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The relationship between thinking and speech. The connection between thinking and speech Development of thinking is the basis of speech exercises

It remains to summarize what the consideration of inner speech has given us. It again comes up against a number of hypotheses. Whether the development of inner speech occurs through a whisper or through an egocentric re, whether it occurs simultaneously with the development of external speech or occurs at a relatively high level of it, whether inner speech and the thinking associated with it can be considered as a certain stage in the development of any cultural form of behavior - regardless of whether As these highly important questions in themselves are resolved in the process of actual research, the main conclusion remains the same. This conclusion states that inner speech develops through the accumulation of long-term functional and structural changes, that it branches off from the child's external speech along with the differentiation of the social and egocentric functions of speech, and that, finally, the speech structures assimilated by the child become the main structures of his thinking.

At the same time, a basic, undoubted and decisive fact is revealed - the dependence of the development of thinking on speech, on the means of thinking, and on the socio-cultural experience of the child. The development of inner speech is determined mainly from the outside, the development of the child's logic, as Piaget's studies have shown, is a direct function of his socialized speech. The child's thinking - this is how one could formulate this position - develops depending on the mastery of social means of thinking, i.e. depending on speech.

At the same time, we are approaching the formulation of the main proposition of our entire work, a proposition of the highest methodological significance for the entire formulation of the problem. This conclusion follows from a comparison of the development of inner speech and speech thinking with the development of speech and intellect, as it proceeded in the animal world and in the earliest childhood along separate, separate lines. This comparison shows that one development is not just a direct continuation of another, but that the very type of development has also changed - from biological to socio-historical.

We think that the previous parts have shown with sufficient clarity that verbal thinking is not a natural, natural form of behavior, but a socio-historical form and therefore differs mainly in a number of specific properties and patterns that cannot be discovered in natural forms of thinking and speech. . But the main thing is that, with the recognition of the historical nature of speech thinking, we must extend to this form of behavior all those methodological provisions that historical materialism establishes in relation to all historical phenomena in human society. Finally, we must expect in advance that, in its main features, the very type of historical development of behavior will turn out to be directly dependent on the general laws of the historical development of human society.

But by this very fact the problem of thinking and speech outgrows the methodological boundaries of natural science and turns into the central problem of the historical psychology of man, i.e. social psychology; at the same time, the methodological formulation of the problem also changes. Without touching on this problem in its entirety, it seemed necessary to us to dwell on the key points of this problem, points that are most methodologically difficult, but most central and important in the analysis of human behavior, which is built on the basis of dialectical and historical materialism.

This second problem of thinking and speech itself, as well as many particular aspects of the functional and structural analysis of the relationship between the two processes that we touched upon in passing, should be the subject of a special study.

Chapter five. Experimental study of the development of concepts.

I

Until recently, the main difficulty in the study of concepts was the lack of development of an experimental technique with the help of which it would be possible to penetrate into the depths of the process of formation of concepts and to investigate its psychological nature.

All traditional methods of studying concepts fall into two main groups. A typical representative of the first group of these methods is the so-called method of determination and all its indirect variations. The main thing for this method is the study of ready-made, already formed concepts in the child with the help of a verbal definition of their content. It is this method that has been included in most of the test studies.

Despite its wide distribution, it suffers from two significant shortcomings that do not allow relying on it for a truly in-depth study of this process.

1. He deals with the result of an already completed process of concept formation, with a finished product, without capturing the very dynamics of the process, its development, course, its beginning and end. It is more a study of a product than of the process leading to the formation of a given product. Depending on this, when defining ready-made concepts, we very often deal not so much with the child's thinking as with the reproduction of ready-made knowledge, ready-made, perceived definitions. In studying the definitions given by the child to one or another concept, we often study to a much greater extent the knowledge, experience of the child, the degree of his speech development, than thinking in the proper sense of the word.

2. The method of definition operates almost exclusively with the word, forgetting that the concept, especially for the child, is associated with that sensory material from the perception and processing of which it is born; sensory material and the word are both necessary moments in the process of concept formation, and the word, torn from this material, translates the entire process of defining the concept into a purely verbal plane, which is not characteristic of the child. Therefore, with the help of this method, it is almost never possible to establish the relationship that exists between the meaning attached by the child to the word in a purely verbal definition, and the actual real meaning corresponding to the word in the process of its living correlation with the objective reality it denotes.

