DEVELOPMENT OF DIALOGIC FORM OF SPEECH OF SENIOR PRESCHOOL CHILDREN

Abstract

The aim of the article is to study the peculiarities of preschool children's mastering of the
dialogic form of speech and to create a pedagogical program for the formation of dialog of older
preschool children, to develop joint games that promote self-development of children's speech. The
article focuses on teaching dialogic communication to preschool children, and this skill can be raised
to a higher level if the pedagogical possibilities of sessions of activating communication are identified
and the content and organizational and methodological foundations of their use in the educational
process are developed. Attention is drawn to the leading idea of the study: a child's speech develops
as a result of speech activity. Also, according to the results of theoretical study of the problem and the
results of experimental-pedagogical work, the author states that one of the main tasks of speech
development is the development of dialogic speech. It is important to teach children to cooperate and
understand each other in the process of joint activity. The undertaken experimental studies on the
problem of communication of preschoolers with their peers in the country and abroad, give a picture of the ontogenetic development of communication with peers within 7 years of life. The author notes
that these studies continue in the practice of preschool institutions. The study attempts to reveal this
problem more deeply and show what influence dialog has on the general speech development.
The article presents a set of active and interactive methods and educational activities for
preschool children. This material will be of value for teachers of preschool institutions aimed at
increasing the level of motivation, self-esteem, type of thinking. The results of the experiment
showed the positive impact of the selected methods and activities on the development of dialogic
speech of preschool children.