"According to the outstanding teacher K.D.Ushinsky, without knowing the essence of a phenomenon, it is impossible to successfully influence it, even with good methodological recipes"
from the author"s preface I am rereading this book for the second time with great interest. The first part of it "The Child Learns to Speak" was written more than thirty years ago and in fact is practically one continuous "boring theory". If you are looking for ready-made answers and recipes, then it is better to spend money on a glossy mom magazine, where the main conclusions from the book will fit on half a page. Thankfully, over the past 30 years, these conclusions have ceased to be revolutionary and are now generally known to everyone. Here, in search of answers, you will need to break through the intricate structure of the brain, speech organs, the first and second signaling systems of Academician Pavlov and other horror. And the conclusions are not structured, for example, by the child"s age, but are scattered throughout the book in an even layer, so that both the mother of a baby and the parents of a five-year-old will find a lot of useful information, all that remains is to find it . So the book is primarily aimed at specialists working with children. But for interested parents it will also be very attractive. I will try to briefly outline what can be found in this thin book.
- It all starts with understanding.
- Speech from birth?
- And if the child has not started talking?
- And how to develop fingers?
- Video on the topic
- Across the fields The blue tractor is coming to us – Cartoon song for children
- A collection of nursery rhymes for speech development.
- The first words of babies. Learning to speak. Speech development in children.
- finger games for any age
- Finger gymnastics for children "Running hippos"
- Finger game to start speech #startspeech #speech therapist
- The game "bunnies foxes" will teach the child to play by the rules. #shorts
It all starts with understanding.
- An eight-month-old child cannot “understand” individual words, he can react to a phrase only if he is in a familiar environment, if a certain person speaks to him and with a certain intonation. By the age of one, the child begins to react to the words themselves.
- Children have difficulty associating words with an object if they only see it. For better memorization, you need to let the child touch the object shown and play with it.
- In order for children to successfully turn a word into a concept (i.e.e. not this particular book, but books in general), it is necessary to name and show as many actions as possible with this object ("open the book", "close the book", etc.p.), and not just name the object to the child.
- It is much more useful not just to tell the child fairy tales, sing songs and read books (although, of course, this is also necessary), but first of all to involve the child in games with objects as a participant, showing and commenting on all the actions.
"This is a common occurrence in the family: they read books to the child nonstop as he gets older and talk to him a lot. They also sing songs to him. As though conducive environments are produced for the child’s speech development. However, the outcomes are frequently far from outstanding.
Olya R (2y4m) – the only and long-awaited child in the family. In the afternoon, she is in the care of her grandmother, who either tells fairy tales, then sings songs, entertaining the girl in every possible way, and in the evening mom and dad cut dolls out of paper and arrange staleings in front of her. Olya sits, listens listlessly and looks at everything completely passively. The test showed that the girl knows only the names of individual objects (about 15 words instead of the 400 she was supposed to know at this age) and about 20 names of actions. Hence, it is obvious that most of what her grandmother and parents tell Olya remains just noise for her – she does not learn and does not understand many of the words she hears"
However, the process of helping a child develop understanding does not stop when they can speak and appear to understand "everything." For instance, a word can have up to four different degrees of generalization. Furthermore, a child’s comprehension of generalization increases with age. Children can only access the fourth and final level when they are five years old. Furthermore, nothing occurs here "of course." "Systematic work with children is needed to bring their understanding of speech closer to ours."
Thus, parents of chattering children, don’t let up. Speaking and understanding are two different things, and books can provide you with a wealth of helpful information about understanding-specific issues.
Speech from birth?
"Remember that your baby’s speech development didn’t start when he started copying your words."
Working with your child from birth is something you must do. Talk to him, respond to his cooing, mimic his actions, and use your facial expressions to show your approval and happiness at the noises the child is making. But nobody knows this is a secret. However, a lot of people miss something.
Pre-speech reactions will not develop well if the child is unable to hear both the adult and themselves. Parents who feel that a child should be exposed to noise from an early age should be particularly aware of this situation because, in their opinion, the child will grow up to be spoilt. By the way, adults typically request silence when they are studying or sleeping. Furthermore, children’s developing systems are particularly vulnerable to the negative impacts of noise. This is merely care for the baby’s proper development; it is in no way pampering.
One more thing that is frequently forgotten. When a child is "talking," they should be able to see the adult’s face up close. Additionally, the mother is frequently preoccupied with her own tasks while also singing and telling the child something. In the meantime, "a full two to three minutes spent with the baby will benefit him far more than lengthy conversations when the child hears the adult but does not see his face."
