FORMATION TASKS OF DIALOGICAL SPEECH IN CHILDREN OF OLDER PRESCHOOL AGE IN CURRENT EDUCATIONAL PROGRAMS THAT ARE IMPLEMENTED IN PRESCHOOL EDUCATION INSTITUTIONS

Abstract

The purpose of the article is to present the requirements for the formation of dialogic expression in children of senior preschool age according to the current educational programs implemented in preschool institutions and in the younger grades of special secondary education institutions. According to the Basic Component of Preschool Education, the formation of children's communicative competence consists of the following elements: the ability to build a dialogue in various forms of constructive interaction, the formation of speech intention for verbal interaction with peers and adults, the ability to understand one’s needs and declare one’s intentions and desires, to coordinate one’s interests and actions with the boundaries of others, to negotiate, and, if necessary, to defend one's position with arguments [1].

A significant contribution to the study of the problem of the formation of speech activity, communicative dialogical interaction of children with severe speech disorders as a condition for the development of communicative competence was made by Ukrainian scientists (N. Bazima, E. Danilavichyutye, Yu. Ribtsun, N. Savinova, I. Martynenko, L. Trofymenko, M. Sheremet, etc.). The development of dialogical speech of preschool children is presented by Ukrainian scientists in psycholinguistic and linguistic aspects (L. Kalmykova, M. Kochergan, L. Matsko, O. Selivanova, etc.); linguodidactic aspect (A. Bogush, M. Vashulenko, N. Gavrish, T. K. Donchenko, N. Lutsan, A. Chulkova, etc.).

The formation of coherent dialogical utterance is the leading task of practical language mastery, the development of the child's intelligence and self-awareness, and has a positive effect on the formation of personal qualities such as initiative, competence, sociability, friendliness, creativity, etc. The child's dialogical speech contributes to the actualization of thinking, the transmission of verbal thought, ease of communication with others, the transformation of one's own ideas, and social activity.