Guseva Natalia Nikolaevna
Position: educator
Educational institution: MBDOU d / s No. 1 "Smile", Stavropol
Locality: Stavropol Stavropol Territory
Material name: article
Topic:"Communicative competence as an indicator of the speech development of preschool children"
Publication date: 13.08.2017
Chapter: preschool education

Communicative competence as an indicator

speech development of preschool children

Modern system preschool education focused on

humanistic

developing

personality,

requiring understanding and respect for its interests and rights. To the fore

advances

ensure

full-fledged

residence

child

preschool period of childhood, when he feels not just warded,

active

doer,

constantly

opening

joining

culture,

formed

throughout

historical

development

society.

educational

sent

creation

opening

the possibility of independent actions for the development of the surrounding world.

significance

acquires

problem

interactions between preschoolers and peers. V Lately more often

speaks out

conditions

education

learning

It is not enough for developing programs for children to communicate only with an adult.

full-fledged

cognitive

social

development

needed

contacts

peers.

literature

presents a range of research areas on the problem of interaction

considered

activity,

structural

Components:

needs,

Need

peer

expressed

striving

self-knowledge

self-esteem

through

comparisons

peer

partner.

throughout preschool age, the need to communicate with peers

increases, by the senior preschool age, the peer becomes more

preferred partner than an adult.

Communicative competence is seen as a focus on

object of communication, as situational adaptability, as language proficiency, etc.

Despite different interpretations of this concept, they are united by the fact that

they all point to the components necessary for communication: possession

means of communication (speech, facial expressions, pantomime); skill with

verbal

non-verbal

install

contacts,

necessary

domestic

orientation

exchange

information

the ability to hear, listen and speak (in the process of communication to express their

feelings, emotions, desires, ask questions and argue your point

At the same time, practice shows: purposeful formation

communicative competencies in preschoolers often remain outside

attention

teachers.

agree,

quarrel,

conflict, do not try to hear each other, aggressive. Emerging

conflict

situations

impede

normal

children, but also interfere with the educational process as a whole.

Communicative competence is considered as a basic

characteristic

personalities

preschooler,

the most important

premise

well-being

social

intellectual

development,

development

specifically

activities

collective

construction, children's artistic creativity etc.

Communicative competence is a complex entity that

characterized

certain

structure,

components

levels

being in relationship. Traditionally, in the structure of the communicative

Competence has three components:

Motivational-personal (the child's need for communication);

Cognitive (knowledge from the field of human relationships);

Behavioral (a way of responding to a specific

situation, the choice of certain norms and rules in the process of communication and for

communication).

In the structure of communicative competence, there are often three

other component:

Communicative knowledge (knowledge about the ways and means of interaction with

surrounding people);

Communication skills (the ability to understand the speech of others and

make your speech understandable to them);

Communication skills (the ability of the child to understand the state and

statements of another person and the ability to express one's attitude to

occurring in verbal and non-verbal forms of communication).

The imperfection of communication skills hinders the process

free communication (free communication, negatively affects

personal development and behavior of the child, does not contribute to the development of his

verbal and cognitive activity.

free

free

communication

ad hoc communication, which most often occurs in the process

conversation and exchange of information. To such communication at preschool age in

have

activity

receiving

information.

free

suggests

spontaneity

expression

information,

subjective position in the process of free communication contributes to the development

his communicative activity and communicative competence.

For the effective development of communicative competence

preschooler must comply with the following conditions:

create situations of communicative success;

stimulate

communicative

activity,

use

problem situations;

eliminate communication difficulties;

focus on the "zone of proximal development" and increase the level

communicative success;

conduct

corrective

improvement

development

communicative

competence

individual

characteristics of children, involving in this work a teacher-psychologist and

motivate the child to express their thoughts, feelings, emotions,

characteristic features of characters with the help of words and facial expressions;

provide

directly

educational

activities and independent activities of children;

simulate

create

situations

motivating

preschooler to communicate with adults and peers;

process

communicative

activities

provide

strategy

support and facilitation of teacher interactions with children, children with

peers;

recognize

social

situations

leaks

daily life of the child, factors that have an equal impact

result

development

communicative

competence.

It is important to note that the development of communicative competence

must be considered simultaneously with the process of formation in the child

different types of children's activities (game, communicative, labor,

cognitive research,

productive

music

artistic,

meaning

communicative

activity interaction of preschool children acquires

game activity.

The game as a communicative situation encourages children to enter into

contacts,

is an

communicative

activities.

the speech development of children is carried out, the assimilation of communication norms takes place.

Communication in the game: in a creative role-playing game, dialogic and

monologue speech. Role-playing game contributes to the formation and development

adjustable and planned speech functions. Positive effect on speech

children participation of the teacher in children's games and discussion of the course of the game, putting forward

foreground methodological conclusion: children's speech is improved only under

adult influence.

Outdoor games have an impact on the enrichment of the vocabulary, education

sound

culture.

Dramatization games

contribute

development

activity, taste and interest in the artistic word, expressiveness

speech, artistic speech activity. There are ball games like

"Edible - not edible." Children improvise by naming words from different

thematic groups (vegetables, fruits, transport, clothing, fish, snakes, etc.). V

several players can participate in the game at the same time, throwing each other

several balls. Game actions are accompanied by laughter, joyful

vocalizations, speech utterances.

accompany

independent

pictorial

activity.

are located

“The ability to communicate with other people, to work together

With them, the ability to want, rejoice and grieve,

learn new things, albeit naively, but brightly and unconventionally,

to see and understand life in your own way - this and much more

the other carries preschool childhood” L.A. Wenger

The mental development of a child begins with communication. This is the first type of social activity that arises in ontogenesis and thanks to which the child receives the information necessary for his individual development.

Studies of prominent domestic psychologists have shown that the need for communication in children is the basis for the further development of the entire psyche and personality already at the early stages of ontogenesis (Venger L.A., Vygotsky L.S., Lisina M.I., Mukhina V. S., Ruzskaya A.S., Boguslavskaya Z.M., Smirnova E.O., Galiguzova L.N., etc.). It is in the process of communicating with other people that the child learns human experience. Without communication, it is impossible to establish psychic contact between people.

