Pedagogical conditions for ensuring continuity in the development of coherent speech in older preschool children and first graders
of coherent speech in older preschool children and first graders. Preschool Education Today, 19(3), 68–80. (in Russ.). https://doi.org/10.24412/2782-4519-2025-3129-68-80
This work is licensed under a Сreative Commons Atribiution - NonCommercial 4.0 International (CC BY-NC 4.0)
Abstract
Background. Modern educational approaches place significant emphasis on the continuity and consistency of learning, creating optimal conditions for children’s successful adaptation during the transition from preschool to primary education. The development of coherent speech is a key aspect of school readiness, as it fosters communication skills, cognitive development, and successful academic performance. Therefore, investigating pedagogical conditions that support continuity in the development of coherent speech is of particular importance for educators and parents seeking to ensure children’s effective development.
Objective. To develop, justify, and experimentally test pedagogical conditions for ensuring continuity in the development of coherent speech in older preschoolers and first-graders.
Sample. The study involved 200 parents of children aged 6-7, 150 preschool educators, 80 primary school teachers, 200 preschool students, and 58 first-grade pupils.
Methods. The study was conducted using a set of theoretical and empirical methods. For the theoretical understanding of the problem, analysis, synthesis, comparison and forecasting were used, as well as the study of literature from various fields. The empirical part included observation, monitoring of children’s issues, conversations with children, teachers and parents, surveys and analysis of documentation and educational resources. An important element was the pedagogical experiment, which made it possible to test hypotheses in real conditions. The data was processed using mathematical statistics and qualitative analysis methods, which ensured the reliability and scientific validity of the results obtained.
Results. Methodological recommendations for the continuous development of coherent monologic speech in older preschoolers and first-graders were developed. These include unified approaches to speech development, a consistent strategy based on principles of continuity, gradual complexity of material, and alignment of content, methods, and interconnections between speech development activities in preschool and primary school settings.
Conclusions. Continuity in the development of coherent speech in older preschoolers and first-graders is achieved through the following pedagogical conditions: regular assessment of current speech development levels; specialized didactic approaches; balanced development of all speech components with long-term progression in mind; implementation of evidence-based methodological recommendations tailored for both age groups.
References
Arkhipova, E.V. (1998). Problems of speech development of younger schoolchildren. Diss. Dr. Sci. (Pedagogy). Moscow. (In Russ.).
Aronina, A.I. (1980). Problems of continuity between the kindergarten preparatory group and the first grade of school in the system of aesthetic education. Diss. Cand. Sci. (Pedagogy). Moscow. (In Russ.).
Beloshistaya, A.V. (2002). Modern understanding of the implementation of continuity between preschool and primary levels of the education system. Nachal’naya Shkola: Plyus — Minus = Elementary School: Plus or Minus, (2), 2–3. (In Russ.).
Bizikova, O.A. (2014). The development of monologue speech in preschoolers. Nizhnevartovsk: Publishing House of Nizhnevartovsk State University. (In Russ.).
Borisova, S.M. (2006). Continuity in the formation of musical and aesthetic taste among older preschoolers and younger schoolchildren in a multicultural environment. Diss. Cand. Sci. (Pedagogy). Cheboksary. (In Russ.).
Bubnova, I.A. (2009). Teaching oral monologue speech to younger schoolchildren. Summ. Diss. Cand. Sci. (Pedagogy). Saint-Petersburg. (In Russ.).
Burangulova, G.H. (1981). The continuity between kindergarten and school in the acquisition of sentences by younger schoolchildren as a unit of speech: abstract. Diss. Cand. Sci. (Pedagogy). Leningrad. (In Russ.).
Doroshenko, O.Y., Komissarova, S.A. (2021) The development of coherent speech in preschoolers based on the texts of the chain structure: 5–7 years. St. Petersburg: Detstvo Press Publ. (In Russ.).
Federal Educational program of preschool Education. (2022). URL: https://sudact.ru/law/prikaz-minprosveshcheniia-rossii-ot-25112022-n-1028/federalnaia-obrazovatelnaia-programma-doshkolnogo-obrazovaniia/ (accessed: 03.01.2025) (In Russ.).
Galkina, I.A. (2002). Linguistic concepts of text types in older preschoolers and their development in the learning process. Diss. Cand. Sci. (Pedagogy). Irkutsk. (In Russ.).
Gruzdeva, I.V. (2015). Continuity in the social education of children of senior preschool and primary school age. Diss. Cand. Sci. (Pedagogy). Ekaterinburg. (In Russ.).
Kapterev, P.F. (1898). Encyclopedia of family education and training. Issue I. Tasks and fundamentals of family education. St. Petersburg: E. Evdokimov Publ. (In Russ.).
Ladyzhenskaya, T.A. (1972). The system of work on the development of coherent oral speech of students. Moscow: Prosveshchenie Publ. (In Russ.). (In Russ.).
