DEVELOPMENT OF CREATIVE STORYTELLING IN PRESCHOOL AGE IN TERMS OF THE THEORY OF SPEECH ACTIVITY

2021 ◽  
Vol 12 (1) ◽  
pp. 153-157
Author(s):  
Penka Valcheva ◽  

The article discusses the basic concept in the theory of speech activity. The ratio of the four phases in the structure of speech activity to the system for development of creative storytelling in preschool age is analyzed. The significance of the imaginary communicative-speech situations for the natural motivation of the children’s speech activity and the orientation in the communication situation is considered. Describes the pedagogical tools used to build the communicative-speech situation and the requirements it must meet in order to motivate children’s creative storytelling. Guided by the theory of speech activity and the peculiarities of the imaginary communicative-speech situation, the author derives methodical algorithms of creative storytelling in preschool age, which, develop in unity the verbal-creative and communicative-speech skills of children.

2020 ◽  
Vol 15 ◽  
pp. 35-38
Author(s):  
Irina Volzhentseva

The article reveals the innovative aspects of preschool age children’s speech development by means of ontomusic therapy due to the interaction and relationship of the prosody components and means of musical expression according to the deep psychology of the mechanisms of psyche functioning of J. Lacan and the theory of the active form of music therapy by A. Meneghetti.


2020 ◽  
pp. 39-71

This article describes the derivational potential of root word combinations belonging to the noun, adjective and verb groups in the English and Uzbek languages and their grammatical functional features on the basis of comparative-typological, comparative and distributive methods at the lexical and syntactic levels of the language. Structural models of derivation of verbs, nouns and adjectives in the English and Uzbek languages and their features are considered based on component analysis, as well as morphological factors that ensure the completeness of derivation, their distinctive and similar features in both languages, the role and importance in the formation of verbal compounds is analyzed in detail. The article also identifies the factors that ensure the transposition of root verbs, nouns and adjectives in English and Uzbek, and describes their structural-functional and contextual-semantic analysis at the required level. Until today’s period of development of linguistics, many problematic processes related to the language system have been studied and researched. This situation can be observed both in the context of world linguistics and in the context of Uzbek linguistics. Linguistics, like all sciences, is constantly evolving. Due to this, it is natural that there are still problematic processes in this sphere today. The fact that the phenomenon of derivation less researched in the context of root words can be related to such problems, because in both English and Uzbek linguistics the problem of derivation of root words is not studied at the required level. Any new word that exists in a language takes its initial form from speech, and thus the speech dependence of the word formed ends, because the next life of a derived word goes on in a language. That is, the derived word takes its place in the paradigm of its own analogical forms after being tested in social speech activity for a certain period of time. Only derivatives that have fully passed such tests will receive the status of a language unit and, like their other paradigms, will begin to function as a means of enriching the language with new constructions. It is well known that the derivational sequence of linguistic units cannot be fully understood only on the basis of grammatical research, because word formation in its extralinguistic basis is a product of speech activity. Since related words are considered not as a finished product of the language, but as a product of speech, since they are artificial words, in speech they are activated only in the form in which they are adapted for communication. In some places, depending on the need for speech, we can also observe cases where two or more related words are involved in the process of communication or in context. In this article, the works of English and Uzbek writers are selected as a source, as well as the degree of influence of the speech situation of both languages on the choice of words is studied and scientifically substantiated on the examples taken for analysis. As a result of syntactic-semantic analysis of root word combinations in the English language, on the basis of a detailed analysis, it was shown that root words can be combined with other words in speech, forming various models.


