Oshchepkova E.S., Bukhalenkova D.A., Yakupova V.A. Development of Coherent Oral Speech in Senior Preschool Age

Received: 03/23/2020

DOI: 10.24411/1997-9657-2020-10072

Keywords: preschool age language development narratives story based on a series of pictures oral speech development child language psycholinguistics

To cite this article:

Oshchepkova E.S., Bukhalenkova D.A., Yakupova V.A. (2020). Development of coherent oral speech in senior preschool age. Preschool Education Today. 3:14, 32–39 (in Russian). DOI: 10.24411/1997-9657-2020-10072

This work is licensed under a Сreative Commons Atribiution - NonCommercial 4.0 International (CC BY-NC 4.0)

2020, 3

Daria A. Bukhalenkova
Cand. Sci. (Psychology), Junior Researcher at the Laboratory of Childhood Psychology and Digital Socialization, Federal Scientific Center for Psychological and Interdisciplin ary Research; Associate Professor at the Department of Educational Psychology and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russian Federation

Vera A. Yakupova
Faculty of Psychology, Lomonosov MSU, Researcher, Department of Psychology Methodology, Moscow, Russia

Ekaterina S. Oshchepkova
Institute of linguistics, Russian Academy of Sciences, Senior Researcher, General Psycholinguistics Sector, Moscow, Russia

Abstract

The article discusses the development of coherent oral speech in preschool age and possible ways to improve it. The author analyzes the terminological variants of the connective oral speech designation, and put forward the terms “narrative” and “text”, that are considered to be synonyms. On the basis of the psycholinguistic data on the peculiarities of the child language acquisition, the authors describe methods for evaluating children’s retelling and narratives, as well as methodological principles for the formation and development of storytelling skills in senior preschool age. It is proposed to evaluate the parameters of their micro- and macrostructure in children’s narratives. The microstructure is traditionally referred to lexical and grammatical indicators: the number of lexical and grammatical errors, the richness of the dictionary, syntactic complexity, the absence of omissions of major parts of the sentence, pronominalizations index, and others. The macrostructure includes the correspondence to the simplest narrative structure “goal – action – result” and the degree of development of the narrative (complete, simplified or distorted narrative). When learning to create narratives, child needs to move from simpler, personal narratives to more complex, invented ones. Personal narratives include children’s stories about repeated actions or events, and at a later stage – about a bright, memorable event for the child. Fictional narratives are often created using one or a series of images. A story is usually created based on a series of images, and a description is created based on a single image. Among the fictional narratives, stories will be simpler for children than descriptions. Work on creating texts with children should be based on a series of colorful, interesting images, where you can trace temporary and cause-and-effect relationships. It is concluded that learning vocabulary and grammar is not enough for the development of coherent oral speech; special techniques are needed to develop children’s ability to generate text as an integral and coherent unity.

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