Volume 04 Issue 12-2024
200
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
200-204
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article describes psychological and pedagogical approaches, various methods and techniques for developing
speech competencies in preschool children, as well as the importance of developing speech competencies in the
younger generation. Also, in the world experience, psychological and pedagogical approaches to the development of
speech competence of preschool children are analyzed. In addition, the article notes the positive effect of speech
development in preschool children based on the artistic and pe
dagogical approach. In particular, the concepts of “Art
pedagogy” and “Art therapy” are defined. The article talks about the importance of global changes and improvements
in the preschool education system in the formation of preschoolers in adulthood. The article also talks about the
psychology of preschool children and their age characteristics.
KEYWORDS
Education system, preschool education, pedagogical-psychological approach, competence, speech competence, art
therapy, art pedagogy, methodology, psychology, pedagogy, perception, consciousness, methods and methods.
INTRODUCTION
As the global changes in the world education system
and the social impact of daily information on personal
thinking and worldview are increasing, the need for the
development of speech competences of preschool
Research Article
PSYCHOLOGICAL AND PEDAGOGICAL APPROACHES TO THE
DEVELOPMENT OF SPEAKING COMPETENCIES OF PRESCHOOL
CHILDREN
Submission Date:
December 12, 2024,
Accepted Date:
December 17, 2024,
Published Date:
December 22, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue12-42
Kholmatova Fatima Bakhtiyor kizi
Doctoral student of the Department of Preschool Education of Karshi State 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 12-2024
201
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
200-204
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
children is increasing significantly. For the Republic of
Uzbekistan, which has opened up to the world due to
its independence, the opportunities to study the
educational experience of the developed foreign
countries and to use those that are favorable to us are
very wide.
In our country, the necessary conditions are being
created for preschool children, who are our future
generation, to grow into mature and perfect people.
At this point, it is possible to highlight the words of our
honorable
President
Shavkat
Miromonovich
Mirziyoyev, focusing on the future of our children:
"Today, our children must be stronger, more educated,
wiser and certainly happier than us!" - the vital call has
taken a firm place in the minds and hearts of each of
us, parents and the general public. [1;13]
Indeed, the future is in the hands of young people. For
this reason, it is important for our children to be well-
educated, strong and happy for the future of our
country to be more prosperous. For this, it is necessary
for pedagogues to work on themselves and approach
their work responsibly.
Also, decisions and decrees aimed at improving the
field of preschool education are being signed in our
country. The decision "On approval of the concept of
development of preschool education system of the
Republic of Uzbekistan until 2030" is one of them. In
this concept, the priority tasks aimed at the
development of the field of preschool education are
highlighted.
Also, in the concept, it is mentioned about evaluating
the comprehensive development of children:
"Improving the educational process includes the level
of development of children and their readiness for
general primary education, as well as their social,
personal, emotional, speech, physical and it should be
done based on the assessment of creative
development.
In this, special attention should be paid to the
formation of children's love for the Motherland,
respect for the family, national, historical, cultural
values of their people, and a careful attitude towards
the environment. [2;§2]
In particular, work such as determining the priority of
psychological-pedagogical
approaches
to
the
development of speech competences of preschool
children, strengthening the application of modern
trends is being carried out consistently and
systematically. In the implementation of these tasks,
on the basis of etymological analysis, it is important to
determine the theory of the problem of development
of speech competences of preschool children, and to
clarify the pedagogical conditions.
METHOD
To date, it is effective in the field of preschool
education. The problems of developing speech
competences of students with the help of
psychological-pedagogical approaches are being
researched at a rapid pace. The methodology of
speech development is based on the basic rules of
psycholinguistics. His basic rule that "Language serves
as a communication tool in all spheres of human
activity" is considered as a guideline in the
methodology of speech development. It is necessary
to pay special attention to the psychological
characteristics of preschool children in the process of
developing their speech competence
Volume 04 Issue 12-2024
202
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
200-204
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
"The game plays an important role in the life of
preschool and older children, and it is born from the
mobility and desire for activity inherent in the nature of
young children, the game activity is a child's various
needs: the need for knowledge, social and increases
under the influence of aesthetic needs. While playing,
the child makes various, direct and active contact with
the environment around him, reflects the surrounding
reality in his game and acts according to this reality.
Children imitate the actions of adults in their games. In
order to imitate the actions of adults, children need to
pay attention to the actions of adults, the conditions
and objects related to these actions, and draw
pictures. Thus, during the game, the range of things
the child perceives and the content of perception
expands and becomes richer. When a child turns one
to two years old, speech begins to play a major role in
his perception.
The child listens to the speech of others and thereby
learns about things outside the environment that
surrounds him directly. Speech is of great importance
in developing a child's understanding of what he
perceives. The child learns the names of things and
says the names of the things he perceives. Saying the
name of an object, the child includes this object in the
genus of certain objects. The increased level of
awareness in perception means that children of this
age always ask: "What is this?", "What is the name of
this?", "Why is that?" and it can be seen that they turn
to adults with a lot of similar questions." [6;77]
The development of speech competence of preschool
children is inextricably linked with their creative,
voluntary activities, play activities, as well as
communication. The development of students' speech
competence can be studied in connection with their
psychological
characteristics.
