The role of speech in the development of visual perception in children. Auditory perception and its influence on the development of speech

General speech underdevelopment (OHP) - various complex speech disorders, in which the formation of all components of the speech system related to its sound and semantic side, with normal hearing and intelligence, is impaired in children.

The cause of OHP can be: infection or intoxication (early or late toxicosis) of the mother during pregnancy, incompatibility of the blood of the mother and the fetus by the Rh factor or group affiliation, pathology of the natal (birth) period (birth trauma and pathology during childbirth), diseases of the central nervous system and brain trauma in the first years of a child's life, etc.

At the same time, OHR can be caused by unfavorable conditions of upbringing and education, it can be associated with mental deprivation (deprivation or limitation of opportunities to meet vital needs). In many cases, OHR is the result of the complex effects of various factors, for example, hereditary predisposition, organic insufficiency of the central nervous system (sometimes easily expressed), and an unfavorable social environment.

The most difficult and persistent option is OHP, caused by early brain damage that occurs during pregnancy, childbirth and the first year of a child's life.

All children with OHP always have a violation of sound pronunciation, underdevelopment of phonemic hearing, a pronounced lag in the formation of vocabulary and grammatical structure.

General speech underdevelopment can be observed in the most complex forms of children's speech pathology: alalia (absence or underdevelopment of speech due to organic damage to the speech zones of the cerebral cortex in the intrauterine or early period development of the child), aphasia (complete or partial loss of speech due to local lesions of the brain.), as well as rhinolalia (violation of the timbre of the voice and sound pronunciation, due to anatomical and physiological defects of the speech apparatus.), dysarthria (violation of the pronunciation side of speech due to insufficient innervation speech apparatus.) - in those cases when the deficiency of the vocabulary of the grammatical structure and gaps in phonetic-phonemic development are simultaneously revealed.

Children with OHP have typical manifestations that indicate systemic impairment of speech activity. One of the leading signs is a later onset of speech: the first words appear by 3-4, and sometimes by 5 years. Speech is agrammatical and phonetically insufficiently framed. The most expressive indicator is the lag in expressive speech with a relatively good, at first glance, understanding of addressed speech. The speech of these children is incomprehensible. Insufficient speech activity is observed, which drops sharply with age, without special training. However, children are quite critical of their defect.

Defective speech activity leaves an imprint on the formation of sensory, intellectual and affective-volitional spheres in children. Insufficient stability of attention, limited possibilities of its distribution are noted. With a relatively preserved semantic, logical memory in children, verbal memory is reduced, the productivity of memorization suffers. They forget complex instructions, elements and sequence of tasks.

To distinguish the manifestation of general speech underdevelopment from delayed speech development, a careful study of the history and analysis of the child's speech skills are necessary.

In most cases, the history does not contain data on gross violations of the central nervous system... Only the presence of a mild birth trauma, long-term somatic diseases in early childhood is noted. The unfavorable impact of the speech environment, miscalculations of upbringing, lack of communication can also be attributed to factors that inhibit the normal course of speech development. In these cases, attention is drawn primarily to the reversible dynamics of speech impairment.

General speech underdevelopment has varying degrees of severity: from the complete absence of speech means of communication to detailed speech with elements of phonetic and lexico-grammatical underdevelopment. Proceeding from correctional tasks, R.E. Levina made an attempt to reduce the diversity of speech underdevelopment to three levels. Each level is characterized by a certain ratio of the primary defect and secondary manifestations that delay the formation of speech components. The transition from one level to another is characterized by the emergence of new speech possibilities.

The first level of speech development is characterized by an almost complete absence of verbal means of communication or their very limited development during the period when speech in normally developing children is already fully formed.

In children at the first level of speech development, the active vocabulary consists of a small number of indistinctly pronounced everyday words, onomatopoeia and sound complexes. Words and their substitutes are used to designate only specific objects and actions, and they are used in a variety of meanings. Children widely use paralinguistic means of communication - gestures, facial expressions. There are no morphological elements in speech to convey grammatical relations. The child's speech is understandable only in a specific situation.

