scholarly journals DEVELOPMENT OF DIALOGUE COMPETENCE IN CHILDREN WITH GENERAL SPEECH DISORDER

2020 ◽  
Vol 17 ◽  
Author(s):  
Diyana Georgieva ◽  
Gencho Valchev
Keyword(s):  
Social Support ◽  
Experimental Study ◽  
Preschool Children ◽  
Empirical Research ◽  
Preschool Education ◽  
Speech Development ◽  
Speech Disorder ◽  
Low Level ◽  
Initial Stage ◽  
Educational Structures

The main core of activity in organized preschool education is the formation of dialogic competence, due to the key position it occupies in the initial stage of speech development in children. The article is devoted to an experimental study aimed at establishing the level of dialogic competence development in preschool children with general speech underdevelopment. Participants in the experiment were 16 children (9 girls and 7 boys) aged 4 to 7 years, trained in educational structures for social support. The obtained results showed that the low level of dialogic competence is the main dominant in the current empirical research.

FORMATION OF SPEECH IN PRESCHOOL AGE AS A UNITY OF IMITATION AND CREATIVITY

2021 ◽  
Vol 23 (9) ◽  
pp. 20-26
Author(s):  
Pestereva T.N.
Keyword(s):  
Preschool Children ◽  
Children's Literature ◽  
Fairy Tale ◽  
Children’S Literature ◽  
Preschool Education ◽  
Speech Development ◽  
Preschool Age ◽  
Synthetic Activity ◽  
Federal State ◽  
Theoretical Substantiation

The study examines the aspect of the formation of speech in preschool children, as a unity of imitation and creativity. According to the Federal State Educational Standard of Preschool Education: «The speech development of children includes the possession of speech as a means of communication and culture; the enrichment of an active vocabulary; the development of coherent, grammatically correct dialogical and monological speech; the development of speech creativity; the development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, understanding by ear texts of various genres of children's literature; formation of sound analytical and synthetic activity as a prerequisite for literacy training» [3]. The «Concept of Preschool education» notes that «Imagination is the basis for the active participation of a child in various types of activities. It is included in the composition of already known forms of thinking (visual-effective, visual-figurative). On the basis of imagination, children develop the first manifestations of a creative attitude to reality» [4]. The article considers the views of teachers and methodologists on the speech development of preschool children. The method of speech development of preschool children is also described: the «Binomial fantasy» method. Binomial fantasies are used in two areas of the development of imagination and logic of thinking: - To generate ideas for new objects or the transformation of an existing object; - To get ideas for writing fairy-tale or fantastic stories (speech creation). The article reveals the algorithm of work according to the method, in accordance with two directions. The prospect of the research the theoretical substantiation of the unity of imitation and creativity in the formation of speech in preschool children.

scholarly journals ERRORS IN THE SPEECH OF PRESCHOOL CHILDREN- THE ROLE OF AN EDUCATOR

2019 ◽  
pp. 327-347
Author(s):  
Aida Teljigović ◽  
Amina Pehlić
Keyword(s):  
Preschool Children ◽  
Preschool Education ◽  
Speech Development ◽  
Public Institution ◽  
Analysis Method ◽  
Grammatical Structure ◽  
The Public ◽  
Language Status ◽  
Observation Method

The aim of this paper was to investigate the types of errors occurring in the speech of children before starting school, and in that regard to highlight the educators’ role in stimulating the proper speech development of children in a preschool institution. The study included sixty children from the older kindergarten group at the Public Institution Preschool Education. A theoretical analysis method and a participatory observation method were used, while testing and interviewing were used as the techniques. According to the research results errors in the speech of preschool children can be classified into: 1) errors in the articulation of voices (dyslalia), 2) errors in the grammatical structure of language, and 3) errors of a dialectical nature. The conclusion emphasizes the role of an educator who should monitor and examine each child's speech, make a review of the language status of the kindergarten group he / she leads, based on which the work at the beginning of the next kindergarten year should be planned.

scholarly journals FORMATION OF ELEMENTARY ASTRONOMIC PERCEPTIONS IN OLDER PRESCHOOL CHILDREN BY MEANS OF LITERATURE AND FOLK ART