When studying the process of communication in children, great importance is attached to the problem of psychological preparation of older preschoolers for school, in the solution of which communication with an adult plays a leading role as a central link in the cognitive and volitional development of the child.

Since communication with an adult plays a decisive role in the development of a child, we start the conversation with him (slide No. 2).

The development of various aspects of communication determines several successive stages or levels, at each of which communication appears in a holistic, qualitatively original form.

M.I. Lisina identified four forms of communication, (slide No. 3) replacing each other during the first 7 years of a child's life:

Situational-personal;

Situational business;

Extra-situational-cognitive;

Extra-situational-personal.

Situational-personal communicationa child with an adult (first half year of life) in a developed form has the form of a so-called complex - a complex behavior that includes concentration, a look into the face of another person, a smile, vocalizations and motor animation. Communication between an infant and an adult proceeds independently, without any other activity, and constitutes the leading activity of a child of this age.

Situational business uniform communication (6 months - 2 years) takes place against the background of practical interaction between the child and the adult. In addition to the attention and kindness of the desirability of the child early age begins to feel the need for adult cooperation. The latter is not limited to simple help; children need the complicity of an adult, simultaneous practical activities next to them. Business motives of communication become leading. The main means of communication are subject-effective operations. The most important acquisition of young children is the understanding of the speech of the surrounding people and the mastery of active speech. The emergence of speech is closely related to the activity of communication: being the most perfect means of communication, it appears for the purposes of communication and in its context.

Extra-situational-cognitive communication(3-5 years old) unfolds against the background of the cognitive activity of children, aimed at establishing sensually unperceivable relationships in the physical world. With the expansion of their abilities, children strive for a kind of theoretical cooperation with adults, which consists in a joint discussion of events, phenomena and relationships in the objective world. This form of communication is most typical for younger and middle preschoolers. For many children, it remains the highest achievement until the end of preschool childhood.

An undoubted sign of the third form of communication can be the appearance of the child's first questions about objects and their various relationships.

At first, the initiative in such a dialogue belongs to the adult: he tells, and the child listens, and often not very carefully and, it seems, understanding little. But this only seems to happen, because suddenly the baby begins to ask questions that not every adult will immediately find the answer to:

Why doesn't the moon fall to earth?

Why does a dog have many legs and I have two?

And if Pushkin died, why then Pushkin's fairy tales?

Can a goat marry a hedgehog and what kind of children will they have - with horns or with needles?

Why doesn't a chicken fly, but does it have wings?

Why do girls wear dresses and boys don't?

At the age of 4-5, children literally bombard adults with similar questions. This age is sometimes called the "age of why".

Extra-situational-personal form of communicationchildren with adults (6-7 years old) - the highest form of communicative activity of children in preschool childhood. Unlike the previous one, it serves the purposes of cognition of the social, and not the objective world, the world of people, not things. It is formed on the basis of personal motives that encourage children to interact, and against the background of a variety of activities: play, labor, cognitive. But now communication has an independent meaning for the child and is not an aspect of his cooperation with an adult. The senior partner serves as a source of knowledge about social phenomena and at the same time becomes an object of knowledge as a member of society, as a special person. Thanks to the success of children in the framework of extra-situational-personal communication, some reach a state of readiness for schooling, an important part of which is the child's ability to perceive an adult as a teacher and take the position of a student in relation to him.

However, in real life, quite often one can observe significant deviations from the indicated dates for the emergence of certain forms of communication. It happens that children remain at the level of situational business communication until the end of preschool age. For example, a preschooler strives only for physical contact with an adult - hugs, kisses him, freezes with pleasure when he is stroked on the head, etc. At the same time, any conversation or joint game causes him embarrassment, isolation and even refusal to communicate . The only thing a child needs from an adult is his attention and kindness. This type of communication is normal for a 2-6-month-old baby, but if it is the main one for a five-year-old child, this is an alarming symptom that indicates a serious lag in his development. Usually this lag is caused by the fact that at an early age the child did not receive the necessary personal, emotional communication with an adult; as a rule, it is observed in children from orphanages.

Under normal conditions of upbringing, this phenomenon is quite rare. But the delay at the level of situational business communication until the end of preschool age is more typical: the child enjoys playing with an adult, but avoids any conversation on cognitive and personal topics. This is natural for a baby at 2-4 years old, but a five-six-year-old child should not have this. If until the age of six the child's interests are limited to objective actions and games, and statements concern only surrounding things and momentary desires, one can speak of a clear delay in his development.

In some rather rare cases, the development of communication is ahead of the age of the child. For example, a baby already at 3-4 years old shows interest in personal problems, human relations, loves and can talk about how to behave, strives to act according to the rules. In such cases, one can speak of extra-situational-personal communication already at a younger preschool age.

It turns out that the age of a child does not always determine the form of his communication with an adult. Of course, the presence of a leading form of communication does not at all mean that all the others are excluded and that a child who has reached an extra-situational-personal form of communication should only do what to talk with an adult on personal topics. In real life, there are the most different forms communication that is used depending on the situation.

Interest in peers appears somewhat later than interest in adults (slide No. 4). Other children of the same age enter firmly and forever into the life of a child. A complex and sometimes dramatic picture of relationships unfolds between preschoolers. They make friends, quarrel, reconcile, get offended, jealous, help each other, and sometimes do small “dirty things”. All these relationships are acutely experienced and carry a lot of different emotions.

Emotional tension and conflict in the sphere of children's relations is much higher than in the sphere of communication with an adult. Adults are sometimes unaware of the wide range of feelings and relationships that children experience, and, of course, do not attach much importance to children's friendship, quarrels, and insults. Meanwhile, the experience of the first relationships with peers is the foundation on which the further development of the child's personality is built. This first experience largely determines the nature of a person's relationship to himself, to others, to the world as a whole.

Communication of young children with each other occurs through various actions, the analysis of which allowed M.I. Lisina to single out four main categories (slide No. 5).

1. Attitude towards a peer as an “interesting object”. The child examines a peer, his clothes, face, comes close to him. Such actions are manifested in relation to other children, and to adults, and even to inanimate objects. According to Lisina's observations, this attitude is typical of children who came to kindergarten as soon as they were one year old.

