How to continue speech development?

Many parents, in order to get their child to speak faster, try to give him more verbal examples: "say - clock, say - spoon". But even if your child clearly repeats the words you suggest, this does not mean that he understands what was said, and it is not at all necessary that he remembered this word.

For a long time it was believed that imitation is the only source of speech development, and the game "say - say" is the main method of teaching speech. Observations and analysis show that there is no direct connection between imitation and active speech of a child. He can reproduce a word like a parrot, but will never use it independently, in a real situation.

In addition, imitation in children is often delayed: a child can reproduce a word he heard after some time, when the adult himself has already forgotten what he tried to teach the child.

Thus, the connection between imitation and speech is not direct and not so simple. And yet, imitation is a necessary condition for mastering speech. After all, children always speak the language that their parents speak. But speech sounds are not simply repeated by the child, but express and reflect his own impressions, his actions, due to which they become his own words, and not just copies of the words of adults. Therefore, helping a child to speak, parents should not only take care of the correct pronunciation of words, but also strive to ensure that the child actively perceives the world, independently acts in it and expresses his impressions of it through speech. That is, when playing "say - say", you must necessarily (in addition to what you name), also show the object. Otherwise, the child will not be able to develop a stable connection between the object and its name.

From the age of one and a half, the main task is to develop active speech and understanding of adult speech in children. The child needs to be taught to understand the names of unfamiliar or completely unfamiliar objects, phenomena, events, actions that occur not only in the immediate immediate environment, but also in a more distant environment (on the street, in the yard), and also to understand the names of the features of objects. The child must learn to carry out your simplest, and then more complex instructions.

Children between one and a half and two years of age expand their vocabulary at a much faster rate than before. Toddlers begin to include words they have learned to understand in their speech. Now they need to be taught to form sentences of three or more words. It is necessary to teach the child to address adults or peers on various occasions, ask questions, share impressions of what they have seen or heard.

At this age, the connections between a word and an object become stronger. The child can already generalize objects, selecting similar ones at the request of an adult. (If earlier, when asked to give a cup, the baby would hold out his own (the blue one with the teddy bear), now he gives any cup, since he knows what a "cup" is).

If the active vocabulary of a child aged 1 year 3 months to 1 year 6 months is about 30-40 words, then by the age of two it increases to 300 words. If earlier children used "light" words (water - "drip-drip"; dog - "woof-woof"; cat - "meow" etc.), now these words are becoming less and less.

Speech, composed of two- or three-word sentences, becomes a means of communication with adults in a variety of situations: when examining the surroundings, during a game, when in need of something. The child increasingly begins to ask questions: "And this?" or "What is this?" And although the age of "why" has not yet arrived, some curious children begin to "annoy" their parents with these questions. In this case, it is important not to discourage the child from learning something new with your irritated answer. You need to patiently explain to the child what he is asking about.

Anecdote: A mother and her son came to the sea for the first time. They went ashore. The mother is delighted, and the son looks dully at the sea and asks: "Mom! What's that?" The mother answers: "Son! It's the sea. Do you see how blue and huge it is, the water in it is salty, but clean!" The son listened and asked again: "Mom! What's that?" The mother (already less enthusiastically): "Son! It's the sea. It's big, blue, deep." Son: "Mom! What's that?" The mother again answers approximately the same thing. This continues two or three more times. Finally, to the boy's next question - "Mom! What's that?" The mother grabs him by the collar and dunks his head in the sea, saying: "Son! What's that!" Emerging and snorting, the child asks in fear: "Mom! What was that?").

By the end of the second year of life, imitation continues to develop intensively. Children repeat entire phrases and sentences after adults. They are already able to use different parts of speech, understanding the meaning of sentences that reveal a present, past or future event. They can already speak in phrases that are narrative or interrogative in nature. Their speech becomes more expressive.

Usually, understanding precedes the emergence of active speech. However, active speech can be delayed quite significantly and this is already the result of improper upbringing. To prevent this from happening, it is necessary to use some special methods and techniques.

For example, such a technique would be an adult's attempt to encourage the child to perform various actions during play: "give", "show", "bring", "put", "take". With the help of this method, orientation in the surroundings, understanding of the names of objects and actions are formed, but the child's own speech is not sufficiently activated. Therefore, after the child has completed the task given to him, it is necessary to ask: "What did you bring me?", "Where did you go?", "What did you take?". The same should be done during games with toys, each time asking again: "What are you doing?"

