European International Journal of Pedagogics
84
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
84-87
DOI
OPEN ACCESS
SUBMITED
23 February 2025
ACCEPTED
20 March 2025
PUBLISHED
22 April 2025
VOLUME
Vol.05 7ssue04 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Effective Methods of
Developing Speech in
Kindergarten Children with
Hearing Impairments
Through Stage Plays
M.Kodirov
Associate Professor, Department of Clinical Fundamentals of
Surdopedagogy and Special Pedagogy, Faculty of Special Pedagogy and
Inclusive Education, Tashkent State Pedagogical University named after
Nizami, PhD, Uzbekistan
Abstract:
This article will cover the content of speech
development in preschool-aged children with weak
hearing in a theorized means of play. In the theorized
play tool reveals the development of speech in children
with impaired hearing in preschool age.
Keywords:
Theatrical game, weak-minded preschool
children, speech, development, activity, personality.
Introduction:
Staged activities of preschool children are
a new pedagogical concept, and researcher N.A.
Vetlugina emphasizes that the aesthetic and artistic
nature of staged games develops children's creative
imagination. L.V. Artemeva, L.V. Voroshnina, L.S.
Vygotsky, R.I. Zhukovskaya, N.S. Karpinskaya, A.N.
Leontyev and other scientists have determined that
staged activities have a significant impact on the
development of such qualities of a person as initiative,
independence of imagination, and the ability to identify
specific phenomena in events and phenomena. The
importance and uniqueness of staged games is
associated with the perception, understanding of the
artistic image and its impact on the individual. Theater
is one of the types of art that children can master, and
helps to solve the current problems in pedagogy and
psychology related to:
- artistic education and upbringing of children;
- the formation of aesthetic taste;
- moral education;
- development of communicative qualities of the
individual;
- education of will, development of memory,
European International Journal of Pedagogics
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European International Journal of Pedagogics
imagination, initiative, fantasy and speech;
- creation of a positive emotional environment, relief
of pressure, resolution of conflict situations through
play.
The educational potential of staged activities is very
wide. It allows to reveal the creative activity of the
child, to educate the personality in a creative direction.
Children learn to identify interesting ideas in the world
around them, to apply them to their own artistic
images, to create their own artistic images, developing
in them creative imagination, associative thinking, the
ability to see unusual and original things. Staged play is
one of the bright emotional means of forming the
artistic taste of children. Collective staged activities are
aimed at fully influencing the child's personality,
supporting him, encouraging independent creativity,
and developing leading psychological processes. They
help the individual to understand and express himself,
create conditions for socialization and social
adaptation, develop communication skills, and help
him experience feelings of satisfaction, joy, and
success.
Through staged games, it is possible to provide moral
and aesthetic education to preschool children. Staged
activities are one of the most effective means of
involving preschool children in works of art or folk oral
art, and through their performance, children acquire a
number of positive moral and aesthetic qualities.
In staged games, children's emotional development
takes place: children get acquainted with the inner
experiences and moods of the heroes of the work,
master their reflection, and understand the reasons for
this or that mood. The importance of staged games in
the development of speech (dialogical and
monological speech, improving the expressiveness of
speech) is very great. Also, staged games are a means
of self-expression and self-expression of the child.
Participating in staged games, children with hearing
impairments get acquainted with the surrounding
world and the colorfulness of sounds through images,
skillfully posed problems teach children to think,
reason, analyze, draw conclusions and generalize.
Speech is inextricably linked with mental development.
In the process of staged games, the child's vocabulary
is imperceptibly activated, defects in the pronunciation
of sounds are eliminated, the pronunciation of sounds
is improved, and the melodiousness of speech
increases. The role played by children, the speech
uttered, imposes on the child the need to express it
fluently, clearly, and clearly. This improves the child's
dialogical speech, its grammatical structure. Staged
activities are a source of development of the child's
feelings and inner experiences. Staged games develop
the child's emotional sphere, leading him to empathize
with the characters. Dramatized games also serve to
form social skills in behavior, because any work of art or
fairy tale for preschoolers always has a moral direction.
Favorite heroes serve as models for children to imitate.
It is precisely the child's imitation of this favorite hero in
relation to the image that has a positive effect on the
formation of personal qualities in him. In addition,
dramatized activities allow the child to solve many
problems directly with the help of a character. This helps
to eliminate timidity, lack of self-confidence, shyness.
Collaborative Staging Game Activity is an ancient type of
collaboration. In it, everyone is equal: the child, the
teacher, mothers, fathers, grandparents. Playing with
adults, children acquire valuable communication skills.
