Psychological diagnostics of speech development in preschool children. Methods and diagnostics of speech development in preschool children

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Krasnoe: MDOU "Kindergarten "Kolosok"

Toolkit

Diagnosis of children's speech development preschool age

L.A. Ukhina

With. Red, 2010

The manual contains short description speech of preschool children, as well as diagnostic methods for examining different aspects of the speech of preschool children, recommended by Ushakova O.S., Strunina E.M.; Strebeleva E.A., Grizik T.I. The benefit is addressed preschool teachers, students of pedagogical colleges, parents interested in the high speech development of children.

Introduction

4. Methodology for examining the grammatical structure of speech

5. Methodology for examining coherent speech

Bibliography

Application

Introduction

Speech is one of the main lines of child development. The native language helps the child enter our world and opens up wide opportunities for communication with adults and children. With the help of speech, the baby learns about the world, expresses his thoughts and views. Normal speech development is necessary for a child to succeed in school.

Speech develops at a rapid pace, and normally, by the age of 5, all the sounds of the native language are correctly pronounced; has a significant vocabulary; mastered the basics of the grammatical structure of speech; masters the initial forms of coherent speech (dialogue and monologue), allowing him to freely come into contact with people around him. At preschool age, elementary awareness of the phenomena of the native language begins. The child comprehends the sound structure of a word, gets acquainted with synonyms and antonyms, the verbal composition of a sentence, etc. He is able to understand the patterns of constructing a detailed statement (monologue), and strives to master the rules of dialogue. The formation of an elementary awareness of linguistic and speech phenomena develops free speech in children and creates the basis for successful mastery of literacy (reading and writing). In preschool age, along with certain achievements, omissions and shortcomings in the child’s speech development become obvious. Any delay, any disturbance in the development of a child’s speech negatively affects his activity and behavior, and the formation of his personality as a whole.

The purpose of the examination is to determine the initial level of speech development of each child and the group as a whole at the beginning of the school year; determine the effectiveness of work on speech development for the previous year (dynamics of speech development over the year).

1. Characteristics of speech of preschool children

Younger age

Under favorable educational conditions, mastery of the sound system of a language occurs by the age of four (correct sound pronunciation, formation of the intonation structure of speech, the ability to convey the elementary intonation of a question, request, exclamation). The child accumulates a certain vocabulary that contains all parts of speech.

The predominant place in the children's vocabulary is occupied by verbs and nouns, denoting objects and objects of the immediate environment, their action and state. The child is actively developing the generalizing functions of words. Through the word, the child masters the basic grammatical forms: the plural appears, the accusative and genitive cases of nouns, diminutive suffixes, the present and past tense of the verb, the imperative mood; complex forms of sentences develop, consisting of main and subordinate clauses, and speech reflects causal, target, conditional and other connections expressed through conjunctions. Children master speaking skills, express their thoughts in simple and complex sentences and are led to compose coherent statements of descriptive and narrative types. However, other features are also noted in the speech of many children of the fourth year of life.

At this age, preschoolers may incorrectly pronounce (or not pronounce at all) hissing (sh, zh, h, sch), sonorant (r, r, l, l) sounds. The intonation side of speech requires improvement; work is needed both on the development of the child’s articulatory apparatus and on the development of such elements of sound culture as diction and voice strength.

Mastering basic grammatical forms also has its own characteristics. Not all children know how to agree words in gender, number and case. In the process of constructing simple common sentences, they omit individual parts of the sentence. The problem of new speech formations, which are generated by the word-formation system of the native language, also stands out very clearly. The desire to create new words is dictated by the child’s creative mastery of the riches of his native language. Children of the fourth year of life have access to a simple form of dialogic speech, but they are often distracted from the content of the question. The child’s speech is situational, expressive presentation predominates.

Middle preschool age

The main direction of speech development in the fifth year of life is the development of coherent monologue speech. Noticeable changes are also taking place in the development of word formation methods, and an explosion of word creation begins. Children receive an initial understanding of a word as a sound process (it sounds, consists of sounds, sounds are pronounced one after another, sequentially). Children of this age have a very strong affinity for rhyme. They choose words that sometimes make no sense. But this activity itself is far from meaningless: it promotes the development of speech hearing and develops the ability to select words that sound similar.

The child learns to correctly understand and use the terms word, sounds, sound, listen attentively to the sounding word, independently find words that are different and similar in sound, determine the sequence of sounds in a word, and highlight certain sounds. This is the period of familiarization of children with the word - its semantic side (it has meaning, denotes some object, phenomenon, action, quality). The child’s active vocabulary is enriched with words denoting the qualities of objects and the actions performed with them. Children can determine the purpose of an object, its functional characteristics (A ball is a toy: they play with it). They begin to select words with opposite meanings, compare objects and phenomena, and use generalizing words (nouns with a collective meaning).

This is the period of practical mastery of the rules of using grammatical means. Children's speech is replete with grammatical errors and neologisms ("children's" words like "mashinskiy", "otknopil", "creeper"). Children master the morphological means of language (word agreement in gender, number, case, alternation of consonants in the stems of verbs and nouns). The child is led to understand the polysemy of individual grammatical forms. He learns ways of word formation of nouns with suffixes of emotional and expressive assessment, with suffixes meaning baby animals, as well as some methods of forming verbs with prefixes, degrees of comparison of adjectives.

Children master the ability to construct different types of statements - description and narration. When composing stories, the understanding of the semantic side of speech, the syntactic structure of sentences, and the sound side of speech are improved, i.e. all those skills that a child of the fifth year of life needs to develop coherent speech. Speech activity also increases DUE to the fact that this is the age of “why”. At the same time, there are disturbances in the speech of children aged five years. Not all children correctly pronounce hissing and sonorant sounds; some have insufficiently developed intonation expressiveness. There are also shortcomings in mastering the grammatical rules of speech (agreeing nouns and adjectives in gender and number, using the genitive plural). The speech of children aged four to five years is characterized by mobility and instability. They can focus on the semantic side of the word, but the exact use of the word causes difficulty for many children. Most children do not sufficiently possess the ability to construct a description and narrative: they violate structure, consistency, and do not have the ability to connect sentences and parts of a statement with each other. This specification is approximate. The levels of speech development of children of the same age are very different. These differences become especially clear in middle preschool age. Firstly, by this time most children have mastered word and sound pronunciation. Secondly, the child masters coherent speech and begins to construct an independent statement, which at first consists of only a few sentences. The level of speech development of children of the fifth year of life can be determined using a method developed for junior group. However, some tasks are added and complicated.

Senior preschool age

In children of senior preschool age, speech development reaches high level. Most children correctly pronounce all the sounds of their native language, can regulate the strength of their voice, the pace of speech, the intonation of a question, joy, and surprise. By older preschool age, a child has accumulated a significant vocabulary. The enrichment of vocabulary (the vocabulary of the language, the set of words used by the child) continues, the stock of words that are similar (synonyms) or opposite (antonyms) in meaning, and polysemantic words increases.

Thus, vocabulary development is characterized not only by an increase in the number of words used, but also by the child’s understanding different meanings the same word (polysemantic). Movement in this regard is extremely important, since it is associated with children’s increasingly complete awareness of the semantics of the words they already use.

At senior preschool age, the most important stage of children's speech development - the acquisition of the grammatical system of the language - is completed. The amazing weight of simple common sentences, complex and complex sentences increases. Children develop a critical attitude towards grammatical errors and the ability to control their speech.

The most striking characteristic of the speech of children of senior preschool age is the active assimilation or construction of different types of texts (description, narration, reasoning). In the process of mastering coherent speech, children begin to actively use different types of connections between words within a sentence, between sentences and between parts of a statement, observing their structure (beginning, middle, end).

Children also make mistakes in the formation of different grammatical forms. And of course it’s problematic correct construction complex syntactic structures, which leads to incorrect combination of words in a sentence and connection of sentences with each other when composing a coherent statement.

The main disadvantages in the development of coherent speech are the inability to construct a coherent text using all structural elements (beginning, middle, end), and to connect parts of a statement.

Speech tasks in relation to children of senior preschool age are included in the same sections as in previous ages, however, each task becomes more complicated both in content and in teaching methods.

Methodology for identifying individual aspects of children's speech development. The section discusses individual techniques that reveal the characteristics of a child’s mastery of vocabulary, grammar, and phonetics of his native language.

Levels of proficiency in speech skills and abilities, on different aspects of speech development

Younger age (3 -4 years)

By the end of the year, children can:

Grammar

1) form the name of animals and their young in the singular and plural using diminutive suffixes (cat - cat - kitten - cat - kittens);

2) agree on nouns and adjectives in gender and number (fluffy kitten, little cat);

3) compose simple and complex sentences from the pictures together with an adult.

