Journal of Social Sciences and Humanities Research Fundamentals
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TYPE
Original Research
PAGE NO.
29-35
DOI
OPEN ACCESS
SUBMITED
13 March 2025
ACCEPTED
09 April 2025
PUBLISHED
11 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.
Development of
Connected Speech of
School Children Based on
Plot-Roleplay Games
Mukarram Ayupova
Professor, Candidate of Pedagogical Sciences of the Department of
"Speech therapy", Tashkent State Pedagogical University, Uzbekistan
Abstract:
An important aspect of the formation of the
grammatical structure of speech is the mastery of
syntactic norms in children whose speech is not fully
developed, the formation and improvement of the
ability to build sentences in accordance with these
norms. The attention paid to the mastery of the
sentence in preschool age is explained by the fact that
the linguistic structure of the sentence combines the
functions of other elements, serves as the main unit of
communication and is associated with the formation of
logical reasoning.
Keywords:
Preschool children, plot-role-playing games,
development, children's speech activity.
Introduction:
The famous linguist A.N. Gvozdev wrote:
"The sentence (sentence) is of great importance in the
development of children's speech. It organizes
utterances, messages and is an important unit of
speech, which is the main device in thinking and
communication. The acquisition of the native language
occurs mainly through the acquisition of various forms
of speech. It is in speech that separate phrases,
morphologically expressed grammatical classes are
manifested."
The formation of the syntactic component of language
skills directly depends on the child's experience, the
level of his subject-practical, game activity. The
development of subject-practical activity leads to the
complexity of the functions of statements, which, in
turn, determines the development of their structure. In
ontogenesis, the psycholinguistic rules of the structure
of statements are formed in the child only because
communication helps to satisfy his specific needs
(functions) in communication (V.N. Ovchinnikov, A.M.
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Shakhnarovich).
Mastering the grammatical structure of speech is
understood as the ability to correctly use words, verb
forms, pronouns, adjectives, and numerals, to
correctly form compound and complex sentences by
coordinating nouns with adjectives.
However, L.N. Efimenkova, N.S. Zhukova, R.I. Lalaeva,
R.E. Levina, E.M. Mastyukova, Z.A. Repina, T.B.
Filicheva, N.V. Serebryakova, L.R. Muminova, Sh.D.
Shokirova and others emphasize that in children with
incomplete speech development, the rate of
development of the grammatical structure of speech is
disrupted, which is manifested in a small active and
passive vocabulary, problems in using words with a
complex morphemic structure, and the inability to
select the right word and use it in speech [1].
Role-playing games, which contain great opportunities
and provide children with a certain amount of
knowledge, help to overcome certain difficulties in
speech development in a playful way, help a child with
underdeveloped speech develop a sense of the native
language, the ability to pronounce words, and
correctly and easily master grammatical language
norms. In the process of role-playing games, the child
accumulates the necessary vocabulary, gradually
masters the methods of expressing a certain content in
words, and ultimately acquires the ability to correctly
and more fully express his thoughts in simple and
direct speech, and to use grammatical forms [7].
The content of the plot-role-playing game as a means
of developing the grammatical structure of speech in
children with incomplete speech development is
aimed at the following two directions:
- further enriching the vocabulary of children by
clarifying their existing knowledge of words and
accumulating new words with different parts of
speech, as well as developing the ability to actively use
various methods of word formation;
- grammatical development and improvement of
connected speech by children's mastery of speech,
linking words in speech [7].
Taking into account the above, the main tasks faced by
the pedagogue in managing role-playing games are as
follows:
1. Development of play as a type of activity;
2. Using play for the education of children's groups and
individual children.
The first task is to expand the subject of children's
games, deepen their content. During the game activity,
children should have positive social experience, so
friendship, mutual assistance, respect for other
people's work, etc. are instilled in children.
The more the game is organized in a collective way, the
higher its educational effect. Signs of a good game: the
ability of children to concentrate, purposeful play,
taking into account the interests and desires of their
peers, amicable resolution of conflicts that arise,
helping each other in difficult situations. On the other
hand, if some children take the initiative as organizers
and take the main roles for themselves, put pressure on
the independence of others, and, in addition, reflect the
negative aspects of adult life in the game, the game can
serve as a source of negative experience. In such
situations, teachers who manage children's games
should direct them to gaining positive experience in
social relationships [9].