2. Actions with a peer as with a toy. Moreover, these actions are characterized by cavalierity. At the same time, the resistance of the “toy” does not interest the baby at all, the child can grab a peer by the hair, touch his nose, pat his face. This form of interaction is no longer found in communication with adults.

3. Watching and imitating other children. This category of actions (characteristic of both communication with children and adults) includes eye contact, smiles, and verbal forms of communication.

4. Emotionally colored actions that are characteristic only for the interaction of children with each other. This category of actions is specific to children's communication and, as a rule, is not used in adult-child contacts. The kids jump together, laugh, imitating each other, fall to the floor and grimace. Moreover, negative actions also belong to this category: children scare each other, fight, quarrel.

Thus, if children aged 1-1.5 years are more likely to be related to their peersas an action object, then closer to 3 years it is increasingly possible to observesubjective approachin relationships with peers. After 1.5 years, the child's behavior becomes less cavalier. Increasingly, children are exhibiting behaviors that are characteristic of categories 3 and 4.

Joint actions between children of the second year of life are not yet permanent, they arise spontaneously and quickly fade away, since children still do not know how to negotiate with each other and take into account mutual interests. Very often conflicts arise because of toys. But, nevertheless, interest in peers is gradually growing.

By the end of the second year of life, children already enter into joint play activities, which give them great pleasure. It should be noted that toys and objects located next to communicating children distract them from communication and reduce the effectiveness of interaction with each other.

In the third year, communication between children is activated. The peculiarity of this communication is “bright emotional coloring”, “special looseness, immediacy”. Most joint games are based on the desire of children to imitate each other.

At a younger preschool age, the child expects complicity from his peers in his amusements and craves self-expression. It is necessary and sufficient for him that a peer joins his pranks and, acting together or alternately with him, supports and enhances the general fun. Each participant in such communication is primarily concerned with attracting attention to himself and getting an emotional response from his partner. Communication between toddlers depends entirely on the specific environment in which the interaction takes place, and on what the other child is doing and what he has in his hands.

At the age of 3-4, communication with peers brings mostly joyful emotions. In the middle of preschool age, a decisive change occurs in relation to peers. The picture of interaction between children is changing significantly. After four years, communication (especially with children attending kindergarten) with a peer becomes more attractive than communication with an adult and takes an increasing place in a child's life. Preschoolers already quite consciously choose the society of peers. They clearly prefer to play together (rather than alone), and other children become more attractive partners than adults.

Along with the need to play together, a child of 4-5 years old usually has a need for peer recognition and respect. This natural need creates a lot of problems in the relationship of children and becomes the cause of many conflicts. The child does his best to attract the attention of others, sensitively catches signs of attitude towards himself in their glances and facial expressions, demonstrates resentment in response to inattention or reproaches of partners. Preschoolers see in others, first of all, themselves: an attitude towards themselves and an object for comparison with themselves. And the peer himself, his desires, interests, actions, qualities are completely unimportant: they are simply not noticed and not perceived. It turns out that, feeling the need for recognition and admiration of others, the children themselves do not want and cannot express approval to another, their peer, they simply do not notice his merits. This is the first and main reason for endless children's quarrels.

At the age of 4-5, children often ask adults about the successes of their comrades, demonstrate their advantages, and try to hide their mistakes and failures from their peers. In children's communication at this age, a competitive, competitive beginning appears. The successes and failures of others acquire special significance for the child. In any activity, children closely and jealously observe the actions of their peers, evaluate them and compare them with their own. Children's reactions to an adult's assessment also become sharper and more emotional. At this age, such difficult experiences arise as envy, jealousy, resentment towards a peer. They, of course, complicate the relationship of children and become the reason for numerous children's conflicts.

Thus, in the middle of preschool age, a profound qualitative restructuring of the child's relationship to his peers takes place. The other child becomes the subject of constant comparison with himself. This comparison is not aimed at discovering commonality (as with three-year-olds), but at opposing oneself and the other. Such a comparison primarily reflects changes in the child's self-awareness. Through comparison with a peer, he evaluates and asserts himself as the owner of certain virtues that are important not in themselves, but "in the eyes of another." This other for a 4-5-year-old child becomes a peer.

The difficulty is that many features of human perception in children are connected with the fact that the child sees and feels only what is in front of his eyes, i.e., the external behavior of another (and the troubles that this behavior can bring him). And it is difficult for them to imagine that behind this behavior there are desires, moods of another. Adults should help children with this. It is necessary to expand the child’s ideas about a person, to take them beyond the perceived situation, to show another child from his “invisible”, inner side: what he loves, “why he acts this way and not otherwise. The child himself, no matter how much he is in society of peers, will never discover their inner life, but will see in them only an opportunity for self-affirmation or a condition for their game.

But he cannot understand the inner life of another until he understands himself. This understanding of oneself can only come through an adult. Telling a child about other people, about their doubts, thoughts, decisions, reading books to him or discussing films, an adult reveals to a small person that behind every external action there is a decision or mood, that each person has his own inner life, that individual actions people are connected. It is very useful to ask questions about the child himself and his motives and intentions: “Why did you do this?”, “How will you play?”, “Why do you need cubes?” etc. Even if the child cannot answer anything, it is very useful for him to think about it, connect his actions with the people around him, try to look into himself and explain his behavior. And when he feels that it is difficult for him, fun or anxious, he will be able to understand that the children around him are the same as him, that they also get hurt, offended, they also want to be loved and taken care of. And maybe Seryozha will cease to be "mean" because he wants a truck, and Marinka will no longer be "nasty" because she wants to play her own way.

By the older preschool age, the attitude towards peers again changes significantly. By the age of 6-7, preschool children have a significant increase in friendliness towards peers and the ability to help each other. Of course, the competitive, competitive beginning persists for life. However, along with this, in the communication of older preschoolers, the ability to see in a partner not only his situational manifestations: what he has and what he does, but also some psychological aspects of the partner’s existence: his desires, preferences, moods.

By the age of 6, many children have an immediate and disinterested desire to help a peer, give him something or give up something. The emotional involvement in the activities and experiences of a peer also significantly increases during this period.

