JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 14, issue 02, 2025
ISSN: 2181-4341, IMPACT FACTOR ( RESEARCH BIB ) – 7,245, SJIF – 5,431
ILMIY METODIK JURNAL
Sharof Rashidov Samarkand State
University, "Practical Psychology"
Department, under the review of PhD
Djurakulova Dilfuza Farkhadovna
Kuzieva Marjona Faxriddin qizi
Master's student in Psychology at
Sharof Rashidov Samarqand State
University
Email: mquziyeva7@gmail.com
METHODS OF TEACHING CHILDREN TO SPEECH FLUENTLY
Abstract:
This article focuses on the essence of fluent speech, methods of its development, the
influence of the family environment on the development of a child's speech, and its
psychological characteristics. In turn, it highlights the fact that the family is a primary factor in
the development of child speech, and that problems in children's speech are one of the most
relevant topics today.
Keywords
: speech, fluent speech, thinking, monological and dialogical speech, family, socio-
psychological characteristics of the family, methods and techniques for developing children's
speech.
Introduction
: The comprehensive development of a child is carried out only on the basis of his
assimilation of the centuries-old experience of mankind through communication with adults who
are the keepers of human experience, knowledge, abilities and culture. This experience must be
given only through the most important means of human communication - language. Language is
an integral part of our life, and we pay attention to it as something that must be there by itself.
We do not think much about what language itself is, how we speak in it, and how we learn to
speak. Speech culture is the ability to speak correctly, that is, to speak in accordance with the
content being conveyed, taking into account the conditions of speech communication and the
intended purpose of expressing an idea, and using all language means (language means,
including intonation, lexical reserve, grammatical forms). The theory and methodology of speech
development is a science included in the system of social sciences and studies the problems of
raising the physical and mental development of preschool and older children, as well as teaching
them. In the development of speech of preschool children, raising the level of speech
composition to a special level of attention is one of the main tasks of methodologists of the
preschool education system. In the development of speech of preschool children, special
attention should be paid to the development of dialogical and monological speech. The
historically formed content of human experience is summarized in verbal form, and its
presentation and assimilation also implies the participation of speech in this process. Speech
opens the way for the child to all the achievements of human culture and values. Our scientists
have proven that the most important stages of mastering speech fall on preschool age. At the
same time, speech is closely related to thinking. Lev Vygotsky wrote in his book “Mind in
Society” that “the connection between speech and thinking plays an important role in the
development of children [Lev Vygotsky “Mind in Society” 1978 USA]”. At the same time, he
emphasized the great importance of their mutual relationship in the development of a child.
Preschool education ensures the healthy, all-round development and formation of a child, instills
in him a sense of desire to learn, and is a school that prepares him for regular education. The
words that a preschool child hears, understands, remembers, and uses are gradually learned by
familiarizing himself with the environment, through information from his parents and peers, as
well as relying on his own limited vocabulary.
Materials and methods
. Howard Gardner stated that “Children receive the best help in
developing language from the society and family in which they learn [Howard Gardner “Frames
of Mind: The Theory of Multiple Intelligences” 1983]. In this opinion, we can see that the role of
JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 14, issue 02, 2025
ISSN: 2181-4341, IMPACT FACTOR ( RESEARCH BIB ) – 7,245, SJIF – 5,431
ILMIY METODIK JURNAL
school and parents in the development of speech is extremely large. Ushinsky, describing the
speech of children under 6 years old, highlighted some of its features, such as:
incomprehensibility of sounds, insufficient vocabulary, lack of coherence. He proposed various
methods of training with children:
• stories from children's lives;
• the child sees the properties of objects
By the age of 6, he begins to compare pairs of objects, find similarities and differences between
them, tell stories based on pictures, teach children to answer questions, and then tell a fluent,
understandable and free story, writes detailed information about practical exercises that prepare
children for reading and writing. K.D. Ushmsky's teaching about language and its role in the
spiritual formation of the child is important for distinguishing the methodology for developing
speech as an independent discipline. Komensky advises parents to pronounce the names of
objects and words correctly when communicating with children, to practice saying difficult and
relatively long words for children, and to use a game method for this. Comenius's merit is that he
was one of the first educators to pay attention to the development of a child's speech, to the
assimilation of his native language with all its beauty and national characteristics, instead of
poetry, fairy tales, proverbs and sayings, and rapid recitation. In order for children who are just
beginning to speak to understand the speech of adults, they need to see the speaker's face and
gestures, understand his questions and answer them correctly, wrote Comenius. Jean Piaget cited
the idea that “in the development of children, along with the study of speech, they form their
own worldview [Jean Piaget “The Language and Thought of the Child” 1923.]”, in which we can
see that Piaget analyzed in detail the relationship between speech and thinking in the
development of children. Fluent speech is a widely spread idea that ensures communication and
mutual understanding between people. Fa and speech cannot be separated from the world of
thoughts: fluent speech is the fluency of thoughts, which reflects the child's ability to think
logically, to reflect on what he perceives and to express them correctly. The formation of fluent
