Системний підхід до розвитку зв’язного мовлення дітей у закладах дошкільної освіти

Abstract

У статті розглянуто процес оволодіння дитиною мовленнєвими вміннями й навичками в закладі дошкільної освіти. Здійснено порівняльний аналіз монологічного і діалогічного мовлення. Подано аналіз сучасних підходів до розвитку мовлення дітей і шляхи їх удосконалення. Чітко окреслено, що системний підхід у навчанні дошкільників складаю воєдино три напрями: структурний (розвиток мовлення відбувається на фонетичному, лексичному, граматичному і текстовому рівнях), функціональний (комунікативний, реалізую комунікативні функції мови), когнітивний (пізнавальний). Зазначено, що на розвиток мовлення дітей особливо впливають ігри. Зроблено висновок, що систематична робота, спрямована на засвоєння мовних норм, розвиток мовлення й мислення, маю бути основою всієї системи виховання в закладах дошкільної освіти.

The article deals with the process of mastering a child’s language skills at a pre-school education institution. The comparative analysis of monologic and dialogic speech has been conducted. It is noted that both of these forms actively interact depending on the conditions of communication; dialogic speech promotes development of communication skills, monologic develops skills to build a coherent expression, to distinguish between its types. It is emphasized that the modes of speech activity can be individual, collective, but in all cases the requirement for them is meaningfulness. The analyses of modern approaches to the development of children’s speech and the ways of their improvement have been presented. Methods and techniques of work on development of coherent speech have been synthesised, perspective ways of technique of formation of speech activity have been outlined. It is argued that the child is able to think only through the unity of language training, observation using visualization. The role of works of oral folk art in teaching has been revealed. Approaches to improving the knowledge and skills of children using different ways of organizing children’s speech-making activities have been considered. The conditions that promote active communication of children with different age categories of interlocutors have been defined. The effectiveness of the use of conversation in conjunction with the narrative during systematization and consolidation of observations and ideas has been proved. It is established that during the pre-school period it is very important to actively work not only on the development of the children’s speech, but also enrichment of their vocabulary, so the pedagogue should aim the educational process at the conscious acquisition of lexical, linguistic and speech norms by the pre-school children. It is clearly stated that systemic approach in pre-school education consists of three directions: structural (speech development occurs at phonetic, lexical, grammatical and textual levels), functional (communicative, implements communicative functions of language), cognitive (informative). It is mentioned that development of children’s speech is particularly positively influenced by games, during which the main work process takes place and, first of all, the creative activity of the child is manifested. It is concluded that systemic work aimed at mastering language norms, development of speech and thinking, should be the basis of the whole system of education in pre-school institutions. It is grounded that professional activity of the pre-school teachers sets tasks for them to constantly improve their speech competence, acquired skills and abilities.