International Journal of Pedagogics
170
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue02 2025
PAGE NO.
170-172
10.37547/ijp/Volume05Issue02-46
Factors ensuring the development of speech in preschool
children
O.T. Makhmudova
Senior Lecturer at FerSU, PhD, Uzbekistan
S. Mamajonova
Master's student at FerSU, Uzbekistan
Received:
21 December 2024;
Accepted:
23 January 2025;
Published:
25 February 2025
Abstract:
Raising the level of speech construction skills in the development of speech among older preschool
children is one of the main tasks facing methodologists in the preschool education system. Taking this into
account, when studying the environment, it is advisable to begin research on the problem of speech development
in older preschool children by identifying the factors that ensure speech development. It should not be forgotten
that the surrounding world is a rich source of artistic imagery in literature. In the process of speech development,
literature and artistic imagery play a significant role.
Keywords:
Preschool age, speech development, breathing exercises, perception, sociability, understanding
nature, observation, listening, artistic expression, artistic representation.
Introduction:
It is worth noting the age characteristics
of older preschool children, the growing potential for
speech development, and vocabulary as factors
ensuring speech enhancement. A high level of speech
development in older preschool children can be
achieved through the following:
▪
awareness of literary norms and rules of the
language;
▪
ability to freely express their thoughts and
opinions;
▪
ability to engage in communication and
interact with adults and peers;
▪
ability to listen to the conversation partner,
ask questions (formulating them correctly), respond,
express objections, and when necessary, provide
explanations and clarifications.
In developing the speech of older preschool children,
special attention should be paid to the development of
both dialogic and monologic speech. Older preschool
children learn dialogic speech relatively easily. This is
evident in the following ways: children constantly hear
dialogic speech at home and in kindergarten.
Moreover, children primarily use dialogic speech in
their interactions with each other. Methodological
literature emphasizes that monologic speech forms the
basis of literary language. Therefore, speech
development plays a crucial role in the education
system.
Monologic speech represents an organized system of
thoughts (sounds) expressed as logically coherent
sentences on a specific topic and aimed at influencing
others. For a child, monologic speech is undoubtedly
psychologically complex. The fact is that during the
preparation process for monologic speech, the older
preschooler understands that the listeners (others)
want to learn something interesting from their
thoughts and observations.
METHOD
Although intuitively, the child tries to logically construct
a plan for monologic speech, correctly choose phrases
to express their purpose, construct sentences, and
pronounce sounds accurately. An unfavorable
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
psychological environment creates a situation for an
older preschooler where they feel "discomfort"
associated with not fully understanding the meaning of
the words, phrases, or sentences they want to convey.
Indeed, for monologue speech to be engaging and
understandable to the listener, older preschool
children must, first and foremost, rely on memory and
logical thinking. It is known that a child's speech
develops as a result of correctly following language
rules, perceiving adult speech, and their own creative
activity.
Thus, language and speech are two important means
that ensure the psychological development of older
preschool children, primarily their memory, thinking,
perception, emotions, and passions. Let's outline 5
important principles related to this:
1) The ability to perceive speech in the native language
depends on the training of the muscles of the child's
speech organs (therefore, it is important to pay
sufficient attention to exercising the speech organs to
improve the pronunciation of words, phrases, and
sentences).
2) Understanding the meaning of speech depends on
the child's mastery of the lexical and grammatical rules
of speech.
3) The acquisition of speech expressiveness depends on
the child's inclination to understand the expressive
means of phonetics, vocabulary, and grammar (it is
necessary to teach older preschoolers to understand
speech expressiveness and ensure that these aspects
are assimilated by the child).
4) Speech enrichment depends, first of all, on the
improvement of speech skills (if the formation of
speech in older preschool children was successful at the
previous age stage, then the process of speech
enrichment and its assimilation will proceed easily and
quickly). In addition, researchers have found that the
intensity of speech enrichment depends on the
development of language perception, cognitive
abilities (sensation, memory, perception, thinking), and
willpower.
5) The assimilation of speech norms depends on the
development of language perception. An important
role in children's speech acquisition is played by the
formation of the ability to use punctuation marks
correctly and the capacity to memorize.
It has long been proven in the science of native
language methodology that the older preschool age
period of human life is most effective for the traditional
use of native language elements in standard speech.
When addressing a complex of issues related to speech
development in older preschool children, special
consideration is given to the cognitive instinct in
humans, the realization of innate curiosity through
speech, and the child's cognition of the world through
speech participation.
Psychologists have observed that knowledge about the
surrounding world is acquired through speech. From
this, it can be concluded that familiarizing children with
their surroundings creates extensive opportunities for
speech development. Accordingly, educators guide the
speech of older preschool children correctly by
introducing them to their surroundings. To achieve
effectiveness in children's speech development, it is
important to consider their level of knowledge,
interests, and personal abilities.
