Diagnostic tasks for the development of speech in preschoolers. Methodology for the development of speech in preschool children. Grammatical structure of speech

Diagnostics of the development of speech in older preschool children.

Completed by: Garavskaya Maria Sergeevna

2013

Content:

Explanatory note

1) Vocabulary:

Method No. 1 (YS Lyakhovskaya, Ch. Osgood).

2) Study of the lexical and grammatical structure of speech:

Morphology:

Word formation:

Method No. 2 "Testing the ability to critically assess speech, the ability to find errors in the use of word formation methods."

Method No. 4 "Testing the skill of the comparative degree of the adjective."

Syntax: methodology "Testing the ability to construct sentences".

3) Study of the sound side of speech: methodology "Survey of sound pronunciation".

4) Learning coherent speech: methodology "Survey of coherent speech".

5) Application.

Explanatory note.

Speech activity is the basis of human communication. In the process of communication, a person resorts to various means of communication. Speech acts as a means of transmitting information. This is the most important mechanism of intellectual activity, a form of communication between people and a way of existence of knowledge.

The child masters speech as he develops, passing through certain stages. In children who have speech impairment, there is a decrease in all the components of speech activity. Therefore, for timely diagnosis and preparation of a correction route, a comprehensive diagnosis of these components is required. This can involve intact analyzer systems.

When examining a child, attention should be paid to the following:

Development of phonemic hearing and sound analysis;

Development of vocabulary, communication skills and coherent speech;

Formation of the grammatical structure of speech;

Awareness of speech activity.

Checking the level of vocabulary development, special attention is paid to the qualitative and quantitative composition of the word, understanding the meaning of the word, the ability to use the expressive means of the language and their use in speech. The study of the vocabulary of children can be carried out for different purposes: to check the level of development of the vocabulary on certain topics in order to control the assimilation of the kindergarten program; to determine age and individual characteristics in order to develop programs for the individual development of children; to identify the level of lexical development of the child as a whole (for mental development, the level of speech readiness for schooling).

To examine the grammatical structure of speech, tasks are used to understand grammatical structures, the formation of a conscious attitude to grammatical structures is checked, the ability to form words and the ability to construct sentences are checked. Revealing the level is a necessary condition for organizing purposeful systematic work on speech education, its forecasting. In the process of communication, the study of the lexico-grammatical structure is not very effective, tk. in this situation, the child uses simple constructions, using well-learned forms of inflection and word formation.

The level of phonemic speech is checked by performing tasks for the pronunciation of sounds in various positions. In the process of checking, it is necessary: ​​to determine the nature of the violation of vowels and consonants, pronunciation in various conditions (in isolation, in closed and open syllables, in logs with a confluence of consonants, at the beginning, middle and end of a word, in phrases).

Checking the level of development of coherent speech is carried out on the basis of retellings of the proposed texts and independent storytelling. In its natural form, coherent speech is difficult to objectively analyze, since it depends on the conditions of communication, on the relationship between the participants in communication.

The selected methods can be used both for children with speech pathology and without it, i.e. they were selected taking into account the age characteristics of older preschool children (5-6 years old). The proposed tasks are available to children and do not cause any difficulties in their implementation.

To carry out diagnostics, it is necessary to use visual and verbal material. All procedures are accompanied by instructions and criteria for assessing the results obtained.

Organization of the survey:

Selection of words for checking (dictionaries-minimums);

The examination takes place individually with each child;

The material is selected taking into account the maximum availability of the child;

Special conditions must be created for diagnostics;

The experimenter's speech must be accessible and understandable to the child;

It is more efficient to carry out diagnostics in several stages.

1) Learning vocabulary.

Method No. 1 (YS Lyakhovsky, Ch. Osgood).

Target: evaluate the dictionary and analyze the vocabulary (establishing the presence / absence of names in the children's dictionary, mastering the thematic minimum vocabulary, comparing the results to establish the dynamics of vocabulary development, establishing the degree of diversity and richness of the vocabulary).

Equipment: pictures, objects.

Instructions:

1) children are asked to describe an object based on visual perception;

2) a story from memory, from personal experience;

3) creative (thoughtful story);

4) conversation about types, classifications (depending on the topic);

5) storytelling in the course of game activity;

6) a story in the course of labor activity.

Results:

Give an assessment of the vocabulary: high level - the word is used correctly and is used regardless of the situation; middle - the word is in the dictionary, but it is used erroneously or limitedly, only in certain situations; low - the word is absent in active and passive dictionaries.

To analyze vocabulary: the coefficient of lexical richness is calculated (based on counting words in the text per unit of time: at the beginning of the year, the child used 22 words per minute, at the end of the year - 30 words), the coefficient of lexical diversity is measured through the ratio of words used in the text once , and the total number of common words.

Method No. 2 (F.G.Daskalova).

Target: check the concepts of word meanings.

Equipment: test dictionary (for children 5 years old).

Instructions:

Children are offered tasks to determine “what is…?”, “What does the word mean…?”. Test dictionaries are used that include nouns of two types (concrete and abstract). The list of words included in the vocabulary test: riding, doctor, snake, fruit, girl, tongue, chair, ear, tooth, comrade, death, soup, love, peace, pain, heat, hunger.

Results:

Each correct answer is worth 1 point. The maximum number of points for children of five years old is 60. If necessary, you can calculate the assessment coefficient through the ratio between the number of points and the number of all given words (if the assessment coefficient approaches 1, this indicates the richness of the vocabulary and the success of mastering the conceptual meaning of words).

Assessment: high level - correct answers from 15 to 20, medium - from 7 to 14, low - from 0 to 6.

Methodology No. 3 "Classification of concepts".

Target: identify the level of generalization.

Equipment: 30 pictures depicting animals, clothes, fruits, vegetables, vehicles, toys.

Instructions:

The teacher names the concepts denoting a group of pictures, asks the subject to give a detailed definition of the concept, and then select the appropriate pictures, for example, depicting animals.

Results:

In each task, the number of correct choices of pictures is counted, each correct choice is evaluated by 1 point. The highest mark is 30 points.

Rating: high level - from 20 to 30 points, average - from 10 to 19, low - from 0 to 9.

Method No. 4 "Selection of synonyms".

Target: identify the level of selection of synonyms.

Equipment: verbal material.

