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OVERCOMING THE VIOLATION OF WORD FORMATION IN
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For teachers Vol 3 sentyabr 2023 (1)
OVERCOMING THE VIOLATION OF WORD FORMATION IN
PRESCHOOL CHILDREN, WHOSE GENERAL SPEECH IS NOT FULLY DEVELOPED, THROUGH PLAY ACTIVITIES. Kokand State Pedagogical Institute Special pedagogy (speech therapy) specialty Master of the 1st Group N.Raimjonova https://sciencepromotion.uz When Stern formulated this idea, he knew that chronological parallelism did not exist here, i.e. As Stern said, all these stages of the development of children's ideas do not correspond to the corresponding stages of the development of the external side of the child's speech, for example, if the child is at the stage of separated words, he will be at the objective stage of perception. The same applies to the stage of action, when the child begins to say two-word sentences. And here there is a chronological break on the outside of the child's speech and semantic activity. However, Stern and a number of other psychologists believed: with a chronological gap, according to him, there is a logical complete correspondence between the child's success in mastering the logical structure of speech and the child's assimilation of the external side of speech. J. Piaget used this position, showing what was revealed in the problem of speech and thinking. Ultimately, speech as the source of the main socialization of thought is the main factor for Piaget, with the help of which logical laws and features are introduced into our opinion, allowing the child to communicate with others. L.S.in the opinion of. For Vygotsky, verbal thinking is a complex formation of a heterogeneous nature. All meaningful speech in a functionally developed form has two sides. This is usually referred to in modern research as the physical side of speech, which refers to the verbal side that is associated with the outside, and the semantic side of what we are saying, which consists of filling in the meaning, making sense. from what we say, what we see and hear. The attitude of these parties was usually formed in a negative form. Psychologists have found and confirmed that the phasic and Semitic sides of https://sciencepromotion.uz speech do not immediately appear in the finished form and do not parallel each other in development, they are not molds of each other. It is difficult, says Piaget to find brighter evidence that it is speech that introduces logical categories into the child's thinking. A child without speech would never make sense. According to Piaget, the complete closure of the child inside himself would never have led to the slightest disruption in the wall surrounding the child's thinking. The semantic side of the first word of the child is not a noun, but a one- word sentence. It can be seen from this that a child who pronounces individual words, in fact, inserts not knowledge of an object on the semantic side of a word, but a whole, usually very complex, chain of sentences or sentences. If a child's sentence of one word is translated into our language, we will need a whole phrase. Psychologists approached the problem experimentally and began to figure out what is hidden behind the meaning of the first word of the child. The initial conclusion was obtained in this way, which is the starting point and which is L.S. Vygotsky formulated it like this: when mastering the outer side of speech, the child moves from a word to a phrase and from a simple phrase to a phrase, when he assimilates the meaning, he switches to a separate phrase. separate phrase to distinguish combinations of words, and only at the end - separate words. It turns out that the ways of developing the Semitic and phase sides of children's speech not only do not represent a mirror image, but are in a certain way opposite each other . The old opinion that the main work on the development of children's speech or, as Stern notes, ends at the age of 5, when the child masters the vocabulary, grammar and syntax of his native language is wrong. : as it turned https://sciencepromotion.uz out, not the main one, only the initial work ends with 5 years. In connection with the development of speech, the age considered as a period when nothing new was introduced - the age of the first school, which was seen as a period of only quantitative growth of children's ideas and further clarification of elements and their connections. the idea given is that these young children are now moving forward in the first place in terms of the richness and complexity of the processes that take place in the development of their words. S.L. Rubenstein