V.L. Chernysheva recommends using the following
methods to enrich children with knowledge,
impressions, and ideas about the life around them:
observations; excursions; meetings with people of
various professions; conducting conversations and
stories using visual material about the work of adults
and their relationships in the process; organizing a
teacher's story with the demonstration of specially
selected photographs, drawings, reproductions of
events taking place in the country; children composing
stories on certain topics in connection with their
observations of life around them; conducting individual
conversations with children, which clarify their
knowledge, ideas about social life events, and moral
categories; conducting moral conversations; expressive
reading of fiction; dramatizing literary works using toys
and puppet theater characters [10].
At the same time, in order to properly manage games,
the teacher should study the interests of children, their
favorite games, the educational value of the games
available in the group. According to V.L. Chernysheva,
modern children prefer plot-role-playing games that
reflect modern life: "McDonald's", "3D cinema",
"Computer salon", "Supermarket" and others. [9]
As N.M. Aksarina pointed out, summarizing the
pedagogical methods of managing a plot-role-playing
game, for its emergence and development, it is
necessary, firstly, to provide children with game
materials that reflect their impressions of the
environment, and secondly, to conduct exercises that
are appropriate for the game. (Here, the term "exercise"
should be understood as, on the one hand, the careful
use of direct methods of managing the game, for
example, showing game movements, and, on the other
hand, the widespread use of indirect verbal instructions
from the teacher) [7].
Thus, plot-role-playing speech is an interesting process
for preschool children whose speech is not fully
developed, and therefore, in working with children of
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this group, various types of games are used: plot-
reflective, theatrical, dramatic games, inventing
games, etc. At the same time, effective management
of plot-role-playing games is based on a person-
oriented approach, adherence to the principles of
partnership,
active
enrichment
of
children's
knowledge and impressions about the game through
plot-role-playing games.
The organization of the process of developing the
grammatical structure of speech in preschool children
whose speech is not fully developed through game
activities includes four main stages: orientation,
preparation for conducting a plot-role-playing game,
playing the game and its subsequent discussion.
In order to develop the speech of preschool children
based on games, we first set ourselves the goal of
experimentally studying the specific aspects of their
connected speech.
We conducted our research in 3 stages.
At the 1st stage, we interviewed group speech
therapists. During the interview, we identified the
child's developmental history and studied the child's
documents;
At the 2nd stage, we studied the children's coherent
speech based on a pre-planned, prepared methodology;
At the 3rd stage, we observed children during various
activities (game activities, reading activities).
When analyzing the skills of storytelling, we paid
attention to the following criteria:
- understanding of the content seen;
- independence of storytelling;
- accuracy and completeness of the statement;
- sequence of the story;
- lexical and grammatical structure of the story.
We conducted the experimental part of our study in the
multidisciplinary preschool educational organization
No. 480 of the Yunus-Obod district of Tashkent city. 10
children with incomplete speech development
participated in our study.
We have presented the results of checking the
connected speech of children whose speech is not fully
developed in Table 1 below.
Table 1
Test results of connected speech of children with incompletely developed speech
№
Assignments
Children whose speech is not fully
developed
3 points
2 points
1 points
0 points
1
Retelling a simple and small fairy tale
("Turnip" fairy tale)
20%
40%
30%
10%
2
Creating a story based on serial pictures.
50%
30%
20 %
3
Creating a story on a topic close to
children: "On our field".
30%
60%
10%
4
Completing a ready-made story based on
a picture.
50%
50%
1-task. The task was to retell a simple and short fairy
tale in terms of structure for children with incomplete
speech development. (The fairy tale "Turnip"). When
interpreting the results of the retelling test, we also
paid attention to the following criteria: understanding
the content of the narration, the ability to tell a story
independently (the child needs help from adults in the
form of questions, motivation), full conveyance of the
content of the text, omission of important details,
sequence of narration, fluency of narration, conveying
the content without stopping during long pauses,
correctness of the location of the narration. Out of
100% of the children tested, only 10% of the children
could not complete the task, 20% of the children
completed the task correctly and accurately. 40% of
the children composed a story with the help of a speech
therapist. In this case, difficulties in composing a story
were clearly visible in children (semantic errors,
violation of coherence, omission of fragments in the
text, etc.). The study showed that the children used a
low level of phraseological speech, a poor language
skills. 30% of children had agrammatisms in the process
of composing a story.
Most children had difficulties at the beginning of the
story, in describing the sequence of the appearance of
new characters in the story, and especially in describing
constructions that require rhythmic repetition. Almost
all children's stories had shortcomings in the coherence
of the narrative (repeating sentences or their parts
several times, omitting nouns, inability to connect
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sentences semantically and syntactically).