Instructions:

It is carried out in the form of a game “Say differently”. The child is invited to play with words and find a word close in meaning to the named word. 10 words are presented: gloomy, old, cheerful, big, cowardly, walk, run, talk, laugh, cry.

Results:

The child receives 1 point if the selected word is a synonym, 0 point if the selected word does not correspond to the semantic field of the given one.

Rating: high level - from 8 to 10 points, medium - from 4 to 7, low - from 0 to 3.

Method No. 5 "Selection of definitions".

Target: to reveal the level of selection of definitions.

Equipment: verbal material.

Instructions:

It is carried out in the form of a fishing game. The child is invited to come up with as many definitions as possible for the named word. 5 words are presented: dress, birch, girl, apple, fox (dress - what is it? How can you say about it? What can it be? ").

Results:

The highest score is 20 points. 2 points - if more than 3 words have been invented, 1 point - if less than 3 words have been invented, 0 points - if the answer is absent or does not correspond to the semantic field of the presented word.

Rating: high level - from 14 to 20 points, medium - from 7 to 14, low - from 0 to 6.

2) Study of the lexico-grammatical structure of speech.

Morphology.

Method No. 1 "Checking the formation of a conscious attitude to grammatical constructions."

Target: to reveal the level of formation of a conscious attitude to grammatical constructions.

Equipment: verbal material.

Instructions:

Children are invited to listen to the phrase and determine which forms are not used correctly (do you think I said everything correctly? What is wrong? How should I say it?).

Verbal material: the girl "draws" with paints, and the boy sculpts "nesting dolls" from clay; I eat "ripe red apples"; the boy came home and told his mother that he was in the "kin"; a dog with "five puppies" is lying by the kennel; I will build a lot of sand houses.

Method No. 2 "Testing the ability to use non-declining nouns in speech."

Target: test the ability to use non-declining nouns in speech.

Equipment: verbal and visual material (O. I. Solovieva's album).

Instructions:

A) Children should consider the pictures in the album and answer the questions with a full sentence:

How many coats are in the closet?

What color are the coats hanging in the closet?

What is the boy playing?

B) Children must complete the sentence:

Olya is learning to play the ... (piano);

In the morning we drink tea or ... (coffee);

Mom poured me a whole cup ... (coffee or cocoa).

Method No. 3 "Checking the use of a multi-conjugated verb."

Target: check the use of conjugated verbs.

Equipment: verbal material.

Instructions:

The teacher offers to listen to the sentence "The girl wants to walk":

How can you say about many girls? (girls want to walk).

The boy wants to sing, but how about many boys?

How to say about Kolya? (Kolya wants to sing).

Olya, do you want to sing? (want).

Olya and Katya, do you want to paint? (we want).

Technique № 4 "Checking the use of nouns in the genitive plural".

Target: check the use of plural genitive nouns.

Equipment: verbal material, toys, pictures, real objects.

Instructions:

A) The game “What's gone?”: Boots, shoes, sandals, slippers; oranges, apples, pears, tomatoes; bears, wolves, foxes.

B) For mastering words that are difficult to identify clearly, you can carry out the verbal exercise "Finish the sentence":

Mom bakes pancakes, so I wanted… (pancakes);

We bought a chocolate cake for my birthday. Dad said that the store has a large selection ... (cakes).

Word formation.

Method No. 1 "Testing linguistic intuition, perception and understanding of word-formation forms."

Target: check linguistic flair, perception and understanding of word-formation forms.

Equipment: verbal material.

Instructions:

Children are invited to answer the questions:

How do you explain who a teacher, builder, washer is?

Can a person work as a cyclist, as a reader?

Can a person be called a writer who can write?

Can you call a person who can play the piano as a pianist?

Method No. 2 "Testing the ability to critically assess speech, the ability to find errors in the use of word formation methods."

Target: check the ability to critically evaluate speech, the ability to find errors in the use of word formation methods.

Equipment: verbal material.

Instructions:

Children are encouraged to listen to the wrong word forms and express their opinion (can you say so? How to say it correctly?).

The oil is in the "carnival" (oiler).

Salt is poured into the "salty" (salt shaker).

Grandma put delicious jam in a "varenitsa" (jam bowl).

The picture shows little "pigs", "kittens" and "pigs" (pigs and kittens).

Method number 3 "Testing the ability to form the forms of nouns and their babies."

Target: test the ability to form forms of nouns and their babies.

Equipment: visual material.

Instructions:

The game "Who has who?" It is necessary to choose pictures that match each other and form the plural forms of the nominative and genitive cases (fox cubs, foxes have many cubs).

Method No. 4 "Checking the use of the comparative degree of the adjective."

Target: check the use of the comparative adjective.

Equipment: verbal material.

Instructions:

Children are encouraged to complete sentences:

This house is tall, and this one is still ... (above).

Our river is deep, and the pond is still ... (deeper).

This flower is beautiful, and that one is also ... (more beautiful).

The grass is green, and after the rain it is still ... (greener).

It's cold in autumn, and still ... (colder) in winter.

Syntax.

Methodology: "Testing the ability to construct sentences."

Target: test the ability to construct sentences.

Equipment: verbal material:

Instructions:

The child is offered three words, from which he must make a sentence:

Children, walking, park;

Fish, aquarium, swim.

Method No. 1 "Inspection of sound pronunciation".

Target: check the sound pronunciation.

Equipment: visual and verbal material.

Instructions:

1) The child is presented with pictures with the necessary sounds at the beginning, middle, end of a word. For older preschoolers, these are whistling, hissing and sonorous sounds.

The principle of the selection of pictures:

The ability to check the pronunciation of all sounds in all positions;

Content availability;

Realism of the image.

The child is offered to independently name the depicted object. If he makes a mistake in pronunciation, he is advised to look at the examiner and listen to him uttering a sound, and then repeat. In the case of correct pronunciation, it can be concluded that the sound is there, but not automated, not fixed.

2) The ability to differentiate the mixed groups of sounds is tested: sibilant-hissing, voiced-deaf.

3) A violation of the syllable structure of words and words with a confluence of consonants in the form of a reduction of words is checked: bear, door, tram, rug, knee socks, camel, lizard, toys, scarf, transport, bag, aquarium, TV, motorcyclist, etc.

5) Learning coherent speech.

Target: examine coherent speech.

Equipment: verbal and visual material.

