Volume 03 Issue 02-2023
38
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
I
SSUE
02
Pages:
38-43
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The level of speech development significantly affects the success of school. Children with a high level of speech
development, as the rules do not have difficulties in learning, quickly master the skills of writing and reading. In
children with a low level of speech development, difficulties in communication and literacy are found. Preschool
Children’s Communication skills are vital to their overall development that lay a foundation for a successful future.
Cognition, social interaction, oral-motor development
are some of the key factors that influence a child’s
communication development. Listening, understanding and using spoken language are the most important
components of communication.
KEYWORDS
Language development, preschool children, communication, improve.
Research Article
SPEECH DEVELOPMENT OF PRESCHOOL - CHILDREN EXERCISES AND
METHODS
Submission Date:
February 14, 2023,
Accepted Date:
February 19, 2023,
Published Date:
February 24, 2023
Crossref doi:
https://doi.org/10.37547/ijp/Volume03Issue02-08
Rasulova Zamira
Teacher Of The Department Of Preschool, Elementary And Special Teaching Methods Of Namangan Regional
National Center Of Teaching New Methodologies To Teachers, Uzbekistan
Kambarova Nazira
Teacher Of The Department Of Preschool, Elementary And Special Teaching Methods Of Namangan Regional
National Center Of Teaching New Methodologies To Teachers, Uzbekistan
Aliyeva Ravshanoy
Teacher Of The Department Of Preschool, Elementary And Special Teaching Methods Of Namangan Regional
National Center Of Teaching New Methodologies To Teachers, 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 03 Issue 02-2023
39
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
I
SSUE
02
Pages:
38-43
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
INTRODUCTION
Speech development of children is one of the main
components of their readiness for schooling. The
development of language is a strong bridge for a
child’s brain and cognitive development. Yarrow’s
studies reveal that “having
a huge terminology
increases creativity and helps the individual come up
with new ideas.
1
Speech is a means of acquiring
knowledge,
developing
all
mental
functions,
expressing oneself and knowing others, the main
means of communication. How can a preschooler
improve speech? How Can Parents Help?
1.Focus on communication. Talk with your baby, sing,
and encourage imitation of sounds and gestures.
2.Read to your child. Start reading when your child is a
baby. ...
3.Use everyday situations. To build on your child's
speech and language, talk your way through the day.
LITERATURE REVIEW
Communication is a social activity based on interaction
and means to share experiences, feelings and
activities. It is based on participation and mutuality.
The need for a functioning communication is decisive
for a child’s health and wellbeing.
2
Speech activities
may include games, specific words and language to use
during play, flashcards or worksheets. Of course, many
speech activities can happen at home, as well. Parents
can engage in speech activities with children
1
Yarrow, L. J. (2014). Development course on parental
stimulation and its relationship of mastery motivation during
infancy. Developmental Psychology, 20.
2
Brodin, J. (1991).
Att
tolka
barns
signaler.
Gravt
utvecklingsstörda
flerhandikappade
barns
lek
och
anywhere, at any time. There is a variety of methods
that can be used to stimulate children’s language
development.
Methods
of
teaching
speech
development are defined as the way in which
educators and children work, ensuring that children
acquire speech skills and abilities. There are three
groups of methods - Visual, Auditory and Kinesthetic -
that can be conventionally distinguished in the method
of teaching the native language.
Visual methods are used in kindergarten much more
often than other methods. Children that understand
and learn best when information is presented to them
visually. These children love picture books, maps, and
cartoons. Seeing information helps these students
visualize concepts taught. There are many different
visuals for kids that can help the teacher explain the
study material, engage the children in the learning
process and invite participation. Some of these are
flashcards, puzzle boards, storybooks, and timelines.
Let’s see how you can use First/Then boards and
schedules to help children learn, for example.
Discussion and result.
Activity . First/Then board. They help teach logical
sequences of events, e.g., “First wash hands, then
eat.” They visually clarify step
-by-step instructions.
They also help motivate children to engage in less-
preferred activities, knowing that a preferred activity
will follow.
kommunikation
[To interpret children’s signals. Play and
communication in children with profound and multiple
disabilities] (Dissertation). Stockholm University, Department
of education.