In
particular,
psychologists such as Z. Nishanova, G. Alimova are
concerned with the development of kindergarten-age
children's speech as a communicative tool analyzed
psychological and pedagogical approaches.
"The change in the content and form of the child's
sentence is related to the change in the forms of his
communication. The transition of situational speech
typical of early childhood from the form of business
communication to the form of non-situational
knowledge-oriented
and
non-situational-personal
communication puts certain demands on children's
speech. These requirements create new aspects of the
child's speech, features necessary for solving various
communicative problems. The speech of a child of
kindergarten age begins to perform the function of
establishing social contacts. For this, it is necessary for
the child to develop internal speech and acquire
monologic features. An important feature in the
development of a child's speech in kindergarten is that
speech becomes a tool of thinking. [4;68]
Therefore, it is considered important for preschool
children to develop their internal speech for the full
development of speech competence. If children learn
what they want, to whom they want to say what in
their inner feelings, this phenomenon will have a
positive effect on their interaction with the people
around them.
Also, well-developed internal speech in children can
positively affect the development of their monologic
and dialogic speech. It is known that there are two
forms of oral speech, which are monologic and dialogic
speech. Monologue speech is a form of speaking,
which is performed by one speaker. Also, children can
tell a story in a monological speech, in addition, they
Volume 04 Issue 12-2024
203
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
200-204
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
can make up a creative story and tell it, describe
something, describe it, discuss it, and give an optional
lecture.
A dialogic speech is a speech of two or more persons
directed at each other. Well-developed dialogic speech
helps children to easily communicate with adults and
peers. For the full development of these forms of
speech in children, it is appropriate for the pedagogue
to conduct the activities with a pedagogical and
psychological approach.
RESULT
Thus, it is appropriate to use various methods and
psychological and pedagogical approaches to develop
speech competences in preschool children, taking into
account their age and personal characteristics, and as
a result, the goal can be achieved with a positive effect
on the psyche of children. Another good method for
this is the "Artpedagogical" approach. The word "art",
which is the basis of the word art pedagogy, expresses
the meanings of art, creativity, painting. Therefore, art
pedagogy is a pedagogical method based on art.
It is possible to achieve positive results by educating
children using art-pedagogical methods in preschool
educational organizations.
Because, "The origin of many problems that children
face lies at an early age. During this period, parents and
teachers may face problems such as a decrease in
cognitive activity in children, a violation of
communication with them, shyness, resistance,
hyperactivity, aggressiveness of children. The
significance and importance of preschool education is
that it is during this period that children develop in a
peer society through specific activities such as well-
organized
games,
visual
arts,
construction,
observation and experimentation. [5;50]
It is known from the above information that the pre-
school period is the most important period for the
comprehensive development of children. During this
period, it is considered necessary for pedagogues and
parents to work together and use various pedagogical
and psychological methods to quickly identify
problems that may arise in children and correct them.
In addition, it is possible to develop speech
competences
of
students
through
various
psychological games in preschool educational
organizations. Such games as "Amazing bag", "Who
am I", "What do day and night have in common?",
"Flies, does not fly" are among them.
"Methodological techniques are diverse and are
determined by the content of the activity, children's
speech characteristics and age. The leading methods of
teaching can be called examples of correct speech,
explanation, comparison, repetition and reflection,
instructions, creating problem situations, correcting
errors, giving correct advice. [3;53]
The above methods have an effective effect on the
development of speech competence of preschool
children. In particular, if you use the technique of
creating a problem situation, you can encourage
children to think through this method. For example,
the educator creates a situation suitable for the
children's age and tells a story to the children. At the
same time, he asks what the hero of the story should
do in this situation. After that, the students start
expressing their thoughts one by one. In this situation,
children can exchange opinions, confirm each other's
opinion, or, on the contrary, deny it. Through this
Volume 04 Issue 12-2024
204
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
200-204
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
method, it is possible not only to develop children's
speech competence, but also to encourage them to
understand.
Also, timely and complete mastery of speech is the first
important condition for the formation (appearance) of
a complete psyche in a child and its further proper
development. On time - it means something that starts
from the first days after the birth of the child; full
means a sufficient volume of language material and
encourages the child to develop speech to its full
potential at each age level.
CONCLUSIONS
Therefore, the timely and complete acquisition of
speech competences of preschool children serves as
an important basis for the complete formation of the
child's psyche.
It should be noted that the problems that can be faced
in the psychology and development of children mainly
arise in the pre-school age. For this reason, it is one of
the effective ways to organize activities using art-
pedagogical and art-therapeutic methods in preschool
educational organizations.
It is especially important to use such types of
art therapy as music therapy, bibliotherapy, fairy tale
therapy in the development of speech competence of
preschool children.
In addition, in the development of children's
speech, it is important to diagnose them from a
psychological point of view. In particular, in-depth
psychological-pedagogical study of a child with a
speech defect is aimed at developing a correction
program based on the results of the diagnosis. It
mainly takes time to learn in educational and
sometimes counseling institutions. The specific tasks
of such research are multifaceted and specific for
different age groups.
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