Instructions:

1) The child is invited to listen to an unfamiliar fairy tale or short story. Retellings are recorded and analyzed according to the following indicators (results, assessment):

Comprehension of the text: correct formulation of the main idea;

Structuring the text: the ability to consistently and accurately construct a retelling (revealed on the basis of comparing the retelling with the structure of the text);

Vocabulary: full use of the original vocabulary, replacement of copyright expressive means with your own;

Grammar: the correctness of the construction of sentences, the ability to use complex sentences;

Fluency of speech: presence or absence of long pauses;

Self-reliance: the presence or absence of the need for hints during the retelling and re-reading of the text.

2) The child is invited to carefully consider the picture and make up a story. Stories are recorded and analyzed from the point of view of subject-logical content and linguistic design.

Criteria:

Integrity: unity of the topic;

Consistency and structural design;

Connectivity: assessed by analyzing the methods of inter-phrase communication, the number of sentences that are not related or formally related to each other is counted;

Expansion of the story, its volume: measured by counting words and sentences, the ratio of simple and complex sentences is established;

Self-reliance: assessed by counting sub-questions;

Fluency: assessed by counting long pauses that violate the integrity of the story.

Results:

Each indicator is assessed separately. The highest mark for the reproduced text is 12 points. 2 points - correct reproduction, consistent and accurate construction of the retelling; the use of the author's words and their exact word substitutions; availability of different types of offers. No grammatical errors; complete absence of unjustified pauses; self-retelling. 1 point - slight deviation from the text; no violations of logic; the absence of grammatical errors, the predominance of simple sentences; lack of long pauses; a small number of tips. 0 points - incorrect reproduction; violation of the structure of the text; poor vocabulary; numerous pauses; the need for tips.

Rating: high level of text reproduction - 12 points, average - over 6 points, low - less than 6 points.

Application:

1) Vocabulary:

Method No. 1 (Yu. S. Lyakhovskaya, Ch. Osgood).

Method No. 2 (F.G.Daskalova).

Riding

Doctor

Snake

Fruits

Girl

Language

Chair

Ear

Tooth

Comrade

Death

Money

Satisfaction

Soup

Love

Peace

Laughter

Pain

Heat

Hunger

Methodology No. 3 "Classification of concepts".

Birch

Girl

Apple

Fox

Method number 4 "Selection of synonyms"

Method No. 5 "Selection of definitions" (see Method No. 3).

2) Protocol No. 1. Methodology "Formation of grammatical

making speech. Morphology".

Date:______________________________________________________________

FULL NAME. ________________________________ Age (in m): ________________

1) Checking the formation of a conscious attitude to grammatical constructions.

1. The girl "paints" with paints.

2. And the boy sculpts "nesting dolls" from clay.

3. I eat "red ripe apples".

4. I will build many sand houses.

2) Testing the ability to use non-declining nouns in speech. Complete the sentence:

1. Olya learns to play the ... (piano)

2. In the morning we drink tea or ... (coffee)

3. Mom poured me a whole cup ... (coffee or cocoa)

3) Checking the use of the multi-conjugate verb "want". Continue the sentence.

1. The girl wants to walk. How can you say about many girls?

Girls ... (want to walk)

3. The boy wants to sing. How can you say about many boys?

Boys ... (want to sing)

5. How to say about Kolya? Kolya ... (wants to sing)

4) Checking the use of plural genitive nouns. The game “What is gone”.

Boots

Shoes

Sandals

Slippers

Oranges

Apples

Pears

Tomatoes

Protocol No. 2. Methodology "Formation of grammatical

making speech. Word formation ".

Target:______________________________________________________________

Date:______________________________________________________________

FULL NAME. ________________________________ Age (in m): ________________

1) Testing linguistic sense, perception and understanding of word-formation forms.

1. How do you explain who a builder is?

2. How do you explain who a doctor is?

3. Can a person work as a cyclist? A reader?

2) Testing the ability to critically evaluate speech, the ability to find errors in the use of word formation methods.

1. Is the oil in the "Shrovetide"? (oiler)

2. Is salt poured into the "pickle"? (salt shaker).

4. The picture shows little "pigs", "kittens" and "pigs". (piglets and kittens).

3) Testing the ability to form the forms of nouns and their babies.

1. Dog

2. Cat

3. Cow

4. Squirrel

5. Goat

6. Duck

7. Chicken

4) Testing the ability to form words:

A) By merging the two bases (morphological-syntactic method).

1. The hare has long ears. What hare? (long-eared)

2. The butterfly has colorful wings. What kind of butterfly? (variegated)

3. The beetle has a long mustache. What beetle? (long mustache)

B) By passing from one grammatical class (nouns) to another (adjectives) (semantic and morphological way).

1. If the plug is plastic, it is plastic.

2. If the pot is made of clay, it is earthenware.

3. If the knife is made of steel, it is steel.

4. If the plate is made of paper, it is paper.

5. If the teapot is porcelain, it is porcelain.

5) Checking the ability to select the same root words.

1. Snow

2. Winter

Output:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Protocol No. 3. Methodology "Formation of grammatical

making speech. Syntax".

Target:______________________________________________________________

Date:______________________________________________________________

FULL NAME. ________________________________ Age (in m): ________________

1) Testing the ability to construct sentences:

1. Children, walk, park

2. Small fish, aquarium, swim

2) Self-compilation of a proposal for the proposed picture:

1. Picture number 1

2. Picture number 2

Output:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3) Study of the sound side of speech.

Methodology: "Survey of sound pronunciation".

4) Learning coherent speech.

Methodology: "Examination of coherent speech."