Many children are already able to empathize with both the successes and failures of their peers. A peer becomes for the child not only a means of self-affirmation and an object of comparison with himself, not only a preferred partner, but also a self-worthy personality, important and interesting. At older preschool age, the attitude towards peers becomes more stable, independent of the specific circumstances of interaction.

By the end of preschool age, strong selective attachments arise between children, the first sprouts appear. true friendship. Preschoolers gather in small groups (2-3 people each) and show a clear preference for their friends. They care most about their friends, prefer to play with them, sit next to the table, go for a walk, etc.

However, it is important to emphasize that the sequence of development of communication and peer relations presented above at preschool age is by no means always realized in the development of specific children. It is widely known that there are significant individual differences in a child's attitude towards peers, which largely determine his well-being, position among others, and, ultimately, the characteristics of personality development.

The communication process is not easy. Watching him, we see only an external, superficial picture of interaction. But behind the outside lies an inner, invisible, but very important layer of communication: needs and motives, that is, what prompts one person to reach out to another and what he wants from him. Behind this or that statement, action addressed to the interlocutor, there is a special need for communication. Only by knowing and understanding your interlocutor well can one build true communication with him, otherwise only the appearance of him is created.

Take, for example, children's questions, whims or complaints. It would seem that everything is clear here: questions must be answered, and whims and complaints should not be allowed. But careful observation shows that each of these phenomena is caused by different causes. A child may ask a question out of curiosity, but sometimes he just wants to get the attention of an adult, which is much more important to him than the answer. The kid is naughty because he is tired or does not know what to do with himself, or maybe because the adult limits his desire for independence too much. A child complains about a peer, not always because of his harmfulness, but often because through such a cunning move he hopes to receive praise from an adult, which he lacks so much. If an adult does not learn to recognize the inner need that prompts the child to enter into communication, he will not be able to understand him and correctly respond to it.

The same applies to the communication of children with each other. Many peer conflicts are connected, first of all, with the inability to take the point of view of another, to see in him a person with his own desires and needs. Trouble in one area of ​​communication can lead to failure in another. After all, both of them are interconnected, although they develop according to their own laws. The task of an adult is to direct their development in the right direction. And for this it is necessary to know both the general patterns of development of communication, and their specifics in different areas.

Indicators of the assimilation of social norms and rules (slide No. 6)

The importance of developing the ability to communicate, especially at preschool age, is indicated by numerous studies (E.V. Bondarevskaya, T.A. Repina, E.O. Smirnova)

The need for early formation of a positive experience of children's communication is due to the fact that its absence leads to the spontaneous emergence of negative forms of behavior in them, to unnecessary conflicts.

Development communicative competence with children in my group, I started at 2 junior group and this work is still ongoing.(slide number 7).

The kindergarten group is the first social association of children in which they occupy a different position. Here, various relationships are clearly manifested - friendly and conflict; children with communication difficulties are singled out. After spending in senior group diagnostic examination of children revealed that many children experience serious difficulties in communication, namely in communicative competence.And my task as a teacher is to provide each child with qualified assistance in the complex process of entering the world of people.

To do this, in accordance with the age and content of the educational program implemented in our preschool educational institution (MBDO No. 15), I developed an adapted program "The ABC of Communication" based on the literature:Galiguzova L.N., Smipnova E.O. "Stages of communication: from one to seven years, Lisina M.I. "Problems of ontogenesis of communication", Chistyakova M.I. " Psycho-gymnastics,Shpitsina L.M., Zashchirinskaya O.V., Voronova A.P., Nilova T.A. "ABC of communication: Development of the child's personality, communication skills with adults and peers.

Program goals: (slide number 8)

Formation in children of emotional and motivational attitudes towards themselves, others, peers and adults;

The acquisition of skills, abilities and experience necessary for adequate behavior in society, contributing to the best development of the child's personality and preparing him for life.

This program is designed for children of senior preschool age of 6-7 years. The duration of the program is 1 year. Working hours: 4 lessons per month; 36 classes in total. Classes include both theoretical and practical parts.

In my work I used various forms and conditions for the assimilation of norms and rules of behavior by children (slide No. 9).

A child at an older preschool age strives to be good, to do everything right: behave, evaluate the actions of peers, build their relationships with adults and children. This aspiration, of course, must be supported by adults.Therefore, as the main method, I used the method of developmental learning theory - the method of empathizing with the situation.

Development workcommunicative competence in children of older preschool age, I divided it into 7 blocks (slide No. 10).

Communicating with adults and peers, the child learns to live next to others, take into account their interests, rules and norms of behavior in society, i.e. becomes socially competent. This problem cannot be solved only within the kindergarten, so it is important to ensure continuity between the kindergarten and the family. For this purpose, I used various forms of work with parents (slide No. 11).

After conducting a diagnostic examination of children, I came to the conclusion that children (slide No. 12)

1. know about various means and methods of communication with the outside world
2. I can adequately evaluate and analyze my own behavior and the actions of others
3. at able to control their behavior and manage it, taking into account the moral norms of communication between people
4. know the basic rules of etiquette (greeting, gratitude, how to listen to the interlocutor and behave during a conversation, the rules of communication on the phone, the rules of good manners at the table)

Conclusions :

Systematic and systematic work in this direction has made it possible to achieve positive results - my children are able to communicate, are attentive and polite to each other, to others, observing the rules of behavior for them is the norm. They not only know how to behave, but also behave, as the rule says: treat people the way you would like to be treated.

Comparative Analysis of the Formation of Language and Communicative Competence in Preschool Children with Speech Disorders

The problem of personality formation has been and remains one of the most relevant in various fields of knowledge: philosophy, psychology, pedagogy. The objectively existing connection of a person with other people, the impossibility of him as a social being to develop outside of society, allows us to single out as an essential characteristic of the human psyche communication phenomenon.

Communication is one of the most important areas of human life. In the process of interaction, interpersonal relationships arise and form in people, there is an exchange of thoughts, feelings, experiences. Communication is an organic human need - he can think only if he communicates with the outside world.

The problem of communication is of particular importance in relation to children with disabilities, in particular, those with speech disorders. Numerous studies in the field of speech therapy testify to the difficulties typical for this category of children in establishing contacts with adults and peers; about the lack of formation of the main forms communications .

