Features of the formation of phrase speech in preschoolers with general speech underdevelopment

Автор: Мастерная Мария Александровна

Организация: НИУ БелГУ

Населенный пункт: Белгородская область, г. Белгород

Автор: Марков Александр Владимирович

Организация: НИУ БелГУ

Населенный пункт: Белгородская область, г. Белгород

Abstract

The article discusses the specific features of the formation of phrase speech in preschool children with general speech underdevelopment (GSR) of the II level. The article analyzes the main difficulties that children face when constructing coherent statements, as well as the methods of correctional work. Special attention is paid to the role of a comprehensive approach in overcoming speech disorders and the importance of cooperation between specialists, teachers, and parents.

Keywords: General speech underdevelopment, phrase speech, preschool age, speech therapy correction, speech development, communication skills, and game technologies

The formation of phrase speech is one of the most important stages of a child's speech development. In children with general speech underdevelopment, this process is characterized by a number of specific features and requires special correctional measures.

The formation of phrase speech in preschoolers with general speech underdevelopment of the second level is characterized by a number of specific difficulties related to limited vocabulary and grammatical disorders. Unlike their peers with normal speech development, these children experience significant difficulties in constructing coherent statements, which hinders the development of dialogical and monological speech.

Lexical underdevelopment in children with OCD manifests itself in a limited range of actively used words, the absence of abstract concepts, and insufficient mastery of word forms. This affects the ability to form simple and complex phrases, especially in situations of creative speech activity. Terminological poverty limits the ability to express thoughts and makes it difficult to perceive and reproduce narrative structures.

Grammatical disorders in preschoolers with OCD manifest themselves in the incorrect use of case and personal endings, violations of word agreement in a sentence, and deformations of word order. These features significantly reduce the coherence and cohesion of speech, making it difficult to develop conversational skills and leading to frequent errors in sentence construction.

An important aspect of the development of phrase speech is the development of syntactic skills, which are formed more slowly and with more errors in children with general developmental disorders. This delay is caused not only by lexical and phonetic difficulties, but also by a deficit in the language structure, which requires targeted correction and the use of special methods.

One of the important factors in the successful development of phrase speech is the collaboration between specialists, teachers, and parents. The coordination of actions and the regular exchange of information about the child's achievements and difficulties create a favorable environment for integrated speech development. With the help of methodological recommendations, parents can continue their correctional work at home, which significantly increases the effectiveness of education.

It is also important to correlate practical recommendations with the requirements of the Federal State Educational Standard for Preschool Education, which sets specific criteria for the development of speech skills during the preschool period. An analysis of current approaches and prospects for the development of correctional practice allows us to identify effective strategies for supporting speech development in children with Level II OНР.

Methodological foundations for correcting phrase speech in children with OНР
 

The correction of phrase speech in children with general speech underdevelopment (GSD) of the second level requires a comprehensive scientific and methodological approach that covers all key components of speech development: vocabulary, grammar, and communication skills. This approach is necessary because phrase speech in children with GSD is characterized by a complex combination of agrammatism, lexical poverty, and semantic disorders, which cannot be effectively corrected with single methods or unidirectional exercises.

The basis of the correction method is a systematic diagnosis aimed at a detailed analysis of the level of development of phrase speech based on several criteria. An important part of the diagnosis is assessing children's ability to construct statements in various communicative situations, such as describing objects, narrating events, and retelling a text. This allows you to determine the stage at which the speech functions have been formed, identify problem areas, and plan the stages of correctional work, taking into account the individual characteristics of the child and the degree of speech deficiency.

It is methodologically expedient to consider the formation of phrase speech as a sequential process in which minimal speech units — words — are gradually combined into extended and grammatically correct sentences. As a result of this gradual development of skills, the ability to create coherent and complete statements that reflect the child's cognitive and communicative needs is developed. The correction of the grammatical structure and lexical composition of speech should be carried out in parallel to reduce the effectiveness of errors in agrammatism by expanding the vocabulary and mastering language norms.

