How to continue the development of speech?

Many parents, in order for the child to speak quickly, try to give him more verbal samples: "Tell me - watch, say - a spoon." But even if your child clearly repeats the proposed words for you, this does not mean that he understands what was said, and it is not at all necessary that he remember this word.

For a long time it was believed that imitation is the only source of speech development, and the game of "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 the child. He can reproduce a word like a parrot, but he will never use it himself, in a real situation.

In addition, often the imitation of the children is delayed: the child can reproduce the word he has heard after some time, when the adult himself has forgotten that he was trying to teach him the baby.

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

From one and a half years the main task is the development of active speech and understanding of adult speech in children. The child must be taught to understand the names of unfamiliar or completely unfamiliar objects, phenomena, events, actions that occur not only in the immediate vicinity, but also in a more distant environment (in the street, in the courtyard), and also understand the name of the attributes of objects. The child must learn to carry out your simplest, and then more complex assignments.

In children from one and a half to two years, the expansion of the vocabulary is much faster than before. Kids start to include in their speech words that they have learned to understand. Now they need to be taught to compose 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 from what he has seen or heard.

At this age, the connections between the word and the object become stronger. The child can already generalize objects, choosing at the request of an adult homogeneous. (If earlier the kid was stretching his own one (blue, with a bear) to the request to serve a cup, now he gives any cup, because he knows what a "cup" is).

If the active dictionary of a child aged 1 year 3 months. Up to 1 g. 6 months. Is about 30-40 words, then by 2 years it increases to 300 words. If earlier children used "light" words (water - "cap-drip", dog - "av-av", cat - "meow", etc.), now these words are getting smaller.

Speech, composed of two-three-sentence sentences, becomes a means of communicating with adults in a variety of situations: when viewing the surrounding, during the game, with the need for something. The child increasingly starts to ask questions: "And this?" or "What is this?". And although the age of the "why" has not yet arrived, some curious kids begin to "get" these questions from their parents. In this case, it is important not to discourage the child from learning about the new with his irritated response. It is necessary to patiently explain to the child what he asks.

Joke: Mom and her son came for the first time on the sea. We went ashore. Mom is delighted, and the son looks at the sea with a dull look and asks: "Mom, what's this?" Mom replies: "Son, this is the sea, you see how blue it is, huge, the water in it is salty, but clean!" The son listened and asked: "Mom, what about this?" Mom (already less enthusiastic): "Son, it's the sea. It's big, blue, deep." Son: "Mom, what is this?" Mom again responds about the same. This continues two or three more times. Finally, the next question of the boy is "Mom, what is this?" Mom grabs him by the collar and ducks his head in the sea, saying: "Son, this is the sea!" Emerging and snorting, the child frightenedly asks: "Mom, what was that?").

By the end of the second year of life, imitation continues to develop intensively. Children repeat for adults whole phrases, sentences. They are able to use already different parts of speech, understanding the meaning of proposals that reveal the present, past or future event. They can already talk with phrases that are narrative or interrogative. Their speech becomes more expressive.

Usually understanding outstrips the emergence of active speech. However, active speech can lag quite significantly and this is already the result of incorrect education. To avoid this, you need to apply some special methods and techniques.

Such a technique, for example, will be the effort of an adult to induce a child to take different actions during the game: "give," "show," "bring," "put," "take." With the help of this method, an orientation in the environment is formed, an understanding of the names of objects and actions, but the child's own speech is not sufficiently activated. Therefore, after the child has fulfilled the assignment given to him, it is necessary to ask: "What did you bring to me?", "Where did you go?", "What did you take?". The same thing should be done during games with toys, every time asking: "What are you doing?"

It is necessary to translate any situation into speech. For example, a child asks for something, but does not motivate it with words. (All parents understand what a child wants to say or ask for). But if he comes up, poking his finger at the desired thing, and instead of asking simply mumbling, you just have to ask what he wants, and if the child does not speak in words, then say it for him. And then ask him to repeat that question or the request that you said. It is possible that you will not be able to achieve what you want at once. But the value of these questions lies in the fact that they activate the thinking activity of the child.

Usually, speech reactions in children are activated in moments of strong interest. Therefore, these moments must be used, even if they happened by chance, not to mention the fact that they need to be created specifically. Thus, work on the development of speech and orientation in the world around us should be carried out simultaneously: expanding the horizon, adults develop and speech of the child. If adults do not accompany their actions with speech, and the objects with which the baby comes across every day are not shown to him in new interrelations, then cognitive activity decreases (along with the extinction of the orienting reaction to the novelty of the situation: the child has a passive attitude to what is happening). Mastering the action faster than with the word, the child learns to do without speech communication with the adult, ceases to be interested in his actions, becomes indifferent to what is happening.

Activate the development of the child and his speech can not only designate the objects and actions with them, but also pointing to the result of these actions. That is, it is necessary to indicate - why this or that action is being carried out. For example: "You need to wash your hands with soap and make them clean", "Let's put on a hat and scarf to stay warm." Usually the result of this training is that the child, as it were, makes an "opening", that all objects have a name and are intended for something. This is a huge leap in the development of the cognitive activity of the baby.

Everyday purposeful conversations between the adult and the child contribute to the fact that in the second half of the second year of life the character of communication changes: it becomes verbal and from the side of the child. He asks more questions: "Lala's buy?" (the doll is asleep?) or "Kissing am?" (the cat eats?). "Yes," the adult replies, "the doll sleeps, the cat eats."

By showing children objects and activities with them in the process of dressing, feeding, the adult calls them. Sometimes he uses the reception of his own question-answer: he emotionally loses the everyday situations, asks the question and is responsible for the child, who begins to understand the situation better. For example, during a meal: "What's eating Olenka? Cutlet, a delicious cutlet? Very tasty! Do you like meatball? I like it!" The word of the adult coincides with the feelings of the baby, it becomes clear, and the answers create a certain emotional attitude to what is happening and explain the situation as a whole, they teach you to understand what is happening.

Children of the second year of life do not yet know how to notice significant features in subjects, since they have insufficient ability to compare objects and distinguish them. Therefore, they often generalize objects not by essential features, but by external, conspicuous ones. But from a year and a half they learn to generalize objects according to their essential characteristics and make fewer mistakes in recognizing "given" subjects.

In the beginning, it is necessary to teach the child to recognize familiar objects, to "see" differences in them, and then common signs. To this end, they first pick up familiar, but sharply contrasting objects, then unfamiliar, sharply contrasting; after that - outwardly similar in some way; finally - similar in many ways.

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

Considering the fact that by the age of one and a half children begin to walk well, they should be introduced to new furniture items - a closet, a sofa, a bench; clothes - with a shirt, panties, tights, socks, etc., and learn how to freely navigate among them.

As a result of day-to-day work on familiarizing with the surrounding, the children begin to orientate themselves well in the room. By 1 year 9 months, children learn the importance of the same type of items - a wardrobe, dishes, toys, etc., and by two years they easily find clothes for the boy (shirt, trousers), for the girl (dress, jacket, skirt ), distinguish a plate from a bowl, a cup from a glass, learn a teapot, a pan, a frying pan. They have more accurate information about the environment and a more complex orientation in the room: they know where the window, door, ceiling, floor, lamp is; Assimilate the appointment of a bedroom, dining room, bathroom. By the age of two, babies know the purpose of the basic sleeping accessories - pillows, blankets, mattresses, sheets.

Thus, in the game the child displays what he sees in real life and in the actions of adults. Moreover, in spite of the fact that the special task of speech development is not put, the process of teaching itself contributes to the development of speech.

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