Volume 04 Issue 02-2024
17
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
17-24
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article written on the topic "Fairy tale-based speech development techniques for children", offers suggestions for
helping young children learn how to connect speech. The article aims to clarify the significance of fairy tales' influence
on children's speech development. The article also emphasizes the concepts of the instructor organizing the speech
development process while taking the pedagogical process into consideration.
KEYWORDS
Fairy tale, speech, children of preschool age, knowledge, teaching literacy, development of speech.
INTRODUCTION
Every person's ability to successfully participate in
society depends on their ability to read, write, and
speak correctly. It is common knowledge that the
population's level of literacy has a significant impact on
how modern civilization develops. Human literacy
affects the quality of a person's future existence and
enables them to function well in the current era of fast
technological advancement. Therefore, having literacy
is equivalent to having the key to knowledge.
CONNECTED SPEECH TEACHING FOR PRESCHOOL
CHILDREN
Written, verbal, and behavioral symbols make up the
system of speech. It is typical for speech to develop
Research Article
FAIRY TALE-BASED SPEECH DEVELOPMENT TECHNIQUES FOR
CHILDREN
Submission Date:
February 01, 2024,
Accepted Date:
February 06, 2024,
Published Date:
February 11, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue02-04
Kakhkharova Ozoda
Teacher of the International Innovation University, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 02-2024
18
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
17-24
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
progressively, or in steps. It is a system designed to
facilitate communication between individuals. Pre-
linguistic development is the earliest stage of a child's
life, during that period he expresses his demands
through crying and div language. Linguistics is the
next stage. During this period, speech becomes the
most common form of communication. Before they
can speak, most children understand certain concepts.
Receptive speech is the term is referred to as this.
Speech that describes concepts and events comes
before expressive speech, known as receptive speech.
A child's language and speech development depends
on his overall cognitive development, social, receptive
and neuromuscular development. The quantity of
words a child hears impacts the way they develop their
speech.
The following problems with teaching the mother
tongue are also resolved by the development of
connected speech in children:
1) vocabulary exercises (large vocabulary and being
able to use it to completely and effectively convey
ideas);
2) grammatically correct speech formation (using
following and related conjunctions, numbers,
adjectives, and agreement suffixes appropriately while
expressing one's opinions in a simple and general
manner);
3) education in the sound culture of spoken expression
(meaningful, clear and fluent speech).
Dialogic and monologic speech are the two different
forms of in speech, and each has unique
characteristics. Dialogic speech is characterized by
incomplete (brief) responses to queries posed in a
conversation between two or more people.
A monologue is the speech of one person, and it needs
the speaker to have a wide-ranging, coherent, cohesive
idea.
Monologic speech formation begins with teaching and
developing speech in children. Middle-aged children's
development of connected speech is greatly
influenced by the presence of up to 2,500 words in
their vocabulary and the activation of those words.
Young children's comprehension of speech improves;
they can follow adult instructions, complete verbal
tasks, and comprehend basic concepts in simple
literary works. With the help of adults' verbal
explanations, speech becomes an instrument for
communication as well as for education. The elder age
group of children has more developed connected
speech. They acquire abilities including discussing,
summarizing, and formulating conclusions. They have
the ability to provide concise, detailed responses to
dialogic speeches and queries. It becomes apparent
that asking the right questions can help build skills like
making appropriate allusions and correcting and
completing a friend's response.
The capacity to recognize the most significant cues
from things or situations starts to develop. Children
between the ages of five and six actively participate in
discussions, debate, and argue for what they believe to
be true. They also try to persuade their friends. In order
for children to acquire conversational communication,
they must be instructed taught to listen to and
comprehend adult speech, respond to questions,
express their opinions in front of other children and
listen to the opinions of others. Teaching children to
narrate stories is an effective way to achieve
connected speech development.
Volume 04 Issue 02-2024
19
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
17-24
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
A monologue
is a speech delivered by one person and
is more complex than a dialogue. One person gives a
speech and the others listen to a monologue. In order
to focus on the structure and content of a monologue
speech, one needs to have a strong recall. Thinking is
also necessary for monologue speech.
In terms of language (linguistics), monologue speech is
more complicated. It is essential to use simple
language and popular terms in the monologue in order
to the audience can understand it.
The formation of monologue speech in children is
related to the development of their logical thinking. In
addition, in order for a child's speech to turn into a
monologue, he must have mastered the vocabulary
and grammar of the language. Psychologists say that
monologue speech appears in children from the age of
five.
The following is said by psychologist D.B. Elkonin: "A
child's attempt to communicate his plans (intentions)
to adults is reflected in the differentiation of speech
form and function (service) due to changes in lifestyle,
the development of new relationships with adults, and
new activities." A new form of speech appears -
reporting in the form of a monologue, telling a story
about what one sees and hears, "in the process of
teaching children to tell stories, it solves various issues
of proper education, helps mental development. Story
while doing it, logical thinking, attention is developed,
speech is grammatically formed, behavior and skills of
speaking in front of the team are formed.
