Plan introduction

Contents:
Plan ………………………………………………… ... 3
Introduction ………………………………………………… 4
Main part ………………………………………… .8
The concept of fluent speech and its development tasks …………………………………………… ..8
The essence of fluent speech ……………………………… 13
Teaching children fluent speech in preschool ..... .16
Age-specific features of fluent speech development in children ………………………………………… 22
Language is a tool of thinking and communication…27
Summary ……………………………………………… .29
List of used literature ……………… ... 32

Topic: The role of educational technologies in developing a dialogic speech of general school pupils (in the example of A1 levels);

Plan:
1.Introduction.
2. The main part:
a.The concept of fluent speech and its development tasks.
b.The essence of fluent speech.
c. Teach children fluency in preschool.
d.Age-specific features of fluent speech development in children.
e.Language is a tool of thinking and a means of communication.
3.Conclusion.
4. List of used literature.

INTRODUCTION.

At present, the President of the Republic of Uzbekistan Shavkat Mirziyoyev pays special attention to the upbringing of the younger generation.
One of the most important characteristics of a human being is the ability to speak. The thought expressed through fluent speech is understandable and pleasant. is a high-level form of communication in which people exchange ideas and influence each other in the process of verbal communication. Verbal communication is done through language; language is a system of phonetic, lexical, and grammatical devices. To understand the movement of the speech pronunciation mechanism, it is necessary to know the structure of the speech apparatus. Speech disorders are a field that has been studied for many years. Speech norms are generally accepted variants of language use in speech activity. The state of normal functioning of speech is determined by its deviation from the norms of language due to the weakening of psychophysiological mechanisms. From the point of view of communicative theory, speech disorders are disorders of this means of communication. This reveals a breakdown in the relationship between the individual and society, which can be seen in the point of view.
According to Article 23 of the Law of the Republic of Uzbekistan on Education, children with physical or mental disabilities have the right to education. In our country, the organization of care for abnormal children is one of the brightest examples of human care. Organization of care for children with anomalies and disabilities in Uzbekistan special boarding schools, special groups in professional labor colleges; speech classes at preschools, special boarding schools, secondary schools for visually impaired and hard of hearing children with hearing impairments; equalization classes, boarding schools for children with speech disabilities in secondary schools; movement - children's institutions, boarding schools with injured limbs; There are speech therapy centers in secondary schools.
Reliable psycholinguistic substantiation of methodological issues of children's speech development is a characteristic feature of modern pedagogical research. Carried out in the spirit of the best traditions of Russian pedagogy, this research will have a lot of factual material, will determine the objective laws of children's speech. Using the classification of FA Sokhin and OS Ushakov, the psychological and pedagogical study of children's speech can be divided into several areas: structural (formation of different structural levels of the language system: phonetic, lexical, grammatical levels), functional (language acquisition in communicative activities) formation of nicknames); cognitive (forming a simple understanding of language and speech phenomena).
An analysis of the phenomenon of "speech development in children" and the process of its management leads to the conclusion that teachers need special training to work in the field of speech development in preschool children. Modern research on speech has a systematic approach, which is reflected in the study of the phenomenon of "many external and internal relations that exist as a whole system" (BF Lomov). The speech-language system is involved in many relationships, including the semantic information apparatus that translates meaning into words and is inextricably linked to the human mind and emotions, psychophysical phenomena (ie, brain function, physical sounds). the device that produces and receives them and classifies them), the means of communication and social communication are their main ones.
OBJECT OF COURSE WORK. Preschool, family and educational process.
SUBJECT OF COURSE WORK. Methods, content, form and methods of work on the development of fluent speech and the elimination of speech defects in preschool and preschool children.
PURPOSE OF COURSE WORK. Develop scientific and methodological recommendations for the use of convenient and effective methods for the development of fluent speech in preschool and preschool children.
1. The concept of fluent speech and the tasks of its development.
Speech is the process of activating language. The subject's verbal activity includes language and speech as internal means and methods of its implementation. Speech is a mental phenomenon, the property of an individual with individual characteristics, which develops in the conditions of certain interpersonal interactions. Unlike util, a nation that develops in a socio-historical context is a phenomenon of social property. Fluent speech is inseparable from the world of thoughts: fluent speech is the fluency of thoughts, which reflects the child's ability to think logically, to reflect on what he perceives and to express them correctly. The formation of fluent speech, the change of its function is a consequence of the growing complexity of the child's activity, which depends on the child's ability to communicate with others, the form of communication. In preschool, it is formed through communication and learning. The formation of fluent speech occurs gradually from the first age. In the first seven years of a child's life, special attention should be paid to the emergence and development of speech as a means of communication with others. Fluent speech is important in everyone's life, it performs three main functions: inter-individual, internal individual and universal.