2019 ◽  
Vol 25 (1) ◽  
pp. 256-280
Author(s):  
Valentyna Poul ◽  
Ostap Bodyk

The article is based on the idea of studying the growth of the regulatory role of child’s speech in the activity organization and feasance and the conduct of child’s behavior. According to this idea, the child’s volitional behavior arises with the skills appearance to build speech utterances, when youngster begins to draw up a plan of his/her activity and regulate the process of his/her implementation with their help, i.e., the development of planning and regulatory speech functions is in progress. Emphasis is placed just on the problem of forming in children the ability to build utterances on their own in connection with the development of speech functions and their volitional development. It’s given the proof of the interconnection of the stages development of planning and regulatory speech functions in preschool and junior schoolchildren and the conditionality of the volitional development of children by the development of their speech skills and functions. The paper presents a functional-structural model of the development process optimization of planning and regulatory speech functions by children in forming their speech skills. It’s illustrated the structure of the program forming preschoolers’ and first graders’ skills to model speech utterances for their development of planning and regulatory speech functions, the formation of which is considered as one of the their volitional behavior development mechanisms. The effectiveness of this program has been experimentally proved. The results show the substantial children’s speech development changes, the positive will development dynamics, the time history in an interrelation between children’s will and speech development, namely: volitional development was connected with all connected speech indicators at the same time, in preschoolers – mainly with their utterances completeness and logic, in first-graders – with the understanding of the meaning of their own speech in activity. On the basis of the scientists’ theoretical and experimental works and presented empirical research results analysis it’s suggested to assume the senior preschool age as a sensitive for the regulatory speech function development and the junior school age – planning one.


2018 ◽  
Vol 28 (3) ◽  
pp. 939-943
Author(s):  
Penka Valcheva

The development of speech must be seen not only in the linguistic aspect (such as mastering the phonetic, lexical and grammatical habits of the child), but also in the area of communication skills (forming the child's skills to interact with peers and adults) that are important not only for the culture of speech, but also for the culture of communication. Communicative competence in pre-school age is therefore seen as the ability of children not only to form separate phrases but also to choose those that best reflect the necessary concrete behavior in individual speech situations and speech interaction because language as a means of communication it only makes sense in a given context. Namely the relationship between communication and socialization could lead to the formation of children of so-called soft skills. The child's ability to understand a specific speech situation in which he / she is placed allows him / her to actively master the language. In order to structure its narrative and select the correct means of expression, the child is placed in an imaginary speech situation, which largely directs his speech in the service of the specific communicative task and forms the basis of communicative competence. At preschool age, it covers the social context of language competency, that is, everything related to the situation in which the child communicates through language and by all means. The development of the communicative side of the creative storyteling at preschool age requires the development of such a system of speech tasks that stimulates both the creative imagination and the fulfillment of the communicative task set forth in the narrative process. This article focuses on the communicative side of verbal creativity by analyzing the ability of children to organize their own speech in accordance with a specific communicative purpose. It provides a tool for assessing the communicative focus of creative stories by analyzing the correspondence of the produced text with the theme, the preferred speech genre and the speech means that children use in their narrative.


2021 ◽  
Vol 1 (6 (344)) ◽  
pp. 207-223
Author(s):  
Olena Bielova ◽  

The research provides a theoretical analysis of the problem of studying the ontogenesis of speech from birth to school age. The purpose of the research is to provide a theoretical justification for the ontogenesis of speech as the methodological basis for speech development. Research methods: analysis of scientific sources. Research objectives: theoretical analysis of scientific theories on the knowledge of the terms «language» and «speech»; substantiation of the term «ontogenesis» and terms such as «speech ontogenesis», «children’s speech ontogenesis», «speech development»; study of psycholinguistic concepts of speech ontogenesis; to reveal the phenomenology of the theory of speech activity in the scientific space; coverage, based on scientific theories, of stages of a child’s ontogenetic development from birth to school age; consider scientific teachings on the relationship of speech to other mental processes. Based on scientific and theoretical research, the meaning of the concepts «language» and «speech» was revealed; understanding of the term «ontogenesis» and terms such as «speech ontogenesis», «child speech ontogenesis», «speech development»; the search can help to acquaint with various scientific positions that shed light on the ontogenesis of speech development: nativism (genetic programming of speech development), activity speech theory (speech acquires a kind of activity, motivation, heuristics and it is socially and objectively conditioned) and cognitive development (the relationship of speech with cognitive mental processes); it was described the phenomenology of the theory of speech activity, which includes the leading elements: motive, purpose, tasks, conditions, actions, operations, means of execution; the stages of ontogenesis of children’s speech are revealed (infant, early, preschool and school-age); the close relationship of speech with mental processes are determined. Studying the conceptual foundations of speech ontogenesis will allow us to further understand the problem of speech readiness for the schooling of children with speech pathology.