Phonetics

1) pronounce the sounds of the native language, clearly articulating them in sound combinations and words;

2) pronounce phrases clearly, using the intonation of the whole sentence and regulate the strength of the voice and the pace of speech.

Connected speech

1) answer questions about the content of the picture and write a short story together with an adult

2) reproduce the text of a well-known fairy tale;

3) compose a story from the child’s personal experience;

4) use words indicating speech etiquette (thank you, please, hello).

Middle age (4-5 years)

By the end of the year, children can:

1) Understand words that are similar and opposite in meaning, as well as different meanings of a polysemantic word;

2) understand and use generalizing words (furniture, vegetables, dishes);

3) select signs, qualities and actions for the names of objects;

4) compare and name objects by size, color, size.

Grammar

1) Correlate the names of animals and their cubs (fox - fox, cow - calf);

2) use verbs in the imperative mood (run, wave);

3) correctly coordinate nouns and adjectives in gender, number, case, focusing on the ending (fluffy cat, fluffy cat);

4) make sentences of different types.

Phonetics

1) Correctly pronounce the sounds of your native language;

2) find words that sound similar and different;

3) correctly use a moderate rate of speech, strength of voice, and intonation means of expressiveness.

Connected speech

1) retell short fairy tales and stories with previously unfamiliar content;

2) compose a story based on a picture or about a toy together with an adult;

3) describe the object depicted in the picture, naming signs, qualities, actions, expressing your assessment;

4) use a variety of polite forms of speech.

Older age (5-6 years old)

By the end of the year, children can:

1) activate adjectives and verbs, select words that are accurate in meaning to the speech situation;

2) select synonyms and antonyms for given words of different parts of speech;

3) understand and use different meanings of polysemantic words;

4) differentiate general concepts (wild and domestic animals).

Grammar

1) Form the name of baby animals (fox - fox cub, cow - calf); select words with the same root, agree on nouns and adjectives in gender and number;

2) form difficult forms of the imperative and subjunctive mood (hide! Dance! I would look for); genitive case (hares, foals, lambs);

3) build complex sentences of different types.

Phonetics

1) Differentiate pairs sounds s-z, s-ts, sh-zh, h-sch l-r distinguish between whistling, hissing and sonorant sounds, hard and soft;

3) select words and phrases that sound similar.

Connected speech

1) In retelling literary works, intonationally convey the dialogue of the characters, the characteristics of the characters;

2) compose a description, narrative or reasoning;

3) develop a storyline in a series of paintings, connecting parts of the statement with different types of connections.

2. Methodology for examining children's vocabulary

Examination technique according to (Strebeleva)

Middle age(4-5 years old)

1. “Show the picture” technique.

Goal: diagnostics of the child’s understanding of the functional purpose of the objects depicted in the pictures.

Equipment: pictures depicting objects familiar to the child: hat, mittens, glasses, needle and thread, umbrella, scissors.

Progress of the examination: pictures are laid out in front of the child, and the verbal instructions do not correspond to the sequence of the laid out pictures. The child must choose a picture among others based on the following verbal instructions: Show what people put on their heads when they go outside. - “What do people put on their hands in winter?” - “What do you use to sew on a button?” - “What do people need to see better?” - “What do you use to cut paper?” - “What should you take outside if it rains?” It is recorded: the child’s choice of a picture in accordance with the frost, the ability to name the objects depicted in the picture.

2. “Name what I’ll show” technique.

Equipment: pictures depicting objects found in a child’s life: apple, cup, cat, car, carrot, coat, watch, candy; pear, pan, cow, ship, bow, scarf, fox, decide, egg, robe, sofa, elephant, plum, turtle, aquarium, monument. Pictures depicting actions familiar to children from their experience: reading, riding, feeding.

Progress of the examination: the adult sequentially asks the child to look at pictures depicting various objects of action and name them. In cases of difficulty, the adult asks to show a certain picture and then name it.

3. “Be attentive” technique.

Purpose: checking the subject and verb dictionary.

Equipment: pictures depicting objects found in a child’s life: apple, cup, cat, car, carrot, coat, watch, candy, pear, pan, cow, ship, scarf, fox, turnip, egg, robe, sofa, elephant, plum, turtle, aquarium. Pictures depicting actions familiar to children from their experience: reading, rolling, feeding.

Progress of the examination: the adult sequentially asks the child to look at pictures depicting various objects of action and name them.

In cases of difficulty, the adult asks to show a certain picture, then name it.

4. “Say it in one word” technique.

Goal: testing the ability to summarize in one word objects and images in pictures, grouped according to functional characteristics. toys - a car, a bunny, a bear, a pyramid, a matryoshka, pictures depicting several objects: clothes and vegetables.

Progress of the examination: the child is asked to look at pictures of clothes and vegetables, as well as toys and name them in one word.

5. “Say the opposite” technique.

Goal: diagnostics of the ability to use words denoting characteristics of objects.

Equipment: pictures depicting objects with opposite signs: healthy - sick; clean - dirty, white - black; thick-thin; high Low.

Progress of the examination: the child is asked to play, choosing sign words with the opposite meaning. For example: "One boy clean hands, and the other - what?"

6. “Call me kindly” technique

Goal: diagnostics of the development of the ability to form nouns with a diminutive suffix.

Equipment: pictures depicting large and small objects: flower - flower, hat - cap, ring - ring, bench - bench.

Progress of the examination: the child is asked to look at and name pictures depicting large and small objects.

Older age. (5-6 l.)

Identification of vocabulary mastery (accuracy of word usage, use of different parts of speech).

1. Method “Name what it is?”

Equipment: pictures depicting: clothes, fruit, furniture.

Progress of the examination: the adult invites the child to look at a series of pictures and name them in one word (clothing, furniture). Then the adult asks the child to list flowers, birds and animals. Next, the child is asked to guess the object by description: “Round, smooth, juicy, sweet, fruit” (apple). Orange, long, sweet, growing in the garden, vegetable (carrot); green, long, tasty, salty, tasty raw, who is he? (cucumber); red, round, juicy, soft, tasty, vegetable (tomato).

2. Method “Who moves how?”

Equipment: pictures of fish, birds, horses, dogs, cats, frogs, butterflies, snakes.

Progress of the examination: the adult invites the child to answer the Questions: Fish.,. (floats) Bird... (flies). Horse..(gallops). Dog... (runs) Cat... (sneaks, runs). The frog (how does it move?) - jumps. Butterfly. ..(flies).

3. Method “Name the animal and its baby.”

Goal: identifying the level of vocabulary development.

Equipment: pictures depicting domestic and wild animals and their young.

Progress of the examination: the child is shown a picture of one of the animals and asked to name it and its baby. In cases of difficulty, an adult takes the pictures and helps the child answer: “This is a cat, and her cub is a kitten. And this is a dog, what is the name of her cub?”

4. “Choose a word” technique.

Goal: identifying the ability to select words denoting the quality of an action.

Progress of the examination: the adult invites the child to listen carefully to the word combination and match it the right word. For example: “The horse is running. How? Fast.” The following phrases are suggested: the wind blows... (strongly); the dog barks... (loudly); the boat floats... (slowly); the girl whispers... (quietly).

Older age (6-7 years old)

1. “Explain actions” technique.

Purpose: to reveal the understanding of the semantic shades of the meanings of verbs formed in an affixal way (using prefixes that give words different shades).

The course of the examination: the child is invited to listen to the words and explain the meaning of the words:

run-run-run out;

write-sign-rewrite;

play-win-lose;

laugh-laugh-ridicule;

walked-left-entered.

2. “Choose a word” technique

Goal: identifying the nuances of meaning of synonyms - adjectives.

The course of the survey: an adult invites the child to pick up words that are close in meaning to the named word (adjective), For example: smart - reasonable .; weak - timid -. old.

3. “Explain” technique

Goal: identifying an understanding of the figurative meaning of adjectives.

The course of the examination: the child is offered to explain the following phrases: evil winter; skillful fingers; Golden hair; prickly wind; light wind.

Examination technique (according to Ushakova, Strunina)

Younger age (3-4 years old)

Goal: diagnostics of the development of children's vocabulary.

Task 1. Doll.

1. What is the name of the doll? Give her a name.

1) The child names a name in a sentence (I want to call her Marina);

2) gives a name (in one word);

3) does not give a name (repeats the word doll).

2. Tell me, what is Marina like?

1) Names two or more words (beautiful, elegant);

2) names one word (good);

3) does not name qualities or characteristics (repeats the word doll).

