Международный научно-образовательный электронный журнал

СПИСОК ИСПОЛЬЗОВАННОЙ ЛИТЕРАТУРЫ 
1.
Серия Монографии ученых Сахалинского государственного университета 
Л. И. Рублева русская проза последней четверти XVIII века: история и 
поэтика Монография 2-е издание, исправленное 
2.
 
Жанровые особенности русского плутовского романа (на примере романа 
В.Т. Нарежного «российский жилблаз») – тема научной статьи по 
языкознанию и литературоведению читайте бесплатно текст научно-
исследовательской работы в электронной библиотеке КиберЛенинка 
(cyberleninka.ru) 
3.
 
Василий Нарежный. Том 1. Российский Жилблаз. Читать онлайн 
(traumlibrary.net) 

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ФИО авторов:
 Xidirbayev Sherali Yeraliyevich 
Yusufaliyeva Gulnora Abduraxmanovna 
teachers of GulSU, UZBEKISTAN
Название публикации:
«GENERAL CHARACTERISTICS OF PRESCHOOL 
CHILDREN AND THEIR LANGUAGE LEARNING» 
Abstract:
The aim of this research is to study the peculiarities of foreign language 
teaching to children and make an attempt to suggest a convenient methodology and 
curriculum for preschool education establishments on foreign language teaching. 
Child-centered teaching, which may or may not be delimited, is characteristic of 
language, communication and multilingualism. Teaching is said to be constant: 
spontaneous but deliberate in all contexts and situations but also delivered through 
planned activities, projects and themes 
Key words: 
teaching, language teaching, preschool, foreign language, education, 
self-satisfaction.
 
At present the most topical issues of reforms in the area of language teaching is 
in the creation of convenient methodology for learners of English and other foreign 
languages starting from the earliest days of education. English and other foreign 
languages are being taught from the first classes of public schools. Moreover there are 
many preschool education establishments that give lessons on foreign languages in our 
country. In spite of the huge amount of preschool establishments that teach English as 
a foreign language there is still need for a consistent and continuing methodology that 
will ensure preparation of pupils foreign language skills before elementary education 
is started. 
Children from four to seven year-old have their own view of the life around 
themselves. Their interpretations of the surroundings is influenced by the knowledge 
of the language, their assessment of the situation or ourselves, and the manner they 
“would represent the physical situation to” themselves in the situation we are not 

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present. [1] They still have got problems to differentiate reality from the imaginary 
notions. 
At the age of four children know the world around themselves but they are not 
able to create a notion of the reality they can see every day. “Children are very self 
centred and cannot see things from someone else´s point of view.”
Their world is made of objects which are connected with their own personality. 
“Young children love to play, and learn best when they are enjoying themselves. But 
they also take themselves seriously and like to think that what they are doing is “real” 
work.” For example, at this age they understand what it means left hand and right hand, 
but when they have got a bisector with three points, A on the left, C on the right and B 
between them, they cannot imagine that A is on the left from C and B on the right from 
C. They need more time to understand this. Visualization begins with systematic 
centralization on own activity, and depicting aspects than merge into coordination of 
the activity. It enables to create transformation and release the concept of reality from 
the superficial, symbolic and misimpression.
At this stage children judge only situation and configuration but they do not 
notice the transformation. A very nice example could be a deformation of a plasticized 
ball. “A child of seven or eight could find out the conservation of material, at the age 
of nine or ten the conservation of weight and at the age of eleven or twelve the 
conservation of capacity.” These operations relate to the objects but they do not include 
verbal hypothesis.
Pastimes, where the cognitive and emotive interests are intersected, culminate 
between the seventh and the eighth year in the symbolic game. The symbolic game is 
the assimilation of the reality to “I” and its wish. Later it develops into constructive 
game with some rules, which are defined by the objectification of the symbols and the 
socialization of “I”. 
Roughly from the age of three children use a question “why” which tells us what 
kind of an answer or what solution they expect. At the questions of the origin, which 
are very important for children, they answer that everything was made by “someone”. 
Children need self-satisfaction, independence and various kinds of rivalry against one 

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of their parent or adult. It faces child to make an effort to have bias and respect of 
another person because he is particular about evaluation. They start to cooperate with 
the interpersonal and social world. In the environment where children work, play or 
talk, do not verge all their statements to provide information or ask questions, but these 
are very often monologues or collective monologues where everyone talks on its own 
and do not listen to others. They cannot create a partnership. 
There are opinions that claim “the sooner the better”. “Experts endorsing this 
opinion support the Critical Period Hypothesis. They believed in brain plasticity at an 
early age which enables rapid subconscious learning and developing innate brain 
capacity. They also suggest that children´s potential is wasted if it is not being 
developed sufficiently at an early age. Therefore this potential, and cognitive capacity 
in particular, must be stimulated by an enriched environment, so why not also by a 
foreign language.” 
For younger stages learning a foreign language has to be found on the active 
tasks. “They have a very short attention and concentration span.” They learn easier 
when moving, playing, singing and repeating of that they have already learnt. “If pupils 
enjoy the learning activities, they´ll be more involved and this may increase their desire 
to continue. This is very positive for language learning, because if children want to 
continue an activity for some time, it will give them more exposure to language input 
and more chance to practice the language. They´ll also develop more positive attitudes 
towards English as they will associate it with something enjoyable and pleasing.”
Learning a foreign language at this level starts from the native language and the 
children form phrases or words in the same rule as the first language. “So it is just 
essential for children to see and hear the second language being used.” Younger levels 
learn from adults and the surroundings, therefore it is important to use a correct model 
of the language, use gestures and facial expressions for better understanding. 
English could be used whenever it is possible in support of various visual 
materials, e.g. songs, illustrations, chants, games or demonstrations of how to use the 
material needed. Children become used to the language when using “typical classroom 
language and frequently repeated instructions.” [7] For very young language learner 

