Developing dialogic speech of pre-school children on the basis of a variative approach

Аннотация

In this article, you can find solutions to a number of issues, such as improving the methodology of dialogical speech development of preschool children based on a variable approach. Key words: preschool age, leadership activity, speech theory, speech technique, dialogical speech, manological speech, variant approach, the object of research. Analysis of general approaches to speech as an object of scientific research allows us to draw conclusions about the extreme complexity and versatility of this phenomenon, the study of which is extremely important for understanding all aspects of psychic development. “Speech as a specific activity does not stand alongside other types of activity, it occupies a central place in the process of psychological development...” (A.N. Leontyev). By comparing these approaches that describe the language from different points of view, it is possible to distinguish general features of speech as an object of scientific study. Speech is a process of using language (I.A. Zimnyaya, V.M. Solnsev). Speech activity of the subject includes language and speech as an internal tool and methods of its implementation. Speech is a mental phenomenon, a property of a person with individual characteristics, which develops in the conditions of certain interpersonal cooperation of people. Unlike language, it is a phenomenon of people’s social property that develops in socio-historical conditions. Works on linguistics, psychophysiology allow us to talk about the fact that the issue of speech semantics is given priority in modern research (T.N. Ushakova, A.M. Shakhnorovich), and the increasing interest in test development on these problems. Psychophysiological studies studying the mechanisms of speech activity are an interesting and promising field of science. Global dunyoda ilm-fan va ta‘limdagi innovatsion rivojlanishning zamonaviy trendlari 15 dekabr, 2022 yil. 140 N.I. Jitkin was the first to raise this problem. According to him, “the mechanism of speech is a living, flexible and constantly improving mechanism”. When analyzing the mechanisms of speech activity, scientists are based on the concept of N.I. Jitkin, on the one hand, and on the other hand, the basic rules of the approach to human speech behavior from the point of view of activity, comparing the mechanisms with the stages of speech activity. Last decade, the problem of “language ability” has been intensively discussed by linguists and psychologists, where language ability is understood as “individual characteristics that help to quickly form skills and abilities in mastering the language system” (F. DeSaussure, L.V. Sherba, J. Green, M.K. Kabardov, V.I. Markova et al.). As a promising task of psychological research of speech, the construction of a conceptual model of human speech ability is considered as a psychological phenomenon (T.N. Ushakova). The following phenomena should be explained in the model: the transmission of thought through speech (i.e., the problem of speech semantics), in which the use of grammatical rules (i.e., language activation), the activation of the acoustic channel, as communication and social communication. the use of speech, the presence of the ability to describe all these operations in coordination with brain movements. We refer to the concept of “Speech development” based on the above-mentioned ideas and descriptions regarding speech understanding. “Speech development is a change from simple to complex, from bottom to top; the gradual accumulation of quantitative changes is a process that leads to the occurrence of qualitative changes”. Teaching children’s mother tongue and developing their speech has a special place in the educational work of a preschool educational institution. Tasks for the development of preschool children’s speech are as follows: – Educating sound culture of speech; – Vocabulary enrichment, strengthening and activation; – Improving the grammatical correctness of speech; – Teaching oral (dialogic) speech; – Development of fluent speech; – Cultivating interest in the artistic word; – Preparation for learning literacy. Ushinsky, describing the speech of children under 6 years of age, emphasized some of its features, for example, the incomprehensibility of sound, insufficient vocabulary, and lack of interdependence. He suggested various forms of training with children: • stories from children’s lives; • exercises that help the child to see the properties of things, and by the age of 6 to compare pairs of things, to find commonalities and differences between them; • storytelling based on pictures, which teaches children to answer questions, and then to tell a story fluently, clearly and freely; • practical exercises that prepare children to read and write. K.D. Ushinsky’s teaching about language and its role in the spiritual formation of the child is important for distinguishing the methodology of speech development as an independent science. 1. The theoretical foundations of the teaching me