IMPROVING SPEECH COMPETENCIES OF PRE-SCHOOL EDUCATION TEACHERS

Аннотация

improving the speech competencies of preschool education teachers is one of the important issues in this field. Speech competencies determine the professionalism of the teacher and the effectiveness of their educational activities. This study analyzes methodologies, methods,and toolsaimed at developing thespeech skillsof preschool educators. Key words: speech development, communication skills, emotional intelligence, pedagogical methods,language teaching strategies. In order to effectively influence children in preschool education institutions, it is essential that the educator-teacher possesses a well-developed speech culture and competencies. The importance of practical training in higher education institutions for forming the speech competencies of preschool educators is significant. The speech culture of a preschool educator fully encompasses their speech activity and its components. There are certain standards for all parts ofspeechculture, which primarily manifest as communication norms: -Cognitive(perceiving and understanding others); 696 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue08,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai -Affective (attitudetowards others); -Behavioral (choosing behavior ina specific situation); -Ethical norms; -Communicativenorms. Communicative and ethical norms represent specific rules that are part of speech competence standards. The most important factor for a child is the words they hear with their own ears. It is not without reason that being politeto children iscommanded not only in science but also in religion. This is because the speech culture and communicative competence of the people around children are the main factors influencing their mental state. The components of a teacher’s professional speech are as follows. The content of a teacher’s professional activity imposes a number of specific and strict requirements on their speech, compelling them to develop certain speech qualities as professional, necessary, and mandatory. One of the integral parts ofspeechis thequality oftheteacher’s voice. Thevoice is themost important element of speech style. For ateacher, it isthe main tool ofwork. The following requirements are set forthe voice: -Thevoice shouldbe free from unpleasantness, possessingnobilityand softness. - The educator-teacher should be able to change the tone of their voice depending on the situation. - The educator-teacher must be able to control their voice and understand that speech is not for themselves but forthe listeners. -Theeducator-teacher should be ableto manage thestudents using theirvoice. -Theeducator-teacher’s voiceshould besufficiently firm. Based on the above requirements, it can be said that the educator-teacher’s voice should reflect nobility, firmness, kindness, and strictness. Another importantcomponent ofthevoice is diction. Diction is the clear and distinct pronunciation of speech sounds. Good diction is ensured by strictly adhering to the oral characteristics of sounds. Diction is one of the mandatory elements of a teacher’s speech style because their speech serves as a model. An important part of speech is orthoepy — the correct literary pronunciation of all words in the native language. The complexity of mastering correct literary pronunciation lies in the fact that pronunciation does not always correspond exactly to the written text. Therefore, the generally accepted norms of literary pronunciation must be studied. The distinguishing characteristics of preschool educators in early childhood education institutionscan bedescribed asfollows: Clarity – the correspondence of speech to its semantic content and the information it conveys. The educator must pay special attention to the semantic aspect of speech, which helps children develop skillsforaccurate usage. 697 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue08,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai Logic – the expression of semantic connections between the components of speech and the relationships between parts and elements of thought. The educator should consider that preschool children begin to form ideas about the structural parts of coherent statements and develop theability touse various methods ofintra-articulatory connection. Relevance – the use of units in speech that correspond to the situation and communication context.The relevance ofa teacher’s speech primarily implies having a senseof style. Taking into account the specific characteristics of preschool children, the educator focuses on forming children’s speech behavior culture (communication skills, the ability to use speech signs, attention to thecommunication situation,etc.). Correctness – the absence of foreign elements in speech from the literary language. Eliminating non-literary word combinati