Describing the second level of speech development, R.E. Levina points to the increased speech activity of children. They have phrasal speech. At this level, the phrase remains phonetically and grammatically distorted. The vocabulary is more varied. In the spontaneous speech of children, various lexico-grammatical categories of words are already noted: nouns, verbs, adjectives, adverbs, pronouns, some prepositions and conjunctions. Children can answer picture questions related to the family, familiar phenomena of the world around them, but they do not know many words for animals and their babies, body parts, clothes, furniture, professions, etc.

A pronounced agrammatism remains characteristic. The understanding of addressed speech remains incomplete, as many grammatical forms are not sufficiently distinguished by children.

The third level of speech development is characterized by the appearance of a detailed everyday speech without gross lexico-grammatical and phonetic deviations. Against this background, there is an inaccurate knowledge and use of many words and an insufficiently complete formation of a number of grammatical forms and categories of the language. In the active vocabulary, nouns and verbs prevail, there are not enough words denoting qualities, signs, actions, states of objects, word formation suffers, and the selection of single-root words is difficult. The grammatical structure is characterized by errors in the use of prepositions to, in, from under, because of, between, through, over, etc., in the coordination of various parts of speech, in the construction of sentences.

The pronunciation of children does not correspond to the age norm: they do not distinguish close sounds by ear and in pronunciation, distort the sound structure and sound filling of words.

A coherent speech utterance of children is characterized by a lack of clarity, sequence of presentation, it reflects the external side of the phenomena and does not take into account their essential features, cause-and-effect relationships.

In children with OHP, there is insufficient coordination of movements in all types of motor skills - general, mimic, fine and articulatory.

Children with general speech underdevelopment differ from their normally developing peers in features mental processes... They are characterized by instability of attention, a decrease in verbal memory and memorization productivity, a lag in the development of verbal-logical thinking. The listed features lead to the inability to engage in educational and play activities in time or switch from one object to another. They are distinguished by quick fatigue, distraction, increased exhaustion, which leads to the appearance of various kinds of errors when performing tasks.

Many children with a general underdevelopment of speech have impaired motility of the articulatory apparatus: a change in muscle tone in the speech muscles, difficulties in fine articulatory differentiations, and a limited ability of voluntary movements.

Impairment is closely related to speech disorders fine motor skills hands: lack of coordination of fingers, slowness and awkwardness of movements, stuck in one position.

The presence of a general underdevelopment of speech leads to persistent violations of the activity of communication. At the same time, the process of interpersonal interaction of children becomes more difficult, and serious problems are created on the way of their development and learning.

In such children, the underdevelopment of phonemic perception is traced. Their blurry, incomprehensible speech does not provide an opportunity for the formation of clear auditory perception and control. This further aggravates the violation of the phonemic analysis of the structure of the word, since the nondiscrimination of one's own incorrect pronunciation and the pronunciation of others inhibits the process of phonemic perception of speech as a whole.

In case of violation of the phonemic side of speech in children with OHP, as noted by T.A. Tkachenko, several conditions are revealed:

• - insufficient distinction and difficulty in analyzing only those sounds that are impaired in pronunciation (the mildest degree of underdevelopment);
• - violation of sound analysis, insufficient discrimination of a large number of sounds attributed to different phonetic groups when their articulation is formed in oral speech;
• - nondiscrimination of sounds in a word, inability to distinguish them from the composition of the word and determine the sequence (severe degree of underdevelopment).

These errors are evaluated in different ways: some affect only the shades of phonemes and do not violate the meaning of the statement, others lead to confusion of phonemes, to their nondiscrimination. The latter are more rude, since they complicate the understanding of the statement.

The features of phonemic perception in children with OHP were first presented in the work of R.E. Levina The researcher notes that in children of the I level of speech development, the phonetic-phonemic side of speech is characterized by phonemic uncertainty and unstable phonetic design. Phonemic development is in its infancy: the task of isolating individual sounds for a child with such a development of speech is incomprehensible and impracticable.

The phonemic side of children's speech is characterized by the presence of many distortions, substitutions and confusions; they have impaired distinction between soft and hard sounds, hissing, whistling, affricate, voiced and deaf.

According to T.B. Filicheva, G.V. Chirkina, the replacement of some sounds with others, simpler in articulation, is most often found in the group of sonorants ("duka" instead of "hand", "palokhod" instead of "steamer"), whistling and hissing ("totna" instead of "pine", "duk "Instead of" beetle "). Mixing most often concerns the iotated sounds and sounds "l", "g", "k", "x". That is, one of the characteristic features of children of the II level of speech development is insufficient phonemic perception, unpreparedness for mastering the skills of sound analysis and synthesis.