3. What is she (Marina) wearing?

1) Independently names more than two items of clothing (in a green dress, white socks);

2) with the help of the teacher’s questions: “What is this? Show me...” (These are socks, this is a dress);

3) shows items of clothing, but does not name them.

4. How to call it in one word? (The teacher calls: “Dress, socks - is this...?”)

1) The child names generalizing words (clothes, things);

2) names other types of clothing (panties, tights, jacket...);

3) repeats the words that the teacher named (dress, socks).

5. What clothes are you wearing?

1) Names more than two words (shirt, T-shirt, trousers);

2) names two items of clothing (sundress, T-shirt);

3) names only one word (dress) or lists shoes (slippers, shoes).

6. What does Marina do? (The teacher performs the actions: the doll sits down, stands up, raises its hand, waves it.)

1) The child names all the actions;

2) names two actions (stood up, raised her hand);

3) names one word - action (standing or sitting).

7. What can you do with the doll?

1) Says more than two words (put her to bed, rock her, play);

2) names two actions (rolling in a stroller, feeding a doll);

Task 2. Ball.

1. Which ball (to give to the child’s hands)?

1) Names two or more signs (round, rubber);

2) names one word;

3) does not name qualities, says another word (play).

2. What can you do with it?

1) Names more than two words (verbs) (toss, play football);

2) names two actions (play, throw);

3) names one word (play).

3. The adult asks a question after the action. Throws a ball to the child and says:

What did I do (throws the ball)? (Dropped.)

What did you do? (Caught.)

Now you quit. What did you do? (Dropped.)

What did I do? (Caught.)

1) The child names all the verbs in the correct form;

2) names 2-3 verbs correctly;

3) names only one action.

Task 4.

1. How to call a doll, a ball in one word?

1) The child gives a generalizing word (toys);

2) lists the names (Katya, ball);

3) says one word (doll).

2. Tell us what toys you have at home, how do you play with them, with whom?

1) Make up a story from personal experience (I have cars at home. There are many of them, all the cars are different. I put them in the garage);

2) lists toys;

3) names one toy.

Middle age(4-5 years old)

Task 1. Doll.

Purpose: to check the formation of the vocabulary of children.

The teacher shows the child a doll and asks questions in the following sequence.

1. Tell me what a doll is!

1), The child gives a definition (a doll is a toy, they play with a doll);

2) names individual signs (the doll is beautiful) and actions (it is standing);

3) does not complete the task, repeats the word doll.

2. What kind of clothes is the doll wearing?

1) The child names more than four words;

2) names more than two things;

3) shows without naming.

3. Give the task to the doll so that she runs, waves her hand.

1) The child gives the correct forms: Katya, please run (wave your hand);

2) gives only verbs - run, wave;

3) gives incorrect shapes.

4. Guests came to the doll. What should you put on the table?

1) The child names the word dishes;

2) lists individual items of utensils;

3) names one object.

5. What kind of dishes do you know?

1) The child names more than four objects;

2) names two objects;

3) names one object.

6. Where do they put bread (in the bread bin), sugar (in the sugar bowl), butter (in the butter dish), salt (in the salt shaker)!

1) Answers all questions correctly;

2) answered three questions;

3) completed only one task.

7. Comparison of tableware. "How are these items different?" (Show a picture with different dishes.)

1) Names by color (or shape and size);

2) lists individual features (this cup is green, this one is red, this one is tall);

3) names one difference.

8. Tell me what it is? Glass, transparent - is it a glass or a vase? Metallic, shiny - is it a fork or a knife? Clay, painted - is it a dish or a plate?

1) Completes all tasks;

2) performs two tasks;

3) performs one task.

9. Prompt (pick up) a word. One plate is deep and the other... (shallow); one glass is high and the other... (low); this cup is clean, and this one... (dirty).

1) Chose all the words correctly;

2) completed two tasks;

3) completed one task.

10. The cup has a handle. What other pens do you know?

1) Name the handle of 3-4 objects (kettle, iron, bag, umbrella);

2) names two handles (near a pot, frying pan);

3) shows the handle of the cup.

Task 2. Ball.

1. The teacher shows two balls and asks: “What is a ball?”

1) The child gives a definition (a ball is a toy; it is round, rubber);

2) names some sign;

3) repeats the word ball.

2. What does it mean to throw, catch!

1) The child explains: to throw means I threw the ball to someone and the other caught it;

2) shows movement and aims, says - threw;

3) only shows movement (no words).

3. Compare two balls, how are they different and how are they similar?

1) The child names the signs: both are round, rubber, play with balls;

2) names only differences in color;

3) says one word.

4. What toys do you know?

1) The child names more than four toys;

2) names more than two;

3) says one word.

Older age (5-6 years old)

I series of tasks.

Goal: to identify the development of children’s vocabulary.

Progress of the examination.1. You already know a lot of words. What does the word doll, ball, dishes mean?

2) names individual signs and actions;

2. What is deep? small? tall? low? easy? heavy?

1) Completes all tasks, names 1-2 words to the adjective (deep hole, deep sea);

2) selects words for 2-3 adjectives;

3) selects a word for only one adjective (high fence).

3. What is the word pen called?

1) Names several meanings of this word (The pen writes. The child has a pen. The door has a pen);

2) names two meanings of this word;

3) lists objects that have a handle (1-2 words).

Examination methodology (according to the program From adolescence to childhood)

Middle age(4-5 years old)

Methodology "Subject Dictionary"

Purpose: diagnostics of understanding of the functional purpose of objects.

Progress of the examination:

The teacher places 6 pictures in front of the child depicting a boot, a teapot, a house, a car, a dress, a chair. The teacher asks a question, the child finds the answer in the pictures and answers the question posed. Questions of the teacher: what are they wearing on their feet? What is boiled water? Where do people live? What do girls wear? What do people drive? What are we sitting on?

2. Method "Parts of objects"

Purpose: diagnostics of understanding of parts of objects.

Progress of the examination:

A 4-year-old child perceives the objects of our world holistically and therefore experiences certain difficulties in naming the parts of objects;

The teacher uses pictures from the previous task. Asks to take pictures one at a time; repeat the name of the subject; name its parts. From 6 pictures, the child can choose any 3-4. In this case, the teacher can use a pointer to show parts of the depicted objects, which will help the child in naming them. For example: boot - sole, toe, heel, zipper, (lock, laces), heel; kettle - handle, spout, bottom, lid; house - roof, windows, door, porch, chimney, walls; car - body, cab, wheels, window, headlights, door; dress - sleeves, collar, buttons, pocket, belt; chair - back, seat, legs.

3. Method "Words - generalizations"

The study covers the topics “Clothing”, “Shoes”, “Vegetables”, “Fruits”, “Furniture”, “Animals”.

Purpose: to reveal the mastery of generalizing words.

Progress of the examination:

The teacher places 4 pictures in front of the child (for example, dress, trousers, skirt, blouse). Asks to name the depicted objects in one word. You can use one picture depicting objects (objects) corresponding to the generalization word. The appendix provides some sample pictures for generalization on the topics “Vegetables,” “Fruits,” “Clothing,” “Shoes,” “Furniture,” “Animals.”

4. Method "Baby animals"

Goal: diagnostics of the maturity of the ability to form nouns using suffixes.

Progress of the examination:

The child is offered 4 pictures depicting animals and birds with their young: a fox with cubs, a duck with ducklings, a pig with piglets, a dog with puppies. Some of the pictures can be taken from the previous task (theme "Animals"). The child names what he sees.

5. Methodology "Professions"

Goal: to identify a child’s basic understanding of the professions of adults.

Progress of the examination:

A 4-year-old child already has a basic understanding that all adults work. The teacher constructs the examination as follows:

1. Says: “Every adult has his own profession - a job that he knows how to do well. Look at the pictures and say what the people depicted in them do.” The teacher shows pictures, the children identify and name professions (cook, pilot, salesman, driver (chauffeur).

2. Asks: “Does your mother work? Who? Does your dad work? Who?”

Z. Asks to name any known professions of people: “What other professions of people do you know? Name them.”

6. Methodology "Dictionary of signs"

Goal: diagnostics of the ability to use words denoting characteristics of objects.

Progress of the examination:

The teacher shows one picture at a time: a ball, a hat, a bucket, flowers. Asks you to answer what questions? which? which? which? For example: "What is this?" (Ball.) “What ball?” (Red, big, round, airy, light, etc.) The child should be encouraged if he selects several adjectives for one object when answering. Antonyms. When studying the dictionary of signs, you should pay special attention to antonyms - words with the opposite meaning. The child is offered the game “On the contrary”.