Communication - an act of communication, a connection between two or more individuals based on mutual understanding, the communication of information by one person to another or a number of persons.

Verbal communication provides great value on the development of the personality of the child as a whole. Through verbal communication, the child not only receives individual knowledge and skills - he undergoes a radical change in various mental processes.

V modern school training is conducted according to intensive developmental programs and technologies, and therefore the personality of the graduate preschool higher demands are made. Thus, special requirements are placed on the speech development of children, the education of a conscious attitude to the language as a national cultural value, and the mastery of its literary norms. One of the main claims made by the school to the quality of the preparation of the child in the preschool educational institution is the inability of the student to express his thoughts in words, in his inability to convey the existing knowledge verbally. A special problem in the development of communicative activity is experienced by children with underdevelopment of speech and language means.

Currently, the number of children with speech disorders is increasing. An analysis of the literature data (O. E. Gribova, I. S. Krivovyaz, L. G. Solovyova, O. N. Usanova) shows that such preschoolers, against the background of a mosaic picture of speech and non-speech defects, have difficulties in the formation of communication skills. Communication difficulties do not ensure the process of communication, and therefore hinder the development of speech-cogitative cognitive activity, the acquisition of knowledge, which indicates the unpreparedness of future first-graders for educational communication. Hence,timely correction of speech disorders and the development of communicative competence is a necessary condition for the readiness of children to master school knowledge.

According to A.V. Khutorsky, concept competencies includes a set of interrelated qualities of a person (knowledge, abilities, skills, methods of activity), set in relation to a certain range of objects and processes and necessary for high-quality productive activity in relation to them.

Today, one of the leading priorities in education is the communicative orientation of the educational process. This is significant, since the formation of a personality capable of organizing interpersonal interaction, solving communication problems, ensures its successful adaptation in the modern socio-cultural space.

A preschooler, in order to become educated, easily adaptable in society, sociable, needs to master communicative competence.

There are several formulations of the definition of communicative competencies. Communicative competence is a combination of linguistic, speech and socio-cultural components (definition by methodologist V.V. Safonova). According to another interpretation, communicative competences are:

Mastering all types of speech activity and culture of speech;

The ability of students to solve certain communicative tasks using language means in different areas and situations of communication;

The totality of ZUN in the field of verbal and non-verbal means for adequate perception and reflection of reality in various situations of communication.

Communicative competence is defined as a set of linguistic (linguistic), speech, discursive and sociocultural competences (B.V. Belyaev, N.D. Galskova, A.N. Shchukin). The terms "language competence", "speech competence" and "communicative competence", respectively, correlate with the concepts of "language knowledge", "speech skills", "communicative skills". The allocation of these components as part of communicative competence is very conditional and is necessary only for scientific and methodological purposes. "Speech" and "language" are complementary, complementary concepts.Just as speech is impossible without a specific language, so it is impossible to speak about any language outside the speech process.The basis for the formation of communicative competence islanguage competence- possession of a system of information about the language being studied according to its levels: phonemic, morphemic, lexical, syntactic.

The concept of language competence was introduced into linguistics in the 60s. 20th century American linguist and public figure N. Chomsky. In domestic linguistics, he studied in detail the problems of language competence Yu.D. Apresyan, who singled out the concept of "language proficiency" and the components of this concept:

• the ability to express a given meaning different ways(paraphrasing);
• extract meaning from what has been said, distinguish between homonymy, own synonymy;
• distinguish linguistically correct statements from incorrect ones;
• choose from a variety of potential means of expressing thoughts those that are more appropriate for the situation of communication and the characteristics of the personality of the speakers.

Language competence- a complex psychological system that includes, in addition to the information about the language learned during special training, the speech experience accumulated in everyday use of the language and the sense of language formed on its basis - such a definition of the composition of language competence was proposed by E.D. Bozovic.

Ontolinguistic studies have convincingly proved that a child begins to master his native language literally from the first months of his life. Under the influence of adult speech, the baby develops the skills to use the language for communicative purposes; The child also draws the first information about his native language exclusively from the speech material that adults provide him. The accumulation of knowledge about the language, their systematization, i.e. the formation of language competence occurs in close connection with the development of the child's ideas about the surrounding reality. Actively mastering the real world, the child constantly uses the language in various areas and situations of communication (dating, learning, exchanging information, regulating the actions of other people, etc.). At the same time, language knowledge is replenished and speech skills are improved, i.e. speech competence is formed.

Voice communication (speech activity), from the point of view of the competence-based approach, we consider it as an integrated process of speech (phonetic, lexical, grammatical and diamonological) and communicative competences. Competence- the most important complex characteristic of the personality, which includes a number of aspects: intellectual, linguistic, social, etc., which reflect the achievements of the child's personal development. Communicative-linguistic competence involves the development of the ability to build relationships with peers and adults, possession of basic language norms.

An analysis of the theoretical and practical possibilities of modern speech therapy in the formation of speech communication among preschoolers with speech disorders shows that the situation is most favorable with language competence. F.A. Sokhin, E.I. Tikheeva, O.S. Ushakova, G.A. psychology developed by L. A. Wenger, L. S. Vygotsky, L. V. Zaporozhets, A. N. Leontiev, M. I. Lisina and others. remedial education and the development of speech of children with speech disorders are widely represented in the works of L. S. Volkova, N. S. Zhukova, R. E. Levina, T. B. Filicheva, N. A. Cheveleva, G. V. Chirkina and other representatives speech therapy.

In terms of the language development of preschool children with speech disorders, the methodological developments of T. B. Filicheva and G. V. Chirkina are effective. The main directions of this work are presented by the authors in the program "Preparing for school children with general underdevelopment of speech in a special kindergarten."

• mastering the phonetic system of the native language;
• development of the melodic-intonation side of speech;
• development of the lexical and grammatical side of speech;
• formation of coherent speech.

The formation of coherent speech in children with speech disorders is of paramount importance in the overall complex of corrective measures. The organization of teaching children with speech underdevelopment involves the formation of planning their own statement, independently navigating in a speech situation, independently determining the content of their statement.