Children with OHP are characterized by undifferentiated pronunciation of sounds (whistling, hissing, sonorous), when one sound simultaneously replaces two or more sounds of a given or similar phonetic group (the sound "s" replaces the sounds "s", "w", "c", " h "," u "). That is, the phonemic underdevelopment of children in this group is manifested in the lack of formation of the processes of differentiation of sounds. Underdevelopment of phonemic perception is noted when performing elementary actions of sound analysis - when recognizing a sound, inventing a word for a given sound (R.E. Levina, 1966, 1968).

Thus, R.E. Levina, on the basis of a psychological study of the speech of children, came to the conclusion that the phonemic analysis of the structure of a word is essential for the full assimilation of the sound side of speech. She notes that deviations in phonemic perception can be derivatives, i.e. have a secondary character, “such a phenomenon is observed in violation of speech kinesthesia, which occurs with morphological and motor lesions of the speech organs”. In children with OHP, the perception of phonemes is characterized by the incompleteness of the processes of formation of articulation and perception of sounds, which are distinguished by subtle acoustic-articulatory signs. The state of phonemic development of children affects the mastery of sound analysis. In oral speech, the undifferentiation of phonemes leads to substitutions and confusions of sounds. According to the acoustic-articulatory similarity, the following phonemes are usually mixed: paired voiced and voiceless consonants; labialized vowels; sonorous; whistling and hissing; affricates are mixed both with each other and with any of their components. This state of development of the sound side of speech interferes with mastering the skills of analyzing and synthesizing the sound composition of a word and often leads to a secondary (in relation to the underdevelopment of oral speech) defect, reading and writing disorders.

According to L.F. Spirova, the low level of phonemic perception in children with OHP is most clearly expressed in the following: a) fuzzy distinction by ear of phonemes in their own and someone else's speech (primarily deaf - voiced, whistling - hissing, hard - soft, hissing - whistling - affricate etc.); b) unpreparedness for elementary forms of sound analysis and synthesis; c) difficulty in analyzing the sound composition of speech.

L.F. Spirova examined children with correct speech and phonemic underdevelopment before entering school and received the following interesting figures:

• 1) The isolation of vowel sounds at the beginning of a word was performed by 78% of the examined children with correct speech and only 46.2% of children with phonemic underdevelopment.
• 2) The isolation of consonants at the beginning of a word was coped with 53.4% ​​of children with correct speech and only 18% with phonemic underdevelopment.
• 3) Isolation of vowel sounds at the end of a word: 23.5% of children coped with the correct speech and 3.1% of children with phonemic underdevelopment.

However, there is not always an exact correspondence between pronunciation and sound perception. So, for example, a child can pronounce 2-4 sounds distorted, and cannot distinguish a larger number by ear, moreover, from different groups.

The relative well-being of sound pronunciation can mask a deep underdevelopment of phonemic processes. In case of violation of any link (auditory, kinesthetic analysis, operation of phoneme selection, auditory and kinesthetic control), the whole process of phonemic recognition is hampered in general.

G.V. Babina and N.A. Grasse was found in children with a history of general speech underdevelopment, peculiarities of mastering the skills of phonemic analysis and synthesis in children who had a history of general speech underdevelopment, established the presence of a number of persistent specific difficulties arising in the process of producing phonemic analysis of words proposed by the experimenter. Typical mistakes of children with OHP:

• - omission of vowel phonemes in words of varying structural complexity;
• - omissions of several unstressed vowels in words such as milk (m-l-k-o); towel (p-l-t-e-n-c);
• - skipping an unstressed vowel at the beginning or in the middle of a word such as boots (s-p-a-g-i), room (to-o-m-n-t-a);
• - skipping an unstressed vowel in a position after fricative consonants and an affricate, for example: wheat (p-sh-n-i-ts-a); towel (p-a-l-a-t-e-n-c);
• - skipping consonant phonemes when they converge in words of the room type (k-o-n-a-t-a); sweets (k-a-f-e-t-s);
• - missing whole syllables: towel (p-a-t-e-n-ts-e);
• - the inclusion of unnecessary sounds (phonemes): ball (mn-ah);
• - slipping from highlighting phonemes, where the consonant is fricative or affricate, to highlighting syllables: fly (mu-ha), skating rink (ka-to-k), wheat (n-she-ni-tsa, n-she-n- and-ts-a), window (a-ko-n-tse);
• - permutations of phonemes (contact, distant): thrown (z-a-b-o-r-s-i-l), sunflower (p-o-d-s-o-x-n-u-l), bent (z-a-b-i-g-a-l), lit up (z-a-g-l-i-s ");
• - permutations of syllables: hooves (to-o-t-a-p-s);
• - a combination of skipping phonemes with slipping into a partial syllable analysis: wheat (n-w-ni-tsa, n-w-i-tsa), boy (ma-ch-k);
• - a combination of missing phonemes with the addition of extra ones: ball (mnh);
• - a combination of permutations or omissions of phonemes and syllables with the addition of extra phonemes: vata (t-a-a-o-v), library (b-b-o-p-t-e-a).

Thus, the researchers found that children with OHP tolerated a large number of errors when performing a complete phonemic analysis of words of varying complexity, as well as difficulties when performing elements of phonemic analysis. Errors were persistent, differed in a variety of manifestations, and were detected in all series of experimental tasks designed for the oral form of performance (G.V. Babina, N.A. Grasse, 2001).

The study of the phonemic side of speech of children with general speech underdevelopment, conducted by G.R. Shashkina, L.P. Zernovoi, I.A. Zimina, showed that phonemic processes were grossly disturbed in 85% and not formed in 15% of children. Most of the children did not cope with any of the tasks, it was difficult for them to repeat a simple syllable chain after a speech therapist, they could not name the first sound in a word, did not hear a sound in a speech stream, and could not determine its position in a word. Some children found it difficult mainly to determine the position of sound in a word, they practically did not make mistakes when repeating syllable chains after a speech therapist. These researchers concluded that the phonemic side of speech of children with OHP is not sufficiently formed, the mechanism of violation of the phonemic side of speech is not the same for them, the symptomatology of the manifestation of defects is different.

As L.F. Spirova, if a child with insufficient development of phonemic hearing, starting to learn to read and write, experiences difficulties in sound-letter analysis, then as he goes through the rules of grammar and spelling, he cannot learn them. Mastering many rules depends on the ability to distinguish sounds, to clearly analyze the sound composition of words. If the child does not sufficiently distinguish between hard and soft consonant sounds in oral speech, then he cannot learn the rules of spelling words with hard and soft consonants in front of vowels. When spelling dubious consonants in the middle and at the end of a word, a student who poorly distinguishes between voiced and voiceless consonants will not be able to use the word checking rule.

Thus, a violation of phonemic hearing can lead to dysgraphia, namely to such types as articulatory-acoustic dysgraphia, which is based on the reflection of incorrect pronunciation, dysgraphia due to violations of phonemic recognition (acoustic dysgraphia), dysgraphia due to a violation of language analysis and synthesis ...

Children with phonemic underdevelopment may also experience reading disorders associated with a lack of ideas about the sound-letter composition of a word. It is no coincidence that R.I. Lalaeva singles out phonemic dyslexia associated with the underdevelopment of the functions of the phonemic system. The sound image of a syllable or word that has arisen in a child in the course of such reading is not immediately recognized. This is how guess reading occurs with frequent replacement of one word with another. This also explains such errors in reading as multiple repetition of individual letters or syllables, omissions, permutations, substitutions, etc., which often leads to distortion of the reading, to misunderstanding and causes a slow reading pace.

Thus, the underdevelopment of the function of the phonemic system in children with OHP can manifest itself in undifferentiated phonemic perception, inaccuracy of phonemic representations, as well as in the lack of formation of phonemic analysis and synthesis. Phonemic disorders can be of a primary or secondary derivative nature, and also lead to a violation of the grammatical, lexical side of speech, that is, coherent speech in general. Therefore, the development of these functions is of great importance for further education at school.

In general, the analysis of the literature showed that not all children with OHP have the same lag in the development of phonemic functions.

