The influence of visual activities on the development of speech in preschool children. Consultation on “speech development in visual arts classes.” Some common features in the development of speech and drawing
Formation of a creative personality is one of important tasks pedagogical theory and practice at the present stage. Its solution should begin already in preschool childhood. Most effective remedy for this purpose - visual activities of children in preschool institutions.
Formation in children creativity provides, along with their acquisition of fine arts and skills, the development of creative activity.
According to V. Stern, a child’s drawing is by no means an image of a specific perceived object, but an image of what he knows about it. Children's art, according to psychologists from the Leipzig School of Complex Experiences, is expressive in nature - the child depicts not what he sees, but what he feels. Therefore, a child’s drawing is subjective and often incomprehensible to an outsider.
To understand a child’s drawing, it is very important to examine not only the product, the result of drawing, but also the process of creating the drawing itself. N.M. Rybnikov noted that for a child the product of visual activity plays a secondary role. The process of creating a drawing comes to the fore for him. Therefore, children draw with great enthusiasm. Small children depict little on paper, but at the same time they speak and gesture. Only towards the end preschool age the child begins to pay attention to the drawing as a product of visual activity.
N.P. Sakkulina believes that by the age of 4-5, two types of draftsmen are distinguished: those who prefer to draw individual objects (they primarily develop the ability to depict) and those who are inclined to develop a plot, a narrative (for them the image is supplemented by speech and takes on a playful character). G. Gardner calls them “communicators” and “visualizers.” For the former, the process of drawing is always included in the game, dramatic action, communication; the latter focus on the drawing itself, draw selflessly, not paying attention to the surroundings. This contrast can be seen in specific children studying in the art studio. Children who are prone to the plot-game type of drawing are distinguished by their vivid imagination and active speech manifestations. Their creative expression in speech is so great that the drawing becomes only a support for the development of the story. The visual side develops worse in these children. Children focused on the image actively perceive objects and the drawings they create and care about their quality.
Knowing these features, we can purposefully guide the creative manifestations of children.
According to A.V. Zaporozhets, visual activity, like a game, allows you to more deeply comprehend the subjects that interest the child. However, what is even more important is that as he masters visual activity, he creates an internal ideal plan, which is absent in early childhood. At preschool age, the internal plan of activity is not yet fully formed; it needs material supports, and drawing is one of these supports.
American authors V. Lowenfeld and V. Lombert Britten believe that artistic education has a huge impact on the development of a child. A child may find himself in drawing, and at the same time his development will be inhibited. The child may experience self-identification, perhaps for the first time. Moreover, his creative work in itself may not have aesthetic significance. Much more important is the change in its development. According to L.S. Vygotsky, we must consider drawing from a psychological point of view, as a kind of child speech and a preliminary stage of written speech.
It is especially important to note the expressive function. drawing: in it the child not only expresses his attitude to reality, but also indicates what is important for him and what is secondary. There are always emotional and semantic centers in the drawing, thanks to which you can control the child’s emotional and semantic perception.
One of the main conditions and indicators of a child’s physical and neuropsychic health is the timely and comprehensive mastery of a small arsenal of movements that improve the functions of the central nervous system. If we talk about plastic surgery, we believe that we need to focus on the development of hand movements in the child, namely the fingers (during drawing, sculpting, exercises).
In connection with the need to develop in children the ability to perform fine manipulations, one interesting circumstance should be noted - the existence of a close relationship between the coordination of fine, light movements and speech. Research by Professor M. Koltseva has shown that speech activity in children partially develops under the influence of impulses coming from the fingers. The same is confirmed by numerous studies by other specialists: the level of development in children is always directly dependent on the degree of development of finger movements.
Three main stages should be distinguished in a child’s creative activity.
The first is the emergence, development, awareness and design of the plan. The theme of the upcoming image can be determined by the child himself or suggested to him.
Basically, children often change the idea and, as a rule, name what they want to draw, then create something completely different. Only if classes are conducted systematically do children’s ideas and implementation begin to coincide. The reason lies in the situational nature of the child’s thinking: at first he wanted to draw one object, but suddenly another object comes into his field of vision, which seems more interesting to him. On the other hand, when naming the object of the image, the child, having still very little experience in activity, does not always correlate what he has in mind with his visual capabilities. Therefore, having picked up a pencil or brush and realizing his inability, he abandons the original plan. The older the children, the richer their experience in visual activity, the more stable their idea becomes.
The second stage is the process of creating an image. The topic of the assignment not only does not deprive the child of the opportunity to show creativity, but also directs his imagination, of course, if you do not regulate the solution. Significantly greater opportunities arise when the child creates an image according to his own plans, when one only sets the direction for choosing the topic and content of the image.
Activities at this stage require the child to be able to master methods of depiction, expressive means specific to drawing, modeling, and appliqué.
The third stage - analysis of the results - is closely related to the previous two - this is their logical continuation and completion. Viewing and analysis of what children create is carried out at their maximum activity, which allows them to more fully comprehend the result of their own activities.
Visual activities closely related to sensory education. The formation of ideas about objects requires the acquisition of knowledge about their properties and qualities, shape, color, size, and position in space. With children with disabilities, we try to identify and name all these properties, compare objects, find similarities and differences, that is, we perform mental actions. As a result, visual activity promotes sensory education and the development of visual-figurative thinking in children.
Thus, modern pedagogical and psychological research proves the need for visual arts classes for the mental and aesthetic development of preschool children, as well as for the development of children’s creative activity. In the process of objective sensory activity, including drawing, preschoolers are able to identify the essential properties of objects and phenomena, establish connections between individual phenomena and reflect them in figurative form. This process is especially noticeable in various types of practical activities: generalized methods of analysis, synthesis, comparison and comparison are formed, the ability to independently find ways to solve creative problems is developed, the ability to plan one’s activities, and creative potential is revealed.
This implies the need for training not only fine arts, but also specific types artistic creativity, including drawing.
Suchkova M.A., teacher
MBDOU No. 19 “Swallow”
Altai Territory, Novoaltaysk
The influence of visual activity on the development of coherent speech
preschooler.
The priority task of the modern concept of preschool education is to maximize the promotion of the education of a creative personality in the conditions of subjective and personal interaction between the teacher and the child.
In developing a child’s ability to be creative, a special role is given to art and artistic activities, which occupy an important place in the process of preschool education.
Many scientists have noted that drawings have a strong stimulating effect on the development of children’s speech and mental activity. Particularly great importance is attached to the connection between drawing and thinking, since drawing is, in essence, also a story, but not with words, but with visual means.
The first step in developing understanding of speech in visual arts classes is to master the nominative (naming) function of a word: everything that is around the child, everything he does and how he does it, receives a name.All objects created by children as a resultproductive activity, are, in turn, a visual support for speech exercises.In order for a word-name to turn into a word-concept, it is necessary to master numerous conditional connections, including motor ones. All types of visual activities successfully contribute to this. Thus, certain positive aspects productive activities have a great influence on the formation of coherent speech.
It is also important that in productive activities a child relies simultaneously on several analyzers (tactile perception, vision, hearing), which also has a positive effect onrational use of figurative comparisons, poetic texts, fairy tales, riddles, which help create characteristics of objects, contribute to the development of figurative perception in children and the enrichment of speech with expressive means.
Also, in the process of productive activity, conditions are provided for the close connection of words with action. And this happens naturally, since the child performs all the actions independently. It is in these classes that children well master the sequence of actions and cause-and-effect relationships of various actions and phenomena. It should be especially noted that children’s actions, accompanied by speech, in the process of visual activity, become more perfect, meaningful, purposeful, regulated and rhythmic. The process of mastering image skills also accelerates.
First of all, the speech of an adult should be considered as a role model, i.e. it should be accessible, expressive, from clearly constructed sentences and contain pauses for comprehension of what was heard.
In visual activity, children are faced with a figurative aesthetic characteristic of an object or phenomenon, perceive the artistic image of a painting and correlate this perception with the creation of a verbal image that is conveyed in their work. Vivid visual images of paintings are emotionally perceived by children and provide content for their speech. Children learn to see the main thing in a picture, accurately and vividly describe what is depicted, express their thoughts in a logical sequence, describe the content of the picture, and invent accompanying events to the presented plot.
When selecting teaching methods, the main place should be given to visibility: a real object, various types of art - toys, illustrations, reproductions of paintings and figurative words (poems, nursery rhymes, fairy tales, etc.)Our system is aimed at developing children's automated skills in various types of visual activities. The muscular capabilities of the arm require training and correction. In turn, mastering the movements of hands and fingers is of no small importance for the development of a child’s speech. In the process of working with a pencil, brush and other visual media, the child’s fine muscles of the fingers are strengthened and coordination of movements is improved. V. A. Sukhomlinsky wrote that the origins of children’s abilities and talents are at their fingertips; from them, figuratively speaking, come the finest streams that feed the source of creative thought. The more confidence and ingenuity in the movements of a child’s hand, the more subtle the interaction of the hand with a tool (pen, brush, pencil), the more complex the movements necessary for this interaction, the brighter the creative element of the child’s mind, the more skill in the child’s hand, the smarter the child . Thus, “there is reason to consider the hand as an organ of speech - the same as the articulatory apparatus. From this point of view, the projection of the hand is another speech zone of the brain.”
It is the creative activity of man that makes him a being turned to the future, creating it and modifying the present. In this sense, everything that surrounds us, except the natural world, is a product of human imagination and creativity.
Literature:
1. Ushakova, O.S. Speech development and creativity of preschool children - M.: sphere 2010.
2. Zhukova, O. G. Dyachenko I. I. “Magic palms”, “Magic colors”. 2011.
3. Komarova, T. S. So that every child experiences joy // Preschool education. – 2011 - No. 4- P.91 – 98.
4. Alekseeva, M.M., Yashina B.I. Methods of speech development and learning native language preschoolers: - 3rd ed., stereotype. - M.: Publishing center "Academy", 2009.
5. Komarova, T.S. Visual activities in kindergarten. – M.: Mosaika-Sintez, 2005-2010.
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MOSCOW STATE UNIVERSITY
named after M.V. LOMONOSOV
FACULTY OF PSYCHOLOGY
As a manuscript
ZAPUNIDI ANNA ALEXANDROVNA
THE ROLE OF FINE ACTIVITIES IN DEVELOPMENT
SPEECH FUNCTIONS IN PRESCHOOL CHILDREN
19.00.13 – Developmental psychology. Acmeology (psychological sciencesi) Dissertation for the degree of candidate of psychological sciences
Scientific supervisor:
Doctor of Psychology, Professor L.F. Obukhova Moscow - Contents Introduction
Chapter 1. Development of visual activity in older preschool age.................................. 1.1. Stages of development of children's visual activity
1.2. Conditions for the formation and development of children's visual activity
Chapter 2. Functions of speech of preschool children
2.1. Regulatory function of speech
2.2. Significative function of speech
2.3. The problem of classifying speech utterances
Chapter 3. Analysis of visual activity and features of speech development in conditions of deviant development (pilot study)
3.1. The influence of the development of visual activity on the development of speech activity in children with general speech underdevelopment
3.2.Pictorial design as a unit of analysis of drawing and speech development.................. Chapter 4. The connection between the plan and the level of development visual activity and speech in preschool children (main study, ascertaining series)
4.1.Purpose and tasks research
4.2. Characteristics of the sample of subjects
4.3. Methodological tools
4.4. Features of the development of visual activity and the conditions for its formation in children of senior preschool age
4.4.1. Analysis of children's drawings
4.4.2. Analysis of the conditions for the formation of visual activity
4.4.3. Functions of speech
4.4.4. Discussion of results
Chapter 5. Analysis of the influence of visual activity on the development of speech functions (main study, formative series)
5.1. Description of the forming series
5.2. Participants of the formative series
5.3. Main results formative series
5.4. Analysis of the influence of the formative series on the development of visual activity and speech functions (control series)
5.5. Discussion of the results of the forming and control series
Conclusion
Bibliography
APPENDIX 1. Methodological tools.
APPENDIX 2. Processing of the results of the pilot study.
APPENDIX 3. Processing of data from the ascertaining series of the main study.
APPENDIX 4. Processing of data from the formative series of the main study.
APPENDIX 5. Processing of data from the control series of the main study.
Introduction The study is devoted to the study of the influence of visual activities on the development of speech functions in preschool children.
Relevance research topics. Currently, parents and preschool institutions are turning their efforts to the cognitive development of the child, the so-called preparation for school. At the same time, they bypass those types of activities that are typical for preschool children. This is a role-playing game and productive activities (drawing, design).
