Pedagogical conditions for teaching monological speech to older preschool children using the method of visual modeling based on mnemonic tables
Ziablova Ekaterina Aleksandrovna, Loginova Daria Nikolaevna, Loginov Aleksei Nikolaevich
Vladimir State University named after Alexander and Nikolay Stoletovs
Submitted: 08.05.2024
Abstract. The purpose of the study is to substantiate the feasibility of using the method of visual modeling based on mnemonic tables as a means of forming monological speech in the native Russian language of older preschool children. The article examines the features of speech development of children aged 5-7, discusses the possibility of using visual modeling as a means of improving the effectiveness of speech development of older preschoolers, and also defines pedagogical conditions that contribute to improving the effectiveness of the monologue speech learning process for children aged 5-7. The effectiveness of using the visual modeling method as a means of developing monological speech in older preschoolers is noted. The scientific novelty of the study lies in determining the pedagogical conditions for the development of monological speech of older preschool children through visual modeling (availability of visibility; observance of the principle of transition from simple to complex; provision of visual models of the developing subject-spatial environment of a preschool educational organization). As a result, the positive effect of using mnemonic tables in the process of teaching monologue speech to older preschool children has been proven.
Key words and phrases: развитие монологической речи дошкольников, педагогические условия развития монологической речи, наглядное моделирование в обучении монологической речи, наглядное моделирование на основе мнемотаблиц, development of monological speech of preschoolers, pedagogical conditions for the development of monological speech, visual modeling in teaching monological speech, visual modeling based on mnemonic tables
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