In some cases, children cannot dismember a word into separate sound elements. Words are perceived globally or supporting consonants are highlighted. Children cannot bear the task of separating the initial vowels from a word or the final consonants that are in the most difficult position to isolate. Children do not distinguish sound complexes or words consisting of the same sounds, given in a different sequence or differing in one sound.

In other cases, children cope with simple forms of sound analysis, distinguish sounds in words, isolate vowels from the beginning of a word or consonants from the end of a word, but they cannot handle more complex forms of sound analysis (isolating a consonant from the beginning of a word, etc.). These difficulties are especially clearly visible when words are offered for analysis, the first sounds of which are distinguished by subtle acoustic-articulatory features.

In less severe cases, children with OHP hear correctly and highlight sounds in different words in different positions; Difficulties arise when words with defectively pronounced sounds are offered for analysis. Replacement of one sound with another is characteristic here. Children find it difficult to select pictures that include this sound, to independently invent and name words with a given sound. With insufficiently formed differentiation of sounds, children develop inaccurate ideas about the sound composition of a word.

But in all cases, the underdevelopment of the sound side of speech, insufficient formation of phonemic processes and sound pronunciation prevent the timely formation of prerequisites for the spontaneous mastery of the practical skills of analyzing and synthesizing the sound composition of a word. This creates difficulties for children to acquire literacy. And the lack of formation of the phonetic-phonemic side of speech in children with general speech underdevelopment, the interdependence of speech and non-speech processes, the peculiarities of the structure and mechanisms of phonemic disorders determine the main directions of corrective action.

From all of the above, we can conclude that inadequate development of phonemic hearing and perception leads to the fact that children do not independently develop a readiness for sound analysis and synthesis of words, which subsequently does not allow them to successfully master literacy at school without the help of a speech therapist.

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Cortical speech centers located in the dominant hemisphere take part in the implementation of speech, motor, kinetic, auditory and visual areas, afferent and efpernt pathways, which belong to analyzers (hearing, vision and sensitivity), are also involved in speech reproduction.

Speech centers were discovered 100 years ago and they are called Brock and Wernicke centers.

Brocca Center

Brokk's center refers to the motor centers of speech. They are located in the lower part of the third frontal gyrus of the left hemisphere of the brain. The neurons in this center control the muscles involved in articulation. When the neurons of this center are damaged, a person develops motor aphasia, which manifests itself in the form of "telegraph speech" (speech becomes difficult, a person speaks in short phrases, using a minimum of nouns, verbs, adjectives)

Wernicke Center

The Wernicke center belongs to the sensory centers. It is located in the posterior part of the first gyrus of the left hemisphere and is located in the immediate vicinity of the auditory center of speech. When the neurons of Wernicke's center are damaged, sensory aphasia occurs (The understanding of speech is impaired, while the ability to speak fluently and distortedly remains.)

Perception of speech

When exposed to the sound of speech in the receptor cells of the cochlea of ​​the inner ear, a nerve impulse is formed, which enters the nucleus (-), then into the primary field of the cerebral cortex. Further, the nerve impulse enters the Wernicke center, where the understanding of speech is carried out. The process of understanding speech is associated with decoding the incoming information in this center in the form of an acoustic or optical stimulus.

Reproduction of speech

An electrical impulse (nerve) from Brokk's center enters the motor cortex of the brain, where the muscles of the face, jaw, tongue, palate, pharynx, etc. are controlled. Due to this, certain sounds are emitted and the timbre of the voice changes.

Development of speech

Speech is formed on the basis of sensory mechanisms of attention and the emotional sphere in the process of communication with adults. Speech development is a multi-step process. A child is born with a set of certain morphological structures in the cerebral cortex, which ensure the formation of speech during the first three years of life.

The speech development process consists of 3 periods:

Preparatory.

Speech comprehension period.

The period of mastering speech.

For the development of speech, it is necessary to influence the central nervous system of several visual, auditory, and kinetic stimuli. The child learns normal articulation based on the auditory perception of the speech of the surrounding people.

Preparation period

This period begins from the 2nd month of the child's life. It is based on the innate ability to pronounce sounds (Gulenie, babbling. These sounds are typical for all peoples of the world)

During the first months of life, crying for a child takes on a second signal value, as it causes a response from adults. Later, on the basis of the pronounced sounds, specific sounds of the speech center are formed.