What is most essential for a concept—its relation to reality—remains unexplored; we try to approach the meaning of a word through another word, and what we reveal with the help of this operation should rather be attributed to the relations that exist between the individual assimilated verbal clusters than to the actual reflection of children's concepts.

The second group of methods is the methods of studying abstraction, which try to overcome the shortcomings of the purely verbal method of definition and which try to study the psychological functions and processes that underlie the process of concept formation, at the basis of the processing of that visual experience from which the concept is born. All of them confront the child with the task of isolating some common feature in a number of concrete impressions, of abstracting this feature or this feature from a number of others merged with it in the process of perception, of generalizing this feature common to a number of impressions.

The disadvantage of this second group of methods is that they substitute the elementary process that is part of it for the complex synthetic process and ignore the role of the word, the role of the sign in the process of concept formation, thereby infinitely simplifying the very process of abstraction, taking it beyond that specific, characteristic for the formation of concepts of relationship with the word, which is the central distinguishing feature of the whole process as a whole. Thus, the traditional methods of studying concepts are equally characterized by the separation of the word from the objective material; they operate either with words without objective material, or with objective material without words.

A huge step forward in the study of concepts was the creation of such an experimental technique that tried to adequately reflect the process of concept formation, which includes both of these moments: the material on the basis of which the concept is developed, and the word with which it arises.

We will not now dwell on the complex history of the development of this new method of studying concepts; let's just say that with its introduction, an entirely new plan opened up before the researchers; they began to study not ready-made concepts, but the very process of their formation. In particular, the method in the form in which it was used by N.Akh is rightly called the synthetic-genetic method, since it studies the process of building a concept, synthesizing a number of features that form a concept, the process of developing a concept.

The main principle of this method is the introduction into the experiment of artificial, initially meaningless words for the subject, which are not related to the child's previous experience, and artificial concepts, which are specially composed for experimental purposes by combining a number of features that do not occur in such a combination in the world of our usual concepts denoted by speech. For example, in the experiments of Axa, the word "gatsun", initially meaningless for the subject, in the process of experience is comprehended, acquires meaning, becomes the carrier of the concept, denoting something large and heavy; or the word "fal" begins to mean small and light.

In the process of experience, the researcher unfolds the whole process of comprehending a meaningless word, acquiring meaning by a word and developing a concept. Thanks to this introduction of artificial words and artificial concepts, this method is freed from one of the most essential shortcomings of a number of methods; namely, in order to solve the problem facing the subject in the experiment, he does not presuppose any previous experience, any previous knowledge, and in this respect equalizes the child of early age and the adult.

N.Akh applied his method equally to a five-year-old child and to an adult, equalizing both in relation to their knowledge. Thus, his method is potentiated in relation to age, it allows the study of the process of concept formation in its pure form.

One of the main shortcomings of the method of definition is the circumstance that there the concept is torn out of its natural connection, taken in a frozen, static form, out of connection with the real processes of thinking in which it occurs, is born and lives. The experimenter takes an isolated word, the child must define it, but this is the definition of a torn out, isolated word, taken in a frozen form, not in small degree does not tell us what this concept is in action, how the child operates with it in the living process of solving a problem, how he uses it when a living need arises for it.

This ignoring of the functional moment is in essence, as N.Akh says about it, a failure to take into account the fact that the concept does not live an isolated life and that it does not represent a frozen, immovable formation, but, on the contrary, is always found in a living, more or less less complex process of thinking, always performs one or another function of communication, comprehension, understanding, solving some problem.

This shortcoming is devoid of the new method, in which the functional conditions for the emergence of the concept are put forward in the center of the study. He takes the concept in connection with a particular task or need that arises in thinking, in connection with understanding or communication, in connection with the fulfillment of this or that task, this or that instruction, the implementation of which is impossible without the formation of a concept. All this taken together makes the new method of research an extremely important and valuable tool in understanding the development of concepts. And although N.Akh himself did not devote much research to the formation of concepts in transitional age Nevertheless, relying on the results of his research, he could not fail to note the dual - covering both the content and the form of thinking - a revolution that occurs in the intellectual development of a teenager and is marked by a transition to thinking in concepts.