Visual activity is of great importance for the development of personality and cognitive activity of preschool children (L.S. Vygotsky, 1984;
O.M. Dyachenko, 1996; E.A. Ekzhanova, 2003; E.I. Ignatiev, 1959; T.G. Kazakova, 2006; T.S. Komarova, 2005; V.S. Mukhina, 1981; Yu.A. Poluyanov, 2000; K. Ring, 2001; M. Brooks, 2005; M. Cox, 2005). The hypothesis about the connection between drawing and speech belongs to S. Buhler and L.S. Vygotsky. L.S. Vygotsky wrote that drawing cannot be considered without verbal accompaniment of the process of creating a drawing. Many modern researchers also emphasize the connection between drawing and the development of children’s speech (S.O. Abidzhanova, T.V. Lavrentieva, 1996; T.V. Akhutina, N.M. Pylaeva, 2003; L.A. Venger, 1996; O. M. Dyachenko, E.L. Porotskaya, 1996; A. Toomela, 2002). However, the mechanisms of influence of visual activity on the development of children's speech and its functions still remain poorly understood.
The increased number of children with certain speech disorders requires new means and methods of compensating for speech defects. Violations speech development are not only phonetic, lexical and grammatical in nature. The number of children with functional speech disorders has increased, in which the functions of planning, regulation, control, nominative, generalizing functions suffer (T.V. Akhutina, Compensatory work should be carried out within activities relevant to the child’s age. For a preschool child, these types of activities will be plot-role play, construction, drawing. The role of drawing in the development of speech functions in preschool children has not been specially studied.
Visual activity in kindergartens comes down mainly to copying ready-made samples. Copying finished samples does not involve working on your own idea or planning the design.
Children's drawing becomes reproductive. Correctional and developmental work using visual activities in modern research turns into teaching new graphic elements or images (O.A. Vepreva, 2001; A.G. Gizatullina, 2002; V.A. Korneeva, 2003;
Yu.V. Levitskaya, 2005; O.G. Murzakova, 2001; A.N. Orlova, 2000; N.V. Ryzhova, 2006; R.P. Jolley, 2010). The basis of these works is the formation of the executive side of visual activity. The approximate basis of the visual activity of a preschool child, which ensures the content and elaboration of the drawing, is not taken into account. However, drawing in a developed form requires the child to independently determine the program of the upcoming activity, the sequence and methods of its implementation, and requires independent setting of the goal of the activity. All this is done through speech and embodied in a visual design, which requires special research.
The purpose of the study is to identify the role of visual activity in the development of speech functions in preschool children.
The object of the study is the development of speech functions in preschool children.
Subject of research– the role of visual activity in the development of speech functions in normally developing children and children with general speech underdevelopment (GSD).
For visual activity, it is necessary to single out a unit of analysis; it is assumed that the unit of analysis for the relationship between visual activity and speech can be the visual concept. The idea is a central, system-forming link, the formation of which can simultaneously contribute to the development of the basic functions of speech and the development of visual activity.
Particular research hypotheses:
1. Children with different levels of graphic design will have differences in the speech accompaniment of the drawing process, expressed both in the children’s speech activity and in the implementation of the basic functions of speech.
2. Children with different levels of planning have different widths of the zone of proximal development in the construction and implementation of plans.
3. The idea arises and is formed in preschool age in parallel with the organized, controlled process of the formation of the idea, which will allow children to be transferred to a higher level of development of generalizations.
4. The formation and development of a plan raises visual activity and speech accompaniment of the drawing to a higher level of development.
Research objectives:
1. Analyze literary sources on the research problem.
2. Develop and test diagnostic tools.
3. To identify the level of actual development of drawing and speech in preschool children in conditions of normotypical and deviant development (NDD).
4. To identify the connection between the construction of a plan and the possibilities of speech accompaniment of the drawing process in children with general speech underdevelopment.
5. Establish a connection between the plan and the level of graphic activity and the characteristics of the mental and speech development of preschool children.
6. Develop and test a program of formative experiments aimed at developing the idea.
formative influence on the development of speech and drawing.
The theoretical and methodological basis of the study is:
cultural-historical theory (L.S. Vygotsky); activity approach in psychology (A.N. Leontiev, S.L. Rubinstein); theory and method of systematic, step-by-step formation of mental actions (P.Ya. Galperin); the concept of sign-symbolic activity (N.G. Salmina, E.E. Sapogova); concept of visual activity (V.S. Mukhina, N.P. Sakulina, N. Gardner);
concepts of the development of speech functions (L.S. Vygotsky, A.A. Leontiev, A.R. Luria, R.E. Levina, D.B. Elkonin); concepts of general speech underdevelopment (T.V. Akhutina, Zh.M. Glozman, R.E. Levina, N.S. Zhukova, E.M. Mastyukova).
Research methods:
1. Observation of the process of children’s visual activity and analysis of their drawings and speech accompaniment.
2. Ascertaining experiment using the following techniques: “Colored Progressive Matrices” test by J. Raven; “Completing the drawing of figures” (modified by O.M. Dyachenko); “Free classification” (J. Piaget);
“Directed visual associations” (T.V. Akhutina, T.M. Pylaeva); “Yes and no” (N.I. Gutkina); conflict drawing; naming pictures from the “Classification” test (B.V. Zeigarnik); "Free visual associations"
(T.V. Akhutina, T.M. Pylaeva); a story based on your own and someone else’s drawing.
3. Formative experiment based on the developed author's program.
4. Statistical methods of data analysis: descriptive statistics, cross-tabulation, one-way analysis of variance Kruskal-Wallace, U-Mann-Whitney test, Wilcoxon Z test for dependent samples.
Statistical data processing was carried out in SPSS 11.5.
Characteristics of the sample of subjects. The sample of the pilot study consisted of 30 children aged 5;2 – 7;1 years (average age 5;10) with a diagnosis of “general speech underdevelopment” (GSD), attending the preschool department of the state educational institution “Elementary school-kindergarten No. 1883" Moscow.
The main part of the study involved 60 children aged 5;4 – 6;2 years (average age 5;9 years). Of these, 26 are boys and 34 are girls.
The study took place in 2007-2012. on the basis of the preschool department of the State Educational Institution Center for Curative Pedagogy and Differentiated Education “Our House”, Preschool Educational Institution No. 1084, Moscow.
A total of 90 children aged 5;2 – 7;1 years took part in the study.
Organization of the study:
At the first stage (2004-2006), a pilot study of the visual activity of children in conditions of insufficient speech development (OSD) was conducted. Based on this study, a general hypothesis for the main study was drawn up and diagnostic tools were selected.
At the second stage (2006-2010), the main study was carried out, which included a confirmatory series, a formative series and a control series.
Scientific novelty research. Based on the methodological principle of searching for a unit of analysis in cultural-historical psychology (L.S. Vygotsky), for the first time the visual design is considered as a unit of analysis of the connection between visual activity and speech.
It has been shown that children with different levels of intention are characterized by different speech accompaniment profiles. It has been revealed that the levels of regulatory, nominative and generalizing functions of speech depend on the level of intent.
Based on an analysis of modern foreign research, a methodology for studying speech accompaniment during the visual activities of preschool children has been developed and tested.
A system of dosed assistance has been developed to study the zone of proximal development in children with different levels of design in drawing.
A program of formative classes has been developed and tested, aimed at overcoming the difficulties underlying the construction and implementation of the plan. The role of visual activity in the development of speech functions, as well as mental functions systemically related to visual activity in preschool children - visual thinking, imagination, and level of generalization is shown.
Theoretical significance research. The understanding of the development of visual design in preschool children has been expanded. The main stages of development of visual design have been clarified and the zone of proximal development in children with different levels of design has been established. It was revealed that with the help of specially organized training aimed at developing the visual concept, it is possible to correct speech functions.
The results obtained allow us to deepen our understanding of the role of visual activity in general mental development preschool children.
Provisions for defense:
1. The formation of a visual design goes through four stages:
lack of design; unstable form of the design, changing throughout the creation of the drawing; a template form of design used to create drawings over a long period of time; a complete, holistic form of an idea. A holistic design is a developed form of visual activity in preschool children.
2. There is a connection between the development of drawing and speech - teaching children new ways and means of drawing leads to changes in the speech accompaniment of the drawing (increased speech activity, the appearance of the planning function of speech).
3. The transition of visual activity to a higher stage of development through the formation of a visual concept in children also entails the development of intellectual functions of speech (nomination, generalization, regulation, planning).
of pictorial design as a unit of drawing and speech is given by:
- to change the role of speech in constructing a picture, i.e. to the development of visual design;
- to change the level of graphic activity of children.
productive activity (drawing), proposed in the work, can be used in practical diagnostic and correctional work with normally developing children and children with special needs development. The developed system of learning tasks can be used in preparation for studying at school. Also, this system can contribute to the development of children’s visual activity in conditions preschool institutions general developmental and correctional orientation.
methodological validity of the initial theoretical provisions;
research; a sufficient sample of subjects and the use of adequate methods of statistical analysis.
Approbation of results. Research results discussed at the department developmental psychology and developmental psychology, Faculty of Psychology, Moscow State University named after M.V. Lomonosov. The dissertation research materials were presented and discussed at the 17th international conference EECERA “Exploring Vygotsky’s ideas: crossing borders” (Prague, Czech Republic, 2007); IV Congress of the conference “Child in Modern Society” (Moscow State University of Psychology and Education, Moscow, 2007);
international conference of students, graduate students and young scientists “Lomonosov. Section Psychology" (MSU, Moscow, 2008-2009); II Congress of the International Society for Cultural and Activity Research (ISCAR, San Diego, USA, 2008); V Congress of the Russian Psychological Society (Moscow, 2012).
The main results of the dissertation work are presented in eight published works, including two articles in journals recommended by the Higher Attestation Commission for publication of the main results of dissertation research, and materials of two international conferences.
Work structure.
The work consists of an introduction, five chapters, a conclusion, a list of references and appendices. The main text of the dissertation contains pages. The work contains 22 tables and 9 figures. The bibliography contains 156 titles, 49 of which are in a foreign language.
Chapter 1. Development of visual activity in seniors Drawing, along with play, construction and speech, is usually considered in terms of sign-symbolic activity, symbolic representation, signification (K. Buhler, 1930; L.S. Vygotsky, 1984; V.S. Mukhina, 1981; J.Salmina, 1988; J.Selli, 1901).
L.S. Vygotsky, developing the ideas of cultural-historical psychology, considered children's drawing to be graphic speech, occupying an intermediate position between the pointing gesture and oral speech, on the one hand, and written speech, on the other. Children's drawing, from the point of view of L.S.
Vygotsky, is a form of social sign, and mastering drawing can be considered one of the means of cultural development. Thus, the question of the nature of children's drawing can be reduced to a more general problem - the development of symbolic forms of the child's consciousness.
Visual activity is used in diagnostic Yu.A. Poluyanov, 2000; N. Semago, 2003; G.M. Fers, 2003; M. Cox, 1992;
H. Gardner, 1980; G.V. Thomas, A.M.J. Silk, 1990; H.-C. Yang, A. M. Noel, 2006) and for correctional and therapeutic purposes when working with children with hearing impairment (L.A. Wenger, F.F. Rau), visual impairment (L.I. Plaksina);
intellectual impairments (O.P. Gavrilushkina, I.A. Groshenkov, E.A. Ekzhanova, E.A. Strebeleva, etc.); disorders of the emotional-volitional sphere and in art therapy (A.I. Zakharov, L.D. Lebedeva, E.A. Medvedeva, I.Yu. Levchenko, L.N. Komissarova, T.A. Dobrovolskaya, 2001; Ya.L Obukhov, 1997; J.A. Rollins, 2005;
1.1. Stages of development of children's visual activity In the works of a number of authors, the stages of development of visual activity were identified and described (K. Bühler, L.S. Vygotsky, E.I. Ignatiev, G. Kershensteiner, J. Luquet, C. Ricci, J. Selli, G. Volkelt and others).
Analysis of the periodizations of drawing development allows us to identify two large stages: pre-figurative and figurative. The appearance of the pre-visual stage is a manifestation of the child’s general orienting research activity (E.A. Ekzhanova, 2003; V.S. Mukhina, 1981), an expression of motor activity (R. Zazzo, I. Luke), imitation of the activity of an adult (K. Buhler, 1930; E.I. Ignatiev, 1959), transmission of brain gestalts (R. Kellog, 1970).
At this stage, the child still has no interest in the result of the activity; he is concerned about the process itself. He does not have object images, but he begins to master the sign function through mastering the ability to establish relations of conditional substitution between objects.
