Kyurkchiyska V.I. Development of Connected Speech
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Abstract
The relevance of the topic of the article. Each period has its own significance for the upbringing, socialization and education of the future of the nation - children, but preschool education occupies a special place. It sets the stage for building ideas, relationships, and competencies. The development of connected speech during this period is a priority in the work of a preschool teacher who is looking for working methods that are adequate to the modern development of technologies.
The aim of the research. Preschool education is associated with one of the most sensitive periods for children – preschool age, therefore, it involves a system of methods, forms and means of implementing modern educational content, taking into account the characteristics and nature of pedagogical interaction.
Description of the research progress. The presented educational software products “Grandfather and Turnip”, “Kolobok” and fairy tales of the Cunning Peter are an attempt to answer the need to find forms of work for the development of connected speech in children.
The results of the study. “Grandfather and Turnip”, “Kolobok” and fairy tales about the Cunning Peter provide learning objectives in all educational areas: Coherent speech, Vocabulary, Grammatically correct speech, Sound culture, Perception of a literary work, Reproduction of a literary work. It is impossible to present the possibilities for each of them in this text. Attention will be focused on the main aspects of Connected speech and the perception of a literary work, without claiming to be complete.
Conclusion. The educational software products “Grandfather and Turnip”, “Kolobok”, “Cunning Peter”, presented in this article, contribute to the implementation of modern requirements in the direction of the way of conducting the main form of pedagogical interaction - situation, namely, to take place in a playful form, i.e. play should not be an element, but should be fully integrated into the educational process. They are also suitable for additional forms of interaction that are organized according with the needs and interests of children during extracurricular time. In both cases, they contribute to the formation of competencies. The capabilities of software products are not limited to the presented technological solutions. Their use is a matter of creative search and digital competence of children’s teachers.
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