2020 ◽  
pp. 160-166
Author(s):  
Світлана Тітаренко
Keyword(s):  
Experimental Study ◽  
Preschool Children ◽  
Research Methods ◽  
Preschool Education ◽  
Folk Art ◽  
Educational Process ◽  
Theoretical Substantiation ◽  
The Status

The article substantiates the relevance of the problem of formation of senior preschool children's elementary astronomical representations. The analysis of psychological and pedagogical researches on the problem of formation of senior preschool children’s elementary astronomical ideas has been carried out. The influence of literature and oral folk art on the formation of senior preschool children's elementary astronomical ideas has been substantiated. The level of formation of senior preschool children’s elementary astronomical ideas has been determined. A system of work on the formation of senior preschool children’s elementary astronomical representations by means of fiction and oral folk art has been proposed and its effectiveness has been checked.The purpose of the research is theoretical substantiation and experimental study of the literature and folk art influence on the formation of senior preschool children’s elementary astronomical ideas. To solve this goal, the following research methods were used: analysis to determine the status and isolation of problems of astronomical education in the institution of preschool education; observing the educational process of astronomy in the institution of preschool education in order to identify its shortcomings and identify prospects for improvement; questionnaires, surveys to reveal the level of preschool children’s knowledge in astronomy; current and final control to determine the level of formation of elementary astronomical representations. It is determined that the positive prerequisite for the formation of astronomical ideas in senior preschoolers is the usage of fiction in its different variations.

scholarly journals Methodology- and speech-oriented training of the future Master students majoring in Preschool Education

2019 ◽  
pp. 9-14
Author(s):  
Alla Bogush
Keyword(s):  
Preschool Children ◽  
Teaching Methods ◽  
Mother Tongue ◽  
Preschool Education ◽  
Speech Development ◽  
School Education ◽  
The Other ◽  
The Future ◽  
The One ◽  
Children's Speech

The article is focused on the problem dealing with the methodology- and speech-oriented training of the future Master students majoring in Pre-school Education. The essence of the notion “methodological work of the educator-methodologist at a preschool institution” has been revealed; it requires, on the one hand, an excellent command of the normative literary Ukrainian language, the knowledge of the speech etiquette formulas, the culture of professional speech communication; on the other hand, ‒ the ability to provide necessary methodological assistance to the educators in implementing the content line of the Basic Component of Preschool Education (the BCPE) “Child’s Speech”, in particular, in developing various types of children’s speech and communicative competencies. The methodology as an independent science is considered in the aggregate of interconnected means, forms, methods and techniques for achieving the set educational goal. At the same time, the notion “methodology” is ambiguous; in the pedagogical science, there is a variety of phenomena: “teaching techniques”, “education methods”, “teaching methods”. The study deals with the “Methodology aimed at developing children’s speech and teaching preschool children their mother tongue” as a discipline within the curriculum of the Bachelor courses. The course “Ukrainian Preschool Linguodidactics” is taught to the Master course students: the theory of the methodology aimed at speech development, the development of speech, artistic speech and communicative-speech activities. The phenomenon “methodology- and speech-oriented training of the future masters majoring in Preschool Education” is defined as a motivational positive predisposition to master the norms of the Ukrainian language in perfection demonstrated by the future masters; the acquisition of the content and teaching methods of the discipline “Methodology aimed at developing children’s speech and teaching preschool children their mother tongue at pre-school institutions” by the undergraduate students (Bachelor courses students); the positive emotional and value-centred attitude to the implementation of the evaluative controlling educational and speech activities of children and educators in the process of methodological work at pre-school institutions, which allows providing educators with, on the one hand, methodological assistance and support, on the other hand, ‒ guarantees the efficiency of children’s speech development. The motivational orientation-targeted, cognitive-innovative, methodologically accompanying, reflexive and appraisal components comprise this training. The methodology- and speech-oriented training of the future masters majoring in Pre-school Education performs these functions: prognostic, stimulating, correctional, value-oriented, emotional. Keywords: masters, pre-school education, methods, orientation, educator-methodologist, Ukrainian Preschool Linguodidactics, speech development, education.

scholarly journals Teaching coherent descriptive speech to children of senior preschool age with speech underdevelopment problems

2020 ◽  
Vol 22 (4) ◽  
pp. 146-165
Author(s):  
L. G. Shadrina ◽  
O. V. Efimova
Keyword(s):  
Preschool Children ◽  
Research Methods ◽  
Speech Therapy ◽  
Preschool Education ◽  
Speech Disorders ◽  
Speech Development ◽  
Preschool Age ◽  
Practical Significance ◽  
Federal State ◽  
Systematic Analysis

