Global dunyoda ilm-fan va ta‘limdagi innovatsion
rivojlanishning zamonaviy trendlari 15 dekabr, 2022 yil.
140
Abstract:
In this article, you can find solutions to a number of issues, such as improving
the methodology of dialogical speech development of preschool children based on a
variable approach.
Key words:
preschool age, leadership activity, speech theory, speech technique,
dialogical speech, manological speech, variant approach, the object of research.
Analysis of general approaches to speech as an object of scientific research
allows us to draw conclusions about the extreme complexity and versatility of
this phenomenon, the study of which is extremely important for understanding all
aspects of psychic development.
“Speech as a specific activity does not stand alongside other types of activity,
it occupies a central place in the process of psychological development...”
(A.N. Leontyev). By comparing these approaches that describe the language from
different points of view, it is possible to distinguish general features of speech as
an object of scientific study.
Speech
is a process of using language (I.A. Zimnyaya, V.M. Solnsev). Speech
activity of the subject includes language and speech as an internal tool and
methods of its implementation.
Speech is a mental phenomenon, a property of
a person with individual
characteristics, which develops in the conditions of certain interpersonal cooperation
of people. Unlike language, it is a phenomenon of people’s social property that
develops in socio-historical conditions. Works on linguistics, psychophysiology
allow us to talk about the fact that the issue of speech semantics is given priority in
modern research (T.N. Ushakova, A.M. Shakhnorovich), and the increasing interest
in test development on these problems. Psychophysiological studies studying the
mechanisms of speech activity are an interesting and promising field of science.
TURAPOVA RANO BARATOVNA
Termez State Pedagogical
Institute Teacher of Theory of
Preschool Education Department
ranoturapova@7gmail.com
DEVELOPING
DIALOGIC SPEECH
OF PRE-SCHOOL
CHILDREN ON THE
BASIS OF A VARIATIVE
APPROACH
https://doi.org/10.47689/STARS.
university-pp140-144
STARS International University
141
N.I. Jitkin was the first to raise this problem. According to him, “the mechanism
of speech is a living, flexible and constantly improving mechanism”. When
analyzing the mechanisms of speech activity, scientists are based on the concept
of N.I. Jitkin, on the one hand, and on the other hand, the basic rules of the
approach to human speech behavior from the point of view of activity, comparing
the mechanisms with the stages of speech activity. Last decade, the problem of
“language ability” has been intensively discussed by linguists and psychologists,
where language ability is understood as “individual characteristics that help to
quickly form skills and abilities in mastering the language system” (F. DeSaussure,
L.V. Sherba, J. Green, M.K. Kabardov, V.I. Markova et al.).
As a promising task of psychological research of speech, the construction of
a conceptual model of human speech ability is considered as a psychological
phenomenon (T.N. Ushakova). The following phenomena should be explained in
the model: the transmission of thought through speech (i.e., the problem of speech
semantics), in which the use of grammatical rules (i.e., language activation), the
activation of the acoustic channel, as communication and social communication.
the use of speech, the presence of the ability to describe all these operations in
coordination with brain movements.
We refer to the concept of “Speech development” based on the above-mentioned
ideas and descriptions regarding speech understanding. “Speech development is
a change from simple to complex, from bottom to top; the gradual accumulation
of quantitative changes is a process that leads to the occurrence of qualitative
changes”. Teaching children’s mother tongue and developing their speech has a
special place in the educational work of a preschool educational institution.
Tasks for the development of preschool children’s speech are as follows:
– Educating sound culture of speech;
– Vocabulary enrichment, strengthening and activation;
– Improving the grammatical correctness of speech;
– Teaching oral (dialogic) speech;
– Development of fluent speech;
– Cultivating interest in the artistic word;
– Preparation for learning literacy.
Ushinsky, describing the speech of children under 6 years of age, emphasized
some of its features, for example, the incomprehensibility of sound, insufficient
vocabulary, and lack of interdependence.
He suggested various forms of training with children:
• stories from children’s lives;
• exercises that help the child to see the properties of things, and by the age of
6 to compare pairs of things, to find commonalities and differences between them;
• storytelling based on pictures, which teaches children to answer questions,
and then to tell a story fluently, clearly and freely;
• practical exercises that prepare children to read and write.
K.D. Ushinsky’s teaching about language and its role in the spiritual formation of
the child is important for distinguishing the methodology of speech development
as an independent science.
1. The theoretical foundations of the teaching methodology about the language
and its formation were developed; its role in the development of every person was
Global dunyoda ilm-fan va ta‘limdagi innovatsion
rivojlanishning zamonaviy trendlari 15 dekabr, 2022 yil.
142
shown, which made it possible to justify the leading position of the mother tongue
in the development and upbringing of children.
2. The development of children’s speech is considered as a long-term process of
mastering the child’s native language, its content and forms. This complex process
requires proper and active leadership by the teacher.
3. The main rules of guiding the process of teaching the mother tongue: the
goals of the primary teaching of the mother tongue; content and form of their
implementation; the importance of demonstrativeness in the development of
speech are elaborated and justified.
4. Work methods that ensure the development of the child’s speech together
with his thinking, spiritual and aesthetic feelings are shown.
K.D. Ushinsky writes: “When a child learns his mother tongue, he learns not
only conditional sounds. Perhaps the spiritual life and power of the mother
tongue were not absorbed from the mother’s breast. He explains nature to the
child in a way that no other naturalist can, he introduces the character of the
people around him, the society in which he lives, its history and aspirations in
a way that no other historian can; He brings the child to folk customs and folk
poetry in such a way that no other esthetician is capable of this, and finally,
he gives the child such logical concepts and philosophical views that no other
philosopher in literature is capable of this. In these words of the great pedagogue,
not only the results of mastering the mother tongue, but also the method of
learning it: “not only teaches a lot but also surprisingly easy, teaches based on
some unachievable method” confidence in the teacher’s language is shown.