Rimat devoted a special, very detailed study to the process of concept formation in adolescents, which he studied with the help of a somewhat revised Axa method. The main conclusion of this study is that the formation of concepts occurs only with the onset of adolescence and is inaccessible to the child before this period.

“We can firmly establish,” says this author, “that only after the end of the 12th year of life is there a sharp increase in the ability to independently form general objective ideas. It seems to me that it is extremely important to pay attention to this fact. Thinking in concepts, detached from visual moments, makes demands on the child that exceed his mental capabilities until the twelfth year of life” (30, p. 112).

We will not dwell on the method of conducting this study, nor on other theoretical conclusions and results to which it leads the author. We will confine ourselves to emphasizing the main result that, contrary to the assertion of some psychologists who deny the emergence of any new intellectual function during adolescence and assert that every child of 3 years old has all the intellectual operations that make up the thinking of a teenager. - Contrary to this statement, special studies show that only after 12 years, i.e. with the onset of adolescence, at the end of the first school age, the child begins to develop processes that lead to the formation of concepts and abstract thinking.

For the mental activity of a person, its connection is essential not only with sensory cognition, but also with language, with speech. Thanks to speech, it becomes possible to separate one or another of its properties from a cognizable object and to fix, fix the idea or concept of it in a special word. The thought acquires the necessary material shell in the word. Only in this form does it become a direct reality for other people and for ourselves. Human thinking is impossible without language. Every thought arises and develops inextricably linked with speech. The deeper and more thoroughly this or that thought is thought out, the more clearly and clearly it is expressed in words. And vice versa, the more the verbal formulation of a thought is improved, honed, the more distinct and understandable this thought itself becomes.

By formulating his thoughts aloud, for others, a person thereby formulates them for himself. Such a formulation, consolidation, fixation of a thought in words helps to keep attention on various moments and parts of this thought and contributes to a deeper understanding. It is precisely because of this that a detailed, consistent, systematic reasoning becomes possible, i.e. a clear and correct comparison with each other of all the main thoughts that arise in the process of thinking.

The word contains the most important prerequisites discursive those. reasoning, logically divided and conscious thinking. Thanks to the formulation and consolidation in the word, the thought does not disappear and does not fade away, having barely had time to arise. It is firmly fixed in the speech formulation - oral or even written. Therefore, there is always the possibility, if necessary, to return to this thought again, to think it over even more deeply, to check it and, in the course of reasoning, to correlate it with other thoughts. The formulation of thoughts in the speech process is the most important condition for their formation.

The question of the connection between thinking and speech is extremely important for psychology. Throughout the history of the development of psychological research, it has attracted the attention of scientists. The proposed solutions were different - from the complete separation of speech and thinking and the recognition of their completely independent functions from each other, to their equally unambiguous and unconditional connection, up to absolute identification. Modern psychology considers thinking and speech as inextricably linked, but at the same time independent realities.

L. S. Vygotsky made a significant contribution to the solution of this problem. He wrote: "The word is just as relevant to speech as it is to thinking. It is a living cell containing in its simplest form the basic properties inherent in speech thinking as a whole. The word is not a label pasted as an individual name on a separate object : it always characterizes the object or phenomenon denoted by it, in a generalized way and, therefore, acts as an act of thinking. But the word is also a means of communication, therefore it is part of speech. It is in the meaning of the word that the knot of that unity, which we call speech thinking."

Initially, thinking and speech performed different functions and developed relatively independently. The original function of speech was communicative, and speech itself as a means of communication arose due to the need for division and coordination of actions in the process of joint work of people. In small children and in higher animals, peculiar means of communication are found that are not connected with thinking. These are expressive movements, gestures, facial expressions that reflect the internal states of a living being, but are not a sign or generalization. In turn, there are such types of thinking that are not associated with speech. In the phylogeny and ontogenesis of thinking and speech, a pre-speech phase in the development of intellect and a pre-intellectual phase in the development of speech are clearly distinguished.

