Volume 03 Issue 10-2023
82
American Journal Of Social Sciences And Humanity Research
(ISSN
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2771-2141)
VOLUME
03
ISSUE
10
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82-90
SJIF
I
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FACTOR
(2021:
5.
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OCLC
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1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
Reforms in the education system and the law on the state language require changes in the methodology and practice
of forming children's speech, in particular, developing the speech of older children of preschool age. These changes
are reflected in normative educational and methodological literature to a certain extent. However, they need to be
approached critically from the point of view of current requirements. Most of the Methodist scientists correctly
emphasize the conditions for the development of children's speech in kindergartens.
KEYWORDS
Pre-school education, pedagogy, methodology, assessment criteria, research methods.
INTRODUCTION
According to these authors, the shortcomings of
speech culture have a negative impact on the child's
personality. In particular, the child becomes shy, aloof
and careless in communication with peers. In addition,
such a child's interest in learning the surroundings
decreases, which later causes him to be unable to learn
lessons at school. Researchers L.P. Fedorenko and
G.A. Fomicheva put forward a methodologically
important idea: "Teaching a child to speak," they write,
"must teach him language material (training the
organs of speech), language signs, lexical and
grammatical signs (training the intellect) It means to
Research Article
THEORETICAL FOUNDATIONS OF PRESCHOOL CHILDREN'S SPEECH
DEVELOPMENT
Submission Date:
October 06, 2023,
Accepted Date:
October 11, 2023,
Published Date:
October 16, 2023
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume03Issue10-13
Dametken M. Aymbetova
Assistant Lecturer, Department Of Preschool Education, Nukus State Pedagogical Institute Named After
Ajiniyaz, Nukus, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 10-2023
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American Journal Of Social Sciences And Humanity Research
(ISSN
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1121105677
Publisher:
Oscar Publishing Services
Servi
facilitate the understanding of the language, to teach
the expression of appreciation of existence with the
help of lexical and grammatical signs (training of
passions and feelings), to facilitate the understanding
of literary norms.
THE MAIN RESULTS AND FINDINGS
Agreeing with a reasonable approach to the
acquisition of speech by the child, we drew attention
to the fact that the authors of the manual often use
"help", "exercise" and other expressions, but how to
help, they pay little attention to the possibility of
training. Exercises that are not aimed at the
development of speech may not have a positive effect
on the development of children's connected speech.
The analysis of the phenomenon of "child's speech
development" and the process of its management
leads to the conclusion that pedagogues need to
undergo special training to work in the field of speech
development of preschool children.
The problem of education and training has existed for
a long time. It was considered in the works of Western
and Eastern thinkers of the Middle Ages. The great
thinkers of those times, Abu Nasr al-Farabi, Abu
Rayhan Beruni, Abu Ali ibn Sina, Yusuf Khos Hajib,
Ahmad Yugnaki, Jalaluddin Davani, Alisher Navoi and
others, despite the fierce resistance of feudal
oppression and bigoted priests, were incomparable to
world science, culture, and education. contributed. In
the past, the experiences of working people in
establishing their relationships in order to further
strengthen their educational influence on young
people were used not only to restore a number of
forms and methods of folk pedagogy, but also to
establish objective general social laws governing
personality formation, folk life it is necessary to learn
to understand the style.
The encyclopedic thinker of the East, Abu Nasr al-
Farabi (873-950), puts the ways and methods of
improving people in all aspects, leading them to
general happiness, to the center of his socio-political
doctrine, which is based on the universal basis of his
worldviews. indicates. Such goals are the main content
of Farobi's outlook on the upbringing and education of
a person, his improvement, and his active role in
solving social problems. According to him, education
and upbringing can be carried out in the family, in the
school with the help of a teacher, and in a good society
with the help of its leader.
According to Farabi, education is not only intellectual
development, but also the foundation of spiritual
development,
including
moral
development.
Education and upbringing are interdependent, they are
different ways of bringing a person to spiritual
maturity. Farobi paid special attention to the
regulation of social education and its management. He
concludes that work is an important means of
education.
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Farobi says that in order for a person to achieve
happiness, he must be a team leader who can make
them happy. He is the Ruler of nature who rules the
virtuous city:
1.
1 - he is healthy and does not feel any difficulty in
performing his duties;
2.
2 - sensitive, shrewd nature;
3.
3 - strong memory,
4.
4 - sharp mind,
5.
5 - a speaker who can explain his opinion,
6.
6 - fond of knowledge and enlightenment,
7.
7 - not excessive in eating, drinking, sexual relations
with women, on the contrary, abstaining from
pleasure (from gambling or other games) and
pleasure,
8.
8 - who loves truth and truth, just and honest
people, hates lies and swindlers,
9.
9 - to be self-respecting and self-respecting,
10.
10 - wealth that does not chase after the world,
11.
11 - fair,
12.
12 - notes the importance of being persistent,
persistent, courageous, brave.
Farobi wants to see these qualities in every mature
person.