Volume 03 Issue 02-2023
40
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
I
SSUE
02
Pages:
38-43
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Auditory methods that understand and learn best
when information is presented to them in an auditory
manner. Kanar argued that auditory learners like
listening and speaking, have compatible personalities,
and have difficulty in following written instructions.
They have to listen to an explanation and hear it to
understand and learn. These people do not necessarily
paint in their minds as visual learners do; on the
contrary, they filter through the ability to listen and
replicate incoming information
3
. Hearing information
helps these students internalize concepts taught.
These children usually enjoy music and pay attention to
sounds. They prefer to tell them what to do. They enjoy
talking and listening to conversations. Children who
are auditory learners often love music and can
remember the words to songs they hear.
Kinesthetic methods children that understand and
learn best when information is presented to them
kinesthetically. Using their hands or bodies helps these
students experience the concepts taught. Children
who are kinesthetic tend to describe that their minds
3
Kanar, C. C. (1995). The confident student. Boston: Houghton
Mifflin Company.
work more effectively when they are engaged in
physical activity. Maal says “Kinesthetic learners need
movement and action,” therefore teaching kinesthetic
learners requires active, creative lesson planning
4
.
Kinesthetic Learning can be a LOT of fun. Bodily
Kinesthetic Intelligence can be used for learning in non-
traditional ways.
These requirements include new aspects of the child's
speech, features necessary for him to solve various
communicative issues. The speech of a child of
kindergarten age begins to perform the function of
establishing social relations. For this, it is necessary for
the child to develop internal speech and develop a
monologic character. An important feature in the
development of a child's speech at preschool age is
that speech becomes a tool of thinking. There are 2
important aspects in the growth of a child's vocabulary
- quantitative and qualitative aspects. According to D.
B. Elkonin, the quantitative growth of vocabulary
depends directly on the child's life conditions and
upbringing. In recent years, in studies devoted to the
4
Maal, N. (2004). Learning Via Multisensory Engagement
Association Management, November, p. 61.
Volume 03 Issue 02-2023
41
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
I
SSUE
02
Pages:
38-43
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
study of the vocabulary of children's speech of one age
or another, higher quantitative indicators have been
determined compared to previous studies. For
example, according to V.Logina, by the age of 3, a
child's vocabulary contains 1,200 words, and the active
vocabulary of a 6-year-old child includes 3,000-3,500
words. However, studies conducted 40-60 years ago
indicated that the vocabulary of a 3-year-old child is
400-600 words, and the active vocabulary of a 6-year-
old child is 2500-3000 words.
Stages of speech development:
Experts have determined the stages of speech
development in preschool children:
•
3-4 years... The child names the shape, color, size of
the object, gives its quality characteristics.
Generalizing words are used: vegetables, clothes,
furniture. The child answers adult questions in
monosyllables, makes short sentences from
pictures, retells his favorite fairy tales.
•
4-5 years old. In speech, children use adjectives to
describe the characteristics of things, and verbs
and nouns are used to describe actions. The child is
guided by the time of day, the location of things,
describes the mood of people. Skills improve
through communication. The child answers and
asks questions, tells short stories and makes up
short stories from pictures.
•
5-6 years old. All parts of speech are used in the
correct form. The child tells small literary works in
the correct sequence, makes up stories. Easy
communication with adults.
•
6-7 years old... Children have a rich vocabulary,
synonyms and antonyms are used in speech.
Communication culture is developing. The child
easily composes stories, independently conveys
the content of the work he heard. Games for the
development of speech of preschoolers The best
option for a child is the development of speech
through games. And a loving parent spends at least
15 minutes a day with his child for short lessons.
Experts recommend using games that build
vocabulary, develop logic and help acquire
coherent speech skills.
All exercises for the development of speech with
children are conducted in a game form. Only with this
occupation is remembered most of the information.
Exercises will also be useful for a person of any age
category who wants to improve speech.
