E m strunina biography

Annotation and keywords of the Russian annotation: the article tells about the scientific activity of the famous psychologist, linguist, teacher, Felix Alekseevich Sokhin -, his concept is revealed about the formation and development of children's speech. Key words: the text in the city of the life and scientific activity of F. Sokhin we spoke and wrote repeatedly.

Writing about him is both difficult and easy. It is difficult, because I want to convey to readers the whole depth of his thoughts. And easy - because we knew him not only as a scientist, a subtle psychologist and teacher, a leader and a mentor, but also as a friend, a wonderful person, a good intelligent, sensitive and friendly. His outstanding literary abilities, a sense of humor amazed and delighted everyone who worked with him.

He was the soul of the team and was always ready to help those who needed his support. Felix Alekseevich Sokhin almost annually we held conferences, seminars, readings, meetings dedicated to his memory. Based on materials from conferences, collections were issued. Recall some dates of his scientific activity. Sokhin in the city brilliantly defended the candidate dissertation prepared under the leadership of S.

Rubinstein "The initial stages of mastering the child with a grammatical structure of the language." In the laboratory under the leadership of Sokhin, studies were conducted, which theoretically and experimentally combined the pedagogical, psychological and linguistic aspects in solving three interconnected problems: teaching the native language; training in the Russian language in the National kindergarten; A comparative study of the speech development of normally hearing, hard of hearing and deaf children.

In the future, Felix Alekseevich constantly expanded his scientific search, covered all new problems of the child’s speech development. He ardently defended the independent meaning of this development, proved that it is a core of general mental development and cannot be considered only as a side of familiarizing the child with the outside world. It was on the initiative of Felix Alekseevich, thanks to his energy and scientific evidence of his work, the development of speech was highlighted in the special section “Programs of Education and Education in kindergarten”, and a special laboratory for the development of speech, which he headed from the moment of creation until the end of his life, was organized.

In the works of F. Sokhin, a common point of view on the development of speech as a process, entirely based on imitation, intuitive, unconscious assimilation of the language by the child, is refuted. His works convincingly show that the development of speech is based on an active, creative process of mastering the language, the formation of speech activity.

Even without special training, children, starting from younger preschool age, show great interest in linguistic reality, “experiment” with words, create new words, focusing on both the semantic and the grammatical side of the language. This is a necessary condition for their linguistic development - the gradual awareness of linguistic phenomena. And only such development leads to the genuine mastery of the wealth of language.

With spontaneous speech development, only a few children reach a sufficiently high level, therefore it is necessary to conduct special training aimed at mastering the language. The central tasks of such learning are in the formation of linguistic generalizations and elementary awareness of the phenomena of language and speech. It creates an interest in the native language in children and ensures the creative nature of speech, the tendency to its self -development.

These provisions, put forward and justified by F. Sokhin, served as the starting point of a large group of research, which made up the scientific school of the author and his followers. In the studies, three main areas of development of psychological and pedagogical problems of the development of preschool children, improving the content and methods of teaching the native language are quite clearly distinguished: the structural formation of different structural levels of the language system-phonetic, lexical, grammatical; The functional formation of language knowledge skills in its communicative function is the development of coherent speech, speech communication; Cognitive, cognitive formation of the ability to elementary awareness of linguistic and speech phenomena.

All three areas are interconnected, since issues of developing awareness of speech and linguistic phenomena are included in the problems of all studies conducted under the scientific leadership of F. Sokhin and O. Ushakova when studying different aspects of the development of children's speech. In the studies of the first direction F. Sokhin, A. Maksakov, E. Strunin, E. Federavichene, A.

Tambovtseva, M. Lavrik, G. Nikolaychuk, A. Smag, A. Lavrentiev, L. Kolunova, N. Solovyov, A. Ilkov, it was established that the greatest effectiveness when mastering by any structural components of speech is achieved, provided that children are involved in active work to compare different options for speech units, their change and education.So, work on the dictionary has a genuine developing effect if it is not limited to its expansion, but includes a semantic component: deepening understanding of the meanings of words, familiarizing children with multi -valued words, semantic relations of words synonymy, antonymy.

