Adjectives for preschool
A Giant List of Adjectives to Describe Kids
ByLauren @ Simply-Well-Balanced
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Words are powerful. This is especially true when you consider the words that you choose to describe your child – or children you work with. Today we are sharing a huge list of adjectives about kids to increase self-confidence and esteem in children.
Adjectives About Kids: Using the Power of Words to Increase Confidence
What's Inside:
As a teacher and parent, I know first hand how true that quote is.
I have seen behaviors, attitudes and self-esteem completely transformed in my classroom just by carefully choosing words to describe kids in a positive light.
You see, if a child repeatedly hears someone describe them using positive words, eventually they start to believe what they are hearing.
Because I have seen how powerful words can be, I have become more intentional with the words I use to describe the behavior, actions and personalities of my own children – and I encourage you to do the same.
Adjectives are describing words and you can pretty much guarantee that the words kids grow up hearing are the same words they will end up using to describe themselves as adults.
How to Use Adjectives to Describe Kids
Adjectives about kids can be used in a variety of ways:
- As a parent trying to improve the self-esteem of your own child.
- As a teacher looking for descriptions to include in report cards or progress reports.
- As a coach or counselor trying to find words to describe the positive personality traits you see in the kids you’re working with.
No matter why you are looking for adjectives to describe children, it’s helpful to understand why being as specific as possible is very important.
Oftentimes we get in the habit of using the same generic phrases like “cute” or “smart” on repeat.
When children hear these same terms repeated over and over they actually become meaningless.
Here are some tips on using adjectives to describe kids:
- Use phrases that are as unique and individualized as possible.
- Avoid focusing on appearance for compliments. You don’t want a child’s self-worth to be connected to the way they look.
- Consider characteristics that set them apart from others.
- Try to rephrase challenging aspects of their personality in a positive way that highlights how they can use them as strengths (ie instead of stubborn, describe them as determined).
- Use these words and phrases in everyday conversation so they frequently hear themselves being described using positive words.
- Write the words on post-it notes and leave them for your child to find in their room, on the bathroom mirror or inside their favorite book.
- Utilize them as part of a daily affirmation routine.
- Be genuine – kids can tell when you’re not being authentic. Be sure that the words you use accurately describe your child and how you feel about them – even if it’s just some of the time.
- Have your child (or students) choose words from this list of adjectives for describing kids to make a poster or collage about themselves.
When used consistently these words will become a natural part of your daily routine and your child will become accustomed to hearing themselves in a positive light every day.
Now let’s get on to the list!
150 Positive Adjectives About Kids
Adjectives to Describe a Child’s Strengths
- Determined
- Motivated
- Positive
- Trustworthy
- Artistic
- Brave
- Creative
- Diligent
- Friendly
- Forgiving
- Imaginative
- Inventive
- Motivated
- Observant
- Persistent
- Reliable
- Resourceful
- Understanding
- Unique
- Hard-working
- Involved
- Self-starting
- Flexible
- Organized
- Structured
- Efficient
- Adaptable
- Articulate
- Clever
- Persistent
- Leader
- Self-reliant
- Detail oriented
- Tough
- Open-minded
- Industrious
- Tenacious
- Communicative
- Talented
- Skilled
- Willing to try
- Knowledgeable
- Confident
- Ambitious
- Authentic
- Original
- Enterprising
- Fierce
- Gifted
- Believable
- Meticulous
Adjectives to Describe a Kid’s Personality
- Compassionate
- Loyal
- Adventurous
- Charming
- Faithful
- Cautious
- Polite
- Magnetic
- Dynamic
- Nurturing
- Cheerful
- Practical
- Selective
- Enchanting
- Selective
- Logical
- Endearing
- Understanding
- Entertaining
- Sensitive
- Aware
- Tolerant
- Spontaneous
- Charismatic
- Attentive
- Opinionated
- Courageous
- Approachable
- Affectionate
- Easy-going
- Accepting
- Effervescent
- Funny
- Honest
- Reflective
- Hopeful
- Methodical
- Inquisitive
- Talkative
- Devoted
- Steadfast
- Patient
- Contemplative
- Insightful
- Joyful
- Loving
- Optimistic
- Passionate
- Mindful
- Aware
- Calm
- Resilient
- Self-Confident
- Witty
- Independent
- Hilarious
- Philosophical
- Logical
- Realistic
- Unconventional
- Delightful
- Modest
Words to Describe A Child’s Behavior
- Consistent
- Responsible
- Kind
- Daring
- Considerate
- Energetic
- Fearless
- Generous
- Gentle
- Courteous
- Helpful
- Playful
- Fiery
- Social
- Spirited
- Zestful
- Thoughtful
- Confident
- Cooperative
- Spunky
- Reserved
- Exuberant
- Expressive
- Supportive
- Animated
- Focused
- Expressive
- Eager
- Intense
- Assertive
- Respectful
- Bold
- Gutsy
Conclusion
Overtime, your child will begin to integrate the words they hear you use to describe them into their own sense of self worth.