Thus, while helping children to master certain artistic work in their native language,
the pedagogue also fulfills the task of comprehensive education.
Dialog is taught in special classes (1-2 classes per month); During the day at the
preschool educational institution, the child freely communicates with the teacher
and other children. At home, adults should engage in dialogue with the child on
various topics.
Teaching dialogic speech (or oral speech) usually takes place in the form of a
conversation, that is, in the form of an exchange of ideas between an adult and
a child, and between children themselves. Special classes on the development
of dialogic fluency are conducted on the basis of the conversation method
(conversation) and the imitation method.
These methods are often implemented using the following methods:
• Preparatory conversation (speech) methods;
• Theatrical methods (imitation, retelling). The prepared interview has the
following tasks:
• Directly – to encourage children to talk, that is, to listen without interrupting
the interlocutor’s words, to hold back while waiting for a convenient moment to
take a bite, to speak in a way that is understandable for the interlocutor;
• Companion – practicing pronunciation and grammar skills, clarifying the
meaning of certain words.
During the conversation, the educator uses various methods, such as questions,
riddles, and artistic words. All these methods help to direct the process of acquiring
knowledge during the conversation, ensure speech communication, and activate
STARS International University
143
children’s thoughts, their attention, memories, and emotions. But the leading
method of conversation questions. The success and pedagogical effectiveness of
talking with children depend largely on the right questions. Asking questions and
knowing how to increase gradually the complexity and difficulty of his answer is
one of the most basic and necessary pedagogical habits. Asking questions means
setting a task for children to think verbally at a level that is within their power. At
the same time, it should not be made too easy, because the purpose of setting
such tasks is to encourage children to think and remember. Depending on what
thought-speech tasks they set, questions can be divided into reproductive, search
and problem questions.
Dialogue – conversation is the main form of communication of the child with
adults and peers. Teaching in a preschool educational institution is carried out in two
ways: a) through free speech communication; b) in special training. More dialogue
appears in free speech communication, and it is the basis for the enrichment of
children’s vocabulary, the natural development of pronunciation and grammatical
skills, and the basis for acquiring fluent speech skills.
REFERENCES:
1. Toshpo‘latov F.U. et al. Bolalarni o‘yin texnologiyalari asosida kasb-hunarga
qiziqishlarini shakllantirishda rivojlantiruvchi o ‘yinlar // Science and Education. –
2021. – Т. 2. – №. 4. – С. 487–491.
2. Тошпулатов, Фахриддин Уралович и Р.Б. Туропова. «Игры, которые раз-
вивают интерес детей к профессии на основе игровых технологий». Наука и
образование 2.4 (2021): 487–491.
3. Turopova Ra’no Barat Kizi T.R.B. Game technology in preschool and primary
education. – 2022. International Scientific Research Journal May 2022.
4. Turopova Ra’no Barat Qizi Scientific and Theoretical views of Scientists about
Game Activity European journal of life safety and stability 13.2022 january.
5. Turopova Ra’no Barat qizi Maktabgacha yoshdagi bolalarning badiiy
estetik madaniyatini o‘yinlar orqali shakllantirish Eurasian journal of law, finance
and applied sciences https://doi.org/10.5281/zenodo.6341593. Volume 2.
Issue 02 February 2022.
6. Uralovich, Toshpulatov Fakhriddin. “Conducting classes on fine arts based on
information and communication technologies”. International Engineering Journal
For Research & Development 6 (2021): 3-3.
7. Toshpulatov F. Use of geometric patterns and their types from eliminations
of drawing and applied art in architectural facilities // Физико-технологического
образование. – 2022. – Т. 1. – №. 1.
8. Toshpulatov, Fakhriddin Uralovich, Ramazon Erkin Ogli Norqochkarov, and
Khayriniso Nurmumin Qizi Mahmudova. “The relationship of folk application art
with the science of drawing”. Academic research in educational sciences 2 (2021).
9. Toshpulatov, Faxriddin. “Qadimiy grix va o‘simliksimon (Islimiy) naqsh
elеmеntlarining geometrik tahlili”. Физико-технологического образование
4 (2022).
10. Tashimov N.E., Toshpulatov F.U. Activating Students in Building Intersection
Line by Quadratic Transformations Method // www.auris-verlag.de. – 2018. – 2018.
Global dunyoda ilm-fan va ta‘limdagi innovatsion
rivojlanishning zamonaviy trendlari 15 dekabr, 2022 yil.
144
11. Toshpulatov F. Qirqim va kesim bajarishda oquvchilarda tipik xatolarga yol
qoymaslik ko‘nikmalarini rivojlantirish // Физико-технологического образова-
ние. – 2022. – №. 4.
12. Toshpulatov F. Qadimiy grix va o‘simliksimon (islimiy) naqsh elеmеntlarining
geometrik tahlili // Физико-технологического образование. – 2022. – №. 4.
13. Toshpulatov F. Oliy ta’lim muassasalarida chizmachilik fanini o‘qitishning
hozirgi kundagi holati // Физико-технологического образование. – 2022. – №. 4.
14. Urolovich T.F. Chizmachilik darslarida amaliy san’at elementlaridan foydalanib
tarkibida tutashma elementlar qatnashgan naqsh namunalarini chizish // Eurasian
Journal of Law, Finance and Applied Sciences. – 2022. – Т. 2. – №. 2. – С. 158–162.
