CC BY
4Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454 Volume 2 | Issue 11 |November, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-11-183-186
METHODS OF DEVELOPING ENGLISH SPEECH IN PRESCHOOL
CHILDREN
Sabrina Tursinboyeva Zamira Karakhojayeva
Students of Chirchik State Pedagogical University
ABSTRACT
This article is about speech development of preschool children.
Keywords: active communication, monologic character, literary rules, internal, communicative issue.
INTRODUCTION
Learning to speak English well can be a lifesaver because English is called the "language of opportunity." About 2,000,000,000 people in the world speak English. Another 1,000,000,000 are learning this language. English is the mother tongue of approximately 400,000,000 people in the world. 75% of all letters and greetings (postcards) in the world are written in English. In approximately 60 of the 196 countries in the world, English is accepted as the main language. The speech development of preschool children is inextricably linked with their activity and communication. The change in the content and form of child sentences is related to the change in forms of communication. The transition of situational speech from the form of active communication to non-situational knowledge-oriented and non-situational personal communication makes certain demands on children's speech. These requirements include new aspects of the child's speech, features necessary for him to solve various communicative issues. The speech of a child of kindergarten age begins to perform the function of establishing social relations. For this, it is necessary for the child to develop internal speech and a monologic character. An important feature in the development of a child's speech at preschool age is that speech becomes a tool of thinking. There are two important aspects to the growth of a child's vocabulary: quantitative and qualitative aspects. According to D. B. Elkonin, the quantitative growth of vocabulary directly depends on the child's life conditions and upbringing. In recent years, in studies devoted to the study of the vocabulary of children's speech of one or another age, higher quantitative indicators were found compared to previous studies. For example, according to V. Logina, by the age of 3, a
Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454 Volume 2 | Issue 11 |November, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-11-183-186
child's vocabulary contains 1,200 words, and the active vocabulary of a 6-year-old child includes 3,000-3,500 words. However, studies conducted 40-60 years ago indicated that the vocabulary of a 3-year-old child is 400-600 words, and the active vocabulary of a 6-year-old child is 2500-3000 words. Speech culture is, first of all, one of the mandatory qualities that a teacher should have. It forms speech skills and speech abilities in the educator. This skill is improved during the work of the educator, the qualification is increased due to special work and exercises, and the abilities and skills are formed due to the successes achieved. Children's speech culture is achieved on the basis of perfect mastery of the Uzbek literary language. For this reason, it is important for the educator to know the literary rules, to constantly read works of fiction, to memorize poems, and to hold conversations with children. Children's lexicon (speech) in the form of situational communication is related to a concrete situation. This situation is seen in the fact that the child's speech contains many words related to the noun group.
Different toys and things that fulfill their functions in order to reflect the lifestyle, feelings, characteristics of interaction and communication of children and adults, their attitude to themselves and others, and the environment as a tangible reality. widely used items. When he plays independently, he develops the ability to communicate through speech. Mukhlisa Mullajonova (3 years and 9 months) always refers to her toy rabbit and dolls with the words said to her by her mother during the game. And Hilolakhan Erkinova (5 years and 8 months) goes to the home-made Christmas tree before going to kindergarten in the winter season and says goodbye to it, saying "Goodbye, Christmas tree."
Words from the category of adjectives are either not found at all or express only the external characteristics of objects: color and size (96.4% of all adjectives). 98% of verbs are used only in relation to concrete subject actions. Use of non-traditional methods that develop children's speech in organizing the content of preschool education; use of exhibitions with various integrated features to further increase interest in training in them; when organizing activities for preschool children, always take into account the characteristics of children's thinking (visual-figurative, visual-motor, emotional); the educational process should be suitable for the child's age or should be related to the choice of methods taking into account the child's capabilities; it is advisable for speech therapists, speech therapists, psychologists, educators, and parents to work together in approaching children As soon as the baby enters social life, his speech becomes more social. Because a child is
Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454 Volume 2 | Issue 11 |November, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-11-183-186
educated under the influence of a certain social environment from birth, In various communication situations, the child's imitative behaviour toward the mental characteristics and interests of adults takes the lead. In this case, the word serves as the main means of speech communication. Satisfying the child's interest in learning about the social environment allows him to get to know the environment more widely. In the process of familiarization with the environment, the child learns the names of objects and words expressing actions and situations. The process of a child's acquisition of speech functions takes place in three stages during his preschool years. In the first stage (from birth to 9 months), the baby does not understand the speech of the adults around him and cannot speak himself. However, at this stage, the ground is prepared for mastering the speech that will be formed in the future. In research, this period is called the non-verbal stage. The second stage (from 9 months to 3 years) is considered the stage of speech formation. During this period, the child tries to understand simple speech devices used by adults and begins to pronounce the first words himself. The third stage includes the period from 3 to 7 years. At this stage, the child fully learns the speech units that are actively used in everyday life and uses them widely in the process of communication with others. This stage is considered the stage of development of speech communication.
The child learns the information about objects and events observed around him through the game, performs various actions, and interprets what he sees and knows about the events expressed as a result of his own interpretation. seeks to better understand its content. V.V. In his research, Dementev divides preschool children's games into the following types:
1. Communicative games Games of this type are differentiated according to whether they are language-dependent or not. The difference between them is that the communicative game related to the language allows the child to freely express his creative abilities. A game that does not depend on language limits its activity by certain rules. Communicative games, which include several rules, are held in the form of a competition. Usually, the game process is organized based on certain rules.
2. non-communicative games There are no rules in such games. Sometimes, specific features appear in children's non-language communicative play activities. They are clearly reflected in the process of naming the game by the child: Alisher Farmanov: (4 years and 10 months) to his friend: "Shall we play Drshdrsh?" he appeals When the child is asked what kind of game "Drsh-drsh" is, he wants to explain with the help of movement that this type of activity is performed by hitting
Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454 Volume 2 | Issue 11 |November, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-11-183-186
the head on the head. exical games are of great importance in the development of children's speech activity. Because such games help the growth of the child's speech, the development of the ability to think, the expansion of the level of knowledge and the strengthening of memory. As a type of intellectual-psychological game, they play an important role in elucidating issues related to the process of mastering the vocabulary system of the native language by students. Lexical-semantic features of children's speech "What was I thinking?" It was clearly manifested in the process of the intellectual-psychological game in the form of a riddle.
REFERENCES
1. Boboeva D.R. Development of connected speech of preschool children in learning the environment: Candidate of Pedagogical Sciences...diss.authorref.Tashkent, 2001.
2. https://telegra.ph/NEGA-ENGLIZ-TILINI-ORGANISH-MUHIM-11-27
3. Saytlin S.N Yazyk child. Linguistics children's book. M.: Vlados, 2000.- 240.
