and then reading.

By the beginning of the 70s. The only thing left in the program was preparation for literacy. At the same time, all this time, research on the development of methods for preschoolers did not stop. A team of researchers from the Research Institute of Preschool Education of the Academy of Pedagogical Sciences (L.E. Zhurova, N.S. Barentseva, N.V. Durova, L.N. Nevskaya) created a methodology for teaching reading to children 5-6 years old based on the system of D.B. Elkonina.

Research has made it possible to establish the most optimal (sensitive) timing for starting literacy training. Preschoolers have been found to be selectively receptive to literacy learning. A five-year-old child has special sensitivity and receptivity to the sound side of his native speech, therefore this age is the most favorable for starting to learn to read. Children aged six years show a special interest in reading and master it successfully. But it is advisable to begin the formation of orientation in sound reality earlier, in the fifth year, when the child shows the greatest interest in the sound form of language, phonetic accuracy of speech, sound games, and word creation. The results of these studies are reflected in the “Model program of education and training in kindergarten.”

Preparation for learning to read and write is provided not only in older groups, it begins much earlier. Thus, already in the second younger group, the ability to listen attentively to the sound of a word is formed; children are introduced (in practical terms) to the terms “word”, “sound”.

In the middle group, children continue to be introduced to the terms “word” and “sound” practically, without definitions, i.e. They are taught to understand and use these words when doing exercises and speech games. They are introduced to the fact that words are made up of sounds, they sound different and similar, that the sounds in a word are pronounced in a certain sequence. Draw their attention to the duration of the sound of words (short and long). The child develops the ability to distinguish between hard and soft consonants by ear (without distinguishing terms), to identify and pronounce the first sound in a word in isolation, and to name words with a given sound. They learn to highlight a sound in a word with their voice: to pronounce a given sound drawn out (rrak), louder, clearer than it is usually pronounced, to name it in isolation.

In the senior group they teach: to analyze words of different sound structures; highlight word stress and determine its place in the structure of the word; qualitatively characterize the sounds being distinguished (vowels, hard consonant, soft consonant, stressed vowel, unstressed vowel); use the appropriate terms correctly.

In the school preparatory group, work on mastering the basics of literacy is completed. This includes teaching children reading and writing. By the end of the year, children should: learn to read at a speed of 30-40 words per minute, write words in a notebook line, observing the type of connection of letters and the clear writing of their main elements; master the writing posture. An analysis of the program shows that the main focus is on familiarization with the sound structure of a word, the formation of sound analysis actions and subsequent teaching of the beginnings of literacy. The content of the Russian Federation Program is much narrower. In the middle group, it is planned to develop phonemic awareness: distinguishing by ear and naming a word with a certain sound; in the senior group, it is planned to learn to determine the place of a sound in a word. In the preparatory group for school it is recommended to: give children an idea of ​​a sentence (without a grammatical definition); practice composing sentences of 2-4 words, dividing simple sentences into words indicating their sequence; learn to divide two-syllable words into syllables, form words from syllables, divide three-syllable words with open syllables into syllables. The content of modern programs differs significantly. The scope of requirements for the preparation of children is determined by whether literacy training is provided and at what age.

At the same time, the patterns of mastering reading and writing, the prerequisites for learning to read and write that preschoolers have, the presence of a detailed and tested teaching methodology, data on its positive impact on the mental and general speech development of children allow us to assert that when determining the content of work on preparing for learning to read and write It is advisable to highlight the following areas:

familiarizing children with the word - isolating the word as an independent semantic unit from the stream of speech;

familiarization with a sentence - isolating it as a semantic unit from speech;

familiarization with the verbal composition of a sentence - dividing a sentence into words and composing (2-4) sentences from words;

familiarization with the syllabic structure of a word - dividing words (of 2-3 syllables) into parts and composing words from syllables;

familiarization with the sound structure of words, developing skills in sound analysis of words: determining the number and sequence of sounds (phonemes) and composing words with certain sounds, understanding the semantic role of the phoneme.

The leading role is played by the formation of the ability to analyze the sound composition of words, since, as already mentioned above, the process of reading and writing is associated with the translation of graphic images of phonemes into oral speech and vice versa.

3. Practical study of the speech readiness of preschoolers for school

.1 Ascertaining stage of the study

literacy communicative speech readiness

Target: To identify the level of development of communicative and speech readiness of preschool children.

The practical study took place in August 2008, two groups were selected for the experiment: experimental and control (10 children each), preschoolers of the preparatory group attending municipal educational institution preschool educational institution No. 31.

We took N.G.’s methodology as a basis. Smolnikova, E.A. Smirnova.

The study took place in natural conditions, the children were healthy and organized at the time of the experiment. To study speech skills, only one aspect of readiness for school was chosen - communicative-speech.

1. Speech skills themselves:

High level - 4 points;

Average level - 3 points;

Low level - 1-2 points.

The results obtained at the ascertaining stage of the study were entered into tables 1 and 2.