L. S. Vygotsky believed that at the age of about two years, a critical, turning point occurs: speech becomes intellectual, and thinking becomes verbal. Signs of the onset of this turning point in the development of both functions are the rapid and active expansion of the child's vocabulary and the equally rapid increase in the communicative vocabulary. For the first time, the child discovers the symbolic function of speech and discovers an understanding that the word as a means of communication actually contains generalization, and uses it both for communication and for solving problems. With the same word, he begins to name different objects, and this is direct evidence that the child is assimilating concepts.

There are infinitely many different objects and phenomena in the world around us. If we tried to call each of them a separate word, then the vocabulary necessary for this would become boundless, and the language itself would become inaccessible to man. It - as a means of communication - would be impossible to use. But we do not need to come up with a specific name, a separate word for each separately existing object or phenomenon. A very limited number of words is quite enough for communication and thinking, therefore our vocabulary is much less than the number of objects and phenomena denoted by words. Each such word is a concept that refers not to one object, but to a whole class of similar objects, distinguished by a combination of general, specific and essential features.

concept- this is a form of thinking that reflects the essential properties, connections and relationships of objects and phenomena, expressed by a word or a group of words.

Concepts allow us to generalize and deepen our knowledge of objects, going beyond the limits of what is directly perceived in their knowledge. The concept appears as important element perception, attention, memory, and not just thinking and speech. It gives all these processes selectivity and depth. Using the concept to designate an object or phenomenon, we seem to automatically see in them (understand, imagine, perceive and remember them) more than we are given to perceive through the senses.

Of the many qualities and properties contained in the word-concept, the child at first assimilates only those that directly appear in the actions he performs with certain objects. In the future, as life experience is gained and enriched, he comprehends a deeper meaning of the corresponding concept, including those qualities of objects that are not directly perceived. The process of forming a concept begins long before mastering speech, but becomes truly active only when the child has already sufficiently mastered speech as a means of communication and has developed his practical intellect.

L. S. Vygotsky and A. R. Luria experimentally studied and described the levels of development of speech thinking, each of which is characterized by the type of generalization fixed in the word. Three types of generalization were distinguished: syncrete, complex and concept.

The earliest and most primitive form of generalization is syncret -consists in the grouping of objects according to a separate, random feature, for example, commonality in time or space.

More complex and genetically more recent is complex. The main principle of its formation is the inconsistency of the generalization criterion, its instability and insignificance. Each member of the complex always resembles other members in at least one feature, but if several members are excluded from this series, then, without knowing the history of the formation of this complex, it is impossible to understand why all these objects are called the same. For example, a child may use the word "quack" to refer to a duck (quacks), all swimming birds (swim like a duck), any liquids (resemblance to water, on the surface of which a duck swims). Thus, a group of objects is combined into a single whole for various reasons.

The most difficult is such a generalization, in which species and generic characteristics are clearly differentiated, the object is included in the system concepts. The sign of the concept is stable, abstract and essential. Concepts lend themselves easily to verbal definitions. Possessing a concept, a person is able to clearly and unambiguously structure knowledge about the world and convey his thoughts.

It should be noted that at any level of complexity of the intellectual activity of an adult, all types of generalizations are presented: syncretes, complexes and concepts.

The first word of the child appears in its meaning as a whole phrase. What an adult would express in a detailed sentence, the child conveys in one word. In the development of the semantic (semantic) side of speech, the child begins with a whole sentence and only then proceeds to the use of private semantic units, such as individual words. At the initial and final moments, the development of the semantic and physical (sound) aspects of speech proceeds in different, as it were, opposite ways. The semantic side of speech is developed from the whole to the part, while the physical side is developed from the part to the whole, from the word to the sentence.

Inner speech is important for understanding the relationship of thought to word (see also 8.1). Unlike external speech, it has a special syntax. The transformation of external speech into internal speech occurs according to a certain law, in it, first of all, the subject is reduced and the predicate remains with the parts of the sentence related to it.

The main syntactic form of inner speech is predicativity. Its examples are found in the dialogues of people who know each other well, who "without words" understand what is at stake. They do not need to name the subject of conversation every time, use the subject in every sentence or phrase they utter: in most cases, they already know it well.

