Methods of Developing Monological Speech in Children

Аннотация

The article analyzes speech and methods for its development through the development of monological speech in children in the preschool education system. It is highlighted that this phenomenon is a pedagogical and psychological process associated with the development of logical thinking. Methods for the formation of logical thinking and communication skills in children through the development of monological speech are studied. Keywords: Speech and its types, monological speech, logical thinking, pedagogical and psychological process, ti and thinking, ability. become monologic, he must have mastered the Introduction: The fluency of children in preschool vocabulary and grammatical aspects of the language. institutions is associated with their mastery of speech Developing children's speech and communicating with types. These speech types are dialogic and monologic them develops a child's way of thinking. In this regard, speech. The task of a preschool institution is to develop teaching children to monologic speech is of great fluent speech (dialogic speech) and monologic speech importance. As is known, the ability to tell a story plays in children. The task of forming colloquial speech is a major role in the process of communication between multifaceted. In younger preschool children, the ability people. For a child, this ability is a means of knowing, to listen and understand speech addressed to them, testing their knowledge, and imagination. listen to each other, answer questions and ask questions themselves, and give coherent answers on According to psychologists, monologic speech in the topic of the conversation is formed. The difference children appears from the age of five. As psychologist between these two types of speech is determined by D. Elkanin rightly noted: “A change in a child’s lifestyle, the type of logical connection of the sentence within the formation of new relationships with adults and new the text. A monologue always reports on facts of types of activities lead to a differentiation of the form existence that are in a temporal or causal relationship of speech and its function (service). When telling a (relative to each other). Temporal connection can be story, logical thinking and attention develop, speech is two-way: facts can be in a real simultaneity or grammatically formed, and the ability to behave and sequence relationship. Messages about facts that exist speak in front of a group is formed.” In this regard, the simultaneously are called descriptions. A message in educational program of preschool educational which facts occur sequentially is called narration. The institutions defines the tasks and content of work for information about facts in a cause-and-effect each age group on teaching children to tell stories. If we relationship is called reasoning. At an early age, a child rely on the ideas of K.Shodiyeva, “The tasks and content hears fluent speech. At first, these are jokes addressed of teaching storytelling in middle groups become much to him, and then fairy tales, stories, and monologues of more complicated. In the first half of the year, children adults. of this group are taught to independently retell familiar stories and fairy tales, to expressively describe the METHODS conversation of the heroes of the work.” The formation of monologic speech in children is