Table 1 - Skills discovered at the ascertaining stage of the study in preschool children of the experimental group

	Name, age	Speech skills themselves	Speech etiquette skills		Communication skills for planners. joint valid	Non-verbal skills	Points, level

Table 2 - Skills discovered at the ascertaining stage of the study among preschoolers in the control group

	Name, age	Speech skills themselves	Speech etiquette skills	Ability to communicate in pairs or groups	Communication skills for planners. joint actions	Non-verbal skills	Points, level
							Diagram 1 - Levels of development of communicative and speech skills at the ascertaining stage of the study in children of the experimental group Diagram 2 - Levels of development of communicative and speech skills at the ascertaining stage of the study in children of the control group At the ascertaining stage of the study, children in the experimental and control groups were found to have mostly average and low levels of development of communicative and speech skills and, as a consequence, low preparation for schooling. The optimal level of development of communicative and speech skills was not identified in any group. A high level was shown by 10% of children in the experimental group and 20% of children in the control group. The average level of development of communicative and speech skills was shown by 40% of the experimental and 50% of children in the control groups. A low level was found in 50% of children in the experimental group and 30% of children in the control group. 3.2 Formation of communicative and speech skills at the transformative stage of research Target: Formation of communicative and speech skills in children of the experimental group at the transformative stage of the study. At the transformative stage of the research, we developed a set of works consisting of the following stages: 1. Method of teaching dialogical speech - conversation; 2. Method of teaching dialogical speech in the process of everyday communication; 3. Methods of teaching coherent statements such as reasoning; 4. Corrective games and activities for children with communication difficulties. The formative stage of the study took place in November 2008; an experimental group participated in the experiment. Method of teaching dialogical speech - conversation A conversation is a purposeful discussion of something, an organized, prepared dialogue on a pre-selected topic. Conversation is considered in pedagogy as a method of getting to know the environment and at the same time as a method of developing coherent speech. E.I. Radina, in her research, revealed in detail the importance of conversation for the mental and moral education of children. In some conversations, ideas acquired by the child in the course of his daily life, as a result of observations and activities, are systematized and clarified. Through others, the teacher helps the child to perceive reality more fully and deeply, to pay attention to what is not sufficiently realized by him. As a result, the child’s knowledge becomes clearer and more meaningful. We took the methodology of M.M. as a basis. Konina, E.A. Flerina. It is based on the material (painting, book) in connection with which the conversation is held. In terms of content, we can roughly distinguish conversations of an educational nature (about school, about one’s hometown) and ethical ones (about the norms and rules of behavior of people in society and at home). An introductory conversation, or a conversation that precedes the acquisition of new knowledge, is usually the link between the experience children have and the one they will acquire. The role of the introductory conversation is limited. The goal is to identify disparate experiences and create interest in upcoming activities. In practice, there is often no preliminary work at all, or a conversation is held that goes beyond the scope of the upcoming observation, when what the children can see for themselves is verbally worked out. Subsequent observations turn into an illustration of the word. The child, according to E.A. Flerina, is deprived of the opportunity to “obtain” knowledge himself and receive joy from the novelty of perception. Introductory conversations are successful if they are short, emotional, conducted in a relaxed atmosphere, do not go beyond the child’s experience, and a number of questions remain unresolved (“Let’s see... we’ll see... we’ll check...”). The conversation that accompanies the acquisition of new experience, is transitional from conversation to conversation. It is carried out in the process of children's activities, excursions, observations and unites children with common interests and collective statements. Its purpose is to stimulate and direct children's attention to a richer and more expedient accumulation of experience. The teacher’s task is to provide the most complete perception, to help children gain clear, distinct ideas, and to supplement their knowledge. The content of the conversation is determined by the observation process. What and in what order children will notice and what they will say cannot be predicted in advance. Children, observing, express their thoughts in the form of individual remarks and individual words. An exchange of views takes place. During the conversation, the teacher’s word plays an explanatory role, revealing the content of the material that children perceive. During the observation process, the teacher directs the children’s perception and maintains interest in observation. What are the features of the methodology for conducting such conversations? As a rule, the conversation is relaxed, children can move freely and move from one place to another. The teacher does not seek strict adherence to the rules of behavior and does not require additional answers from the children. He gives children the opportunity to observe, guides them unnoticed, without taking away the initiative; helps to understand phenomena, connections between cause and effect, and leads to a conclusion. This type of conversation is characterized by the participation of different analyzers: vision, hearing, touch, muscular-motor sphere, motor activity. The second signal system (the word) deepens the impressions that the child receives through the senses. The child is given the opportunity to observe and touch. Greater activity is provided for children, they can look at and act. They should not be pulled back, as they can get carried away. Flexibility, tact, and resourcefulness are needed. The conversation plan can be changed because it is adjusted during the course of observation. During such a conversation, it is unacceptable to distract children from what is being observed; you should not go into details and talk about what they do not see. Since various activities take place during conversations, children do not get tired and feel light and free. Note that in the process of initial observations there is no opportunity for the development of a conversation and for the development of dialogical speech; it arises during repeated observations, based on existing ideas