Lobanova, M.A. (2011). Continuity in the economic education of children of senior preschool and primary school age. Diss. Cand. Sci. (Pedagogy). Smolensk. (In Russ.).
Maksimova, M.V. (2004). Continuity in the development of vocabulary of senior preschoolers and first grade school students. Diss. Cand. Sci. (Pedagogy). Moscow. (In Russ.).
Miklyaeva, N.V., Miklyaeva, Y.V., Vinogradova, N.A. (2024). Preschool pedagogy: a textbook for universities. Moscow: Yurayt Pub. (In Russ.).
Nikolskaya, R.I. (1981). The content and methods of teaching a coherent statement of the type of reasoning in elementary school. Summ. Diss. Cand. Sci. (Pedagogy). Moscow. (In Russ.).
Paramonova, L.G. (2021). About coherent speech [3-7 years old]: a methodological guide. St. Petersburg: Detstvo Press Publ. (In Russ.).
Pelenkov, A.I. (1998). The continuity of artistic and aesthetic education of children of preschool and primary school age in visual activity. Diss. Cand. Sci. (Pedagogy). Moscow. (In Russ.).
Penevskaya, L.A. (1947). Telling children of the senior kindergarten group as a means of teaching coherent speech. Diss. Cand. Sci. (Pedagogy). Moscow. (In Russ.).
Popova, I.A. (1966). Continuity in the initial teaching of mathematics in the preparatory groups of kindergartens and first grades of schools. Diss. Cand. Sci. (Pedagogy). Moscow. (In Russ.).
Reshetarov, A.A. (1984). Teaching younger school children the ability to build a text. Diss. Cand. Sci. (Pedagogy). Moscow. (In Russ.).
Semenova, N.V. (2001). Teaching statements like reasoning to children of the seventh year of life. Diss. Cand. Sci. (Pedagogy). Moscow. (In Russ.).
Simonovich, A.S. (1866). The connection between kindergarten and school. Detskiy sad = Kindergarten, 11–12. (In Russ.).
Smirnova, E.A. (1987). Formation of the coherence of speech of older preschoolers in storytelling according to a series of plot pictures. Diss. Cand. Sci. (Pedagogy). Moscow. (In Russ.).
Smolnikova, N.G. (1986). Formation of the structure of coherent utterance in older preschoolers. Diss. Cand. Sci. (Pedagogy). Moscow. (In Russ.).
Tikheeva, E.I. (2025). Speech development of children. Moscow: Yurayt Publ. (In Russ.).
Tupichkina, E.A. (2005). Designing technology for the continuous intellectual development of children aged 5-7 years based on an information approach. Diss. Dr. Sci. (Pedagogy). Rostov-on-Don. (In Russ.).
Ushakova, O.S. (2014). Patterns of native language acquisition: the development of linguistic and communicative abilities in preschool childhood. Moscow: Sphere Publ. (In Russ.).
Ushakova, O.S. (2021). The program and methodological recommendations for the development of speech in children of the seventh year of life. Moscow: Institute of Education of the Russian Academy of Education. (In Russ.).
Ushakova, O.S., Strunina, E.M. (2004). Methods of speech development in preschool children. Moscow: Vlados Publ. (In Russ.).
Ushinsky, K.D. (1906). A guide to teaching the “Native Word”. St. Petersburg: M. Merkushev’s Publ. (In Russ.).
Utakaeva, S.I. (2005). Continuity in the formation of spiritual and moral values among older preschoolers and younger schoolchildren. Diss. Cand. Sci. (Pedagogy). Karachaevsk. (In Russ.).
Vodovozova, E.N. (2024). Mental and moral education of children from the first manifestation of consciousness to school age: a book for educators. Moscow: Stereotype Publishing. (In Russ.).
Yelkina, N.V. (2009). Psychological aspects of the development of coherent speech in preschool children. Yaroslavskiy pedagogicheskiy vestnik = Yaroslavl Pedagogical Bulletin, (9), 142–147. (In Russ.).
Yemelyanova, L.A. (2018). The continuity of preschool and primary general education in the development of children’s design abilities in the aspect of mastering robotics. Diss. Cand. Sci. (Pedagogy). Chelyabinsk. (In Russ.).
Zaitseva, L. M. (2001). Continuity in the environmental education of older preschoolers and younger preschoolers. Diss. Cand. Sci. (Pedagogy). Smolensk. (In Russ.).
Zrozhevskaya, A.A. (1986). Formation of coherent descriptive speech in the middle kindergarten group. Diss. Cand. Sci. (Pedagogy). Moscow. (In Russ.).
Zubareva, L.V. (2022). Development of verbal and logical thinking and coherent speech of younger schoolchildren: tasks and exercises. Volgograd: Uchitel Publ. (In Russ.).