FORMING SPEECH AND COMMUNICATION SKILLS IN PRESCHOOL CHILDREN THROUGH CHILDREN'S SONGS

Abstract

Introduction. In contemporary preschool education, the development of children's speech and communication competence is recognized as a key priority, particularly in the context of competence-based and child-centered approaches. At the same time, children’s songs, despite their natural integration of language, music, and emotional expression, are predominantly used as tools for artistic and aesthetic development. Their potential as a direct linguistic and didactic resource for systematic speech development remains insufficiently realized in educational practice.
Purpose. The purpose of the study is to theoretically substantiate and methodologically outline the possibilities of using children’s songs as an effective means of developing speech and communication skills in preschool children within modern educational paradigms.
Methods. The research is based on a combination of theoretical methods (analysis, synthesis, and generalization of scientific literature, educational programs, and нормативні документи), empirical methods (questionnaires conducted among preschool educators and students majoring in Preschool Education), and pedagogical modeling. The study also includes the design of an integrated speech-and-music lesson model aimed at enhancing children’s linguistic development through song-based activities.
Results. The study reveals that children’s songs possess significant linguistic and didactic potential for developing various components of speech competence, including phonetic awareness, articulation and sound culture, vocabulary enrichment, grammatical structuring, coherent speech, and communicative skills. It is demonstrated that the rhythmic, melodic, and repetitive nature of songs способствует natural memorization, improves phonemic hearing, and enhances expressive speech. At the same time, survey findings indicate that, although songs are widely used in preschool settings, they are mainly applied for emotional engagement and musical development rather than for targeted speech instruction. Only a limited proportion of educators intentionally use songs to achieve linguistic objectives, particularly in the areas of grammar and coherent speech.
The research identifies key challenges faced by educators, including insufficient methodological support, lack of structured guidelines for selecting song material, and limited awareness of the full linguistic potential of songs. In response, the authors propose principles for selecting song repertoire based on children’s age characteristics, speech development levels, and specific linguistic goals. Additionally, a structured model of an integrated speech-and-music lesson is developed, emphasizing the последовательную работу with lexical, phonetic, and grammatical aspects of speech through song-based activities. The model includes motivational, preparatory, active, and reflective stages, ensuring a gradual transition from emotional perception to conscious speech production.
Originality. The study provides a novel justification of children’s songs as a direct, systematic, and multifunctional linguistic-didactic tool rather than merely an auxiliary artistic resource. It offers a structured methodological framework for their purposeful integration into the speech development process of preschool children and highlights the importance of combining musical, linguistic, and игрові компоненти in a unified educational approach.
Conclusion. The methodologically grounded use of children’s songs contributes to the holistic integration of speech, musical, cognitive, and emotional development. It creates favorable conditions for natural language acquisition, increases children’s motivation for speech activity, and enhances their communicative competence. Furthermore, it expands the professional autonomy of educators by enabling them to independently incorporate song-based linguistic activities into daily practice. The study emphasizes the need for further development of methodological resources, systematized song repertoires, and practical tools for effective implementation in preschool education.