and knowledge. The main thing in kindergarten is final conversation, it is usually called generalizing. The purpose of the general conversation is to systematize, clarify and expand the experience of children gained in the process of their activities, observations, and excursions. It should be noted that this type of conversation, to a greater extent than the previous two, contributes to the development of dialogic speech, primarily due to the question-and-answer form of communication. In this regard, let us dwell in more detail on the methodology for conducting a generalizing conversation. Let's consider the most important issues for guiding the conversation: selection of content, determination of the structure of the conversation and the nature of the questions, the use of visual material and an individual approach to children. When planning a conversation, the teacher outlines a topic and selects appropriate content (The content of conversations was discussed above.). Taking into account the experience and ideas of children, cognitive (the amount of knowledge to consolidate and new material) and educational tasks are determined; volume of vocabulary to activate. Method of teaching dialogical speech in the process of everyday communication Conversation is important. With its help, you can influence all aspects of a child’s speech: correct mistakes, give an example of correct speech, develop dialogic and monologue speech skills. In an individual conversation, it is easier to focus the child’s attention on individual errors in his speech. A teacher can study all aspects of a child’s speech, identify its shortcomings, determine what the child should practice, find out his interests, aspirations, and mood. Conversations with children can be individual and collective. For example, a girl brought her bunny to the group. She is shy and silent. The teacher approached her and asked: “Have you fed your bunny at home?” - "Yes". - “What did you give him?” - “Seagull.” - “He drank tea. What did you eat? - “Bun.” - “What is your bunny doing now?” - “Sleeping.” - “So you feed the white bunny and put them to bed together.” Several children or the whole group participate in a collective conversation. For example, one day the children picked dandelions and put them in a vase. In the evening, leaving home, Yura went up to the bouquet, looked at it, was very surprised and called the other children: “Look, look, the flowers are closed!” “They’re the ones who want to sleep,” said Lucy. “No, they withered,” said another girl. This led to an unintentional conversation. Then the teacher supported him and explained why the dandelions closed. In the morning, when the children saw the flowers blooming again, the conversation continued. The best time for group conversations is a walk. Evening and morning hours are more suitable for individual conversations. But whenever a teacher speaks to children, the conversation should be useful, interesting and accessible. Conversations with children can be intentional or unintentional. Intentional conversations are planned in advance by the teacher. The teacher does not plan unintentional conversations; they arise on the initiative of the children or himself during walks, games, and routine processes. The teacher uses all moments of kindergarten life to talk with children. When meeting children in the morning, the teacher can talk to each child and ask about something (who made the dress? Where did you go on your day off with mom and dad? What interesting things did you see?). Methodology for teaching coherent statements such as reasoning Reasoning is the most complex type of monologue speech and is characterized by the use of rather complex linguistic means. The basis of reasoning is logical thinking, reflecting the diverse connections and relationships of the real world. Studies by Russian psychologists have shown that children early begin to notice elementary causal dependencies and draw conclusions. Already in older preschool age, some children have an understanding of the causes and consequences of phenomena. The development of an understanding of causality is associated with the observation of specific situations and the explanation of the content of pictures. In older preschool age, children use the simplest speech forms of reasoning, mainly in the form of a complex sentence with a subordinate clause of reason with the conjunction because. Observations of the speech of six-year-old children showed that in everyday communication they use statements containing reasoning. The frequency and nature of statements depend on the content and form of communication between the teacher and children, and on the organization of children's activities. If a teacher bases communication with children on disciplinary instructions, individual remarks, and does not create problematic situations during activities, then in this case, of course, they do not need to reason. If the task is to prove a certain point, children express themselves in more detail. Their reasoning, as a rule, consists of a thesis and an explanation-evidence that specifies the general provisions expressed in the thesis. Conclusions are not always formulated. In reasoning, children often rely on descriptions of objects. So, in stories about a favorite toy, in solving a riddle, they widely use description in their evidence. “My favorite toy is a dog. Her name is Bimka. His eyes are black. The mouth is red, the ears are brown. I play like with a real dog. I go for walks with her, I carry her in a bag. For example, I sleep with her. The most important thing is that she loves me. I'm looking after her. She will never bite me because I play with her a lot. I also love it because my mother gave it to me on March 8th.” To connect parts of the argument, children use conjunctions because, for that, therefore. Thus, even without special training, children use statements such as reasoning when necessary. The difficulties of creating such statements are due to their structural complexity and children’s ignorance of special linguistic means of connecting semantic parts. The task of working with children is: teaching them holistic, coherent reasoning, consisting of a thesis, evidence and conclusions; developing the ability to isolate the essential features of objects to prove the theses put forward; use various linguistic means to connect semantic parts (because, since, therefore, therefore, therefore); use the words firstly, secondly when proving; include elements of reasoning in other types of statements (contamination). One of the main conditions for developing the ability to reason is the organization of meaningful communication between the teacher and children and children with each other. In the process of communication, situations are created that require the resolution of certain problems, encouraging children to use explanatory and evidential speech. For this, for example, you can use: children's work in nature (in a corner of nature, children determine the condition of the soil, leaves of indoor plants and find out the need for watering