Task 2 - composing a story based on a series of
pictures, which was carried out on the basis of the fairy
tale "The Doll". This test made it possible to identify a
number of specific features in the monologue speech
of children with underdeveloped speech. Despite the
fact that the proposed 6 pictures depicted a
hypothetical content, even when the content of each
picture was explained, not all the children tested could
independently compose a connected story. Assistance
was required: auxiliary questions, specific details and
instructions were given corresponding to the pictures.
All the tested children had difficulties in moving from
one picture to another, in explaining, and in
independently continuing the story. The lack of
formation of this type of storytelling skills can be
explained by the weakness of the characteristics of
attention, perception, memory of this group of
children, and the lack of coordination that ensures
speech activity.
In many children's stories, the omission of events
depicted in the picture, the narrowness of the field of
perception of the picture (for example, describing the
activities of only one character - a bear), indicated
insufficient attention in speech activity. Often, the
content of the story did not correspond to the depicted
plot. In 50% of children, the story was logically
constructed correctly, but the plot was not fully
explained. In 30% of children's stories, the story was
limited to describing only the simple activities of the
characters, and various shortcomings in the children's
story-building were clearly manifested. In a number of
cases, gross violations were observed in the story, the
answers to the questions given did not correspond and
lost their coherence. According to the results of the
second task, many children had difficulties in fully and
accurately describing the plot, and they did not have a
semantic generalization of the situations in the plot.
Despite the assistance provided, 20% of the children
could not complete the task at all.
Task 3 - children were asked to compose a story on a
topic familiar to them, in this case we chose the topic
"In our playground". This task was mainly aimed at
determining the individual level of children's mastery
of connected and monologue speech in conveying
their life impressions. In order to facilitate the task, the
examinee was given a story plan consisting of 5
questions that approximately covered the content of
the story. The children were invited to talk about what
was on the playground; what children do on the
playground; what games they play; tell about your
favorite game or activity; tell about what games and
activities are held on the playground in winter. After
that, the child composed a story based on separate
fragments, each fragment was preceded by questions
corresponding to the task. We chose this variant of the
study based on the testing of various tasks, since
independent storytelling on this topic based on a given
plan is not typical for children with underdeveloped
speech, and this creates difficulties even for their
normally developing peers. The results of the study
assessed the content of the story and the speech
aspects of the story. Much attention was paid to the
analysis of connected speech, composed by children
without demonstration and without relying on the text.
As the analysis of storytelling showed, only 30% of
children with underdeveloped speech responded to all
5 fragments of the story.
In the remaining majority of children, one or more
fragments were omitted or replaced with subject-
related activities. In the phraseological answers of 60%
of children, only 2 fragments were described. The
remaining 10% of children could not complete the task
at all.
When composing a story, many children used short 2-4-
word phrases. In many cases, complex sentences were
constructed incorrectly. This indicated that the children
did not have an adequate level of use of connected
speech, which caused difficulties in conveying
connected, extensive information.
When assessing the content of the story, we paid
attention to the level of information provided, the
coverage of important elements, and the provision of
one or another piece of information on the given topic.
The identified information elements and their nature
(the name of the subject or its movement, or its
extensive description) made it possible to understand to
what extent the child covered the topic.
The stories of children with speech underdevelopment
differ significantly from the stories of normal children in
terms of their volume (number of words) and the level
of information they provide. It was shown that the
average story volume of children with speech
underdevelopment consists of 29 words.
Analysis of the stories of children with speech
underdevelopment allows us to assume that difficulties
in performing this task arise from the lack of formation
of various speech activities, namely planning, conveying
the content of the story, and control over its execution.
The existing difficulties in composing a story were
primarily observed in the planning of its content. This is
manifested in the selection of the topic, in the process
of storytelling, in establishing the sequence of
information, the connection between them (for
example: “we are running. ... We walked in the field. ...
I made toys, houses, etc.). This task was to determine
the ability of children to solve the creative task set, the
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ability to use the proposed speech and visual materials
in composing a story. Performing a creative task
caused
great
difficulties
for
children
with
underdeveloped speech. A large part of the children in
this group could not complete this task or performed it
inappropriately. The main difficulty was how to solve
the creative task, how to connect ideas sequentially.
Let us dwell on the results of the fourth task completed
by the children: We used the “Finish the story” method
in the following version. The child was given a picture
depicting the culminating (main) moment of the story
(the child climbed a tree, below, under the tree, there
are four wolves, one of them is trying to climb the tree,
a village is visible in the distance, the story takes place
in winter). After discussing the content of the picture,
the child was read the unfinished text of the story
twice and asked to think of its continuation. When
assessing the story composed by the child, its plot
resolution,
logical
sequence,
and
semantic
correspondence to the main content of the story were
taken into account. Out of 100% of children with
incomplete speech development, 20% of children
could not complete this task, only repeating the last
part of the proposed text or naming the objects and
their activities depicted in the pictures. The remaining
40% of the children in this group were asked to use
guiding questions to help them finish the story, and the
remaining 40% of the children completed the task with
one word or gesture. The average length of the stories
of children with incomplete speech development was
20 words. The number of images created served as one
of the criteria for evaluating the content of the stories
created by children. The concept of image included a
person performing a new activity, an activity
performed, objects and events that develop the plot.
