ResearcherUzPRIMARY EDUCATION
Shakarova Nilufar Zuvaydullaevna
PhD student of Samarkand State University
Abstract. This article examines how literacy instruction affects the speech development of children aged 6-7 as well as the strategies and tactics employed in this process. The study's objectives were to examine mastery indicators, offer suggestions for how to teach children to read, and enhance the speech abilities of preschool-aged children between the ages of six and seven through interactive used in the educational process to promote literacy and enhance the speaking, narrative, and vocabulary skills of children aged 6-7 as they prepared for school.
Key words: preparation for school, primary education, literacy, speech ability, gamification, creative ability, interactive ways, mnemonic table.
MAKTABGA TAYYORLOV GURUHI BOLALARINI BOSHLANGʻICH
TAʼLIMGA TAYYORLASHDA NUTQIY SAVODXONLIGINI
RIVOJLANTIRISHNING INTERAKTIV USULLARI
Annotatsiya. Ushbu maqolada maktabga tayyorlov davrida savod o‘rgatishning 6-7 yoshdagi bolalar nutqining rivojlanishiga ta’siri, shuningdek, ushbu jarayonda qo‘llaniladigan interaktiv usullar keltirilgan. Maktabga tayyorlov guruhi bolalarini savodga o‘rgatish hamda olti yoshdan yetti yoshgacha bo‘lgan maktabgacha yoshdagi bolalarning nutq qobiliyatlarini - ogʻzaki va yozma nutq, hikoya qilish va so‘z boyligini oshirish maqsadida o‘quv jarayonida interfaol usullardan foydalanish haqidagi fikrlar bayon qilingan.
Kalit so‘zlar: maktabga tayyorgarlik, boshlang‘ich ta’lim, savodxonlik, nutqiy qobiliyat, gemifikatsiya, ijodiy qobiliyat, interaktiv usullar, mnemonik jadval.
ИНТЕРАКТИВНЫЕ МЕТОДЫ РАЗВИТИЯ РЕЧЕВОЙ ГРАМОТНОСТИ
ПРИ ПОДГОТОВКЕ ДЕТЕЙ ПОДГОТОВИТЕЛЬНОЙ ГРУППЫ К
НАЧАЛЬНОМУ ОБРАЗОВАНИЮ
Аннотация. В статье обсуждается важность обучения грамоте в подготовительный период к школе. Представлено влияние на развитие речи детей 6-7 лет, а также интерактивные методы, используемые в этом процессе. Представлены идеи по использованию интерактивных методов в образовательном процессе для обучения грамоте детей подготовительной к школе группы и совершенствования речевых навыков дошкольников шести-семи лет - устной и письменной речи, рассказывания, словарного запаса.
Ключевые слова: готовность к школе, начальное образование, грамотность, речевые навыки, геймификация, творческие навыки, интерактивные методы, мнемотаблица.
Introduction. When a child reaches the age of 6-7, he or she is preparing for the next stage of education, namely school education. In educational activities, special attention begins to be paid to the development of their literacy. American researchers have shown that the development of early literacy skills in children is a prerequisite for successful school education.1 They emphasize it as one of the important indicators of improvement. Because insufficient preschool preparation can later lead to a decrease in the mastery of the subject in primary school and secondary school or to significant differences in the intellectual level of children.2. For this reason, it has been found that preschool educational institutions and the development of literacy in children educated there can show some positive results at a later stage of education.3
The developmental period of children between the ages of 6 and 7 is one of the key stages that determines their intellectual, psychological and social growth. At this age, children are ready to express their thoughts, communicate and acquire certain knowledge. When children go to school, their speech skills develop at different rates4 Teaching literacy to children aged 6–7 includes not only reading and writing, but also developing speech skills, logical thinking, creative skills, and social adaptation. The psychological development of children of this age is characterized by the activation of memory, attention, and creativity. The activities of educators in teaching children literacy include:5
Proper organization and selected training methods allow them to learn 1 (Karen E. Diamond, 2008) 2 (Urwick, 2022) 3 (Kim, 2022) 4 (Sharon Glennen, 2021) 5 (Cathy Burnett, 2021) successfully. Age-specific psychological characteristics of children aged 6-7 and physiological characteristics in planning and evaluating the educational process plays an important role. Psychological characteristics:
Distinguishing and mastering sounds:Children quickly perceive sounds, remember them, and learn to pronounce them in word form.