them; determine the influence of moisture and light on the growth and development of plants); observations of seasonal changes in nature, explanation of dependencies that exist in nature; - examination of objects, their qualities, properties (what sinks in water and why? What fabric are summer and winter clothes made from and why?); design and construction tasks (assemble a structure according to the diagram and explain how you assembled it, what happened; build a bridge across a river, a railway, explain what parts you selected and why); classification of illustrations and pictures in the book corner, combining pictures into one group; explanation of the rules of board-printed, outdoor, word games. It is advisable to begin teaching statements such as reasoning in the classroom based on objective actions and a variety of visual material, gradually moving on to tasks on a verbal basis. Can be used: Creating problem situations based on visual material: a) children folding cut pictures and explaining their actions. Purpose of the task: develop logical thinking, consolidate the ability to compose a whole from parts; practice explanatory speech; b) arranging a series of plot pictures in a certain sequence depending on the development of the plot, time of day, etc. Games like “Expand and Explain”. The purpose of the task: to learn to establish a logical sequence of events, to use conjunctions in proof, so, if - then, words, firstly, secondly, to end the argument with a conclusion that begins with the words means, therefore. (You can use a series of pictures depicting the change of time of day, seasons from the “Album of Vocabulary and Logical Exercises” by V.A. Kiryushkin and Yu.S. Lyakhovskaya.) Children are asked to carefully look at the pictures, arrange them in a certain sequence and tell what happened and why. The teacher can give a sample of evidence and show ways to connect the semantic parts of the argument; c) determining the inconsistency of the phenomena depicted in the picture, highlighting illogical situations (the game “Fables in Pictures”). Purpose of the task: to learn to identify violations in the logic of events, to draw conclusions using complex sentences to express logical connections, and to use words in the process of argumentation, firstly, secondly. Children are offered pictures depicting animals that do not exist in nature, in violation of the patterns of seasonal phenomena in nature. Children look at fable pictures and argue whether this happens or does not happen, why; d) identifying cause-and-effect relationships between the objects depicted in the picture. The purpose of the task: to learn to establish cause-and-effect relationships between objects, to express these relationships by appropriate means of communication (because, since, if - then), to use the words, firstly, secondly, to list arguments. Children are offered pictures, for example, of a child sliding down a slide onto the roadway, of a melted snowman in sunny weather; two indoor plants standing on the windowsill, one of which is blooming, the other is dried out, etc. After looking at the pictures, the children tell what happened and why, whether it is possible to do this or not and why; e) classification of pictures by genus and type in games like “Remove the extra one.” Purpose of the task: continue to teach proof and ways of connecting the semantic parts of reasoning; f) guessing riddles based on pictures in “Find the answer” games. The purpose of the task: to highlight all the features indicated in the riddle, combine them in the proof, arrange the arguments sequentially, and use the necessary means of intratextual communication. Verbal tasks: a) conversations on the content of works of fiction with a discussion of the positive and negative actions of the characters, their motives; b) speech logical tasks. Let's give an example of a logical problem. “In the fall, a hare gave birth to a baby hare in the forest. He grew up cheerful and smart. One day the little bunny met a butterfly, a caterpillar and a bear cub. They all became friends, played and had fun until the cold weather. Winter came. The joyful New Year has arrived. The little hare decided to invite his friends to this holiday. But I didn’t find anyone in the forest. Why?". Purpose of the task: to develop the ability to establish the dependence of changes in the lives of animals and insects on the season and talk about it, determine the purpose of the argument, highlight its structural and semantic parts; continue to teach how to connect the semantic parts of reasoning; c) explanation of proverbs, making and guessing riddles without relying on visual material. The purpose of the tasks: to consolidate the ability to build a holistic argument, consisting of a thesis, evidence and conclusions, to use different ways of connecting semantic parts; d) compiling statements and reasoning on the proposed topic (example topics: “Why do migratory birds fly away?”, “Who can be called a good comrade?”). In the learning process, they use a model for constructing an argument, a plan reflecting its structure, a model, and suggestions for ways to connect phrases and semantic parts. Corrective games and activities for children with communication difficulties Relationships with other people begin and develop most intensively in preschool age. The first experience of such relationships becomes the foundation on which further personal development is built. The subsequent path of his personal and social development, and therefore his future fate, largely depends on how the child’s relationships develop in the first group of peers in his life - in the kindergarten group. This problem is of particular importance at the present time, when the moral and communicative development of children is of serious concern. Many negative phenomena observed in children and adolescents (aggression, alienation, cruelty, hostility, etc.) arise precisely at an early age, when a child enters into first relationships with others like himself. If these relationships develop well, if the child is drawn to his peers and knows how to communicate with them without offending anyone or being offended by others, we can hope that he will feel normal among people in the future. A very serious and responsible role in the formation of children's interpersonal relationships belongs to practical psychologists working in kindergartens. One of the main tasks that parents and educators set for psychologists is the cultivation of a humane attitude towards people and the formation of communication abilities. This issue is especially acute in relation to “difficult” children. It is known that already in the senior group of kindergarten there are quite stable selective relations. Children begin to occupy different positions among their peers: some of them become more preferred by most children, others less so. Typically, these most preferred children, to whom others are drawn, are called leaders. However, the term “leadership” is quite difficult to apply to a kindergarten group. With all the diversity of interpretations of leadership, its essence is mainly understood as the ability to be socially influential, to lead and manage others. The phenomenon of leadership is always associated with the solution of some group task, with the organization of collective activity. But the kindergarten group does not have clear goals and objectives, it does not have a common activity that unites all members. At the same time, there is no doubt about the fact of preference for certain children and their special attractiveness. It is more appropriate to talk here not about leadership, but about the attractiveness or popularity of such children. Popularity, unlike leadership, is not always associated with solving a group problem or leading an activity. The child’s position in the group and the attitude of his peers towards him is usually determined by sociometric methods adapted for preschool age. In these methods, in various story situations, children choose preferred and non-preferred members of their group. 