DEVELOPMENT OF PRESCHOOLERS’ SPEECH ACTIVITY

Abstract

The content of the concept of speech activity is analyzed in the article. The stages of formation of children’s speech are highlighted. Basic requirements for the senior preschooler are formulated in the Ukrainian state standard of preschool education. Different types of competences should be formed: phonetic, lexical, grammatical, dialogic, monologic. Speech development is one of the important factors in child’s preparation for school, as an integrated factor of personal growth, since it has a direct impact on intellectual processes and properties. Numerous studies of scientists show that children of preschool age have internal speech, which becomes not only a means of communication, but also performs a cognitive function. Particular importance is given to explanatory language, which requires a certain sequence of presentation, highlighting the main links and relationships in a situation that listeners need to understand. Describing preschoolers’ cohesive speech, scientists divide it into situational and contextual. Сoherent speech is divided into dialogical and monological. Dialogical speech is considered by scientists as the primary natural form of speech communication, consisting of the exchange of expressions.

Among children's literary genres (fairytales, stories, poems, small folklore genres, non-stories, jokes, etc.) that contribute to the development of speech, a special place is taken by the fairytale. Educational tales, created by adults for the education and children’s upbringing, are widely used to solve educational tasks. An effective means of speech development is visual modeling by using fiction. The development of children’s active speech, developing the ability to use basic logic and operations is one of the important tasks of children’s preparation for school. Starting from the young age, children can be taught to model using color and size. Children quite easily understand principles of selection of conventional substitutes for fairytale’s characters and are interested in such activities. In addition to fairytales, emotionally colored children's poems, short stories, works of small folklore genres can be chosen.

The main goal of work with children of middle preschool age is to teach them to tell and reproduce a fairytale or other pieces of literature, as well as to compile a story. The usage of schematic models helps children to master consistently the ability to reproduce individual episodes first and then the whole work of fiction.