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INTERACTION BETWEEN EDUCATIONAL ORGANIZATIONS AND THE FAMILY
IN THE DEVELOPMENT OF CHILDREN'S SPEECH
Halima Allaberdiyevna Tashmurodova
teacher of the Department of Preschool Education
Termiz State Pedagogical Institute
Annotation.
In the process of writing this article, we came to the conclusion that the study of
speech act, the emergence and development of speech, the formation of speech competence in
children’s speech: speech is a process and a result, as well as speech texts, oral and written,
books, stories, songs appear in different guises. Speech is material, and it is perceived by the
senses, this is only done in the process of using the language that manifests itself in speech.
Keywords:
speech act, speech texts, speech competence, communication, upbringing, language.
A child's speech has long attracted the attention of researchers (L.S. Vygotsky, E.I. Tikheva, F.A.
Sokhin, O.S. Ushakova, R.O. Yakobson, D.B. Elkonina, A.N. Gvozdev, R. Levin, K.I.
Chukovsky, etc.): the first words are a fact of awakening consciousness. The whole way of
developing a child's speech is a complete mystery.
According to psychological periodization, the following age periods characterized by certain
speech development are distinguished.
1. Infancy - up to one year.
The child has a reaction to the voice of loved ones. Smiling, laughing, talking, gestures. Early
manifestations of the expressive function of speech. The whole period is related to the need for
communication - emotional and meaningful; striving to achieve a goal. Oral speech is rare,
towards the end of the period - the first manifestation of the nominative function of speech, the
naming of an object.
2. Early age - 1 - 3 years.
The summarizing function of the word develops: the child names things, at the same time
expands the vocabulary, develops thinking. There is a unit of communication and generalization.
The syllable structure of the word is taken before the sound. Speech is related to the child's
practical activities - play, learning about the surrounding objects, learning how to use them.
3. Pre-school age
In the fourth year of life, children significantly improve pronunciation, speech becomes clearer.
Children know how to name nearby objects: toys, dishes, clothes, furniture well and correctly. In
addition to nouns and verbs, other parts of speech became widely used: adjectives, adverbs,
prepositions.
The beginning of a monologue appears. Children's speech is dominated by simple simple
sentences.
Children use complex and complex sentences, but very rarely. Four-year-old children cannot
independently distinguish sounds in a word, but they easily notice the incorrectness of words in
the speech of their peers. Children's speech is mainly situational in nature, it is not yet clear
enough in terms of vocabulary and is not grammatically perfect, completely clean and correct in
terms of pronunciation. With a little help from adults, a child can convey the content of a well-
known fairy tale, recite a small poem by heart. In communication, the initiative comes more and
more from the child.
4. Age before high school
By the age of five, children show a dramatic improvement in the pronunciation aspects of speech,
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as most of them have completed the process of mastering sounds. The speech becomes clearer
and clearer in general. Speech activity of children increases. Children begin to master
monologue speech, but systematically it is not always perfect and often has a situational
character.
The increase in active vocabulary, the use of sentences with a complex structure (five-year-old
children can compose sentences of 10 or more words) is often one of the reasons for the increase
in the number of grammatical errors.
Children begin to pay attention to the sound design of words, indicating that words have a
familiar sound. Consider the period that corresponds to the topic of our study - this is the age
before high school.
5. Pre-school age.
At this age, all aspects of the child's speech continue to improve.
Pronunciation is becoming cleaner, more detailed phrases, more precisely phrases. The child not
only emphasizes the important features of objects and events, but also begins to establish causal
relationships between them, temporal and other connections. A preschooler has sufficiently
developed active speech and tries to answer questions in such a way that he understands what the
surrounding audience wants to say. While developing a self-critical attitude towards his words,
the child develops a more critical attitude towards the speech of his peers. When describing
objects and events, he tries to convey his emotional attitude.
Enrichment and expansion of the vocabulary is carried out not only at the expense of names
denoting objects, their characteristics and qualities, but also at the expense of names of
individual parts, details of objects, verbs, as well as suffixes and prefixes that children begin to
use widely. In the child's speech, more and more collective nouns, objects, properties, adjectives
indicating the state of things appear. During a year, the vocabulary increases by 1000-1200
words (compared to the previous age), although it is very difficult to determine the exact number
of words learned in a certain period. By the end of the sixth year, the child makes more subtle
distinctions between collective nouns, for example, not only calls the word animal, but can
indicate that fox, bear, wolf are wild animals, and cow, horse, cat are domestic animals. Children
use abstract nouns, as well as adjectives and verbs in their speech. Many words in the passive
stock are included in active phrases. Despite the significant expansion of the vocabulary, the
child is still far from free use of words. A good test and indicator of full mastery of vocabulary is
children's use of words that are opposite in meaning (antonyms) - nouns (input-output),
adjectives (good-bad), adverbs (quickly), verbs (speak-silent); choose adjectives for nouns (How
can it rain? - Cold, strong, mushroom, small, short-lived) additions to verbs (How can a boy
speak? - fast, good, slow, clear, quiet, loud, etc.), in the meaning of close synonyms (walk-walk,
walk, step, walk, etc.).