3.3 Control stage of the study Target: To identify the level of development of communicative-speech readiness in children of the experimental and control groups at the control stage of the study. Determine the effectiveness of the integrated use of techniques, classes and correctional games. The control stage of the study took place in March 2009, the experiment involved an experimental group and a control group (10 children each), Municipal Educational Institution No. 31. We took N.G.’s methodology as a basis. Smolnikova, E.A. Smirnova. We have identified the following skills and levels: 1. Speech skills themselves: engage in communication (be able to and know when and how you can start a conversation with an acquaintance or stranger who is busy talking with others); maintain and complete communication (take into account the conditions and situation of communication; listen and hear the interlocutor; take initiative in communication, ask again; prove your point of view; express your attitude to the subject of conversation - compare, express your opinion, give examples, evaluate, agree or object, ask , answer; speak logically, coherently; speak expressively at a normal pace, use the intonation of the dialogue. Speech etiquette skills. Speech etiquette includes: address, introduction, greeting, attracting attention, invitation, request, consent and refusal, apology, complaint, sympathy, disapproval, congratulations, gratitude, farewell, etc. Ability to communicate in pairs, in a group of 3-5 people, in a team. The ability to communicate to plan joint actions, achieve results and discuss them, participate in the discussion of a specific topic. Non-verbal (non-verbal) skills - appropriate use of facial expressions and gestures. Optimal level - 5 points; High level - 4 points; Average level - 3 points; Low level - 1-2 points. The results obtained at the control stage of the study were recorded in tables 3 and 4. Table 3 - Skills discovered at the control stage of the study among preschoolers in the experimental group Name, age Speech skills themselves Speech etiquette skills Ability to communicate in pairs or groups Ability to communicate to plan joint actions Non-verbal skills Points, level Table 4 - Skills discovered at the control stage of the study among preschoolers in the control group Name, age Speech skills themselves Speech etiquette skills Ability to communicate in pairs or groups Communication skills for planners. joint valid Non-verbal skills Points, level The obtained levels of development of communicative and speech skills at the control stage of the study in children of the experimental and control groups will be entered in diagrams 3 and 4. Diagram 3 - Levels of development of communicative and speech skills at the control stage of the study in children of the experimental group Diagram 4 - Levels of development of communicative and speech skills at the control stage of the study in children of the control group At the control stage of the study, children in the experimental group showed excellent results in the development of communicative and speech skills; in the control group, the results remained virtually unchanged. The optimal level of development of communicative and speech skills was found in 30% of children in the experimental group, in the control group - 0%; A high level was shown by 40% of children in the experimental group and 20% of children in the control group. The average level of development of communicative and speech skills was shown by 30% of the experimental and 60% of children in the control groups. A low level was not found in the experimental group; in the control group this percentage was 20%. Conclusion The preschool education system is currently focused on approaching the child as a developing individual who needs understanding and respect for her interests and rights. Educational work with children is aimed at providing conditions that open up the child’s opportunity for independent action to master the world around him. With this approach, the problem of interaction between children and their peers and adults becomes especially important, which proves the relevance of the topic we are studying. Speech, as a historically established form of communication, develops in preschool childhood in two interrelated directions. Firstly, its practical use is improved in the process of communication between the child and adults and peers. Secondly, speech becomes the basis for the restructuring of thought processes and turns into a tool of thinking. The child learns correct pronunciation and correct understanding of speech addressed to him, his vocabulary increases significantly, he masters the correct use of grammatical structures of his native language. The preschooler begins to perform increasingly complex actions at the request of an adult, understand and retell increasingly complex fairy tales and stories. From situational speech develops into contextual, coherent, and then explanatory. The child masters speech practically, without realizing either the patterns to which it obeys or his actions with it. And only by the end of preschool age does he begin to realize that speech consists of individual sentences and words, and the word consists of individual sounds, he comes to the “discovery” that the word and the object designated by it are not the same thing, i.e. a word can be used as a substitute for an object even in its absence, used as a sign for an object. At the same time, the child masters generalizations of various levels contained in the word, learns to understand the cause-and-effect relationships contained both in the sentence and in the text. For example, he can finish a sentence, come up with the end of a story or a fairy tale on the proposed topic. According to the concept of M.I. Lisina, during preschool age, communication and interaction of children with peers go through a number of successively more complex stages. At each stage, a qualitative transformation of the structure of communicative activity occurs. One of the important acquisitions of preschool age that arises in the process of children’s