Interest and activity:Children aged 6-7 are interested in learning and are eager to learn new things. They can overcome their fear of going to school6 reduces.
Striving for communication: Children constantly seek to communicate with their peers and adults, which shapes their speech.
Development of thinking: During this period, children begin to think logically, trying to connect words and sentences. Physiological characteristics:
Development of hearing and vision: Children remember what they hear and see more quickly and express them in their speech.
Development of hand motor skills: Hand movements, which are important for engaging in writing exercises, will improve.
Maturation of the speech apparatus: At this age, children's speech organs are fully formed and ready to speak clearly.
The process of teaching literacy has a direct impact on the development of children's speech abilities. Well-developed speech activity is a prerequisite for cognitive development and is the basis of the perception of existence. Differences in the acquisitions that emerge when children who attended and did not attend preschool enter the first gradeis felt to a certain extent. This creates the need to develop children's memory, attention, and literacy, as well as to further develop their speech skills. This process is carried out through the following aspects:
1. Phonetic and phonemic development. In the process of teaching literacy, children learn letters. They learn to associate sounds with sounds, identify sounds in words, and divide them into syllables. This increases the fluency of speech and teaches correct pronunciation.
2. Increase vocabulary. Literacy teaching allows children to learn new words. Through stories, poems, and various exercises, the vocabulary expands and the ability to communicate on new topics is formed.
3. Follow grammatical rules. Teaching grammatical structures during literacy instruction makes children's speech clearer and more understandable. Correct sentence 6 (Arcadia Ewell, 2024) structures are formed and the order of words in sentences is taught.
4. Unity of thought and speech. During literacy training, children learn to express their thoughts through words and sentences. This develops their thinking and speaking skills together.
Materials and Methods. Today, new approaches to literacy teaching, including interactive games, gamification, audiovisual technologies, and an individual approach to the child, are gaining prominence. At the same time, it is difficult for innovations to completely replace traditional approaches. This is due to the specific characteristics of the educator and the educational environment. The conducted research answers the following questions:
How do the psychological and pedagogical characteristics of 6–7-year-old children affect literacy learning?
Which of the traditional and modern methods is more effective? What is the role of gaming and audiovisual technologies in literacy teaching? The following methods were used in the experiment.
Observation. Teaching methods and children's level of mastery were determined by observing the training processes.
Survey. Surveys were conducted among educators to identify the difficulties children face in learning literacy.
Experiment. Innovative (gamification and audiovisual tools) and traditional methods were compared with experimental groups.
The following interactive methods were used during the study: Gamification (for example, special games for teaching literacy), exercises based on mnemonic tables, and audio and visual resources.
Gamification is one of the effective methods for teaching children literacy, making the learning process interesting, engaging, and motivating. Activities for preschoolers are mainly carried out in the form of games. Gamification involves adding game elements to the educational process. This approach encourages students to participate more actively and increases their interest in the lesson.
Mnemonic tables are a tool that facilitates the memorization of information through images, words, or symbols. They are created in a colorful, simple, and childfriendly way.
Features of using mnemonic tables in the development of children's speech abilities.
1. Increasing vocabulary. Tables of pictures and words: Place pictures of various subjects and their names on the table. For example, animals (picture: dog, cat, bird, etc.), food (with pictures of fruits and vegetables). Children, looking at the pictures, say their names and attach them.
