Priorities and problems in the speech development of pupils in preschool and primary education

PRIORITIES AND PROBLEMS IN THE SPEECH DEVELOPMENT OF PUPILS IN PRESCHOOL AND PRIMARY EDUCATION
Sodikova Nozanin Nodirjanovna,
Fergana State University,
teacher of the Department of Pedagogical Psychology

Annotation : This article discusses the priorities and challenges in the speech development of young preschool and primary school students. Fluent speech is a widely used idea that allows people to communicate and understand each other. Fluent speech is inseparable from the world of thoughts: fluent speech is the fluency of thoughts, which reflects the child's ability to think logically, to reflect on what he or she perceives, and to express them correctly.
Keywords: fluent speech, dialogue, communication, interpersonal, intra-individual, universal. a;coustic and articulatory aspect, imitation method.

The formation of fluent speech, the change in its function, is a consequence of the child's increasing complexity, which depends on the child's ability to communicate with others, the form of communication. In preschool, it is formed through communication and learning. The development of fluent speech is gradual from an early age. In the first seven years of a child's life, special attention should be paid to the emergence and development of speech as a means of communication with others. Fluent speech is important in everyone's life and has three main functions: interpersonal, intra-individual, and universal.

Language is a unique treasure of the nation, which has always been expressed orally and in writing. Rich, bright, interesting speech is the light of whoever is speaking. The noble possibilities of language are opened in the process of speech through speech. Without speech, the infinite possibilities of language are limited. This is how the sultan of words and ghazals, A. Navoi, explains the relationship between language and speech. “Language is a weapon of speech with so much honor. If the speech is inaccurate, it is in the language's interest. " So. No matter how good the language is, it serves as a tool for speech. His power is manifested in speech. If the tongue is an arrow, the speech is a bow. The power of the arrow also depends on the power of the bow.
It is well-known that language is the highest and most basic means of the human mind and activity. After all, isn't it a language that distinguishes man from other living beings ? Therefore, the highest products of human mental activity, the fruits of thinking, are realized through language and speech. Language is a powerful tool for bringing the product of thought to life. The function of speech reflects the actual stage of its development in ontogeny, each of which has its own characteristics:
Task 1 - interpersonal - is a means of communication between people. In this case, the speech is an oral speech - a monologue, a dialogue, a conversation between several people.
Task 2 - the inner individual - where speech raises many mental processes (thinking, attention, memory, imagination, etc.) to the level of clear comprehension and allows the person to regulate and control mental processes serves as a means of implementing them.
Task 3 - universal - where speech allows an individual to obtain information from the treasury of universal socio-historical experience. In this case it is a written speech materialized in graphic symbols and signs.
Teaching in educational institutions takes two forms: a) free speech; b) in special classes. Dialogue emerges in more fluent speech, and it is the basis for the natural development of pronunciation grammatical skills, the basis for the acquisition of fluent speech skills, enriching children's vocabulary. Dialogue is taught in special classes (1-2 sessions per month); During his time in school, the child is able to communicate freely with the teacher and other children. At home, adults should engage in dialogue with the child on a variety of topics. Teaching dialogic speech (or oral speech) usually takes the form of conversation, that is, between adults and children and between children themselves.
Special classes on the development of dialogic fluency are based on the method of conversation (conversation) and the method of imitation. These methods are usually performed in the following ways:
Preparatory interview methods;
Theatrical methods (imitation, retelling).
The prepared conversation has the following functions:
To talk to children directly, that is, to listen without the words of the interlocutor, to behave in anticipation of a convenient time to take a bite, to speak clearly to the interlocutor;
Companion - practice pronunciation and grammar skills, determine the meaning of certain words. During the conversation, the educator uses a variety of methods, such as questions, riddles, and rhetoric. All of these methods help to direct the process of knowledge acquisition during the conversation, to provide verbal communication, to activate children's thoughts, their attention, memories, emotions.
It is in dialogue that the ability to listen to the interlocutor, to ask questions, to respond based on the content is developed. These skills are also important for the development of monologue. Cooperative activities are important to establish a dialogue with peers. This activity is formed gradually. At first, the children stand up and comment on what is happening. There are many folk games through which children learn to pay attention to each other, to learn from the voice of their friends, to feel the details of appearance, to communicate verbally. It is recommended to use board games and printed games ("lotto", "dominoes") to establish a dialogue. When playing in pairs, children learn ways to engage in dialogical cooperation: taking turns, treating each other politely, defending their point of view with evidence, and coordinating their thoughts with their partner. In such games, different types of speaking tasks can be used as a basis for cognition, for example: selection of given vocabulary words, stratification of sounds that are acoustically and articulately close to each other, classification of generalized names, co-narration based on a series of pictures and so on. Teach children fluency in preschool. The development of fluent speech in children is the main task of preschool education, by the end of preschool age the child must master the basic forms of adult speech, ie two forms of fluent speech - dialogic and monologue. The mission of the preschool is to develop fluent speech (dialogic speech) and monologue in children. The task of shaping conversational speech is multifaceted. Preschoolers develop the ability to listen and understand speech, listen to each other, answer questions and ask questions themselves, and respond consistently to the topic of conversation.