Ibn Sina (980 - 1037) had a creative approach to
pedagogical issues. He showed deep knowledge of the
child's nature not only as a doctor, but also as an
accomplished pedagogue. Many thoughts of the
scientist about education and upbringing of children
amaze one with their depth, humanitarian spirit and
correct interpretation of such a complex problem as
education.
The content of education and training proposed by Ibn
Sina includes mental education, physical health,
aesthetic education, moral education and vocational
training. Ibn Sina understood very deeply all the
difficulties and complications of child education. The
issues raised in the section entitled "On Education" of
"Medical Laws" are clearly resolved, and valuable
opinions are given on the upbringing of a child's
character.
In Ibn Sina's scientific-pedagogical work, special
attention is paid to family education, and the main role
is given to the head of the family - that is, the father.
Ibn Sina explains why a child should be brought up by
a teacher rather than a mother. According to him, the
child's mother is more emotional in the upbringing of
her child and cannot choose the right way in the
upbringing of the child. Ibn Sina sets clear tasks for the
educator: he must know when to punish or encourage
his student.
Ibn Sina calls for respecting the personality of the child,
taking into account the natural age characteristics of
the child and studying his interests. He tried to divide it
into periods according to age. He divided the period up
to adolescence into five periods: infancy (the period
Volume 03 Issue 10-2023
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Publisher:
Oscar Publishing Services
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from birth to walking); childhood (after walking); the
period after the organism is trained and the teeth of
the pile come out; adolescence and puberty;
adolescence (the period before growth stops).
Ibn Sina understood all the complexities and difficulties
of raising a child. He opposed the excessive use of
corporal punishment. According to him, in order to
successfully implement education as in the pamphlet,
it is necessary to treat children humanely. The teacher
himself must respect the personality of the child, love
him and have a good relationship with the child. Ibn
Sina deeply understood the importance of the
educational factor and greatly appreciated the
importance of the positive factor, he considered it one
of the main means of education. Especially Alisher
Navoi's works have excited many generations for five
hundred years. The ideas of humanity, love, singing of
the highest goals of man occupy the main place in
Navoi's legacy.
Navoi's pedagogic views are distinguished by their
extreme humanity. He attached great importance to
the formation and upbringing of a child's personality,
Navoi considered a child to be a lamp that brings joy
and happiness to the family.
Navoi emphasized that it is necessary to give proper
education to a child from the youngest age, depending
on his age, and to start learning subjects as early as
possible.
Abdulla Avloni (1878-1934) is a public and political
figure, poet and pedagogue. Abdulla Avloni's views on
educating the young generation. Abdullah opened a
school for the children of the poor in 1908. He himself
teaches in his native language at this school using new
educational methods.
Avloni's activity in the field of public education is
inextricably linked with his activities as a writer and
poet, an educator of talented youth theater and a
stage director.
In 1916, the national liberation movements began to
rise in Russia and Turkestan. A. Avloni takes an active
part in this as one of the leaders of the movement.
From the summer of 1917, Avloni started publishing the
newspaper "Turon". Many articles of Avloni are
published on the pages of this newspaper on the issues
of establishing a public school, training teaching staff
and publishing textbooks. In particular, he pays special
attention to the problem of educating Uzbek girls and
establishing special schools for them. During these
years, Avloni writes and publishes books such as
"Literature" (Books I-IV), "Turkish Gulistan", "School
Gulistan".
Advanced Russian literature and culture play an
important role in the formation of A. Avloni's
worldview. He had great respect for the creative
heritage of A.S. Pushkin, L.N. Tolstoy, and M. Gorky,
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and highly valued the pedagogical heritage of K.D.
Ushinsky.
He headed the press department of the Central
Committee of the Communist Party of Turkestan for a
certain period of time, then went to manage the work
of public education departments, led the construction
of many new schools, involved teachers in the work of
eliminating illiteracy. .
He devoted all his efforts to spreading enlightenment
when he worked at the Avloni Pedagogical Institute,
the National Enlightenment Institute of Uzbekistan,
the Tashkent Military Educational Institution, and the
Central Asian State University.
Educating teachers themselves should be experts in
their knowledge and teach their students through
practice. The lessons and information provided by this
education quickly affect the minds of the students, and
they become knowledgeable and polite.
The worst people are those who do not follow
knowledge. If the teacher who educates is a scientist
and is inactive, this will have a bad effect on the morals
of the students.
Uzbek scientist, poet, professor, public figure Abdulla
Avloni - examples of his teachings:
"Haya, honor deposit is proof,
A shameless person is always a disgrace."
"There are too few words to share,
There is less than too much sugar."
"People with intelligence and conscience always speak
the truth and truth of what they have seen, done and
known"...
"The beginning of anger is madness, and the end is
repentance."
"Education is life or death for us, salvation or
destruction,
It's a matter of happiness or disaster."
"Even if there is a little difference between the lesson
and the education season,
The two are inseparable, the div of one
A soul enriched by one is like a div."
Author of "Turkish Gulistan or Morality", "School of
Gulistan" and other works.