The situation is somewhat different with the methods of forming communicative competencies: in our opinion, there are not enough of them in the scientific literature. Currently, O. E. Gribova, N. Yu. Kuzmenkova, N. G. Pakhomova, L. G. Solovyova, L. B. Khalilova and others are studying the communication of children with speech disorders. The authors distinguish a different number of components included in composition of communicative competence.

In general, analyzing modern works on the problem of speech communication, we can distinguish the following speech skills that are part of communicative competencies:

• the ability to communicate using non-verbal means (facial expressions, pantomime, gestures) and understand the interlocutor by the gestures and facial expressions used;
• the ability to establish contact using verbal and non-verbal means (calling by name, eye contact, compliment);
• the ability to use speech variable formulas (greetings, farewells, thanks);
• the ability to understand and express one's mood with the help of words; the ability to behave in communication in accordance with the norms of etiquette (friendly tone, restraint of gestures, location of partners facing each other);
• the ability to clearly, clearly, expressively express one's communicative intention in speech;
• the ability to listen carefully to the interlocutor;
• ability to understand emotional condition another (to empathize);
• ability to behave in a conflict situation.

The original methodology for teaching and developing communication skills in preschool children is presented in the ABC of Communication program by L. M. Shipitsina, O. V. Zashchirinskaya, A. P. Voronova, T. A. Nilova. Of particular value is a detailed lesson plan, provided with texts and comments on games, conversations, exercises, thematic walks, as well as a set of methods for assessing the effectiveness of a teacher's work in developing communication among children.

The objectives of these guidelines are as follows. The knowledge gained by children in the classroom will give them an idea of ​​the art of human relationships. Thanks to specially designed games and exercises, children will form emotional and motivational attitudes towards themselves, others, peers and adults. They will acquire the skills, abilities and experience necessary for adequate communication and behavior in society, contributing to the best development of the child's personality and preparing him for life. Despite the fact that this technique is for children with normally developed speech, it can be used in conjunction with the program of T. B. Filicheva, G. V. Chirkina.

The timely formation of verbal communication is hampered by the insufficient level of development of speech and language means, which contributes to the emergence of emotional, personal and behavioral difficulties. Having studied and analyzed the literature on this topic, we have found methods of interest to specialists in the field of speech therapy and preschool pedagogy, but among them there is no synthesized, solving questions of the formation of both linguistic and communicative competence at the same time. This indicates the need to develop guidelines for the formation of speech communication for preschoolers with speech disorders, aimed at developing speech, expanding their communicative and social experience, moral categories and arbitrariness of behavior, which will ensure the prevention and correction of many socially conditioned deviations in children's behavior, increase efficiency their school and social adaptation.

Speech games are one of the most effective and affordable ways to form the communicative competence of preschoolers with speech disorders.

Preschool education is the first stage of lifelong human education, which is built in accordance with the general ideology of the modernization of general education in Russia, where the main result of the activity of an educational organization is not a system of knowledge, skills, skills in and of itself, but the child's mastery of a set of competencies. At preschool age, key competencies begin to be laid, the main of which is communicative. The problem of the formation of communicative competence is in the focus of attention of teachers due to its importance in all spheres of life of each person.

The formation of communicative competence in children with speech disorders is difficult, because speech underdevelopment is primary in the structure of the defect in this category of children. Observations on pupils kindergarten made it possible to discover that the relationship of children with each other does not always develop successfully. They do not know how to listen to another person, respect his opinion, calmly defend their point of view. There is also a lack of a general culture of behavior. Preschoolers cannot carry on a conversation with friends, enter into conflicts and find it difficult to resolve it peacefully and in a polite manner. With this in mind, the relevance of the problem of the formation of communicative competence in preschool children with speech disorders is obvious.

However, in pedagogical practice at the present stage of education, a number of contradictions have emerged:

• contradictions between traditional approaches to raising children with speech disorders and the new requirements for the educational process set out in the Federal State Educational Standards;
• the organization of the educational process involves the active involvement of parents in the social and communicative development of the child, however, the position of the modern parent demonstrates an indifferent attitude to the educational process;
• the modern ideology of education, which orients the individual towards an independent search for new solutions, continuous education “throughout life”, and insufficiently developed motivation for communication, a low level of independent cognitive, speech activity in children with speech impairment.

Modern society makes high demands on the communicative activity of the individual. Society needs creative individuals who can think outside the box, express their thoughts competently, and find solutions in any life situations.

The conditions necessary for the development of communicative competence of preschoolers with speech disorders are:

• the social situation of the child's development;
• joint activity (leading game);
• training (based on gaming activity).

On the basis of the analysis carried out, it is possible to formulate the problem: communicative competence is not formed independently in children with speech disorders, therefore, systematic work is needed to master communicative universal learning activities. And given that the game in preschool age is the leading activity, it was one of the most effective and accessible ways to form the communicative competence of preschoolers with speech disorders.

Thus, the goal of the activity of a teacher (speech therapist, educator) is the formation of communicative competence in preschoolers with speech disorders in the game.

This goal is implemented in the following tasks:

• use of new forms of work on the formation of communicative competence;
• attracting attention and being actively involved in educational process parents of a preschooler;
• creation of conditions for the implementation of communicative universal educational activities.

Communicative competence- this is the ability to set and solve certain types of communicative tasks: to determine the goals of communication, assess the situation, take into account the intentions and methods of communication, be ready to change the corresponding speech behavior.

In the process of joint educational activities among preschoolers with speech disorders, it is necessary to form the following communicative universal learning activities:

• the ability to analyze the speech situation and predict the speech behavior of participants in communication;
• the ability to formulate the communicative intention of the statement in accordance with a certain type of communication and speech genre;
• the ability to navigate in the ways of dialogic communication, taking into account the norms of speech etiquette;
• the ability to respond positively, using the means of non-verbal communication in a speech situation, to achieve a positive result;
• the ability to correct their own speech behavior.

Communicative activity is carried out in the process of using situations of real communication; when organizing active creative activity; in collective forms of work; v problem situations; in speech games; in creative tasks involving the involvement of children in common activities, the result of which is communication.

Stages of work on the formation of communicative competence in preschool children with speech disorders.