RESULTS AND DISCUSSIONS
It should be especially noted that the role of brain
activity in controlling all actions and behavior of older
preschool children is increasing. That is, children strive
to understand and evaluate the behavior of others and
the events occurring around them. Consequently, the
types of activities performed by preschool children
become more diverse and meaningful. Therefore,
productive types of children's activities play a
significant role in speech development. The system of
relationships between children is formed at a high level
in jointly organized games. Activities such as socially
useful work and learning are becoming increasingly
important. At the same time, the social motives of
labor, manifested in the desire to help peers in some
way or to bring them some benefit, become even more
significant. Older preschool children begin to manage
their behavior more rationally.
Children clearly understand the meaning of the tasks
set before them by the educator and diligently strive to
complete tasks independently and flawlessly. All of this
serves
as
important
conditions
for
speech
development. It is known that achieving any success in
education depends on upbringing. Therefore, it is
necessary to pay a certain degree of attention to the
formation of cultural behavior in preschool children, to
develop in them moral ideas about goodness, modesty,
justice, and conscientiousness, and to cultivate a
negative attitude towards the opposite of such
qualities.
For more effective speech development, it is necessary
to identify and systematically expand children's
understanding of surrounding objects (life and work of
people, animals, plants, the underwater world).
In the plan to improve the effectiveness of speech
development, it is important to conduct walks and trips
not only for simple observations of surrounding objects
but also for their study. At this point, we need to
determine what can be achieved when studying
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
surrounding objects. For this, first of all, it is necessary
to group the surrounding sources of speech
development. One such group is artistic expressions.
In the history of Uzbek poetry, depicting the external
world as an object, beyond the hero's meditation,
became popular mainly from the beginning of the 20th
century. Even before that, works emdiving the
aforementioned qualities were created in classical
literature. However, large-scale works expressing the
author's attitude towards reality through nature
descriptions are distinctly prominent in the poetry of
the past century. For example:
Uchib o‘tdi sayyora g‘ozlar
Sariq sado bo‘g‘ildi, tindi.
Izg‘ib qoldi qora ayozlar,
Katta qorlar yog‘adi endi,
Bo‘z tumanlar yoyilib oqar,
G‘arq qilgancha o‘rmon etagin.
Endi olis bahorga qadar
Cho‘ziladi qishning ertagi.
In this poem by Sh.Rahmon, the final days of autumn
are portrayed, and the points that need to be
emphasized to enhance the effectiveness of artistic
expression are enriched with epithets. Through this,
the reader can more vividly imagine the depicted
situation. Or
“Osmon to‘lib turnalar uchar, muncha ma’yus turna
unlari.
Uchib ketar, turnalar emas, haroratli, yaxshi kunlarim”
A melancholic autumn mood arises in the heart of the
poetry reader who reads these verses. The primary
function of landscape in literary works is to provide an
impression of the place and time where events unfold.
Additionally, it possesses the characteristic of
multifunctionality.
Oq bulutlar yerga qo‘ndimi, mo‘jizalar bo‘ldimi
sodir?
Oh, naqadar ajoyib tunda oq mash’ala ekilgan
vodiy…
Yechib oppoq ko‘ylagini vaqt, kiydi yashil gulli
ko‘ylagin.
Yurak, uyg‘on, kapalak kabi chechaklarga
qo‘nib o‘ynagin…
In his verses, the landscape imagery served to express
vibrant emotions filled with joy.
Pure landscape lyrics refer to imagery that does not
carry symbolic or metaphorical meaning, but solely
performs an aesthetic function. There is also another
requirement: poems of this type should depict a
complete scenic picture. For example, Sh.Rahmon's
poem "Manzara" (Landscape) perfectly illustrates our
point:
Oq sukunat porlar saharda, kun nurida yonib, yaraqlab,
Chopib kirar sovuq shaharga yalangoyoq yashil
daraxtlar.
Bir zumdayoq devorlar oshib, ko‘chalarga tarqab
ketdilar.
Darchalarga yuzlarin bosib, bolalarday qarar kattalar.
CONCLUSION
The depiction of dawn with beautiful similes has
ensured the poem's readability. Another technique
characteristic of the artist is the art of personification
(cold rushing in, barefoot trees, silence spreading over
the walls), which adorns the "frozen" moment with
expressions of unexpected discoveries, allowing the
reader to easily bring the image of dawn to life in their
imagination.
It becomes a reflection of that mood because it is
conveyed through the psyche of the lyrical subject. In
short, the methods of artistic expression in landscape
poetry are diverse, and by employing them, the poet
creates either a symbolic or non-symbolic pure
landscape genre.
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