Another feature of the semantics of inner speech is agglutination, i.e. merging words into one with their significant reduction. The resulting word, as it were, is enriched with a double meaning, taken separately from each word united in it. Combining words in this way, one can reach a word that absorbs the meaning of a whole sentence and even an utterance. Examples of the use of agglutination in the creation of new images and characters are well-known: Moidodyr, Aibolit.

The word in inner speech is a "concentrated clot of meaning" (L. S. Vygotsky). In order to completely translate this meaning into the plane of external speech, one would probably have to use more than one sentence. Inner speech, apparently, consists of similar words, which are not similar in structure and use to the words that we use in written and oral speech. Such speech, by virtue of its named features, can be considered as an internal plan of speech thinking, "mediating the dynamic relationship between thought and word" (L. S. Vygotsky). Inner speech is the process of thinking in pure meanings.

An intermediate position between external and internal speech is occupied by the so-called egocentric speech. This is a speech directed not at a communication partner, but at oneself. It reaches its greatest development at the age of three, when children, playing, talk to themselves. Elements of this speech can also be found in an adult who, while solving a complex intellectual problem, thinks aloud, uttering phrases in the process of work that are understandable only to himself. Moreover, the more difficult the task, the more actively egocentric speech is manifested. It acts as external in form and internal in psychological meaning. As inner speech develops, egocentric speech gradually disappears. According to L. S. Vygotsky, the decrease in its external manifestations should be viewed as an increasing abstraction of thought from the sound side of speech, which is characteristic of inner speech.

Regarding the definition of the meaning and role of egocentric speech in the mental development of a child, Vygotsky argued with the Swiss psychologist J. Piaget, arguing that egocentric speech is not just a sound accompaniment to the internal process of thinking, it is the only form of existence of a child’s thought. Only after passing this stage, thinking in the course of the further process of internalization will turn into a mental process, transforming into inner speech.

“Do you want to instill in children the courage of the mind,
interest in serious intellectual work,
autonomy as a personal trait,
instill in them the joy of creativity,
then creating such conditions,
so that the sparks of their thoughts would form,
realm of thought, give them the opportunity
feel like a master in it”

Introduction

As you know, the period from 6 to 12 years is a very important period for the development of the child. During these years, imagination, creative thinking develop, curiosity is brought up, the ability to observe and analyze phenomena, make comparisons, generalize facts, draw conclusions is formed; activity, initiative, independence are brought up, interests and inclinations begin to take shape and differentiate. Therefore, it is very important at this age to organize the educational work of schoolchildren in such a way as to maximize the development of the abilities of each of them, to form an interest in learning in general and in individual items in particular.

Nature endowed every person with the ability to know the world in which he was born:

- the ability to feel and perceive the world around - people, nature, culture, various objects and phenomena;

- the ability to remember, think, think;

- the ability to speak and understand the speech of other people;

- the ability to pay attention.

All these abilities develop and improve not by themselves, but in the active cognitive activity of a person.

The development of a child's speech is closely connected with the formation of interest in speech in general and in his own speech, in particular, with the need to improve and enrich it. It is necessary to start this work from the first days of the child's education at school. My task is to reveal in an accessible form for students the main functions of speech as a means of communication, transmission and assimilation of certain information, organization and planning of activities, influencing thoughts, feelings, and behavior of people.

The goal is to show that the development of speech in children of primary school age is closely related to the development of their thinking.

– to explore the features and development of speech and thinking;

- to teach the culture and technique of communication (interest and attention to others, the ability to express thoughts and feelings, the culture of the dispute, the ability to prove one's case and agree with someone else's).

The development of thinking in children in primary grades, a study of the development of thinking

During the first three to four years of schooling, progress in the mental development of children can be quite noticeable. At the same age, the general and special abilities of children are revealed quite well, making it possible to judge their giftedness.

The complex development of children's intellect at primary school age goes in several different directions: the assimilation and active use of speech as a means of thinking; connection and mutually enriching influence on each other of all types of thinking: visually - effective, visually - figurative and verbally - logical; separation, isolation and relatively independent development in the intellectual development of two phases: preparatory and executive.

