International Journal of Pedagogics
92
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue04 2025
PAGE NO.
92-93
10.37547/ijp/Volume05Issue04-25
Methods of Developing Monological Speech in Children
Ismatullayeva Gulshoda Ergashevna
Senior Teacher, Department of Preschool, Primary and Special Education Methods, Fergana Regional Pedagogical Skills Center,
Fergana, Uzbekistan
Received:
17 February 2025;
Accepted:
15 March 2025;
Published:
16 April 2025
Abstract:
The article analyzes speech and methods for its development through the development of monological
speech in children in the preschool education system. It is highlighted that this phenomenon is a pedagogical and
psychological process associated with the development of logical thinking. Methods for the formation of logical
thinking and communication skills in children through the development of monological speech are studied.
Keywords:
Speech and its types, monological speech, logical thinking, pedagogical and psychological process, ti
and thinking, ability.
Introduction:
The fluency of children in preschool
institutions is associated with their mastery of speech
types. These speech types are dialogic and monologic
speech. The task of a preschool institution is to develop
fluent speech (dialogic speech) and monologic speech
in children. The task of forming colloquial speech is
multifaceted. In younger preschool children, the ability
to listen and understand speech addressed to them,
listen to each other, answer questions and ask
questions themselves, and give coherent answers on
the topic of the conversation is formed. The difference
between these two types of speech is determined by
the type of logical connection of the sentence within
the text. A monologue always reports on facts of
existence that are in a temporal or causal relationship
(relative to each other). Temporal connection can be
two-way: facts can be in a real simultaneity or
sequence relationship. Messages about facts that exist
simultaneously are called descriptions. A message in
which facts occur sequentially is called narration. The
information about facts in a cause-and-effect
relationship is called reasoning. At an early age, a child
hears fluent speech. At first, these are jokes addressed
to him, and then fairy tales, stories, and monologues of
adults.
METHODS
The formation of monologic speech in children is
associated with the development of logical thinking in
them. In addition, in order for a child's speech to
become monologic, he must have mastered the
vocabulary and grammatical aspects of the language.
Developing children's speech and communicating with
them develops a child's way of thinking. In this regard,
teaching children to monologic speech is of great
importance. As is known, the ability to tell a story plays
a major role in the process of communication between
people. For a child, this ability is a means of knowing,
testing their knowledge, and imagination.
According to psychologists, monologic speech in
children appears from the age of five. As psychologist
D. Elkanin rightly noted: “A change in a child’s lifestyle,
the formation of new relationships with adults and new
types of activities lead to a differentiation of the form
of speech and its function (service). When telling a
story, logical thinking and attention develop, speech is
grammatically formed, and the ability to behave and
speak in fr
ont of a group is formed.” In this regard, the
educational program of preschool educational
institutions defines the tasks and content of work for
each age group on teaching children to tell stories. If we
rely on the ideas of K.Shodiyeva, “The tasks and c
ontent
of teaching storytelling in middle groups become much
more complicated. In the first half of the year, children
of this group are taught to independently retell familiar
stories and fairy tales, to expressively describe the
conversation of the heroe
s of the work.”
RESULTS
In the classes, children are taught to retell the content
International Journal of Pedagogics
93
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International Journal of Pedagogics (ISSN: 2771-2281)
of short fairy tales and stories that were read for the
first time, to listen attentively when their comrades tell
stories, to compose stories describing toys, various
objects and seasons (first based on the teacher's
questions, then based on a sample and plan).
In the second half of the year, children continue to be
taught to listen to familiar fairy tales and stories, to
understand the words and characteristics of the
characters participating in them, to listen carefully to
the speech of their comrades who are telling the
content of the work, and to notice places where the
text of the work is distorted.
In the senior and school preparatory groups, the first
half of the year is to develop the skills of retelling works
of art, to teach them to tell literary works in a
meaningful, logical, clear and descriptive way. When
teaching retelling, the educator should focus children's
attention, especially on the beginning of the tale,
repeated passages, and the conclusion: the dialogue
between the characters in the stories. When teaching a
child to think creatively, it is necessary to develop
creative storytelling skills. Teaching children to
complete a story or fairy tale set by the educator, to
compose short, concise sentences, and to use
figurative language are defined as factors in the
development of speech.
DISCUSSION
In order to develop children's ability to compose a story
or fairy tale that develops logically based on their
personal experiences and life topics proposed by the
educator, a number of topics such as "Happy Day", "My
Sad Day", "At the Guest", "Our Family", "My Best
Friend", "Day Off", "I Looked at My Dad", "I Went to the
Puppet Theater" can be recommended. Children
should be taught to know the emotional experiences of
the characters participating in the stories or fairy tales
they are creating, and when teaching them to compose
a story based on pictures, it is necessary, first of all, to
create opportunities for their independent thinking, to
express their attitude to the events depicted in the
picture. At the same time, it is necessary to encourage
them to think about what happened before and what
should happen next, based on the thematic event
depicted in the picture. Looking at a picture of natural
landscapes, it is an important task of educators to teach
children to compose sentences using descriptive
words, similes, and adjectives that can express the
beauty and elegance in it. In addition, it is important to
cultivate the skills of children to tell stories from their
joint life experiences: excursions, walks, work
processes, and lively and fluent narration. When telling
stories, children should be taught to correctly name the
objects around them, events, their characteristics, and
actions, to indicate the time and place of events, and to
encourage them to come up with riddles.
CONCLUSION
In conclusion, the development of monologic speech in
children is associated with the development of logical
thinking. The formation of logical thinking and
communication skills in children through the
development of monologic speech is the future of our
future.
REFERENCES
F.R. Kadirova Theory and methodology of children's
speech development: psychological factors. T.:
"ISTIQLOL", 2006.
S.Q. Shodieva. Speech development of children of the
middle group. Textbook T.: "Teacher" 1993.
3. D.R. Babayeva. Speech development methodology.
T.: Science and technologies 2009.