In matters of improving the grammatical structure of speech, an exit beyond the limits of the existing one in the methodology of a narrow approach, consisting in the fact that the main task is to overcome various grammatical errors in children's speech. The basis for improving the grammatical system was the formation of linguistic generalizations. It is built on teaching children to independently educate new words, during which an active assimilation of means and methods of word formation occurs.

At the same time, children master both the ways of forming words from one root that have a different structure and the ways of forming words from different roots that have the same structure. Before children, the meaning of formal-semantic relations is revealed to the dependence of the meaning of the word on its structural features. And if at first, word formation is largely the nature of free word -making, the creation of “own” words that are absent in the language, then subsequently children master the generalized methods of word formation and modify words in accordance with language norms.

Along with this, it is also important to teach the use of complex syntactic constructions in the statements, which occurs due to the mobilization and awareness of language tools that accumulate in the passive speech of children when listening and understanding adults. In studies of the second direction of L. Voroshnin, G. Kudrina, O. Ushakova, A. Zrozhevskaya, N.

Smolnikova, E. Smirnova, R. Gasanova, L. Shadrin, T. Vinogradova, N. Gavrish, E. Savushkin, M. Ilyashenko, the authors sought to find more clear criteria of speech, consistency, etc. As simply the main indicators The ability formed in children to structurally correctly build the text, using the necessary means of communication between sentences and parts of the statement. The path along which the leadership of children's speech should go in order to form the ability to build a coherent statement of the text from a dialogue between an adult and a child, in which an adult takes on a leading role, directing the course of thought and ways to express it, to a detailed monologic speech of the child himself.

In the process of transition from dialogue to a monologue there is a clear logic: an adult teaches the child to first build simple statements, then connect them with each other. At the same time, the child’s speech becomes arbitrary in nature, the planning element is included in it. This makes it possible to move on - to teaching planning and compiling an independent story.

But the highest requirements for coherent speech are a transition to a “written” presentation of thought when the child dictates, and the adult writes down.

If in studies of the first and second direction the generalization and awareness of linguistic phenomena acts only as one of the conditions for the successful assimilation of elements of vocabulary, grammar, coherent utterance, then the study of the third direction F. Sokhin, G. Belyakov, G. Tumakov were directly aimed at forming the initial linguistic representations in children, understanding what is the word, proposal, from which they are built, from which they are built, from which they are built, from which they are built.

parts are. These studies have shown that the awareness of the sound composition of the word and verbal composition of the sentence leads children to the threshold of mastering the letter and most importantly - they lay the foundations of a new attitude to the language, conscious operating on them, which is an important prerequisite for successful schooling. In general, the studies conducted in the laboratory of speech development, not only confirmed the validity of the Line of the development of children's speech planned by Sokhin, but also showed that its implementation in pedagogical developments leads to large shifts in the speech and general mental development of preschool children.

In children, a high culture of speech is formed, the tendency to its self -development, the accuracy of speech, its expressiveness increases. Preschoolers begin to appropriate to use the means of artistic expressiveness in their own verbal creativity in the composition of riddles, fairy tales, poems. At the same time, the clarification of the means of formation and expression of thought becomes an important stimulus for the development of the highest speech forms of thinking of the child.

Sokhina and N. Poddyakov and “Methods of teaching the Russian language in the National kindergarten”, ed. Sokhina and E. Negnevitskaya received at one time G., edited by F. Sokhin, together with V. Yadeshko, prepared a training manual “Preschool Pedagogy”, published in a number of countries. In total, F. along with a deep study of the problems of speech development in the native language F.

Sokhin paid serious attention to the problems of teaching a foreign language, as well as the Russian language in national kindergartens. Colleagues, students, followers of F. Ushakova: the development of coherent monologic speech by N. Smirnov, P. Gasanova, Ji.Smaga, L. Bosha, N.