The teacher says: “Once upon a time there was a boy who said everything the other way around. His mother will say: Your hands are dirty. And he answers: Clean. They say to him: Look out the window, it’s white snowing outside. And he answers: No, the snow is black. ". Let's play the game "Verse versa". The teacher offers the following words, showing corresponding pairs of opposite pictures: clean - dirty; dry - wet; thick - thin; wide narrow. The game can be made more difficult. The teacher shows one picture and names a word, the child finds a picture with the opposite meaning, shows it and names it.

The child is offered a plot picture, which depicts several characters in various movements. The teacher asks the child who he sees here and what they are doing. For example: 1. The picture shows: a grasshopper (jumping), a lizard (running), a butterfly (flying), a goose (swimming), a bird (sitting, singing, pecking).

2. The picture shows children in the park: girls jumping ropes; the guys are digging and building in the sandbox; The teacher sits on a bench and reads a book to a group of children; a boy runs after a girl; a boy is driving a car; a girl swings on a swing, etc.

Older age (5-6 years old)

When assessing the state of a 5-year-old child’s vocabulary, teachers study subject vocabulary (parts of the subject, words - generalizations); verbal dictionary (verbs with spatial prefixes); dictionary of characteristics (relative adjectives; antonyms denoting color, size, time, spatial characteristics).

1. Methodology "Subject Dictionary"

Goal: identifying skills in naming parts of objects.

Progress of the examination:

The teacher lays out object pictures in front of the child depicting a car (passenger car), a house and asks him to name the objects and its parts. The teacher can use a pointer to show some parts of the depicted object, which will help the child isolate the part from the whole and name it. In older preschool age, it is advisable for children to indicate parts and details that are not visible in the picture. If the child does not name the invisible parts, then the teacher asks the question: “What else does the car have? What is there in the house?” For example: a car - wheels, steering wheel, gas tank, door (front, rear), windshield, mirror, engine, brake, seat belt, interior, seat, etc.; house - walls, roof, door, porch, window, chimney, steps, rooms, ceiling, etc.

2. Methodology "Generalization words"

Purpose: to reveal the mastery of generalizing words.

Progress of the examination:

The teacher offers the children four pictures. Asks to name them in one word (“What one word can these objects be called?”).

The teacher finds out whether the children have the following general concepts: tools, transport, trees, berries.

Sample list of pictures:

tools - drill, plane, saw, hammer;

transport - car (passenger car), bus, trolleybus, tram;

trees - birch, oak, spruce, rowan;

berries - raspberries, strawberries, black currants, gooseberries.

Goal: identifying the presence of verbs in the child’s dictionary.

Progress of the examination:

The child is offered on the table a conventional model of a city street on which there is a garage (this could be, for example, a cube or a box), roads (for example, strips of paper or ribbons), a bridge, houses (for example, cubes). A car (toy) is placed in the garage. The teacher says and acts with the toy: I will tell you what the car was doing on the city street, and you help me. Choose the necessary words that are similar to the word - go.

The teacher drives the car along the model and says: “The car left the garage... (left) and along the road... (drove); the car... (drove) onto the bridge; across the road... (drove); to the traffic light.. . (drove up); behind the house... (drove); far away... (went)."

Next, the teacher invites the child to take the car, show and tell what the car was doing on the city street. In this case, special attention is paid not only to the child’s ability to use spatial prefixes, but also to the correct correlation of actions and words.

4. Methodology "dictionary of signs"

Relative adjectives.

Goal: to identify the child’s understanding of the signs of an object.

Progress of the examination:

Carried out in the form game exercise"Say it differently." First, the teacher says what the object is made of (glass vase), and then the child (glass).

Examples: glass vase - glass;

wooden table - wooden;

leather bag - leather;

cardboard box - cardboard;

plastic toy - plastic;

key made of metal metal.

2. Antonyms. The teacher names the words, the child selects the opposite pair:

light dark;

White black;

high Low;

right left;

winter - summer;

light heavy;

top - bottom, etc.

If there is difficulty, the teacher can add a noun that will help the child answer correctly:

light suit - dark suit;

white collar - black collar;

tall man - short man;

winter day - summer day; easy

stone - heavy stone;

upper floor - lower floor;

right eye - left eye, etc.

The teacher enters the data obtained from examining the child’s dictionary into a table.

Older age (5-6 years old)

Methodology "Subject Dictionary".

Goal: to study subject vocabulary (parts of the subject, generalization words); verbal dictionary (verbs with spatial prefixes); dictionary of signs; antonyms (spatial features indicated by verbs and nouns). The survey includes five tasks.

1. Method "Parts of an object"

Goal: identifying skills in naming parts of an object.

The teacher lays out object pictures in front of the child depicting a bus, a house (multi-story) and asks him to name the object and all its possible parts. It is necessary that children indicate not only the visible parts and details, but also those that are not visible in the picture. Additional questions are not asked during the examination (unlike the older group).

An approximate list of parts of objects:

Bus: visible parts - body, wheels, headlights, cabin, windows, etc.;

invisible parts - engine, interior, seats, doors, handrails, etc.;

House (urban): visible parts - floors, windows, entrance, door, roof, drainpipe, etc.;

invisible parts - stairs, elevator, apartments, rooms, mailboxes, etc.

2. Methodology "Generalization words"

The teacher offers the children four pictures for each generalizing concept. Asks to name them in one word (“What one word can these objects be called?”). The teacher finds out whether children have the following general concepts: animals, transport, professions, movements.

An approximate list of pictures: animals - ant, fish, crow, hare, cow, whale;

transport - car, bus, plane, ship;

professions - cook, builder, teacher, salesman;

movements - the child runs, jumps rope, swims, throws a ball.

3. Methodology "Verb Dictionary"

The child is offered a mock-up of a city street on the table. The model must show a tree with a nest. A bird (toy) is sitting in the nest. The teacher says: I will tell you about the chick and his first independent flight, and you help me. Choose the necessary words that are similar to the word fly. The teacher moves the bird around the model and says: Once upon a time there was a chick. One day he realized that his wings had become stronger and decided to make his first flight. The chick left the nest... (flew) and along the road... (flew), across the road... (flew), towards the house... (flew), into the open window... (flew), got scared and out window... (flew away), into the distant forest... (flew away).. then the teacher invites the child to take the bird, show and tell what it did. In this case, special attention is paid not only to the child’s ability to use spatial prefixes, but also to the correct

4. Methodology "Dictionary of signs"

The examination is carried out individually orally (without visual material) in the form of a game exercise “Say it differently”. Relative adjectives are used as a basis. First, the teacher says what the object is made of (crystal vase), and then the child (crystal).

Examples: crystal vase - crystal;

fur collar - fur; clay jug - earthenware; bridge made of stone. - stone; paper boat - paper.

5. Antonyms The examination is carried out individually with each child orally. The teacher names the words, the child selects a pair with the opposite meaning.

Teacher child

lie down stand

lay down and stood

came out came in

rose, fell

took off and landed

opened closed

morning evening

cold heat

day Night

rain snow

cheerful sad

smooth rough

straight curve

3. Examination of the sound culture of speech

Examination technique (according to Strebeleva)

Middle age (4-5 years old)

1. “Be attentive” technique

Goal: diagnostics of the ability to isolate a certain vowel sound from a number of proposed sounds.

Equipment: screen.

Progress of the examination: the child is asked to raise his hand if he hears the vowel sound “a” (“u, i”). The teacher behind the screen pronounces a series of sounds, for example: a, m, y, s, a, p, i; a, y, o, s, y, etc.

2. “Repeat” technique.

Goal: diagnostics of a child’s ability to repeat words while maintaining the correct syllable structure.

Progress of the examination: the adult sequentially names a series of words and asks the child to pronounce them reflectively. The following words are suggested: car, towel, butterfly, matryoshka, button, frog, soap dish.

3. “Name it” technique.

Goal: diagnostics of a child’s ability to independently name words with a complex syllable structure.

Equipment: pictures depicting objects: a saucepan, a turtle, a ship, a monument, an aquarium.

Progress of the examination: the adult asks the child to look at the pictures sequentially and name them.

4. “Show the picture” technique.

Goal: diagnostics of a child’s ability to differentiate words that sound similar.

Equipment: subject pictures.

Progress of the examination: paired pictures are laid out in front of the child, he is asked to show where the scythe and goat, duck and fishing rod, spoons and horns, mouse and bear, saber and heron are.

5. Game "Echo".

Purpose: diagnostics of auditory attention, perception and ability to reproduce syllable series in a given sequence.