Any situation needs to be translated into speech. For example, a child asks for something, but does not motivate it with words. (All parents understand well what their child wants to say or ask for). But if he comes up, pointing his finger at the desired thing, and instead of asking, just moans, you simply have to ask what he wants, and if the child does not say it with words, then say it for him. And then ask him to repeat the question or request that you said. It is possible that you will not be able to achieve what you want right away. But the value of these questions is that they activate the child's thinking activity.

Usually, children's speech reactions are activated at moments of strong interest. Therefore, these moments must be used, even if they arose accidentally, not to mention the fact that they must be created specifically. Thus, work on the development of speech and orientation in the surrounding world must be carried out simultaneously: by expanding the horizons, adults also develop the child's speech. If adults do not accompany their actions with speech, and the objects that the child encounters every day are not shown to him in new relationships, then cognitive activity decreases (along with the fading of the orienting reaction to the novelty of the situation: the child develops a passive attitude to what is happening). By mastering action faster than words, the child learns to do without verbal communication with an adult, ceases to be interested in his actions, and becomes indifferent to what is happening.

You can activate the child's development and speech not only by naming objects and actions with them, but also by pointing out the result of these actions. That is, you need to indicate why this or that action is being performed. For example: "You need to wash your hands with soap so that they are clean", "Let's put on a hat and scarf so as not to freeze." Usually, the result of such training is that the child makes a "discovery" that all objects have a name and are intended for something. This is a huge leap in the development of the child's cognitive activity.

Everyday, purposeful conversations between an adult and a child contribute to the fact that in the second half of the second year of life, the nature of communication changes: it becomes verbal and on the part of the child. He asks questions more actively: "Lyalya bai?" (Is the doll sleeping?) or "Kisya am?" (Is the cat eating?). "Yes," the adult answers, "the doll is sleeping, the cat is eating.

Showing children objects and actions with them during dressing and feeding, the adult names them. Sometimes he uses the technique of his own question and answer: emotionally plays out everyday situations, asks a question and answers for the child, who begins to understand the situation better. For example, during a meal: "What is Olenka eating? A cutlet! Is the cutlet tasty? Very tasty! Does she like the cutlet? I really like it!" The adult's word coincides with the baby's feelings, becomes understandable, and the answers create a certain emotional attitude to what is happening and explain the situation as a whole, teach to understand what is happening.

Children in their second year of life are not yet able to notice essential features in objects, since their ability to compare objects and distinguish them is not sufficiently developed. Therefore, they often generalize objects not by essential features, but by external, striking ones. But from the age of one and a half, they learn to generalize objects by their essential features and make fewer mistakes in recognizing "assigned" objects.

First, it is necessary to teach the child to recognize familiar objects, to "see" differences in them, and then common features. For this purpose, familiar but sharply contrasting objects are selected first, then unfamiliar, sharply contrasting ones; after that - outwardly similar by some feature; finally - similar by many features.

It is advisable not to give a large amount of new information at once, but to gradually expand and enrich the child’s knowledge through practical mastery of subject reality.

Considering that by the age of one and a half years children begin to walk well, they should be introduced to new pieces of furniture - a wardrobe, a sofa, a bench; clothing - a shirt, pants, tights, socks, etc., and taught to navigate freely among them.

As a result of daily work on familiarization with the environment, children begin to navigate well in the room. By 1 year 9 months, children learn the meaning of similar objects - a wardrobe for clothes, for dishes, for toys, etc., and by two years they easily find items of clothing for a boy (shirt, trousers), for a girl (dress, blouse, skirt), distinguish a plate from a bowl, a cup from a glass, recognize a teapot, a saucepan, a frying pan. They develop more accurate information about the environment and a more complex orientation in the room: they know where the window, door, ceiling, floor, lamp are; they learn the purpose of the bedroom, dining room, bathroom. By two years, children know the purpose of basic bedding - a pillow, blanket, mattress, sheet.

Thus, in the game the child displays what he sees in real life and in the actions of adults. At the same time, despite the fact that a special task of speech development is not set, the learning process itself contributes to the development of speech.

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