If any of these aspects is poorly represented, then the child's intellectual development proceeds as a one-way process. With the dominance of practical actions, visual - effective thinking mainly develops, but figurative and verbal - logical thinking can lag behind. When figurative thinking prevails, one can detect delays in the development of practical and theoretical intelligence. With special attention only to the ability to reason aloud in children, there is a lag in practical thinking and the poverty of the figurative world. All this can ultimately hold back the overall intellectual progress of the child.

Features of the development of speech and thinking

With the child's entry into school, learning activities come to the fore along with communication and play. Educational activity as an independent one develops precisely at this time and largely determines the intellectual development of children from 6-7 to 10-11 years old. However, this does not happen immediately, but only towards the end of primary school age, by about 3-4 grades. At school age, the connections between thinking and speech become more complicated. The intellectual function of speech is formed when it acts as an instrument of thinking. The word fixes the result of cognitive activity, fixes it in the mind of the child. The child not only states the perceived or reproduces past experience, he argues, draws conclusions, discovering hidden connections and patterns in the subject. The inclusion of speech in cognitive activity leads to the intellectualization of all cognitive processes. Speech rebuilds sensory cognition, changes the ratio of thinking and action, reinforces assessments, judgments, and leads to the development of higher forms of intellectual activity.

Speech as a means of developing thinking

It is known that the modern school pays much attention to the development of thinking in the learning process. Questions arise: what place does speech and speech exercises play in solving this problem? Is it possible to identify speech development with the development of thinking?

In abstract thinking, the most important role belongs to concepts in which the essential features of phenomena are summarized. Knowing the word denoting a concept helps a person to operate with this concept, that is, to think. Thus, the possession of the language, vocabulary and grammatical forms creates a prerequisite for the development of thinking. Psychologist N.I. Zhinkin wrote: “Speech is a channel for the development of intellect. The sooner the language is mastered, the easier and fuller the knowledge will develop.

However, it would be wrong to identify the development of speech with the development of thinking. Thinking is wider than speech, it relies not only on language. Thinking stimulates speech. The enrichment of speech, in turn, has a positive effect on the development of thinking. It is important that the new language means that the student learns be filled with real meaning. This will provide a connection between thinking and speech.

This means that speech polishes thought, improves it, develops thinking. Such is the dialectical connection between the development of speech and thinking.

Features of communication

When a child enters school, there are changes in his relationships with other people, and quite significant ones. The content of communication changes, it includes topics that are not related to the game, that is, it stands out as a special business conversation with an adult.

The nature of the relationship between students, between students and teachers:

- the ability of students to listen to the answers of fellow students;

- the ability of the student to correctly express his point of view;

- providing the teacher with the opportunity for the student to show individual characteristics;

- using the student's personal experience;

- emotional satisfaction of students in the lesson;

- assessment by students of the optimality of the method of activity in the lesson;

respectful respect of the teacher for each student.

There are three lines in the development of speech:

- work on the word;

- work on the phrase and sentence;

- work on connected speech.

Exercises in coherent speech: stories, retellings, essays - represent the highest step in a complex system of speech exercises, all skills merge in them - both in the field of the dictionary, and at the sentence level, and in the logic and composition of the text and graphic and spelling skills.

Explanatory speech is the most difficult form of speech at a young age. It is based on the development of thinking and requires the child to be able to establish and reflect cause-and-effect relationships in speech. Explanatory speech conveys a rather complex content.

The development of thinking is the basis of speech exercises

The most important source of material for speech exercises is life itself - everything that surrounds children, their own experience. And in the experience of schoolchildren, its part is especially valuable - observation. Combining the material of observations and direct experience with material gleaned from books also serves as a means of developing the thinking and speech of schoolchildren, especially in coherent texts.

The development of speech involves the development of not only the content, but also the figurative, emotional side of the language. The more expressive the speech, the more it is speech, and not just the language, because the more expressive the speech, the more the speaker, his face, himself appears in it. Thus, expressiveness is considered as a qualitative characteristic of speech, which is associated with the manifestation of a person's individuality.