The development of substitution in visual activity passes through all stages of the child’s development. In early childhood, the child masters individual properties of objects in objective-practical, manipulative activities. In preschool age play activity the child begins to use object substitutes. Gradually, the child moves from replacing the object-means with a toy to replacing it with a word. Game actions are reduced and internalized. There is a separation from a specific object and its replacement with a word. At this moment, the child moves to the pictorial stage, when he is capable of substitution, first in words and then on paper.
The transition from one stage to another is associated with the formation of interest in the result of the activity and the emergence of a plan (drawing plan, intention).
The change in the relationship between the idea and its implementation follows the path of transition from the name after the image to the name before the start of drawing (S. Bühler, L.S. Vygotsky). Here we can see the relationship between the development of planning and nomination. On the other hand, the relationship between the plan and its implementation develops along the path of ever greater realism, i.e. bringing the image closer to the depicted object. In preschool age, children's drawings, as a rule, are not strictly substantive - they are substantive in form, but in content they are plot-based.
When depicting an object, children draw a story about it. And in preschool age - the age of formation of internal speech - children often accompany drawing with speech, supplementing with a story what the drawing could not convey. Here the speech narrates, states, and complements the child’s activities.
By the age of 4-5, two types of draftsmen are distinguished (N.P. Sakkulina, 1999;
H. Gardner, 1982; 1984): those who prefer to draw individual objects, who primarily develop the ability to depict (“visualists”), and who are prone to developing a plot (their depiction of the plot in a drawing is supplemented by speech and acquires a playful character)—“communicators.” It has been revealed that the transition to story-based play is interconnected with the transition to the child’s creation of story-based images (N.V. Grosul, 1991). In this case, the imperfection of visual activity is compensated by play actions and the use of speech. Also, by the end of preschool age, there are: “logicians” who create laconic images; they do not accompany the drawing process with speech, their drawings are poorly detailed, but are well located on a sheet of paper; “obrazniks” who give detailed verbal explanations, their drawings are well detailed, but, as a rule, poorly located on a sheet of paper (E.A. Ekzhanova, 2003).
with scribbles that are not yet a drawing, the first step follows - the step of the diagram. At this stage, “cephalopod” human figures most often appear in the child’s drawings. The child at this stage draws from memory his idea of the subject. A child’s drawing is like an enumeration, a graphic story about the depicted object.
The second stage is the stage of an emerging sense of form and line. Here the need already arises to convey the formal relationships of the parts in reality. But at this stage there is a mixture of formal and schematic representation.
The third stage is the stage of a plausible image, at which the scheme already disappears from children’s drawings altogether. The drawing has the form of a silhouette, or contours. But the child does not yet know how to convey the perspective and plasticity of an object.
At the stage of plastic representation, individual parts of an object are depicted convexly using the distribution of light and shadow, perspective appears, movement and a more or less complete plastic impression of the object are conveyed.
exercises of hand motor skills and scribbling on paper with a pencil are a component of broad orientation activities (V.S. Mukhina, 1981; 1972).
Gradually, the movements differentiate, become more precise, and the child’s scribbles become varied. Thanks to the adult's proactive initiative to objectify children's scribbles, by the age of 1.5 - 2 years, children begin to attribute a certain meaning to their scribbles. In some cases, children even name them before they start drawing.
The first planning of your actions appears.
By the end of the second year of life, the child begins to actively assimilate the visual function of drawing and look for similarities in his own and other people’s scribbles with objects in the surrounding world. At this stage, an important role is given to the development of speech, thanks to which the child labels his drawing.
The word becomes the custodian of the graphic image of the figurative sign. But its meaning is still unstable and subject to change.
From recognition, the child moves to a purposeful image of the object. This transition is associated with the process of nomination, securing the subject attribution of a word to its image. This happens due to the fact that behind the child’s word there is an image of a very real object.
Soon the child begins to realize that simply naming an image without resemblance to the object is not enough for the drawing to be understood by others. And since drawing in children of early and early preschool age primarily performs a communicative function, then in preschool age a long process of improving the technical, executive side of drawing begins.
E.A. Ekzhanova identified the following levels of graphic activity.
These include:
scribble;
a set of graphemes (separate, unrelated objects; drawing, listing);
subject images (static single object);
Pseudo-plot images (in the process of creation, such drawings are similar to true plot ones, but in content they are closer to graphemes or object drawings);
depicted in the figure (E.A. Ekzhanova, 2003).
These levels of development of graphic activity formed the basis for this study of the connection between drawing and speech.
1.2. Conditions for the formation and development of children's visual activity The systematic approach to drawing believes that drawing is not an isolated process and should be considered in the context of those HMFs that are systematically associated with visual activity (N. Gardner, 1984;
R.P. Jolley, 2010; A. Toomela, 2002; R. Van Sommers, 2009). This approach allows us to establish some conditions for the formation and development of children’s visual activity. The main conditions are:
Perception (L.A. Wenger, 1976; A.V. Zaporozhets, 2008; I.A. Groshenkov, 2002; E.A. Ekzhanova, 2003; E.I. Ignatiev, 1959; T.G. Kazakova, 1983;
T.S. Komarova, 2005; V.S. Mukhina, 1981; 2006; 1972; 2006; A. D'Angiulli, S. Maggi, 2003; R.P. Jolley, 2010; J.A. McMahon, 2002; P. Walker, J. G. Bremner, K. Merrick et al, 2006), visual-figurative thinking (I.A. Groshenkov, 2002; E.A. Ekzhanova, 2003; E.I. Ignatiev, 1959; T.S. Komarova, 2005; V. S. Mukhina, 1981;
Yu.A. Poluyanov, 2000; R.P. Jolley, 2010), T.S. Komarova, 2005; V.S. Mukhina, 1981; 2006; 1972; J. Piaget, 1994;
T. Ribot, 1901; J. Seli, 1901), sign-symbolic activity (T.G. Kazakova, 1983; 2006;
V.S. Mukhina, 1981; 2006; 1972; J. Piaget, 1994; R.P. Jolley, 2010), visual-motor coordination (I.A. Groshenkov, 2002; E.A. Ekzhanova, 2003; T.S. Komarova, 2005; V.S. Mukhina, 1981; 1972), generalization (L.S. . Vygotsky, 2002; I.A. Groshenkov, 2005; V.S. Mukhina, 1981;
E.A. Ekzhanova, 2003; E.I. Ignatiev, 1959; V.S. Mukhina, 1981; 2006; 1972;
N.Ya. Semago, 2003; R.P. Jolley, 2010; C. Sacchett, 2002; A. Toomela, 2002), arbitrariness (V.S. Mukhina, 1981; A.G. Suleymanyan, 2004).
predominant development in preschool age under the determining influence of playful and productive activities. Under the influence of visual activity, the child begins to develop imaginative thinking - the ability to arbitrarily construct images using natural and abstract material (Yu.A. Poluyanov, 1998; 2000). It is noted that in (M.V. Osorina, 1999). It has been shown that teaching children to draw contributes to the development of perception and visual-figurative thinking (R.A. Silver, C. Lavin, 1977).
The question of the role of perception and thinking in the development of drawing has led researchers to contrast rational and sensory knowledge: does the child draw what he knows about the subject, or what he sees. On the one hand, children's drawings are schematic and are the visual equivalent of concepts. On the other hand, children's drawings change with age towards an increasingly adequate reflection of reality.
As research shows, children's drawing at all stages of development is associated with sensory knowledge of reality and, above all, with visual images (J. Piaget, 1994; R. Arnheim, 2004; A. D'Angiulli, S. Maggi, 2003; R. P. Jolley , 2010; J.A. McMahon, 2002; J.G. Bremner, K. Merrick et al., 2006; J. Piaget draws attention to the combination of parts in children's drawings, which is explained by the syncretism of visual images, which is a feature of children's perception.
V.S. Mukhina believes that the determining factors for children’s drawing are the actions of perception: correlation of a visually perceived object with a known standard (shape, color, etc.); “grasping” reaction;
a detailed visual examination of the object and graphic constructions that appear to the painter as a graphic image of this object, etc.
Perception is considered as the leading function that determines the development of a child’s visual activity.
In the works of A.V. Zaporozhets, L.A. Wenger established that the development of perception is based on the formation in children of specific perceptual actions aimed at examining objects (L.A. Wenger, 1976; A.V. Zaporozhets, 2008). In the process of such perceptual actions, the properties of the examined object are compared with sensory standards - typical properties that serve as standards and samples for the child. These sensory standards are social in origin and are acquired in the process of spontaneous or targeted learning.
Mastery of drawing is preceded by objective activity, therefore, at the initial stages of drawing development, it reveals the peculiarities of perception that arose in the context of objective activity (globality, undifferentiatedness, etc.). In the process of mastering drawing, children begin to master sensory standards.
It has been noted that the nature of a child’s image of a certain object depends on the method of examining it (E.I. Ignatiev, 1959). When tactile perception is enhanced, the children's drawings convey texture features, while visual perception is enhanced in the drawings, the details of the object are conveyed.
From children's drawings one can judge the child's level of knowledge and ideas about the world around him. They reflect the degree of generalization of visual ideas, their awareness and the child’s ability to identify essential features of objects (A.N. Kornev, 2006).
The unit of perception and visual-figurative thinking is considered to be an objective image. An image, like a word, has a certain semantics and performs essential functions in the thought process. Semantic content is the common denominator for the image and the word-concept (S.L. Rubinstein, 1989). They note the schematic nature of the images, their ability to retain only the essential features of real objects and omit secondary features. The figurative and verbal-conceptual components of thinking in the process of information processing are presented in unity.
Many researchers note the presence of a two-way connection between image and speech (L.S. Vygotsky, 1982; 2004; A.N. Leontyev, 1986; 2000;
S.L. Rubinstein, 1989). According to L.S. Vygotsky, every word has an initial sensory representation (image). S.L. Rubinstein believed that the connection between a word and an object is mediated either through a concept (the generalized content of the word, its meaning) or through an image (S.L. Rubinstein, 1989).
A.N. Leontiev put forward the position of the “fifth quasi-dimension”, in which the objective world is revealed to man (A.N. Leontiev, 1986). This quasi-dimension is the meaning of the image.
Imagination. Imagination contributes to solving open-type problems, divergent problems that do not have a unique solution and allow several options for correct answers (L.F. Obukhova, S.M. Churbanova, 1994). As criteria for assessing the level of development of imagination E.P. Torrance proposed to consider: fluency, i.e. number of responses, productivity; flexibility, i.e. number of response categories;
originality, i.e. assessment of unusual solutions (L.F. Obukhova, S.M. Churbanova, 1994).
It has been revealed that drawing objects familiar to a child (“Algorithmic drawing task”) and imaginary objects (“Heuristic drawing task”) has a number of differences (J. Matuga, 2003; 2004; J.A. McMahon, 2002). Drawing familiar objects evokes a generalized image that is already familiar to the child. Drawing imaginary objects forces children to change their familiar drawing algorithms and requires more planning, control and regulation of their activities on the part of the child. In a study by J.M. Matuga children used more self-directed speech (RDS) when drawing imaginary objects than when drawing familiar objects. Most of the statements in the RDS were used for planning purposes (J. Matuga, 2004). Children's drawing of imaginary objects is more symbolic than drawing of specific objects (A.S. Dick, W.F. Overton, S.L. Kovacs, 2005).
N.I. Strelyanova, in the course of analyzing the results of studying the formation of imaginative images in visual activity, found out that in preschool children, imaginative images do not precede the activity, but arise only during it (N.I. Strelyanova, 1964). It was found that with age, the time spent on creating a drawing increases, as well as the number of images presented in the drawing.
When analyzing the development of imagination, the question inevitably arises about the role of words in this process and about the relationship between figurative and verbal means in the development of imagination. L.S. Vygotsky in his works emphasizes the connection between the child’s imagination and speech. He believed that a very powerful step in the development of children's imagination takes place precisely in direct connection with the acquisition of speech (L.S. Vygotsky). There are three groups of factors that show the connection between a child’s imagination and his speech development. Firstly, the child’s speech development itself significantly promotes the development of his imagination. Secondly, children delayed in speech development are also retarded in the development of imagination. Thirdly, not only the appearance of speech, but also important moments in its development are at the same time key moments in the development of children's imagination. Speech frees the child from his immediate impressions, makes it possible to imagine an object that he has not seen and think about it.
In the process of functioning of the preschooler’s imagination, A.I. Kirillova, 1980):
1. generating some idea for a creative product;
2. creating some plan for the implementation of this idea.
