INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
696
IMPROVING SPEECH COMPETENCIES OF PRE-SCHOOL
EDUCATION TEACHERS
Karimova Navbaxar Mahmudjanovna
Student of correspondence preschool education at Urgench State University and educator at
the multidisciplinary specialized preschool organization No. 9 in Gurlan district
Annotatsiya:
maktabgacha taʼlim pedagog-tarbiyachilarining nutqiy kompetensiyalarini
takomillashtirish ushbu sohadagi muhim masalalardan biridir. Nutqiy kompetensiyalar,
pedagogning professionalligi va tarbiyachilik faoliyati samaradorligini belgilaydi. Ushbu
tadqiqotda, pedagog-tarbiyachilarning nutqiy ko‘nikmalarini rivojlantirishga qaratilgan
metodologiyalar, usullar va vositalar tahlil qilinadi.
Kalit so’zlar:
nutqiy rivojlanish,muloqot ko’nikmalari,emotsional intellekt,pedagogik
metodlar,til o’qitish strategiyalari.
Аннотация:
совершенствование речевых компетенций педагогов-воспитателей
дошкольного образования является одной из важных проблем в этой области. Речевые
компетенции
определяют
профессионализм
педагога
и
эффективность
его
воспитательной деятельности. В данном исследовании анализируются методологии,
методы и средства, направленные на развитие речевых навыков педагогов-воспитателей.
Ключевые слова:
речевое развитие, коммуникативные навыки, эмоциональный
интеллект, педагогические методы, стратегии обучения языку.
Abstract :
improving the speech competencies of preschool education teachers is one of the
important issues in this field. Speech competencies determine the professionalism of the teacher
and the effectiveness of their educational activities. This study analyzes methodologies,
methods, and tools aimed at developing the speech skills of preschool educators.
Key words:
speech development, communication skills, emotional intelligence, pedagogical
methods, language teaching strategies.
In order to effectively influence children in preschool education institutions, it is
essential that the educator-teacher possesses a well-developed speech culture and competencies.
The importance of practical training in higher education institutions for forming the speech
competencies of preschool educators is significant. The speech culture of a preschool educator
fully encompasses their speech activity and its components. There are certain standards for all
parts of speech culture, which primarily manifest as communication norms:
- Cognitive (perceiving and understanding others);
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
697
- Affective (attitude towards others);
- Behavioral (choosing behavior in a specific situation);
- Ethical norms;
- Communicative norms.
Communicative and ethical norms represent specific rules that are part of speech
competence standards. The most important factor for a child is the words they hear with their
own ears. It is not without reason that being polite to children is commanded not only in science
but also in religion. This is because the speech culture and communicative competence of the
people around children are the main factors influencing their mental state. The components of a
teacher’s professional speech are as follows. The content of a teacher’s professional activity
imposes a number of specific and strict requirements on their speech, compelling them to
develop certain speech qualities as professional, necessary, and mandatory. One of the integral
parts of speech is the quality of the teacher’s voice.
The voice is the most important element of speech style. For a teacher, it is the main tool
of work. The following requirements are set for the voice:
- The voice should be free from unpleasantness, possessing nobility and softness.
- The educator-teacher should be able to change the tone of their voice depending on the
situation.
- The educator-teacher must be able to control their voice and understand that speech is not for
themselves but for the listeners.
- The educator-teacher should be able to manage the students using their voice.
- The educator-teacher’s voice should be sufficiently firm.
Based on the above requirements, it can be said that the educator-teacher’s voice should reflect
nobility, firmness, kindness, and strictness. Another important component of the voice is diction.
Diction is the clear and distinct pronunciation of speech sounds. Good diction is ensured by
strictly adhering to the oral characteristics of sounds. Diction is one of the mandatory elements
of a teacher’s speech style because their speech serves as a model. An important part of speech
is orthoepy — the correct literary pronunciation of all words in the native language. The
complexity of mastering correct literary pronunciation lies in the fact that pronunciation does
not always correspond exactly to the written text. Therefore, the generally accepted norms of
literary pronunciation must be studied.
The distinguishing characteristics of preschool educators in early childhood education
institutions can be described as follows:
Clarity – the correspondence of speech to its semantic content and the information it
conveys. The educator must pay special attention to the semantic aspect of speech, which helps
children develop skills for accurate usage.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
698
Logic – the expression of semantic connections between the components of speech and
the relationships between parts and elements of thought. The educator should consider that
preschool children begin to form ideas about the structural parts of coherent statements and
develop the ability to use various methods of intra-articulatory connection.
Relevance – the use of units in speech that correspond to the situation and
communication context. The relevance of a teacher’s speech primarily implies having a sense of
style. Taking into account the specific characteristics of preschool children, the educator
focuses on forming children’s speech behavior culture (communication skills, the ability to use
speech signs, attention to the communication situation, etc.).
Correctness – the absence of foreign elements in speech from the literary language.
Eliminating non-literary word combinations is one of the tasks in the speech development of
preschool children. In solving this problem, the educator must pay attention to the purity of
their own speech: negative words, dialectal, and jargon words should not be used.
Speech is one of the most important means for human interaction with the environment.
For a preschool educational institution (PEI) pedagog-educator, speech is not just a means of
communication, but a key professional tool that determines the quality of the educational
process. The level of the educator's speech competencies directly influences the formation of
speech skills in children, their cognitive development, emotional sphere, and social adaptation.
Therefore, the continuous improvement of pedagogues' speech skills is a pressing task for the
modern preschool education system. A pedagog-educator serves as the primary role model in
the field of speech for preschool-aged children. Children absorb the pronunciation, intonation,
sentence structure, and vocabulary characteristics of the adults with whom they spend most of
their day. A high level of speech culture in the pedagog helps in the following ways: Children
learn to pronounce sounds, construct sentences, and enrich their vocabulary by listening to the
educator's literate speech. A pedagog with well-developed speech competence can effectively
communicate with children, ask questions, encourage dialogue, which stimulates the
development of their own speech. The educator's rich, expressive, and diverse speech makes the
educational process more interesting and engaging, helping to develop curiosity and cognitive
activity. The intonation, timbre, and emotional coloring of the educator's speech convey
feelings and create a certain mood, which is crucial for the child's emotional well-being. The
pedagog's speech competence includes several interrelated components:
Phonetic competence: correct and clear pronunciation of sounds, adherence to stress
norms, absence of speech defects. Lexical competence: extensive vocabulary, the ability to
choose precise words to express thought, understanding the meanings of words and their
nuances.
Grammatical competence: correct construction of sentences, adherence to syntactic and
morphological norms of the language.Intonation-expressive competence: command of various
intonations, tempo, timbre, and volume of voice to give speech expressiveness and emotionality.
Communicative-pragmatic competence: the ability to construct dialogue and monologue in
accordance with the communicative task and situation, using speech tools to achieve
pedagogical goals. Didactic competence: the ability to adapt one's speech to the age and
developmental level of children, using understandable vocabulary, explaining complex
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 08,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
699
concepts with accessible words. Ways to improve speech competencies.The improvement of
pedagogues' speech competencies is a continuous process that requires a systematic approach
and self-development.
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