The use of visual support tools, such as illustrations, diagrams, and visual aids, is one of the main components of systemic intervention. Visual materials help children with OCD to understand the structure of phrases, form grammatical concepts, and navigate the content of speech statements. Additionally, visual support reduces the burden on memory and attention, making it easier for children to perceive and reproduce speech material, which significantly enhances the effectiveness of their learning experience.

A comprehensive approach to correction involves the constant stimulation of a child's communicative activity, the development of their motivation for verbal interaction, and the improvement of their skills in both dialogical and monological speech. This requires targeted efforts to expand their vocabulary, correct their phonetic and phonemic impairments, and develop their grammatical norms, as well as consistent practice in constructing sentences of varying complexity. Regular and systematic sessions with a speech therapist contribute to the gradual improvement of speech quality and facilitate the child's adaptation to social communication.

When organizing correctional work, the individual characteristics of each child are taken into account, which necessitates the selection of specific methods and techniques that take into account the level of impairment and the dynamics of speech development. This individual approach ensures flexibility and variability in the educational process, which is particularly important when working with children who have impaired speech components but normal intelligence and hearing functions.

An important stage in preparing for special correction methods is the creation of an environment that is conducive to speech development, including the selection of appropriate speech material and the organization of activities that stimulate speech interaction. In the future, it is planned to consider in detail specific correction methods aimed at developing vocabulary, grammar, and communication skills, which are adapted to the needs of children with general speech underdevelopment of the second level.

The main areas of correction methods are:

• Vocabulary development
• Formation of the grammatical structure
• Use of game technologies
• Work on coherent speech
• Interaction between specialists and parents

Game and communication methods in the development of speech activity.

Game activity serves as a leading tool in the correctional work on the development of phrase speech in preschool children with general speech underdevelopment (OSD). Game creates an emotionally comfortable environment, stimulates speech activity, which is especially important for children with speech disorders, who have a reduced motivation for communication. The use of game methods eliminates the fear of mistakes, increases children's interest, and contributes to the formation of a positive attitude towards classes, turning the learning process into a creative and exciting activity

Effective methods of game activity include:

• Articulation gymnastics
• Didactic games
• Role-playing games
• Communicative exercises
• Visual aids

Federal State Educational Standard for Preschool Education: Requirements for Speech Development

The Federal State Educational Standard for Preschool Education (FSES DO) defines the development of speech activity as a priority educational area integrated into the content and organization of the educational program. In the standard, speech is considered not only as a means of communication, but also as an important element of the child's cultural development, contributing to the formation of his personality, taking into account his psychophysiological and age-related characteristics. The educational program provides for the creation of conditions for the comprehensive development of speech skills through systematic work aimed at enriching the active vocabulary, forming coherent grammatical speech, developing dialogical and monological forms of communication, as well as stimulating speech creativity and sound culture.

The main provisions of the Federal State Educational Standard for Preschool Education:

• Creating a speech environment
• Individual approach
• Development of all speech components
• Integration with other educational areas

In summary, it can be assumed that the methodological foundations for correcting phrase speech in children with general speech disorder are based on a comprehensive systemic approach that includes comprehensive diagnostics, step-by-step training in constructing speech structures, the use of visual support, and an individual approach. This ensures preparation for the effective application of specific correction methods aimed at developing coherent, grammatically correct, and functionally rich phrase-level speech in preschoolers with this type of speech disorder.

Thus, the formation of phrase speech in preschoolers with general speech underdevelopment of the II level is possible and effective under the condition of systemic correctional support, which includes the development of vocabulary, grammar, as well as the activation of speech motivation through the use of game and communicative means. The interaction of all participants in the educational process is a key factor in success, which ensures the creation of a favorable environment for the full-fledged speech development and further socialization of the child. Further development of the theoretical and practical foundations of phrase speech correction, as well as the expansion of the use of innovative methods and technologies, will lead to an improvement in the quality of correctional assistance and will contribute to a more successful integration of children with speech disorders into the educational and social environment.

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