argues that the development of speech in a child is achieved through learning: the child learns to speak. However, this does not mean that mastering speech, their native language, in general, is the result of social educational activity, which is the goal of the child to learn speech. Later,such educational activities are introduced into the study of grammar, i.e. systems of language norms that the child already knows in practice. Only in this way can a genuine understanding of speech as speech be achieved. The child acquires speech in a normal way-not through the study of speech in the educational process, but through its use in the process of communication. The method of mastering speech is inextricably linked with the nature of speech: speech, full-fledged human speech, meaning and application are not a system of signs that can be arbitrarily determined and studied. A real live speech word, unlike a sign, has its own history, during which it acquires an independent meaning. To master a real word, it must be included in the life and activity of the speaker, satisfying the real needs of the speaker in the process of Use, and not just learning it. Before the ability to master speech, to use it for communication, an understanding of the speech of others appears. It is important in the development of the child's speech, for which it represents the initial stage of the main function of communication. https://sciencepromotion.uz List of used literature 1. Pulаtоvа.Х.M Tаbitаshunоslikni o’qitish mахsus mеtоdikаsi: Fаn nаshriyoti. 2005 yil. 2. Ayupova.M.Y. Logopediya. “O‘zbekiston faylasuflari milliy jamiyati” nashriyoti. Toshkent - 2007 3. Abdullaeva, B., L. Khaitov, and M. Aziza. "Development of social pedagogical competence of future defectologists." Journal of Advanced Research in Dynamical and Control Systems 12.6 (2020): 1139-1142. 4. Khaitov, Lazizbek. "Essence and structure of socio-pedagogical competence of the future logopeda teacher." European Journal of Research and Reflection in Educational Sciences 8 (2020). 5. Maxmudovich, Xoldorov Ma’rufjon. "The system of formation of lexical and grammatical structures in children with speech impairments." INTERNATIONAL JOURNAL OF SOCIAL SCIENCE & INTERDISCIPLINARY RESEARCH ISSN: 2277-3630 Impact factor: 7.429 11.11 (2022): 171-177. 6. Haydarov, Islomjon, and Orzujahon Qayumova. "ESHITISHIDA MUAMMOLARI BО ‘LGAN BOLALARDA ESHITISHNI TEKSHIRISH VA ULARNING YAKKA MASHG ‘ULOTLARGA JALB QILISH." Наука и инновация 1.11 (2023): 52-56. 7. Hatamjon o‘g‘li, Haydarov Islomjon. "Technologies for the Formation Of The Skill Of Creative Thinking In Weak Auditory Students." INTERNATIONAL JOURNAL OF SOCIAL SCIENCE & INTERDISCIPLINARY RESEARCH ISSN: 2277-3630 Impact factor: 7.429 11.11 (2022): 265-271. https://sciencepromotion.uz 8. Shavkatjon o’gli, Nabiyev Ravshanjon. "TA’LIM JARAYONIDA AUTIZMLI FARZAND TARBIYALAYOTGAN OTA-ONALAR BILAN ISHLASH USULLARI." (2023): 128-132. 9. Shavkatjon o‘g‘li, Nabiyev Ravshanjon. "Boshlang ‘Ich Sinf Aqli Zaif O ‘Quvchilar Nutqini O ‘Stirish." Research And Education 1.1 (2022): 263-267. 10. Xonbabayeva, Madinabonu, and Mohigul Fayzimatova. "MAKTABGACHA YOSHDAGI BOLALARGA UCHRAYDIGAN DISLALIYA NUQSONINING BARTARAF ETISH USULLARI." Development of pedagogical technologies in modern sciences 2.6 (2023): 39- 42. https://sciencepromotion.uz Annotation: the science of clinical foundations of Special pedagogy consists in studying such issues as the impact of defects on the psychological and physical development of children, the general structure of the human body, its state in the presence of various defects, the activity of the brain and nervous system, vision, hearing, the activity of speech sensors, physiology and pathology, the causes of Keywords: special pedagogy,clinic, pregnancy, development, hereditary disease, prophylaxis, endocrine, early diagnosis, cranial nerves, paired nerves, visual field, errant nerve, muscle nerve. The purpose of teaching science - the future specialist should have an understanding of the causes of the occurrence of defects in children with disabilities, the course of Pathology,Clinical forms,complications and the negative impact on the mental, mental and physical development of the child as a result ,knowing that the role of medical knowledge in the elimination of defects in the child is special. The task of the science is to theoretically and practically formulate medical knowledge, skills and skills in children with defects and disorders in mental and physical development in students, in particular, the causes of Download 38.03 Kb. Do'stlaringiz bilan baham: |
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