Those words and phrases will become a part of their identity and form a foundation of self-confidence and strength.
Lauren @ Simply-Well-Balanced
Hi, I'm Lauren Tingley; a working, teacher-mom of two who tried to "do it all" and ended up losing myself in the process. Determined to find joy in modern motherhood I discovered simplifying was the answer. Now I share tips for fun family activities, minimalist homemaking and simple parenting advice on Simply Well Balanced for families looking to create more balance in their homes. My ideas and advice has been shared by Parents Magazine, Good Housekeeping and Women's First.Read more about me! Or follow me on Pinterest or Instagram
A Helpful Guide And List
While introducing your child to various language concepts, you might ask yourself why adjectives for kids are so important.
Words like “beautiful,” “fast,” “happy,” and “messy” are common adjectives your child might already know.
But what makes them essential for language development? To answer this question, we must understand what role adjectives play.
Adjectives are words that add flavor to our sentences. They help make sentences more meaningful, they help us express the different qualities of an object or person, and, without them, our speech would be bland and boring.
In fact, adjectives are so important that children start using them from early in their language development (think “that’s good” and “that’s bad” and “I am sad…or happy”) and continue to expand on their understanding of them for years to come.
If you want to help your child make a richer use of adjectives in their talking and later their writing but don’t know where to begin, you’ve come to the right place. Our HOMER learning experts know a thing or two about teaching kids adjectives.
In this comprehensive guide, we’ll take you through all you need to know about adjectives and some of the most effective strategies for helping your child understand them.
What Are Adjectives?
What are some words you would use to describe yourself? Are you tall, short, funny, smart, or fast? These words are all adjectives.
However, adjectives don’t just describe people. They also help us describe animals, objects, and thoughts. In addition, we can express what something feels like to taste, touch, or smell because of adjectives.
By learning these types of words, children can create vivid images of what they are describing and give distinctions and comparisons. This is beneficial for building vocabulary and helping children clearly express their thoughts and feelings.
When Should Kids Learn About Adjectives?
Children’s use of adjectives changes over different stages of their language development. Here’s a closer look at what you can expect during early childhood.
2 – 3 Years
By the time a child reaches the toddler stage, their language skills have developed at an incredible rate. Children at this stage understand simple adjectives, like:
- Small
- Big
- Messy
- Soft
- Sticky
- Tiny
4 – 6 Years
When a child enters preschool and then kindergarten, they will continue developing their vocabulary as they interact with other kids and their teachers and are exposed to more books.
A significant part of their vocabulary will include adjectives. At this stage, children are likely to understand more descriptive adjectives, like:
- Scratchy
- Gentle
- Polite
- Shocking
- Terrified
- Clever
- Damp
- Impossible
- Interesting
It’s important to note that there is no wrong or right time for children to start learning about adjectives.
Since these words form a part of our everyday vocabulary, as your child starts speaking, they will naturally pick up on them and start using them in their own speech.
When it comes to adjectives for kids, they may not always understand what each word means. That’s why it’s important to help your child not only know these words but also understand their meanings so they can use them appropriately.
How To Practice Adjectives For Kids
Helping your child improve their understanding of adjectives doesn’t have to be boring! Here are a few fun activities you can try at home.
1) Play Adjectives Charades
This is a fun activity that gets the whole family involved. Simply write adjectives on separate pieces of paper and take turns choosing a piece of paper and acting out the word on it.
If you have very young children, remember to use simple adjectives — weak, strong, nice, mean, angry, etc. And for children who haven’t yet learned how to read, you can read the words for them as needed.
Acting out adjectives is one of the best ways to help your child understand and remember the meaning of the words.
2) Describe A Person, Place, Or Thing
Since adjectives help us describe a person, place, or thing, why not create an activity centered around this concept?
To get started, make a list of six categories of nouns you can describe with an adjective. For example, your categories can include a person, tree, cat or dog, couch, ice cream, and music.
Once you have your categories, it’s time to roll your dice. The concept is simple — the number you roll will match a category, and you will need to come up with adjectives to describe that person, place, or thing.
For instance, if you roll a four and your fourth category is “couch,” you will need to come up with words to describe a couch (comfy, big, soft, etc.).