The process of generating an idea is associated with the restructuring of images. The word is actively involved in this process. The generation of a plan for the implementation of an idea is associated, first of all, with the planning function of speech.
At 2.5 - 3 years old, a feature of the use of an image when generating an idea of the imagination is the construction of this image through the action of “objectification”
(O.M. Dyachenko, 1996). The stimulus is built up into a certain objective whole, occupying a central position. The images of children of this age can be very original due to the extreme variability of children's experiences. There is practically no planning of imagination activities.
At 4-5 years old, there comes an age when the child is mainly focused on mastering norms, rules and patterns of activity, as a result of which the level of creative imagination decreases. The image is built through the use of “objectification” actions, but then it is supplemented with various details. The word can be included in this process at the stage of generating or consolidating a finished idea. The process of imagination includes planning, which can be called stepwise, since it is unstable and not holistic in nature: planning occurs in stages, based on the result of the previous action. The possibility of step-by-step planning leads children to the possibility of directed verbal creativity (for example, writing a fairy tale).
At the age of 6-7 years, a child already masters certain patterns of behavior and activity and gains freedom to operate with them. In principle, he is already able to deviate from the learned standards, combine them, using them in constructing products of the imagination. Here, a holistic image begins to be built through “inclusion”: the element takes a secondary place and becomes a separate detail of the image of the imagination. The possibility of using imaginative products of image construction based on the principle of inclusion when creating ideas provides versatility in solving problems.
The word can be successfully included in the generation process original idea in the case when it is not backed by a strictly defined idea or a narrow range of generalizations. At this age, holistic planning appears for the first time (O.M. Dyachenko, E.L. Porotskaya, 1996), the child can already build a plan for their implementation before starting actions and consistently implement it, often adjusting it along the way.
The main line in the development of imagination mechanisms is to master the means of generating ideas and planning, i.e. in mastering words (O.M. Dyachenko, 1987).
Sign-symbolic activity. On the one hand, sign-symbolic activity is formed within visual activity (along with play and modeling). On the other hand, the development of drawing requires a certain level of sign-symbolic activity. The first researchers of children's drawing considered children's drawings rather as symbols (K. Bühler, G. Kerschensteiner, J. Luquet, J. Selley, etc.).
With the help of sign-symbolic activity, an internal plane of consciousness arises (T.P. Budyakova, 2005; L.S. Vygotsky, 1982; N.G. Salmina, 1988;
HER. Sapogova, 1993). Sign-symbolic activity includes two planes - a substitute reality and a plane of means that perform the function of substitution.
L.S. Vygotsky called for considering children’s drawings in the “sign” system
and "symbol". He saw the path of a child’s cultural development in mastering sign systems, which are social in nature. Children's drawings act as forms of social sign, and mastering drawing is a process of mastering a means of cultural development that forms higher mental functions. As a result, the child acquires the ability to distinguish between the signified and the signified, and therefore the ability to perform substitution actions. The emergence of substitution actions indicates the emergence of a sign function of consciousness (V.S. Mukhina, 1981; E.E. Sapogova, 1993).
J. Piaget also considered children's drawings in terms of “sign” and “symbol” (J. Piaget, 1994). For him, drawing is evidence of a developing ability to distinguish between the designation and the signified.
Symbols in children's drawings develop from a distant, known only to the child, similarity to the signified, to increasing realism. With the help of images, the child learns to anticipate the scheme of future action, i.e. can depict in a drawing something that is not present in the situation he directly perceives. This shows that drawing contributes to the development of planning.
For J. Piaget, drawing is a private manifestation of a child’s figurative and symbolic thinking, a way of developing the symbolic function. Because drawings, according to J. Piaget, are a product of image-symbolic thinking, then their content should be considered in connection with the characteristics of mental images characteristic of a child, and not concepts that are formed on the basis of mastering signs.
V.S. Mukhina explains the nature of children's drawing from the point of view of the cultural-historical theory of L.S. Vygotsky. A drawing is one of the forms of a social sign that a child has to learn (V.S. Mukhina, 1981).
V.S. Mukhina sees the nature of children's drawing as follows: mastery of drawing is mastery of sign activity, it includes the assimilation of the functions of a sign as a designation and message. Mastering the function of designation presupposes the emergence of the ability to establish differences and connections between the signified and the designation, to perform the action of substitution, i.e.
formation of the sign function of consciousness.
(approximate) activity of the child (V.S. Mukhina, 1981). This external orienting activity, going through the path of interiorization, becomes internal and begins to anticipate and orient the drawing process.
The sign-symbolic activity that is developing in the child allows one to see real objects in graphic constructions. This is how a “graphic image” appears - an idea of how the desired object is depicted (V.S. Mukhina, 1981).
The development of drawing as a substitute activity is the basis for the development of written speech (L.S. Vygotsky). The drawing, forming a unity with the speech accompaniment, turns over time into a speech narrative without relying on the drawing itself (S.R. Panova, 2007).
HER. Sapogova conducted a number of studies to consider children's drawing as a natural replacement activity (E.E. Sapogova, 1993).
an image with a more specific indication of the essential features (drawing them), 3) their specific image with the designation of a number of distinctive features. It was found that 3-4 year old children identify objects only by their specific image with distinctive features drawn. Children 4-5 years old are able to a much greater extent to distract themselves from specific signs and orient themselves in a schematic, conventional image. Children over five years of age demonstrated an even more pronounced ability to see the designation of an object in a conventional image (substitute). No subject over five years of age required a specific drawing. The results obtained allowed us to conclude that it is precisely by the senior preschool age that the attitude towards the image as a sign of an object is gradually formed.
In another study, E.E. Sapogova showed that, despite the fact that in older preschool age children quite easily use images as designations for objects, when faced with the reverse procedure (abstracting the designation from the designator) they show extremely low results (E.E. Sapogova, 1993). She explains that conventional images, tested in human culture, learned in communication with adults and in learning, are easier for older preschoolers than their own creation of a symbol, the extraction of a certain generalized feature from living reality” (E.E. Sapogova, 1993, p. 149).
HER. Sapogova, it was necessary to understand how preschoolers carry out substitution in visual activity, what exactly is interpreted in the drawings, what acts as a signification in reality for the child. To do this, children were asked to interpret a picture that was unfamiliar to them, and then make a copy of it. The hypothesis assumed that if a child draws not so much from life, but rather his knowledge and ideas about the depicted object or phenomenon, then the less familiar this object is to him, the more clearly the iconic character of the image will look.
It was assumed that the child would be able to act on three levels: 1) copy fragments of the image without giving it any comprehension, 2) he could comprehend, interpret and depict only part of the image, familiar and understandable to him, without building integrity, 3) he could comprehend the entire plot as a whole and depict it in the form of a diagram. It turned out that children's verbal production was always much richer than visual production.
Children of five years old named the picture based on a separate episode or character. When copying, the child did not depict anything beyond the title given to the picture. It turns out that five-year-old children see and label only what they know.
Six-year-old children differed from five-year-old children only in that the copy reflected several fragments of the reproduced image. These fragments were also not connected into a single plot. But the titles of the painting began to acquire signs of generality.
Children of seven years old (students of the first grade of school) give the name of the picture not by the characters or their actions, but by understanding the entire image as a whole. The names are becoming more and more generalized.
developing substitute activity: “from a copy sign, used primarily by children 5-5.6 years old, subjects move on to more generalized signs, using them more consciously” (E.E. Sapogova, 1993, p. 151). But substitution activity still remains limited: the child is able to replace an object not according to holistic and essential features, but according to unimportant ones, but the most noticeable and familiar to the child.
Foreign studies on the topic of symbolic representation of children's drawings also indicate that children's perception and description of their own and others' drawings may indicate the level of sign-symbolic activity, but in their works they do not provide a description or interpretation of the content of children's stories (E. Coates, 2002; J. Gross, H. Hayne, 1999; Children's understanding of other children's drawings is associated with the stages of development of visual activity (E. Coates, 2002; M. Cox, 1992; R.P. Jolley, 2010).
Schematization is distinguished as a separate type of sign-symbolic activity (S.A. Lebedeva, 1997; N.G. Salmina, 1988; E.E. Sapogova, 1993).
In schematization, sign-symbolic means play an indicative role, which consists in structuring reality and discovering connections between objects. Schemes act simultaneously both as a type of sign-symbolic activity and as a means through which the child learns about the surrounding reality. In the structure of schematization as an activity, the following operations are distinguished: preliminary analysis, construction of a diagram, working with reality using a diagram (S.A. Lebedeva, 1997; N.G. Salmina, 1988). It is shown that the systematic formation cognitive activity on the basis of schematization leads to the diversified development of all functions (perception, thinking, memory, imagination, speech) due to a change in the general cognitive and orientation position of the child, the formation of arbitrariness of mental functions, the development of verbal components of cognitive processes based on the generalization of verbal and visual material (S. A. Lebedeva, 1997).
Speech. The relationship between drawing and speech is not obvious, but there are theoretical and empirical grounds to assume its existence. A. Toomela identified several lines of connection between drawing and speech (A. Toomela, 2002):
1. Drawing can be understood as a form of speech (R. Barnes, 2006).
Scientists who adhere to this point of view saw parallels between the development of speech and the development of drawing.
2. Knowledge transmitted through speech is also transmitted through drawing (K. Bühler, 1930). As a supporting example, a drawing of a person is given that is similar to a verbal description of the human body (C. Golomb, 1974; 2004). Naming objects has been found to influence the way in which that object is drawn. It has been noticed that objects that are meaningless and unfamiliar to the child are drawn more realistically. While familiar objects are drawn in the form of a diagram, in a general way (J. Matuga, 2003; 2004). The name of a recognizable object directs the child’s attention not to the features of the object, but to that generalized model that is activated through its name, knowledge about the object. Drawing becomes more intellectually realistic by introducing differentiation from what it points to. Different verbal descriptions correlate with different drawing strategies.
3. The execution of the drawing is influenced by the type of verbal instructions given to the child (E.E. Sapogova, 1993; J. Matuga, 2003; 2004).
visual activity (C. Golomb, 1974; 2004). Children with "verbal"
problem-solving style are ahead of children with a “figurative” problem-solving style: “verbal” children have greater verbal control over the image, which facilitates the planning of visual activities.
5. Drawing ability correlates with verbal IQ tests.
One of the theoretical models of the relationship between drawing and speech belongs to L.S. Vygotsky. He viewed children's drawing as a kind of children's speech, as a preliminary stage in the development of written speech. Modern foreign studies also adhere to the position of continuity between drawing and writing (F. Bonoti, F. Vlachos, P. Metallidou, 2005; K. Yamagata, 2007; H.-C. Yang, A.M. Noel, 2006).
The genetically original form of the sign is the pointing gesture, to which the original forms of verbal speech, symbolic play and children's drawing owe their origin. The first scribbles of the child L.S. Vygotsky views it as a gesture rather than as drawing. In order for a graphic image to acquire the function of a sign, a verbal connection between this image and a real object is necessary. So the drawing turns into a “graphic reminiscent of verbal concepts that communicate only the essential characteristics of objects (L.S. Vygotsky, 1984; K. Buhler, 1930). A child’s knowledge of objects and their essential features is formed under the influence of speech.
The child, according to L.S. Vygotsky always strives to name and designate a drawing, which gave grounds to look for connections between drawing and the child’s speech development.
In his research, L.S. Vygotsky showed that the transition from drawing to written speech lies through pictographic drawings. In the experiments of A.R. Luria on mediated memorization through drawing schematic images shows that even in the conditions of a specially organized task, children do not always quickly and do not always independently realize that a phrase can be “written down” with drawings (A.R. Luria, 1979). We can conclude that there is no direct continuity between the development of drawing and speech, if specially organized techniques are needed for the child to guess the method of memorization through the creation of pictograms.
S. Buhler drew attention to the fact that the process of verbal designation of a child’s drawing gradually transforms from subsequent to simultaneous, then it becomes prior to the drawing itself.
L.S. Vygotsky considered the fact of the shift of speech designation from the end to the beginning to be of decisive importance for the development of intention and design (L.S. Vygotsky, 1984).
The idea is formed with the active participation of the planning function of speech and reflects the subject’s intention to depict something specific. Many scientists associate the integration of the word into the drawing process with the transition of drawing from the pre-pictorial to the actual pictorial stage of development: the drawing gets its name and begins to mean something specific.
V.S. Mukhina wrote: “Children’s drawing begins only when verbal expression has already made great strides and speech has deeply entered the child’s mental life” (V.S. Mukhina, 1981, p. 24). The iconic nature of drawing does not arise from the drawing itself. It is transmitted to him through another form of social signs - oral, and later written speech.