Staging activities are not included in the organizational
system of teaching children in kindergarten. Educators
mainly use them to organize holiday matinees and to
increase the creative activity of children. In everyday
life, they are organized unsystematically, briefly, in a
group according to their own wishes to do something
interesting. Some educators do not use staging games
at all. Nevertheless, this type of activity is capable of
solving a number of educational, speech, social,
aesthetic problems, and developing children's cognitive
activities. In the development of the cognitive sphere:
- Develops ideas about reality in all its aspects
- Observes the movements of animals, natural
phenomena
- Ensures the connection of construction activities with
staged games, ensures the development of spatial
imagination, creative activity, intellectual initiative;
- Develops memory, rich imagination, teaches to plan
one's activities to achieve the desired result.
In the field of social development:
- Forms positive emotional relationships when working
with children;
- Cultivates an understanding of culture in adults and
children
- Develops the skills of communicating in accordance
with the moral laws and rules existing in society
- Develops feelings
In the development of the speech sphere:
- Develops monological and dialogical speech
-
Enriches
vocabulary:
figurative
expressions,
comparisons, synonyms, antonyms.
- mastering the means of communication
In the development of the aesthetic sphere:
- communicating with fiction
- developing the forms of imagination underlying the
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European International Journal of Pedagogics
description of an artistic image;
- mastering their design activities in modeling elements
of costumes, decorations, attributes
- creating an expressive artistic image
- developing spatial imagination based on projective
imagination, creative logic, and the ability to foresee
the result.
- organizing teamwork in creating multi-figure plot
compositions.
- teaching them to independently find methods and
means of depiction.
In the development of the motor sphere:
- coordination of movements and accompanying
speech.
- development of the ability to instill mood, character
and image in creative movements
- support in etudes, expressive performance of the
main types of movements with musical movement
improvisations.
The content of staged activities includes the following:
- Watching puppet theaters and talking on this basis;
- Dramatized games;
- Exercises for the development of the social-emotional
sphere of children;
- Correctional-developing games; exercises for working
on diction (articulatory gymnastics);
- Tasks for the development of the melodiousness of
speech;
- Games of becoming something ("learning to control
your div"), figurative exercises;
- Exercises for the development of children's plasticity;
- Rhythmic moments (logorhythmics);
- Finger game trainings that develop the necessary
hand motor skills for free control of puppets;
- Exercises that develop elements of expressive
mimicry, pantomime art;
- Staged etudes;
- Separate exercises on culture during dramatization;
- Preparation (rehearsals) for the performance of
various fairy tales and scenes and their performance;
- Acquaintance not only with the text of the fairy tale,
but also with the means of its dramatization - gestures,
mimicry, movements, costumes, stage decorations
(decorations), etc.
Tasks of staged activities for the development of
speech
Middle group.
Enrich and activate the vocabulary of children. Teach to
identify and say the location of stage characters,
objects, decorations, describe the mood and emotional
state of stage characters. Strengthen the correct
pronunciation of vowels and consonants.
Improving the correct pronunciation of words and word
combinations. Forming the expressiveness and
intonation of speech. Developing children's dialogical
speech in the process of staged game activities.
Senior group.
Continue to enrich and activate children's vocabulary,
use nouns, adjectives, verbs, adverbs, numerals,
pronouns in speech, strengthen the correct
pronunciation of all sounds. Improve the intonational
expressiveness of speech. Continue to teach children to
use direct and instrumental speech in the staging of fairy
tales. Develop dialogic and monologic speech and
speech forms. Improve the skills of coherent and
expressive retelling of fairy tales without the help of
adults.
Preparatory group.
Continue to activate and clarify children's vocabulary.
Expand vocabulary with the names of objects, actions,
signs. To strengthen the correct pronunciation of all
sounds, continue to work on diction and intonational
expressiveness of speech.
Improving dialogic and monologic forms of speech.
Cultivating a culture of speech communication. One of
the main conditions for the successful mastery of staged
games by children, improving speech, is the cooperation
of parents and educators. The development of speech is
inextricably linked with the formation of the child's
thinking and imagination. The gradually formed ability
to compose simple, but interesting stories in content, to
correctly construct sentences grammatically and
phonetically serves to master monologic speech and, at
the same time, is of great importance for the full
preparation of the child for school education. Also, in
preschool age, children's vocabulary gradually expands,
but for its quality, the direct participation of adults is
required.
Accordingly, it can be concluded that staged games can
be used as a powerful, but optional, pedagogical tool in
the development of speech, because the child feels
independent and free during the game.
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