With younger children, you might come up with a single adjective, but as children’s vocabulary grows, you can make the game aim higher — up to six adjectives for each noun.
To make it more interesting for older kids, you can give them 30 seconds to come up with the adjectives. Each word earns them one point, and the adult would need to get twice as many points as the child to win the game.
3) Have Fun With Adjectives In Your Speech
Sometimes you don’t need to create complicated games to practice adjectives for kids. Since adjectives are a part of our everyday vocabulary, you can easily create moments throughout the day when you intentionally use descriptive words in conversation.
For example, instead of saying, “Have some strawberries,” you might say, “Have some juicy, bright-red strawberries.”
Or, instead of saying, “Cuddle in your blanket,” it’s more effective to say, “Cuddle in your soft, cozy, fluffy blanket.
”
This simple activity can help your child significantly improve their vocabulary as well.
4) Play The Adjective Switch Game
Another fun way to help your child practice adjectives is by playing the adjective switch game.
For this activity, name an animal — a bear, for example — and then use an adjective to describe it. Your child would then act out the adjectives.
For example, you could say:
- Hungry bear
- Unhappy bear
- Angry bear
- Silly bear
- Sleepy bear
To make the game even more fun, you might go really fast from one adjective to the other as your child tries to keep up.
You can then turn the tables and let your child have a chance while you act out the adjectives they use to describe the bear.
List Of Adjectives For Kids
Now that you have a few fun activities to help your child continue practicing adjectives, you probably want to get started creating these right away.
But which adjectives can you include? Here’s a list of relevant describing words you can add to games.
(Remember: Some of these may be challenging for younger children. Choose adjectives based on your child.)
Colors
- Bright
- Beaming
- Bold
- Dark
- Radiant
- Colorful
- Glistening
- Glowing
- Radiant
- Vibrant
Numbers
- One
- All
- Many
- Every
- First
- Second
- Third
- Double
- Few
- Each
Shapes
- Curvy
- Straight
- Circular
- Triangular
- Flat
- Hollow
- Deep
- Square
- Narrow
- Sizes
- Big
- Average
- Buff
- Tall
- Short
- Petite
- Skinny
- Slim
- Fit
- Broad
Emotions
- Angry
- Furious
- Upset
- Disappointed
- Content
- Joyful
- Frustrated
- Exhausted
- Cranky
- Jolly
Weather
- Sunny
- Cloudy
- Wet
- Dry
- Foggy
- Humid
- Windy
- Clear
- Breezy
- Rainy
Textures
- Smooth
- Rough
- Soft
- Furry
- Bumpy
- Coarse
- Dry
- Fleecy
- Hairy
- Mushy
Since there are so many adjectives in the English language, it’s essential to take your time introducing your child to them.
It’s also important to note that simply expanding your child’s vocabulary bank shouldn’t be the focal point. While it can be great to hear your child reciting the many words they’ve learned, a problem may arise when they know the words themselves but don’t understand their meanings.
Instead, as you introduce adjectives to your child, focus on helping them understand the words. An improvement in your child’s vocabulary will be a natural byproduct of that.
It’s Time To Describe!
Adjectives are words that help us describe people, places, or things. Without them, it would be difficult to distinguish between a red and green apple or a stormy and sunny day. This is why we’re passionate about adjectives for kids!
As much as we may use these describing words in our everyday language, it’s not always so simple to help our children understand them. But with the right plan, it’s definitely possible, and the above activities can help you introduce adjectives for kids in a fun and engaging way.
Whether you choose to act things out, be extra descriptive in your everyday language, create a fun word game, or all the above, remember to focus on helping your child understand the meaning behind the words.
Language development is a significant part of early childhood education. Check out the HOMER Learn & Grow app for more information on how to help your child thrive!
Author
UNDERSTANDING AND USE OF ADJECTIVES IN PRESCHOOL AND PRIMARY SCHOOL CHILDREN | Article on the development of speech (senior, preparatory group):
UNDERSTANDING AND USE OF ADJECTIVES BY CHILDREN OF PRESCHOOL AND JUNIOR SCHOOL AGE
The author of the article Orlova E.V., GBOU "School No. 842"
Abstract. The article deals with the understanding and use of adjectives by children of preschool and primary school age. The formation of an adjective dictionary is a series of systematic activities that include a gradual and purposeful organization of a subject-developing environment that contributes to the formation of a student's cultural identity.
How we want to see our future largely depends on us and on the principles that we put into the minds of children. What a person is, such is his activity, such is the world that he created around him. A person's speech is, first of all, an indicator of his culture. This concept includes spirituality and morality, civilization and education, spiritual refinement and creative activity.