Language is a unique treasure of the nation, which has always been expressed orally and in writing. A rich, bright, interesting speech is the light of whoever is speaking. The noble possibilities of language are opened in the process of speech through speech. Without speech, the infinite possibilities of language do not emerge. This is how the sultan of words and ghazals A. Navoi explains the relationship between language and speech. “Language is a tool of speech with so much honor. If the speech turns out to be inconvenient, it is in the interest of the language. "
So, no matter how great the language, it serves as a tool for speech. His power is manifested in the process of speech. If the tongue is an arrow, the speech is a bow. The power of the arrow depends on the power of the bow.
It is well-known that language is the highest and most basic means of the human mind and activity. After all, isn't it the language that separates man from other living beings ?! Therefore, the highest products of human mental activity, the fruits of thinking, are realized through language and speech. Language is a powerful tool for bringing the product of thought to life.
The function of speech reflects the stages of the actual developmental process in its ontogeny, each of which has its own characteristics:
Task 1 is a means of communication between individuals. In this case, the speech is a monologue, a dialogue, a conversation between several people.
Task 2 — internal individual — where speech raises many speech processes (thinking, attention, memory, imagination, etc.) to a level of clear understanding and allows the individual to regulate and control mental processes serves as a means of implementing them.
Task 3 - universal - where speech allows an individual to obtain information from the treasury of universal socio-historical experience. In this case it is a written speech materialized from graphic symbols and signs.
Teaching in educational institutions takes two forms: a) free speech; b) in special classes. Dialogue occurs in more fluent oral communication and is a natural basis for the development of pronunciation grammatical skills to enrich children's vocabulary; is the basis for fluent speaking skills. Dialogue is taught in special classes (1-2 sessions per month); During his time in the educational institutions, the child is able to communicate freely with the teacher and other children. At home, adults should engage in dialogue with the child on a variety of topics. Teaching dialogic speech (or oral speech) usually takes the form of conversation, that is, between adults and children and between children themselves.
Special classes on the development of dialogic fluency are based on the method of conversation (conversation) and the method of imitation. These methods are usually performed using the following methods:
Methods of preparatory conversation;
Theatrical methods (imitation, retelling).
The prepared conversation has the following functions:
To talk to children directly, that is, to listen to the interlocutor without words, to behave in anticipation of a convenient time to take a bite, to speak clearly to the interlocutor;
Companion - practice pronunciation and grammar skills, determine the meaning of certain words. During the conversation, the educator uses a variety of methods, such as questions, riddles, and rhetoric. All of these methods help to direct the process of knowledge acquisition during the conversation, to ensure verbal communication, to activate children's thoughts, their attention, memories, emotions.
2. The essence of fluent speech.
The essence of fluent speech. Preschoolers in particular need to consider two forms of relative speech — dialogic and monologic. In the absence of two or more speakers' opinions on a topic related to any situation, all types of syntactically simple statements, exhortations (please, demand), and interrogative sentences are presented. Language tools are enhanced by gestures, facial expressions. The educator should create a situation in which the children need to engage in dialogue using a variety of tools - ask, answer, explain, ask, bite, and so on. For this purpose, it is necessary to use conversations on various topics related to the life of the child in the family, preschool, his relationships with friends and adults, his interests and impressions. These skills are also needed to develop monologue.
Cooperative activities are important to establish a dialogic dialogue with peers. This activity is formed gradually. At first, the children act as soon as possible, commenting on what is happening. In this situation, speech is stimulated by the presence of a peer and the opportunity to talk to him, and he performs the function of planning and organizing his activities, as well as social communication.
Communication between children is mainly practical. Dialogue is often conducted in such a way that the child responds to the short bites of his partner with action or expresses his attitude to the event by non-verbal means. There are many folk games through which children learn to pay attention to each other, to know their friends by voice, to feel the details of appearance, to communicate verbally.
It is recommended to use board games and printed games ("lotto", "dominoes") to establish a dialogue. When playing in pairs, children learn ways to engage in dialogical collaboration: taking turns, addressing each other politely, defending their point of view with evidence, and coordinating their thoughts with their partner. In such games, different types of verbal tasks can be used as a basis for cognition, for example: selection of given sound words, stratification of sounds that are acoustically and articulately close to each other, classification of generalized names, storytelling based on a series of pictures and h.k.

