Possibilities for the development of coherent speech in preschoolers through narrative

Abstract

 This article is devoted to the study of the essence, theoretical foundations and methods of developing narrative ability in coherent speech in preschool children. It is aimed at determining the characteristics of narratives in preschool children, the stages of their development, the level and effectiveness in the development of children's speech. The main goal of our study is to analyze the theoretical foundations of the development of coherent speech in preschoolers through storytelling and determine the main advantages of this  method. The current state of this issue was studied on a theoretical basis, and regulations and scientific works aimed at the development of children's speech in the country were analyzed. Within the framework of this article, an analysis of the works of foreign scientists on children's narrative was carried out, and their main conclusions served as the basis for identifying current problems and determining directions for the development of our research. In our study, using the methodology of N. E. Veraks and O. M. Dyachenko “Methods for regulating the behavior of preschool children,” as well as McCabe’s method “Creating a story,” we observed the level of children’s ability to create children’s stories and determined their pre-experimental stage. We conducted an experiment on the formation of children's stories, guided by seven levels of children's story development, each of which contains a specific structure. In order to strengthen this technique, in our experiments we used Stadler and Ward, Applebee, Stein and Glennes levels, the effectiveness of which has been proven in foreign practice. As a result, the effectiveness of the levels of symbolization, chaining, linking and narrative in the construction of children's stories was proven.