INTERACTION BETWEEN EDUCATIONAL ORGANIZATIONS AND THE FAMILY IN THE DEVELOPMENT OF CHILDREN'S SPEECH

Аннотация

In the process of writing this article, we came to the conclusion that the study of speech act, the emergence and development of speech, the formation of speech competence in children’s speech: speech is a process and a result, as well as speech texts, oral and written, books, stories, songs appear in different guises. Speech is material, and it is perceived by the senses, this isonly donein theprocess ofusingthelanguage that manifests itselfin speech. Keywords:speech act, speech texts, speech competence, communication, upbringing, language. Achild's speech has long attracted the attention of researchers (L.S. Vygotsky, E.I. Tikheva, F.A. Sokhin, O.S. Ushakova, R.O. Yakobson, D.B. Elkonina, A.N. Gvozdev, R. Levin, K.I. Chukovsky, etc.): the first words are a fact of awakening consciousness. The whole way of developing achild's speech is acomplete mystery. According to psychological periodization, the following age periods characterized by certain speech development are distinguished. 1.Infancy -upto one year. The child has a reaction to the voice of loved ones. Smiling, laughing, talking, gestures. Early manifestations of the expressive function of speech. The whole period is related to the need for communication - emotional and meaningful; striving to achieve a goal. Oral speech is rare, towards the end of the period - the first manifestation of the nominative function of speech, the namingofan object. 2.Early age -1-3years. The summarizing function of the word develops: the child names things, at the same time expands the vocabulary, develops thinking. There is a unit of communication and generalization. The syllable structure of the word is taken before the sound. Speech is related to the child's practical activities -play, learning about thesurrounding objects, learning howto use them. 3.Pre-school age In the fourth year of life, children significantly improve pronunciation, speech becomes clearer. Children know how to name nearby objects: toys, dishes, clothes, furniture well and correctly. In addition to nouns and verbs, other parts of speech became widely used: adjectives, adverbs, prepositions. The beginning of a monologue appears. Children's speech is dominated by simple simple sentences. Children use complex and complex sentences, but very rarely. Four-year-old children cannot independently distinguish sounds in a word, but they easily notice the incorrectness of words in the speech of their peers. Children's speech is mainly situational in nature, it is not yet clear enough in terms of vocabulary and is not grammatically perfect, completely clean and correct in terms of pronunciation. With a little help from adults, a child can convey the content of a well- known fairy tale, recite a small poem by heart. In communication, the initiative comes more and morefrom thechild. 4.Age before high school By the age of five, children show a dramatic improvement in the pronunciation aspects of speech, https://ijmri.de/index.php/jmsi volume 4,issue4,2025 852 as most of them have completed the process of mastering sounds. The speech becomes clearer and clearer in general. Speech activity of children increases. Children begin to master monologue speech, but systematically it is not always perfect and often has a situational character. The increase in active vocabulary, the use of sentences with a complex structure (five-year-old children can compose sentences of 10 or more words) is often one of the reasons for the increase inthenumber ofgrammatical errors. Children begin to pay attention to the sound design of words, indicating that words have a familiar sound. Consider the period that corresponds to the topic of our study - this is the age before high school. 5.Pre-school age. At thisage, all aspects of thechild's speech continueto improve. Pronunciation is becoming cleaner, more detailed phrases, more precisely phrases. The child not only emphasizes the important features of objects and events, but also begins to establish causal relationships between them, temporal and other connections. A preschooler has sufficiently developed active speech and tries toanswer questions insuch a way that he understands what the surrounding audience wants to say. While developing a self-critical attitude towards his words, the child develops a more critical attitude towards the speech of his peers. When describing objectsand events, he tries to convey his emotional attitude. Enrichment and expansion of the vocabulary is carried out not only at the expense of names denoting objects, their characteristics and qualities, but also at the expense of names of individual parts, details of objects, verbs, as well as suffixes and prefixes that children begin to use widely. In the child's speech, more and more collective nouns, objects, properties, adjectives indicating the state of things appear. During a year, the vocabulary increases by 1000-1200 words (compared to the previous age), although it is very difficult to determine the e