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the role of using names, meaning playing roles, in the lessons, has its foundation. But 
we have to be aware of mixing up the roles and the real life in the lessons. 
Classroom for young language learners should be special in needs. There should 
be more space for moving and the material needed should be suitable for this level, e.g. 
it should be safe, accessible, visible etc. “The atmosphere should be informal and 
noncompetitive.
All pupils “win”.”
Children at this stage are very active, restless, and excitable and have short 
attention spans. For this reason, it is important to include a lot of TPR activities and 
space for non-verbal participation. The use of variety of requisites helps us to keep the 
children steady. Not only requisites help us, the routines of the lessons “give the 
children security and their use should help to structure the time in a way that becomes 
recognizable to them and gives fewer opportunities for distraction.”
The classroom should be big enough to be divided into different areas, where the 
learners could work at a table, play on the floor or have some space for moving or 
another place for listening. The classroom should have child-friendly atmosphere, 
should be coloured, and decorated with a lot of pictures on the walls, e.g. animals, and 
there should be a lot of material that is suitable for the use at this stage, e.g. real subjects 
as marbles, dices etc. On the floor should be coloured carpet. Children should feel they 
are welcomed there. 
The best alternative is to divide the classroom. In the corners or on the edges of 
the room there are placed the distinct areas which are clearly separated from one 
another. There should not be a quiet area near to the noisy one; each one has to have 
sufficiency of space and material or furniture not more than is needed. The material 
and the furniture have to be modified for this level. The material is available for every 
learner in order to work simultaneously. Every piece of equipment has to be stored to 
be visible. The classroom for this level has to be much organized. What is very 
important for this level is to have enough space for TPR activities, which is best to 
place in the middle of the classroom. [8] Not only very young English learners make 
mistakes in learning a foreign language. But we differentiate between mistakes that 

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occur in understanding and the ones in reproduction, or production of the language. 
“The errors that can be made at the reproduction stage or in the production of language 
occur at the levels of pronunciation, vocabulary and grammar.” [8] 
Making mistakes is unavoidable when learning a foreign language. Therefore, 
when the teacher is correcting the learner the tone and the context has to be clearly 
helpful. 
Young learners often have got problems with pronunciation, e.g. sound “r”. To 
help them to manage this problem they repeat the word, say some easier ones and listen 
to the language itself. Practicing various activities again and again help the learners to 
be motivated and to continue improving pronunciation and intonation. The corrections 
of the language errors are better to be done without disrupting, after the activity by 
saying the correct form in a rhyme or a sentence.
Everyone needs to be encouraged when beginning learning a foreign language, 
and about very young children this stands twofold. For setting up and keeping up a 
suitable atmosphere in teaching very young language learners, it is relevant to use some 
positive feedback. This feedback serves as motivation for this level. Children are 
motivated by praising, e.g. “Well done”, asking them questions, explaining and 
correcting mistakes. The teacher should advert to the children´s success as often as 
possible. 
It is important to reduce support as children become familiar with the skills 
required for managing a task. In using familiar actions we can decrease gestures, so 
children have to rely more on following the teacher´s words. If the teacher provides 
support in the occasions when it is not required, “it reduces the level of challenge and 
children may not make progress.” [7] From the time “they have developed the skills, 
the language or the concepts required to do an activity,” the teacher gives them 
opportunities to try out and get over the new-found skill or knowledge to very similar 
but more challenging tasks in slightly different ones.
Young children learning a foreign language need support, if the foreign language 
learning strategies are to be brought into play.

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The teacher should be prepared to recognize whether the learner is ready to take 
another step in learning a foreign language, even when the learner cannot respond in 
the foreign language. “It is a process that requires great sensitivity on the part of the 
teacher and it is important that children´s attempts to communicate are rewarded with 
obvious pleasure on the part of the adult, adding to the pleasure in the activity itself.” 
[6] The teachers “need to examine their talk with young children and consider to what 
extent they are providing children with conditions similar to those through which the 
first language develops.”
Children usually want to do the same things again and again. Sometimes the 
teacher asks the learner to act out a role-play or a dialog, so there has to be space for 
everyone involved. When a chant or a song is enjoyable they require listening or seeing 
it once more. 
Repetitions and imitations are not meaningless and mechanical routines, but 
important means of learning. They are helpful for the development not only of 
pronunciation and intonation. Success in learning a foreign language depends also on 
the learner´s ability to use the new language.