contacts with each other is images of themselves and another person. So, the purpose of the course work has been fulfilled, the hypothesis has been confirmed, we have solved the following problems: We studied psychological and pedagogical literature on the problem of communicative and speech readiness of children for school; We studied the psychological and pedagogical foundations of children’s communicative and speech readiness for school; We studied the basics of teaching children to read and write; Conducted practical work to study the problem of children's communicative and speech readiness for school as the basis for a differentiated approach to teaching literacy; Conclusions were also drawn regarding the research problem. The course work has theoretical and practical significance for preschool teachers. Bibliography 1.Alekseeva M.M., Yashina V.I. Methods of speech development and teaching the native language to preschoolers. - M.: Academy, 2000. Babansky Yu.K. Optimization of the educational process: Methodological principles. - M.: Education, 1992. Borodich A.M. Methods of speech development in children. - M.: Education, 1994. Borodich A.M. Methods for developing children's speech. - M.: Education, 1991. Bukhvostova S.S. Formation of expressive speech in children of senior preschool age. - Kursk: Academy Holding, 1996. Wenger L.A., Mukhina V.S. Psychology. - M.: Education, 1998. Gvozdev A.N. Issues in studying children's speech. - M.: Education, 1991. Gening M.G., German N.A. Teaching preschoolers correct speech. - Cheboksary, 2000. Zhurova L.E. Teaching literacy in kindergarten. - M.: Education, 2004. Zolotova G.A. Communicative aspects of Russian syntax. - M.: Education, 2002. Karpova S.N. Awareness of the verbal composition of speech by preschoolers. - M.: Education, 1997. 12. Kudryavtseva E. The use of riddles in didactic games (senior preschool age) // Preschool education. - 2003. - No. 4. Lazarenko O.I., Sporysheva E.B. Lesson notes on developing creative thinking and oral language culture in 5-year-old children. - M.: Iris-Press, 2008. 14. Maksakov A.I. Learn by playing: Games and exercises with sound words. M.: Education, 1999. Maksakov A.I. Development of correct speech in the family. - M.: Mosaika-Sintez, 2008. Melekhova L.V. Preschooler's speech and its correction. - M.: Education, 1997. 17. Paramonova L.G. Speak correctly. - St. Petersburg: Dekoto, 1996. 18. Preparatory group for school in kindergarten / Ed. M.V. Zaluzhskaya. - M.: Education, 1995. “Gifted Child” Program (Basic Provisions). Scientific director L.A. Wenger. - M.: New School, 1995. Development Program (Basic Provisions). Scientific director L.A. Wenger. - M.: New School, 1994. 21. Seliverstov V.I. Speech games with children. - M.: Vlados, 2004. 22. Skvortsova L. Formation of interest in Russian folklore in children // Preschool education, 2007. N.G. Smolnikova, E.A. Smirnova. Methods of speech development for preschoolers. - M.: Education, 2005. Tikheyeva E.I. Speech development in children (early and preschool age). - M.: Education, 2001. Uspenskaya L.P., Uspensky M.B. Learn to speak correctly. Ed. 2nd. - M.: Education, 1993. Ushakova O.S., Strunina E.M. Speech development in children 5-6 years old. - M.: Ventana-Graf, 2008. Ushakova O.S. Speech development in preschoolers. - M.: Education, 2003. Shevtsova E.E., Vorobyova E.V. Speech development of a child from one to seven years. - M.: Sfera, 2008. Olesya Osipova Preparation for teaching literacy to children of senior preschool age Preparation for teaching literacy to children of senior preschool age Preparing Children for Literacy occupies a special place in the development of children's speech. Success in reading and writing will largely depend on how the child is introduced to diploma and in the acquisition of the Russian language in general. Research by scientists has made it possible to establish the most sensitive timing for starting teaching children literacy. Preparation should begin in high school kindergarten group, since a five-year-old child has a special flair for language. The child has special sensitivity and receptivity to the sound side of speech, so work with the word should go from the semantic meaning of the word to the sound. Social order of parents, special interest of modern children to reading led to a change in the content of classes on preparing children for literacy in kindergarten. Tasks have appeared that were not previously set for children and teachers preschool institutions. Primary tasks include teaching older preschoolers to read. Teachers use printed copybooks, which allows teach cursive writing to five year olds. Currently, it is advisable to establish continuity between a specific preschool educational institution and a specific school in determining the content and scope of work on literacy training for preschoolers. The child’s speech and language development should proceed smoothly within age capabilities and individual characteristics of each child. Continuity will eliminate duplication of school programs for preparing children for education in preschool educational institutions. Organizing work on preparing for literacy, the teacher always needs to remember that the main thing is to take into account the child’s characteristics preschooler, his interests and needs. You cannot break the usual way of life, overload the schedule of classes, reduce the schedule of classes, reduce the time of games and other activities. Preparation to school - the organization of a full-fledged, emotionally rich life of the child, satisfying his interests and needs throughout preschool childhood. The knowledge acquired by a child in the process of activity, cognition and communication is, first of all, a condition for personal development. The importance is not in their accumulation, but in the ability to solve important life problems with their help. Modern parents want to see their children well prepared for school(in their opinion, this is mastering the ability to read and write). And if the kindergarten does not solve this problem, then parents, as a rule, quickly find ways to satisfy their needs: the child begins to attend classes or "early development school", or in preparatory classroom of a secondary school. (And this is on top of the classes that are held in kindergarten) and if we add to this a 6-7 year old child’s visit to a music school, art studio or sports section, then one can easily imagine the general picture of the educational load on a modern child - preschooler. Practice has confirmed that the shift towards the intellectualization of education preschoolers will not give value-significant results in the holistic development of the child’s personality. The main task of an adult (teachers, parents)– preserve the world of childhood, help the child live his childhood years in joy, ensure gradual social maturation. What are the content requirements? teaching children literacy in modern educational programs. In the updated version of the Russian programs« Kindergarten education and training programs» (edited by M. A. Vasilyeva) volume