Structuring text

Vocabulary

Grammar

Fluency of speech

Independence

The conclusion and recommendations of the teacher for the study of the development of coherent speech: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________

Table of contents
1. Directions and objectives of diagnostic work in the field of development
children's speech …………………………………………………………………… ..3
2. Features of diagnostic work with children in the field of examination
different aspects of speech: vocabulary, grammatical structure, coherent speech,
pronunciation skills …………………………………………………… ..4
List of used literature ………………………………………… ..13
2

1. Directions and tasks of diagnostic work in the field
development of children's speech
Directions:
1. research of problems of linguistic generalizations;
2. study of children's speech as an address;
3. Development of problems of continuity in the development of speech in preschool
institutions for mastering the native language in primary school (in the system
developmental education).
Directions for the development of psychological and pedagogical developmental problems
speech of preschoolers, improving the content and methods of teaching
native language:
1.structural formation of different structural levels of the system
language - phonetic, lexical, grammatical;
2.functional formation of language skills in its
communicative function, the development of coherent speech, verbal communication;
3.cognitive,
cognitive formation of abilities to
elementary awareness of the phenomena of language and speech.
All three areas are interrelated, as development issues
awareness of linguistic phenomena are included in the scope of all research,
studying different aspects of the development of speech of preschoolers (F. A. Sokhin).
The bulk of research and diagnostics of speech development is carried out
in the main area: the study of speech as one of the indicators
mental development (diagnostics of the child's speech upon admission to school,
when deciding on training according to the school program, etc.) -
specific speech functions are diagnosed, directly indicating
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to the level of mental development: understanding, awareness of one's own speech,
lexical content of the language, grammatical structure.
The main tasks of speech development:
1. Education of the sound culture of speech.
2. Development of the vocabulary.
3. Formation of the grammatical structure of speech.
4. Development of coherent speech.
5. Preparation for teaching literacy.
6. Acquaintance with fiction.
These are solved throughout preschool childhood, however,
at each age stage, there is a gradual increase in the complexity of the content of the work,
teaching methods are also changing.
2. Features of diagnostic work with children in the field
examinations of different aspects of speech: vocabulary, grammatical structure,
coherent speech, pronunciation skills
Organization of diagnostics, choice of techniques, qualitative analysis
results are due to the age of children, individual characteristics
and software requirements.
In the light of software requirements, specific speech
tasks: lexical work, the formation of the grammatical structure of speech,
education of sound culture and the development of a coherent monologue speech.
Example:
"Methodology for examining the speech development of senior

1. Sound culture of speech (test of sound pronunciation).
2. Dictionary.
3. Grammar (word formation, inflection).
4

4. Coherent speech.
All diagnostic and corrective techniques usually involve
systemic impact, consisting of several stages (blocks). For
each of them has its own tasks, goals, methods, its own strategy and
tactics. A total of three to ten stages can be applied
diagnostic examination.
The procedure for studying the level of speech development includes
the following areas of research: the state of the articulatory apparatus;
state of sound pronunciation; characteristics of oral speech: vocabulary;
grammatical structure of the language.
Usually researchers distinguish 3 levels of speech development: low,
medium, high.
Example: "Methodology for examining the speech development of senior
preschoolers "A.G. Arushanova, T.M. Yurtaykina.
The general indicator of speech development is determined as follows:
High high scores in 34 parameters with an average.
Average averages for 34 parameters.
Low low scores in 34 parameters.
To determine the level, each researcher determines the parameters
and criteria covering all aspects of speech development (G.A.Lubina).
Often, in addition to descriptive assessment of children's answers, it is used
A.G. Arushanova, T.M.
quantitative assessment (F.G.Daskalova,
Yurtaykin). Assessment in points in Russian pedagogy is just as small
developed. Mainly assessed on a 3-point system, where "0" refusal
from the answer.
O.S. Ushakova, E.M. Strunina offer a comprehensive technique for
identifying the level of proficiency in speech skills and abilities for different
the sides of speech development of children of the fourth year of life.
1. Dictionary. Reveal skills:
5

1) call words denoting an object, expressed by a name
nouns (cat, dog, doll, ball) and answering the questions of who
this is? what is this?
2) designate the signs and qualities of the object, expressed by the name
adjectives (fluffy, round, beautiful) and answering questions
which? which?
3) name actions (verbs) associated with movement, state,
answering the questions what does? what can you do with it?
4) use generalizing words (clothes, toys);
5) understand the opposite meanings of words (large - small,
loudly - quietly, run - stand).
2. Grammar. Reveal skills:
1) form the name of animals and their babies in
using diminutive
singular and plural,
affectionate suffixes (cat - cat - kitten - cat - kittens);
2) reconcile nouns and adjectives in
gender and number (fluffy kitten, little kitty);
3) make simple and complex sentences for pictures together
with an adult.
3. Phonetics.
1) Clarify the pronunciation of sounds of the native language,
clear
articulating them in sound combinations and words;
2) to reveal the ability to pronounce phrases clearly using intonation
whole sentence and the ability to regulate the strength of the voice and the tempo of speech.
4. Coherent speech.
1) Determine the ability of children to answer content questions
pictures and compose a short story with an adult;
2) to reveal the ability to reproduce the text of a well-known fairy tale;
3) suggest compiling a story from the child's personal experience;
6

4) identify the ability to use words denoting speech
etiquette (thanks, hello please).
The same sections are used to diagnose speech skills on average and
senior preschool age. Each section is evaluated in points.
There are a number of techniques that study individual speech skills and
skills.
Methodology for identifying the level of semantic development of younger children
preschool age. This technique studies not so much the quantitative
the composition of his vocabulary, how much the qualitative state of the vocabulary. Methodology
consists of three groups of tasks:
Group 1 - the ability to name objects, their actions and qualities, the ability
assign the names of objects to thematic groups;
2 group skills of using opposed language in speech
units;
3 group skills,
allowing to operate on values
grammatical elements of the language, as well as skills of semantic selection
words in a coherent monologue.
To conduct a survey of the semantic development of minors
preschoolers using the described system of tasks are required
visual aids. The duration of the conversation with one child is
no more than 20 minutes. Younger preschool children are offered
tasks that are related to each other by a common theme or a certain
plot.
Example of tasks.
I group of tasks.
1. What is this? (Doll, doll.)
2. What is she like? (Big, small, smart, beautiful ...)
II group of tasks.
7