Progress of the examination: the child is asked to play the game “Echo”.

The adult pronounces the following syllable series and asks the child to repeat them: pa-ba, ta-da, ka-ga, pa-pa-ba, ta-da-ta, pa-bapa, ta-ta-da.

Older age (5-6 years old)

Equipment. drawings.

Progress of the examination: the child is asked to repeat the following words

C: garden, stroller, globe.

Sya: cornflower, taxi.

3: castle, dunno.

Z: strawberry, monkey.

C: heron, ring, Indian.

Sh: checkers, collar, pencil.

F: giraffe, beetle, skis.

IC: pike, puppy, raincoat.

H: kettle, cookies, ball.

L: lamp, wolf, table.

Leh: lemon, stove, salt.

R: cancer, stamps, fly agaric.

Ry: river, gingerbread, lantern.

And: watering can, apple, hedgehog, wings.

K: jacket, violin, wardrobe.

G: garden bed, heating pad, grapes.

X: bread, weaver, rooster.

2. “Repeat correctly” technique.

Purpose: checking sound pronunciation.

Zina has an umbrella.

A blacksmith forges a chain.

The hedgehog has a hedgehog.

A woodpecker was hammering a spruce tree.

A mole got into our yard.

Maya and Yura are singing.

3. Methodology "Counting tables".

“One, two, three, four, five, the bunny went out for a walk, suddenly the hunter runs out and shoots straight at the bunny, but the hunter didn’t hit, the gray bunny galloped away.”

Behind the glass doors there is a bear with pies, how much, dear friend, does a delicious pie cost?" (Each counting rhyme can be repeated no more than 2-3 times).

4. “Name it” technique

Purpose: to check the child’s ability to pronounce words of different syllable structures in isolation.

Equipment: pictures with the following words - pig, astronaut, aquarium, motorcycle, apartment, birdhouse, TV, helicopter, artist, photographer, strawberry, frying pan, motorcyclist, rectangle, dragonfly, snowman, plumber, policeman.

Progress of the examination: the adult asks the child to name the images in the pictures (objects, characters, plants, insects, animals); if there is difficulty, the adult asks the child to repeat the following words: pig, astronaut, aquarium, motorcycle, apartment, birdhouse, TV, helicopter, artist, photographer, strawberry, frying pan, motorcyclist, rectangle, dragonfly, snowman, plumber, policeman.

5. “Repeat after me” technique.

Equipment: plot pictures:

1. A policeman is standing at a crossroads.

2. Goldfish swim in the aquarium.

3. The photographer takes pictures of children.

4. Sasha dried wet clothes on a string.

5. The watchmaker is repairing the watch.

6. The bird brought out the chicks in the nest.

8. The cook bakes pancakes in a frying pan.

Progress of the examination:

The adult shows the child a picture and asks him to repeat the following sentences:

A policeman stands at an intersection.

Goldfish swim in the aquarium.

The photographer takes pictures of children.

Sasha was drying wet clothes on a string.

A watchmaker repairs a watch

The bird raised the chicks in the nest.

A motorcyclist rides a motorcycle.

The cook bakes pancakes in a frying pan.

6. “Echo” technique

Purpose: testing auditory attention, perception and the ability to pronounce syllable series in a given sequence.

Progress of the examination: the child is asked to play the game “Echo”: the speech therapist pronounces the following syllable series: pa-ba, ta-da, ka-ga, pa-pa-ba, ta-da-ta, pa-ba-pa.

7. “I’ll repeat” technique.

Purpose: testing auditory attention, perception and ability to reproduce the proposed words in a given sequence.

Progress of the examination: the adult asks the child to repeat a series of words: cat-year-cat; tom-dom-com; fishing rod

8. “Be attentive” technique.

Progress of the examination: the adult invites the child to play: “I will name the words, if you hear the sound “w”, clap your hands.”

An adult names the words: house, bunny, hat, bear, fox, cone, Christmas tree, car. Then the child is asked to single out the following sounds in turn: “k”, “l” from the proposed words: monkey, umbrella, cat, chair, robe, poppy; fist, bunny, T-shirt, soap, chamomile, lamp.

9. “Name it correctly” technique.

Purpose: checking sound pronunciation.

Equipment: drawings.

Progress of the examination: the child is asked to repeat the following words:

C: garden, stroller, globe.

Sya: cornflower, taxi.

3: castle, dunno.

Z: strawberry, monkey.

C: heron, ring, Indian.

Sh: checkers, collar, pencil.

F: giraffe, beetle, skis.

IC: pike, puppy, raincoat.

H: kettle, cookies, ball.

L: lamp, wolf, table.

Leh: lemon, stove, salt.

R: cancer, stamps, fly agaric.

Ry: river, gingerbread, lantern.

And: watering can, apple, hedgehog, wings.

K: jacket, violin, wardrobe.

G: garden bed, heating pad, grapes.

X: bread, weaver, rooster.

10. “Repeat correctly” technique.

Purpose: checking sound pronunciation.

Equipment: plot drawings.

Progress of the examination: the child is asked to repeat the following sentences: The catfish has a mustache.

Zina has an umbrella.

A blacksmith forges a chain.

A hat and a fur coat - that’s all Mishutka is.

The hedgehog has a hedgehog.

A woodpecker was hammering a spruce tree.

A mole got into our yard.

Maya and Yura are singing.

11. Methodology "Counting tables".

Purpose: checking sound pronunciation in the process of speaking a reading text.

Progress of the examination: the adult invites the child to play counting rhymes: “I start the counting rhyme, and you listen, then repeat.” An adult, rhythmically pronouncing the text of the counting rhyme, in time with the words, points with his hand first at himself, then at the child: “The counting rhyme begins: There is a starling and a jackdaw on an oak tree, the starling has flown home, and the counting is over.”

“One, two, three, four, five, the bunny went out for a walk, suddenly the hunter runs out and shoots straight at the bunny, but the hunter didn’t hit, the gray bunny galloped away.” Behind the glass doors there is a bear with pies, how much, dear friend, does a delicious pie cost?" (Each counting rhyme can be repeated no more than 2-3 times).

Older age (6-7 years old)

1. “Name it correctly” technique.

Equipment: pictures for examining sound pronunciation.

C: garden, stroller, globe.

Sya: cornflower, taxi.

Z: castle, Dunno.

Z: strawberry, monkey.

C: heron, ring, Indian.

Sh: checkers, collar, pencil.

F: giraffe, beetle, skis.

Sh: pike, puppy, raincoat.

H: kettle. cookies, ball.

L: lamp, wolf, table.

Leh: lemon, stove, salt.

R: cancer, stamps, fly agaric.

Ry: river, gingerbread, lantern.

I: watering can. apple, hedgehog, wings.

K: jacket, violin, wardrobe.

G: garden bed, grapes.

X: bread, weaver, rooster.

The course of the examination: the child is asked to name the pictures.

2. Method "Repeat sentences".

Equipment: plot pictures.

The catfish has a mustache. Zina has an umbrella.

A blacksmith forges a chain.

A hat and a fur coat - that's all Mishutka.

The hedgehog has a hedgehog. A woodpecker was hammering a spruce tree.

A mole got into our yard.

Maya and Yura are singing.

3. Method "Repeat after me"

Purpose: to check the child’s ability to pronounce words of different syllable structures in sentences.

Progress of the examination: the adult asks the child to repeat the following sentences:

The store sells a floor polisher, a vacuum cleaner.

The leaves are falling - leaf fall is coming.

A motorcyclist rides a motorcycle.

The photographer takes pictures of children.

Grandmother knits a collar for her granddaughter.

A fisherman catches fish.

Bees are raised by a beekeeper.

A dump truck arrived at the construction site.

4. “Echo” technique.

Purpose: testing auditory attention, perception and the ability to reproduce syllable series in a given sequence.

Progress of the examination: the child is asked to play the game “Echo”: the adult pronounces the following syllable series: pa-pa-ba, ta-da-ta; pa-ba-pa; pa-ba, pa-ba, na-ba; ka-ha-ka; sa-za, sa-za, sa-za; Sasha. sa-sha, sa-sha.

5. “Repeat” technique

Purpose: testing auditory attention, perception and the ability to correctly reproduce the proposed words in a given sequence.

Progress of the examination: the adult asks the child to repeat a series of words: roof-rat; log-knee; earth-snake: daughter-dot-koch-ka; grandma-tub-pillow bear-bowl-bear.

6. “Be attentive” technique

Purpose: checking the level of formation of phonemic hearing.

