DEVELOPMENT OF MONOLOGICAL SPEECH OF THE PRESCHOOL AGE CHILDREN BY MEANS OF MODELING

Abstract

Relevance of the problem identified in the Article is determined by the need to find and implement effective technologies for formation of a child’s speech personality in educational process of the preschool institution. Goal of research is to substantiate and experimentally approbate the method of development of monological speech of preschool age children by means of modeling. Article presents the results of study of the problem of development of the preschool age children’s monological speech by means of modelling. Advantages of modelling as a pedagogical technology for developing children’s coherent speech have been highlighted. Experimentally, method provided for development of monological speech of the pre-school age children through the active use of modeling. It took three interrelated stages: information and enrichment, speech-reproductive and speech-creative. The first information and enrichment) stage of experimental work was aimed at enriching the sensory-informational experience of children, familiarizing them with models. The content aspect of this stage was preparation of proposals by children with reference schemes, didactic games using symbols. Goal of the second stage of research was to stimulate children’s monological speech in speech development classes. Semantic aspect of work at this stage was the reproduction of fairy tales by children and compilation of stories using various types of models. Solution to this problem was served by schemes-models (mnemotables), with the help of which children made up stories, retold the literary text, while maintaining lexical and grammatical content. The third stage, named creative stage, was aimed at developing children’s ability to compose creative stories, use their information and content awareness to activate coherent statements of a creative nature. They used plans and schemes, and also attracted children to build them themselves. Results of research proved that the use of modeling is one of the effective ways to promote the development of monological speech, verbal and logical thinking and memory of children.