1. The dolls ate and wanted to draw. Big doll will take
a long pencil, and a small one ... (short).
2. This is the picture the big doll drew. In this figure, two
little man. One is funny, and the other is ... (sad).
III group of tasks.
1. Someone came to visit the dolls. Who is this? (Hare.) How can you
to name it affectionately? (Bunny, bunny, bunny, bunny.)
2. The bunny decided to play hide and seek with the dolls. Where did he hide? (On
chair, under the chair, behind the wardrobe.)
Methods for identifying the child's understanding of the semantic side of the word
... Aimed at identifying understanding by older preschoolers
meaning (meaning) of the word. Consists of a number of tasks for: drawing up
sentences with ambiguous words; writing sentences with words
synonymous series; assessment (and correction) of phrases and
meaning statements; selection of synonyms for word combinations; selection
antonyms for isolated words; selection of synonyms and antonyms for
situations; determining the meaning of a word; coming up with stories.
Completing these tasks shows the degree of language development.
child: how he understands the meaning of the word, does he know how to correctly in the meaning
combine it with other words.
Pedagogical diagnostics of individual speech skills in
preschoolers is dictated by practice and is vital in
preschool institution. With her help, the administration of the garden and the teacher
can track the implementation of annual speech tasks assigned to
teaching staff,
who wear a fairly narrow
orientation (for example: the development of coherent speech of preschoolers).
All researchers of the speech development of children note a huge
variability in the state of speech development in preschoolers. so
individualization requires a certain approach, when the results
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cuts for individual speech skills, the teacher can make
correctional work for children who are lagging behind in some way and for children,
outstripping development.
Diagnostic techniques for individual speech skills are economical in terms of
waste of time effort. This allows the caregiver to quickly receive
the data necessary for work and correct the educational
educational process.
These techniques are not time consuming, which allows the group educator or
administrations to use them themselves in the workflow, without highlighting
separate additional time for their implementation.
The brevity of the methods does not tire preschoolers. Their game motive
makes assignments attractive to children.
The requirements for conducting a speech examination are the same as
as for the techniques that determine the general level of speech development.
Methodology for identifying the level of speech development of children by the method
associative experiment. This diagnostic technique is used
for children with a higher level of mental and speech development.
An associative experiment reveals preparation more deeply than other methods.
the child to further study at school, the ability to think logically and
convey your judgments in a coherent statement (when interpreting and
explanation of the selected reaction words).
For the first survey (at the beginning of the school year), you can offer
15 polysemantic words of different parts of speech (five each): names
nouns needle, pen, bell, lightning, sheet; adjectives
old, light, heavy, sharp, hard; the verbs go, stand, beat,
swim, pour.
Task 1. An adult asks the child: “Let's play with you
the words. I will tell you my word, and you yours, whatever you want. What will come to you in
head, then name it. " The teacher calls the word needle, the child says sews
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(the second person can record the answers with a pen or on
voice recorder); then the second word is called, followed by the next.
Task 2. When answers to all words are received, the teacher returns to
to the child's statement: “I said the word needle, and you said the word sews. Why
did you pick this word? Explain. " Statements of explanation (interpretation
meanings of words) are also recorded, this is an important indicator of speech
development of children.
Task 3. Composing a story (fairy tale) on the topic of a polysemantic word
needle. This activity reveals children's understanding of the different meanings of the polysemantic
words and ability to reflect this understanding in the plot. The story is better
write down. It is very important for the analysis what sentences the child uses.
simple or complex for storytelling, whether they are grammatically correct
are designed and connected, is the content of the story transmitted to
logical sequence and whether it matches the given theme.
After completing three tasks, the answers of the children are analyzed. Everything
children's responses to tasks are divided into types of reactions, which, in their
the queue is evaluated in points from 1 to 3.based on the quality and
quantitative analysis, a conclusion is made about speech development
preschooler.
There are still few tests to determine the general development of oral speech.
developed. Mostly there are foreign tests. In our country
most often compound techniques are used, examples of which
presented above.
A speech development survey should be carried out in
individual dialogue mode, in an atmosphere of goodwill,
encouragement of the child, support by the teacher. Results and quality
the performance of test tasks by the child will depend on how much
he feels natural and uninhibited.
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When examining the level of speech development, it is very important to track
adequate perception and understanding of the methodology and purpose of the assignment by the preschooler.
How carefully the child listens to the instructions, does he try
fully understand before proceeding with the assignment. Example:
"Methodology for identifying the level of speech development of older preschoolers"
O. Ushakova. Assignment: Explain why you chose the word for the word "needle"
«….».
All test tasks are recommended to be selected in such a way that
so that the game motivation of the activity masks the testing character
communication and make tasks attractive to children. Example: "Method
revealing the level of speech development of senior preschoolers "according to O.
Ushakova. Assignment: Now you and I will play words. I'll tell you mine
word, and you give me yours: a needle, a bell, a lightning; light, sharp, deep.
go, fall, run.
The selection of the content of the test questions is determined by the age
the originality of children's speech and program tasks. Example: Methodology
G.A. Lyubina (and the team) determines the features of speech development
children of the third year of life and reveals the levels of speech development of children in
age from two to three years; speech of children of the fourth year of life; children's speech
fifth year of life.
The most difficult to diagnose are analysis, interpretation and
evaluation of results. When assessing, it should be borne in mind that any
evaluation is conditional. The main task of the survey is to control
development of each child and timely assistance to him, not assessment.
The advantages of techniques that determine the general level of speech development in
the fact that they provide the most complete information about the state of development
children's speech in the group. The educator gains insight into individual
the pace of speech development, about quantitative and qualitative changes, about
"Speech acquisitions" of children and those "falling links" for which
11

urgent need to pay attention. Also in the techniques you can
borrow individual tasks for a narrow study of the state
certain aspects of speech development. In this case, the results remain
its authenticity.
However, these techniques require a lot of time from the teacher, and
for the preparation of the material, and for the survey itself, and for
data processing. These techniques are laborious to use, which also requires
the allocation of personal free time by the teacher for their conduct. V
as a consequence of the above, the results of the survey are expected for a long time,
there is no mobility of their use in correcting educational
educational work.
12

List of used literature
1.Arushanova A.G., Yurtaykina T.M. Speech examination technique
development // Preschool education. - 1991. No. 7. - with. 7682.
2.Lyubina G.A. Children's speech: A guide for preschool teachers. institutions /
G.A. Lyubin. - Minsk: Scientific method. Center for study. book and teaching aids, 2002. -
224 s.
3.Pavlova A.A. Diagnostics and correction of speech development in children //
Modern models of speech psychology and psycholinguistics. - M .: Scientific
Thought, 1990. - p. 4549.
4.Starodubova N.A. Theory and methodology for the development of a preschooler's speech:
study. manual for stud. higher. study. institutions / N.A. Starodubova. - 2nd ed. -
M .: Academy, 2007 .-- 256 p.
5. Ushakova O.S. Speech development of preschoolers / O.S. Ushakov. - M .:
Institute of Psychotherapy, 2001. - 256 p.
6. Ushakova O.S., Strunina E. Methodology for the development of speech in children
preschool age: Educational method. manual for preschool teachers.
educated. institutions. - M .: VLADOS, 2004 .-- 288 p.
7.Yurtaykina T.M. Speech development survey of preschoolers //
The development of the speech of preschoolers. - M .: Academy, 1990. - p. 127136.
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8. Yastrebova A. V., Lazarenko O. I. Diagnostics of the level
the formation of the child's speech activity (linguistic development
child) / A.V. Yastrebova, O. I. Lazarenko. - M .: Arkti, 2000 .-- 54 p.
14

In this article:

To understand how speech development is diagnosed in preschool children, you need to understand for yourself what speech is and what it is like in children of younger, middle and older preschool age.