Introduction. Today, one of the main requirements of the Federal State Educational Standard of Preschool Education is to ensure the speech development in children, which means mastering them of free, coherent dialogue and monologic speech skills as a means of communication with adults and peers. The indicators of successful speech development are skills to build different types of coherent statements. This requirement fully applies to children with minor speech delays. However, in modern speech therapy, the development of coherent speech is made dependent on the elimination of the shortcomings of unformed language structures and involves the use of reproductive techniques, including mainly constant repetitions of speech patterns. Children are simply asked to copy stereotypical schemes when making their own statements, but the attention is not paid to the process of formulating rules and peculiarities of description texts, the understanding of which is very important to be prepared for school. Thus, it is significantly important to revise well-established techniques to learn oral monologue speech when teaching children with serious speech disorders.The aim of the present article is to discuss the conditions for effective development of coherent descriptive speech in preschool children with speech underdevelopment problems.Methodology and research methods. The methodological framework of the research is based on the theory of speech activity and the theory of developmental education, as well as the systematic analysis of the peculiarities of verbal communication skills in children and modern ideas of correctional pedagogy about the structure of speech defects. In the course of the research, empirical research methods and a pedagogical experiment were employed.Results and scientific novelty. Children aged 5–6 years old (n = 60) with the logopedic report “general underdevelopment of speech of the 3 rd –4 th levels” took part in the experimental research. It was proved that it is necessary to teach preschool children with speech disorders not only to speak by analogy and model structures, but also to formulate detailed meaningful descriptive statements. The entry test demonstrated that most respondents have insufficient formation of coherent descriptive speech: 40% – medium level, 38% – low level. More than half of preschool children in the experimental group (53,6%) improved their results through the targeted and comprehensive correctional work, in the course of which they learned practical description skills. While working on description skills, children learned how to highlight and compare essential features of a subject, to combine individual phrases into a consistent message. The priority areas were identified in each speech task to ensure the greatest impact of its performance. The conducted classes influenced not only speech, but also cognitive development of children. Also, the classes stimulated children’s speech and thought activities, contributed to the activation of visual, auditory and tactile perception, memory, attention and observation.Practical significance. The research materials provide a new direction to determine the technologies for the development of coherent speech in children of senior preschool age with speech underdevelopment.

scholarly journals FORMATION SPEAKING SKILLS OF PRESCHOOL CHILDREN ON LESSONS FROM FOREIGN LANGUAGE

2019 ◽  
Author(s):  
Vira Prokhorchuk
Keyword(s):  
Preschool Children ◽  
Foreign Language ◽  
Language Learning ◽  
Native Language ◽  
Preschool Education ◽  
Foreign Language Learning ◽  
Speech Development ◽  
Foreign Languages ◽  
Speaking Skill ◽  
Speaking Skills

The article deals with issues concerning the general characteristics of the features and ways of optimizing the process of forming the preschool children’s speaking skills at the foreign language lessons; the stages, exercises and tasks of forming the speaking skills are substantiated. education of in a foreign language learning by preschool children is not compulsory, so it isn’t provided by programs of the Basic component of preschool education in Ukraine and refers to the variable component. But, on the basis of a theoretical analysis of the works by foreign and Ukrainian scientists it has been proved that the studying of foreign languages at early age is aimed at preschool children’s speech development of in the most favorable period for them. The theoretical and methodical bases of preschool children’s speaking skill formation are examined. The emphasis is on the main methodological stages of the foreign language learning process. The essence of the concept "method", which means the means to achieve any goal and the solution of a specific task is considered. The author of the article defines the types of exercises and tasks, characterizes their functions for preschool children’s speaking skills teaching foreign language communication. The importance of using the native language in classes has been proved, since gaming activities are organized, the tasks, ways of their performance are explained in the native language. It is determined that the main purpose of preschool education in foreign languages is to formulate children’s idea of a foreign language as a means of communication, as well as the development of elementary skills of foreign communication. The basic tendencies of teaching preschoolers as well as speaking skill forming are presented.

scholarly journals The importance of game technology in developing the word formation skills of children with preschool speech disorder