By offering such tasks to children, it is possible to make sure that their vocabulary is still not rich
in adjectives, adverbs, verbs, and they acquire words close in meaning in an insufficient number
and are not always successful.
In children's stories, sometimes there are inaccuracies in the use of conjunctions, prepositions
(for example, the word between is used instead of the preposition).
It is impossible to improve coherent speech without mastering grammatically correct speech. In
the sixth year, the child learns the grammatical structure and uses it more freely.
Structurally, speech becomes much more complicated not only because of simple simple
sentences, but also because of complex sentences; the size of statements increases. Less and less
often, the child makes mistakes in the coordination of words, the endings of nouns and adjectives;
often uses the genitive case of plural nouns correctly (windows, lamps, pens) ...
He easily forms nouns and other parts of speech with the help of adverbs (he teaches children -
teacher, reads books - student, builds houses - builder), adjectives of nouns (iron key - iron, glass
jar - glass).
However, grammatical errors are increasingly common in children's speech: incorrect
coordination of nouns with indirect adjectives
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cases, incorrect formation of the genetic plural form of some nouns ("pear" instead of "pear"),
change of non-decreasing nouns ("piano" has a clock).
The grammatical correctness of a child's speech largely depends on how often adults pay
attention to their children's mistakes, correct them, and give them the correct pattern.
The development of human speech goes through several stages, each of which includes language
enrichment and improvement of speech skills.
Speech development is carried out with the help of various tasks and exercises at different stages
of the lesson.
The process of acquiring speech does not end in preschool childhood.
· Determine the criteria for the formation of speech development;
·Selection and description of methods for determining the level of speech development of older
preschool children.
List of used literature
1.Tashmuradova H. A., Mamatqulova A. SPEECH PROBLEMS OF CHILDREN IN
EDUCATIONAL
INSTITUTIONS
AND
WAYS
TO
ELIMINATE
THEM
//INTERNATIONAL SCIENCES, EDUCATION AND NEW LEARNING TECHNOLOGIES.
– 2025. – Vol. 2. – No. 2. – P. 25-27.
2.Tashmurodova
Khalima
Allaberdievna.RELATIONS
OF
EDUCATIONAL
ORGANIZATIONS AND FAMILIES TO THE SCHOOL ON CHILD SPEECH
DEVELOPMENT.AMERICAN JOURNAL OF SOCIAL SCIENCE.VOLUME-Issue-
5.2024Published.30-12-2024.
3. Tashmuradova Halima Alaberdiyevna. INTERACTION BETWEEN EDUCATIONAL
INSTITUTIONAL AND FAMILY IN THE DEVELOPMENT OF CHILD’S SPEECH.
ACTUAL PROBLEMS AND SOLUTIONS OF PRESCHOOL EDUCATION. REPUBLICAN
SCIENTIFIC-PRACTICAL CONFERENCE. TERM-2024.
4. Tashmuradova Khalima Alaberdiyevna. INTERACTION BETWEEN EDUCATIONAL
INSTITUTIONAL AND FAMILY IN THE DEVELOPMENT OF CHILD’S SPEECH.
INTERNATIONAL SCIENCES EDUCATION AND NEW
LEARNING TECHNOLOGIES. VOLUME 2. ISSUE 1.2025.
5 Tashmuradova Halima Alaberdiyevna. Mamatqulova Asila. SPEECH PROBLEMS OF
CHILDREN IN EDUCATIONAL INSTITUTIONS AND WAYS TO ELIMINATE THEM.
INTERNATIONAL
SCIENCES
EDUCATION
AND
NEW
LEARNING
TECHNOLOGIES.VOLUME 2.ISSUE 2.2025.
6 Khalima Tashmurodova. THE ROLE OF COMMUNICATIVE INTERACTION IN THE
DEVELOPMENT OF SPEECH OF CHILDREN OF PRESCHOOL AGE. EDUCATION,
SCIENCE AND INNOVATION. Spiritual-enlightening, scientific-methodical journal.ISSN
2181-8274.2025.2-ISSUE.309-313PAGES