In this regard, the tasks and content of work for
teaching children to tell stories are established for each
age group in the MTT educational program. Children in
this group learn how to narrate well-known stories and
fairy tales (with the aid of the teacher's questions and
the pictures in the book, later on their own); they also
learn how to repeat a story (usually in three to four
sentences) based on the information contained in a
picture, object, or toy; and they take part in the acting
out of familiar fairy tale excerpts.
The tasks of teaching stories and its content becomes
more complicated in middle groups. Children in this
group are taught to autonomously recreate fairy tales
and well-known stories during the first half of the year
in order to portray the dialogue of the work's heroes.
Children are taught to listen to famous tales and stories
in the second half of the year, to comprehend the
words and traits of the characters in them, to pay close
attention to their friends' narrators as they explain the
work's content, and to identify instances in which they
have misrepresented the work's text.
Colloquial speech
is a fairly simple form of oral speech,
which is supported by interlocutors. Speakers
understand each other using various means
(expressive means, eye gaze, gestures, intonation,
etc.). The subject (item, object) to be discussed
becomes known to the speakers. This form of speech
is syntactically very simple: exclamations and
exclamations are used from unfinished sentences;
Connected and comprehensible communication is
essential for conversation. Preschoolers receive
instruction from adults while they learn spoken
language. Children ages 2-3 are prone to become
distracted from the subject of discussion. They still
struggle with poor thought processes, memory, focus,
vocabulary, and speech grammatical accuracy.
Language development, cognitive function, memory
Volume 04 Issue 02-2024
20
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
17-24
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
and focus, vocabulary, and speech morphology all have
a role in dialogue speech development in children.
Four to five-year-olds start to progressively articulate
their ideas in a comprehensive and expansive manner.
They begin asking a lot of questions (Why? Why?) as
they speak. Children as young as five years old can talk
for extended periods of time. During the conversation,
the youngster responds to inquiries, pays attention to
the other person, and so on.
The first and second groups in the "First Step"
educational program are required to do the following
activities and requirements for conversational
communication: they must learn to ask questions,
listen to and comprehend the teacher's speech, and
develop the ability to answer questions confidently.
The objectives for their conversational speech in the
medium- and large-group programs get more complex:
they must actively participate in the conversation,
comprehend the questions posed on the subject and
be able to respond succinctly and completely, and they
must pay closer attention to the responses of their
fellow participants.
The impact of fairy tales on child speech development
.
In the field of world folklore studies, the analysis of
fairy tales from a historical-typological and historical-
comparative perspective has always been viewed as a
significant theoretical approach. The historical
background, storytelling, and artistic development of a
country's folktales have a complex connection to those
of other countries. During the establishment of
economic, cultural, trade and territorial relations
between peoples, folklore traditions come into contact
with each other. As a result of various events such as
the Arab conquest of Central Asia, the passage of trade
caravans along the Great Silk Road to Eastern
countries, and the translation of literary, scientific,
moral, and religious works, many themes from Arab,
Persian, and Indian fairy tales have become part of
Uzbek folklore. Arab storytellers' epic repertory had a
significant transformation in the next 1st and 2nd
centuries, according to folklore materials from the
Arabs of Central Asia (such as stories from the Arabs of
Bukhara). This has primarily to do with the Turkish
translation of the collection of Arab folktales "Alf Layla
Valaila".
A number of Arabic fairy tales from the "Thousand
Nights" collection were translated into other
languages throughout the 15th and 16th centuries.
These tales immediately became part of the Turkish
epic heritage and disseminated among the populace
through the creative medium of fairy tales.
"One Thousand and One Nights" is a highly valued
literary work among our people. In actuality, the
impact that the collection of Arab folktales "One
Thousand and One Nights" had on the composition
and stylistic advancement of numerous folktales.
Every fairy tale has a unique concept. For instance, the
fairy tale "Turnip" makes sure children get the concept
that "strength is in unity" and helps them think and
recount stories in order. Furthermore, Zumrad's good
deeds and diligence are exalted in the fairy tale
"Zumrad and Kimmat," to the point where the forest's
flowers and trees appear to welcome her. Kimmat is
portrayed as a sluggish, dull girl. She is therefore
punished at the end of the story. In this approach,
children learn about good and evil listening to the fairy
tale.
Volume 04 Issue 02-2024
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International Journal of Pedagogics
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VOLUME
04
ISSUE
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P
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:
17-24
SJIF
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FACTOR
(2021:
5.
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(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
They rarely take part in asking questions themselves.