2021 ◽  
Vol 13 (4) ◽  
pp. 1016-1028
Author(s):  
Gaukhar Ibatova ◽  
Aigerim Makhmetova ◽  
Saule Basarbaevna Zhoraeyeva ◽  
Bibinur Amiresheva ◽  
Nyshanova Saltanat Tinibekovna ◽  
...  
Keyword(s):  
Preschool Children ◽  
Key Words ◽  
Speech Disorders ◽  
Word Formation ◽  
Speech Development ◽  
Speech Disorder ◽  
Learning Theories

Game technology has been identified as a means to developing the Word Formation Skills of Children with Preschool Speech Disorder. The purpose of the article was to analyze the psychological and pedagogical conditions of word-formation skills for Kazakh-speaking preschool children with speech disorders on the basis of learning theories and contemporary approaches. To achieve the set aim, we have studied psychophysiological peculiarities of preschool children with speech disorder. We have allocated the most significant learning theories and approaches, which promote the assimilation of word-formation. We have come to understand that the indicators of speech development of many modern Kazakh-speaking preschoolers do not correspond to the age norm, which is influenced by word-formation operations. For Kazakh-speaking preschool children with speech disorders it is rather difficult to distinguish elementary forms as the original word, consisting of a stem and a derivative by including diminutive-affectionate suffixes. Key words: Kazakh-speaking preschool children, psychological and pedagogical conditions, learning theories, approaches, word-formation, speech games

General and speech development of preschool children as a basis for teaching initial reading

2021 ◽  
pp. 149-156
Author(s):  
Evgeniya A. Semenova
Keyword(s):  
Preschool Children ◽  
Preschool Education ◽  
Speech Development ◽  
Federal State ◽  
Educational Standard ◽  
Primary Schoolchildren ◽  
Oral Speech ◽  
Analysis And Synthesis ◽  
State Educational ◽  
Initial Reading

According to the Federal State Educational Standard, the content of the educational program of preschool education should ensure the general and speech development of preschoolers. In connection with the requirement of the named document and the data of pedagogical science, the need for the development of coherent speech, vocabulary, the grammatical side of speech, the education of the sound culture of oral speech and other aspects of the general and speech development of children in the period of preparation for school is substantiated. Referring to the works of classical and modern methodic science, the researcher correlates the process of speech development of preschool children with the development of the motivational, cognitive, emotional-volitional sphere of the personality. The named areas of speech and general develop-ment of preschool children contribute to their preparation for learning to read in elementary school. The urgent problem of ensuring the continuity of preschool and primary education in the issue of teaching preschoolers and primary schoolchildren in initial reading is posed. The possibili-ties of using various methods of teaching initial reading, depending on the writing system, are ana-lyzed. Conclusions on the problem under study are associated with the development of phonemic hearing, the formation of a broad orientation of children in linguistic reality, with the skills of sound analysis and synthesis. The novelty of the research is the idea of the possibility of special training and teaching older preschoolers to initial reading based on the development of a value attitude to language and speech during preschool childhood, on the basis of psychological and pedagogical diagnostics. Arguments in favor of preschool reading teaching are associated with sufficient general and verbal development of modern children.

The importance of riddles in the speech development of preschool children

2020 ◽  
Vol 58 (9) ◽  
pp. 77-80
Author(s):  
Yegana Khanoglan Mammadova ◽  
Keyword(s):  
Preschool Children ◽  
Key Words ◽  
Mother Tongue ◽  
Preschool Education ◽  
Speech Development ◽  
The World ◽  
Important Means ◽  
Children’S Thinking

Summary Today, mastering the mother tongue of preschool children is one of the important tasks of education. The development of a child's speech and thinking, perception of the world around him, is closely linked with the comprehensive formation of his personality. Riddles play an important role in developing children's thinking and speech, broadening their understanding of the environment, and enhancing their observation skills. The purpose of creating riddles as an important means of mental education is to help develop attention and speech, to be able to pronounce difficult words well, to acquire the habit of saying them correctly by speaking and repeating them often, to concentrate and to enrich vocabulary. Thus, riddles polish children's minds, give them knowledge about different areas of life, expand the circle of meetings, enrich their knowledge about objects and events. Key words: preschool education, mother tongue, speech development, importance of riddles, knowledge, skill, habits

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