THE SPEECH READINESS OF SENIOR PRESCHOOLERS AS A LINGUA DIDACTIC PROBLEM

  • I. L. Palasevych Drohobych Ivan Franko State Pedagogical University
Keywords: children of senior preschool age; speech training; components of speech training; speech readiness of children for school; continuity in teaching preschoolers of their native language

Abstract

This article is analyzed the essential characteristics of the concepts “speech training” and “speech readiness” of children for school. It was found that the speech preparation of children for school involves mastering the techniques of sound and compound word analysis, acquaintance with the characteristics of sounds, sentences, as well as the availability of motor skills necessary for learning to write. Speech readiness of senior preschoolers includes mastering a certain amount of knowledge; formation and specific level of development all the types of competencies (phonetic, lexical, grammatical, dialogical and monological) and elementary evaluation and control actions in the field of speech activity, which serve as a means of conscious language acquisition by children. The general speech and special language components of speech preparation of children for school are described; emphasis is placed on the fact that speech training is an important condition for the timely introduction of preschoolers into the language reality, as well as the development of arbitrariness and awareness of their speech; the basis for the formation of educational activities of future first-graders, the basis for the transition from spontaneous unconscious speech, learned intuitively, on a practical level, to controlled language behavior as a foundation for intellectual development and successful mastery of subjects in school. Emphasis is placed on the importance of continuity between preschool and primary education, which determines compliance of educational work in a preschool institution with the requirements of primary school, the resistance of first teacher to the level of speech development achieved by older preschoolers, their knowledge, skills and experience. The organizational and pedagogical conditions are justified for the effective formation of children's speech readiness for school, substantiating the communicative orientation of learning; comprehensive solution of all tasks of speech development; cooperation of the preschool institution with the families of pupils in this field.

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Published
2021-02-09
How to Cite
Palasevych, I. L. (2021). THE SPEECH READINESS OF SENIOR PRESCHOOLERS AS A LINGUA DIDACTIC PROBLEM. Bulletin of Zaporizhzhia National University. Pedagogical Sciences, (2), 220-226. https://doi.org/10.26661/2522-4360-2020-2-34