Progress of the examination: the adult invites the child to play. I will name the words, if you hear the sound “z”, clap your hands,” the adult names the words: tree, bunny, cornflower, river, basket, Zina, bush, bell.

Then the child is offered certain sounds with which he must come up with words: “sh”, “s”, “l”. If there are difficulties, the adult himself names a few words.

7. “Guess how many sounds” technique.

Goal: checking the level of development of phonemic hearing and the ability to perform sound analysis of a word.

Progress of the examination: the adult calls the child a word and asks him to answer the question: “How many sounds are in this word? Name the first sound, the third, the second.” For example, "house". If there are difficulties, the adult himself identifies the sounds, explaining to the child the place of each sound in this word. Then other words are suggested: vase, car, pen, pencil case, book.

Examination technique (according to O.S. Ushakova, E.M. Strunina)

Middle age(4-5 years old)

(The technique can also be used for younger children)

1. Checking sound pronunciation. This task is carried out in the same way as for younger preschoolers; sounds that the child does not pronounce are noted.

1) The child pronounces all sounds;

2) does not pronounce complex sounds: sonorant or hissing;

3) does not pronounce either sonorants or sibilants.

1) The child pronounces the text clearly;

2) does not pronounce phrases clearly, does not sufficiently regulate the strength of his voice;

3) has serious shortcomings in pronouncing the text.

3. The teacher asks: “Are you pronouncing all the sounds correctly?”

1) The child pronounces all sounds and is aware of it;

Features of speech development in early preschool age

If a preschooler develops in favorable conditions for him, then correct pronunciation with observance of basic intonations is established by 4 years. By this time, the baby has formed a fairly solid vocabulary, the vast majority of which are nouns and verbs. Also, a child in early preschool age masters the plural and singular in speech, uses cases, learns to express thoughts and emotions using both simple and complex sentences.

As for analyzing the speech of the features that can be diagnosed in children of primary preschool age, then
they may be next.

Preschoolers may not pronounce certain sounds clearly.
Intonation is imperfect.
Diction and voice strength need development and adjustment.
Inaccuracies in numbers and cases when combining words.
Omissions of individual sentence members.
The desire to create new words as a way of learning the native language.

The speech of 4-year-old children has a bright situational coloring and is very expressive.

Speech development of middle-aged preschoolers

In middle preschool age, speech
children moves to a new level: kids try to master a monologue and new ways of word formation. After 5 years, it becomes natural for children to understand the word as a sound process; many try themselves in the role of young poets, rhyming words that sometimes do not make sense, but are distinguished by consonance. You should not stop such an activity, since it is precisely this that contributes to the development of speech hearing and the ability to select words that sound similar.

At the 5th year of life lexicon The baby’s vocabulary is replenished with words that characterize the qualities of objects and the actions performed with them. For children of middle preschool age, determining the functions of objects is no longer a problem. It is during this period that children become familiar with basic grammatical rules. While their speech is filled with neologisms, but despite this, they already understand what a description is, how to construct a narrative story.

Main Speech problems in children at this age are associated with incorrect pronunciation of certain sounds, as well as a lack of understanding of grammatical rules. The peculiarity of speech at this age is its instability and mobility.

Children of the same age may have different level speech development. Diagnosis of speech development of children in the 5th year of life is carried out according to the method of diagnosing the level of speech development for younger preschoolers with a slight change in tasks.

Speech development in older preschoolers

In older preschool age, children speak almost at the level of an adult, except that their
The vocabulary is not so rich yet. Most children pronounce sounds and words without errors, their speech is filled with controlled intonations, and their vocabulary is replenished with synonyms, antonyms, and ambiguous words.

A preschooler of this age uses words in speech with a full understanding of their meaning, masters the grammatical system of the language, uses complex sentences, tries to speak correctly, independently correcting mistakes.

The main feature of older preschoolers
- the ability to construct texts of different types, using linking words and observing the basic structure of the text: beginning, middle and ending.

Despite all the achievements, the speech of children of senior preschool age is still imperfect. There may be grammatical errors when attempting to construct complex structures, as well as failure to construct a perfectly coherent text.

About the diagnosis of speech development

In order for diagnostics of speech development in children at each stage of preschool age to give an accurate result, it is necessary to understand what skills children should possess.

So in younger age By the end of the 4th year of life, children are able to:

In middle preschool age, the degree of speech development can be determined based on the results of an analysis of children's skills. They are capable of:

At older preschool age, children are able to:

Children of senior preschool age are happy to talk about the plots of the paintings shown to them, using different types connections.

Analyze the speech of a preschool child to determine his skills, and then draw conclusions about his speech development. Also, diagnostics can be carried out using a special technique, taking into account the age and characteristics of the child.

Ebbinghaus technique.

The technique is used to identify the level of speech development and the productivity of associations.
Instructions:"Fill in the missing words."

Instructions: "Place the dots."

Analysis of results: The speed of finding and productivity of associations is recorded.

A technique for studying the possibility of comprehending a situation based on auditory or visual perception (understanding the explicit and hidden meaning, the connection of details into a single whole).

This technique is used to determine the level of development of understanding of grammatical structures.

Exercise 1.

1. “Listen to what I read to you and tell me.”
2. "Read and retell."

Jackdaw and dove.

The jackdaw heard that the pigeons were well fed, turned white and flew into the dovecote.
The pigeons accepted her as one of their own and fed her, but the jackdaw could not resist and croaked like a jackdaw. Then the pigeons drove her away. She went back to the jackdaws, but they didn’t accept her either.

Ant and dove.

The ant wanted to drink and went down to the stream. The wave overwhelmed him and he began to drown. A dove flying by noticed this and threw a branch into the stream for him. The ant climbed onto this branch and escaped.
The next day the ant saw that the hunter wanted to go and catch the dove in a net. It crawled up to him and bit him on the leg. The hunter screamed in pain and dropped his net. The dove fluttered and flew away.

Smart jackdaw.

The jackdaw wanted to drink. There was a jug of water in the yard, and the jug only had water at the bottom. Jackdaw was out of reach. She began throwing pebbles into the jug and scattered so many that she could drink.

Most beautiful.

An owl was flying. Other birds flew towards her. The owl asked:
-Have you seen my chicks?
- What are they like?
- Most beautiful!

Analysis of results: understanding of the sequence of events, general and hidden meaning is taken into account.

Task 2.

Addressing the child, the teacher says: “Listen carefully. I will name several words. Make several sentences (one sentence) from each set. If necessary, change these words or add one or more words to the set.”

Word sets:

1. Girl, album, drawing.
2. Child, cup, milk.
3. From, cage, siskin.
4. Sasha, skiing, riding, on.

Grading scale.

“Listen to a series of words and make sentences from them.”

1. Girls sing in the choir.
2. Passengers on the tram get off.

Task 3.

Two cards with pictures are laid out on the table in front of the child:

The teacher says: “The boy in the white shirt is called Petya, and the boy in the checkered shirt is Vanya.” Then, under these pictures, the teacher lays out eight separate cards with sentences of varying syntactic complexity printed on them. These sentences represent a description of situations in which the subject of the action is either Petya or Vanya (active and passive constructions): Vanya drew Petya. Vanya was drawn by Petya. Petya was drawn by Vanya. Vanya is drawn by Petya. Petya drew Vanya. Petya is drawn by Vanya. Petya is drawn by Vanya. Petya is drawn by Vanya.

Note: If the child does not read, deictic gestures are used. The teacher reads the sentences. The child shows with his finger who drew: Petya or Vanya.

Task for in-depth diagnostics.

"Show me where in the picture: - a circle under a square; - a square above a circle; - a circle on a square; - a circle above a square."

Phoneme discrimination and selection test.

The sound discrimination test consists of 8 basic tasks and 6 tasks for in-depth diagnostics.
The first and second of the main tasks are aimed at assessing phonemic perception, the third and fourth - at the state of phonemic representations, the fifth, sixth and seventh - phonemic analysis and the eighth - phonemic synthesis.

To assess the state of phonemic perception, the complex includes tasks aimed at recognizing, distinguishing and comparing: individual sounds in a series of sounds (task 1) and synonymous words (task 2). Particular attention in the tasks is paid to the distinction between whistling and hissing, affricates of voiceless and voiced, hard and soft phonemes. If necessary, additional tasks can be used for this purpose.

At the time of using this test, it is necessary to have data on the state of the child’s physical hearing. This is because even slight hearing loss in early childhood makes it difficult to distinguish speech sounds. At the same time, children with normal physical hearing often have specific difficulties in distinguishing subtle differential features of phonemes. These difficulties affect the development of the entire sound system.

Exercise 1.