In the stories of 4 children with incomplete speech
development, individual images of the story were not
connected with the main plot or were omitted in the
narration. In most children of the main group,
repetition of episodes of the read text was observed in
their stories, which leads to a violation of logical
thinking. (“Then the wolves were upset and fell from
the tree. They surrounded the tree. ... but he was not
afraid and climbed up
the tree”). All this indicates
difficulties in solving creative problems, inability to
express one's thoughts in a coherent, coherent
manner.
The majority of children composed stories with small
variations on the same elementary scheme (“The
wolves went -
the boy went home” or “The wolves
could not catch the boy, - the wolves went - the boy
went home”. Only in 3 stories can we see separate
additional elementary plot images, for example: “A
wolf wanted to eat the boy. And the boy climbed up
again. The wolf could not reach him, he fell from the
tree”. In the individual stories of children in this group,
the events were not connected, they were looped. (“He
jumped and caught the boy, the hunter, He shoots the
wolf”). In the stories of most children with incom
plete
speech development, it was observed that the moral
plots were omitted, the story was not completed, etc.
There were also errors indicating the inability to use the
elements in the performance of the task, semantic
errors or the absence of semantic constructions
appropriate to the beginning of the story. (“He climbed
up again ... then there are branches on the tree was
Then the branches were small... Then the leaves bent,
and the wolves could not hold them...).
Children with speech underdevelopment significantly
lag behind children with normal development in terms
of their level of grammatical speech, which limits their
ability to fully structure information. In the conclusion
of the story, they mainly used short 1-4-word phrases.
During the story telling process, children's speech was
characterized by agrammatisms, constructions using
conjunctive adverbs, and errors in expressing spatial,
temporal, and other relationships. A significant number
of errors were associated with the use of verb forms. A
relatively large number of errors in sentence
construction were mainly manifested in the use of
extended and complex sentences. When performing
tasks of a creative nature, the number of errors in
sentence construction and the use of verb forms, the
use of plural forms in the present and past tense, the
use of verb adverbs, and others increased. This can be
attributed to the lack of skills in the practical use of verb
forms in children with speech underdevelopment.
In our opinion, play is of great importance in eliminating
such speech defects in children with underdeveloped
speech. Because the most important activity of
preschool children is play. It has been established that
favorable conditions for the development of the main
stages of egocentric speech are created precisely in
play.
Based on the position put forward by L.S. Vygotsky on
the generality of the laws of development of normal and
abnormal children, it can be assumed that play speech
is as important for the development of speech in
preschool children with underdeveloped speech as it is
for their peers with normal speech development.
Creating pedagogical conditions for the formation of a
plot-role-playing game in children with underdeveloped
speech helps to enrich their vocabulary, develop the
semantic side of speech, and also to create initiative in
the use of speech means.
Based on the analysis of the results of testing the
connected speech of children with incomplete speech
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development, we recommended the use of role-
playing games with plots in the correctional work. We
give examples of some of the role-playing games with
plots.
The game "One - many"
Goal: to teach children to independently form plural
nouns from singular nouns.
Method: The speech therapist shows the child a
picture depicting a single object and offers to
independently show the picture depicting the same
object in the plural from among the pictures.
Pictures: Balloons, houses, buckets, etc.
The speech therapist shows a picture and names it: a
balloon.
- What is in your picture? What is depicted?
The child's answer: Balloons are depicted in my
picture.
In this way, it is proposed to name all the pictures (5-6
pictures).
The game "Whose clothes are these? Guess!"
The course of the game: Children are shown pictures
depicting a grandmother in a scarf, a mother in a
dressing gown, a girl in a fur coat, a man in a hat, etc.
are also given pictures with separate descriptions of
objects, these include: a scarf, a dressing gown, a hat,
a fur coat, etc. First, the children look at the pictures.
The speech therapist names one of the objects. And
the children say to whom it belongs. (This is my
grandmother's scarf, this is my mother's robe, this is
my little girl's fur coat, etc.)
In this case, you can witness the development of not
only the child's vocabulary, but also logical thinking
and reasoning at the same time.