2. Develop correct pronunciation. Letter-sound table: Letters and words that correspond to them (for example, "B" - "Bear", "Ch" - "Child"). Children pronounce the letter and associate it with words. Sound table: The table is accompanied by pictures showing the sounds they make, along with the letters. For example, the letter "M" - with a picture of "mouse".
3. Teaching story-telling. Timeline: Draw a timeline that depicts the sequence of events. For example, we can use mnemonic charts in a conversation about the topic “Beautiful Spring” or to reinforce activities within the framework of this topic.When working with mnemonic tables, symbols and pictures are introduced. Based on the mnemonic table, the child can compose a short text that looks something like this:
Spring
Early spring has come.
The sun begins to shine brightly.
The water in the ditches is still'The lib is leaking.
The dandelion is blooming.
Green'The leaves appear.
Buds are blooming on the trees.
Warm-blooded birds return.
Children playing in the water in the spring'They launch small boats.
There will be a holiday of loving mothers in the spring!
Children tell stories based on pictures. This develops connected speech.
4. Explain synonyms and antonyms. Comparison tables: Make a table with two columns: In one column, words like "big", "heat", "fast". In the second column, their opposites: "small", "cold", "slow". Children learn these words and learn to use them in their own sentences. Advantages of mnemonic tables:
Visual aids: Images and colors attract children's attention and ensure easy
memorization of the material.
Develop creativity: Children independently form their own speech, inspired
by pictures or words.
Organizational Ability: Helps explain information in a sequential manner.
Memory development: Words and sentences learned using the table are stored
in a strong memory.
Working with mnemonic tables facilitates the learning process for children and effectively develops their speech skills. In addition, it can help children with speech and language disorders to develop early literacy. It is also considered an efficient method in implementation.
Conclusion. In preparing 6-7 year olds for primary education, literacy work plays a central role in the speech development of children. Through this process, children not only learn to read and write, but also develop vocabulary, grammatical literacy and communication skills. Innovative methods and an individual approach to the development of speech skills are an integral part of the educational process. Recommendations:
Pay more attention to playful and interactive methods in the process of teaching literacy.
Taking into account and developing the individual abilities of children.
Active use of multimedia and interactive tools.
Provide parents with recommendations on creating conditions for children to actively communicate at home and establish active cooperation.
List of references: 1. Diamond, KE, Gerde, HK, & Powell, DR (2008). Development in early literacy skills during the pre-kindergarten year in Head Start: Relations between growth in children's writing and understanding of letters. Early Childhood Research Quarterly, 23(4), 467–478.https://doi.org/10.1016/j.ecresq.2008.05.002 2. Urwick, J. (2021). Dimensions of inequality in children's literacy and numeracy in Uganda: Evidence from a household-based assessment. International Journal of Educational Development, 88, 102525. https://doi.org/10.1016/j.ijedudev.2021.102525 3. Kim, JH (2022). Preschool participation and students' learning outcomes in primary school: Evidence from national reform of pre-primary education in Ethiopia. International Journal of Educational Development, 94, 102659. 4. Glennen, S. (2021). Oral and Written Language Abilities of School-Age Internationally Adopted Children from Eastern Europe. Journal of Communication Disorders, 93, 106127. https://doi.org/10.1016/j.jcomdis.2021.106127 5. Burnett, C., Merchant, G., & Guest, I. (2021). What matters to teachers about literacy teaching: Exploring teachers' everyday/everynight worlds through creative data visualization. Teaching and Teacher Education, 107, 103480. 6. Shavitt, I., De Araujo Scatollin, MA, Rossi, ASU, Mercadante, MP, Gamez, L., Resegue, RM, . . . Rosário, MCD (2022). Transcultural adaptation and psychometric properties of the International Development and Early Learning Assessment (IDELA) in Brazilian preschool children. International Journal of Educational Research Open, 3, 100138. https://doi.org/10.1016/j.ijedro.2022.100138
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