and content of work on literacy preparation are maintained. By the end of the year, baby must: distinguish between concepts "sound", "syllable", "word", "offer"; name words in a sentence, sounds and syllables in words in sequence; find words with a given sound in a sentence, determine the place of the sound in a word. The ability to name sounds in words in sequence presupposes the skill of sound analysis of the composition of a word. In an updated version programs saved in the department name "Speech development", and the subsection or area of ​​activity is formulated as « Preparing for literacy» . Traditional content of work on preparing children for literacy includes three directions: 1) Development of coherent speech; 2) Preparing to Learn to Read; 3) Preparing to Learn Writing. These areas should become a mandatory structural component of classes. Getting started organizing the process teaching older preschoolers, it is important for the teacher to consider two moment: education should not destroy the naturalness of life children and forced education is useless. In the process of organized educational activities, the spirit of discovery should prevail (do not tell children anything ready-made). Conditions must be created for the child to use search methods of orientation in tasks. Children should be contacted more often tasks: think, guess. At preparation and organization of classes, the teacher should strive to expand the field of active creative mental activity children, include a situation of dispute, discussion, ask to justify your opinion or answer. It must be remembered that each child has his own time and his own hour of comprehension. Ten tips for parents Tip 1. Work with your child regularly, choose areas of study, do not jump from one type of activity to another. Tip 2. Do not work with your child if he is not feeling well or is actively refusing to study. Tip 3. Start the lesson with your favorite or easy-to-complete tasks - this will give your child confidence in his abilities. Tip 4. Treat your child’s difficulties and failures calmly and without irritation. Tip 5. Don’t scold or shame your child for failures. Tip 6. Patiently explain anything that is not clear. Tip 7. Encourage and support the child in cases when he experiences difficulties or fails at something. Tip 8. Be sure to find something to praise your child for during each lesson. Tip 9. Do not force your child to repeatedly repeat those tasks that are difficult and not successful. In such cases, you should return to similar, but simpler tasks. Tip 10. Learn to see not only the weaknesses, but also the strengths of the child’s development. Organize activities so that the child can use his developmental strengths. Publications on the topic: “Preparing preschool children for schooling” Preparing a child for school and ensuring his successful adaptation to the conditions of school life is one of the important tasks not only. The use of gaming technologies in preparation for teaching literacy to children of senior preschool age. The use of gaming technologies in preparation for teaching literacy to children of senior preschool age. Utina Svetlana Yurievna teacher. Card index of didactic games for preparing children of senior preschool age for learning to read and write Senior group No. p name goal Progress of the game 1. Didactic game “Name the toy” Development of ideas about the variety of words. Acquaintance. Summary of a lesson on teaching literacy to children of senior preschool age. Topic: The vowel sound a and the letter A. Literacy lesson notes. Lesson No. 1 Topic: “Vowel sound A, letter A, a. Determining the place of sound in words. Dividing words into Summary of a literacy lesson for children of senior preschool age “Journey through the fairy tale “Geese and Swans” Summary of a lesson on teaching literacy for children of senior preschool age "Journey through the fairy tale "Geese and Swans" Purpose: to repeat and consolidate. To determine the essence of preparation for learning to read and write, one must first understand what the features of written speech are and what is most important in the process of mastering reading and writing. Reading and writing are types of speech activity, the basis for which is oral speech. This is a complex series of new associations, which is based on the already formed second signaling system, joins it and develops it (B. G. Ananyev). Consequently, the basis for teaching literacy is the general speech development of children. Therefore, in preparation for learning to read and write, the entire process of speech development of children in kindergarten is important: the development of coherent speech, vocabulary, the grammatical aspect of speech, and the development of a sound culture of speech. Research and teacher experience have shown that children with well-developed speech successfully master literacy and all other academic subjects. Of particular importance is the formation of an elementary awareness of someone else’s and one’s own speech, when the subject of children’s attention and study is the speech itself and its elements. The formation of speech reflection (awareness of one’s own speech behavior, speech actions), free speech is the most important aspect of preparation for learning written speech. This quality is an integral part of general psychological readiness for school. Arbitrariness and conscious construction of a speech utterance are psychological characteristics of written speech. Therefore, the development of arbitrariness and reflection in oral speech serves as the basis for subsequent mastery of written speech. Indicators of a certain level of speech awareness and readiness to learn to read and write are the following skills: focusing one’s attention on a verbal task; construct your statements arbitrarily and deliberately; choose the most appropriate language means to perform a verbal task; think about possible solutions; evaluate performance on a verbal task. The formation of speech skills and awareness of the phenomena of language and speech are interconnected aspects of a single process of speech development. On the one hand, the improvement of speech skills is a condition for subsequent awareness of language phenomena; on the other hand, conscious operation of language and its elements is not isolated from the development of practical skills. Purposeful preparation for learning to read and write, the formation of basic knowledge about speech increases the level of its arbitrariness and awareness, which, in turn, has an impact on the overall speech development, increasing the speech culture of children (FOOTNOTE: Sokhin F. A. Main tasks of speech development//Development speech of preschool children / Edited by F. A. Sokhin. - M., 1984). Thus, there is a need for a two-way relationship between the language development process in kindergarten and literacy preparation. The mechanisms of reading and writing in modern psychology are considered as processes of encoding and decoding oral speech. In oral speech, the meaning of each word is encoded in a specific set of speech