Addressing the student, the teacher says: “Now I will name various sounds. Be careful: if among these sounds you hear the sound Ш, then raise your hand. Listen:

T, Sh, Ch, F, Shch, Sh".

After the student completes this part of the task, the teacher continues the instruction: “Now raise your hand when, among the sounds that I will pronounce, you hear sound 3” (зъ). Listen:

S", C", 3", T", 3" ".

And finally, the teacher says: “Now I will again name the various sounds. Raise your hand only when you hear the sound T. Listen:

S, Ch, T, C, S, C, Shch."

Note: The sounds Ш, 3", Ц occur twice in the given rows of sounds. Therefore, the total number of correct answers is six. Based on this, the following rating standards are proposed.

Task for in-depth diagnostics.

"When you hear the syllable TA among other syllables, raise your hand. Listen: YES, NA, TA." After the child gives the answer, the teacher continues: “Now raise your hand if you hear the syllable SY. Listen:

ZYA, XYA, SA, XYA, TYA."

Task 2.

10 drawings are laid out on the table in front of the child (see below). Next, the teacher says: “Look at all the pictures and tell me whether you know all the objects depicted in the pictures? Do you know the names of all these objects? (Usually the child answers in the affirmative.) Now be especially careful. I will show these objects in pairs (by two words), and you will show them in the drawings."

grass - firewood, duck - fishing rod, roof - rat, bear - mouse, barrels - kidneys.

Task 3.

The teacher lays out the pictures below on the table in front of the student (with the exception of two pictures with houses). The names of the objects that are shown in these pictures contain either sound D or sound T. Next, the teacher asks: “Do you know all the subjects?” The child usually answers in the affirmative.

Then the teacher lays out two more pictures: the first shows a white house, the second - a black one. The teacher again addresses the student: "Put pictures with the image of objects near the white house, the names of which contain the sound T, and near the black house - with the sound D".

Task 4.

Turning to the student, the teacher says: "Remember and name as many words as possible that have a sound C. Remember that this sound can be at the beginning of a word, in the middle, at the end."

Task 5.

First, the teacher asks the child to write the word on a piece of paper

"frying pan".

As a rule, the student refuses to do this, referring to the inability to write well. The teacher reassures him, saying: "Well, then we will do otherwise. I will write down the words. To do this, you will dictate to me first the first sound in the word, then the second, third, and so on until the end of the word. But we will start with a short word, and then we will take words that are longer and more complex.”

Then the teacher calls out the words one by one:

nose, spider, school, tent, frying pan.

Task for in-depth diagnostics.

"Name the first and last sound in the word

ELEPHANT ".

Task 6.

Four cards are laid out on the table in front of the child (see below). The teacher asks whether the student knows the names of the objects depicted on them and asks them to name them. Then, turning to the student, he says: “Select from these four pictures the one in whose name the first sound is the same as in the word “swallow”.

Task for in-depth diagnostics.

“Choose from among the pictures the one that begins with the sound B.”

Task 7.

The teacher places four letters on the table in front of the child:

H W T

Checks to see if the child knows what letters these are and asks to name them. Then the teacher says: “Now I will pronounce one word - this is the word “cup”. And you select from these four letters (W, Ch, C, T) the one that corresponds to the first sound of this word.”

Task for in-depth diagnostics.

“Choose from four letters the one with which the word AIST begins.”

O U A M

Task 8.

Addressing the student, the teacher says: “Now I will name each sound in the word separately, one after the other. Listen carefully and say what word will come from these sounds.” (The teacher pronounces sounds at intervals of 4-5 seconds.)

Task for in-depth diagnostics.

“Tell me what word will come out of the sounds that I pronounce.” (Sounds are pronounced at intervals of 2-3 seconds.)

“Name the first sounds in the words that indicate the names of the objects depicted in these pictures.”

Toolkit

Diagnosis of the level of development of children based on speech development

Perova Vera Nikolaevna,
senior teacher of GDOU d/s No. 62
St. Petersburg

EXPLANATORY NOTE

The diagnostic material includes a methodology for three aspects of children’s speech development: vocabulary, grammatical structure and readiness to master written language.

Diagnostic tasks will allow you to identify relevant age characteristics children's speech skills.

The tasks are varied in content. Evaluation criteria have been developed for each task, which will allow the teacher to develop a specific plan for pedagogical work with children to improve these aspects of speech. A selection of visual aids has been made for diagnostic tasks, which will make the diagnostic process interesting for the child and will contribute to the objectivity of the results obtained.

This diagnostic material is focused on the “Program for raising and educating children in kindergarten" It is expected that these materials will be included in the operational type of diagnostics.

IIJUNIOR GROUP

1. Show pictures with “Toys” and “Cookware” on them.

Goal: Reveal an understanding of specific nouns denoting specific concepts and objects; understanding and using general concepts in your speech.

Material: pictures showing: toys - doll, car, drum, etc. Utensils - cup, plate, pan, etc.

2. What is the girl doing? /mother, boy, etc./

Goal: determine the volume of the verb dictionary; the ability to correctly name actions.

Material:pictures

Criteria: the child names the actions correctly - 3 points

Makes 2 or more mistakes - 1 point

3.Show in pictures: cup - cups, mushroom - mushrooms, doll - dolls, ball - balls.

Purpose: Determine understanding of singular and plural forms of nouns.

Criteria: the child correctly names and shows objects - 3 points

Lots of mistakes - 1 point

4.Put the ball in the box, on the table, under the table, behind the box.

Purpose: to determine the understanding of prepositional - case constructions with prepositions: IN, ON, FOR, UNDER.

Material:pictures

Criteria: the child correctly understands the meaning of prepositions: IN, ON, FOR, UNDER - 3 points

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

5.Name who has what?

Goal: To determine the ability to use nouns in the singular genitive case without a preposition.

Whose tail is this? - Foxes.

Whose bag is this? - Moms.

Whose car is this? - A boy.

Whose ears are these? - A hare.

Material:pictures

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

6.Name it affectionately: house - ...., ball - ...., hands - ...., doll - ....

Goal: To determine the ability to form nouns with diminutive suffixes and use them in speech..

Material:pictures

Criteria: the child correctly forms nouns with diminutive and affectionate suffixes - 3 points

Makes one mistake - 2 points

Makes two or more mistakes - 1 point

Instructions for carrying out:

2. Invite the child to name from the pictures who is doing what.

3. The child is asked to name the object in singular and plural according to these pictures.

4. Invite the child to carry out instructions according to verbal instructions.

5. The child is asked to determine who owns what.

6. The child is asked to name the objects depicted in the pictures affectionately.

Final grade:

14-18 points - high level

10 - 14 points - average level

9 points or less - low level

DIAGNOSTICS OF THE LEVEL OF SPEECH DEVELOPMENT OF CHILDREN

TOPIC: Study of vocabulary and grammatical structure of speech

MIDDLE GROUP

1. Name the objects shown in the picture in one word:

Teapot - saucer - plate - pan... /dishes/

Jacket - hat - sweater - trousers.../clothes/

Slippers - sandals - shoes - boots - boots.../shoes/

Cucumber - tomato - cabbage - potato - carrot.../vegetables/

Apple - pear - orange - banana.../fruit/

Goal: To identify an understanding of specific nouns denoting specific concepts, understanding and use of general concepts in one’s speech.

Material: pictures depicting: dishes, clothes, shoes, vegetables, fruits

Criteria: the child correctly names and shows objects - 3 points

2.Name objects that can be called with this word:

animals, toys, furniture

Goal: To identify an understanding of specific nouns denoting specific concepts, understanding and use of general concepts in one’s speech.

Material: pictures depicting: bear, fox, squirrel, hare, wolf; car, doll, pyramid, etc., table, chair, sofa, wardrobe.

Criteria: the child correctly names and shows objects - 3 points

Makes 1-2 mistakes - 2 points

Makes 3 or more mistakes - 1 point

3. How can you say affectionately: son, mushroom, home.

Goal: Knowledge and ability to use nouns with diminutive suffixes.

Material:pictures

Criteria: the child names correctly - 3 points

Makes 1 mistake - 2 points

Makes 2 or more mistakes - 1 point

4. Help the animals find their cubs: the hare - ....., the squirrel - ......, the bear - ......, the wolf - ......

Criteria: the child correctly names and shows pictures of animals - 3 points

Makes 1 - 2 mistakes - 2 points

Makes 3 or more mistakes - 1 point

5. Say it right:

Apple. Tanya has a lot...

Tree. There are a lot of... in the forest.

Shoes. Olya doesn’t have…..

Goal: ability to use nouns in the plural genitive form

Numbers.