Sensory speech is formed at 7-8 months, and motor speech at 10-12 months.

Speech comprehension period

It is formed in the second year of a child's life. Speech is formed by imitating the speech of an adult.

After 2 years of life, there is a leap in the development of active speech. (The child begins to put individual words into phrases) The plural appears in speech.

At 2 years of age, the child's vocabulary is 300 words.

Phrasal speech period

It is formed after 3 years of life. During this period, the child learns the first grammatical forms.

By the age of 4, the child uses conjunctions and pronouns in his speech. The word "creativity" is characteristic of the child (he forms new words from separate words "

At 4-5 years old, children pronounce long phrases. Asks why. (period "why"). During the period of phrasal speech, the child masters the algorithms native language.

The critical periods in the development of the period are 3 and 7 years. Puberty (?) Period For girls 11-15, for boys 13-17 years.

The plasticity of speech function in childhood

The plasticity of the brain in children can provide the restoration of the lost speech function (as a result of injury or illness). Moving the speech center from the left hemisphere to the right is possible up to the age of 10 years.

2.1 Influence of visual perception on the development of speech

speech underdevelopment psychophysiological child

Full-fledged independent speech, based on adequate and fairly clear ideas about the surrounding objective world, turns out to be one of the leading factors in the mental and moral development of a child. The child observes and tries to imitate the speech movements of others in the same way as other expressive movements. The influence of the visual analyzer on the development of speech was studied in detail by M.E. Khvatsev, M.A. Piskunov, A.G. Litvak, I.M. Soloviev, M.B. Eidinova and others).

According to M.E. Khvatseva, vision, which is essential in the development of verbal speech, manifests itself already in the first half of the year, but is still little differentiated. In the first months of a child's life, analyzers are better developed, closely related to the acts of eating. But gradually they are inferior in their importance in the life of a child to the leading analyzers - auditory and visual. From the moment of such a restructuring (from the age of two), the stage of the rapid development of the child's speech begins.

M.A. Piskunov also believes that in the early stage of speech development, in the stage of its formation, vision plays a secondary, secondary role. The value of the visual receptor is reduced by the fact that visual perception, and even more so the differentiation of speech articulation, is largely inferior to the perception and differentiation of speech sounds by hearing.

Indeed, a significant part of speech articulation occurs in the larynx, nasopharynx, oral cavity and is manifested outwardly only reflected: in the general movements of the lower jaw, cheeks and throat. Visible lip styles when pronouncing sounds that are different in their speech meaning (P-B-M, F-V) are actually outwardly indistinguishable from each other, and, therefore, are visually perceived without differentiation, while clear phonetic variations of these speech sounds are formed for due to small fluctuations in the strength and duration of muscle tension and the inclusion of new mechanisms (voice, nasal resonance).

The formation of subject representations is also carried out mainly with the help of vision. Reflection of reality through the visual analyzer is a complex process in which the sensory and motor components of the visual system interact, providing dynamism, integrity, simultaneity and distant perception of objects, processes and phenomena. With the help of vision, the main features of objects are identified: shape, size, light and color characteristics, spatial relationships between objects are established.

Visual perception is always carried out in interaction with other types of sensitivity. The gradual formation of systemic connections between vision and other types of sensitivity has been described by many authors (A.I. Zotov, S.V. Kravkov, N.I. Kasatkin, A.G. Litvak, I.M.Soloviev, M.B. Eidinova and etc.).

The formation of a child's sensory cognitive experience with the participation of vision is based on the formation of complex systemic visual-auditory, visual-tactile, visual-motor connections, which are the physiological basis for the further development of higher forms of cognitive activity.

Visual images, according to the accumulation of sensory, and later verbal-logical experience, become, according to L.S. Vygotsky, a fusion of various mental functions that are constantly changing and rebuilding under the influence of external conditions.

Thus, vision plays a huge role in the formation of the object meanings of words and grammatical categories used by children. The enrichment of specific speech content with visual images contributes to the formation of the correct relationship between directly sensory and verbal-logical cognition in the course of mental development the child is normal.