The following exercises are used to teach the means of speech expressiveness. For example, you can invite children to pronounce the most common words with different intonations (friendly, casually, asking, etc.): take, bring, help, etc. Or draw attention to how you can change the meaning of the phrase by rearranging the logical stress: “Give me a doll”, “Mom came for me”, etc. At the same time, we should not forget that the intonation of the teacher is a role model, therefore, before giving the children a task, you should repeatedly try to complete it yourself.

It becomes clearer, more accessible to the world around you when you know why one berry was called a strawberry and another blueberry, why one breed of dog is a shepherd dog, and the other is a husky, why one flower is a dandelion, and the other is a bell.

The development of speech in the lessons of the world around

For the development of children's speech, I used the lessons of the surrounding world. The choice of this goal in the lessons that introduce students to nature, historical events, is explained by the following:

- the development of speech takes place in this case in a relaxed, free atmosphere, based on the keen interest of students in objects of nature, in historical events, in the past of our country;

- nature provides great opportunities for speech development.

At each lesson of the surrounding world, I outline the task of developing speech, while taking into account the originality of the material being studied and the expediency of choosing a speech task. In this case, children learn the material being studied better, knowledge acquires the qualities of a system and becomes relevant for students.

Examples of tasks around the world

- Name the common features:

- What is the difference?

– What can be said about a tiger, a cat, a mouse, an elephant as animals?

Name the signs of the seasons: summer, autumn, winter, spring.

- what is the name of the plant?

- what is it: grass, shrub or tree?

- where does it grow: in a forest, in a field, in a swamp, in a pond?

- what is the size and shape of the stem, flowers and leaves?

What is this plant used for?

The types of puzzles, games, crosswords for children are very diverse. I turn to those that are designed specifically to develop the mental abilities of schoolchildren, improve and train their memory, thinking, which help to better assimilate and consolidate the knowledge acquired at school, awaken students' keen interest in the subjects studied, stimulate non-standard and interesting solutions help the child evaluate the level of the proposed solutions.

I often practice a minute “Why”. Question WHY? It should sound both in the process of observing nature, and in the lessons of mathematics, labor, history, in all lessons. Constant appeal to causal dependencies in the process of cognition is the key to the development of thinking. For example:

– Why do double glazing protect the room from the cold?

– Why in the hot season, fanning our face, we feel cool?

Why doesn't water in rivers and lakes freeze to the bottom?

- Why are the frosts stronger when the sky is cloudless? (clouds are like a blanket for the earth, they do not allow the earth to cool down), etc.

Much attention should be paid to enriching the vocabulary of children, telling them about the origin of words and concepts. This work can be carried out while studying the topic “Related words”. Let the children try to explain the “kinship” of the following words:

announcer - dictation
gloves - thimble
Friday - five

In other cases, the help of a teacher or an etymological dictionary will be required.

Dynamo - dynamite (strength)
burdock - shovel (leaf form)
peacock - pavilion (tent)
Grade 1, "Fan expressions".

Reveal the meaning popular expressions:

- at hand - quickly;
- bite your tongue - shut up.

Finally, fifthly, this completely coincides with the general way of mastering the sign, which we outlined on the basis of experimental studies in the previous part. We have never been able to observe in a child even of school age a direct discovery that immediately leads to the functional use of a sign. This is always preceded by the stage of "naive psychology", the stage of mastering the purely external structure of the sign, which only later, in the process of operating with the sign, leads the child to the correct functional use of the sign. A child who considers a word as a property of a thing in a number of its other properties is precisely at this stage of his speech development.

All this does not speak in favor of Stern's position, who was undoubtedly misled by external, i.e. phenotypic, similarity and interpretation of the child's questions. However, at the same time, does the main conclusion that could be drawn on the basis of the scheme of the ontogenetic development of thinking and speech drawn by us fall: namely, that in otnogenesis, thinking and speech go along different genetic paths up to a certain point and only after a certain point do they lines intersect?

No way. This conclusion remains true whether or not Stern's position falls and what other one is put forward to take its place. Everyone agrees that the original forms of the child's intellectual reactions, established experimentally after the experiments of Koehler by himself and others, are as independent of speech as are the actions of the chimpanzee. Further, everyone agrees that the initial stages in the development of a child's speech are pre-intellectual stages.