In the book, you can look at tables of approximate terms of development of vocal reactions in infants, as well as the development of the child’s speech. True, these tables are largely arbitrary, and blindly believing that every child by the age of two, for example, should speak 300 words and begin to use cases, is probably not worth it. But still, it is worth imagining the main sequence, at least in order not to expect too much from the child, which also often happens . And, despite the fact that children are individual and each person"s speech develops at its own pace, its development is influenced by many factors, so if the child does not fit into his own framework, there is no need to panic about this, but perhaps it is worth taking a close look to see if something is slowing down the onset of childish talkativeness. In addition, the child may have some speech disorders (a separate chapter of the book is devoted to this), and in this case, the sooner you contact a specialist, the more successful the treatment will be. "One more point should be emphasized: at the slightest delay in speech development, it is necessary to contact a speech therapist, and if there are neurotic symptoms (for example, stuttering), then also a neurologist" . This does not mean that any speech delay is a pathology, most likely there is nothing terrible about it, but still, a specialist consultation is necessary in order not to miss possible problems.
“It is very important to create such conditions so that the child feels the need to ask an adult for something or answer him with words. Sometimes you have to observe, especially in a family where a lot of attention is paid to the child, that his desires are anticipated before he has time to express them in words. As soon as he reaches for an apple, his mother or grandmother immediately gives it to him. He takes his mother and pulls her toward the door: “Kotya wants to go for a walk? Let"s go now”. In such conditions, the child does not need to use speech: adults will say everything for him themselves… In children"s institutions, the nanny or teacher also very often addresses children in such a form when a verbal response from them is not required.»
A hilarious passage
Never speak inanely to a child when conversing with them. It is all too common to witness a mother or grandmother talking to a child nonstop; naturally, the child grows weary of this and stops listening. When this happens, an adult’s speech becomes unnoticeable and sounds like the sounds of a radio that is always on.
The obvious conclusion is that you should talk to the child, but you should also avoid talking inanely, read fewer books and make meaningless noises, show more, name him, and allow him to touch you.
And if the child has not started talking?
The child is actively participating and all the necessary conditions for speech have been established, but he still won’t speak. Why is that the case?
The degree to which children communicate verbally with the adults in their environment was thought to be the primary factor in speech development. Through hearing others imitate onomatopoeia, children were able to mimic speech patterns, which in turn allowed them to start articulating syllables. As a result, parents are typically encouraged to converse with their children more.
However, this turns out not to be the case at all. Although it is a prerequisite for speech development, this is not the most crucial factor.
It turns out that you can assess a child’s speech development level even before you hear him speak. Just observing how he can move his fingers is sufficient. The child is talking if he can move his fingers independently (show one, two, three fingers), but if they are tense or, on the other hand, "cottony" and cannot move independently, the child cannot speak.
The impulses from the fingers influence the formation of speech areas.
This implies that the development of finger movements is a prerequisite for the development of speech and that this process must begin at an early age.
And how to develop fingers?
And the second part of the book “Finger game training” by M.S.Ruzina will help with this. It contains “folk” finger games for the development of fine motor skills. The fact is that “traditional” games for the development of fine motor skills – lacing, mosaics, modeling and the like, do not provide for the complete and correct development of this motor skill. Firstly, they train only the “main” fingers, and the ring finger and little finger almost do not participate in games. And secondly, these games are used to develop compression movements, and almost never stretching and relaxing, which leads to an imbalance in the development of fingers and increased muscle tone. That is why, in addition to regular motor development classes, special exercises for all types of movements of all fingers are necessary. Such game exercises are given in the book. They are intended for children of all ages, only some are suitable for the smallest (years up to two years), it makes sense to engage in this book with preschool children in full.
The effectiveness of these classes with six-year-olds (twice a week for 20 minutes!) is demonstrated by a study cited by the authors, and the outcomes are astounding.
A little about the sad. The book contains excellent exercises and games, but the small format of the book, the quality of the publication and the lack of colorful illustrations do not allow it to be used as a direct aid for playing with a child. These games must first be memorized or copied and printed on a large sheet of paper. So it is more convenient for me to deal with the child in colorfully designed books that the child can take from the shelves, look through, examine illustrations for each exercise. And "finger game training" with excellent games lies without much use. We don"t do it regularly or often, but nevertheless, it is noticeable from the children"s drawings that the finger development is going in the right direction . For example, here is how we are progressing in drawing a person:
And I have to admit that there is a very clear link between all the advancements in speech and drawing and the creation of the next generation of hitherto unattainable "three-finger combinations."
The books "The Child Learns to Speak" by M.M. Koltsova and "Finger Game Training" by M.S. Ruzina provide insightful analyses of interactive learning and language development in early childhood. Koltsova’s research focuses on the stages at which children learn to speak and understand language, whereas Ruzina highlights the benefit of finger games for developing children’s cognitive and motor abilities. When combined, these methods emphasize the value of playful activities and organized learning in fostering a child’s development.
Conclusion: The book will be a very interesting and educational read for interested parents. Furthermore, the second section of the book will be helpful to you if, in contrast to me, you are able to read the instructions for a finger game ahead of time, retain the words and motions, and then replicate everything for the child. If not, you’ll need to hunt for something more eye-catching and approachable.