Activity "Guess what the sounds are". The game is
suitable for children aged 2-3 years. You will need a
screen, a drum, a hammer and a bell. Show your child
musical instruments, name them and ask them to
repeat them. When the baby remembers all the names,
let him hear how they sound. It is better for the child to
hit himself with a hammer, beat the drum and ring the
bell. Then place the screen and use each tool behind it
in turn. At the same time, the child guesses exactly
what will be heard. Make sure your child says the
names clearly.
Activity "Magic Bag". The game is suitable for toddlers,
but will also be fun for children under 4 years old.
Materials needed: any bag, children's toys such as
duck, frog, gosling, pig, tiger cub. Put the toys in the
bag and take out one of the children and call out loud.
The task is to ensure that the child names all the
animals clearly and accurately.
Activity "Who is doing what"
is a game for children
aged 4 to 6 years. This will help you build your
vocabulary with verbs. For the game, you need
thematic cards with images of objects. Here is a real
opportunity for imagination. You can show your child
anything you want - objects and things that are used in
Volume 03 Issue 02-2023
42
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
I
SSUE
02
Pages:
38-43
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
everyday life. Show the card and ask questions: "What
is this?", "What are they doing?" or "What's that for?"
"Proof". The game is an excellent opportunity to
develop the speech of a 5-7-year-old preschool child.
You will need topic cards. It is acceptable to play this
game with a small group of children. The child selected
by the leader takes the card and checks it without
showing it to anyone. Then he asks the rest of the
participants questions: "What does it look like?",
"What color is this thing?", "What can you do with it?"
Each of the children offers an answer option, after
which the presenter shows the image to everyone.
Children must "defend" their versions, argue for them.
Contradictions both excite the game and stimulate
children's active speech activity, teach them to defend
their point of view. When the child moves to the older
age group, he should pronounce all the sounds. But
parents and teachers need to develop phonemic
hearing and articulation.
To sum up, we can say, that speech development is
important children's development. Language makes
people who they are and one’s relat
ionship to the
other matters a lot in language development.
Communication begins even before a child is born.
Children develop language in sequence from 0-5 years
according to each moth or year expected capacity for
proper human interaction in the world of life. The child
at this age identifies source of voice with the right
focus on varying sounds, example, telephone, doorbell
and clock. Understand frequently used words such as
bye-bye, no, stop and looks when hears his or her
name, understand common instructions when aided by
gestures and context. Also use speech sound to
communicate with adult’s example, sounds like “baba’,
“no
-
no”, “go
-
go”. At about year, begin to use simple
words like “dada”, “mama among other”. Enjoy action
rhymes and songs and try to copy other people speech
and lip movement.
CONCLUSION
Thus, the effectiveness of pedagogical influence on
children's speech depends on the correct choice of
means
of
speech
development
and
their
interconnection. In this case, the decisive role is played
by taking into account the level of formation of speech
skills and abilities of children, the nature of cognitive
and linguistic material and the possible options for
using
methods
and
techniques
of
speech
development.
REFERENCES
1.
Yarrow, L. J. (2014). Development course on
parental stimulation and its relationship of
mastery
motivation
during
infancy.
Developmental Psychology, 20.
2.
Brodin, J. (1991). Att tolka barns signaler. Gravt
utvecklingsstörda flerhandikappade barns lek och
kommu
nikation [To interpret children’s signals.
Play and communication in children with profound
and multiple disabilities] (Dissertation). Stockholm
University, Department of education.
3.
Kanar, C. C. (1995). The confident student. Boston:
Houghton Mifflin Company.
4.
Maal, N. (2004). Learning Via Multisensory
Engagement
Association
Management,
November, p. 61.
5.
Sibgatova V.D. Modern gaming technologies in the
development of speech of preschool children: tips
from practice for beginner teachers of preschool
edu
cation // Science and Education Today. 2019. №
8 (43). Р. 49
-50.
6.
Babayeva D. R. Nutq o‘stirish nazariyasi va
metodikasi.
–
Toshkent, 2018.
–
334 b.
Volume 03 Issue 02-2023
43
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
I
SSUE
02
Pages:
38-43
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
7.
https://intellect.ml/means-and-methods-of-
development-of-childrens-speech-1037.