Readind aloud fairy tales during classes and retelling
them to children has a great impact on the growth of
speech culture. The telling of fairy tales by children
using various visual aids is also important in
strengthening their worldview and imagination.
There are particular tasks for a child's speech
development at each age. These tasks get increasingly
difficult as one's comprehension of literary works
increases.
Here are some ideas for introducing fairy tales
in small groups. The instructor's duties during small-
group instruction are as follows:
1)
stimulating children's curiosity in fairy tales;
2)
helping them to grow in their ability to listen,
comprehend, and pay close attention to how things
unfold; and
3)
responding to inquiries regarding the details of
the fairy story;
4)
to acquire abilities such individually and
subsequently with the teacher, repeating stories and
fairy tales without straying from the subject matter;
5)
to develop children's interest in works of art.
The educational program "Ilk Qadam" states that fairy
tales should be introduced to children at an early age.
It's necessary to teach children early on how to
differentiate fairy tales from other literary genres.
The teacher should tell the children that a fairy tale is a
genre of fiction. For example, "Today I will tell you a
fairy tale."
When children in the small group learn about the
creative work's genre, they instantly recall that stories
like "Masha and the Bear," "The Greedy Dog," "The
Cat, the Rooster and the Fox," and "The Wolf and the
Goat" are fairy tales. Retelling stories to preschool-
aged children instead of reading them aloud from a
book will have a greater emotional impact and aid in
their comprehension of the story's core idea. Children
are asked to retell the sections of the story that they
found most fascinating after it has been told.
It's advised that children read short stories. While
asking a child this age a lot of questions is not suitable,
you should ask them two or three to find out which
words kept in their memory and how well they
understood the story's content.
Children are repeatedly read and told well-known
stories throughout the year. This makes the fairy tales
more memorable to the kids for a longer period of
time.
The perception of fairy tales is the subject of research
in the intermediate group. Now, children in this age
group start to comprehend fairy tales on a profound
level. Children attempt to articulate their connection to
the play's characters more precisely. When introducing
a literary work to this group, the instructor describes
its genre, for example, "Now I'll tell you the tale
"Golden Watermelon" from Uzbek folk tales."
Works in this category of literature have a very wide
range of themes. As well as focusing on the work's
substance, the teacher draws the students' attention
to certain aspects of literary language, such as
metaphors, similes, and artistic terms and idioms.
When presenting questions to the students, the
teacher ought to give it some serious thought after
Volume 04 Issue 02-2024
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International Journal of Pedagogics
(ISSN
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2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
17-24
SJIF
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MPACT
FACTOR
(2021:
5.
705
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(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
reading the assignment. The inquiry posed to the
children ought to assist them in accurately expressing
their thoughts and assessing the actions of the fairy
tale's characters. Children are encouraged to consider,
ponder, and develop conclusions when questions are
asked correctly.
For example, after telling the fairy tale "The Golden
Watermelon", you can ask the following questions:
"What is the story about in this fairy tale? Who and
what did you like in this fairy tale? What about the old
man who healed the stork? What about the rich man?
Did he do the right thing by breaking? Why did a golden
watermelon grow on the poor old man's lawn? What
about the rich man's lawn? How did the Stork punish
the rich man? Why did the Stork punish the rich man?"
Such questions help to determine how children
understand the content of the fairy tale and what is
their attitude towards the characters of the work.
Correct analysis of a fairy tale as a work of art increases
the value of artistic speech, prepares children for
independent storytelling. In the middle group, as well
as in the small group, work is carried out to enrich
children's vocabulary, work is carried out to strengthen
the new words learned in the training.
A big group
. The goal of the "Ilk Qadam" educational
program is to teach a large group of children how to
recognize (sense) specific characteristics of expressive
means while interpreting the content of literary and
artistic works.
Fairy tales for children are an extremely effective
instrument for educating them about morality, art, and
mental health as well as for the growth and richness of
their speech in all domains. Children learn about the
inner sensations of the personal world, the
relationships between people, and the ways in which
society and nature function through the lyrical imagery
of fairy tales. The child's emotions are developed, his
imagination is trained, and the best works of Uzbek
literature are shown to him. These examples are
diverse in terms of their impact: folk tales reveal the
expressiveness and meaningfulness of language to
children, show the diversity of speech, the richness of
humor in front of children's eyes.
The preschool education instructor faces complex
tasks such as conveying each fairy tale as a work of art
to children's minds, revealing its content, having an
emotional
attitude
towards
the
characters
participating in the fairy tales, and teaching them to
express their attitudes towards the characters
participating in the work. In order to fulfill these tasks,
the teacher himself, before introducing children to
fairy tales, must feel and understand them, and be able
to analyze their content.
Only when fairy tales can be conveyed to children in an
expressive way, it is possible to correctly perceive their
ideological content. Children's ability to understand
fairy tales does not arise by itself, it should be
developed and educated from the child's early age,
only then the child learns to listen carefully to fairy
tales and pay attention to artistic speech. Conveying
the moral and aesthetic essence of fairy tales to
children's minds is a difficult task.