Man's speech is a reflection of his inner world. In this regard, the key role of an educational institution is to create optimal conditions for the comprehensive development of a child's speech potential through culture, and in particular through the culture of his people.
This task is very fully reflected in the new Federal State Educational Standard for preschool and primary school education. It states that the development of a bright, imaginative, correct speech of a child is one of the priority areas of development. And this is no coincidence, because competent speech is the key to future successful schooling, success in adulthood and the formation of cultural identity, a sense of belonging to the rich culture of one's people [3].
The culture of speech is a multifaceted phenomenon, its main result is the ability to speak in accordance with the norms of the literary language; this concept includes all elements that contribute to the accurate, clear and emotional transmission of thoughts and feelings in the process of communication. The correctness and communicative expediency of speech are considered the main stages of mastering the literary language (B.N. Golovin, V.G. Kostomarov, A.A. Leontiev, G.A. Zolotova).
In modern conditions, one of the dangers for literary speech is the influence of clichés, “clerical workers” (K.I. Chukovsky), which “dead live speech”. The habit of using clichés, fused blocks of official words leads to the loss of a living language, and this is reflected in its grammatical side. “Neglect of the expressiveness of speech turns into grammatical chaos,” says the book by S.V. Knyazev and S.K. Pozharitskaya "Modern Russian language" [4, p. 18].
In school practice, a high level of speech culture is indicated by the term "good speech".
This concept is included as the minimum sufficient three features: richness, accuracy and expressiveness.
The richness of speech implies a large amount of vocabulary, understanding and appropriate use of words and phrases in speech, a variety of language means used in speech.
Accuracy of speech can be considered as optimal word usage: it is the choice of words that best convey the content of the statement, reveal its theme and main idea in a logical sequence. It is very important to possess synonymy, to distinguish between the meanings of the semantic shades of the word.
And, finally, the expressiveness of speech involves the selection of language means that correspond to the conditions and tasks of communication. This quality must necessarily be correlated with the functional style, understanding of the situation, in order to take into account the specifics of speech conditions when choosing words and expressions [4].
These provisions are reflected in the study of N.
V. Gavrish "Formation of figurative speech of older preschoolers in the process of teaching their native language." The problem itself was solved in several directions: as work on children's mastery of all aspects of speech (phonetic, lexical, grammatical), perception of various genres of literary and folklore works, and as the formation of the language design of an independent coherent statement [1].
Preschool age is a period of rapid development of children's speech, and especially their vocabulary. Its growth depends on the child's living conditions, his upbringing, therefore, in the literature, data on the number of words in preschoolers of the same age vary greatly. The number of nouns and verbs increases especially rapidly, the number of adjectives used grows more slowly [2].
Our research has shown that children aged 6-7 characterize the subject mainly by 1-2 standard features. The children were given two nouns: cat and cloud. It was necessary to characterize these objects, almost all the children said that the cat is gray and small, and the cloud is white and large.
What is the reason for such a poverty of the vocabulary of adjectives in children? This is explained, firstly, by the conditions of upbringing (adults admitted that they pay little attention to the acquaintance of children with the signs and qualities of objects), and secondly, the culture of joint reading of adults and children has practically disappeared in families, and in fact it is fairy tales, nursery rhymes, proverbs and sayings are an inexhaustible source of bright, figurative, adjective-saturated speech, thirdly, the nature of the adjective as the most abstract form of speech [1].
Research by Yu.S. Lyakhovskaya showed that the most common nouns in the speech of children, mainly denoting specific objects. Children know the common names of items of clothing, washing accessories, food, dishes. They also know the details (collar, pockets, sleeves, etc.). But the names of some details are not used and they are not even always known (tape, shoulder strap, inside out, etc.).
Often children replace unfamiliar nouns with verbs: “What they hang on is a hanger ...” [5]. As a rule, these lexical errors in children's speech are caused by the poverty and indistinctness of children's ideas about objects and their characteristic features. It is no coincidence that E.I. Tikheeva noted that vague ideas will never find a clear and sensible verbal expression [1].
The main form of verbs used by children are words denoting movement (go, bring), specific actions, most often labor (tie, put on, fold, etc.), verbs showing physical and mental state (hungry, wake up, etc. .), the activity of the senses, thinking (look, think up, shine, etc.). In the speech of children of older preschool age, there is an imperative mood, but its use is situational, in contrast to the younger age. For example: "Pick up your toys" - to the younger brother after playing together. When creating certain conditions, children also use the subjunctive mood [1].