So, speech is another confirmation of the mental development of a preschooler. With the help of speech, children get to know the world around them, learn to establish communication links with children and adults. Timely diagnosis of speech development in children will identify possible deviations and find ways to solve them.

Features of speech development in early preschool age

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

As for analyzing speech features that can be diagnosed, children of younger preschool age, then
they may be as follows.

1. Preschoolers may not pronounce certain sounds clearly.
2. Intonation is imperfect.
3. Diction, voice power need development and adjustment.
4. Inaccuracies in numbers and cases when combining words.
5. Passes of individual members of the proposal.
6. The desire to create new words as a way to learn the native language.

The speech of children of 4 years old 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 differ in consonance. You should not stop such an activity, since it is it that contributes to the development of speech hearing, the ability to select words that are similar in sound.

At the 5th year of life, 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, it is no longer a problem to determine the functions of objects. It is during this period that children get acquainted with the basic grammatical rules. While their speech is filled with neologisms, but despite this, they already understand what a description is, how to build a narrative story.

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

Children of the same age may have different levels of speech development. Diagnostics of the speech development of children in the 5th year of life is carried out according to the methodology for 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
vocabulary is not so rich yet. Most children pronounce sounds and words without mistakes, their speech is filled with controlled intonations, vocabulary is replenished with synonyms, antonyms, polysemantic words.

A preschooler of this age uses words in speech with a full understanding of their meaning, learns 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 build texts of different types, using linking words and adhering to the basic structure of the text: strings, middle and ending.

Despite all the achievements, the speech of older preschool children is still imperfect. Grammatical mistakes are made when trying to build complex constructions, as well as the inability to build perfectly coherent text.

About the diagnosis of speech development

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

So, at a young age, by the end of the 4th year of life, children are able to:

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

In older preschool age, children are able to:

Older preschool children are happy to talk about the plots of the paintings shown to them, using different types of 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.

Speech diagnostics

1. Technique "Tell by picture"

This technique is intended to determine the active vocabulary of the child.

The child is given 2 minutes to carefully examine these pictures. If he is distracted or cannot understand what is shown in the picture, then the experimenter explains and specifically draws his attention to this.

After the review of the picture is completed, the child is asked to tell about what he saw on it. The story for each picture is given another 2 minutes.

The psychologist conducting the research using this technique records the results in a table, where he notes the presence and frequency of the child's use of various parts of speech, grammatical forms and structures

Scheme for recording the results of the study using the "Tell by picture" method:

Fragments of speech recorded during the study	Frequency of use
	Nouns
	Normal adjectives
	Pronouns
	Prepositions
	Complex sentences and constructions

Evaluation of results:

10 points(very high) - all 10 fragments of speech included in the table are found in the child's speech

8-9 points(high) - 8-9 of the speech fragments included in the table are found in the child's speech

6-7 points(average) - 6-7 of the speech fragments contained in the table are found in the child's speech

4-5 points(average) - in the child's speech there are only 4-5 out of ten fragments of speech included in the table

2-3 points(low) - 2-3 of the speech fragments included in the table are found in the child's speech

0-1 point(very low) - there is no more than one speech fragment in the child's speech from those included in the table.

Conclusions about the level of development:

10 points- very tall.

8-9 points- high

4-7 points- average

2-3 points- short.

0-1 point- very low.

2. Method "Name the words"

The technique presented below determines the vocabulary of words that are stored in the active memory of the child. The adult names the child some word from the corresponding group and asks him to independently list other words belonging to the same group.

It takes 20 seconds to name each of the groups of words listed below, and in general, to complete the entire task - 160 seconds.

1. Animals.

2. Plants.

3. Colors of objects.

4. Shapes of objects.

5. Signs of objects other than shape and color.

6. Human actions.

7. Ways of performing human actions.

8. The quality of the actions performed by a person.

If the child himself finds it difficult to start listing the necessary words, then the adult helps him by calling the first word from this group, and asks the child to continue listing.

Evaluation of results

10 points - the child named 40 or more different words related to all groups.

8-9 points - the child named from 35 to 39 different words related to different groups.

6-7 points - the child named from 30 to 34 different words associated with different groups.

4-5 points - the child named from 25 to 29 different words from different groups.

2-3 points - the child named from 20 to 24 different words related

with various groups.

0-1 point - the child called no more than 19 words for the entire time.

Conclusions about the level of development

10 points is very high.

8-9 points - high

4-7 points - average.

2-3 points - low.

0-1 point is very low.

3. Methodology "Definition of concepts"

In this technique, the child is offered the following sets of words:

tie, pinch, prickly.

Imagine that you have met a person who does not know the meaning of either

one of these words. You should try to explain to this person what each word means, for example the word "bicycle".

How would you explain this? "

The child is offered 1 set of words.

For each correctly given definition of the word, the child receives 1 point. It takes 30 seconds to define each word. If during this time the child could not give a definition of the proposed word, then the experimenter leaves it and reads the next word in order.

If the child's definition of a word turned out to be not entirely accurate, then for this definition the child receives an intermediate grade - 0.5 points. With a completely inaccurate definition - 0 points.

Evaluation of results

The maximum number of points that a child can receive for completing this task is 10, the minimum is 0. As a result of the experiment, the sum of points received by the child for determining all 10 words from the selected set is calculated.

Conclusions about the level of development

10 points is very high.

8-9 points - high.

4-7 points - average.

2-3 points - low.

0-1 point is very low.

4. Methodology "Clarification of passive vocabulary"

In this technique, the child is offered the same five sets of words as a stimulus material.

1. Bicycle, nail, newspaper, umbrella, fur, hero, swing, connect, bite, sharp.

2. Airplane, button, book, cloak, feathers, friend, move, unite, beat, dumb.

3. Car, screw, magazine, boots, scales, coward, run,

tie, pinch, prickly.