The views of Jan Amos Comenius on the development
of preschool children. The great Slavic pedagogue Jan
Amos Comenius (1592-1670) is considered one of the
great scientists of the West. Its pedagogic system is
based on the ideas of educating the growing
generation in the spirit of humanity, peace-loving,
equality and brotherhood.
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Servi
The pedagogical legacy of Jan Comenius is huge and
multifaceted. The published philosophical and
pedagogical works of the scientist determined his
historical importance. The ideas of raising and
developing a child in the family, which were recorded
in the "School of Mothers", have not lost their
relevance even today. This work, which is small in size,
but has a very deep content, is characterized by the
relevance and importance of the problems posed in it,
the simplicity and reliability of the proposed ways and
means for their implementation, and finally, the human
attitude towards the family, women, children and their
upbringing. it can be included among the classic works
according to its orientation. "Protection of the human
race should first of all start from the cradle." There is
no more simple and wise idea. No matter what kind of
social education system is invented by scientists, the
family is the most effective education system as the
environment where children live and develop
physically and mentally.
"School of Mothers" with a system of aligned ideas can
be considered the first work on primary family
education.
The main idea of "Mother's School" is to make the
primary education in the family joyful for the child, to
make his future happy, pleasant and hopeful for the
parents, and useful for the society.
Based on the idea of comprehensive development of
natural talent from an early age, Comensky set difficult
tasks for the mother's school, i.e.: to teach children to
know (to educate the need for knowledge, thirst for
knowledge), to act (to be hardworking, to be able to
manage oneself) and doing good deeds) and speaking
(developing speech and thinking) tasks. In this regard,
he gives specific advice on mental, physical and
spiritual training, development of speech and thinking.
A separate chapter in "School of Mothers" is devoted
to how children should practice speech. Comenius
believed that the same action is necessary for the
development of reason and speech. He viewed mind
and speech as an organic combination. This is not
accidental, because the child expresses his thoughts
and communicates with the people around him
through speech, and by mastering speech, he
understands the world around him. The child develops
speech and thinking.
He paid special attention to sensory development and
education, because without it, it is impossible to
successfully develop intelligence and speech. It is not
for nothing that the great pedagogue called following
this rule the "golden rule of didactics". Another idea
related to speech was expressed by Comenius in the
form of teaching the mother tongue, demanding
teaching in the mother tongue. Teaching the mother
tongue in preschool age, according to Comensky's
conclusion, is primarily the development of speech
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from the first year of a child's life, the clear
pronunciation of syllables and words, syntactically
correct construction of sentences, is to say the name
correctly and express the appropriate opinion.
For this purpose, Komensky advises parents to
correctly pronounce the names of things and words
without breaking them, to practice saying words that
are difficult to pronounce and relatively long for
children, and to use the game style for this. . The merit
of Comenius is that he was one of the first pedagogues
to develop children's speech, mastering his native
language with all its beauty and national
characteristics, instead of poetry, fairy tales, proverbs
and proverbs, quick sayings. drew attention. In order
for children who are beginning to speak to understand
the speech of adults, they need to see the face of the
speaker and his hand movements, understand his
questions and give the right answers, wrote Comenius.
A mother's smile and arms outstretched towards the
child, gesturing, nodding, a sad face, and tapping with
a finger - all these express the speaker's mood, which
the child receives and helps to understand what is
being said. will help. These rhetorical actions are very
useful in communication, develop speech and thinking.
Ya. A. Komensky's work "School of Mothers" had a
significant impact on the further development of
family education in the West and in Russia. Pestalotsi
and Frebel, K. D. Ushinsky and Ye. N. Vodovozova
considered primary family education as a very
necessary stage in the system of personality formation.
Without them, all our efforts to successfully educate
the growing generation will be wasted. In all of their
works, the issue of spiritual maturity of the growing
generation, the formation of a person with high
advantages, who can meet the requirements and tasks
of an ideal society, occupies the main place. The
formation of a comprehensive personality can be
carried out only through education and training.
Understanding all the complexities and difficulties of
education, Eastern scientists tried to determine the
content of education and training (Ibn Sino). Education
is the main task of parents, regardless of their status.
The opinions of scientists about respecting a child's
personality, studying his interests, taking into account
his natural abilities (Ibn Sino, D. Dovoni, Alisher Navoi)
are very valuable. Jan Comenius' work "The School of
Mothers" is the first systematic work on primary family
education. The main idea of "Mother's School" is to
make the primary education in the family joyful for the
child, to make his future happy, pleasant and hopeful
for the parents, and useful for the society. According
to Comensky, it is easy to start the formation of
personality "from the first age, which is the foundation
of real education.
CONCLUSION
The development of natural talent (brain, heart, hand,
language) should be carried out by the school of
mothers from the early years of the child. The issue of
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Publisher:
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Servi
sensory and mental education was first raised by Jan
Comenius. Comenius was one of the first pedagogues
of the past to pay attention to the role of folk art in the
development of speech, mastering all the beauty of
the mother tongue and its national characteristics. The
work "School of Mothers" by Jan Comenius G.
influenced the further development of family
education in Arabia and Russia.
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