2021 ◽  
Vol 13 (4) ◽  
pp. 267-282
Author(s):  
Kateryna Kruty ◽  
Antonina Minenok ◽  
Iryna Morozova ◽  
Tetiana-Yelyzaveta Tsapenko ◽  
Oleksandr Kozynets ◽  
...  

The article theoretically substantiates and experimentally verifies the validity of the developed diagnostics by the method of contrast groups. The relevance of such a study is determined by the lack of development of the problem of diagnosing grammatical aspects of speech in preschool age for Slavic (inflected by nature) languages. It is proved that for a preschool child in the first stages there is no speech activity separately from the subject, so the object of its orientation is not speech activity, but a single semantic whole, an event that is presented in a sentence (sometimes a phrase, discourse). In the following stages, the child's attitude to speech reality changes. This reality is already special, different from the subject. For all stages of speech and speech development of the child is typical limited and unstable nature of orientation to certain aspects of linguistic reality, when the pre-schooler focuses on either the semantic or formal side of speech. At the end of the senior preschool age, gender differences in children's use of adjectives are the most significant. The reason for the active use in speech of adjectives by girls we see both in the psychological characteristics and gender guidelines of adults around them (active use of nouns and adjectives with hypocritical-diminutive suffixes).


2020 ◽  
Vol 65 (4) ◽  
pp. 156-161
Author(s):  
Zh.T. Taszhurekova ◽  
◽  
A.D. Seisenova ◽  
А.S. Оspanova ◽  
◽  
...  

The article deals with the problems of forming the language system of the Kazakh (native) language in preschool age. The importance of studying the regularities and features of the formation of components of the language system in the course of speech ontogenesis of children of early and preschool age is revealed. It is emphasized that in the course of scientific research, as close as possible to touch the speech-motor potential of each child, while ensuring not only a tolerant attitude to children's innovations and children's speech style, but also to pay maximum attention to the natural process of mastering the native language and the features of thestructure of the speech-language mechanism.The authors identified effective ways to study and explain the ontogenesis of speech –the process of learning the native language by children. Scientific approaches to the consideration of language phenomena inthe child's speech and the prospects for conducting ontolinguistic research are also identified.


Author(s):  
Nataliia Bazyma ◽  
Oksana Koropatova ◽  
Yuliia Bondarenko ◽  
Olga Forostian ◽  
Hanna Sokolova ◽  
...  

Speech development of a child with autism does not always take place at the appropriate age and does not always obey the laws of development of speech functions. According to the analysis of literature sources, the direct study of speech activity of children with autistic disorders requires a more detailed study. According to our predictions, a child with autistic disorders of older preschool age due to the peculiarities of communicative and behavioral spheres will show a low level of speech activity, which can be explained directly by the specificity of speech development along with limited language experience and insufficient knowledge of language and its use in communication. Language behavior consists of two complementary and interrelated processes: psychological formation (generation) of speech utterance and perception of the expanded speech of the interlocutor. The model of speech utterance generation includes five consecutive, interconnected stages (phases) identified by O.O. Leontiev (1967): the motive of utterance; the idea of expression; internal programming; lexical and grammatical development of the utterance; implementation of speech expression in external speech. Speech activity is one of the many forms of general activity, a reflection of the needs that arise in accordance with specific communication situations, a prerequisite and an important component of language behavior. The term "speech activity" is considered by us in the sense of the presence of a motive for speech utterance and direct speech utterance, which may occur as a reaction-response to the interlocutor's remark or as a desire to inform the interlocutor of their own thoughts, experiences, emotions, needs.


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