Material:pictures depicting named items

Criteria: the child names correctly - 3 points

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

6. The mouse loves cheese very much. Find all the pieces of cheese in her room and tell the mouse where each piece is.

Material: pictures

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

7. What color are the objects: a ball - ..., a bucket - ..., a dress - ..., a car - ....

Goal: the ability to agree adjectives with singular nouns.

Material: pictures

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

8.Name whose objects these are. Mom's bag - mom's bag

Grandma's jacket -...

Dad's newspaper -...

Fox hole - ...

/Whose? Whose? whose?/

Material: pictures

Criteria: the child names correctly - 3 points

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

9. Ask the doll Olya to lie down. /Olya, lie down./

The fox is catching up with the bunny, how do we shout to him? /Bunny, run./

Ask the toy car driver to take the blocks to the building corner. /Go./

Goal: to determine the ability to use forms in speech imperative mood.

Criteria:

The child correctly uses forms of the imperative mood in speech - 3 points

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

10.Say correctly:

I have a pencil. /pen/

I have no …

I'm drawing …

Dad writes...

Goal: to identify the ability to use nouns in indirect cases without a preposition.

Material:

Criteria: the child names correctly - 3 points

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

Instructions for carrying out:

Before each task, a set of pictures selected for the given question is laid out on the table.

1. The child is asked to select pictures for these lexical topics and name them.

2. Invite the child to choose pictures belonging to a certain group.

3. Offer to affectionately name the objects shown in the picture.

4. Invite the child to find the corresponding picture and name the baby animal.

5. Invite the child to correctly say the word in the plural.

6. Offer to help the mouse find pieces of cheese in the room using prepositions.

7. Offer to name the object and say what color it is.

8. Offer to name whose objects these are.

Final grade:

22 - 27 points - high level

15 - 21 points - average level

14 or less points - low level

DIAGNOSTICS OF THE LEVEL OF SPEECH DEVELOPMENT OF CHILDREN

TOPIC: Study of vocabulary and grammatical structure of speech

SENIOR GROUP

1. Composing and naming a whole object from its parts.

Name the parts of the body from the pictures: head, legs, arms, nose, chest, stomach, neck, etc.

Name the parts of clothing from the pictures: sleeve, collar, button.

Name the parts of the furniture from the pictures: back, leg, seat.

Name the parts of the car from the pictures: door, wheels, steering wheel, cabin.

Makes 1 - 2 mistakes - 2 points

2. Name the shape of the objects: round, oval, triangular, square, rectangular, etc.

Goal: Goal: the ability to agree adjectives with singular nouns.

Material: subject pictures

Criteria: child correctly forms objects - 3 points

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

3. A lot of things? Ball - balls, table - ..., house - ..., birch - ..., cup - ..., book - ..., tree - ..., leaf - ..., chair - ..., ball - ..., key - ..., pencil ...

Goal: To identify the ability to use nouns in the genitive case

Plural.

Material:pictures depicting named items

Criteria: the child correctly names and shows objects - 3 points

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

4. What do you call a small object? Table, ball, house, bed, birch, doll, spoon, wardrobe, bowl.

Goal: Knowledge and ability to use nouns with diminutives

Suffixes.

Material: subject pictures

Criteria: the child correctly named all objects - 3 points

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

5. Name whose items these are. Bunny tail...

Bear paw - ...

Wolf fur -...

Purpose: The ability to form possessive adjectives from nouns.

/Whose? Whose? /

Material: pictures

Criteria: the child names correctly - 3 points

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

6.Complete the sentence:

We went to the zoo / on what? / (metro)

My sister is learning to play /on what?/ (piano)

Goal: Ability to use indeclinable nouns.

Material: subject pictures

Criteria: the child completes the sentence correctly - 3 points

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

7.Find, show and tell. Where is the mother squirrel and her cubs.

Goal: Understanding prepositional-case constructions with prepositions: IN, ON, FOR, UNDER.

Material: pictures

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

8.Look carefully at the pictures. Name the professions of those depicted on it.

Material: pictures depicting a builder, seller, teacher.

Criteria: the child correctly forms nouns with diminutive suffixes - 3 points

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

9.Tell where the kitten is.

Goal: Understanding prepositional-case constructions with prepositions: IN, ON, FOR, UNDER.

Material: pictures

Criteria: the child correctly understands the meaning of prepositions: IN, ON, FOR, UNDER - 3 points

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

10. Complete the sentence: One house, two...

One doll, two...

One ball, two...

One beetle, two...

Material: subject pictures

Criteria: child correctly - 3 points

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

Instructions for carrying out:

Before each task, a set of pictures selected for the given question is laid out on the table.

2. Cards with images of various objects are placed in front of the child one by one and asked to name the parts of which it consists.

3. Cards with images of various objects are placed in front of the child one by one and asked to answer the question.

4. The child is asked to look at the cards and affectionately name the objects depicted on them.

5. Cards with pictures of animals and body parts are placed in front of the child, and they are asked to name whose parts they are.

6. Invite the child to finish the sentence.

7. Cards with pictures of a squirrel and baby squirrels are placed in front of the child, and they ask the child to tell where the baby squirrels hid from the mother squirrel.

8.Ask the child to list professions on cards and answer the question “Who does what?”

9. Cards are placed in front of the child and the child is asked to tell where the kitten is.

10. Invite the child to complete the sentence based on the picture.

Final grade:

24 - 30 points - high level

14 - 23 points - average level

13 or less points - low level

DIAGNOSTICS OF THE LEVEL OF SPEECH DEVELOPMENT OF CHILDREN

TOPIC: Study of vocabulary and grammatical structure of speech

GROUP PREPARATORY FOR SCHOOL

1. Compilation and naming of a whole object from its parts.

Name the parts of the body from the pictures: elbow, knee, fingers, nail.

Name the parts of clothing from the pictures: collar, cuff, loop.

Name the parts of the window objects from the pictures: frame, window sill, glass.

Name the parts of the car from the pictures: body, cabin, headlights, engine.

Goal: Development of higher mental functions of thinking - attention, analysis and synthesis of parts and the whole.

Material: subject pictures

Criteria: the child correctly names and shows parts of the whole - 3 points

Makes 1 - 2 mistakes - 2 points

Makes 3 or more mistakes - 1 point

2. Who does what? /using profession/

Goal: to identify children’s knowledge about the work of adults.

Material: pictures depicting the work of adults, their professional activities

Criteria: the child names correctly - 3 points

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

3. Complete the sentence: pencil - two pencils, five pencils, key - ...., lion - ..., lake - ..., door - ...

Goal: children’s ability to coordinate nouns with numerals.

Material: subject pictures

Criteria: the child correctly agrees nouns with numerals - 3 points

Makes a small number of mistakes - 2 points

Lots of mistakes - 1 point

4. Help the animals find their babies: the cow - ..., the horse - ..., the dog - ...,

Goal: ability to form names of baby animals

Material: pictures of animals and their babies.

Criteria: the child names and shows correctly - 3 points

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

5. Name what it is made of: A pencil made of wood - wooden, a paper craft - ..., a hat made of straw - ..., a pillow made of down - ..., a woman made of snow - ..., a wheel made of rubber - ...

Goal: The ability to form relative adjectives from nouns.

Material: pictures

Criteria: the child names correctly - 3 points

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

6.Name the actions: What do the children do? /walks, leaves, enters, exits, crosses/

Purpose: To reveal the ability to form prefixed verbs.

Material: story pictures

Criteria: the child correctly forms prefixed verbs - 3 points

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

7. What is the boy doing?

Goal: Understanding prepositional-case constructions with prepositions: IN, ON, FOR, UNDER.

Material: story pictures

Criteria: the child correctly understands the meaning of prepositions: IN, ON, FOR, UNDER - 3 points

Makes one mistake - 2 points

Makes 2 mistakes - 1 point

Instructions for carrying out:

Before each task, a set of pictures selected for the given question is laid out on the table.

1. Cards with images of the whole object and individual fragments are placed in front of the child, the child is asked to select and name the parts to the whole.

2. Ask the child to list professions on cards and answer the question “Who does what?”

3. Invite the child to complete the sentence based on the picture.

4. Cards with pictures of animals and their babies are placed in front of the child; invite the child to find the baby animal and name it.

5. Cards with pictures of objects are placed in front of the child, invite the child to find and name the objects from which they are made.

6. Invite the child to determine from the picture what the children are doing.

7. Cards are placed in front of the child and the child is asked to tell what the boy is doing.

Final grade:

17-21 points - high level

12 - 16 points - average level

11 or less points - low level

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