V.S. Mukhina pointed out the fact that drawing is a specific activity that has its own visual task.
Despite the close relationship between drawing and speech, the dependence of drawing on the development of speech and the susceptibility to the influence of the child’s ideas about things and phenomena, drawing cannot be considered as a type of speech. For L.S. For Vygotsky, such a position is necessary to reinforce the thesis about the cultural and historical development of children's consciousness (E.E. Sapogova, 1993).
This is where his desire to emphasize the symbolic nature of drawing comes from, bringing it as close as possible to an activity whose iconic nature is beyond doubt - speech. In this theory, however, the own specificity of children's drawing as a visual activity was lost (V.S. Mukhina, 1981; E.E. Sapogova, 1993). Graphic signs are qualitatively different from verbal ones: this difference exists in “the special relationship between the designation function and the message function, which coincide in speech, but diverge in drawing: the drawing depicts an object or situation and communicates the attitude towards them” (V.S. Mukhina, 1981, p. 220).
In the process of drawing, the child’s graphic images act as substitutes for real objects. The connection of a graphic symbol and a real object occurs in the word-name: object, word diagram (V.S. Mukhina, 1981). The word reinforces the connection between the image and the real object for the child and for others. On the other hand, combining with the help of a common name of an object and a graphic symbol contributes to the development of the child’s understanding of the sign function of the word itself.
Simultaneously naming a real object and a graphic sign in one word helps differentiate the meaning of the word (N.N. Poddyakov, 1995).
With the emergence of intention, the child’s repertoire of depicted objects sharply decreases (V.S. Mukhina, 1981). This may be due not to the fact that the child’s understanding of objects is limited, but to the fact that he has not yet accumulated a sufficient amount of graphic images. Therefore, children at this stage of drawing development often refuse to draw what is not part of their repertoire and refuse to draw at the request of adults.
show that the child, as a rule, accompanies the creation of an image with speech (L.S. Vygotsky, 1984; E.I. Ignatiev, 1959; T.G. Kazakova, 1983; 2006;
T.S. Komarova, 2005; V.S. Mukhina, 1981; E. Coates, 2002; M. Cox, 2005;
H. Gardner, 1982; 1984; J. Matuga, 2003; 2004; A. Toomela, 2002; etc.). Children name reproduced objects, explain the actions of the characters depicted, and describe their actions. All this allows the child to understand and highlight the properties of objects and plan their actions. The word is increasingly acquiring the meaning of a regulator that directs the process (E.I. Ignatiev, 1959).
Speech accompaniment of the process of creating a drawing is considered as one of the indicators of qualitative assessment of the drawing process and has great diagnostic significance (E.A. Ekzhanova, 2003; A.N. Orlova, 2000; O.G. Murzakova, 2001; N.Ya. Semago, 2003).
In the process of drawing, the word becomes, on the one hand, more specific, differentiated in meaning, and on the other hand, more generalized (E.A. Ekzhanova, 2003; V.S. Mukhina, 1981). Combining words with images leads to clarification of significant, essential features of objects, i.e. to the development of the generalizing function of speech. Thanks to drawing, speech is gradually detached from the subject and acquires a more generalized character (L.F. Obukhova, V.A. Borisova, 1996). It has been noticed that when a child draws silently, the drawing turns out poorer, less detailed and has a stencil character (E.A. Ekzhanova, 2003; Yu.A. Poluyanov, 2000). And by tracing the development of drawings under the influence of speech, one can notice the transition of drawing to a higher level of evolution (L.N. Bacherikova, 1979; L.F. Obukhova, V.A. Borisova, 1996).
Speech and drawing belong to the same levels of brain activity - the first and second signal systems (L.N. Bacherikova, 1979;
MM. Koltsova, 1980). At level I of the signaling system, intonation, voice (for speech) and color, shape, image (for drawing) are processed. At level II of the signaling system, semantic content for both speech and drawing is processed. Children's drawing is an objective indicator of the level of development of the second signaling system and, in particular, visual-figurative thinking (L.N. Bacherikova, 1979).
An analysis of the influence of speech on the visual activity of preschool children was carried out (E.E. Sapogova. The main objective of the study was to find out to what extent in preschool children the image and its verbal name are connected. The work was based on the assumption that for preschool children the meaning of a word (sign) and its objective reference (the object it designates) are not yet separated in consciousness.
In the first series, the children were read a riddle and asked to draw the answer without telling the experimenter first. The riddle metaphorically described skates and skis using the words “planks” and “hooks.” And only after finishing drawing, the children had to name the resulting image.
It was assumed that children who do not have sufficient command of graphic substitution will be at the mercy of words. And children who are better at substitution than their peers and can distinguish between a word and the object it denotes will be able to draw the concept embedded in the riddle.
It turned out that four-year-old children only drew “planks” and “hooks.” Children of primary preschool age do not know how to distinguish between words and the objects they indicate: the word prevails over the content.
Five-year-old children were divided approximately equally between those who drew skates and skis and those who drew planks and hooks. Substitution progresses noticeably by the age of five, and some children are able to distinguish between a word and the object designated by it.
Six-year-old children distinguish between the shape of a sign and its content, and for them the word ceases to interfere with the image. It was also noticed that children from five to six years of age have a growing desire to draw not static objects, but to fit them into the storyline.
In the second series, the hypothesis about possible distortions of graphic constructions under the pressure of verbal names was tested. Six-year-old children were offered a series of figures with multiple meanings. Each figure received two verbal designations: the first subgroup of subjects was given one name of the figure before presentation, and the second subgroup was given another name.
After the demonstration, the children were asked to draw the presented figure as accurately as possible. A strong influence of the designation on the subsequent reproduction of the original image was discovered: the children showed one hundred percent dependence on the word-name that accompanied the figure.
These experiments show how great the importance of speech is in the development of drawing, sign-symbolic activity and substitution. The conclusion drawn from the results of the substitution study is as follows: “than older child, the stronger the connection between speech and graphic substitution is revealed” (E.E. Sapogova, 1993, p. 155).
In the study by L.F. Obukhova and V.A. Borisova determined the function and place of speech in the process of visual activity of preschool children, depending on the stages of development of children's drawing (L.F. Obukhova, V.A. Borisova, 1996). The karakul stage is characterized by syncretic speech (according to L.S. Vygotsky), the stage of primitive images is characterized by establishing speech, and the pictorial stage is characterized by preliminary or planning speech.
An analysis of the visual activity of children with developmental disabilities (mental retardation, mental retardation) revealed a number of distinctive features both the drawings themselves (schematism, staticity, disproportions, etc.), and the process of creating the drawing. In particular, it is indicated that speech does not fully perform regulatory and planning functions and is of an undeveloped nature (E.A. Ekzhanova, 2003;
A.N. Orlova, 2000).
Analysis literary sources on the problem of the formation and development of visual activity, he showed that drawing has the same genetic basis as speech - the development of sign-symbolic activity. Children's use of statements regarding the drawing process correlates with the stages of visual activity. It is noted that the role of speech in the development of drawing is planning, regulation, control over drawing activities, supplementing the drawing and explaining its connection with reality, and summarizing the visually presented material.
However, the reverse role of drawing in speech development has not been revealed. The connection between speech and drawing is not questioned, but in the analyzed studies there is no attempt to identify a unit of analysis for the connection between speech and drawing.
The search for a unit of analysis of the connection between phenomena constitutes a methodological principle of cultural-historical psychology. In order to analyze the role of visual activity in the development of speech, let us move on to the analysis of the functions of speech and their development in preschool age.
Chapter 2. Functions of speech of preschool children Speech activity is understood as “a set of speech actions that have their own intermediate goal, subordinate to the goal of the activity as such” (A.A. Leontiev, 1970). The development of speech occurs and is determined by the formation of the child’s types of activities, especially leading activities (S.N. Karpova, E.N. Truve, 1987). In preschool age, these types of activities are role-playing games, construction and drawing.
Speech, as a special type of activity and as an activity serving higher mental functions, performs several functions in the mental development of a person.
The function of speech is understood as the relation of speech behavior to the implementation of the subject’s intentions, or the role of speech behavior (speech action) in the implementation of the subject’s activity, taking into account the fact that speech activity is usually included as a component in other types of spiritual and practical activity (B .I. Zaika, 1998). If we simplify this definition, then the function of speech is understood as the purpose of a speech utterance (A.A. Leontyev, 1970).
Ideas about the functions of speech are found in the form of separate statements by different authors. To date, there is no generally accepted classification of speech functions. However, attempts are being made to systematize ideas. The diagram is worthy of attention, L.S. Vygotsky shares the participation of speech in thinking and communication. As a means of communication, speech performs the function of communicating and inciting action. Further, in the first of them, the function of naming (designation) and the function of statement (judgments about objects and phenomena) are distinguished. This classification has a mainly psycholinguistic orientation, as a result of which some forms of manifestation of the regulatory function partially fall out and are partially absorbed by other functions. One of the reasons for the difficulty of classifying speech functions is the interpenetration of speech functions.
Speech as a means of thinking performs different functions, among which different authors name: a cognitive function, a regulating function of speech, closely related to the regulatory function - the planning function of speech and the function of control and correction, a significative function - a function of generalization and designation, a nominative function, a descriptive function, G .IN. Burmenskaya, Zh.P. Raku, 2001; A.R. Luria, 1927; 1979; S.L. Rubinstein, 1989; L.S. Tsvetkova, 1995; 2002, etc.).
It has been revealed that speech as a means of thinking performs the function of regulating action and the function of generalization (L.S. Vygotsky). Speech functions such as planning and nominative are included as constituent elements in these two functions. Let's turn to their consideration.
mediation and formation of means (signs) in the mental development of the child. It has been shown that in early preschool age, when perception occupies one of the main places in the mental development of a child, sensory standards become a means of solving “sign” problems (L.A. Venger, A.V. Zaporozhets). In middle preschool age (4-5 years), a visual model becomes such a means, in older preschool age (6-7 years) - a word in its generalizing and planning function. The solution of “symbolic” problems is based on the use of an image as a generalized idea (N.E. Veraksa, O.M. Dyachenko, 1996).
The regulatory function of speech in preschool children occurs during difficulties and contributes to finding a solution to the problem. It manifests itself in a situation requiring the use of tools, when it is difficult or impossible to directly complete the task.
V.I. Lubovsky identified five forms, or stages, in the development of speech regulation (V.I. Lubovsky, 1978): direct motivation to action;
reinforcement; speech designation of the immediate conditioned stimulus (in the form of its replacement with a word); generalization of one’s own actions, connections between the reaction and the stimulus, reinforcement and their verbalization;
planning (using internal or external speech) upcoming actions. The first three stages relate to external regulation, the last two - to internal, or self-regulation.
The development of the regulatory function is carried out through communication between the child and the adult. First, the child addresses social speech to the adult, offering to help him. Then, without receiving help, he himself begins to analyze the situation with the help of speech, trying to find possible ways out of it. And finally, with the help of speech, he begins to plan what he cannot do with the help of direct action. This is how the intellectual, behavior-regulating function of speech is born (A.R. Luria, 1927; 1979). The adult transfers the planning, regulating function to the child through communication - then these functions are contained in his external egocentric speech, and then move to the internal plane. When internal speech occurs, a complex volitional action arises as a self-regulating system.
The formation of the regulatory function of speech is closely related to the development of internal speech, goal-directed behavior, and the possibility of programmed intellectual activity. When the regulatory function of speech is underdeveloped, the child’s actions are characterized by impulsiveness, the speech of an adult does little to correct his activity, the child finds it difficult to consistently perform certain intellectual operations, does not notice his mistakes, loses the final task, easily switches to side, unimportant stimuli, cannot slow down the side associations.
The regulatory function of speech contributes to the formation of a plan for solving a task. Planning of speech and non-speech actions occurs in different ways (A.A. Leontyev, 1970): in the first case it is programming a speech utterance (studied by linguistics), in the second it is the formulation of a plan of action in speech form. Planning develops along a shift path from the end of the task to the beginning. First, the speech reflects and records the final result, then the main turning points, moving on to the beginning of the operation. At the time when planning begins to precede the completion of a task and begins to guide future, not yet completed actions, we can say that the planning function of speech is formed. The development of planning can be traced using the example of children's visual activities. The child first draws and then names what appears on the paper. Then the process of naming the topic moves to the middle, and then to the beginning of drawing, determining the intent of the drawing (S. Buhler, L.S. Vygotsky). By analyzing the process of creating a drawing, you can diagnose the level of development of the planning function of speech.