.
The mission of the preschool is to develop fluent speech (dialogic speech) and monologue in children. The task of shaping conversational speech is multifaceted. Preschoolers develop the ability to listen and understand speech, listen to each other, and answer questions. The difference between these two types of speech is determined by the type of logical connection in the text. The monologue always informs about the facts of existence (relative to each other) that are in a time or cause-and-effect relationship. messages about facts that are present in the zida are called descriptions. A series of facts is called a message statement. Reports of facts in a cause-and-effect relationship are called feedback.

At the first age, the child hears fluent speech.
By distinguishing language elements — sounds, morphemes, words, sentences — from fluent speech, the child remembers the place of each language element in fluent text, which is the process of developing language perceptions from the earliest age before pre-speech exercises begin.
It is well-known that fluent speech expresses the interaction of children with others as a result of the impact of events. This expression can be expressed in one or more sentences. The child's relationship with the environment and the form of behavior play an important role in the formation of fluent speech. Given that older children have a lot of experience, skills and abilities in developing fluent speech, we need to determine what we should pay attention to when forming fluent speech in them, first of all, when listening to the text of fairy tales. First of all, it begins with the formation of the first ideas about our motherland. The Pre-School Curriculum aims to educate children about great figures, commanders and great thinkers. All this helps to develop fluent speech based on identifying, strengthening and expanding children's knowledge of our national values.

4. Age-specific features of fluent speech development in children.

Children's speech develops on the basis of adult speech. The formation of speech depends on the speech of others, the speech experience, the correct speech environment and education.
Speech is not an innate ability, but is formed in parallel with the physical and mental development of the child throughout life. In order to study and understand speech disorders, it is necessary to know the normal development of speech in children, the specifics of this process, the conditions that play a major role in the successful formation of speech.
In addition, it is necessary to know exactly the stages of development of the child's speech. This is necessary in order to identify and identify any shortcomings in the development of speech in a timely manner.
GI Rosengrad-Pupko divides the development of speech in a child into two periods: 1. preparatory period (up to 2 years); 2. The period of independent formation of speech. A.N. Leontev divides the formation of children's speech into 4 periods:
1. Preparatory period - from birth to one year;
2. Pre-kindergarten period - up to 3 years;
3. Preschool - up to 7 years;
4. School period.
From the moment a baby is born, it makes a sound. It consists of screaming and crying. True, this sound is far from human speech. But it is this screaming and crying that plays a major role in the development of the 3 parts of the speech apparatus (breathing, sound formation, articulation).
Two weeks later, the baby begins to pay attention to the voice of the person speaking. By the end of one month, she will be able to calm down under a soft song (alla). In this case, the sound combinations are not clearly articulated. The child hears sounds at the age of 5 months. The lips of those around him see the articulatory movement and try to imitate it. The fact that a child repeats certain specific actions over and over again strengthens the ability to move. From the age of 6 months, the child begins to pronounce certain syllables by imitation.
In the second half of the year, the child begins to perceive certain combinations of sounds and connects them with objects or actions. At the age of 7-9 months, the child begins to repeat various joints, followed by adults. At 10-11 months, the words themselves begin to react (regardless of the situation and the intonation of the speaker).
The second period is the period before kindergarten. (1 year to 3 years). After the first words appear in the child, the preparation period ends and the period of active speech begins. At this time, the child pays attention to the articulation of others. He repeats the words over and over again as he speaks, and he pronounces the words himself. By the age of 2-3 years, the child's vocabulary will be significantly enriched.