speech, its task is an increasingly complex activity of the child, which depends on the conditions
of communication with others, the form of communication. In preschool age, it is formed in the
process of communication and education. The formation of fluent speech occurs gradually,
starting from the first; age. In the first seven years of a child's life, it is worth paying special
attention to the process of the emergence and development of speech as a means of
communication with others. Fluent speech is of great importance in the life of every person, and
it performs three main functions: interpersonal, intra-individual and universal. Language is a
unique treasure of the nation, always manifested in oral and written form. A rich, bright,
interesting speech is considered a light, regardless of who speaks it. The noble possibilities of the
language are revealed in the process of speech through speech. Without speech, the unlimited
possibilities of the language remain unexplored. In relation to preschool children, it is necessary
to consider two forms of speech - dialogic and monologic forms. Dialogue is characterized by
the exchange of thoughts of two or more speakers on a topic related to a given situation. In
dialogue, with the use of loads, all types of syntactically simple declarative, exclamatory (request,
demand), interrogative speech are manifested. Language means are reinforced by gestures,
mimicry. The educator must create such a situation in which children encounter the need to build
a dialogue using various language means: ask, answer, explain, request, throw a bite, etc. For this
purpose, it is necessary to use conversations on various topics related to the child's life in the
family, in the preschool educational institution, his relationships with friends and adults, his
interests and impressions. Cooperative activity is of great importance for establishing dialogical
communication with peers. This activity is formed gradually. At first, children act nearby,
interpreting the events taking place. In this situation, speech is stimulated by the presence of a
peer child and the opportunity to talk to him, and it performs the function of planning and
JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 14, issue 02, 2025
ISSN: 2181-4341, IMPACT FACTOR ( RESEARCH BIB ) – 7,245, SJIF – 5,431
ILMIY METODIK JURNAL
organizing his activities, as well as teaching social communication. Communication between
children is mainly practical in nature. Dialogue is often carried out in such a form that the child
responds with movement to the short interjections of his partner or expresses his attitude to the
event using non-verbal means. There are many folk games through which children learn to pay
attention to each other, recognize their friends by their voices, notice the details of their
appearance, and communicate verbally.
Results and discussions
. is a complex and multifactorial process of assimilation of socio-
historical experience, which occupies a central place in the individual psychological process of a
child. Work on the development of children's speech occupies a special place among the
educational work in a preschool educational institution. The purpose of this work is as follows:
to teach children to master an important form of speech communication - oral speech in
accordance with the norms of the literary language, and to understand it in its full form and
engage in active speech. Based on this goal, the tasks for the development of speech culture in
preschool children are as follows:
1. To educate the sound culture of speech.
2. To enrich, strengthen and activate the vocabulary.
3. To improve the grammatical correctness of speech.
4. To teach oral (dialogical) speech.
5. To develop fluent speech.
6. To cultivate interest in the artistic word.
Activity: Teaching how to compose a descriptive story. Topic: “Autumn”.
Objective: To teach how to correctly express time when describing an event, to use simple
colloquial speech.
Tasks:
• Activate vocabulary on the topic “Autumn”.
• To teach how to distinguish, compare
and generalize the important features of an event, to choose specific words to express them.
• To form the skills of composing a coherent speech-story.
• To pronounce sentences, sounds clearly, to use the correct tone of voice.
Expected results:
• Learn to use simple colloquial speech when describing an event.
• Strives to speak grammatically correct.
• The vocabulary is activated on the topic of "Autumn".
JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 14, issue 02, 2025
ISSN: 2181-4341, IMPACT FACTOR ( RESEARCH BIB ) – 7,245, SJIF – 5,431
ILMIY METODIK JURNAL
• They learn to distinguish, compare
and generalize the important features of an event, and choose specific words to express them.
• They pronounce sentences and sounds clearly, and can use the correct tone of voice.
Aimed at developing speech in children.
Conclusion
. In conclusion, the most important thing for a child is to listen to him, to take his
opinion into account. Enrich the vocabulary with words - people, plants, food, clothes, furniture,
pets and their children, the names of toys, the names of parts of objects (shirt sleeves and collars;
car div and wheels). It is extremely necessary to teach children in games to compare the verbal
expression of movements with their own expressive movements and the movements of toys. First
of all, in order to develop a child's fluent speech, we need to be in constant communication with
the child, constantly conduct exercises with the child in a playful way. It is extremely necessary
to use speech development methods, paying attention to each child and teaching them to
compose stories and fairy tales.
References:
1. Askarova M “Development of speech in young children” – T., 2001.
2. Babayeva D.R.- Theory and methodology of speech development. Tashkent- 2018. p. 46.
3. Edited by Mary Rafferty “A brief review of approaches to oral language development” USA
2014.
4. Ibuka Masaru “After three o’clock it’s late” publishing house 2020. p.
5.Howard Gardner “Frames of Mind: The Theory of Multiple Intelligences” 1983.
6. Lev Vygotsky “Mind in Society 1978 USA
7. Jalolova G. “Using non-traditional games in preparing children for school”. –T., 2004.
8. Jean Piaget “The Language and Thought of the Child” 1923.
9. Kadirova R.M. Factors of development of dialogic speech in preschool and older children
(textbook) – T.: TDPU, 2002.