4. Bus, paper clip, letter, hat, fluff, sneak, twirl, fold, push, cut.

5. Motorcycle, clothespin, billboard, boots, hide, enemy, stumble, collect, hit, rough.

The child is read the first word from the first row - "bicycle" and is asked from the following rows to choose words that match it in meaning, making up a single group with this word, defined by one concept. Each subsequent set of words is slowly read to the child with an interval of 1 second between each spoken word. While listening to a row, the child must indicate that word from this row, which in meaning is suitable for what has already been heard. For example, if he previously heard the word "bicycle", then from the second row he will have to select the word "airplane", which makes up with the first the concept of "modes of transport" or "means of transportation". Further, sequentially from the following sets, he will have to select the words "car", "bus" and "motorcycle".

If the first time, that is, after the first reading of the next row, the child has not been able to find the right word, then it is allowed to read this row to him again, but at a faster pace. If, after the first listening, the child made his choice, but this choice turned out to be wrong, the experimenter fixes the error and reads the next row. As soon as all four rows are read to the child to find the right words, the researcher goes to the second word of the first row and repeats this procedure until the child tries to find all words from the next rows that match all words from the first row.

Comment. Before reading the second and subsequent rows of words, the experimenter must remind the child of the found words so that he does not forget the meaning of the words he was looking for. For example, if by the beginning of reading the fourth row in response to the stimulus word from the first row "bicycle" the child has already managed to find the words "plane" and "car" in the second and third rows, then before reading the fourth row to him the experimenter should tell the child something like this: “So, you and I have already found the words“ bicycle ”,“ plane ”and“ car ”, which have a common meaning. Remember about it when I read you the next series of words, and as soon as you hear the same meaningful word in it, say it right away. "

Evaluation of results

If the child has correctly found the meanings from 40 to 50 words, then he eventually gets 10 points.

If the child managed to correctly find the values ​​from 30 to

40 words, then he is awarded 8-9 points.

If the child was able to correctly find the meaning of 20 to 30 words,

then he gets 6-7 points.

If, during the experiment, the child correctly combined into groups from 10 to 20 words, then his final indicator in points will be 4-5.

Finally, if the child managed to combine less than 10 words in meaning, then his score in points will be no more than 3.

Conclusions about the level of development

10 points is very high.

8-9 points - high.

4-7 points - average.

0-3 points - low.

7.5. Methodology "Determination of active vocabulary"

The child is offered any picture that depicts people and various objects (for example, the one shown in the figure below). He is asked to tell as much as possible about what is shown and what is happening in this picture within 5 minutes.

Drawing. An example picture for a methodology designed to determine the active vocabulary of a child of primary school age:

The child's speech is recorded in a special protocol, the form of which is given in the table, and then analyzed.

table... The form of the protocol to the methodology for assessing the active vocabulary of a younger student

Fixed signs of speech	The frequency of the use of these signs by a child
	Nouns
	Communion
	Gerunds
	Initial adjectives
	Comparative adjectives
	Superlative adjectives
	Prepositions
	Homogeneous Sentence Members
	Complex sentences with conjunctions like "i", "a", "but", "yes", "or", etc.
	Complex sentences connected by subordinate unions such as "which", "because", "since", etc.
	Introductory constructions starting with the words “first,” “in my opinion,” “I think,” “it seems to me,” etc.

In this protocol, the frequency of the child's use of various parts of speech, complex sentences with unions and introductory constructions is noted, which indicates the level of development of his speech. During a psychodiagnostic experiment, all these signs included in the form of the protocol are noted on its right side.

Evaluation of results

The child receives 10 points if at least 10 of the signs listed in the protocol are found in his speech (story by picture).

His speech is estimated at 8-9 points when at least 8-9 different protocol signs are found in it.

A child earns 6-7 points for his speech in the presence of 6-7 different signs.

A score of 4-5 points is given to him for the presence of 4-5 different signs in speech.

2-3 points - 2-3 signs are present in speech.

0-1 point - there is no story or there are 1-2 words in it, which are one and only part of speech.

Conclusions about the level of development

10 points is very high.

8-9 points - high.

4-7 points - average.

2-3 points - low.

0-1 point is very low.

6. Study of rigidity of speech

Purpose of the study: to determine the degree of speech rigidity. Material and equipment: color pictures of the same type depicting landscapes, each size at least 20x25 cm, sheets of paper and a pen.

Research procedure

The study can be conducted with one subject or with a group. If several people are being examined at the same time, then it is better that each subject received a picture, and not looking at a common poster. The subjects are asked to write an essay based on the picture, but the purpose of the study is hidden.

Instructions to the test subject: "Before you is a picture with a landscape depicted on it. Write an essay on this picture." The time for writing an essay is not limited in this case, and the work ends when the essay has at least 300 words.

Processing of results

The purpose of processing the results is to calculate the value of the rigidity of the subject's written speech for each hundred words of his composition. First, in the essay, each hundred words are separated by a vertical line. Then, in every hundred words, they cross out or underline all repeating words that are the same in sound and spelling, including words that have a common root. For example, the same root words will be: green, green, greenish. For each hundred words of the composition, the number of repetitions is separately calculated. The conjunction "and" is also a word, and all its repetitions are counted.

The indicator of the rigidity of written speech can be presented both in absolute terms, that is, in the number of repetitions, and in relative terms - in the form of the "KR" coefficient.

Analysis of results

The tendency to repeat words when writing essays is not the same in every hundred. For the interpretation of individual indicators, a table is proposed for determining the degrees of rigidity of written speech.

N / n hundreds of words in the composition

Degree of rigidity
			lability
number of repetitions
First hundred	10 and more
Second hundred	12 and more
Third hundred	14 and more

During the analysis of the results, it is desirable to establish the causes of the rigidity. Among the reasons may be: a small speech reserve, poor health of the subject, low intelligence, etc. People with labile speech often have pronounced linguistic and general humanitarian abilities. Usually they are fond of literature and philology. It is important for those wishing to improve themselves to take care of the prevention of speech rigidity. For these purposes, you can work with a dictionary of synonyms, replacing repetitions with synonyms in your texts of speeches and compositions. In a similar way, you can develop oral speech. In this case, a tape recording of speeches and conversations with its further analysis helps a lot.