In more detail, we will dwell on the features of children learning adjectives.
Despite the fact that individual adjectives are found in the speech of children quite early (usually in the second half of the second year), children use them in small quantities. They use in their speech qualitative adjectives, adjectives denoting color, some spatial concepts (big, small), external physical or bodily qualities of people (fat, thin, bald, etc.), qualities (sweet, hot).
There are also relative adjectives expressing attitude to a person (children's fun), to an action (washing faucet), to time (lunch hour), to a number (double blanket). Possessive adjectives are rare. During the time of our research, we practically did not meet short forms of adjectives. Occasionally there are degrees of comparison of quality adjectives and adjectives that play the role of epithets (cheerful, beautiful, good). And this is no coincidence, because adjectives with the meaning of a general assessment are one of the oldest groups of words with an abstract meaning, rooted in the origins of the Old Slavonic language and pre-Christian culture.
General appraisal lexemes express the main worldview categories, positive and negative attitudes towards the phenomena of reality - good and evil, good and bad. It is not surprising that words with the semantics of a general assessment primarily attract the attention of children, and it is they that are found in large numbers in songs, nursery rhymes, fairy tales, which is what the child first of all gets acquainted with, plunging into the world of his native culture.
Working with children on works of oral folk art, we not only enrich the vocabulary of children, but also introduce children to the traditions of not only their people, but the culture of the peoples of the world. Working on the assimilation of adjectives allows us to develop the child's speech in an interesting form for the child and form his cultural identity.
Thus, the analysis of adjectives used by children showed that children have little understanding of the essential features of objects. In the active dictionary, words denoting size (long, short, narrow, wide) are almost never used, despite the fact that these words are used quite often in the GCD process and the daily routine of the preschool educational institution, the condition of the object (wet, dusty, new, shabby) . There are rare cases of the correct designation of the material (woolen, fur), mostly children use nouns (from wool, from fur). Do not use words denoting seasonality (summer, winter, autumn, etc.). Sometimes adjectives are replaced by verbs: "Soap dish ... consists of pieces of iron" [1].
Knowing the peculiarities of the development of the vocabulary of adjectives in children of older preschool age and classifying the main speech errors of children of this age, it is possible to most effectively organize the work on the formation of a dictionary, to choose the most suitable methods and techniques for children of this age.
Based on the conducted research, we can draw the following conclusions: work on the formation of a dictionary of adjectives in children of older preschool age should be carried out in the following areas:
• increasing the vocabulary of children
• clarifying the meanings of words
• fixing them in the child's memory and accustoming him to use his vocabulary more widely
Children must have a clear idea of the objects and phenomena of the immediate environment (family, kindergarten, school, street, etc. ) and correctly name what they are dealing with, what they encounter in their activities. This includes a household dictionary: the name of professions and labor activities, tools; abstract concepts: designation of time, space, quantity; designation of moral qualities, relationships. In the active dictionary of children there should be not only the names of objects, but also the names of actions, states, signs (color, shape, size, taste). But at the same time, teachers must be warned against introducing pedagogical terms into the speech of children, such as “visual dictation”, “decorative drawing”, “didactic game”, etc. [2].
Also, we must not forget that the work on expanding and clarifying the vocabulary of adjectives is closely related to expanding their activities and horizons through games, observations, walks, conversations, caring for plants, stories of the educator, reading fiction and works of oral folk art.
In elementary school, work on the formation of a dictionary of adjectives should also continue in the three areas we identified earlier, since one of the components of the methodology for teaching the Russian language is the method of developing speech, which is based on vocabulary, work with text, morphology.
Great opportunities for the development of the speech of an elementary school student are given by the study of the name of an adjective in the Russian language lessons. There are many studies on this issue. In particular, N.K. Nikitina suggests that in grade 1, practice compiling sentences and short texts based on subject pictures, since children more easily learn adjectives along with nouns and verbs. This makes it easier to memorize and understand the semantic meaning of the word. In grade 2 - spreading a coherent text by inserting missing adjectives into it. since the passive vocabulary of adjectives among schoolchildren is already quite large and we are faced with the task of activating it:
• selection of words denoting an object, words denoting a sign, work on riddles, including an adjective showing signs of an object that serves as a guess;
• formation of adjectives from nouns and writing phrases with these adjectives: "What are the guys who are friends called? - friendly guys; what is the name of the bookcase? - bookcase", etc. ).
In grades 3-4, preference is given to independent observations of the role of the adjective in a literary text and to compiling your own examples of the use of phrases.
The main task of elementary school is the development of students' speech. One of the sides of this task is to enrich the vocabulary of children. Children master the language long before school. However, the active vocabulary is very poor.