Young learners in preschool are observers as well as
listeners. These fairy tales can serve as the basis for
small-group preparations for toy shows: "Alpomish",
"Goroguli" from Uzbek folk epics, "The Turnip" from
Russian folk tales, "Two Comrades and "Three Bears"
by L.N. Tolstoy for the middle group;"Crooked and
Straight", "Generous and Stingy", "Cock and Wolf" by
Volume 04 Issue 02-2024
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International Journal of Pedagogics
(ISSN
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2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
17-24
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
A. Avloni, "The Little Red Riding Hood" by Sh. Piero for
large groups.
Shadow theater arouses interest in children. Shadow
theater is a common type of dramatization of fairy
tales. Demonstrating a shadow theater has several
characteristics of reading a fairy tale or a story, a
parable: the immobility of silhouettes, the inability to
put them in a row. To expand the capabilities of the
shadow theater, several silhouettes (views) of one
character are prepared.
The teacher has to read the text for several characters.
Therefore, he should practice the ability to convey the
voice of any character to children (diction,
expressiveness of voice tone).
To introduce children to fairy tales and enrich their
vocabulary, you can use the methods of showing and
repeating the text of the slide film.
Before showing the film to the children, the teacher
sees it himself, learns to read the text expressively, and
determines which frames to show the children in
detail.
Planning and implementation of educational work is a
very important stage in the work of a preschool
teacher.
The teacher's organization of the process of speech
development and consideration of the pedagogical
process
. Children learn their mother tongue according
to certain laws, which must be considered while
organizing speech development activities. Children
must be trained to use their speech organs more
effectively in order for them to comprehend and
perceive other people's speech. As such, it is important
to plan to raise children's speech activity both inside
and outside of the training environment.
Children's story-telling and reading skills are given
special consideration in
speech development
workshops. It takes a lot of expertise and responsibility
for a teacher to teach students to repeat stories from
art, stage them, and memorize poetry.
One of the goal-oriented work plans is a monthly (4-
week) work plan for training. The consistency of
training in the monthly work plan is reflected in the
development of all components of the mother tongue
(vocabulary work, education of sound culture,
connected
dialogic
and
monologic
speech,
grammatical construction of the language). It is
necessary to develop all aspects of the child's speech
at the same time in a parallel way, because the work
tasks for the development of the child's speech are
closely related to each other. Therefore, several tasks
of developing the child's speech are solved in one
session, but one of them is considered the main one,
and the other is planned as a part of the session itself.
Children of each age group interact with their
educators in household, work, and play activities. The
educator organizes a children's game, reads works of
art or tells a story. In this process, both the good and
the bad sides of the teacher's speech are evident, and
these features are reflected in the speech of the
students.
So,
the
speech
characteristics
of
kindergarten children depend entirely on the teacher's
speech. The teacher's speech, which is always in the
center of children's attention, is a model of cultural
speech for children.
Properly organized pedagogical process should be
taken into account on a regular basis. The importance
Volume 04 Issue 02-2024
24
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
02
P
AGES
:
17-24
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
of this process is that it evaluates and analyzes the
activity of the educator and the success of the children.
The report determines the extent to which the
educator understands the work methodology, is able
to choose different work methods according to the
children's
characteristics,
and
observes
the
development process of some children's speech. The
main form of the report is the educator's writing of his
daily work. These records are short and reflect the
children's general activities (whether they actively
mastered the material or were not interested, whether
the topic is suitable for the children's age or difficult,
most of the tasks were completed correctly or
independently, etc.). At the same time, the reasons
why some subjects are difficult for children to master
are: the subject is far from the children's experience,
the teaching methods are very difficult, the conditions
are not sufficient, etc. are displayed.
The report always shows which aspects of children's
speech were practiced and improved (completeness of
the story, clarity The success of individual students is
mentioned in the report in addition to providing a
broad evaluation of the group's pedagogical efforts.
Children who, for whatever reason, are unable to
master the program material are closely watched. The
teacher sets the assignments and procedures for
future work in addition to demonstrating the caliber of
the work. Specifically, the acquisition of program
material (learning to pronounce sounds correctly,
answering questions in full, reciting poems in a lively
and expressive manner, etc.) by children with speech
impairments is also demonstrated individually. Forms
for monitoring children's knowledge and abilities and
accounting for the pedagogical process have not yet
been devised.
The instructor frequently takes part in the
examination and assessment of colleagues' work
plans, which include assignments, self-evaluations,
instructional activities, and so on. For this reason, the
mentor should create a series of fundamental inquiries
to evaluate his colleague's work schedule.
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Qodirova R M. Nutq o’stirish metodikasi.
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