The game "Whose tail is this? Guess."
The course of the game: In one row, pictures of animals
without tails are placed, in the second - separate
pictures of tails. The speech therapist shows the tail of
an animal and asks which animal it belongs to. During
this game, it can be observed that the child's logical
thinking develops along with the development of
systematic thinking, which leads to an increase in the
speed of completing the task compared to the first
task.
"Who needs these things?" Game
Game progress: Children are presented with the
following pictures: a teacher without a stick, a painter
without a brush, a hairdresser without scissors, a
hunter without a rifle, a fisherman without a fishing
rod, a seller without scales, etc., as well as pictures of
objects that they do not have on separate cards.
Children look at these pictures and say who needs what.
(The teacher needs a stick, the fisherman needs a fishing
rod, etc.).
Game "Guests"
Game progress: The picture shows a table full of various
treats. (apples, fish, carrots, bones, mushrooms). The
speech therapist explains: "The bear is waiting for
guests. He has put treats on plates for his friends. What
do you think these treats are for? Who will we give the
carrot to? (carrot-
rabbit) etc.”
“Tell me what it is!” game
Contents of the game: Objects are taken from the box
and named. (“This is a pear.”), and the child names its
qualities (“It is yellow, soft and sweet.” “This is a tomato.
–
It is red, round, ripe, juicy, juicy.” “This is a cucumb
er.
–
It is oblong, green, it makes a crunch when eaten”).
It is recommended to “play” these games not only once
during the lesson, but also during walks, and even at
home with parents and family members. We are sure
that if both the speech therapist, the educator, and the
family members have a goal-oriented attitude towards
a child and try to eliminate his speech defect, the path
to the expected result will be much shorter. It is very
important not to bore the child during the game activity.
Therefore, although the type of activity often changes,
the main reason for this is the unity of the goal and the
variety of games.
The main task of the speech therapist is to take into
account the individuality of each child when choosing
games and maintaining a healthy psychological state in
the group. No matter how interesting the game is
offered to the child, if he does not have sufficient skills
and abilities to participate in it, this activity will not
interest him at all, but on the contrary, will alienate him
from the group, make him nervous, and distract him
from speech therapy sessions. [9].
Who is this? What is this? Game
The course of the game: we asked the children: “There
are many different objects around us, you can ask about
each object. I will ask you, and you will answer me with
one word,” “What is this?”
- we showed different
objects, for example: a book, a table, etc. How can you
ask about these objects? - What is this.
Then: “Now I will ask differently. Who is this?” and
showed animate objects: a bird, a fish, a teacher, etc.,
and the children were asked: “What kind of question
can you ask?” (Who is this?)
- we told different objects,
and the children asked the question “Who?” Thus, we
gradually introduced the children to the concepts of
“Living and nonliving”, “Living and inanimate”. Then a
girl was called, a doll was placed next to her, and the
children were asked, “How is Nadira different from a
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doll?” The children answered, and the final conclusion
was that the girl is alive, and the doll is inanimate. Then
the cow in the picture and the toy cow were compared.
Thus, it was determined that the cow in the picture is
a picture of a living cow, and the toy cow is inanimate.
As a final conclusion, it was said that all inanimate
objects should be asked “What” and all animate
objects and persons should be asked “Who?” [9].
The results of our systematic evaluation of the
effectiveness of the correctional work carried out by
the children of the experimental group showed that:
games and game tasks aimed at the development of
phraseological speech aroused great interest in
children, children willingly attended classes and
eagerly awaited the games; children studied the tasks
and games with interest; they successfully mastered
the games "Bathing the baby", "Dressing the baby for
a walk", "Walking in the garden", "Tea party in the
family"; games on the topics "In the store", "In the
hospital", "Family" were successfully mastered by
children. The use of these games had a positive effect
on the quality of development of phraseological
speech. Children's skills in grammatically correct
formation of sentences in phraseological speech
improved. The analysis of the results of the
experimental study proved the effectiveness of the
developed and practically applied speech therapy
intervention on the development of phrasal speech of
preschool
children
with
incomplete
speech
development based on game technologies, and the
importance of further systematic work was identified.
Thus, teaching through story-role-playing games is an
interesting phenomenon for preschool children with
incomplete speech development, and in this regard, it
is recommended to use story-reflective, theatrical,
dramatized games, and invented games in work on the
development of phrasal speech with children of this
group. In this case, if the organization of story-role-
playing games is organized on the basis of a person-
oriented approach, if the principle of interaction in
pairs is observed, and if children's knowledge and
impressions about the environment are enriched, then
even greater results can be achieved.
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