It is believed that the expansion of the dictionary should not be due to an increase in speech units, but by improving the semantics of each word.
The study of the name of an adjective in elementary school is very interesting and beneficial in terms of not only the development of students' speech, but also the formation of cultural identity. M.R. Lvov found that "the achievement of the peak of intensity" of adjectives is ahead of their systematic study in the school course of the Russian language and falls on the 3rd grade. Therefore, it is necessary to look for ways and opportunities to enrich the speech of primary school students with adjectives even before the "peak intensity" in the 1st grade, especially in the 2nd grade. Such enrichment is very important, since it is the indicative words that make the speech expressive and vivid, i.e., pictorial [5].
In elementary school it is very important to continue working on works of oral folk art, it can be noted that fairy tales, riddles, sayings, proverbs are a real treasury of folk wisdom, exceptional examples of the language of the people. Folk art reflects and historically preserves the traits of character and thinking inherent in the people. Through a native song, a fairy tale, a game, mastering the native language, the child receives the first ideas about the culture of his people, the peculiarities of his language, folk traditions, feels his involvement with his history.
In the sense of clarifying and enriching the active vocabulary of children, the significance of synonymy is enormous. Synonymy in a language testifies to the richness and expressive possibilities of a given language. M.R. Lvov rightly notes that "the more synonyms in the dictionary, the richer the expressive possibilities of both the given language as a whole and each of its native speakers. " Synonymous means of language allow you to accurately and figuratively express an idea. Exercises on synonyms expand and refine the vocabulary of students, contribute to the accurate expression of thoughts, and prevent the repetition of the same word [3].
Russian psychologists have proven that the most receptive and favorable age in terms of language development is primary school age. Proceeding from this, work on the formation of a dictionary of adjectives, through work on synonyms. antonyms, polysemantic words should be purposefully and systematically carried out in primary grades [4]. Firstly, the number of synonymous words should be gradually accumulated in the individual speech of each child, and secondly, it is necessary that children realize that the considered adjectives, although they are close in meaning, there are many words among them that differ in shades of meanings.
A fertile material for the development of students' speech is the use of a coherent text rich in adjectives.
Adjectives in their expressive qualities cannot be compared with any part of speech. The importance of enriching the child's vocabulary with adjectives was pointed out by N.S. Christmas. He wrote: "The enrichment of the child's vocabulary with adjectives is important because with their help the child singles out in objects, persons and phenomena those qualities that are comprehended by him as the most important for him in terms of their vital significance in connection with his interests and needs" [5 ].
So, one of the priority areas for the development of the personality of a child of preschool and primary school age is the development of speech development, since by developing speech, a person actively develops thinking, feelings, and acquires full-fledged communication skills.
The most relevant work on the development of speech in preschool age and no less relevant in elementary school. Children aged 6-7 come to school, who use from 3 to 5 thousand words and practically know the grammar of their native language, that is, they correctly decline and conjugate words, build sentences. Starting to comprehend the basics of science, students learn many special words, book constructions - master the educational and scientific style of speech. However, the development of their coherent speech is inhibited: the speech of children becomes less relaxed and emotional, more stereotyped. But we need to “include the student in a multifaceted seething community, give him the opportunity to be an active member of society, understanding others and able to be understood by others [1].
And the sooner we start developing the unique gift of words in children, the sooner we will achieve the desired results. And for this it is necessary to develop the speech of younger schoolchildren - children of that age period when they still have the ability to "absorb" speech and they have already formed a readiness to master the varieties of coherent speech.
The child's colloquial speech is closely connected with the formation of interest in speech in general and in one's own speech in particular, with the need to improve and enrich it. This work must begin from the first days of the child's stay in an educational institution.
The task of both the preschool teacher and the primary school teacher is to reveal in an accessible form for the child the main functions of speech as a means of communication, transmission and assimilation of certain information, organizing and planning activities, influencing thoughts, feelings, people's behavior.
In the process of studying any topic, the subject of constant attention should be not only the development of students' conscious and accurate use of the phenomenon being studied, but also the formation of the cultural identity of a pupil of a preschool educational institution or a primary school student. Work on the formation of a dictionary of adjectives presents unlimited possibilities for this.
