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PRINCIPLES OF CHILD SPEECH DEVELOPMENT THROUGH
ENVIRONMENT INTRODUCTION
Asatova Dilyayra Bobirovna
Asian International University
Department of Pedagogy and Psychology,
Student of preschool education
https://doi.org/10.5281/zenodo.13841516
One of the main tasks of the preschool education organization is to form
the correct oral speech of children as a result of mastering the artistic language
of their people. This general task consists of the following special tasks:
education of sound culture of speech, enrichment, strengthening and activation
of vocabulary, improvement of grammatical correctness of speech, formation of
oral (dialogic) speech, development of fluent speech, education of interest in
artistic words , is preparation for teaching literacy. It is necessary to implement
the development of children's speech on the basis of an appropriate program. In
this program, the range of knowledge about the environment and the size of the
vocabulary, speech skills and skills that should be formed in children at each age
stage are determined, and it aims to educate certain qualities of the person
(approachability, politeness, modesty). should hold. The speech development
program is based on scientific principles, and it is aimed at the comprehensive
development of the child's personality with all its content. The speech
development program is implemented in the forms of the child's activity, such as
study, play, work and household activities. In the context of public education,
education is the leading means of forming a child's speech. Teaching the mother
tongue is a process of planning and purposeful development of the child's
cognitive abilities, the formation of their basic knowledge of the world around
them and the acquisition of relevant vocabulary, and the formation of speech
skills and abilities.
The main form of education for children of preschool age is training. For
didactic purposes, the following types of training can be distinguished: - training
on introducing new material; - trainings related to strengthening knowledge,
skills and abilities; - exercises related to generalization and systematization of
knowledge; - final exercises or assessment (control) exercises. It is
recommended to conduct exercises for the development of speech of children
from 1 to 3 years old in the form of didactic games, fun games, and stage
performances. They should be not only entertaining, but also educational. The
development of children's speech between 3 and 5 years old should have an
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emotional tone. It is necessary to widely use exhibitionism, game methods and
didactic games. Speech development activities for children aged 5 to 7 years
have a specific task - that is, it aims to prepare children for studying at school.
During the training, the pedagogue should develop the ability to carry out
educational activities in addition to speech tasks (to be attentive, listen to the
pedagogue's task, understand it and carry it out clearly, be able to think in front
of a group of children, respond to a peer's answer can perform the task of being
able to give a simple assessment, etc.). Positive results can be achieved if the
best qualities acquired by the child in the preschool educational institution are
continued in the family environment and the best qualities acquired in the
family are applied in the preschool educational institution. Educators should not
only see the positive results of their experience in family education, but also
support it and, on this basis, focus the attention of parents on tasks that have not
yet been solved in child education. The head is the person responsible for
planning, organizing and leading the above work. An annual plan for working
with parents will be drawn up. This plan will be discussed in the pedagogical
council. The plan includes general and group meetings, open-door days for
parents, talks and consultations, organizing exhibitions and concerts in
parenting organizations, as well as determining the times of these events and
the persons responsible for them. possible The topics and content of the work
with parents are reflected in the educator-methodist's plan and the educator's
calendar plan. A lot of work on working with parents is done by the educator -
pedagogue, because he sees more than anyone else the changes that are taking
place in the upbringing of the child and is closely familiar with the life of
children. It gives recommendations to parents on what to pay more attention to
in the education of children, preparation for school education, health care,
proper organization of food and daily routine, etc. 2. Contents of the preschool
educational institution's work in cooperation with parents. The headmaster,
team of pedagogues and parents should actively participate in cooperation
between educational institutions and schools.
Only then can the expected results in child education be achieved. The
following special forms of work are used in working with parents:
conversations, consultations, visiting families, inviting some parents to the
preschool, using separate memorabilia and portable folders. The purpose of
visiting the child's home is to learn about the family conditions, the child's
behavioral interests in the family, to get to know the parents and family
members, as well as to introduce the parents to the effective methods of child
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education, and to study and publicize the positive experience of the family in
child education. The educator should go to the child's house not as an inspector,
but as a friend, a helper in the difficult task of raising a child, and should treat
family members with kindness and courtesy. Before each visit to each family, the
educator should set a clear goal and determine in advance what topic he will talk
about. Questions to parents should be carefully thought out. The conversation
should be structured in such a way that the tutor and parents understand each
other well, and there should be a reliable communication between them. Before
visiting a family, the educator should have certain ideas about this family (the
character of the parents, family relations, the child's level of development). In
order to gain the respect and trust of the parents, the educator first learns the
opinions and comments of the parents about the positive qualities of the child
and how to organize the life of the child at home, what can be read and told to
him, the child's schedule, can make recommendations on the content and
methods of educational work, such as involving him in family work, raising him
in the spirit of respect for adults. Of course, the educator's work with the family
takes into account the child's age, capabilities, and unique characteristics. The
purpose and content of the visit to the family should be reflected in the
educator's plan and report, as well as in his diary. The content of the work
carried out with parents is varied, and it is necessary to discuss some issues
together. For example: the role of the family in raising children, the role of
parents, laws on preparing children for school; on the annual work plan of pre-
school education institutions; the issues of the work of the parents' community
are among them. Forms of work such as groups of parents and general meetings,
consultations, conferences, parents' evenings for discussing this issue as a team
are included in the forms of team work. Parents meeting. Parents of all groups of
children, parents of parallel groups and parents of children of one group can be
invited to the meeting of parents. At the general meeting, parents will be
introduced to the tasks of comprehensive development and upbringing of
children of preschool age, this year's plans, activities of the parents' committee,
best practices in family education. At the meeting, the headmaster or a
Methodist educator will give a speech, parents will speak, and children will
speak. These allow to identify achievements and shortcomings in education,
strengthen family and public relations, increase the responsibility of parents for
the education of their child, and arouse interest in preschool educational
institutions. At the meeting of parents in the group, the issues that are relevant
for the parents of children of this age are discussed. For example, if the topic of
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the general meeting is "The role of the family in moral education of children",
then this topic will be complicated in the meeting held in the middle group, and
the topics will be "Joint work of educational institutions and the family in raising
diligence in children", "Education of respect for adults in children" and etc. can
be. A lecture prepared for parents can be combined with children's work, a film
on a related topic, and viewing slides.
Used literature:
1.D.R. Babaeva “Nutq o‘stirish nazariyasi va metodikasi” T.: “Barkamol avlod
fayz” 2018y. Darslik.
2. Sodiqova Sh.A.Maktabgacha pedagogika.T.:Tafakkur bo’stoni 2013y.
3.”Ilk qadam” davlat dasturi (takomillashtirilgan), -T.: 2022 y.
4.Qodirova F.R, Toshpo’latova Sh.Q, Kayumova N.M., Agzamova M.N.
“Maktabgacha pedagogika” T.: Tafakkur, T- 2019. Darslik.
