MNEMOTECHNIQUE AS AN INNOVATIVE TOOL FOR FORMING SPEECH COMPETENCE OF CHILDREN OF SENIOR PRESCHOOL AGE: FEATURES OF THE FORMATIVE STAGE OF RESEARCH

Abstract

Introduction. In the conditions of information overload of society, effective memory becomes critical for the successful mastery of speech competence by preschool children, the lack of which can lead to serious problems in learning, communication and socialization in the future. In view of this, the development of mnemonic abilities, logical and associative thinking is a necessary condition for optimizing the process of memorizing a certain amount of material during classes in preschool age. One of such innovative tools that are often used by teachers in the educational process of a preschool educational institution to optimize the process of memorizing information is mnemonics as a kind of complex of methodological approaches and techniques based on the use of associative connections, visual images, rhythmic structures, abbreviations and other mnemonic devices. Various studies have shown that mnemonics in general, the formation of fragments, the creation of mental maps, associative bushes, and shadow puppets in particular can significantly facilitate the acquisition of new words, improve memory, and promote the development of coherent speech in preschool children. Purpose – to highlight the features of experimental research, in particular the formative stage of the study, to study the problem of the influence of mnemonics on the formation of speech competence of older preschool children. Methods: analysis, synthesis, comparison, systematization, generalization of theoretical material, experiment, conversation, observation. Results. Based on the conducted research, it is substantiated that the systematic use of mnemonics can have a significant positive impact on the overall level of speech competence of older preschool children, which, in turn, can contribute not only to the improvement of speech skills, but also to the development of other important psychological and pedagogical aspects, such as independence, creative thinking, and communication skills. Originality. The originality of the research lies in the fact that the article, based on the analysis of the theory of social anomie, substantiates the essence of the main models of anomie in the context of the development of business education (conformism, innovation, ritualism, rebellion). Based on the results obtained, methodological recommendations have been developed on the use of mnemonics as an innovative tool for the formation of speech competence of children of senior preschool age. The proposed methodological recommendations have significant practical potential and can be used in the professional activities of educators of preschool educational institutions. Conclusions. The study found that the systematic use of mnemonics as an effective tool for the formation of speech competence in children of senior preschool age will ensure effective and high-quality enrichment of vocabulary, development of coherent speech, formation of communication skills and preparation for successful schooling. The use of mnemonic techniques, such as associations, visualization, mnemonic tables and others, contributes to better assimilation of new information, activates the processes of memorization and reproduction, and also stimulates the development of cognitive functions of children. This, in turn, has a positive effect on the formation of their speech competence, which is important for successful socialization and adaptation in society.