The main task of the first stage is to evoke a communicative need. This task implemented under the following conditions:

• change from an authoritarian style of communication to a democratic one;
• compliance with a certain system of rules gradually introduced into the educational process;
• active participation of children in the organization joint activities, choosing the type of activity;
• reflection - discussion with children of the main points of activity, finding out their opinion.

The first stage of work includes:

• formation of a positive attitude towards joint activities;
• drawing attention to peers;
• learning to recognize one's own emotions and feelings;
• introduction of non-verbal means of communication.

The main task of the second stage is the formation of ideas about the rules and methods of effective communication.

The second stage of work includes:

• further development of non-verbal means of communication;
• enrichment of ways of emotional response;
• formation of ideas about the rules public behavior and the ability to recognize and recreate different types relationships.

The task of the third stage is the automation of the developed skills in play and free activities.

Communication skills of the third stage of work:

• actively engage in dialogue;
• be able to ask questions, listen and understand speech;
• build communication taking into account the situation, it is easy to get in touch;
• express your thoughts clearly and consistently;
• use forms of speech etiquette;
• regulate their behavior in accordance with the learned norms and rules.

In preschool children with speech disorders, communicative competence has not been formed, and targets have not been sufficiently defined. Therefore, the teacher needs new forms of work.

One of these forms is speech games. The game is the leading activity of preschool children. The organization of gaming activities in the educational process is a requirement of the Federal State Educational Standard. The use of speech games in correctional and developmental work has its own characteristics and advantages:

• compliance with didactic principles:
• developing education;
• practical applicability;
• completeness, necessity and sufficiency (speech material is selected taking into account the age of children);
• integration of educational areas;
• complex-thematic construction of the educational process;
• visibility (pictures, presentations);
• effective use of acquired knowledge;
• the ability to hold the attention and interest of preschoolers;
• suitable for use in joint activities of adults and children;
• the opportunity to take into account the individual characteristics of children.

Speech games can be aimed at:

• development of the ability to establish contact with the interlocutor: “How can we be called differently?”, “Compliment”;
• timely use of words of gratitude: “Gift to a friend”;
• development of the ability to keep a distance in communication: “Standing and sitting”;
• development of the ability to understand the mood of others: “What can be done for a friend?”;
• development of the ability to listen to the interlocutor: "Spoiled phone";
• regulation of one's behavior: "seasoned person";
• developing the ability to understand the emotional state of the interlocutor: talking on the phone with fairy-tale characters; pronounce a familiar quatrain - in a whisper, as loudly as possible, like a robot, at the speed of a machine-gun burst, sad, joyful, surprised, indifferent;
• development of the ability to notice the desires of another person: “Give a gift to a friend”
• development of the ability to conduct a dialogue with an adult or a peer: a dialogue with a duty officer, a dialogue with a cook;
• development of the ability to obtain the necessary information in communication: "Make a story according to plan."

It should be noted that the most effective will be those activities in which there is continuity between teachers and parents.

Thus, speech games should be included in the educational process, as they are the means of forming communicative competence. Communicative competence, the ability to communicate with other people is a necessary component of a person's self-realization, his success in various types activities in society. Formation of these competencies - important condition normal mental development a child with speech impairment, as well as one of the main tasks of preparing him for later life.

Literature:

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2. Volkov B.S. Education in the child of independence, determination and responsibility //Educator. 2011. No. 4, p. 114-120.
3. Voroshinina L.V. Improving the creative storytelling of children of the sixth year of life // Educator. 2011. No. 5, p. 73-76.
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14. Chaladze E.A. Formation of communicative competence in preschool children with speech disorders / intel. innovation in education /

Savachaeva A.A.,
teacher speech therapist

Annotation. The article presents the results of a study of some components of linguistic and communicative competence in older preschoolers with OHP and children with normal speech development. The features of the development of linguistic and communicative competence in older preschoolers with general underdevelopment of speech are considered.

Keywords: language competence; communicative competence; children with general underdevelopment of speech.

Actual problem modern education is the development of language and communicative competence in preschoolers. It should be noted that the problem of communication of children with disabilities, in particular, with OHP, is of particular importance. At present, in our country, as well as throughout the world, there is a steady increase in the number of children with deficiencies in language development in society.

Numerous studies in the field of speech therapy testify to the difficulties in establishing contacts with adults and peers that are characteristic of this category of children. Analysis of literature data, in particular, T.N. Volkovskaya and T.V. Lebedeva, speaks about the difficulties in the formation of the communicative competence of such preschoolers.

The presence of communicative competence in children is impossible without the formed means of communication and speech. The imperfection of communication skills, speech inactivity do not provide the process of free communication, negatively affect the personal development and behavior of children.

Thus, there is a correlation that the level of development of the communicative means of children with OHP is largely determined by the level of speech development. Unclear speech makes relationships difficult, as children early begin to understand their insufficiency in verbal statements. Communication disorders complicate the process of communication and hinder the development of speech-cogitative cognitive activity, the acquisition of knowledge. Therefore, the development of communicative competence is conditioned by the development of language competence.

The development of diagnostic and corrective methods aimed at the formation of language competence is carried out by: F. A. Sokhin, E. I. Tikheeva, O. S. Ushakova, G. A. Fomicheva and others. The basis of the methodological recommendations of these authors are the fundamental provisions of Russian psychology, developed by L. A. Venger, L. S. Vygotsky, L. V. Zaporozhets, A. N. Leontiev, M. I. Lisina. The fundamentals of corrective education and development of speech in children with speech disorders are widely presented in the works of L. S. Volkova, N. S. Zhukova, R. E. Levina, T. B. Filicheva, N. A. Cheveleva, G. V. Chirkina and other representatives of speech therapy.

• mastering the phonetic system of the native language;
• development of the melodic-intonation side of speech;
• development of the lexical and grammatical side of speech;
• formation of coherent speech.

The situation is somewhat different with communicative competence: in our opinion, it has not been sufficiently studied in the scientific literature. Communicative competence, according to N.A. Pesnyayeva, is the ability to establish verbal interaction with a partner, to establish dialogic personal relationships with him, depending on the situation of communication. A.B. Dobrovich considers communicative competence as a readiness for contact. A person thinks, which means that he lives in a dialogue mode, while he must take into account the changing situation, as well as the expectations of his partner.