sounds. In written speech, a different code is used (these can be hieroglyphs, as in Chinese, or letters, as in Russian), correlated with oral speech. The transition from one code to another is called recoding. Reading is the translation of the letter code into the sound of words, and writing, on the contrary, is the recoding of oral speech. D. B. Elkonin showed that the reading mechanism is determined by the writing system in a particular language (FOOTNOTE: D. B. Elkonin. How to teach children to read. - M.: Znanie, 1976. - Issue 4). For example, in hieroglyphic writing, semantic units (words, concepts) are encoded using special icons - hieroglyphs. There are as many of them as there are words-meanings in the language. With this writing system, learning to read comes down to memorizing the meanings of individual hieroglyphs. Although this is a labor-intensive and lengthy process, it is simple in its psychological nature: its main components are perception, memorization and recognition. In syllabic writing systems, the sign of a syllable is already associated with the sound form; its meaning is established through analysis of the sound form of the word. Learning to read in this case is easier: the syllabic analysis of words, necessary during recoding, does not present any particular difficulties, since the syllable is a natural pronunciation unit. When reading, merging syllables also does not cause difficulties. Learning to read includes: dividing words into syllables, memorizing the graphic sign of a syllable, recognizing its sound meaning by the graphic sign of a syllable, merging the sound forms of syllables into a word. Russian writing is sound-letter. It accurately and subtly conveys the sound composition of the language and requires a different reading mechanism: the recoding process in it is ensured by the sound-letter analysis of words. Therefore, the psychological mechanism of reading changes: the initial stage of reading is the process of recreating the sound form of words according to their graphic (letter) model. Here, the student learning to read acts with the sound side of the language and without correctly recreating the sound form of the word cannot understand what is being read (FOOTNOTE: Ibid. P.17). All searches throughout the history of teaching reading methods, notes D. B. Elkonin, were aimed at clarifying this mechanism for recreating the sound form of a word according to its letter model and the methods of its formation. As a result, the path of literacy learning was determined: the path from learning sound values ​​to letters; way of analysis and synthesis of the sound side of speech. Therefore, in modern methodology, the sound analytical-synthetic method of teaching literacy has been adopted. Its very name suggests that learning is based on analysis and synthesis of the sound side of language and speech. In most cases today, variants of the sound analytical-synthetic method are used (sound-syllabic method of V. G. Goretsky, V. A. Kiryushkin, A. F. Shanko; method of D. B. Elkonin and others). This method is based on the positional principle of reading, i.e. The pronunciation of a consonant phoneme when reading should be carried out taking into account the position of the vowel phoneme following it. For example, in the words small, chalk, crumpled, soap, mule, the consonant sound is pronounced differently each time depending on what sound follows it. When teaching literacy, this is manifested in the fact that students must: 1) clearly distinguish all vowel and consonant phonemes; 2) find vowel phonemes in words; 3) focus on the vowel letter and determine the hardness or softness of the preceding consonant phoneme; 4) learn consonant phonemes in combination with all vowels. Analysis of the reading mechanism leads to the conclusion that children must acquire a broad understanding of the sound aspect of speech. It is necessary to pay great attention to the development of phonemic hearing. Phonemic hearing is the ability to perceive the sounds of human speech. Researchers of children's speech (A. N. Gvozdev, V. I. Beltkzhov, N. X. Shvachkin, G. M. Lyamina and others) have proven that phonemic hearing develops very early. By the age of two, children distinguish all the subtleties of their native speech, understand and respond to words that differ in just one phoneme (bear - bowl). However, primary phonemic hearing, sufficient for everyday communication, is not enough to master reading and writing skills. It is necessary to develop its higher forms, in which children could dissect the flow of speech, words into their constituent sounds, establish the order of sounds in a word, i.e. analyze the sound structure of a word. Elkonin called these special actions of analyzing the sound structure of words phonemic perception. The actions of sound analysis, as research has shown, do not arise spontaneously. The task of mastering these actions is set by an adult to the child in connection with learning to read and write, and the actions themselves are formed in the process of special training, in which children are taught the means of sound analysis. And primary phonemic hearing becomes a prerequisite for the development of its higher forms. The development of phonemic hearing, the formation of a broad orientation of children in linguistic reality, the skills of sound analysis and synthesis, as well as the development of a conscious attitude towards language and speech is one of the main tasks of special preparation for learning to read and write. The development of phonemic awareness and phonemic awareness is of great importance for mastering reading and writing skills. Children with undeveloped phonemic hearing have difficulty learning letters, read slowly, and make mistakes when writing. On the contrary, learning to read is more successful against the background of developed phonemic awareness. It has been established that the simultaneous development of phonemic hearing and learning to read and write have a mutual inhibition (T. G. Egorov). Orientation in the sound side of a word has a broader meaning than just preparation for mastering the beginnings of literacy. D. B. Elkonin believed that all subsequent learning of the language - grammar and associated spelling - depends on how the child discovers the sound reality of the language and the structure of the sound form of the word. Readiness for learning to read and write also lies in a sufficient level of development of analytical-synthetic activity, since the initial stage of mastering reading and writing skills requires the skills of analysis, comparison, synthesis and generalization of language material. Most popular 1 Lecture on biology on the topic "Phylogenesis of the musculoskeletal and nervous systems" Phylogenesis of the muscular system: patterns of development 2 Homemade cookies with cream 3 King Bhumibol Adulyadej of Thailand: divine king with camera 4 Piggy Bank - Bible Questions 5 Recipe: Zucchini pancakes - With cheese - very tender and tasty warframetrader.ru Groups Users Tatiana O Elena Berezovskaya Fun party School Kindergarten