So, as one of the main tasks of implementing the content of the subject area "Philology" in elementary school [4, p. 19] advocates the formation of "initial ideas about the unity and diversity of the linguistic and cultural space of Russia, about language as the basis of national identity. " At the same time, it should be emphasized that the category "nation" implies "double use" AND, if the basis of national (general civil, all-Russian) identity is "basic national values" (values of civil society) "and a common historical fate" presented in the "Approximate main educational program of an educational institution for elementary school, the very topical issue of national (ethno-cultural) values realized through general educational disciplines, Russian (native) language in particular, remains open.0003
An important factor in the development of national value relations, attitudes to the world, in addition to the cognitive aspect - understanding the content of the concept and forms of manifestation (enrichment of the vocabulary of adjectives), - should become emotional and semantic - direct living by younger students of these relations in interaction with the real surrounding reality (activation dictionary of adjectives in the classroom and in everyday life).
In the paradigm of personal development education, it is extremely difficult to ensure the full assimilation of the values of national culture by students without the basic concepts of teaching the Russian (native) language - phonetics, vocabulary, morphology, grammar. The content shades of nominative units, seeking to reflect the ethnic specificity of the presentation of linguistic knowledge, lie in a different perception of the surrounding reality. So, if the concept-semantics of the word is connected, first of all, with knowledge (consciousness, cognition) - meaning, logic, reason (conscious perception), then this knowledge is based on the "soul" (spirit) - feelings, sensations, experiences, spiritual activities. And as we have already indicated above, most of the adjectives that children learn in the first place refer specifically to words with conscious (spiritual perception).
The work on the formation of a dictionary of adjectives in preschool and primary school age contributes to the practical implementation of the awareness of preschoolers by younger students of national (ethnocultural) values when working on the development of speech in the paradigm of personality-oriented education, can and should enrich students with the content of national culture, folk traditions (work over the works of oral folk art), moral foundations (acquaintance with the holidays and traditions of their people), to promote the disclosure of a holistic national linguistic picture of the world (work on a dictionary of adjectives as a qualitative characteristic of the language), to promote the spiritual and moral development of preschoolers and younger schoolchildren, their national identity (awareness of one's ethnicity) and, on this basis, ensure integration into the national (all-Russian) and world culture.
References
1. Alekseeva, M. M. Methods of development of speech and teaching the native language of preschoolers: Textbook for students of higher and secondary pedagogical educational institutions / M. M. Alekseeva, V. I., Yashina. - M.: Academy, 2009.
2. Lavrentieva, A.I. Fundamentals of ontolinguistics: theory and practice: a textbook for students of ped. universities / A.I. Lavrentiev - M .: Publishing House "Ecoinform", 2015. - 125 p.
3. Kanakina, V.P. Working with difficult words in elementary school / V.P. Kanakina - M .: Education, 2014. - 160 p.
4. Knyazev, S.V., Pozharitskaya, S.K. Modern Russian literary language. Phonetics, graphics, spelling - M.: Moscow State University, 2014.
5. Sarkisyan, T. A. The development of students' speech as a means of successful learning at school // Scientific and methodological electronic journal "Concept". - 2014. - T. 20. - S. 3561-3565. – URL: http://e-koncept.ru/2014/54976.htm.
The content of the survey of word-building competencies in children of senior preschool age with OHP level 3
Currently, the number of children with speech pathologies is increasing, and in particular, with general underdevelopment of speech, so the problem of violation of word-building competencies is relevant today.
According to T.F. Efremova, word formation is the formation of words from other words with the help of certain operations that imply meaningful and formal changes in the characteristics of the word
Lalaeva, T.F. Efremova, T.B. Filicheva, G.V. Chirkina, T.A. Tkachenko, T.V. Tumanova, N.V. Serebryakova, V.M. Akimenko, E.F. Arkhipova et al. The development of the skills of word formation and inflection of adjectives is carried out in them at a later date, as a rule, when children already own the system of inflection and word formation of nouns [3].
To determine the level of development of word-formation skills and inflection of adjectives in children of senior preschool age with OHP level 3, we conducted a stating experiment.
The survey is quite applicable to children of senior preschool age with general underdevelopment of speech of the 3rd level. Theoretical information is supported by a practical experiment, stating the peculiarities of mastering the skills of word formation and inflection of adjectives in children of senior preschool age with OHP level 3. The experimental base was MADOU No. 43, Sukhoi Log. The survey involved 5 children aged 6 years (the work was carried out individually with each child).
For the ascertaining experiment, we developed an examination protocol based on the diagnostic material of such authors as: V.M. Akimenko, R.I. Lalayeva, L.N.
The examination of word-building competencies included the following sections:
1. Section "Understanding the features of objects"
Examination of the understanding of words denoting color and adjectives of nominative lexical meaning.
Example: Color symbols: red, blue, green, yellow, cyan, white, black, brown, lilac, orange.
2. Dictionary section
Passive dictionary. Active dictionary.