Orienting activity performs a planning function and Orienting activity is carried out on the basis of an image in which a field of action opens (or a field of possible actions). To perform an action, the subject must have a tool with the help of which the correct path to achieve the desired result will be chosen in the field of possible actions.
is carried out more fully in the case of preliminary planning of the activity and accompanying it with speech (U.R. Montealegre, 1987). It was revealed that there are differences in the performance of the task between children who, during the solution process, the experimenter constantly encourages to better plan their activities, and those children who are not asked to do so. When studying the planning function of speech using the genetic modeling method, the conditions were identified due to which the child’s speech begins to perform the function of planning and regulation: 1) the child’s acceptance of the task of speech mediation of action, for which it is necessary to create an objective need for speech mediation; 2) providing the child with the necessary and accessible symbolic means, material supports for complete and detailed speech planning; 3) creating conditions for the child to master tool-mediated execution of an action (U.R. Montealegre, 1987).
In foreign studies (B. MacWhinney, H. Osser, 1977; E. Milano, 2006) involuntary speech delay (“hesitation phenomana”). Such a delay can occur before the start of the speaking process (preplanning function), or during the speaking process in the form of pauses (coplanning function).
Speech and figurative regulation of a child’s activity cannot be separated and are interconnected (L.A. Wenger, 1996). Speech stimulates the creation of new images, i.e. speech planning is important when constructing the concept of a drawing (L.A. Wenger, 1996). Planning is verbal in nature. The development of verbal mediation depends on the development of planning.
The regulatory function of speech is closely related to the development of volition.
Will is an arbitrary form of motivation (V.A. Ivannikov, 2006). Volitional regulation is part of voluntary regulation, but at the personal level.
E.O. Smirnova analyzed these approaches to defining will and volition and found that will and volition have different things (E.O. Smirnova, 1998):
1) Arbitrariness has as its content the ability to master oneself (one’s external and internal activities) on the basis of cultural arbitrariness, which should be determined by the level of awareness of one’s activity and the means of its organization.
2) Will is the motivation that encourages a person to take active action, the strength and stability of his aspirations and desires. The stages of will development are determined by the content of motives and the degree of their stability. Volitional action is directed outward, and voluntary action is directed toward oneself, inward, toward the means and methods of one’s external and internal activity.
L.S. Vygotsky considers will as the highest mental function, therefore the volitional process first exists in a social form, divided between other people, and voluntary actions are mediated. The transition from involuntary to voluntary behavior is the main line of child development, which is determined by the assimilation of sign means (socially developed means of organizing one’s own behavior).
The central line of development of voluntariness is the development of speech mediation. Speech frees a person from the pressure of the current situation and makes behavior conscious. This constitutes the significance of speech in the development of arbitrariness. In addition to speech, patterns of behavior (for example, playing roles) become a means of arbitrariness. Comparison with a sample makes behavior arbitrary.
Speech becomes a means of regulation, first directed at others, and then at oneself. In the works of L.I. Bozhovich, the essence of volitional behavior is that a person is able to subordinate his behavior to L.S. Slavina, T.V. Endovitskaya, 1976). The implementation of the plan presupposes a high level of arbitrariness.
carried out through general planning. Practical action is regulated by specific forms of speech meanings. The regulation of cognitive activity, to which the idea belongs, is carried out through generalized forms of speech meanings - generalized planning.
Generalized planning develops at the intersection of the line of development of generalizations and the line of development of the regulatory function of speech. Generalized planning as a function of self-regulation of cognitive activity arises from the speech instructions of an adult. L.I. Based on the research, Tsekhanskaya identified the following stages in the development of problem solving (L.I. Tsekhanskaya, 1996):
A decision based on a specific image (there is no identification of a generalized principle, verbal planning), - a decision based on a generalized schematized (model) image (indicated verbally, a means of isolating and transferring a principle, provides verbal planning to one degree or another), - a decision mediated by verbal generalization of the conceptual type (expanded verbal planning).
In the development of volitional regulation, imagination is important (L.S. Vygotsky, A.V. Zaporozhets, A.N. Leontyev, V.I. Selivanov, I.M. Sechenov, D.N. Uznadze, etc.). The role of imagination in regulating a child’s actions is especially pronounced in play, where it allows one to perform role functions and operations with inadequate objects and in inadequate conditions (substitute objects).
It was shown that preschoolers performing a task using only verbal planning or only motor planning were less successful than preschoolers using a combined strategy for solving the task. It has been established that the use of speech in 5-6 year old children correlates with the result of completing a task (A. Winsler et al., 2006).
How bigger baby uses speech statements, the better he copes with the task.
Foreign studies have shown (P. Corkum et al., 2007) that RDS goes from task-irrelevant external private speech, then task-relevant external private speech, then - task-relevant partially internalized speech, and finally - internalized self-guiding speech. There have also been conflicting results regarding whether the use of RDS affects task performance.
In the work of L. Behrend et al. (A. Winsler et al., 2005) tested the hypothesis that the appearance of RDS in children depends on the difficulty of the task. In children 2-5 years old, the maximum use of RDS is achieved while solving a task that is at the current level of the child’s development. However, they gave tasks to assemble a puzzle and did not track the true difficulty of the task for the child. In addition, speech was divided into only two categories - social and RDS. However, RDS was not divided into subtypes.
S. Fernyhough and E. Fradley found that the necessary optimal level of task complexity for the emergence of RDS is solving problems in the zone of proximal development. If the task is too easy, then there is no need to use RDS, but if the task is too difficult, then the use of RDS will be ineffective (S. Fernyhough, E. Fradley, 2005).
The development of the significative function of speech is associated with the development of word meanings and verbal generalizations. Generalization involves assigning a specific object to a certain class of objects. The development of the significative function of speech is preceded by the emergence of the pointing gesture (L.S. Vygotsky) and the idea that every thing has a name. The child's first words are only an indication of an object, so they are considered the equivalent of a gesture. The development of speech begins with the indexical (indicative, attributive) function of the first children's words (L.S. Vygotsky, 1982).
The development of the significative function can be represented as follows: attributive – nominative – generalizing functions (E.I. Isenina, 1986; S.L. Novoselova, 2003). The development of generalization occurs not only in verbal form. The child assimilates the knowledge accumulated by humanity about the sensory properties of objects in the surrounding world, generalized in the form of sensory standards (L.A. Wenger, 1976; A.V. Zaporozhets, 2008). This is a generalization at the sensory, perceptual level. The further level of development of generalization is representation, which leads to development (S.L. Novoselova, 2003). The representation reflects the object itself, as well as the ways of operating with it, i.e. experience with this object. This experience of activity is recorded in words. Thus, ideas arise only when thinking becomes verbal. The genesis of the generalizing function of speech and concepts is associated with the development and generalization of activity experience.
Verbal generalizations are born in the child’s practical activities.
Subject-based practical activity is the source that gives rise to the development of intelligence and the generalizing function of speech.
parallel to each other (L.N. Litovchenko, 2000). In early preschool age (3-4 years), the method of identifying a dominant feature verbally is the global method, and figuratively - associative connections. These methods will correspond to the syncretic type of generalization. In middle preschool age (4-5 years), mixed verbal and diffuse figurative methods of identifying a dominant feature will lead to a complex-collection type of generalization. In older preschool age (5 years), parametric verbal and differentiated figurative methods of identifying a dominant feature will lead to the emergence of a type of generalization similar to a diffuse complex.
The acquisition and generalization of experience in objective activities occurs in connection with the formation and interaction of objective-productive and objective-play activities. Object-productive activity arises in ontogenesis only when the child is able to act with the help of an object, i.e. subject-mediated. The child first masters the properties of objects. Then in the game he starts using item placeholders. Gradually, the child moves from replacing the object-means with a toy to replacing it with a word. There is a kind of separation from a specific object and its replacement with a word. At this moment, the child’s visual activity arises - when he is capable of substitution, first in words, and then on paper. The child must have a sufficient level of abstraction of real experience in a word-sign.
The nominative function reflects the subject attribution of the word. At this stage of speech development, the child’s words coincide with the words of an adult precisely in their objective reference, but do not coincide in their meaning (T.V. Akhutina, 1994; L.S. Vygotsky, 1982). In the nominative function, the word is not a sign of some meaning, but a sign of a sensually given thing.
A word refers to a thing. According to some researchers of the nominative function, naming an object is one of the most complex speech processes (L.S. Tsvetkova, 1995; 2002).
The nominative function of speech is closely related to the processes of object recognition. It is believed that at the first stage of identification there is a global, holistic reflection of the object. Then comes the stage of identifying the elements, the distinctive features of the object. This is followed by a comparison of the selected features with the existing image-representations (L.S. Tsvetkova, 2002).
A denoting word highlights the essential in an object, generalizes it, and thereby introduces the object into the system. It turns out that an insufficient level of development of the nominative function may indicate poverty in the figurative sphere.
Studies of violations of the nominative function of speech in local brain lesions prove the existence of a connection between the processes of nomination and the state of the figurative sphere, or visual-figurative thinking (L.S. Tsvetkova, 2002). It turned out that in adult subjects with aphasia, a specific word does not evoke images (or does not contribute to their actualization); if the subject refuses to draw according to the word, the name follows after, and not before, drawing, and also if there are no specific signs of objects in the images and only generic ones are present.
In such patients, the identification of the distinctive features of an object (its image) is impaired, while the generalized, global image remains intact. For these subjects, the actualization of the word-name of a specific object was more difficult than the actualization of words denoting the qualities and relationships of objects (generalized features that are not specific in visual images). Most often, patients replace the searched word with a generalized one; in second place is the search in the direction from the word of a related semantic group, then the search from the function of the subject, the answer with a phrase.
in the visual activities of preschool children, it was revealed that during developmental classes, some images received a more differentiated name, but at the same time the graphic form of the image remained the same (N.I. Strelyanova, 1964). Other researchers also speak about the running of the name ahead of the development of graphic images (L.S. Vygotsky, 1982; V.S. Mukhina, 1972; 1981).
When a child begins to understand the relationship between sign and meaning, the significative function of speech arises. Its development follows the path of abstraction from non-essential features and generalization of essential ones.
By analyzing the process of creating a drawing, it is possible to diagnose the level of development of the significative function of speech. Children's drawings are considered as an analogue of verbal concepts that communicate the essential characteristics of objects (L.S. Vygotsky, 1982). The transition to intentional depiction is associated with the development of pictorial intent. The design of the drawing is formed with the active participation of not only the planning, but also the generalizing function of speech. The iconic nature of the drawing and the connection of the drawing with the name leads to the development of the nominative function of speech. Naming an object and its image with the same word concentrates the child’s attention on certain properties of the object and helps to isolate the essential features of objects, i.e. leads to generalization.
The development of the generalizing function of speech causes an increase in the general (U.Sh. Magomedkhanova, 2005).
The connection between the level of generalization in the verbal and figurative plane can be judged by drawing from concrete and abstract stimuli (E.V. Opevalova, 1997;
1980). When drawing from a generalized stimulus, the child’s own speech becomes important, in which he first defines the concept and then builds a plan for creating the drawing. Analysis of children's drawings based on word stimuli of different levels of generality allowed E.V. Opevalova to conclude that the image is mediated by the word, which participates not only in the process of image, but also in the actualization of ideas, generalized knowledge and the formulation of the plan (E.V. Opevalova, 1997). At the same time, 4 formulations of the content of the generalized answer are highlighted: 1) through the indication of functional characteristics; 2) through the listing of individual representatives of the genus; 3) through the replacement of a word denoting a generic concept with a specific one; 4) through substitution in an associative manner.
Conceptual thinking differs from complex thinking in its systematic nature.
The subject attribution of a word presupposes complex connections between words and fixes a visual connection between a word and an object. While formal logic is spreading (T.V. Akhutina, The construction of generalizations of a conceptual type indicates the formation of generalized speech planning (L.I. Tsekhanskaya, 1996). Verbal planning is a form of mediation. When it is not available for any reason, then visual-figurative mediation comes to the fore.
show that the child, as a rule, accompanies the creation of a drawing with speech.
It has been established that a child’s verbal accompaniment of the drawing process correlates with the level of mental development child (E.A. Ekzhanova, 2003;
A.N. Orlova, 2000). Several forms of speech support for the process of creating a drawing have been identified: planning speech; accompanying speech; speech recording the final result; speech not related to the activity of drawing. Separately, we highlight those situations when children are silent while drawing.