2.2 The role of hearing in the development of speech

One of the most important factors of speech development is the full-fledged perception of verbal acoustic signals, which is ensured by the normal functioning of the auditory analyzer. The study of this issue was carried out by M.E. Khvatsev, M.A. Piskunov, N.I. Zhinkin and others.

In the process of auditory perception of acoustic signs of sounds (intensity, frequency, duration), generalized in phonemes, auditory and kinesthetic images of words, phrases, phrases are actualized.

In ontogeny, reactions to sound stimuli are already noted in a newborn child. They are expressed in shuddering all over the body, blinking, changes in breathing and pulse. Somewhat later, in the second week, sound stimuli begin to cause a delay in the general movements of the child, the cessation of crying. All these reactions are congenital in nature, i.e. unconditioned reflexes.

The first conditioned reflexes to sound stimuli are formed in children at the end of the first and beginning of the second month of life. As a result of repeated reinforcement of a sound signal (for example, a bell) by feeding, the baby begins to respond to this signal with sucking movements.

Somewhat later, in the third and fourth months of life, the child begins to differentiate qualitatively different sounds (for example, the sound of a piano and the ringing of a bell) and homogeneous sounds of different heights. The main semantic load at the age of 3 to 6 months is intonation. During this time, the child develops the ability to differentiate intonation and express his experiences (for example, pleasant or unpleasant) with the help of shades of voice.

In the following months of the first year of life

The development of auditory perception in children consists of two stages: first, the child learns to distinguish the sounds of the surrounding world, and then to identify the speech of people.

Auditory perception is physical and phonetic. The ability to hear, understand and distinguish sounds helps children to navigate in the world around them, and also becomes the basis for the systematic development of speech skills.

So how should hearing develop in children?

Development of physical (non-verbal) hearing

From the very first days of life, the child perceives various sounds of the surrounding world, however, until about a month, he does not divide them in terms of volume, intensity and character of sound. This skill, being an innate skill, develops in absolutely all children, with the exception of those cases when the child has serious problems in the structure of the hearing aid.

We need physical hearing to orient ourselves in the world around us. As they get older, the child will be able to match sound to action. For example, by the intensity and volume of car noise, you can understand how far from us the car is, even without looking at it.

The development of auditory perception in children, especially its physical component, depends on the variety of sounds in the child's life. To contribute to the formation of a fine hearing, parents are advised to instill in children a love of music from a very early age. In addition, the physical hearing is well developed by the sounds of animate and inanimate nature - the meow of a cat, the singing of birds, the sound of rain, the sound of the wind, etc.

Development of phonemic (speech) hearing

Phonemic hearing is the basis of a child's speech. Thanks to this skill, the child can perceive and distinguish by ear the sounds of his native language, as well as differentiate the combinations of speech sounds - syllables, words, sentences, etc.

Almost immediately after birth, the child is able to distinguish the voice of the mother from the voices of other people. But at first, this skill is based only on intonation color, that is, the baby does not yet distinguish between individual speech sounds. The first manifestation of phonemic hearing appears in a child closer to three months, when he reacts to the voices of relatives, and also masters the first babble.

To develop the child's phonemic abilities, parents need to talk to him more often. In this case, you should pay close attention to the correctness of your pronunciation, articulatory and intonational expressiveness.

The norms of auditory development in children

The development of auditory perception in children must comply with the following standards:

1-3 months - the child perks up when he hears human speech.

4-5 months - the child babbles and hums, quickly reacts to extraneous noises.

6 months - 1 year - the child hears not only loud sounds, but also whispers. Recognizes familiar noises (rain, sound of songs, etc.).

2 years - hears speech from a distance of 5 meters. Identifies the source of the sound without seeing it.

3 years old - distinguishes between melodies. Uses intonation expressiveness in his speech (can speak softly, loudly, excitedly, surprised, etc.).