Subject and plot pictures, as well as words serve as the material for the study.
Nouns
Example: Family: grandmother, grandfather, mother, father, son, daughter, brother, sister.
Adjectives
Example: Taste sensations: delicious, sour, sweet, bitter.
Verbs
Example: How one moves: jumps, jumps, crawls, runs, stands, flies, swims, sits, walks, lies, rides, plays, drinks, chop, washes, combs, listens, cooks, feeds, washes , eating.
3. Section "Word formation" Examination of children's ability to coordinate adjectives with nouns in the nominative and instrumental case in masculine, feminine and neuter; with nouns in the nominative, accusative, genitive cases in the masculine, feminine and neuter; with nouns in the genitive plural.
Example task: Complete the sentences by adding the missing words. Retell the text as you remember.
a) Run up ... . Hidden.... Blew.... I hesitated.... Darkened. . . . Watered. . . . Thundered. . . . Flashed. . .
Reference words: cloud, sun, wind, dust, forest, rain, thunder, lightning.
b) Cloud ... Sun ... Wind ... Dust ... Forest ... Rain ... Thunder ... Lightning ...
the meaning of a small degree of quality, verbal, relative, possessive, with a diminutive suffix, a simple comparative degree of an adjective. The material of the study is words and phrases: sour - sour, sweet - sweetish, long - longish, cunning - cunning, green - greenish.
Procedure and instructions. At the beginning of the study, an orientation is formed in the task: "If sour cream is very sour, then it is called sour, and if sour cream is slightly sour, then they say sour." Next, the children are asked to form words according to this pattern.
Formation of relative adjectives
The research material is pictures and phrases that name what the object is made of: a table made of wood, a hat made of straw, a hat made of fur, a scarf made of wool, scissors made of metal, a ball made of rubber, a napkin made of paper, a teapot made of porcelain, a snowball, an iron key, a leather bag, a cardboard box, a brick pipe, a fluff pillow, a silk scarf, a chintz dress.
Procedure and instructions . At the beginning of the study, an orientation is formed in the task: "The jar is made of glass, so we say:" The jar is glass. Then the following instruction is given: "If the table is made of wood, then what is it?".
The maximum number of points for each section task is 5.
Grades were given according to the following criteria:
5 points - the task is performed correctly and independently;
4 points - the task is completed with errors, but the errors are corrected independently in the course of work;
3 points - the task is completed with errors, but when the instructions are repeated, the child corrects them
1 point - the task is performed incorrectly, the active assistance of an adult is required.
Based on this rating system, we determined the threshold values in points for the level of formation of word-formation skills and inflection of adjectives.
Values are shown below:
From 65 to 80 points is a high level. Complete, independent performance of tasks, accuracy, completeness of the use of vocabulary, intonational expressiveness, the child's activity in communication, showing his interest, understanding the instructions from the first time
From 49 to 64 points - above average. Skills are formed at a sufficient level, some inaccuracies, difficulties, single agrammatisms, the presence of self-correction, minor help in the form of tips.
From 33 to 48 points average level - difficulties, agrammatisms, word-formation tasks were performed correctly after stimulating help.
From 17 to 32 points - the level is below average. The need for help from the experimenter, poverty, inaccurate vocabulary, rude agrammatisms, most of the answers are an incorrectly educated form, the child does not show activity and initiative in communication. Lack of interest in the task, inattention, speech intonation is inexpressive.
From 1 to 16 points - low, skills are not formed, inability to implement the task, refusal to complete tasks [4].
Our ascertaining experiment, conducted at MADOU No. 43, Sukhoi Log, showed that among 5 children of 6 years old with OHP level 3, 60% have the skills of inflection and word formation of adjectives at a level below average, 20% at a level above average and 20 % of children possess these skills at a low level. There were no high results among children of senior preschool age with OHP level 3. Children made a large number of mistakes, many did not complete, they could refuse the task. There were errors both in word formation and in inflection of adjectives. Examples of errors: “feather pillow - fluffy pillow”, “raspberry jam - malvina jam”, “glass jar - glass”, etc.
Instead of the adjectives “high-low”, “thick-thin”, “wide-narrow”, the children replaced them with comparison by size - “big-small”.
We also noted that children rarely use adjectives in their own speech, pupils named signs of objects only when repeating the instructions.
Thus, the majority of children have a low level of word formation skills and inflection of adjectives in children of the experimental group. In the future, based on the works of domestic authors, as well as on play therapy, we plan to create a special system of tasks and exercises to improve the development of inflection and word formation skills for adjectives in the speech of older preschoolers with OHP level 3.