Speaking out your actions and intentions while drawing allows the child to understand and highlight the qualities of what is being depicted; When planning your actions, learn to establish their sequence. Developing the ability to reason correctly in the process of drawing is very useful for the development of a child’s analytical and generalizing vision of an object and always leads to improvement in the quality of the image (E.I. Ignatiev, 1959;
From the above it follows that drawing and speech are not isolated from each other, but are closely interrelated. However, the mechanism of their mutual influence has not yet been sufficiently studied. The objective of this work is to identify the role of drawing in the development of forms and functions of speech in preschool children.
Speech is not only an independent mental process, but also supports any other activity, planning, regulating and controlling it.
2.3. The problem of classifying speech utterances Analysis of children's speech while performing a particular activity raises certain difficulties in connection with the classification of utterances (A.N. Orlova, 2000; P. Corcum et al, 2007; R.M. Diaz, L.E. Berk, 1992; A. Winsler et al, 2005; A. Winsler et al, 2006; Children's statements differ according to many criteria, and the poverty of the classification is often revealed when trying to reduce it to one basis. A review of literary sources does not reveal a unified classification of statements. Individual works, as a rule, use a classification developed by the author, based on a certain basis, “convenient” for this work.
First of all, let's decide what is considered a statement. A complete sentence, a fragment of a sentence that does not have temporal or semantic breaks, is usually taken as a unit of speech utterance (A. Winsler et al, 2005). A time gap requires a pause of at least a second. A semantic break involves a significant change in topic.
In Russian psychology, the following stages in the development of speech are identified: external speech, fragmented external speech, whispered speech, RDS, and, finally, internal speech (L.S. Vygotsky, P.Ya. Galperin, A.R. Luria).
classification of speech utterances proposed by Laura Berk (R.M. Diaz, L.E. Berk, 1992). L. Burke's three-level scheme is based on two criteria:
the connection of speech with the task and the degree of maturity of speech. The first step towards classification is to assign a certain direction to each utterance: 1) RDS (not directed at anyone), 2) social speech (directed to another person), 3) uncodable. RDS is then classified into three other categories: 1) not related to the task (TaskIrrelevant) - repetition of sounds, statements directed at oneself and not related to the task, expression of feelings and desires; 2) task-related external speech (Task-Relevant External) - statements about the task, questions directed to oneself, planning statements, evaluative speech; 3) task-related internal speech (Task-Relevant Internal) – whisper.
Despite the fact that this classification of statements is used in many works, it has a number of disadvantages. First of all, many researchers recognize that capturing internal, task-related speech is difficult (P. Corcum et al, 2007). Inner speech has the appearance of thinking to oneself rather than speaking, and whispering can hardly be recognized as an indicator of inner speech. In Russian psychology, whispered speech is considered as a separate stage in the development of internal speech, but not as its analogue (P.Ya. Galperin, A.R. Luria). In addition, conducting research involves intervention by the experimenter, which has an impact on the child’s speech, but is difficult to track and describe.
L. Burke's classification is quite strict: each child's statement must be classified into a specific category. Due to the fact that this is not always possible to do, A. Winsler added a fourth category to L. Burke’s scheme - level 0 - statements that cannot be classified.
There are several reasons for dividing speech into social and RDS (A. Winsler). Social speech has the following characteristics (A. Winsler et al, 2005):
Eye contact within or no later than 2 seconds. after the statement;
becomes involved in interaction with him no later than 2 seconds. after the statement;
The utterance has the same topic as the previous utterance - an utterance containing an appeal to another person;
The utterance occurs in less than 2 seconds. after a previous socially oriented statement.
definitions of socially oriented statements. According to A. Winsler, a statement is considered RDS unless proven otherwise.
Analysis of foreign classifications of children's speech while performing tasks (A.R. Copeland, 1979; R.M. Diaz, L.E. Berk, 1992; D. Furrow, 1984;
K. Rubin, L. Dyck, 1984; A. Winsler, R.M. Diaz, E.M. McCarthy, et al, 1999;
A. Winsler et al, 2007) showed that most often authors identify the following types of statements: speech for oneself, speech directed to an adult, sounds and interjections, planning and regulating statements, comments (accompanying and explanatory speech), whispering.
Table 2. Separation of RDS statements by type of function performed Statements that perform Statements that do not fulfill Definition of the problem - description or Remarks, comments regarding the clarification of those aspects of the situation that the actions of other people or objects are not relevant to the task associated with the planned actions Definition of the goal - description of the situation, Description of one's own actions that must be achieved (performed in the past, present or Identification of contradictions between the problem Control of the implementation of the unplanned Formulation of a plan to eliminate Fantasies, pretending to be contradictions Control of the implementation of the plan Emotional expression of attitude in Reminding the problem, goals and solutions Play on words, grumbling , singing Emotional expression of attitude towards Sound imitation, imitation of sounds, sentences also turns out to be diagnostically significant. Thus, the use of abbreviated sentences is interpreted as a manifestation of the process of internalization of external speech into the internal plane (A. Winsler). The length of the sentence and the average number of words in a sentence also play an important role: the shorter the sentence, the more fragmentary it is, the greater the process of formation of internal speech.
Some classifications of the degree of internalization of speech are based on distinguishing between task-related and task-unrelated utterances. Task-irrelevant speech is speech in which the content of the utterance is not relevant to the task the child is performing (R. R. Goudena, 1987).
The process of development of RDS seems to researchers to be a consistent movement from lower to highest level maturity. On the other hand, these levels are not fully defined. According to L.S. Vygotsky, the relationship between RDS and the child’s age is curvilinear; they cannot be represented as a straight line of development. L. Kohlberg (L. Kohlberg et al., 1968) in his study showed that RDS statements are associated with the level of cognitive maturity: the higher the child’s cognitive maturity, the earlier he develops RDS and the faster it is internalized.
L. Kohlberg et al. (1968) used a speech coding system based on sequential development from self-stimulating speech (level 1), through externally directed RDS (level 2) and internally directed RDS (level 3), whisper (level 4) to inner speech (level 5).
As a number of studies have shown, different ages characteristic of children different types RDS (L. Kohlberg, R.M. Diaz). The construction of profiles of speech development was carried out using the example of speech support for children solving certain problems (puzzles). There has been no special analysis devoted to the consideration of speech accompaniment of the drawing process.
The classification of M. Azmitia (R.M. Diaz, L.E. Berk, 1992) is based on the following criteria:
Connection with the task (description of the problem, planning, evaluation) – lack of connection with the task (singing, puns, etc.);
audible – inaudible speech (whisper);
full - abbreviated statement.
Children's speech can be classified not only by its content.
An important indicator is also the time of appearance of the statement regarding the action (S. Bühler, L.S. Vygotsky). This indicator varies depending on the age of the child and the complexity of the task (L.S. Vygotsky, L. Burke). In this classification, it is customary to distinguish planning, accompanying and ascertaining speech. Speech that precedes a child’s actions may consist not only of planning statements, therefore, in our opinion, it would be more correct to call it preparatory.
As an example, we can cite L. Kohlberg’s scheme for analyzing children’s speech. He identified 4 levels of statements:
Level 1 – pre-social self-stimulating speech (repetition of words, sounds, puns);
Level 2 – externally directed RDS (description of one’s own actions, comments to surrounding objects);
Level 3 – internally directed RDS (questions and answers directed at oneself, regulating statements);
Level 4 – external manifestation of inner speech (whisper).
In one study, 5-year-old children performed a series of tasks (folding an origami figure, collecting sequential pictures) and had their RDS measured.
Children's utterances were divided into two categories: planning (RDS, occurring before the action begins) and accompanying (occurring simultaneously with the action) (R.M. Duncan, M.W. Pratt, 1997).
Coding statements when observing a child in natural conditions led researchers to divide children's actions into goal-directed and not goal-directed (A. Winsler, M.R. Carlton, M.J. Barry, Goal-directed activity is characterized by the child’s organized, attentive behavior, which has an identifiable goal of activity. In this case, the goal can be formulated by the child himself (goal setting) or by another person. However, the authors do not specify whether the child’s speech depends on the subject of the goal setting (the child or another person).
In the work of Yu.L. Levitskaya used the following task verbalization scale (Yu.L. Levitskaya, 2004):
1. plans upcoming activities in a detailed verbal form before completing the task;
2. cannot independently talk about upcoming activities, only with the help of leading questions;
3. the speech is of an accompanying nature;
4. the child does not formalize upcoming actions in speech form.
Olga Kolbasova
Development of children's speech in visual arts
Relevance
Preschool age is a period of active acquisition of spoken language by a child, the formation and development of all aspects of speech: phonetic, lexical, grammatical. Knowledge of one's native language in preschool childhood is a necessary condition solving problems of mental, aesthetic and moral education children. The goal of the teacher’s work is to teach the child to think logically and coherently express his thoughts.
Visual activity is of great importance for the mental education of a child, which in turn is closely related to the development of speech.
In the process of productive activity, I provided all the conditions for the close connection of words with action.
I set myself a goal:
Systematization of work on speech development based on the material of visual activities, the development of fine motor skills in older preschoolers.
Tasks:
Form figurative speech, the ability to understand and select figurative expressions based on the material of visual activity;
Encourage attempts to express your point of view in response to the question posed;
Activate creative imagination, memory, logical thinking, through a system of game activities;
Develop skills in verbal communication, verbal hearing, visual attention and perception based on visual arts;
Develop children’s speech perception and enrich their vocabulary;
Develop fine motor skills hand and hand-eye coordination.
Develop perseverance, accuracy, and the ability to work in a team and individually.
I carry out preliminary work: examining paintings; viewing presentations; observations; creation of exhibitions; experimentation; reading literature; fantasy games; didactic games; learning poetry; creating collages; finger and articulation gymnastics.
To achieve the assigned tasks, I use various teaching methods:
1. Visual techniques. In my classes I use natural objects, reproductions of paintings, samples and other visual aids.
During the examination and examination of objects, children name its name and its parts, identify their characteristics, determine the purpose of the object, thereby replenishing their vocabulary.
Vivid visual images of paintings are emotionally perceived by children and provide content for their speech. Children learn to see the main thing in pictures, accurately and vividly describe the image, express their thoughts in a logical sequence, and describe the content of the picture. When solving problems to develop memory, I use gaming techniques. By forming promising actions aimed at examining the subject, we develop children’s visual perception and vocabulary is also replenished. Example: “This is a rowan tree. It consists of a crown, trunk, roots, and fruits. Depending on the color and shape, rowan trees can be tall and low, straight and curved, thick and thin, etc.” The next stage is the development of skills to use various types simple sentences.
I also use comparing work with a sample, commenting on actions, group exhibitions, looking at illustrations and analyzing works.
2. Verbal techniques. I encourage the child to express himself independently. This statement consists of one word, then takes the form of a simple sentence, then grows into an independently constructed sentence of 2-3 words, then of 3-4 words. Along with conjugate speech, I also use the reflected form of speech - the child repeating individual words and phrases after me. It is rational to use figurative comparisons, poetic texts, riddles, which help create characteristics of objects, contribute to the development of figurative perception in children and enrich speech with expressive means.
When solving problems to develop memory, I use gaming techniques. For example, I use the game “Color Fairy Tale”. I read the story out loud and the children have to make a color picture. As soon as the child hears the name of a color in a fairy tale, he takes the corresponding pencil and paints the first square, then the next one. For example: “Grandfather came to the garden and began digging black soil. I decided to plant a yellow turnip.” The child must remember the entire fairy tale based on color clues.
When organizing communication in the form of dialogue, the child uses speech to accompany the actions being performed. Example: “What are you drawing now? - I am drawing a rowan tree trunk. - What did you draw? “I drew the crown and trunk of a rowan tree.” I also work on the word formation of nouns with diminutive suffixes: -ik, -chik, -ok, ek-, etc. For example: The child names the object shown in the picture, or names the object that he wants to depict, then calls it affectionately (leaf - leaf, sleeve - sleeve, nose - sock, sparrow - sparrow, etc.).
As part of the implementation long-term plan Conducted classes using prefixed verbs. For example: I invite the children to draw a skier and his path from the mountain, up the mountain, near the house. Next I ask where the skier will go. Answer: “I drove down the mountain, drove along the road, drove around the house.” Before each lesson, I conduct a speech warm-up or articulatory gymnastics; it creates a positive microclimate, an atmosphere of closeness and trust in each other.
3. Practical techniques.
I use practical techniques when drawing an object from life, according to the idea, as well as non-traditional drawing techniques, plot drawings, and modeling. I pay great attention to practical techniques finger gymnastics, it is aimed at developing fine motor skills and speech development in children.
We will look at this technique in more detail in the methods that I use to accomplish my tasks.
