FORMATION OF SPEECH COMPETENCE IN PRESCHOOLERS BASED ON GAME ACTIVITIES

Аннотация

In this article, the author emphasizes the role and importance of play activities of preschoolers in the formation of speech competence. Pedagogy considers various possibilities of using play activities to form various knowledge, skills and abilities in a child, forms of organizing a game in a kindergarten group in order to develop practical recommendations for educators and parents taking into account age characteristics. Keywords: play activities, preschool age, role-playing game, skills and abilities. Formation of a harmoniously developed personality, education of its social orientation is an important task of child psychology and preschool pedagogy. In relation to preschoolers, one of the most natural ways of forming a full-fledged personality is play as a leading activity at this age. However, play is not the only activity that affects the mental development of a child. Let us list the types of activities of a child at preschool age: everyday and work activities (design, modeling, drawing); musical activity; communication. Each of these types of activity has its own characteristics, requires mastery of special methods of action and has its own specific influence on the development of the child. But let us dwell on play activities. From the very beginning, play activity reflects the child's ideas about the world around him - about the world of things and the world of people and human relationships; a child's play is social from the very beginning. In experimental psychological and pedagogical studies, children's play has been considered from various points of view. First of all, the subject of many studies was a joint role-playing game, typical for middle and senior preschool age, the essence of which is the recreation of human relationships between adults and the child's attitude to adults. The development of a child's play activity is currently studied both in the mainstream of pedagogy and in child psychology. Psychologists study play as the leading activity of a preschooler from the point of view of its structure and the dynamics of development from primary forms to the development of role-playing play. Pedagogy considers various possibilities for using play activities to form various knowledge, skills and abilities in a child, forms of organizing play in a kindergarten https://scientific-jl.com/ 8 6 44-son_1-to’plam_May-2025 ISSN: 3030-3621 Ta'lim innovatsiyasi va integratsiyasi group in order to develop practical recommendations for educators and parents, taking into account age characteristics. Thus, A. S. Makarenko wrote: “Play is of great importance in the life of a child, it has the same meaning as activity, work, service have for an adult. What a child is like in play, that is how he will be at work when he grows up. Therefore, the education of a future activist occurs, first of all, in play. And the entire history of an individual as an activist or worker can be represented in the development of play and its gradual transition to work»1. In accordance with the data currently available in science, the sequence of development of children's play activities has been determined in accordance with their age characteristics. A child's play activity originates and develops against the background of subject-practical activity, which occupies a leading position at an early age (second-third year of life). Cognition of the properties and qualities of surrounding objects, assimilation of methods of action with them determine at this stage of development of actions with toys, i.e. characteristic actions - initial play skills, subject and orienting activity with toys outside of any plot in a free sequence. With careful guidance from adult teachers, parents - a child can connect some of these play actions into chains that display some elementary plot ("the doll is having lunch", "the bear is sleeping", "the bunny is going to visit in a car"), as if to display in play actions with toys some actions of elders with real objects. That is why this level is often called representational2. In the third year of life, the baby begins to strive to achieve the game goal, so the specified actions acquire a certain meaning: feeds the doll to feed it dinner. The actions gradually generalize, become conditional: the child brings the spoon to the doll several times and, believing that dinner is over, moves on to another game action. The baby constantly compares his actions with the actions of an adult. Let us emphasize that the emergence of game goals is possible if the child has formed an image of an adult and his actions. By the end of the third year in early preschool age, game actions are often determined by some simple plot: the connection between actions is realized, their meaning in the depicted situation, their correct sequence, the selection of toys and attributes becomes purposeful. Now the plot role-playing actions associated with them are also distinguished. This level of game development is plot-reflective. I