If this is obvious and undoubted in relation to the babbling of a child, then in Lately this can be regarded as established in relation to the first words of the child. Meiman's position that the first words of a child are entirely of an affective-volitional nature, that they are signs of "desire or feeling" that are still alien to an objective meaning and are limited to a purely subjective reaction, like the language of animals, however, has recently been disputed by a number of authors. Stern is inclined to think that the elements of the objective are not yet separated in these first words. Delacroix sees a direct connection between the first words and the objective situation, but both authors nevertheless agree that the word does not have any permanent and lasting objective meaning, it is similar in its objective nature to the scolding of a learned parrot, since the desires and feelings themselves, the emotional reactions themselves enter into in connection with the objective situation, to the extent that words are associated with it, but this does not in the least reject Meiman's general position at the root.

We can summarize what this consideration of the ontogeny of speech and thinking has given us. The genetic roots and paths of the development of thinking and speech are also different up to a certain point. What is new is the intersection of both paths of development, which is not disputed by anyone. Whether it occurs at one point or at a number of points, whether it occurs at once, catastrophically, or grows slowly and gradually, and only then breaks through, whether it is the result of a discovery or a simple structural action and a long functional change, whether it is timed to the age of two or to school - Regardless of these still controversial issues, the main fact remains undeniable, namely, the intersection of both lines of development.

It remains to summarize what the consideration of inner speech has given us. It again comes up against a number of hypotheses. Whether the development of inner speech occurs through a whisper or through an egocentric re, whether it occurs simultaneously with the development of external speech or occurs at a relatively high level of it, whether inner speech and the thinking associated with it can be considered as a definite stage in the development of any cultural form of behavior—regardless of whether As these highly important questions in themselves are resolved in the process of actual research, the main conclusion remains the same. This conclusion states that inner speech develops through the accumulation

prolonged functional and structural changes, that it branches off from the child's external speech, along with the differentiation of the social and egocentric functions of speech, that, finally, the speech structures acquired by the child become the main structures of his thinking.

At the same time, a basic, indubitable, and decisive fact is revealed—the dependence of the development of thinking on speech, on the means of thinking, and on the sociocultural experience of the child. The development of inner speech is determined mainly from the outside, the development of the child's logic, as Piaget's studies have shown, is a direct function of his socialized speech. The child's thinking—this is how one could formulate this proposition—develops depending on the mastery of social means of thinking, i.e. depending on speech.

Thinking and speech can exist separately from each other. So, a small child can have both speech (chatter) without thinking, and visual-effective thinking without relying on speech. Once upon a time, adults also chat without turning on their heads, and some the most difficult tasks scientists solve with the help of first of all thinking, only later shaping the already found solution into speech - everything happens ... Nevertheless, in its developed form, in adults and thinking people, speech is meaningful, and thinking relies primarily on speech. is born with the help of language, develops with the help of language and is expressed in speech. Thinking and speech mutually support each other.

Thanks to the formulation and consolidation in the word, the thought does not disappear and does not fade away, having barely had time to arise. It is firmly fixed in the speech formulation - oral or even written. Therefore, there is always the opportunity to return to this thought again, to think it over even more deeply, to check it and, in the course of reasoning, to correlate it with other thoughts.

However, men also use telling their thoughts aloud to someone to clarify their thoughts and wording. Speech helps self-understanding: understanding the expressed meaning. By formulating his thoughts aloud, for others, a person thereby formulates them for himself. Such a formulation, consolidation, fixation of thought in words means the division of thought, helps to keep attention on various moments and parts of this thought and contributes to a deeper understanding. Thanks to this, a detailed, consistent, systematic reasoning becomes possible, i.e. a clear and correct comparison with each other of all the main thoughts that arise in the process of thinking.

In addition, speech helps build correct thinking and problem solving. Speaking (at first speaking out loud, then to yourself, in inner speech) is a common technique for helping thinking, for its correct alignment. Some schoolchildren and even adults often experience difficulties in the process of solving a problem until they formulate their own aloud. Clear pronunciation, formulating aloud definitions, rules and steps to be taken makes it easier to solve problems.

Speech helps and thought. To remember a thought that has come, it is very useful to say it out loud. When you say it and hear it from yourself, it will be easier to remember its essence and basic formulations.