1. The method of drawing from life and from imagination, I use not only visual material, but also pictures with its image. Drawing from life is very difficult for children, so when examining nature in detail with children, I guide the children and facilitate the drawing process with words and gestures. Drawing to present explanations, stories and my every word addressed to children was emotional, in order to evoke a positive response from them, to awaken aesthetic feelings. I develop in children a sense of composition when conveying space and accompany all work on drawings with a word or a question. For example: “What is depicted?”, “In what colors?” etc.
2. I use the plot drawing method.
Using my example, I show children how to convey their impressions of the surrounding reality, be able to diversify the content of their drawings, and also let the children independently determine the plot of the drawing on a given topic or according to design. For example: I give the children two words and invite them to make a short story. We sketch fragments of this story. Or I invite the children to sketch the heroes of two fairy tales and compose a story or fairy tale. You can give children the task of composing a fairy tale and drawing illustrations for it.
3. Decorative painting method enriches children's understanding of surrounding objects and promotes mental and speech activity, encourages children to see beauty and develop imagination. I teach how to depict geometric shapes and turn them into stylization - a rectangle and a polygon and various planar shapes of objects - vases, jugs, etc., I complicate the concept of symmetry and at the same time the child’s vocabulary is enriched. I introduce children to works of decorative art from various regions and peoples of our country.
4. Using the method of non-traditional drawing techniques is one of the ways to develop fine motor skills of the fingers, which in turn has a positive effect on the speech areas of the cerebral cortex.
This method allows me to develop the sensory sphere in children not only by studying the properties of depicted objects and performing appropriate actions, but also by working with various visual materials: corrugated paper, multi-colored threads and ropes, plasticine, cereals; sand, snow, etc.
5. Modeling (sculpture) and Artistic work: this method, like all of the above methods, allows for more in-depth development of fine motor skills, fine movements of the fingers develop, then articulation of syllables appears; all subsequent improvement of speech reactions is directly dependent on the degree of training in finger movements.
During a modeling lesson, I determine the proportions and emphasize the nature of the shape of the object, then I ask the children questions that direct their attention to identifying the characteristic features of the shape and solving it. During the conversation at the beginning of classes, the compositional solution is clarified. Analysis of work at the end of the lesson, which is organized in the form of a conversation, becomes of great importance for children. Children themselves ask each other questions about the shape and proportions of the objects depicted.
Modeling can be used not only in a group room, but also outdoors. Together with the children we sculpt from snow different figures animals. Then I invite them to remember literary works with a sculpted hero. For example: “Children, we sculpted a crocodile, remember in which literary works you heard about a crocodile”, answers: - “What does a crocodile eat at lunch?”, “Crocodile Gena and Cheburashka”, “Stolen Sun”, etc. So Children remember lines from works related to this hero and everything they know about this animal and play games.
6. To develop speech effectively use educational games according to activity.
I use these games in organizing the child’s independent productive activities, and also in individual work with children.
Didactic game: “Magic Palette” - these are cards with arithmetic examples on composing additional colors from the main ones;
“Mosaics” - folding patterns, paintings;
“Genres of Painting” - games to consolidate knowledge of genres of painting; “Pick a Pattern” - arts and crafts games, children select elements of various paintings and lay out the pattern on the board; “Find a pair” - select the corresponding color image based on the contour or silhouette image;
“Symmetrical figures” - introduction to symmetry;
“Fun Geometry” - fold cards with various objects and they must be connected to the corresponding card with the image of a geometric figure;
“Assemble a landscape” - teach children to see and convey the properties of spatial perspective in drawings, develop their eye, memory, and compositional skills; “Write a fairy tale” - children draw the scenery and use ready-made heroes to compose a fairy tale or draw the heroes themselves.
Effectiveness of experience
I consider the result of my work not only the process of speech development of a preschooler, but also the preservation of skills that help improve their capabilities in the future.
Thus, based on the work done, I saw that the children’s speech became richer, more colorful, and more emotional. Interest in artistic and productive activities has increased. The children gained self-confidence.
The inclusion of speech in cognitive processes (perception, representation, imagination, etc.), without which visual activity cannot develop, has a positive impact on the development of the child’s personality.
Speech (teacher and child) organizes and activates the student’s thinking, helps him establish semantic connections between parts of the perceived material and determine the order of necessary actions. In addition, speech acts as an additional incentive to activity. At the same time, it serves as a means of overcoming the tendency to form stereotypical, stereotyped, sedentary skills.
Speech contributes to the formation of graphic skills. In turn, well-organized drawing classes represent strong remedy development of students' speech.
The development of children's speech in the process of visual activity is carried out in several directions: firstly, the schoolchildren's vocabulary is enriched with terms that they initially use, as a rule, in drawing lessons, and then gradually enter their active vocabulary; secondly, the formation and development of speech as a means of communication is carried out; thirdly, the regulatory function of speech is improved, containing great potential for a positive impact on the correction and development of students’ goal-oriented activities.
In drawing lessons, students form concepts that are associated with the process of depiction (“pattern”, “line”, “stripe”, “contour”, “symmetry”, etc.), there is an active accumulation of words that characterize the characteristics of an object or its parts (“big”, “long”, “rectangular”, “blue”, etc.), actions (“draw”, “divide”, “connect”, “color”, etc.), spatial relationships (“in the middle”, “above”, “left”, “closer”, etc.).
In addition to specific words denoting the names of objects, signs, actions, spatial relationships, schoolchildren also learn concepts such as “shape”, “size”, “color”, “location”, etc.
A comprehensive examination of image objects, familiarization with the basic geometric shapes and their characteristic features help students quickly and better master the verbal designations of these shapes.
Work to enrich the vocabulary of mentally retarded schoolchildren during drawing classes is extremely necessary, given that the vocabulary they possess is too poor. Pupils in the junior classes of a special school completely lack many concepts. Children do not know the names of some objects, despite the fact that they are familiar with them. Students have an even smaller vocabulary to describe the characteristics of an object. They use a very limited range of words to denote action.
Mastering speech is extremely important for meaningful perception and understanding of the environment. The process of viewing an image object is carried out in unity with thinking and speech. It has been experimentally proven that the inclusion of speech in the act of perception contributes to its more active occurrence. In turn, students’ speech, promoting more perfect perception, significantly improves the quality of ideas, prevents their assimilation, and provides a correct, accurate graphic representation.
Many researchers of children's visual activity note the beneficial effect of speech on the drawing process. The ability to reason correctly while working on a drawing enhances students’ activity, increases their attention, provides better control over hand movements, and makes drawing actions more focused.
“The inclusion of speech can significantly restructure the flow of the drawing process: the child begins to analyze his own drawing, begins to understand what he has done well, and what still needs to be worked on.
The word helps to comprehend the process of depiction - in the process of creating a drawing, the child realizes and reveals the properties of the depicted objects,” writes E. I. Ignatiev.
Meanwhile, as observations show, the speech activity of special school students in drawing lessons is very low. The teacher does not always use the verbal capabilities of schoolchildren. Often he seeks to analyze the nature or sample himself. In lessons, such methodological techniques as a verbal description of the structure of the depicted object and the order of the actions performed are not sufficiently used. Issues of compositional placement of a drawing are rarely discussed. Students' reports on the work they have completed are not properly organized.
Noting the special importance of schoolchildren’s speech activity when studying an object, it is necessary to emphasize that they need additional incentives. In the initial stage of examining an object, promptings like: “Take a better look! What more can be said? Further!" etc. However, the feasibility of their use is too short-term. In order to verbalize the signs of an object necessary for drawing, it is necessary to more specifically organize the student’s perceptions. At the same time, clear tasks must be set before him. I.M. Solovyov emphasizes that mentally retarded children must be taught to reason while examining an object. This work, in his opinion, should be carried out with every demonstration of a visual aid; it should permeate all lessons related to the examination of objects.
With the help of speech, the child’s mental activity should be directed to such features of the object as shape, design, proportions, relative arrangement of elements, color, etc.
The verbal designation of signs, in turn, requires students to update the corresponding terms. In this regard, V.G. Petrova writes: “If at the right moment they are not at the child’s disposal and they are communicated to him, then in such a situation these terms are remembered better than in many other conditions, since the student does not just hear a new word , but recognizes it at the moment when it needs it, feels the need to use it.”
In the words of G. M. Dulnev, it is “methodologically advantageous” to time verbal designations, instructions, recommendations at the time of performing the corresponding practical actions. In this case we are talking about lessons manual labor. However, drawing is so similar to this type of activity that the principles of pedagogical influence through speech are actually equivalent.
Students in a correctional school, to a much greater extent than students in a regular school, need detailed explanations from the teacher in the process of perception and image.
Our experiments have shown that a mentally retarded child cannot act in full accordance with instructions if they are formulated in the most general form, for example: “Look carefully at the object and draw it.” Such an indication does not focus children’s attention on the features of the perceived object, nor does it emphasize the importance of characteristic details that must be taken into account when depicting. Even a drawing on the board, completed by the teacher from start to finish immediately before independent work students, does not provide a complete understanding of the structure of the object. Hence the inevitable mistakes that arise in children's drawings.
Let us present some data we obtained while studying the question of the role of verbal explanations for special school students in the process of drawing from life.
A tower made from construction set bricks was chosen as the object of the image. The tasks were offered to second-grade students of mass and special schools (two groups from each).
For the students of the first group, after familiarizing themselves with the subject, the experimenter demonstrated on the board the order of constructing a drawing. However, he did not give any explanations or instructions. In the second group, the display of the sequential progress of the image was accompanied by detailed explanations. Children were given detailed recommendations regarding the construction of the drawing. The experimenter noted that the base of the tower consisted of three cubes, that there was a red cube in the middle, and green cubes to the left and right of it. Then he gave the children explanations regarding the drawing: “First you need to draw a red cube, put a yellow one on it, and a blue one on the yellow one. After this, you should draw a narrow yellow block, and then a green roof triangular shape. The triangle roof has large sizes and its edges protrude beyond the wall.”
The drawings of the students in the second group turned out to be significantly better than the drawings of the students in the first group.
Only 33% of students in the first group from a special school successfully completed the task. The rest made some mistakes. In the second group, 80% of students successfully completed the task. Students of the first and second groups from a public school completed the task in 87 and 100% of cases, respectively.
The data obtained indicate that the majority of mentally retarded schoolchildren cannot independently understand the structure of an object and learn the order of drawing. They need detailed instructions that establish the mutual connection of the components, emphasizing individual characteristics details and the object as a whole. If such work is not carried out, then students perceive the order of constructing a drawing undifferentiated. Acting without taking into account the uniqueness of nature, they make numerous graphic errors.
It should be especially noted the low productivity of the isolated use of words in the process of teaching drawing to primary schoolchildren. The word must be correlated with a specific object (drawing) or its elements. In addition, it needs to be supported by a specific action (show, gesture).
It is important to teach children the ability to use words to describe an object and its details, talk about their work, and comment on their activities. All this contributes to the development of speech and a more conscious assimilation of the sequence of drawing.
Noting that the teacher’s speech plays the role of a regulator of students’ visual activity, one cannot help but mention those cases when it can turn out to be a kind of brake on the way to overcoming difficulties that arise in children.
In the pedagogical literature it has been repeatedly emphasized that the teacher’s speech should be correct, accessible, accurate, expressive, and moderate. The last requirement is often violated, especially in the lower grades. In an effort to provide detailed explanations, the teacher unwittingly becomes verbose. Such a “speech flow” disorganizes the activities of schoolchildren, distracts them, and reduces their already weak focus in their work. Long verbal explanations cause protective inhibition in students, as a result of which they stop listening to the teacher and begin to engage in extraneous activities.
In order to prevent children from being passive during the analysis of an image object, it is necessary to actively involve them in this process. Correctly selected and posed questions encourage students to systematically identify the characteristics of the subject and plan the upcoming work.
Various techniques can be used as pedagogical means to enhance the speech activity of schoolchildren in the process of visual activity. These include: encouraging the child to recite poems or riddles by heart in order to create an emotional attitude towards drawing; analysis of the image object (determination of the main features, description of the structure); encouraging students to name and verbal description properties of objects included in the thematic drawing; establishing the sequence of work on the drawing (planning); solving compositional problems; comparison of the drawing with nature (sample) and image elements with each other during the task; analysis of the results of visual activities at the end of each lesson; discussion and selection of drawings for a class or school exhibition, etc.
A rational combination of the guiding speech of the teacher and the students themselves makes it possible to use drawing classes as a powerful source of development of cognitive activity of mentally retarded schoolchildren.