I bring to your attention playing exercises and games for the development of auditory perception, which can be carried out in order to educate and teach pronunciation and development of auditory perception and attention of children, to bring up the ability to listen and distinguish sounds in words, to pronounce them correctly:

• Consideration of illustrations, toys, objects in the names of which have the sound you need.
• Highlighting words with the desired sound from the proposed phrases. For example, select the sound "Ш" from the phrase "The puppy fell asleep in the box", etc.
• Memorizing poems, proverbs and sayings, where the desired sound is most often found.
• Guessing riddles on the topic.
• Repetitions of words and phrases for an adult, observing the same intonations (question, surprise, joy, simple narration, grief, discontent, etc.)
• "Do you know how to listen?" - the child is given a task: to listen to the words spoken by an adult and clap his hands if he hears the sound "s". (you can just raise your hand, nod your head, etc.)
• “Find the right object” - the task is given: find an object with the desired sound.
• "Broken Phone" is a well-known game when words are whispered, and then the child is asked to pronounce them with different voice strengths or different intonations.
• "Edible - inedible" - are words related to a specific sound. (themes can be different: trees, grass, flowers, fruits, etc.).
• Make a chain of words so that the last letter of the spoken word is the beginning of the next word. For example, "orange - nutria-pit-flavor". You can also discuss certain topics in the selection of words.
• “Guess what I want to say” - pronounce the desired syllable or part of the word, ask to guess the whole word. So, "ko ... (scythe)", "... games (tiger)", "... ampa (lamp", etc.)

The works of L. S. Vygotsky indicate the connection between the word and the sensory basis in the process of the formation of speech in a child. Formulating his law of "function transition up", he pointed to the decisive role of perception in the formation of speech and thinking. "In a child," he wrote, "without the development of perception, speech cannot develop, because in the normal functioning of perception we have a prerequisite for the normal development of higher systems." That is why in a young child "the dominant function is perception, and all other functions act only as a result of perception and through it."

Research by L. S. Vygotsky showed that at the first stages of development, complex mental processes, being formed, rely on more elementary functions underlying, and depend on them. Elementary functions are, as it were, the basis for the development of such complex mental functions as, for example, speech. L. S. Vygotsky attached decisive importance to the process of perception for the development of speech, he said in this regard that a child in no way can develop speech without the development of perception; the child can speak and think only by perceiving. Formation of perception of various modality - visual object perception, perception of space and spatial relationships of objects, tactile perception of objects, etc. - creates a basis for generalization of perception and for the formation of images of the real objective world, that primary basis on which speech begins to form. And later, speech, in turn, begins to have a significant impact on the development of images of perception, clarifying and generalizing them.

Consideration of the development and decay of speech also indicates that real world given to a person at the beginning of his life in sensations and ideas, and only later does he receive a reflection in words. Ontogenetic data indicate the participation of the process of perception of any modality in the development of such mental processes as memory, speech, thinking. By virtue of this regularity, in children with brain pathology, the higher levels of mental functions are "secondarily" impaired and their disintegration is in direct proportion to the decay of more elementary levels of these functions or from the decay of lower-order mental functions that are associated with the affected function. The delay in more highly organized functions caused by the delay in the development of elementary functions in early childhood cannot but affect at a later age, limiting the learning and development opportunities of such children.

Thus, the development of higher mental functions occurs only if the child's constant contact with the objective world is ensured, and the contact is not only sensory, but, which is especially important, it is necessary to cognize the world through objective activity. The hand, while not being a specific channel for speech information, at the same time serves as one of the most important links between the perception of the objective world, the impact on it and the processes of verbal thinking.

In young children, motor orientation in the circumstances is of decisive importance in the process of executive activity. They follow the stimuli with their eyes, but as a result of such a visual acquaintance with the situation, they cannot acquire knowledge of what and how to do. Visual impressions do not evoke the necessary associations in them, and the significance of certain signals for behavior remains unclear.

Only studying a problem with a groping hand can help them become familiar with the situation and influence the skill formation process. The orientation system corresponding to the properties of the object is formed in young children initially as a system of tactile-motor orientation reactions. Although the eye participates in all their actions, however, at first only the palpating hand can figure out the actual features of the object. Later, the hand appears to move without touching the object, and, finally, the eye, which followed the hand all the time and accumulated its experience, acquires the ability to perform an orientation function on its own. Due to the connections formed in the previous experience, visual impressions immediately evoke the corresponding tactile-kinesthetic associations.

The stage of manipulating an object is very important for a child, since at the same time he gains experience of various actions and their generalizations, which, in turn, are the genetic roots of thinking and speech. The child's mastery of object manipulations creates the necessary basis for the assimilation of their verbal substitutes and gives them a more precise and definite meaning.