Currently, communicative competence is considered by specialists: O. E. Gribova, N. Yu. Kuzmenkova, N. G. Pakhomova, L. G. Solovyova, L. B. Khalilova.

In order to study the dependence of the formation of communicative competence on language in older preschoolers with OHP and children with normal speech development, a survey of some components of language and communicative competence was carried out. It was attended by 30 children with OHP and 30 preschool children with normal speech development. The basis of the study was MBDOU d / c No. 5 "Yablonka" of the combined type.

The diagnostic study program included the study of the components of language competence: the state of the active and passive vocabulary, coherent speech; components of communicative competence: dialogic speech, communication skills.

Coherent speech was diagnosed using a technique aimed at identifying the features of the speech development of children (authors A.A. Pavlova, L.A. Shustova) in the following areas:

• text understanding,
• text programming (retelling),
• vocabulary,
• speech activity.

An analysis of the results of a speech therapy examination showed that older preschoolers with OHP, to a greater extent than children with normal speech development, experience difficulties in understanding the text at the level of sentences (words) (Table 1)

Table 1.

Possession of understanding of the text at different levels

Comprehension of the text at the level	Subjects
	0.5 points		1 point		1.5 points
whole text
sentences (words)
types of groups

During the evaluation of the results, it was found that text comprehension is available to older preschoolers with OHP and normal speech development, but the level of text comprehension is different. People with impaired speech development have difficulty understanding artistic expressions, literary words. That is, a violation of the understanding of the text is noted at the level of understanding of the whole text and at the level of understanding of the expression, while understanding at the topic level is available to everyone. Violation of the understanding of the text is one of the reasons for the impossibility of a holistic, logical retelling of the text.

According to the components of text programming, in children with OHP there is a lack of structural components of the text (introduction, conclusion). Despite the presence of main themes in all works, in the retellings of 75% of older preschoolers with OHP there are no secondary themes in the work (Figure 1). At the stage of evaluating text programming, it was found that subjects with speech pathology have significant difficulties in compiling an utterance program (Table 2).

Picture 1. Variability in the occurrence of different levels of secondary text programming in older preschoolers

Table 2.

The frequency of occurrence of programming components in the work of older preschoolers

Text Programming Components	Subjects
	Component presence		Missing Component
	Children with ONR		Children with ONR	Children with normal speech development
main themes
minor topics
structural organization
connecting elements

It is common for all preschoolers to use their own vocabulary, but children with OHP are characterized by the replacement of specific vocabulary with their own, as a rule, household vocabulary. 50% of preschool children with speech pathology are characterized by errors in the formation of word forms (Table 2, Figure 2).

Table 3

The frequency of occurrence of lexical components of speech in the works of older preschoolers

Lexical Components	Subjects
	Component presence		Missing Component
	EG (%)	KG (%)	EG (%)	KG (%)
Own vocabulary
Correct formation of word forms
Correct use of words

Figure 2. Level of proficiency in coherent speech

The speech activity of older preschoolers with OHP is at a lower level than that of their peers with normal speech development. They tend to use their own vocabulary in retelling, replacing words specific to this work. They very rarely use turns that indicate an understanding of the meaning of the work. Do a large number of pauses during retelling, they need leading questions, hints (Figure 3).

Figure 3. Frequency of speech activity levels

Difficulties in mastering children's vocabulary hinder the development of coherent speech. Diagnosing the state of active and passive vocabulary in older preschoolers experimental group, a low indicator of the state of the active dictionary was revealed in comparison with the children of the control group (Figure 5). There was an inaccurate understanding and use of many words. The passive vocabulary of preschoolers with OHP prevails over the active one (Figure 4).

Children with OHP do not know or use inaccurately: nouns denoting parts of the body, parts of objects, natural phenomena, time of day, means of transport, fruits, adjectives, verbs. Children with ONR find it difficult to establish connections between sound, visually word and its conceptual content. In speech, this is manifested by an abundance of errors associated with the expansion or narrowing of the meanings of words, the confusion of words by visual similarity. The results obtained indicate the need for targeted work on the development of a dictionary, especially active in children of older preschool age with general underdevelopment of speech.

Figure 4. Volume level of the passive dictionary

Figure 5. Volume level of the active dictionary

Dialogic speech was studied according to the method of I.S. Nazametdinova. According to the results of the study of dialogic speech in preschoolers, it can be said that the development of dialogic speech in older preschoolers with general underdevelopment of speech clearly lags behind the development of dialogic speech in their peers with normal speech development. The difference affects both the ability to answer questions and ask them, and the ability to conduct verbal interaction, due to the logic of the current situation.

Children with OHP had a reduced need to communicate with both adults and peers. Appeal to a playmate is difficult, appeals to an adult predominate (normally to a peer, playmate). In appeals to peers, orders are heard to a greater extent, requests to a lesser extent. The number of questions asked is small, their monosyllabicity is noticeable. Preschoolers with OHP do not know how to ask questions. Answering questions was the preferred form of communication. The total number of questions is insignificant. Basically, it's about figuring out how to do something. Contacts that are situational in nature are difficult. There is a low level of activity, little talkativeness, little initiative. During the experiment, the children experienced communication difficulties.

From the study, we can conclude that the dialogic speech of older preschoolers with OHP is difficult, children do not have the skills and abilities to coherently express their thoughts to the interlocutor, listen and process information in such a way as to effectively continue verbal interaction.

The ability to establish verbal interaction with a partner was revealed in the methodology “Studying communication skills” by G.A. Uruntaeva and Yu.A. Afonkina.

According to the results of the methodology, 60% of the children in the experimental group and 20% of the children in the control group showed an average level of formation of actions to coordinate efforts in the process of cooperation. Most children have difficulty making contact with peers, their communication skills are limited (Figure 6).

Figure 6. The level of formation of actions to coordinate efforts in the process of organizing and implementing cooperation

The results of the ascertaining experiment testify to the incomplete formation of both linguistic and communicative competence in children with OHP, which actualizes the problem of developing a program for the development and correction of linguistic and communicative competence in this category of children.

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