European International Journal of Pedagogics
293
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TYPE
Original Research
PAGE NO.
293-295
DOI
3
OPEN ACCESS
SUBMITED
31 March 2025
ACCEPTED
29 April 2025
PUBLISHED
31 May 2025
VOLUME
Vol.05 Issue05 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Ways to Develop the
Vocabulary of Children
with Incomplete Speech
Development
Shoakhmedova Surayo Kamilovna
Teacher of the Department of Speech Therapy of the National Pedagogical
University of Uzbekistan named after Nizami, Uzbekistan
Abstract:
This article discusses the effectiveness of the
ideas of Western and Eastern speakers in the formation
of children's speech, as well as the study of their
theoretical and practical recommendations, as well as
the transfer of their ideas and recommendations on
speech to young people.
Keywords:
Rhetoric, mother's school, mind and speech,
strategy.
Introduction
: In the context of reforms, the attention
paid to the field of education and science deserves
special recognition. Over the past five years, a number
of presidential decrees and resolutions have been
adopted to radically improve all levels of education.
These adopted documents are distinguished by their
practical relevance to life. Since communicative
competences are the product of speech activity
associated with thorough mastery of the subject of
study, engagement in social relations, achieving critical
and non-standard thinking, and expressing one's
thoughts clearly and intelligibly, great attention should
be paid to the formation and development of these
competencies in students from the preschool period
and the initial stages of secondary schools, and this is
also one of the most important conditions for the
formation of personal competencies in students.
One of the most important qualities of a person is his
ability to communicate and think through speech.
Meaningful speech, which is formed by the combination
of various sounds in a certain order, is formed as a result
of the activity of certain organisms. The efforts of
parents and the timely and qualified assistance of
specialists accelerate and ensure the child's confident
step into life. Of course, it is a difficult task for such
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European International Journal of Pedagogics
children to go to kindergarten like their peers, and later
to master literacy - to please their parents with their
first successes and poems, but this is not an impossible
task. Identifying the problem in time, along with the
correct medical treatment of the child, and as a result
of speech therapy, the child's admission to school can
conquer the heights of science.
The issue of the formation and development of
children's speech has long been one of the main
problems of pedagogy. Indeed, the formation of
children's speech depends on a number of factors, and
their analysis provides a correct approach to the
solution of this problem. These factors include the
environment in the family and educational institution,
the child's spiritual state, capabilities, physical health,
activity, moral and aesthetic qualities. The scientific
and theoretical substantiation of the role of folklore
samples in the development of children's speech, as
well as the possibilities of spiritual and physiological
influence of a number of genres of folk oral creativity,
is one of the current issues of such disciplines as
linguistics, literary studies, folklore studies, psychology
and pedagogy. The fact that the topic is located at the
intersection of several disciplines indicates that it is a
broad scientific problem.
Analysis and description of the conducted scientific
work and research allows us to identify the scientific
foundations and level of research for improving the
speech of children of preschool age.
D.R. Babaeva's research studies the scientific and
pedagogical conditions, theoretical, organizational,
pedagogical and methodological aspects of the
development of children's speech, the role of the
family in the development of children's speech,
planning and organizing this problem in the
educational process, methods of improving children's
speech in the process of getting acquainted with the
environment, and the technology of developing
speech in connection with the process of children's
knowledge of the environment.
Language, speech and thinking are of great importance
in the process of human development. In this regard,
we consider it appropriate to dwell on the linguistic
analysis of these concepts.
Language is closely related to consciousness and
thinking. These two concepts require each other and
one cannot exist without the other. The process of
thinking takes place in the presence of language
elements in our consciousness. Words and other
elements of language appear in the mind as concepts,
as a means of thinking. This process cannot take place
without language elements. Therefore, language is
closely connected with consciousness and thinking.
Speech is a phenomenon related to language, and its
perfection depends on the ability of a person to quickly
recall lexical units in the language and use them in the
speech process. It is impossible to develop a person's
speech abilities without increasing his vocabulary. Also,
the methodological specificity of lexical units and their
inherent semantic nuances, based on experience and
natural intuition, increase a person's ability to use words
effectively. This is a linguistic and psychological skill that
is formed through attention to words, artistic reading,
and various social relationships, and can be influenced
by internal and external factors.
The development of speech in children of primary
school age is based on practical work carried out in this
direction in preschool educational institutions.
Therefore, it is appropriate to ensure the integration of
work on the formation and development of speech in
preschool and primary education, to reconsider the
issues of coherence and continuity in programs. In this
regard, in preschool education, it is appropriate to pay
attention to the following issues related to the
formation of speech: the ability to express thoughts,
coherent speech skills, and in primary education, to the
issue of its development; in primary education, it is also
useful to draw up a story based on a picture, retell a
literary text, and pay attention to the grammatical
nature of language elements. Theoretical and practical
studies conducted on the formation and development
of children's speech are contributing to the
strengthening of interest in improving speech activity.
When speech activity becomes integral with speech
movements, an effective communication process is
established. This approach occupies a central place in
the theoretical views of Russian researchers on the
development of children's speech activity. They have
proven that the effective and efficient use of verbal and
nonverbal forms of communication increases the
effectiveness of speech.
The main stage of speech acquisition falls on the period
of primary education, and subsequently it has the
character of a systematic development. Therefore,
currently, much attention is paid to the separate study
of the stages of speech development. Researchers of
children's speech of primary school age E.I. Tikheeva,
E.A. Flerina, A.M. Leushina, L.A. Penyevskaya and others
studied the specific features of the development of
children's oral speech and the development of
storytelling skills, the interrelationship, differences and
similarities in the expressiveness of dialogical speech
and monologue speech, and factors that form fluent
speech. These researchers also described practical
aspects of the development of children's speech, in
particular, the classification of children's stories, the
role of the process of reading (listening) to stories in the
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European International Journal of Pedagogics
formation of speech, describing surrounding objects,
narrating literary works, narrating from pictures, giving
examples from personal and collective experience, and
creative storytelling.
In general, the issue of children's speech development
as a broad and multifaceted pedagogical problem has
long attracted the attention of the scientific
community. The problem has been studied in various
aspects. In particular, the contribution of Russian
pedagogical scientists in this regard has been great,
and there is still much research that needs to be
carried out by domestic researchers. Undoubtedly, the
study of the issue of children's speech development
from various angles has not only scientific, but also
practical significance.
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