7. Research of the tempo of oral speech activity

Purpose of the study: Determine the pace of speaking on the reading test.

Equipment: reading test consisting of letters and numbers, stopwatch.

Research procedure

The experimenter conducts this study with one subject, who should be comfortably seated at a well-lit table.

The subject is offered a standard reading test printed on a small form. The test looks like this.

A and 28 I 478 TCM 214 b! yu? = 734819 nosonromor thieves iushchtsfh 000756 kotonrortrr 11 + 3 = 12 15: 5 = 24: 7 = 23 M + A = mom = ma! mom = dad porridge + sha = ka

Instructions to the test subject: "At my signal" Start! "

The experimenter should use a stopwatch to record the time spent by the subject reading the entire test and possible errors.

Processing of results

The results of this testing are the time of reading the entire set of letters, numbers, signs and the number of mistakes made by the subject.

Analysis of results

The test results are interpreted using a scale for assessing the rate of oral speech activity.

Reading time

Reading pace	Note
40 s or less		For admitted reading errors rank reading pace decreases by decreasing one line down
from 41 to 45 s
from 46 to 55 s
from 56 to 60 s

In the course of interpreting the results, it is important to take into account what type of activity the subject prefers to engage in and his temperament. In philologists, the rate of speech activity is usually high. In addition, the speed of reading the test is influenced by the state of health and the mood for testing. An important role is played by the installation caused by the instruction. In most people, a high tempo is correlated with choleric or sanguine types of temperament, and medium or low - with phlegmatic and melancholic.

The pace of reading can be accelerated by frequent reading aloud and developing attention.

When diagnosing speech development in older preschool children, we relied on the following provisions:

Communication and rhetorical skills in the preparatory group are associated with the ability to analyze and evaluate communication

And also with the ability to communicate, when the ability to navigate in a situation is assessed.

When diagnosing the speech development of children of the preparatory group, the following assessment indicators were used:

The ability to navigate in different situations of communication, taking into account who is speaking, to whom the speaker is addressing, for what purpose, what - about what, as well as others;

The ability to analyze and evaluate one's own speech behavior and the speech behavior of another, what the speaker said, what he wanted to say, what he said unintentionally, etc.;

Mastering the culture of listening, listening attentively to the interlocutor, responding adequately to the speaker's speech;

It is appropriate to use the rules of speech etiquette, conduct an etiquette dialogue; - to correlate verbal and non-verbal means of communication, possession of non-verbal means (facial expressions, gestures, body movements).

To identify the level of speech development in older preschoolers, we used the “Speech development according to the“ Rainbow ”program.

Diagnostics of children of the preparatory group for the development of speech was carried out in the following directions.

1. To diagnose the sound culture of speech, it was found out whether the child has speech defects. Which?

The following tasks were offered:

a) The child was asked to name any words with the sound c.

“For example, I remembered now,” says the teacher, these are the words: pine… aspen… sowed…. Now it's your turn. Continue!"

b) A game was offered. A sheet of paper is given with a lattice to determine the position of the sound in the word and a chip. The rules of the game are explained: “Repeat the word river after me. Do you hear the p sound in this word? Is it heard at the beginning of a word or in the middle of it? Put the chip in the first window, since in the word river the sound r is at the beginning of the word. Listen to another word - rhinos. Where is the sound r heard? Place the chip in the second window. Let's say the word fire together. And I put my chip in the third window. Am I right or wrong? Now work yourself. I will name the word, you say it after me and put the chip in the right window: cancer ... lilac ... cheese. "

2. To examine the understanding of speech and the level of active vocabulary, the following was proposed.

a) The teacher says: “The little puppy has a very sore ear. He whines. Needs your sympathy. What do you tell him? Start like this: "You are my ..."

b) The children were asked to look at the picture. The question was asked what happened to the chickens. It was proposed to come up with a title for the story.

The teacher asks to take a closer look at a chicken that has seen not yellow, but black and grimy chickens; describe her condition. She… . 3. Fiction.

a) The child is asked to read a favorite poem

b) They offer to name fairy tales that the child is ready to listen to more than once. If he cannot remember the name of the tale, let him start telling it, you can suggest the name.

c) The child is asked to remember the writers whose books were read in kindergarten and at home; artists who made wonderful drawings for children's books.

Assessment of the assignments was carried out as follows:

9-10 points (high level) - answers all tasks correctly, without prompting from adults, answers quickly and willingly.

5-8 points (intermediate level) - answers most of the questions correctly, but uses the advice of an adult, answers slowly but willingly.

1-4 points (low level) - he answers most of the questions incorrectly, even with a tip from an adult, answers little and reluctantly.

The analysis of the data obtained was entered into the child's individual card, which indicated the data about the child. Below is a summary table of the subjects' data for all three types of tasks (see table 2).

table 2

	Sound culture of speech	Speech comprehension, active vocabulary	Fiction
1. Marina V.
2. Artem B.
3. Glory T.
4. Roman S.
5. Diana N.
6. Konstantin D.
8. Sveta V.
9. Daniel J.
10. Alina L.
11. Irina M.
12. Veronica S.
13. Yaroslav K.
14. Bogdan G.
15. Kirill A.
16. Lada D.
17. Sevastian S.
19. Maria B.
20. Mark Z.

As a result of the analysis of the data obtained, the average score was obtained, the results are presented in table No. 3 and in the form of a diagram in Figure No. 2.

Table No. 3 Diagnostic results to identify the level of speech development of children of the preparatory group

The data obtained is presented in the following diagram:

Rice. 2

Thus, in the process of diagnosing the speech development of older preschool children, it was found that 10 out of 20 children have a high level of speech development, 7 children have an average (satisfactory) level, and 3 children have a low level.

The work on determining the peculiarities of speech development in older preschoolers showed that children of this age make few mistakes in word usage, in the construction of not only a simple, but also a complex sentence; use a variety of ways to link sentences in the text. Older preschoolers try not to break the sequence of presenting thoughts, often in their stories there are elements of narration and description. But sometimes children turn to the help of an adult, since they cannot always cope with the task on their own.

The results obtained testify to the effectiveness of complex classes for 3-4 years, starting from the second junior group and up to preparatory, inclusive. This confirms the need for such training with the aim of mastering an active vocabulary, the formation of a sound culture of speech, the development of the skills of transferring knowledge of fiction, building a coherent monologue statement in the process of conducting complex lessons.